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Scott County School District

100 East First Street, Suite B

Forest, MS 39074

www.scott.k12.ms.us

(601) 469-3861

Dr. Tony McGee, Superintendent Chad Harrison, Asst. Superintendent

School Information

Lake High School Morton High School

24442 Hwy 80 238 East 4th Avenue

Lake, MS 39092 Morton, MS 39117

Phone: 601-775-3248 Phone: 601-732-6210

Fax: 601-775-3861 Fax: 601 - -732-8086

Lake Elementary School Morton Elementary School

200 School Street 265 East Second Avenue


Phone: 601-775-3011 Phone: 601-732-8529 (K – 2)

Fax: 601-775-8225 Fax: 601 -732-1781

Phone: 601-732-1780 (3 -4)

Fax: 601-732-3655

Lake Middle School Bettye Mae Jack Middle

1770 East Scott Road P.O. Box 500


Phone: 601-775-3614 Phone: 601-732-6977

Fax: 601-775-8830 Fax: 601-732-2242

Scott Central Attendance Center Sebastopol Attendance Center

2415 Old Jackson Road 17194 Hwy 21 North

Forest, MS 39074 Sebastopol, MS 39359

Phone: 601-469-4883 (High School) Phone: 601-625-8654

Phone: 601-469-4695 Fax: 601-625-9426

Fax: 601 – 469-3746

Career & Technology

521 Cleveland Street

Forest, MS 39074

Phone: 601-469- 2913

Fax: 601- 469-2917

http://www.scott.k12.ms.us/


OUR BELIEFS

We believe respect is essential for fairness and success. We believe everyone can learn and show growth. We believe a quality staff develops students who improve the community. We believe positive relationships are essential to success. We believe family support is the core of all learning. We believe the hope and well-being of students is vital to success.

OUR MISSION

The Scott County School District will provide students a quality education while teaching core values, college and career readiness, and twenty – first century skills, through real-life application, to produce productive members of society.

EQUAL EDUCATIONAL OPPORTUNITIES

The Scott County School District grants equal educational opportunities to all qualified persons regardless of race, creed, color, sex, national origin, marital status, religion, or disability.

LEGAL REFERENCE: MS Code 37-15-35; 1972 Educational Amendments; Title IX; 1964 Civil Rights Act, Title VI; 1973 Rehabilitation Act, Section 503 & 504; CFR Part 84 and Part 86; Brown vs. Board of Education, 347 U.S. 483 (1954); Mississippi Public School Accountability Standards. JB* 7-11-01


Recommended Coursework Path

8th Graders – Pre-registering for 9th Grade Students who plan to be college and career ready should: ➢ Pre-register for courses based on their chosen career pathway ➢ Continue to update resume ➢ Research future college and career plans ➢ Mandatory Classes

▪ English I ▪ Algebra I – Foundations to Algebra ▪ Biology I ▪ World History ▪ P.E. (Team Sport)/ Health ▪ Art

9th Graders Pre-registering for 10th Grade Students who plan to be college and career ready should: ➢ Pre-register for courses based on their chosen career pathway ➢ Take the ACT ➢ Continue to update resume ➢ Consider Dual Enrollment/Dual Credit Courses ➢ Research future college and career plans ➢ Mandatory Classes:

● English II ● Local Culture/Problems with American Democracy

11th Graders Pre-registering for 12th Grade Students who plan to be college and career ready should: ➢ Pre-register for courses based on their chosen career pathway ➢ Take the ACT ➢ Attend the SCSD College Fair ➢ Consider Dual Enrollment/Dual Credit Courses ➢ Research future college and career plans ➢ Identify possible scholarship opportunities ➢ Mandatory Classes:

English III or DC Comp I

U.S. History 12th Grade Students who plan to be college and career ready should: ➢ Pre-register for courses based on their chosen career pathway ➢ Take the ACT ➢ Attend the SCSD College Fair ➢ Consider Dual Enrollment/Dual Credit Courses ➢ Research future college and career plans ➢ Identify possible scholarship opportunities

➢ Mandatory Classes:

English IV or DC Comp II

Government / Economics

For more information concerning the ACT visit the following websites:

www.act.org

www.collegeboard.org

Tips for High School Students

➢ Take a science course each school year

➢ Take a math course each school year

➢ Keep an updated resume

➢ Be aware of requirements for scholarships

➢ Take courses which require critical thinking, problem solving, and literacy skills

http://www.act.org/

http://www.collegeboard.org/

GRADUATION REQUIREMENTS

Beginning with school year 2018-2019 and thereafter, all entering ninth graders will be required to meet the

traditional diploma guidelines as outlined below. Students planning to go directly to a four year university must

also meet IHL entrance requirements. The only exception to the traditional diploma will be for students with

Significant Cognitive Disability as outlined on their IEP.

TRADITIONAL DIPLOMA OPTION

MDE Additional Requirements * All students must pass or meet the MAAP assessment requirements for end

of course assessments as mandated by the State Department of Education.

*Students should identify an endorsement area prior to entering 9th grade.

*For early release, students must meet MDE early release requirements of ACT sub scores, 17 English, 19 Math

or Silver level on ACT WorkKeys, or SAT equivalent sub scores. In addition, the student must have a 2.5 GPA,

passed or met all MAAP assessment requirements for graduation, on a track for diploma, concurrently enrolled

in essentials for College Math or Essential for College Literacy.

Curriculum Area Carnegie Units Required Subjects

English 4 English I

English II

2 other English credits

Mathematics 4 Algebra I and

3 other Math credits

Science 3 Biology I and

2 other Science credits

Social Studies 3 ½ ½ Mississippi Studies

1 World History

1 U.S. History

½ U.S. Government

½ Economics

Physical Education (or

equivalent)

½ ½ Physical Education (Participation in

choir, band, ROTC or a sport also meets

this requirement)

Health ½ ½ Comprehensive Health, or ½ Family

and Individual Health

Arts 1 One unit of fine arts credit is required

College and Career

Readiness

1 Must occur in the student’s junior or

senior year, or in the student’s

completion of a four- year sequence

Technology or Computer

Science

1

Additional Electives 5 ½

Total Units Required 24

CAREER AND TECHNICAL ENDORSEMENT


English 4 English I English II

2 additional

Mathematics 4 Algebra I 3 additional

Science 3 Biology I 2 additional

Social Studies 3 ½ 1 U.S. History 1 World History

½ U.S. Government ½ Mississippi Studies

½ Economics

Health and Physical Education

½, ½

Arts 1

College and Career Readiness 1 Must occur in the student’s junior or senior year, or in the student’s completion of a four-

year sequence

Technology and Computer Science

1

CTE Electives 4 Must complete a four-course sequential program of study

Additional Electives 3 ½


Additional Requirements:

Earn an overall GPA of 2.5

Earn Silver level on ACT Workkeys

Earn two additional Carnegie Units for a total of 26

Must successfully complete one of the following,

o One CTE dual credit or articulated credit

o Work-Based Learning experience or Career Pathway Experience

o Earn a State Board of Education approved national credential

ALTERNATE DIPLOMA OPTION


English 4 Alternate English I-IV

Mathematics 4

Alternate Math Elements I-III

Alternate Algebra Elements

Science 2

Alternate Biology Elements

Alternate Science Elements II

Social Studies 2

Alternate History Elements

(Strands: U.S. History and World

History)

½ U.S. Government

½ Economics

½ Mississippi Studies

½ Additional

Health and Physical Education ½, ½ Alternate Health Elements

Arts 1

Career Readiness 4

Career Readiness I-IV

(Strands: technology, Systems,

Employability, and Social)

Life Skills Development 4

Life Skills Development I-IV

(Strands: Technology Systems,

Personal Care, and Social)

Additional Electives 2



The Alternate Diploma is not equivalent to a traditional high school diploma and is not recognized

by postsecondary entities that require a traditional high school diploma.

All students are required to participate in the Mississippi Assessment Program Alternate

Assessment (MAAP-A) with a score TBD.

Students who have met the criteria on their IEP for having a Significant Cognitive Disability (SCD)

may participate in a program of study to earn the Alternate Diploma

ACADEMIC ENDORSEMENT


English 4 English I

English II

2 additional

Mathematics 4 Algebra I

3 additional (2 above Algebra I)

Science 3 Biology I

2 additional above Biology I

Social Studies 3 ½ 1 U.S. History

1 World History

½ U.S. Government

½ Mississippi Studies

½ Economics

Health and Physical Education ½, ½

Arts 1

College and Career Readiness 1

Technology and Computer

Science

1

Additional Electives 7 ½ Must meet 2 advanced electives

of the CPC requirements for MS

IHL entrance




Courses must meet MS IHL college prep curriculum requirements

Earn IHL and Community College Readiness benchmarks (ACT 17 English and 19 math)

Earn two additional Carnegie units for a total of 26

Must successfully complete one of the following:

- One AP course with a C or higher and take the appropriate AP exam

- One academic dual credit course with a C or higher in the course

DISTINGUISHED ACADEMIC ENDORSEMENT

Curriculum Area Carnegie

Units Required Subjects

English 4

English I English II

2 additional

Mathematics 4

Algebra I 3 additional (2 above Algebra

I)

Science 4 Biology I

3 additional (2 above Biology I)

Social Studies 4

1 U.S. History 1 World History

½ U.S. Government ½ Economics

½ Mississippi Studies ½ Additional

Health and Physical Education ½ ½

Arts 1

College and Career Readiness 1

Must occur in the student’s junior or senior year, or in the student’s completion of a four-

year sequence

Technology and Computer Science 1

Additional Electives 8

Must meet 2 advanced electives of the CPC

requirements for MS IHL entrance

Total Units Required 28 Additional Requirements:


Courses must meet MS IHL college prep curriculum requirements

Earn national college readiness benchmarks (ACT 18 English and 22 Math)

Earn four additional Carnegie units for a total of 28

Must successfully complete one of the following:

- One AP course with a B or higher and take the appropriate AP exam

- One academic dual credit course with a B or higher in the course

GRADUATION PATHWAYS REQUIREMENTS

Beginning with school year 2018-2019, this option will no longer be applicable for students enrolling in the ninth

grade for the first time. Students will adhere to the newest graduation requirement options recommended and

approved by the Mississippi Department of Education and the Scott County School District. These options are

only for the current 10th, 11th and 12th students.

*Dual Credit courses may substitute for core courses with the exception of subject area tested courses. The

Special Mississippi Occupational Diploma for students with disabilities shall not be available to any student

entering the Ninth Grade in the 2017-2018 school year of thereafter.

Graduation

Requirements

Required

Subjects

Graduation

Requirements

Required

Subjects

Graduation

Subjects

Required

Subjects

4 Credits of

English

CCSS English I

CCSS English II

CCSS English III

CCSS English IV

4 Credits of

English

CCSS English I

CCSS English II

4 Credits of

English

CCSS English I

CCSS English II

4 Credits Math Algebra I

Geometry

3 Credits Math Algebra I 4 Credits Math Algebra I

4 Credits Science Biology I

Physical Science

3 Credits Science Biology I 3 Credits Science Biology I

4 Credits Social

Studies

1 U.S. History

1 World History

0.5 Geography

0.5 Economics

0.5 U.S. Gov.

0.5 MS Studies

3 Credits Social

Studies

1 U.S. History

0.5 U.S. Gov.

0.5 MS Studies

4 Credits Social

Studies

1 U.S. History

1 World History

0.5 U.S. Gov.

0.5 MS Studies

0.5 Economics

0.5 Credits Health

0.5 Credit Physical

Education

0.5 Contemporary

Health

0.5 PE

0.5 Credit

Health/Physical

Education

0.5 Contemporary

Health or physical

Ed

1 Credit Business

& Technology

Technology

Foundations, ICT,

9th STEM

1 Credit Art 4 Credits of Career

& Technical

Education

Electives

From Student’s

Program of Study

1 Credit of Art

5 Credits Electives 2.5 Credits

Electives

4.5 Credits

Electives

Total 24 UNITS Total 21 UNITS Total 22 UNITS

Individual Career and Academic Plan (iCAP) Each student in Mississippi schools must have an iCAP that is personalized to meet his or her educational and career goals.

Students who choose the Career Pathway Option must complete 4 career and technical education units and 2.5 elective specified

in the student’s iCAP.

SUBJECT AREA TESTS

The Subject Area Testing Program (SATP) consists of four academic, end-of-course tests (Algebra I, Biology I, English II, and

U.S. History from 1877). Fulfillment of MDE approved assessment options is required.

SCOTT COUNTY SCHOOL DISTRICT 2018-2019 7th Grade

Directions: Place a check mark in the column labeled selected for the courses you would like to register for the 2018-2019 school year. Due to possible revisions by MDE, course offerings below are subject to changes

Any course name in bold print is a required course

Course # Course Name Select Prerequisites

230101 Language Arts X

270101 Mathematics X

450804 Social Studies – U. S. History X

409907 Science X

Step 1. You MUST choose ONE of the courses to meet the state mandated PE requirement.


340111 340131

PE Girls Health Education

-

340111 340131

PE Boys Health Education

-

340111 Boys Team – Sports This course is for boys participating in seasonal athletics (e.g. football, basketball, etc.)

340111 Girls Team Sport

500903 Band

Step 2. You MUST choose another elective course form the listed below or one from the above list.


230181 Learning Strategies

320138 Compensatory Math

320135 Compensatory Reading

320134 Compensatory Writing

Parents – your signature verifies that you have reviewed and approved your child’s course selections for the 2018-2019 school year. Student Signature: ________________________________________________ Date: ______________________________

Parent Signature: _________________________________________________ Date: ______________________________

SCOTT COUNTY SCHOOL DISTRICT 2018-2019 8th Grade

Directions: Place a check mark in the column labeled selected for the courses you would like to register for the 2018-2019 school year.

Any course name in bold print is a required course

Course#

Course Name Select Prerequisites

230104 Language Arts X

230186 Ready for High School Literacy 1 Grades 8 or 9 only

270720 Mathematics X 1

270110 Ready for High School Math 1

409909 Science X

450705 Mississippi Studies, 8th X ½ Unit credit toward graduation upon successful completion

450704 Introduction to World Geography, 8th

½ Unit credit toward graduation upon successful completion

Cyber Foundations II – 8th grade X 1 Unit credit toward graduation upon successful completion

Step 1. You MUST choose ONE of the courses to meet the state mandated PE requirement.


340111 340132

PE Girls/Heath Education

340111 PE Boys/Health Education

340111 Boys Team – Sports This course is for boys participating in seasonal athletics (e.g. football, basketball, etc.) requires approval

340111 Girls Team Sport

500903 Band

Step 2. You MUST choose another elective course form the listed below or one from the above list.


230186 Ready for High School Literacy

230181 Learning Strategies

320138 Compensatory Math

320135 Compensatory Reading

320134 Compensatory Writing

Parents – your signature verifies that you have reviewed and approved your child’s course selections for the 2018-2019 school year. Student Signature: ________________________________________________ Date: ______________________________

Parent Signature: _________________________________________________ Date: ______________________________

Due to possible revisions by MDE, course offerings below are subject to change

SCOTT COUNTY SCHOOL DISTRICT

Secondary Course Offerings 2018-2019

Directions: Place a check mark in the column labeled selected for the courses you would like to register for the 2018-2019 school year.

* Accelerated Courses ** Advanced Placement Course *** Dual Credit Course Note: A prerequisite is a requirement that must be met before enrolling in a course. Any course name in bold print is required for graduation. Due to possible revisions by MDE, course offerings below are subject to changes.

ENGLISH

Course # Course Name Select Credit Prerequisites

230107 English I Grade 9 1

230186 Ready for High School Literacy 1 Grades 8 and 9 only

230107 English, Accelerated, 9* 1 English – 8th grade (average of 90 or above – meet criteria requirements)

230110 English II Grade 10 1 English – 9th grade

230110 English II, Accelerated 10* 1 English, Accelerated 9th grade - Grade of 90 or above in Accelerated English I, Grade 9, and instructor recommendation

230113 English III Grade 11 1 English 10 – 10th grade

230113 English, Accelerated 11* 1 Grade of 90 or above in Accelerated English I, Grade 10, and instructor recommendation

230116 English IV Grade 12 1 English III, 11th grade

230116 English, Accelerated 12* 1 Grade of 90 or above in Accelerated English III, Grade 11, and instructor recommendation

903050 English Composition I *** 1 Meet ECCC and SCSD requirements

903051 English Composition II *** 1 Meet ECCC and SCSD requirements

903054 American Literature I *** 1

903144 World Literature I *** 1

230761 Writers -Mississippi ½

230124 Survey of African American Writers ½

230511 Creative Writing ½

230142 Technical and Workplace Writing ½

231010 Oral Communication 1 Three courses merged to align with MCCRS with ELA.

231026 Debate 9-12 ½, 1 Three courses merged to align with MCCRS with ELA. Students may repeat this course, earning elective credit in subsequent years.

270603 Foundations of Journalism 1

230185 Essentials for College Literacy 1

MATHEMATICS

Course #

Course Name Select Credit Prerequisites

270110 Ready for High School Math 1 8th or 9th grade only

270715 Essentials for College Math 1 12th Grade Only

270404 CCR Algebra I 1

270408 CCR Geometry 1 Algebra I

270390 Foundations of Algebra – 9th Grade 1

270405 CCR Algebra II 1 Geometry

270441 CCR Algebra III 1 Algebra II

279912 Calculus* 1 Algebra III

279908 Calculus A.B. Advanced Placement 1 Must meet AP selection requirements 12th Grade ***

906401 *College Algebra 1 ECCC and SCSD requirements.

906411 *College Trigonometry 1 ECCC and SCSD requirements.

320133 -Compensatory Mathematics I 9-12 1 Compensatory Mathematics can only be counted as an elective. Carnegie unit credit NOT as a Mathematic Carnegie unit credit.

320147 - Compensatory Mathematics II 9-12 1

320148- Compensatory Mathematics III 9-12 1

Science

Course #

Course Name Select Credit Prerequisites

260628 Foundations of Biology 1

260131 Biology I 1

400700 Physical Science (Intro to Chemistry) 1 Biology I

260611 Environmental Science ½ Biology I

260613 Genetics ½ Biology I

260751 Human Anatomy and Physiology 1 Biology I

260311 Botany ½ Biology I

260701 Zoology ½ Biology I

260625 Marine and Aquatic Science ½ Biology I

260629 Earth and Space Science ½ Biology I

260501 Microbiology ½ Biology I

400519 Chemistry 1 Algebra II or be enrolled in Algebra II

260143 Biology, General, Advanced Placement*

1 Biology, Chemistry, or meet the AP selection requirements.

400820 Physics * 1 Algebra II, Chemistry, or be enrolled in Chemistry

400631 Geology ½ Biology I

Social Studies


450705 Mississippi Studies, 8th ½

450704 Introduction to World Geography, 8th

½

450835 World History, 9th 1

450811 U.S. History, 1877 to Present, 11th 1

451004 U. S. Government ½ Must be enrolled in or completed U.S. History

450601 Economics ½ Must be enrolled in or completed U.S. History

450711 Advanced World Geography 1 Introduction to World Geography

451017 Problems of American Democracy, 10 ½

450251 Local Culture, 10th ½

420111 Psychology ½

451121 Sociology ½

459914 Personal Leadership ½

220101 Law Related Education ½

380260 Survey of World Religion ½

230425 African American Studies ½

300411 Humanities* ½ 12th grade

908111 Psychology, *** 1 Meet ECCC and SCSD requirements

Foreign Language


160903 French I 1 75 or above in English

160904 French II 1 75 or above in French I and instructor recommendation

160933 Spanish I 1 75 or above in English

160934 Spanish II 1 75 or above in Spanish I and instructor recommendation

Health and Wellness


340133 Contemporary Health ½

340142 Drug Education ½

340113 Physical Education - Semester ½

341081 Safety Education ½

Family and Consumer Sciences

200121 Family Dynamics 1

DRIVER EDUCATION


340151 Driver Education ½

STUDY HALL AND EARLY DISMISSAL


801002 Study Hall – Full Year/Semester 0

Late Arrival – End of 1st Period 0 Applicable to Seniors ONLY

Early Dismissal – End of 5th Period

0 Applicable to Seniors ONLY

RESOURCE EDUCATION


132106 Compensatory Reading I 1 Special Education Ruling – 9th Grade

132108 Compensatory Reading II 1 Special Education Ruling – 10th Grade

132110 Compensatory Writing I 1 Special Education Ruling – 11th Grade

132112 Compensatory Writing II 1 Special Education Ruling – 12th Grade

(These courses count as a special education class even though they carry a Carnegie Unit credit.)

ACADEMIC ENRICHMENT


320141 Compensatory English I ½

320142 Compensatory English II ½

320145 Compensatory English III (10-12) ½

320146 Compensatory English IV (10 – 12) ½

230180 Learning Strategies – semester/full year

1 / ½

110216 ACT/SAT Preparation I ½

110221 ACT/SAT Preparation II ½

MS Jobs for Graduates 1 Seniors Only

CAREER AND TECHNICAL CENTER


995100 Health Sciences (Core) 2

995101 Healthcare & Clinical Sciences 2

320103 Business & Information Technology I

2 A student must have a credit in computer prior to taking this class. Either in Technology Foundations or Computer App and Keyboarding.

320102 Business & Information Technology II

2

993300 Intro to Welding 2

*993301 *Advanced Welding 2

**993101 **Construction Core 2

993110 Carpentry 2

997000 Automotive Service Technician I 2

997001 Automotive Service Technician II 2

**993101 Construction Core 2

993120 Electrical 2

991100 Agriculture & Natural Resources I

2

991101 Agriculture & Natural Resources II

2

990101 Law and Public Safety I 2

990102 Law and Public Safety II 2

991000 Concept of Agriscience (AEST) 1/1.5

991010 Science of Agricultural Animals Level 1 (Year 1 – 2nd semester – 3rd nine weeks)

1/1.5

991011 Science of Agricultural Environment Level 1 (Year 1 – 2nd semester – 4th nine weeks)

1/1.5

991020 Science of Agricultural Animals Level II (Year 2 – 1st semester)

1/1.5

991021 Science of Agricultural Environment Level II (Year 2 – 2nd semester)

1/1.5

**Notice these two courses and codes are the same, but we have two instructors.

We try to align the students with the instructor that will be teaching the second year course they are

planning to take.

BUSINESS AND TECHNOLOGY


110143 Cyber Foundations I – 8th grade (or any student who have missed course)

1 8th – 12th grades

110142 Exploring Computer Science 1 9th grade

070340 Business Law ½

070128 Personal Finance ½

992002 Accounting Fundamentals 1

070411 Communication in Business ½

992301 Business Fundamentals I 1

ARTS – Required 1 credit


509901 Band 9-12 1

500939 Choral Music 9-12 1

500971 General Music 9-12 1

500512 Theatre I 1

500513 Theatre II 1

Scott County School District has an articulation agreement with East Central Community College which offers high school juniors and seniors, who meet established requirements, the opportunity to earn both high school and college credit during the regular school day on the high school campus.

I would like to register for the above courses for the 2018-2019 school year. I understand that for a course to be offered for the 2018-19 school year, a minimum of 12 pupils must be enrolled and budget requirements must be met. A student must have completed six (6) units that must include English I to be classified as a sophomore, twelve (12) units including English I and English II to be classified as a junior, and eighteen (18) units that includes English I, II, and III or (Dual Credit English or AP English equivalent) to be classified as a senior.

Student Signature: ________________________________________________ Date: ______________________________

Parent Signature: _________________________________________________ Date: ______________________________ Please mark one Endorsement: Career and Technical ______ Academic ______ (Recommended for IHL admissions) Distinguished Academic ______

Due to possible revisions by MDE, course offerings are subject to change.

Promotion and Retention To be promoted in grades 7-8, a student may fail only one subject. A student may not be promoted if the same

subject is failed two years in a row.

Promotion in Grades 9-12 will be based on the following:

1. A student must successfully complete the eighth grade to be classified as a freshman.

2. A student must have completed six (6) units to be classified as a sophomore.

3. A student must have completed twelve (12) units to be classified as a junior.

4. A student must have completed eighteen (18) units that includes English I, English II and English III or

Dual Credit English or AP English equivalent to be classified as a senior. The administration reserves

the right to review special circumstances.

Traditional Summer School No more than (4) four units earned in summer school programs may be counted toward graduation requirements.

A student may earn no more than one unit or two half units of credit during a traditional summer session, which

does not apply to Extended Year programs. (MS Acct. Standard 19.6, p. 21)

No subject area tested course may be taken during summer session unless the student has already passed the state

subject area exam.

Credit Recovery Credit recovery is defined by the Mississippi Department of Education as a course-specific, skill based learning

opportunity for students who have previously been unsuccessful in mastering content/skills required to receive

high school course credit. The goal of the credit recovery program is to prevent students from dropping out of

high school. The following guidelines have been established: Students who fail a Carnegie unit course grades 7-

12 may be approved to recover that credit by the school principal. The local school determines the assignments

for credit recovery work, with some opportunities offered during the school year and others during the summer.

Credit recovery may be offered to students in grades 7-12 who failed a required course in middle school or high

school. A teacher delivered system or an online credit recovery resource designated by the district will be used

with the student. All credit recovery requests must be approved by the content teacher, counselor, and principal

prior to May 31st for current school year credit recovery. Students who complete all of the required coursework

in their course will receive a grade of 60 for the course. The course will be credited as completed for

promotion/retention, graduation requirements, and be included when figuring the student’s GPA. The original

failing grade for the course will also be calculated in the student’s final GPA. All summer credit recovery

grades 7-12 must be completed during the summer session as specified by the timeline provided by the

administration. There is no fee for credit recovery that occurs during the school day, during the standard school

year. At the principal’s discretion, credit recovery courses may be completed outside of regular school hours or

during the summer. A fee for these courses will be required.

Course Load Students must select courses to fill the entire school day. Students eligible for work release must select courses

to fill all but the last period of the school day. Schools can rescind work release if students are in danger of not

meeting minimum state and district requirements for graduation.

Class Rankings/Grade Point Average (GPA) Students in high school should pay attention to class rankings and grade point averages as determining factors

for college scholarship awards and local school honors. Keep in mind that final grades in Carnegie unit courses

are averaged through the end of the second semester of the senior year. Rank is computed to the hundredth of a

percent, except to break a tie when thousandths of a percent will be used. Averages will be obtained by adding

numerical grades using the following scale:

WEIGHTED COURSES: Advanced Placement Course = 1.07 x grade

Dual Enrollment/Dual Credit Courses = 1.07 x grade

Honors Courses, Advanced Math, Advanced Science = 1.07 x grade

All other courses = 1.0 x grade

DUAL ENROLLMENT/DUAL CREDIT

This program allows high school students the opportunity to earn college or vocational credit toward a

postsecondary diploma at their local high school. Scott County School District is partnered with East Central

Community College. A dual enrolled student is enrolled in college credit courses while still in high school.

Eligibility:

● Completion of a minimum of fourteen (14) core high school units. Students who do not have the 14 units

but have an ACT composite score of 30 or above may be considered.

● Have a minimum 3.0 cumulative GPA on a 4.0 scale for high school schoolwork completed and have the

unconditional recommendation of their high school principal or counselor.

Admission Requirement:

● Application for Admission (Please indicate Dual Enrollment as your entrance classification)

● Official ACT score (s)

● Official Partial (in progress) High School Transcript

● Letter of Recommendation from high school principal or counselor

● NOTE: Dual Enrolled students who intend to enroll at East Central Community College for the

subsequent fall term following his/her high school graduation should complete a second application for

admissions. Students who are completing the application for admissions in order to return to ECCC for

the summer and/or fall terms following their high school graduation should choose FIRST TIME

FRESHMAN as their entrance classification.

Dual Credit Student Eligibility Criteria:

A Dual Credit student is enrolled in college courses that yield college credit and may also be transcript for high

school credit by the student's high school. Typically, these courses are taught on high school campuses throughout

ECCC's district, by qualified faculty.

Being a special case of Dual Enrollment, eligibility and admission requirements for Dual Credit are the same as

those for Dual Enrollment (above). The local high school counselor will handle submission of admissions

documents for these students; generally, at one time once course enrollments are determined.

NOTE: Dual Credit students that intend to enroll at East Central Community College for the subsequent fall term

following his/her high school graduation should complete a second application for admission. Students who are

completing the application for admission in order to return to ECCC for the summer and/or fall terms following

their high school graduation, should choose FIRST TIME FRESHMAN as their entrance classification.

College Testing

Students planning on attending college will have opportunities throughout high school to take assessments

that measure college entry skills. The scores on such tests are often utilized to determine entry into colleges

or particular courses of study. Below are brief descriptions of the college entry test that students may take

during their high school career:

● ACT (American College Test) – a college entrance examination, generally taken during the junior and/or

senior year. Students receive scores in English, Reading, Math, and Science Reasoning as well as a

Composite score. Register online at www.act.org

● ASVAB – Armed Services Vocational Aptitude Battery

● SAT I (Scholastic Assessment Test) – a college entrance examination, generally taken during the junior

and/or senior year. Students receive verbal and math scores.

● PAST/NMSQT (Preliminary Scholastic Assessment Test/National Merit Scholarship Qualifying Test) -

a practice test for the SAT. Usually given each October, primarily to accelerated sophomores and juniors.

EARLY GRADUATION POLICY

1. Early graduation involves the completion of all high school academic requirements in less than a

traditional four-year program. Any high school student who will complete the number of Carnegie Units

and other existing standards required by both the state and the district prior to completing (7) semesters

of high school work may petition to graduate early.

http://www.act.org/

2. Early graduation will be permitted under circumstances where the student will benefit from early

graduation. Note: Qualified by virtue of extenuating circumstances or special goals as determined by a

three- person committee composed of the principal and two designees chosen by the principal.

3. The intent of this policy is to provide an opportunity for the students to improve his/her educational or

vocational future by graduating from high school with less than seven semesters of attendance in grades

nine through twelve.

4. The student must satisfy all the requirements of a four-year graduate. The student will not be eligible for

Valedictorian or Salutatorian.

5. The student must submit the early graduation request to the principal at least one semester in advance of

the time he or she wishes to graduate.

6. The Board authorizes the superintendent to establish administrative procedures consistent with this policy.

7. For early graduation, it is recommended, but not required, that a student should successfully complete an

area of endorsement.

Administrative Procedures

1. Eligibility

a. To be eligible for early graduation, a student must meet the graduation requirements listed in district

policy. (IHF)

b. The student must have no grade lower than “C” in any required course at the time of application.

2. Application

a. A student and his/her parent/guardian may make application to the high school principal for early

graduation. The Application for Early Graduation Form is available through the counseling office

and is attached to this policy as an exhibit.

b. Applications will be accepted from students during their sophomore or junior year.

3. Conference

a. The student will schedule a conference with his/her counselor to: (a) review the application

procedure and student records to determine if early graduation is possible and (b) discuss the

reason(s) for early graduation in regard to the student’s educational and/or vocational goals.

b. Following this conference, the counselor will schedule a meeting with the student, the student’s

parent/guardian, and the Early Graduation Committee to discuss the student’s application for

early graduation.

4. Early Graduation Committee

a. The principal will appoint an Early Graduation Committee each year to examine all applications

for early graduation and to make a decision whether to approve student requests.

b. Members of the committee will be the principal, the counselor, and one teacher.

c. The following items must be submitted to the committee:

1. A formal letter outlining the reason(s) for the early graduation request.

2. A letter from a parent/guardian supporting the application.

d. The committee will render a decision on a timely basis, where possible, within 30 days of the

meeting with the applicant.

e. If the request is denied, the committee will justify the decision in writing to the parent/guardian

of the student.

5. Final Action of Application for Early Graduation

a. Any student aggrieved by the decision of the committee may appeal the decision to the

superintendent. The student or parent/guardian shall provide the application, the student’s

transcript, and all items listed in section 4 above to the superintendent with the request for

appeal.

b. The superintendent or designee will review the submission and render a decision on a timely

basis, where possible, within 30 days of receipt of the appeal.

c. The decision of the superintendent shall be final.

6. Under special circumstances, a student who will have successfully completed all courses required for

graduation and all state mandated assessments will be allowed to graduate early without having completed

the application process.

7. Approval of Early Graduation Request

a. All subsequent courses required for graduation must be taken at the current high school where the

student is enrolled with a minimum of a “C” average maintained in these courses.

b. Quarterly meetings will be held with the student’s guidance counselor to monitor progress. A

student’s plan may be terminated or adjusted at any meeting if criteria are not met.

c. If the request for early graduation is approved and all requirements for graduation are completed,

the high school principal will issue the student’s diploma at the regular spring graduation

ceremony.

GRADUATUION EXERCISES

High school graduation exercises will be scheduled as determined by the SCSD Board of Education and

designated on the school calendar. Only those students who have completed all graduation requirements

as specified by the SCSD Board of Education and the State of Mississippi may participate in graduation

ceremonies.

All students participating in graduation exercises will have complied with all rules and regulations

inclusive of, but not limited to, required attendance at practice for graduation, dress in designated attire,

and other rules and regulations which may be deemed appropriate by the principal.


Application for Early Graduation

Applications for early graduation must comply with all requirements contained in Board Policy IHF, available

online or in the counselor’s office. Applications will be accepted during the sophomore and junior year. The

decision of the Early Graduation Committee shall be final.

____________________________________________________________________________

Student’s Full Name

____________________________________________________________________________

Address:

Telephone: ____________________________________ MSIS: __________________________________

Year Started Ninth Grade _______________________ Birth Date: ________________________________

Cumulative GPA: ____________________ (attach transcript)

Student’s Reasons for Request (provide formal letter to the Committee per policy)

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________

List all high schools you have attended and the dates you attended each high school:

__________________________________________________________________________________________

______________________________________________________________________

________________________________________________________________________________

Name of Parent/Legal Guardian: _______________________________________________________

I, ___________________________, the parent/legal guardian of _____________________________

grant permission for him/her to graduate early from the Scott County School District. I understand and agree

that: (a) signing this application does NOT guarantee that my child will be granted the request; (b) applications

for early graduation will be reviewed by the Early Graduation Committee; and (c) the Committee’s decision

shall be final.

________________________________________ __________________________________

Signature of Parent/Guardian Date

Office Use:

Meeting with counselor occurred on (Date) __________________________

Meeting with Early Graduation Committee: Principal, Guidance Counselor, & Teacher

(Date)______________

Application _____ Approved ______ Denied

_____________________________________ ______________________________________

Signature of Principal Date

Dual Credit Program

SCOTT COUNTY SCHOOL DISTRICT

Dear Parents and Students,

Welcome to the Dual Enrollment/Credit Program. We are excited to be able to offer you the

opportunity to jumpstart your college career with East Central Community College!

Please read the following expectations carefully:

● Each course is a college level course, and all students are expected to meet the expectation of this

course set forth by East Central Community College.

● Students are expected to follow the attendance policies and procedures set forth by East Central

Community College. This includes being present 80% of the time in class.

● The final grade will be placed on the student’s college transcript, as well as the student’s high school

transcript.

1. On the college transcript this grade will appear as an A, B, C, D, or F. A course withdrawn will

appear as a “W.”

2. The high school transcript will be weighted. The student will be given a numerical grade.

● It is the responsibility of the student to pay the non-refundable program participation fee to East

Central Community College. The fees are as follows:

o Traditional 3 hour course is $100

o Traditional 4 hour course is $125

o Online -- 3 hour course is $150

o Any additional costs including textbooks are the student’s responsibility.

SCSD Requirements:

● Students are required to have at least a 17 ACT score to take the English Course (ECCC requirement

also).

● Student must have a 17 composite score to take any other courses offered

● Have a minimum 3.0 cumulative GPA on a 4.0 scale for high school work completed; and

● Have the unconditional recommendation of their high school principal or guidance counselor.

ECCC Requirements:

Students may be granted admission status to ECCC in Dual Credit courses while concurrently enrolled in high

school if they meet the following admission requirements:

1. Have competed a minimum of fourteen (14) core high school units (students who do not have fourteen

(14) core high school units but who have a composite score of thirty (30) on the ACT assessment may

be considered for enrollment).

2. Have a minimum 3.0 cumulative GPA on a 4.0 scale for high school work completed; and

3. Have the unconditional recommendation of their high school principal or guidance counselor.

4. Must have an ACT English score of 17 for Eng. Comp. I and an ACT Math score of 19 for College

Algebra.

The credit earned at ECCC by students admitted under the Dual Credit Policy will be available for transfer or

for meeting the requirements for graduation from the college after the student has received her/his high

school diploma. No student shall earn more than 28 semester credit hours through the Dual Credit/Dual

Enrollment program.

Please sign below to indicate you have read and understand the expectation and requirements of taking a

Dual Credit Course.

__________________________ _____________________________ ________________

Parent’s Signature Student’s Signature Date

ACT Results and Grades

Determine Scholarship Opportunities

ACT SCORE Scholarship Opportunity (Based on ACT and GPA)

15 MTAG (Mississippi Resident Tuition Assistance Grant) $500 for freshman/sophomore year

and $1000 for junior/senior if high school GPA is 2.5+; MS resident for one (1) year.

18 Critical Needs Teacher Loan/Scholarship (must seek degree in education). Tuition, room

board, books, fees; must teach in critical teacher shortage area of MS and hold GPA of 2.5

20 HELP Scholarship (Higher Education Legislative Plan) Tuition and required fees for no more

than 10 semesters at a public institution (Family Adjusted Income of $36,500 or less over

the prior two years; MS resident for 2 years; GPA of 2.5)

NOTE:

Receipt of scholarship requires 2 years of one arts area (e.g. (2) two years of band, Art 1

and 2, theater I and II, etc.

21 WWTS (William Winter Teacher Scholar Loan Program) Must seek a degree in education

and must teach one year in MS for every year of money (maintain GPA of 2.5; minimum

$500; Maximum $8000.

29 MESG (Mississippi Eminent Scholars Grant) $2500 per year; GPA of 3.5; MS resident for 1

year.

Internet Resources

www.esfweb.com – advice and strategies for financial aid for college (800-986-4322, located on Lakeland

Drive in Jackson MS)

www.collegeboard.org – information about colleges and college placement entrance exams

www.fastweb.com – find scholarship money for colleges; get expert tips on careers and financial aid

www.mississippi.edu/riseupms - comprehensive information about post-secondary education in Mississippi

www.campustours.com – tour campus of your choice online

www.mappingyourfuture.org – for assistance in making decisions about careers and post-secondary educational

opportunities

http://www.esfweb.com/

http://www.collegeboard.org/

http://www.fastweb.com/

http://www.mississippi.edu/riseupms

http://www.campustours.com/

http://www.mappingyourfuture.org/

www.gearupms.org – provides educational support for students, parents, and teacher

*** This list is not inclusive of all the post-secondary institutions in Mississippi ***

East Central Community College – www.eccc.edu

Mississippi State University – www.msstate.edu

Mississippi College – www.mc.edu

Jackson State University – www.jsums.edu

University of Mississippi – www.olemiss.edu

Hinds Community College – www.hindscc.edu

Holmes Community College – www.holmescc.edu

Alcorn University – www.alcorn.edu

Millsap College – www.millsaps.edu

Tugaloo College – www.tougaloo.edu

Delta State University – www.deltastate.edu

University of Southern Mississippi – www.usm.edu

Belhaven University – www.belhaven.edu

William Carey University – www.wmcarey.edu

Meridian Community College - http://www.meridiancc.edu/

Jones Community College - http://www.jcjc.edu/

East Mississippi Community College - http://www.eastms.edu/Pages/Home.aspx

Southwest Community College - http://www.smcc.edu/

Copiah-Lincoln Community College - http://www.colin.edu/

Northwest Community College - http://www.northwestms.edu/

Mississippi Gulf Coast Community College - http://www.mgccc.edu/

Northeast Mississippi Community College - http://www.nemcc.edu/

Itawamba Community College - http://www.iccms.edu/

Mississippi Delta Community College - http://www.msdelta.edu/

Mississippi Valley State University – http://www.mvsu.edu/

http://www.gearupms.org/

http://www.eccc.edu/

http://www.msstate.edu/

http://www.mc.edu/

http://www.jsums.edu/

http://www.olemiss.edu/

http://www.hindscc.edu/

http://www.holmescc.edu/

http://www.alcorn.edu/

http://www.millsaps.edu/

http://www.tougaloo/

http://www.deltastate.edu/

http://www.usm.edu/

http://www.belhaven.edu/

http://www.wmcarey.edu/

http://www.jcjc.edu/

http://www.eastms.edu/Pages/Home.aspx

http://www.smcc.edu/

http://www.colin.edu/

http://www.northwestms.edu/

http://www.mgccc.edu/

http://www.nemcc.edu/

http://www.iccms.edu/

http://www.msdelta.edu/

http://www.mvsu.edu/

A GUIDE TO ADMISSIONS You can be admitted to a Mississippi university by meeting any of the following criteria:

College Prep Curriculum o Complete the College Preparatory Curriculum (CPC) with a minimum 3.2 high school grade point average (GPA) on the CPC;

or o Complete the College Preparatory Curriculum (CPC) with a minimum 2.50 high school GPA on the CPC or a class rank in the

top 50%, and a score of 16 or higher on the ACT* (Composite); or o Complete the College Preparatory Curriculum (CPC) with a minimum 2.00 high school GPA on the CPC and a score of 18 or

higher on the ACT* (Composite); or o Satisfy the NCAA standards for student athletes who are "full-qualifiers" under Division I guidelines; or o Students who do not meet the above criteria are nonetheless eligible for admission. Such students must participate,

however, in an on-campus placement process at the University of their Choice. The process will determine whether the student may be enrolled in regular freshman-level courses or be required to enroll in the summer semester with mandatory participation in the Summer Developmental Program. Successful completion of the summer semester entitles the student to continued enrollment in the fall semester at the university of his or her choice.

The minimum REQUIRED CPC for full admission into a Mississippi public university is as follows:

o English: 4 Carnegie Units - All must require substantial

communication skills components (i.e., reading, writing,

listening, and speaking).

o Mathematics: 3 Carnegie Units - Includes Algebra I,

Geometry, and Algebra II. A fourth class in higher level

mathematics is highly recommended.

o Science: 3 Carnegie Units - Biology, Advanced Biology,

Chemistry, Advanced Chemistry, Physics, and Advanced

Physics or any other science course with comparable rigor

and content. One Carnegie unit from a Physical Science

course with content at a level that may serve as an

introduction to Physics and Chemistry may be used. Two

of the courses chosen must be laboratory based.

o Social Studies: 3 Carnegie Units - Courses should include

United States History (1 unit), World History (1 unit with

substantial geography component), Government (½ unit),

and Economics (½ unit) or Geography (½ unit).

o Advanced Electives: 2 Carnegie Units - Requirements may

be met by earning 2 Carnegie units from the following

areas/courses, one of which must be in Foreign Language

or World Geography.

_ Foreign Language

_ World Geography

_ 4th year lab-based Science

_ 4th year Mathematics

o Computer Applications: ½ Carnegie Unit - The course

should include use of application packages such as word

processing and spread sheets. The course should also

include basic computer Terminology and hardware

operation.

o Pre-High School Units: Algebra I, first year Foreign Language,

Mississippi Studies, or Computer Applications taken prior

to high school will be accepted for admission provided the

course content is the same as the high school course.

The RECOMMENDED CPC for enhanced readiness for university level

Coursework is as follows: o English: 4 Carnegie Units - Compensatory Reading and

Compensatory Writing may not be included.

o Mathematics: 4 Carnegie Units - Includes Algebra I, Geometry,

Algebra II, and any one Carnegie Unit of comparable rigor and

content. (e.g., Advanced Algebra, Trigonometry, Pre-Calculus,

Calculus, AP Calculus AB, AP Calculus BC, Discrete Mathematics,

Probability and Statistics, or AP Statistics)

o Science: 4 Carnegie Units - Includes Biology I, Chemistry I, and

any two Carnegie Units of comparable rigor and content. (e.g.,

Physics, Physical Science, Biology II, Chemistry II, AP Chemistry,

Physics II, AP Physics B, AP Physics C – Electricity and Magnetism,

and AP Physics C – Mechanics, Botany, Microbiology, or Human

Anatomy and Physiology.)

o Social Studies: 4 Carnegie Units - Includes World History, U.S.

History, Introduction to World Geography, U.S. Government,

Economics, and Mississippi Studies. (Credit earned for a

State/Local Government course in any other state may stand in

lieu of Mississippi Studies.)

o Arts: 1 Carnegie Unit - Includes any one Carnegie Unit of visual

and performing arts course(s) meeting the requirements for high

school graduation.

o Advanced Electives: 2 Carnegie Units - Includes any two

Carnegie Units of Foreign Language (I and II), Advanced World

Geography and a Foreign Language (I) or any combination of

English, mathematics, or lab-based science courses of

comparable rigor and content to those required above.

o Computer Applications: ½ Carnegie Unit - Course should

emphasize the computer as a productivity tool. Instruction

should include the use of application packages, such as word

processing and spreadsheets. The course should also include

basic computer terminology and hardware operation.

o Pre-High School Units: Algebra I, first year Foreign Language,

Mississippi Studies, or Computer Applications taken prior to high

school will be accepted for admission provided the course

content is the same as the high school c

Preparing for Success

Forest – Scott County Career & Technology Center

Scott County School District Career Clusters

Career Description

Agriculture, Food & Natural Resources

The production, processing, marketing,

distribution, financing, and development of

agriculture commodities and resources including

food, fiber, wood products, natural resources,

horticulture, and other plant and animal

products/resources.

Architecture & Construction Careers in designing, planning, managing,

building, and maintaining the built environment

Business Management & Administration Careers in planning, organizing, directing and

evaluating business functions essential to efficient

and productive business operations.

Health Science Planning, managing, and providing therapeutic

services, diagnostic services, health informatics,

support services, and biotechnology research and

development

Law, Public Safety, Corrections & Security Planning, managing, and providing legal, public

safety, protective services and homeland security,

including professional and technical support

services

Manufacturing Planning, managing, and performing the

processing of materials into intermediate or final

products, and related professional and technical

support activities such as production planning and

control maintenance and manufacturing/process

engineering

Transportation, Distribution & Logistics The planning, management, and movement of

people, materials, and goods by roads, pipelines,

air ,rail, and water and related professional and

technical support services such as transportation,

infrastructure planning and management, logistics

services, mobile equipment, and facility

maintenance

Scott County School District Secondary School Courses

The Arts

Course Course Description

Band Band gives the student the opportunity to develop instrumental musical skills

and to acquire a deep appreciation for music. Band is offered during the

regular school day. Students will perform in parades, school concerts, and

band festivals.

Instrumental music education is offered to qualified and interested students.

Students are exposed to various types of band literature.

Choral Music Choral Music provides students experiences in listening to, analyzing,

describing, creating, and evaluating music within the constraints of the choral

rehearsal situation. Students are offered the opportunity to develop talent and

express their creativity through choral, ensemble, and solo performances.

Students are exposed to music literature of all periods and styles.

General Music

This course includes the study of music appreciation, music literature, and

music in relation to other art disciplines. Students may pursue music learning

through a variety of means – cooperative learning, group activities, thematic

studies, lecture, choral or instrumental performances, and use of technology

applications. It exposes students to all types of music from ancient music to

today’s popular hits.

Theatre I This course will explore the relationships of theatre history, structure,

literature, acting, producing, and critiquing.

Theatre II

This course continues to explore the theatrical process as an art form. Students

will concentrate on designing, creating, and performing from original and

published works.

Driver Education Course Course Description

Driver Education 10th – 12 Grade Students. Students must be at least 15 years of age by the last

day of the current semester in order to qualify; (social security card & birth

certificate). The program includes three phases: classroom instruction, driving

stimulation, and behind-the-wheel- driving.

Health and Physical Education Course Course Description

Health Comprehensive health provided information on topics related to modern day

life for teenagers. Terminology, mechanisms, and consequences of health-

related choices are explored.

Physical Education Physical education provides instruction on basic movement techniques, team

and individual sports, rhythms, and low impact exercise activities.

Drug Education

The student will understand the effects of tobacco usage and be able to explain the

short- and long-term effects alcohol has on individuals, their families, and society.

Student will be able to explain the benefits of medicines and harmful effects of drugs.

Safety Education

The following Sports are subject to MHSAA Academic Eligibility. A physical is also required.

Basketball, Football, Field

& Track, Softball,

Baseball, Tennis, Soccer

These courses have various tryouts/requirements that must be met for

participation. Further information will be given at the building.

Foreign Languages

Courses Course Description

Spanish I 80 or above is recommend (not required) – This course is a basic, fundamental

Spanish vocabulary. Basic Spanish grammar is emphasized and practiced in the

area of listening, speaking, reading, and writing. An overview of Spanish

culture and geography of Spanish-speaking culture and geography is stressed.

Spanish II 80 or above is recommended – In this course the fundamental vocabulary

from Spanish I is reinforced and enriched. More detailed knowledge of Spanish

culture and geography of Spanish-speaking countries are stressed. More

complex grammatical structures are studied.

French I 80 or above in English recommended (not required) – students learn French

by actively using the language. Oral communication and grammar are

emphasized. Geography of France, historical figures, and history of Paris are

also stressed.

French II 80 or above in English recommended. Student will strengthen knowledge of

foundations in French, acquiring new, more complex grammatical structures,

and extending vocabulary. (Adequate number of students must sign up for

the course to be taught).

BILINGUAL EDUCATION

English as a Second

Language

This course is for preparation of ESL students to function adequately in regular

education classes. Student must have an ESL status

Academic Enrichment


Learning Strategies The course is to enhance proficiency in English- Language Arts and

mathematics. The course is designed to provide the necessary reading,

language, and organizational skills necessary to be successful in rigorous high

school content based subjects. Students will be placed based on several

indicators: MAAP, EOC MAAP, and grades.

Compensatory English I This course is designed to give intensive, specialized reading instruction to

meet the needs of students who do not perform satisfactory in English-

Compensatory English II Language Arts. This course is to be taken in addition to the required English

course. Students will be placed based on several indicators: MAAP, EOC

MAAP, and grades.

Compensatory Math This course is designed to give intensive, specialized math instruction to

meet the needs of students who do not perform satisfactorily in math.

Students will be placed based on several indicators: MCT, MAP, SATP2, and

grades.

ACT/SAT Prep I

ACT/SAT Prep II

Within this course, students will develop effective test taking skills and

concepts for American College Test. Preparation materials for the ACT and

National Merit Qualifying Test will be used.

ACT/SAT Prep II – prerequisite ACT/SAT Prep I. This course will continue to

develop effective test taking strategies. Preparation materials for ACT and

National Merit Qualifying Test will be used.

Business and Technology

Course Course and Description

Technology

Foundations

This course offers introductory skills necessary to utilize computer hardware,

and software in daily life and occupational tasks. This is a required course.

Personal Finance Students learn how to make important decisions about earning, savings, and

spending money; including budgets, banking services, investments, credit

and insurance.

Business Law Business Ethics provides the student with basic foundations of law as it

relates to business (A workable knowledge of the law as it applies to various

legal situations encountered in personal and business situations).

Accounting

Fundamentals

This course introduces students to the fundamental principles and

procedures of accounting. Students will develop financial analysis and

decision making skills that will assist them in future studies and/or career

opportunities in business.

Mathematics


Algebra I Required – Algebra I provides a foundation in the language, basic skills, and

concepts of algebra. The Algebra I exit exam required for graduation will be

taken in the spring.

Geometry Required – Geometry is the development of logical mathematical system

from a set of undefined terms, defined terms, axioms, postulates, and

theorems. It provides a graphical and visual representation of the

mathematical world around us.

Foundations of Algebra Foundations of Algebra is a one-credit course offered only to 9th grade students.

The primary purpose of the Foundations of Algebra course is to provide a basis for

curriculum development for rising 9th grade students in need of substantial support

prior to taking Algebra I. The content of the Foundations of Algebra course focuses

on equations, inequalities, functions, polynomials, geometry, and statistics as well

as the standards of mathematical practice. The standards for this course were

developed based on core content that should have been mastered by the end of the

grade 8 and key skills that will be introduced in Algebra I. Teachers of this course are

encouraged to incorporate real-world contexts, appropriate manipulatives, and

technology to assist students in developing the conceptual understanding needed

to master course content.

Algebra II A continuation and extension of skills developed in Algebra I. The genre of

functions expands to include polynomials, exponential, rational, and radical

examples. Attention is given to inverses, compositions of functions, and

families of graphs.

Algebra III Algebra II Required. Previously trigonometry and pre-calculus.

Calculus 1. 80 or Higher – This branch of mathematics deals with the findings and

properties of derivatives and integrals of functions, by methods originally

based on the summation of infinitesimal differences. A particular method or

system of calculation or reasoning.

AP Calculus 80 or higher Algebra III - AP Calculus includes a study of derivatives and

integrals. Topics include: limits, continuity, and differentiation of functions,

applications of derivatives, integrals, and application of integrals. Graphing

calculators and other technology utilized.

Dual Credit College Algebra Students will receive credit at both SCSD and 3 hours of college credit

through ECCC. Grades will count in both college and high school GPAs. (See

Dual Credit policy in this book for further information). A n ECCC enrollment

fee and the purchase of needed textbooks or online access codes are

required.

Compensatory Math I

Compensatory Math II

Compensatory Math III

This course is designed to give intensive, specialized math instruction to

meet the needs of students who do not perform satisfactorily in math.

Students will be placed based on several indicators: MAAP, EOC MAAP and

grades. Compensatory Mathematics can only be counted as an elective. Carnegie unit

credit NOT as a Mathematic Carnegie unit credit.

SREB Math Ready 2 Semesters; 1 unit credit »Prerequisite: Algebra II This Southern Regional Education

Board (SREB) course is designed to build on knowledge gained in Algebra 1,

Geometry, and Algebra II and is offered only to Seniors (12th graders). This course

emphasizes the deep understanding of math concepts beyond memorizing formulas

and procedures. Students explore the justification behind the procedure, i.e. “why”

to use a certain formula or method to solve a problem by being immersed in critical-

thinking experiences where they apply math skills, functions, and concepts in

different real-world contexts. The goal of this course is to help prepare students for

material they will see in career and/ or college level courses. This course is for

students with an ACT math subscore below 15 only.

Essentials for College Math 2 Semesters; 1 unit credit »Prerequisite: Algebra I Essentials for College Math is

designed to build on knowledge gained in Algebra 1, Geometry, and Algebra II and is

offered only to Seniors (12th graders). This course emphasizes the deep

understanding of math concepts beyond memorizing formulas and procedures.

Students explore the justification behind the procedure, i.e. “why” to use a certain

formula or method to solve a problem by being immersed in critical-thinking

experiences where they apply math skills, functions, and concepts in different real-

world contexts. The goal of this course is to help prepare students for material they

will see in career and/ or college level courses. This course is for students with an

ACT math subscore of 15-18 only.

Social Studies Course Course Description

Mississippi Studies Required. Mississippi studies is designed to foster appreciation for the state

and its culture. The student will understand and develop an appreciation for

the geography, history, government, literature, art, and music that

contributed to the development of Mississippi as a state.

Introduction to World

Geography

Required. The World Geography course is designed to provide students with

basic geographic content and skill. The course requires that students focus

on understanding systems and processes that produce the features and

patterns that lie on Earth’s surfaces and appear on maps and globes.

World History Required. This course focuses on the development, connections, and global

influences of the Eastern Hemisphere. Students will acquire an

understanding of change over time, analyze primary and secondary sources,

make written and oral arguments based on evidence in support of a defined

thesis, and develop a command of major geographic features.

Problems of American

Democracy

Post World War II America is examined. This course is a feeder course for

U.S. History.

Local Culture This course is designed to investigate the cultural diversity of a local area

through a study of its history, economics, politics, and geography.

US History Required. The course uses thematic units based on interwoven social,

political, economic, and geographic changes in the United States from 1877

to the present. The required state exit exam will be given in the spring.

Students must pass this exam to graduate.

Advanced Placement United

States History Prerequisite: Instructor Approval »Weighted course for GPA (1.07) Advanced

Placement U. S. History is a basic survey of U.S. history, beginning with colonization

and continuing through current issues. This is a preparatory course for those

students wishing to take the National Advanced Placement Examination. It is

possible to earn college credit through this examination.

Advanced World Geography This course (year-long) is designed for juniors and seniors to meet the

Advanced Elective credit required by the Institutions of Higher Learning. An

in-depth study of World Geography.

Advanced Placement World

History Prerequisite: Instructor Approval »Weighted course for GPA (1.07) This is a

preparatory course for students wishing to take the National Advanced Placement

Examination in order to earn college credit. The purpose of the course is to develop

greater understanding of the evolution of global processes and contacts, in

interaction with different types of human societies.

Psychology This course focuses on the history, advances in technology, and both internal

and external influences that affect human mental development. Students

will learn various elements of human behavioral development.

Sociology Sociology engages in the study of people and their lives in groups. This will

be done by examining how people behave in groups and how interactions

shape both individual and group behaviors. The analysis of the rules,

organizations, and value systems that enable people to live together will also

be examined.

U.S. Government Required. This course will provide students with an understanding of civic

life, politics, and the constitutional process. It will also provide a basis for

understanding the rights and responsibilities of citizens and a framework for

competent and active participation.

Economics Required. This course will develop an awareness of the relationship of world

economic systems. The student will study the American economic system

and its impact of the system in a global setting. Students will develop an

understanding of microeconomics and macroeconomics from individual

finances to world economic organizations.

Law Related Education

Law Related Education, an elective, is a one-semester course for ninth through

twelfth grade students. The course is designed to study the importance of the law in

students’ lives. A greater awareness of local, state, and federal law should be gained

by students. The roles, rights, and responsibilities of students should be discussed in

the course.

The content is expected to be taught by infusing social studies skills into the

pedagogy of the course. These skills should include, but are not limited to: acquiring

an understanding of change over time, distinguishing between primary and

secondary sources, and the analysis of primary sources, reading different sources

critically, and making arguments in written and oral form based on evidence in

support of a clearly defined thesis.

Personal Leadership This course in Personal Leadership is focused on preparing students for

leadership roles in the school and community. Students will examine

characteristics and styles of leaders as they work toward developing personal

skills at directing others toward a goal.

Survey of World Religion The course is a critical survey of the world’s major religions including, but not

limited to: Hinduism, Buddhism, Taoism, Confucianism, and Christianity.

Themes include relationships and interdependencies among countries that

are produced by global, political, socio/cultural, economic systems, and the

dynamic interaction between human activity and the physical environment;

human use of resources, and the importance of culture in shaping the unique

ways of life in places and regions around the world.

Humanities In Humanities, the student traces the formation and development of ancient and

classical civilizations selected by the teacher and students. The interrelationships of

world political and social structures should include the studies of history, literature,

art, music, dance, drama, architecture, science and technology, geography, and

government.

The content is expected to be taught by infusing social studies skills into the

pedagogy of the course. These skills should include, but are not limited to: acquiring

an understanding of change over time, distinguishing between primary and

secondary sources, the analysis of primary sources, reading different sources

critically, making arguments in written and oral form based on evidence in support

of a clearly defined thesis, and developing a solid command of major geographic

features by interpreting physical and political maps of Mississippi, the United States,

and the world's continents

Consumer Science


Family Dynamics The philosophy of this course is to provide a basis in growth and development, to

introduce the concept of the family as a system, and to equip students with basic

information on the effects of their choices, now and in the future, on themselves and

their families.

Science


Foundations of Biology Foundations of Biology is a research and inquiry-based course designed to give

students the basic knowledge needed prior to attempting the rigorous Biology

course required for graduation. This course is NOT a required prerequisite for

Biology. Foundations of Biology should not be taken after the successful completion

of Biology. Concepts covered in this course include the history of biology and its

impacts on society, the chemistry of life, organization and energy in living systems,

the molecular basis of heredity, biological evolution, and ecological principles.

Biology I Required. This course provides both general and detailed studies of the

natural world in order to instill in students an awareness of biological

concepts. The content includes all competencies necessary to be successful

on the Biology state exit exam taken in the spring. Passage of this exam is

required for graduation.

Biology II Biology II is a laboratory-based course that continues the study of life. The

units studied will include biochemical life processes, molecular basis of

heredity, natural selection, behavior patterns, along with advanced

classification and organism studies.

Physical Science This course is designed as a general survey of physics and chemistry. Topics

emphasized in this class include mechanical waves, electromagnetic waves,

and energy.

Environmental Science Environmental science is a lab-based or field –based course that will explore

ways in which the environment shapes living communities. Interactions of

organisms with their environment will be emphasized along with the impact

of human activities on the physical and biological systems of the Earth.

Genetics ½

Zoology ½

The course will include a study of the cell, chemistry of the cell, genetic

make-up of organisms, ecology, classification of animals, and natural

selection.

Genetics is a laboratory-based course that will explore the principles of classical and

molecular genetics including the relationship between traits and patterns of

inheritance within organisms. Population genetics, genetic variations among

individuals, and applications of modern advances in genetics will be investigated.

Laboratory activities, research, the use of technology, and the effective

communication of results through various methods are integral components of this

course.

Zoology is a laboratory-based course that surveys the nine major phyla of the

Kingdom Animalia. Morphology, taxonomy, anatomy, and physiology should be

investigated. Comparative studies may be addressed during laboratory observations

and dissections. Laboratory activities, research, the use of technology, and the

effective communication of results through various methods are integral

components of this course.

Human Anatomy &

Physiology

This course is designed to provide accurate information on the structure and

function of the human body. Each of the body systems and their relationship

to each other will be covered.

Botany This course is a laboratory-based course applying basic biological principles

to the study of plants. Topics covered include morphological characteristics

of each division and variation in their reproduction, taxonomy, and

physiology.

Marine and Aquatic Science Marine and Aquatic Science is a laboratory-based and field-based course that

investigates the biodiversity of salt water and fresh water organisms, including their

interactions with the physical and chemical environment. The special characteristics

of aquatic resources should also be examined. Laboratory activities, research, the

use of technology, and the effective communication of results through various

methods are integral components of this course.

Earth and Space Science Earth and Space Science is an introductory, laboratory-based course designed to

explore the Earth and Universe. Topics include the composition of the Earth,

weathering, plate tectonics, fossils, oceanography, atmospheric phenomena, the

water cycle, and planetary and star systems. Laboratory activities, the use of

technology, and the effective communication of results through various methods

are integral components of this course.

Chemistry Chemistry provides opportunities for students to develop and communicate an

understanding of structure, physical and chemical properties, and chemical change.

Concepts covered in this course include properties of matter, measurement and use

of the International System of Measurement applied to mathematical operations,

atomic theory, bonding, periodicity, nomenclature, equations and reactions,

stoichiometry of aqueous solutions, thermodynamics, kinetics, equilibrium,

oxidation-reduction and electron chemistry, nuclear chemistry, and organic

chemistry. Laboratory activities, research, the use of technology, and the effective

communication of results through various methods are integral components of this

course.

Astronomy This course provides opportunities for students to develop and communicate

an understanding of astronomy.

Physics Chemistry Required. This course is a qualitative and quantitative study of the

concepts of physics. Good math and science processing skills are needed to

be successful in this course. Physics provides opportunities for students to

develop and communicate an understanding of matter and energy through lab-

based activities, mathematical expressions, and concept exploration. Concepts

covered in this course include kinematics, dynamics, energy, mechanical and

electromagnetic waves, and electricity. Laboratory activities, research, the use of

technology, and the effective communication of results through various methods

are integral components of this course.

Microbiology Microbiology is a laboratory-based course that involves investigating

microorganisms and the various roles they play in the living world. Topics explored

in this class include identifying common microbes, culturing and staining

microorganisms, exploring host-microbe relationships and disease processes, and

researching microbiology used in industry. Laboratory work involving microscopic

investigations and aseptic techniques are emphasized in this course as well as

critical thinking, problem solving, and research.

English Courses

Course Brief Course Description

English I Grade 9

Required. Provides a year-long program of interrelated language skills with study

in the areas of reading, writing, spelling, and vocabulary. It also includes a study of

literature, creative writing, and introductory research skills.

Accelerated English I

90 or above in 8th grade. Provides a year-long program of interrelated language

skills with study in the areas of reading, writing, spelling, and vocabulary. It also

includes a study of literature, creative writing, and research skills The student is

required to read a teacher-selected novel the summer prior to the course.

English II Grade 10 Required. Instruction includes vocabulary development, critical reading to

comprehend, respond to, interpret, and evaluate various types of literature;

researching and writing in a variety of formats and standard English

grammar. The course is also designed to prepare students to be successful

on the English II exit test, required for graduation

English II, Accelerated 10* In addition to all topics in English II, this course is designed to develop further

writing and independent reading skills. One summer reading selection will be

required.

English III Grade 11 Required. This course is a study of American literature in a variety of genre which

explores the cultural contributions of historical time periods. Students will produce

writing which reflects effective communication skills through the appropriate use

of grammar, punctuation, and sentence structure with special emphasis on formal

writing and detailed research project.

English, Accelerated 11* Students use their skills to engage in studies of themes in American lit, as well as to

pursue their interests in creative writing and research. Students master rules of

grammar, spelling, mechanics, and improve vocabulary. Submission of a research

paper and oral presentation is required. Summer reading selections will be

required.

English IV Grade 12 Required. This course is primarily an emphasis on literature and language usage.

A variety of genres is covered (drama, novels, poetry, and short stories) as well as a

survey of the various periods of literature throughout British literary history. In

addition, there is an emphasis on language style, writing, and use of media in a

technological world. Students study various styles of writing. Senior Project

English, Accelerated 12* Students will continue to have independent readings and will do a research

project. Reading selections for this course will be a combination of American and

English selections not covered in previous classes and some selections from British

and World literature. It is very important that students read every assignment. This

course relies heavily on writing, especially in response to literature. Senior Project

Advanced Placement English

Literature & Composition

2 semesters; 1 unit credit »Prerequisite: Instructor Approval »Weighted course for

GPA (1.07) This course engages students in the careful reading and critical analysis

of imaginative literature. Through the close reading of selected texts, students will

deepen their understanding of the ways writers use language to provide both

meaning and pleasure for their readers. Students will consider a work’s structure,

style, and themes, as well as such smaller-scale elements as the use of figurative

language, imagery, symbolism, and tone. The course includes intensive study of

representative works from various genres and periods, concentrating on works of

recognized literary merit.

English Composition I *** Students will receive credit at both SCSD and 3 hours of college credit through

ECCC. Grades will count in both college and high school GPAs. (See Dual

Credit policy in this book for further information). An ECCC enrollment fee and the

purchase of needed textbooks are required.

English Composition II *** Students will receive credit at both SCSD and 3 hours of college credit through

ECCC. Grades will count in both college and high schools’ GPAs. (See Dual



American Literature I *** Students will receive credit at both SCSD and 3 hours of college credit through




This course surveys representative prose and poetry of the United States from its

beginnings to the Civil War. Prerequisites: ENG 1113 and ENG 1123 with a grade of

C or better.

World Literature I *** Students will receive credit at both SCSD and 3 hours of college credit through




This course surveys texts representative of global and historical diversity from

ancient world through early modern world. Prerequisites: ENG 1113 and ENG 1123

with a grade of C or better.

Mississippi Writers This course offers an opportunity to explore the state’s rich literary heritage

through a study of short fiction, drama, and a novel. Selected works provide the

student with an opportunity to study the influence of setting on plot, language,

character development, and theme. Group discussions and individual

presentations are required in the course.

Creative Writing Creative Writing seeks to develop a student’s abilities and talents through writing

activities such as bio poems, chance poems, compositions, and short stories.

Technical and Workplace

Writing

In this practical hands-on course, students create documents that explain technical

information. You learn the mechanics of good technical writing, along with

techniques for document design and page layout.

● Write effective technical documents, manuals and white papers ● Assess your audience and develop documents to meet their needs

● Build effective sentences and sections that explain information clearly

● Employ diagrams, tables, charts and other graphical tools effectively

● Create informative content that your readers will understand and use

Oral Communication This course is designed to acquaint students with all aspects of communication.

This includes studies of interpersonal, non-verbal, and business communication,

drama, group communication, debate and public speaking.

Debate 9-12 This course is designed for competitive debate in standard forms. Curriculum

includes researching current topics for debate, organizing and structuring cases,

practicing fundamental debate techniques, and effectively using the basic

processes of logic and reasoning as well as advancing skills in speaking.

Foundations of Journalism This course is intended as a general course to enhance students’ communication

and media literacy skills and to help students produce a factual, journalistically –

sound piece of writing from interviews they conducted. Students will be able to

create at least one accompanying visual element (photo/video) and publish their

work (story = visual) to the web.

SREB Literacy Ready »2 Semesters; 1 unit credit »English (Supplemental Fourth-Year or Senior English)

This Southern Regional Education Board (SREB) course is designed to build on

knowledge gained in English I, English II, and English III, and is offered only to

Seniors (12th graders). This course utilizes a disciplinary literacy approach that

teaches students strategies for reading and understanding complex texts in

different subject areas. Students learn to develop and defend ideas from textbooks

and write about them in college-level formats for English, history, and biology. The

unit structure conforms to the framework of the Literacy Design Collaborative

(LDC), which addresses college- and career-readiness standards. This course is for

students who have an ACT English subscore below 15 only

Essentials for College Literacy »2 Semesters; 1 unit credit »English (Supplemental Fourth-Year or Senior English)

Essentials for College Literacy is designed to build on knowledge gained in English I,

English II, and English III, and is offered only to Seniors (12th graders). This course

utilizes a disciplinary literacy approach that teaches students strategies for reading

and understanding complex texts in different subject areas. Students learn to

develop and defend ideas from textbooks and write about them in college-level

formats for English, history, and biology. The unit structure conforms to the

framework of the Literacy Design Collaborative (LDC), which addresses college- and

career-readiness standards. This course is for students with an ACT English

subscore of 15-18 only.

Advanced Placement English

Language and Composition

2 semesters; 1 unit credit »Prerequisite: Instructor Approval »Weighted course for

GPA (1.07) This course engages students in becoming skilled readers of prose

written in a variety of rhetorical contexts and in becoming skilled writers who

compose for a variety of purposes. Through writing and reading, students will

become aware of the interactions among a writer’s purpose, audience

expectations, and subjects, as well as the way genre conventions and the resources

of language contribute to effectiveness in writing. Students will read complex texts

with understanding and write prose of sufficient richness and complexity to

communicate effectively with mature readers.

Scott County Schools

Honors and Advanced Placement Program

The Scott County School District’s schools maintain a comprehensive Honors and Advanced

Placement Program to make it possible for academically talented and high achieving students

to increase the challenge of their studies. The Scott County School District is dedicated to

helping students achieve and excel in their academic endeavors. SCSD teachers in the

honors/AP programs are committed to preparing students to achieve academic excellence

that will ensure superior preparation for college coursework. An Honors level course is more

rigorous than regular courses. The SCSD Honors Program will also offer Advanced Placement

classes. The Advanced Placement class is a college level course that culminates with an exam,

which can earn college credit for the student. Teachers will cover curriculum at a faster pace

and in greater depth while incorporating more complex analysis. The SCSD Honors

Instructional Program offers in-depth study and is not intended to accelerate the date of

graduation.

Beginning with the incoming 9th graders (Class of 2018 and 2019), students will have the chance to

participate in the Honors Program. Students will be identified using standardized test scores, grades,

discipline records, and teacher recommendation. While in the program, students will encounter a faster

pace, deeper look at the content material at an advanced level. Grades and progress will be monitored to

ensure success.

Scott County School District Honors Program

9th Grade 1st- Honors English I 2nd- Honors Algebra I 3rd- Health/PE 4th- ARTS 5th- Honors World History 6th- Honors Biology I 7th- Elective (Band, Baseball, Football, Basketball, Sociology/Psychology, etc…)

10th Grade 1st- Honors Geometry 2nd- Honors English II 3rd- Honors Anatomy and Physiology (optional) 4th- Honors Problems in American Democracy/ Local Culture 5th-Foreign Language 6th- Honors Biology II 7th- Elective (Band, Baseball, Football, Basketball, Sociology/Psychology, etc…) * Doubling sciences in 10th grade will allow students to take more dual enrollment courses their senior year.

11th Grade: 1st- Advanced World Geography (optional) 2nd- Honors US History 3rd- Dual Credit English Comp I/II * 4th- Junior ACT Prep 5th- Chemistry 6th- Honors Algebra II 7th- Elective (Band, Baseball, Football, Basketball, Sociology/Psychology, and Career & Technical Center Course- 2 class periods) * Students would earn 6 hours of College Credit.

12th Grade: 1st- AP Calculus 2nd- Dual Credit Literature I/II 3rd- Government/ Economics 4th- AP Biology/Physics/Elective Dual Credit Courses: Dual Credit Psychology I/ Dual Enrollment Human Growth and Development Online Dual Enrollment College Algebra Online/ Dual Enrollment Trig Online Electives: (Band, Baseball, Football, Basketball, Sociology/Psychology, etc…)

Classroom Learning Environment Students will participate in various forms of instructional methods. Technology, apps, real life scenarios, pencil/paper, in addition to many others will be used to create a 3-Dimensional learning environment, in which the students connect the learning to life.

● English will be taught in a one-to-one format

● U.S. History, Problems with American Democracy, and Local Culture will be taught in a one-to-one format

● Math will be transitioning to one-to-one classroom

● Science will be transitioning to one-to-one classroom

● Science labs ● Math labs

● Combined STEM activities between the math and science departments

● Writing workshops

● ACT preparation and study materials

● Post-secondary preparation

● Fast-paced, teacher led, student led, independent learning, group learning and technology led lessons

Learning will involve individual, group, and whole classroom instruction. Students will be accountable for their own personal grade; however, there will be group elements. It is imperative that students learn to work with others. Whether it is to lead, follow, or work side-by-side, we plan to prepare students to learn not only in the classroom but as global citizens. Syllabus Teachers must develop a course syllabus to outline the honors course. Please include the following:

● Course Title

● Course description

● Calendar or course overview by semester or nine weeks

● Grading scale

● Assessment types

● Outline of Projects

● Technology Element

● Teacher Contact Information

● Service Learning Component (Senior Year) ● Parent and Student signature receipt page or contract

Indicators for Successful Placement Students are encouraged to enroll in Honors/AP/Dual Enrollment courses on the basis of a variety of indicators:

● Completing all prerequisite classes with a grade of B or higher and past performance as indicated by grades.

● Test scores may be utilized as necessary: Standardized Test Scores, MAP, PARCC, SATP

● Discipline

● GPA

● ACT Score - Students encouraged to take ACT Inspire during their 8th grade year

● Teacher recommendation.

Expectations Honors/AP/Dual Enrollment program, students are expected to:

● Maintain A/B grades in all Honors/AP/Dual Enrollment courses. ● Remain in the course(s) for the duration of the YEAR. Student success is the goal of SCSD and students

not succeeding in an Honors/AP class will be handled on an individual basis. ● Maintain high standards of academic integrity and adhere to the SCSD academic code of honor. ● Be in class every day. Excessive absences are grounds for removal from the course. ● D average in one course will lead to probation

● D average as a final grade for two courses will result in removal from the program

● Quality work that is turned in on time

● Be self-motivated and participate daily in lessons

● Senior year complete a service learning project to connect the student with the community

Characteristics of Honors/AP/Dual Enrollment Students Students in Honors/AP/Dual Enrollment courses are expected to have the following characteristics:

● High academic achievement and intellectual ability

● Self-motivation and self-discipline

● Good organizational skills

● Excellent written expression

● An avid interest in reading

● Good oral communication skills

● An ability to work independently and collaboratively

● Good citizenship and attendance

Skills to be a Successful Honors/AP/Dual Enrollment student

● Identify and formulate problems, as well as the ability to propose and evaluate ways to solve them. ● Recognize and use inductive and deductive reasoning

● Draw conclusions from information found in various sources, whether written, spoken, tabular, or graphic and defend one’s own conclusions rationally.

● Distinguish between fact and opinion. ● Engage critically and constructively in the exchange of ideas. ● Analyze and edit one’s own writing. ● Gather information from primary and secondary sources; to write a report using this research; to

quote, paraphrase, and summarize accurately; to cite sources properly. ● Prepare for various types of examinations and to devise strategies for success. ● Accept constructive criticism and learn from it.

Scott County School District’s Honors Program

Academic Honesty Policy Philosophy One of the major educational themes at SCSD is that of teaching and reinforcing citizenship and responsibilities for one's actions. Thus, it is expected that the behavior of students makes a positive difference in their own lives, in the lives of others, and in the entire school community. Secondly, our goal is to motivate students to develop and maintain high personal expectations and goals for high school and beyond. The SCSD faculty is committed to promoting and reinforcing self-respect, respect for others, respect for property, and responsible behavior. Academic Honesty Policy Intellectual honesty is a vital part of the Honors Program; it is the foundation for properly meeting the challenges of college study, which is what the honors program is designed to do. Honors students are expected to respond to academic challenges with the highest degree of integrity and honesty, which means fulfilling assignments/exams in the manner in which they are intended. Actions contrary to this standard are considered academic malpractice. Students are expected to maintain personal honesty and integrity at all times. Academic Malpractice So what is academic malpractice (cheating)? Cheating is defined as representing someone else’s work as your own or allowing someone to represent your work as their own. Common forms of cheating include:

● Copying homework or allowing someone to copy your homework

● Looking on another’s test or quiz or letting another student look on a test or quiz

● Reporting to another student what is on a test or quiz, including providing questions or specific answers

● Using any secretive methods of giving answers on a test or quiz

● Taking information from another source that is not properly attributed

● Working with others on an assignment that was meant to be done individually

● Taking someone else’s assignment or portion of an assignment and submitting it as your own

● Using summaries or Cliff notes instead of reading assigned material ● Copying answers from the back of the textbook where applicable

This is not a complete list, but it covers a good number of forms of cheating. The goal of this policy is not to list every conceivable example or form of cheating, but to convey to students the correct attitude that should be taken when presented an academic challenge. Do the real work and don’t take shortcuts. Homework. Many students erroneously justify copying other students’ homework because they believe they already understand the material and it is only tests that should count toward course grades; since homework does not “count,” then it is ok to copy it. Some will rationalize that even though the homework was copied, at least it was “processed” by the person doing the copying, meaning it was handwritten or copied on a computer; that ought to be worth something (after all, it still required some effort). These rationalized arguments, or any others that involve copying homework, are NOT acceptable.

Plagiarism. In today’s electronic world of computers and seemingly endless sources of information on the internet, it is very easy to gather information electronically (i.e. cut and paste from websites or emailing

papers amongst students). It has been proposed that students have not been taught acceptable uses of these mediums. For example, is it ok to email a paper to a friend so they can read main ideas and see how arguments were arranged for the purpose of learning (as opposed to out-right copying)? Although the initial motive for sending the paper may be pure, there is no guarantee the student receiving the paper will stop at gleaning ideas for learning; the temptation to misuse electronic files is too great. Do not share electronic files. Concerning plagiarism, if ideas are copied without proper citation, it is cheating. Cheating is never acceptable, regardless of the motive or how much work was put into other portions of the assignment.

THE GENERAL RULE Fulfill assignments in the manner in which they are intended. Assignments, whether they be homework, group projects, tests, papers, or journal/lab books are designed to help you (the student) learn . . . and to teach you how to think. They are designed to exercise your thought process about a certain topic. As you genuinely work through your assignments, pondering the various elements, arguing conclusions in your mind, and distilling evidence, you are growing intellectually. Anytime a student does not go through this process, but gives an appearance of doing it correctly, it can be viewed as academic malpractice.

Consequences Cheating is a serious offense, and students who do it are subject to corrective actions, which are one or more disciplinary actions designed to give students a firm incentive to not engage in cheating again.

Corrective Actions: Will be determined by an Ethics Board (made up of designated teachers, counselors, and administrators) on a case-by-case basis. The board will review the unique circumstances of each case and make recommendations to teachers and/or administrators for assigning consequences. Corrective actions can range from getting a zero on the assignment where cheating occurred all the way to suspension. When alleged cheating occurs, students (who may be accompanied by their parents) will always have an opportunity to explain themselves. It is important to note, however, that the Ethics Board will be the first arbiter of whether cheating occurred or not. An admission of guilt on the part of the student is not required for the board to conclude cheating occurred and to take corrective action. The school district has an appeal process.

Students, please take this issue seriously. Finishing high school with honor and integrity is far more important than cheating your way into a seemingly prestigious university. Discuss this issue with mom and dad, work with your teachers, and be a good role model for other students.

Scott County School Honors Program

Student Application Form Last Name: _____________________________________First Name: _________________________________ Parent(s) Name(s): __________________________________________________________________________ Current Phone Number: ___________________________________________ Parent Email: ____________________________________________________ Student Email (Provided by SCSD): _____________________________________________________________ Entering Grade for 2018 - 2019: 9 10 11 12 List any honors or awards you have received:

List below any clubs or groups that you participate in:

List in extracurricular activities that you participate in:

Why are you interested in entering the Honors Programs? Briefly explain.

I am aware that admission to the Honors Program will require additional effort above and beyond the general classroom environment. I will adhere to the Honors Program policies outlined by the SCSD Handbook. Student Signature: __________________________________________________________________________ I give my child permission to apply for the SCSD Honors Program. I acknowledge the increased academic rigor, technology requirements, and varied learning strategies that will be used to help my child excel. I also acknowledge that my student will not be allowed to exit the Honors Program for the entire school year. Parent Signature: ___________________________________________________________________________

Scott County School

Honors Program Teacher Recommendation Form

Name of Student: __________________________________________________________________________ Teacher: _________________________________________________________________________________ Subject Area: ELA Math Social Studies Science Please help us evaluate the academic potential of this student. Please return this form to the high school counselor. Recommendations:

_________I highly recommend this student to the Honors Program. Comments:

_________I recommend this student to the Honors Program. Comments:

_________I am reluctant to recommend this student to the Honors Program. Comments:

Teacher Signature ____________________________________________________________

*Must be a core teacher. (Math, Science, English, or History teachers) *

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