Knowledgebase article 23

Swain County High School

1415 Fontana Road

Bryson City, NC 28713

828-488-2152

F. 828-488-0523

Mrs. Sonya Blankenship, Principal

Mr. Michael Turner, Assistant Principal

Mr. Dennis Jones, Assistant Principal

Ms. Barbara Sneed, 11-12 School Counselor

Mr. Ian Roper, 9-10 School Counselor

Mrs. Cindy Thompson, Career Development Coordinator

Mrs. Teresa Hayes, Career and Technical Education Director

Mr. Neil Blankenship, Athletic Director

Mrs. Wanda Crawley, Data Manager and Testing Coordinator

Mrs. Tammy Millsaps, Guidance Assistant

Mrs. Sabrina Cable, Attendance Manager

Ms. Deborah Smith, Office Assistant

Mrs. Ginger Parsons, Office Assistant

Very Important - Signatures

You will find several pages of information that MUST be returned to the school. This is extremely important for the health and safety of your student. The following list should help you identify the pages that must be returned by August 24.

Please read, fill-out, sign, and return:

• Student and Parent Information Form page 6

• Health History/Information page 8

• Permission to Publish page 9

• Online Privacy Act page 10

• Swain High School Honor Code page 12

• Military Relationships page 14

• FERPA Opt out letter page 16

• This page, as proof that you have seen and read the 2018-19 student handbook.

Parent's Signature:  ___________________________ Date:  __________

Student's Signature: __________________________ Date:  __________

Table of Contents

Parent/Guardian Letter page 3

School Vision, Mission, Motto, & Song page 4

Commitment to Integrity page 5

Student/Parent Info page 6

Health History and Info page 7-8

Permission to Publish page 10

Online Privacy Protection Act page 11

Honor Code pgs 11-13

Military Relationship pgs 14-15

FERPA Opt Out page 16

Discipline and Accountability policies pgs 17-26

Student Driving and Parking page 26

ISS/OSS expectations page27

School Dance expectations page 28

Attendance policy pgs 29-31

Tardy Policy page 31

School Nurse pg 32

Food Service pg 33

Enrollment/transfer info pgs 34-35

Graduation Info pgs 35-46

Mid Year Grad page 47

Differentiated Grad pg 48

Summer School Application pgs 49-51

SCC Career/College Promise pg 52

Credit by Mastery pg 53-57

ACT Registration pg 58

SAT Registration pg 59

Annual Public Notice pgs 60-70

August 10, 2018

Dear Parent(s)/Guardian(s) and Students,

The staff at SCHS believes that helping students embrace integrity in their lives and in all that they do will be a strong step toward success after high school. Our vision is to prepare every student to pursue a career and to lead a balanced life. With this as our directive, the staff of SCHS has developed a system of expectations that will serve as the guidelines for everyone at the high school.

Please take time to carefully look at the information with your student. We believe that the high school experience has a great impact on a young person’s life. This handbook is to help this time be less stressful. In an effort to keep you well informed of our school policies and procedures, we have placed the handbook online and on each student’s laptop for review. It can be accessed online at http://www.swain.k12.nc.us/high/.  

On the previous page is an instruction concerning your son/daughter’s signatures. These acknowledge that you have read and understand the expectations for parents, students, and staff found in the handbook. Please sign and have your student return the sheet to their career prep teacher by August 24, 2018.

We have included a publicity agreement, student information request, honor code, and health sheet. Please take a few minutes to fill them out and have your student return these as well. We are using a system that will allow you to access your student’s grades online. Please access https://swain.powerschool.com/public/ often and regularly. It is very important that we have the correct information in this system. By providing this information, we will be able to communicate with you more effectively.

Please feel free to call 488-2152 or set-up an appointment if you have any questions or concerns. We welcome your calls and visits, and we will strive to provide the information or assistance you need. The entire staff looks forward to the new school year and to working together to make our school the best for the students, the school, and the entire community.

Sincerely,

Sonya Blankenship, Principal

Michael Turner, Assistant Principal

Dennis Jones, Assistant Principal

Student and Parent Handbook

Welcome to Swain County High School! This handbook is designed to provide general information concerning Swain County High School and to assist students and their parents with planning a high school course of study.  A student should read this guide carefully, refer to the career development plans, and make course selections based upon this information.

It is the policy of the Swain County Public Schools that all operations will be performed without regard to race, age, religion, color, national origin, gender, marital/pregnant status, or disability.

Vision: To prepare every student to pursue a career and to lead a balanced life.

Mission: #SwainFamily- We live The Leader in Me principles daily.

We take personal responsibility for our actions and we think before we act.

We know our goals and create a plan to achieve them.

We identify priorities and work before we play.

We work for the benefit of all without compromising principles.

We treat others with respect, listening to understand before we respond.

We accomplish more by working together.

We strive to live a balanced life, taking care of body, mind, heart and spirit.

School Motto: “Our Best and Then Some…”

Hashtag: #MAROONSTRONG

#SWAINFAMILY

“Salute to Swain High”

by Robert Orr and Doris Thomasson, 1945

Swain High, Swain High, We ever praise thy nobleness:

And we have for thee a feeling we can ne'er express.

Thou art majestic Swain High, ‘neath the Carolina blue.

We salute thee Swain High, and to thee we'll e'er be true.

With colors of maroon and white, with standards always for the right,

We hail thee alma mater and sing praises that are due.

Swain High, Swain, High, We salute and hail thee with a song.

And through the years you'll be, the school to which our hearts belong.

Thou art majestic Swain High, 'neath the Carolina blue.

We salute thee Swain High, and to thee we'll e'er be true.

With colors of maroon and white, with standards always for the right,

We hail thee alma mater and sing praises that are due.

Act With Integrity

We believe high school has a great impact on a young adult’s future success. Our mission is to prepare our students for success in the global economy of the 21st century.  For many students, that next step means continuing their education at major universities, colleges, or technical schools. For others, it means preparing for service in the military.  Further, there are some students looking forward to beginning careers and trades directly after graduation from high school. We believe it is our duty to ensure that all students are prepared to pursue a career and/or college and lead a balanced life when they graduate.

With this as our goal, the staff of SCHS has developed a system of expectations that will be the guidelines for everyone at the high school.

Our Commitment to Integrity

School and school district staff will treat all parents and other community members with a positive attitude and respect. All parents, and other visitors to SCHS, will treat teachers, administrators, and other school staff with a positive attitude and respect.

Your Commitment to Integrity

The staff of SCHS believes in teamwork. You are part of the team. Please allow us to work with you toward your goals for your son/daughter. A positive attitude of cooperation and respect will help in this pursuit. We will work with these attitudes and ask that you do as well.

Any behavior that disrupts the order and discipline of the school is counterproductive.

Commitment to Integrity- Classroom Expectations

The relationship between students and staff at the high school is a cornerstone of learning. We will act with professionalism as we serve the students of SCHS. It is expected that students will as well. These statements will be the four corners of relationship and work effort for all at Swain County High School.

1. We will respect the student’s right to learn and the teacher’s right to teach.

2. We will be where we are supposed to be when we are supposed to be there.

3. We will be prepared to learn and teach.

4. We will follow the rules NO MATTER WHAT.

Student and Parent Info

Please update the following information to ensure that you receive school information such as telephone calls and mailings.

Student resides with (please check one):

Mother/Father Mother/Stepfather Mother Only

Father/Stepmother Father Only Legal Guardian

*Please list those that ARE allowed to pick up your child or sign them out.

**If there is someone that is NOT allowed to pick up your child or sign them out, please list their name below. Please attach any documentation such as custody papers, restraining orders, etc.

SWAIN COUNTY SCHOOLS STUDENT HEALTH HISTORY

To be completed by a parent/guardian for ALL students each year

Student Name____________________________Birthdate____________Male____Female___

Current Grade________Teacher__________________School Year______________Bus#______

Is your child on any prescription medications that will need to be given at school? □No □Yes

Medications:___________________________________________________________________

*If YES, a medication authorization form must be completed and signed by the health care provider.  Medication and health plans must be updated yearly.  

Does our child have any of the following diseases or disorders? (Check all that apply)

1. Endocrine Disorders

□ Diabetes

□Requires insulin

□Does not require insulin

□Other_______________________

2. Lung/Respiratory Disorders

□Asthma

□Requires rescue inhaler

□Tracheostomy

□Other_______________________

3. Allergies

Life Threatening

□Bees

□Food (list)____________

□Other_______________

□Requires EpiPen

□Non-Life Threatening

□Seasonal/Environmental

□Lactose Intolerance

□Other_______________

4. Head/Neurological

□Autism/Asperger Syndrome

□Cerebral Palsy

□Migraines

□Tourette’s Syndrome

□Seizures

□Concussion in the last year

□Concussion history greater than 1 year

□Date________________

□Other_______________________

5. Cancer

□Type________________________

6. Blood Disorder

□Type________________________

7. Heart Conditions

□High Blood Pressure

□Irregular Heart Rhythm

□Other_______________________

8. Bone/Joint

□Type_______________________

9. Kidney/Bladder

□Type_______________________

10. Gastrointestinal

□Feeding Tube

□Other_______________________

11. Muscular

□Type____________________

12. Ears

□Hearing Impaired

□Cochlear Implants

□Hearing Aids

□Other_______________________

13. Eyes

□Prosthetic Eye □Left □Right

□Vision Impaired

□Contacts

□Glasses

□Other_______________________

14. Skin

□Eczema

□Psoriasis

□Other_______________________

15. Behavioral/Emotional

□Anxiety

□Depression

□ADD/ADHD

□Other_______________________

□MY CHILD DOES NOT HAVE ANY HEALTH CONDITIONS

Other Conditions/Concerns:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Continued On Back

SWAIN COUNTY SCHOOLS STUDENT HEALTH INFORMATION

To be completed by a parent/guardian for ALL students each year

PLEASE READ CAREFULLY AND SIGN BELOW

The school nurse works to promote good health among students and staff.  Our goal is to help your child have a healthy, successful school year. The school nurse has guidelines to follow for the care of students on campus.  Medications will be given according to the doctor’s written direction with parent permission. The nurse does NOT have a supply of over-the-counter medications such as Tylenol, ointments, etc., to give to students.  Students with life threatening allergies to bee stings, food or latex will need his/her doctor to provide written authorization for the injectable medicine (EpiPen) to be stored at school.  However, should a student have a sudden, undiagnosed, serious life-threatening reaction (anaphylaxis), 911 and the parent/guardian will be notified. In order to assure optimal student performance at school; height, weight, vision, hearing, BMI, and dental screenings may be conducted on a regular basis.  To opt out of any health screening, contact your child’s school nurse.  Make certain that you notify us of all phone number changes including your child’s emergency contact person.  Please contact the school nurse if you have any questions.

In order to provide optimal care for my child, I/We authorize the school nurse to communicate with the health care providers listed above as allowed by HIPPA/FERPA during the school year.

Parent/Guardian Signature: _________________________________________  Date: ______________________

Permission to Publish

Student Name (Print): ________________________________________

At times, students' names and pictures are published in the school newspaper, The Smoky Mountain Times, on the school's website, or in other media outlets. If you do not want your students name or picture used, please sign below.

__ My child's name and picture may not be published.

Parent Signature: _____________________________________________ Date: _______

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Swain County High School Academic Honor Code

Swain County High School’s Academic Honor Code is an agreement between students and faculty, designed to create an honest learning environment.

The purpose of the Honor Code is to ensure that all students are rewarded for hard work by eliminating academically dishonest acts. These include but are not limited to plagiarism, cheating, deception, fabrication, and sabotage, the definitions of which appear at the end of this document.

As a student at Swain County High School, I pledge to adhere to the following as a demonstration of my honor and integrity:

1. I understand that I am responsible for meeting all deadlines.

2. I alone will complete the research and preparatory work necessary to write essays, creative work, and research papers.

3. I will maintain the highest standards of academic honesty and integrity both inside and outside the classroom.

4. I promise not to plagiarize any work, whether in whole or in any part. This includes submitting the work of another, either published or unpublished.

5. I understand that if I am suspected of committing plagiarism or misrepresenting any portion of an academic or creative work, I will be subject to the consequences identified in the Swain County High School Student Handbook.

6. I understand that if I violate any part of this agreement that I am subject to the consequences, which are as follows:

• The first incidence of dishonorable behavior results in the grade of zero and/or further consequences, as circumstances and classroom policies dictate.

• The second incidence of dishonorable behavior is non-compliance, and, as such, is a level II offense that merits an office referral and/or further consequences as specified by individual teachers and their classroom policies.

This document is a contract between the student and the teacher. In signing this document, Swain County High School students are committing to academic integrity. By accepting the student’s signature, teachers are committing to assist students in their commitment by creating an atmosphere discouraging academic dishonesty while encouraging integrity.

• Plagiarism is defined as deliberately or unintentionally using unoriginal content without giving credit to its sources. Plagiarism can be, but is not limited to: copying and pasting; paraphrasing; and patch-work writing.

• Patch-work writing is defined as a selection of words and information from several sources without providing the origin of the presented works and without proper unique context. Plagiarism is not limited to professional or established works, but is also defined as work obtained from fellow students or past students if the assignment is designed for individual credit.

• Cheating is defined as deliberately or unintentionally obtaining or providing an unauthorized, dishonest, or unmerited advantage in academic endeavors. Cheating can be, but is not limited to (a) turning in or taking credit for fraudulent work achievements (b) stealing or copying another’s assignment (c) stealing and/or possessing unauthorized tests or exams (d) communicating (verbally or otherwise) during tests (e) copying from another (f) using unauthorized study guides, books, and other information, electronic or otherwise (g) lying.

• Deception is defined as deliberately or unintentionally supplying a Swain County High School faculty member with false information pertaining to classroom assignments. Deception can be, but is not limited to (a) falsely claiming to have submitted an assignment or completing a task (b) falsifying an explanation for missing a deadline (c) avoiding taking responsibilities for one’s actions.

• Fabrication is defined as deliberately or unintentionally falsifying information, data, or documents for academic assignments. Fabrication can be, but is not limited to (a) manipulating information or data to one’s advantage in assignments (b) patch-working pieces of information to create an unauthentic conclusion (c) forging documentation/verification of accomplishment in the aforementioned fields.

• Sabotage is defined as deliberately or unintentionally preventing a Swain County High School student, staff member, or faculty member from successfully completing a task or assignment or maintaining a good reputation among peers, staff, and faculty. Sabotage can be, but is not limited to (a) destroying or damaging  material used by students for research or learning purposes (b) falsely accusing a fellow student, staff, or faculty member of misconduct.

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(Fill in the information below and submit it to your career prep teacher.)

As an honorable student of integrity with full realization of the responsibility and commitment involved, I agree to adhere to the aforementioned criteria.

Student Name (Print): ___________________________________________________

Student Signature: ______________________________________________________

Parent Name (Print): ____________________________________________________

Parent Signature: _______________________________________________________

NCLB /FERPA Opt-Out Letter

Swain County Public Schools

If you wish to restrict the disclosure of your student's directory information, please check all boxes that apply and return to your child's school.

Federal law requires schools to release a secondary student's name, address, and phone number to military recruiters and institutions of higher education unless the student or his parent requests in writing that such information be withheld. In addition, the Family Educational Rights and Privacy Act (FERPA) gives parents (or students, if 18 years of age or older) the authority to prohibit schools from disclosing any or all directory information by providing notification in writing.

Please consider this letter notice of the following:

      As parent/legal guardian of a student who is less than 18 years of age and in high school, I hereby exercise my right to request that you do not disclose the name, address or telephone number of my son/daughter to:

Military recruiters Institutions of higher education

       As a student 18 years of age or older and in high school, I hereby exercise my right to request that you do not disclose my name, address or telephone number to:

Military recruiters Institutions of higher education

     As parent/legal guardian of a student less than 18 years of age, I hereby exercise my right under FERPA to request that you do not disclose any directory information for my son/daughter, except: [List directory information or purposes that you do permit, if any].

______________________________________________________________________________________________

      As a student 18 years of age or older, I hereby exercise my right under FERPA to request that you do not disclose any of my directory information except: [List directory information or purposes that you do permit, if any].

______________________________________________________________________________________________

Student Name: _____________________________________ Grade:

(Please Print)

Name of School: _____________________________________ Grade:

(Please Print)

Signature of Parent/Legal Guardian Date

________________________________________ _______

Signature of Student (if 18 years of age or older)            Date

________________________________________ _______

It is the policy of the Swain County Public School System not to discriminate on the basis of race, color, national origin, sex, religion, age, disability, genetic information or veteran status in its educational programs, activities or employment policies

Signature of Parent _____________________________ Date

Discipline and Accountability

Be Proactive: Habit 1 of Highly Effective People

Being proactive is the habit of personal responsibility and accountability and is one of the habits of “Winning the Private Victory”. Students are expected to follow the guidelines set before them to ensure a safe and meaningful educational environment for themselves and other students around them.  We recognize that students are still learning academically, socially, and personally. To help students hold themselves to high standards, we will be following the guidelines set forth on the next several pages as we work to help our students learn appropriate behavior. These lists are not intended to be exhaustive.

School Administration Disciplinary Actions

Infractions may result in the following progression of disciplinary actions. Final decisions on appropriate consequences for specific circumstances will be based on the judgment of the administration. More severe actions may result in administration skipping offense levels to appropriately handle situations.

Below is information that may help you have a better understanding of the progression of disciplinary actions.

Conference with student/parent: We feel that conversation is important and will treat each student and adult with respect. It is expected that students demonstrate a high level of respect for authority. This includes appropriate language and tone when addressing adults and administration.

Detention:

• Will include a contract outlining which days/times student will complete the assigned detention

• Detention must be completed by the date designated on the contract

• Students in detention must be engaged in school work or designated assignment for the detention to count

• Failure to complete assigned detention time will result in further consequences

Suspension levels:

• In School Suspension (ISS)=1-3 days

• Short Term Out of School Suspension (OSS)=1-10 days

• Long Term Suspension (LTS)=11 days-365 days

• Alternative Learning Center Placement

• Expulsion from school

Financial Obligations:

• Students may incur financial obligations for damages to any school property (including removal of graffiti or cleaning carpet). This can be added to any consequences listed above if damage of any sort results from a student’s actions.

Any incident involving the Swain County Sheriff Resource Officer will result in the completion of a Juvenile Contact Report for documentation.

COMMON OFFENSES

COMMON OFFENSES

COMMON OFFENSES

Important definitions:

Rude = Inadvertently saying or doing something that hurts someone else.

Mean = Purposefully saying or doing something to hurt someone once (or maybe twice.)

Bullying = Intentionally aggressive behavior, repeated over time, that involves an imbalance of power.

Inappropriate Bus Behavior

Gang Activity

Improper Internet Searches

Tobacco Policy

Bullying

Leaving School in a Vehicle Without Permission

Senior Lunch

Dress Code

Cell Phone Policy

Student Driving and Parking Procedures

IN-SCHOOL SUSPENSION (ISS)

Students may be assigned to In-School Suspension for previously stated school rules violations. Students who are assigned to ISS may still participate in and/or spectate extracurricular activities.

ISS will be on Tuesday’s and Friday’s

The ISS Instructor:

• shall be in charge of promoting the intense and rigorous demands of structure during the student's assigned time in ISS.

• is in charge of attendance

• will monitor student work

• will expect completion of assigned work load from their classroom teachers

• will ask students to complete ACT prep work if they do not have enough work,

Students:

• are not allowed to have cell phones the entire day.

• Phones will be collected at the beginning of the day.

• Being caught with a phone in ISS will be the same as a student refusing to turn a phone in, and they will be assigned OSS (Out-of-School Suspension).

• will adhere to all expectations of ISS and be respectful to the instructor.

• Failure to comply will result in Out-of-School Suspension. When they return they will complete their assigned stay in ISS.

• who are absent on their assigned day or leave school on the assigned day will be required to make up all time (to the minute) in ISS.

• Classwork assigned in ISS counts in the same manner and weight for the assigned classroom teacher.

• will be given other work to complete if they do not have enough work. They will NOT be allowed to watch videos of any kind in ISS.

• Can take tests in ISS on the same day tests are administered in the regular classroom, and these arrangements can be negotiated by the administration, the ISS teacher, and the regularly assigned teacher.

• DO NOT choose their placement either in ISS or OSS.

OUT-OF-SCHOOL SUSPENSION (OSS)

• During Out-of-School Suspension, the student is prohibited from participating in and attending ALL school activities and is NOT permitted on school grounds without prior authorization from the principal.

• If you come on the school property while under suspension, you will be considered to be trespassing and subject to arrest by the Swain County Sheriff's Department.

FINANCIAL OBLIGATIONS
Students who have financial obligations to the school should take care of them immediately. If students lose books, tools, etc., they must pay for the lost items before others can be issued. Additional charges, such as parking fines, repairs for vandalism, such as graffiti and destruction, will be included. Failure to pay before graduation will result in not being issued a diploma.

SCHOOL DANCES
The following rules must be followed:

• Only Swain High students may attend. Middle school students are NOT allowed attend.   (For PROM and FALL BALL only: Any student wishing to bring a date who is not a Swain High student should get special permission from the administration prior to the dance.)

• Once a student has been admitted into the dance, he/she will not be permitted to leave and re-enter. Students who leave the building must go directly to their cars and leave the school grounds immediately.

• Dances are school functions. Absolutely NO alcohol or controlled substances, including tobacco, will be tolerated. All school policies will apply. Students found with or under the influence of a alcohol or a controlled substance will not be allowed to attend dances, the fall formal, or the prom for a full calendar school year from the date of the offense. Anyone acting suspiciously will be checked.

• Students who are not picked up from dances promptly (15 minutes after dance has ended) will not be allowed to attend the next dance.

Due to the possibility of personal injury and/or property damage, skateboards and scooters should not be on school grounds.

School Arrival/Departure

SCHOOL ARRIVAL

• School begins at 7:55 am.

• After arriving at school, students should exit their cars or the bus as soon as possible.

• Students should respect the residents around the campus and maintain order in the parking lots.

• Once a student is on school grounds, they may not return to their vehicles or leave the campus without written permission.

SCHOOL DEPARTURE

• School ends at 2:57 pm.

• Students must depart the campus immediately after school unless they are involved in extracurricular activities supervised by teachers.

• Students must depart campus immediately after signing out for early dismissal.

• Parent pick-up will begin immediately after the buses leave. Students who are waiting for a ride should wait in the main lobby, the bus lobby, or at the tables in the area outside the bus lobby.

• Students should be picked up no later than 3:15 pm each day unless involved in supervised after school activities.

Violations of these rules may result in warning, loss of driving privileges, and/or assignment to ISS.

EARLY RELEASE

• Any written parent note allowing early dismissal must be given to attendance office by 7:55 am or it will not be taken.

• All classes missed due to early release from school will count under the school attendance policy regulations.

• Early dismissals for reasons other than those excusable for absences will be counted as unexcused absences from class.

• NO telephone calls will be allowed to seek permission for early dismissal unless there is an emergency situation and permission is granted by an administrator.

Attendance Procedures

Official attendance records will be kept in the student reception office with the Attendance Manager. In order to return to a class after an absence, students must report with a valid excuse note to the attendance office before 8:00 am on the day they return to school. Failure to follow this procedure will result in make-up time.

Attendance

Attendance is one of the strongest predictors of a student’s academic success in school. Students should be at school each day it is in session. We understand that family emergencies, illness, and court dates may interfere with attendance and thus have created the following attendance policy.

DOCUMENTED ABSENCES (parent notes)

• Every student is allowed 5 documented (parent note) absences each semester.

• These absences will allow for parent notes to be submitted to the Attendance Manager, and will not require make-up time.

• Students are required to report to the Attendance Manager upon their return to school.

• Students must request the work from the teacher and complete it in a timely manner to receive credit for the work. Individual teachers will determine when work is due. Work turned in after five days will not be accepted unless written permission is granted by that teacher.

**Senior Skip Day is NOT a school sanctioned day, nor is it excused. Therefore, any student who skips on this day will receive an unexcused absence and will be expected to make up time according to the policy.

LAWFUL ABSENCES

Students who have lawful absences must present documentation within three (3) days of returning to school when obtaining an admit slip. Documentation may include any of the following:

• A note signed by a medical professional stating the student needed to miss school. Forged medical notes are subject to legal penalty.

• A note from the court stating the student was under subpoena or incarcerated.

• Verification of an unusual event, such as a death in the immediate family

• Prior approval by the principal for an educational trip. Educational trips must be excused in advance and will require work in addition to what is assigned by teachers.

• Students must request the work from the teacher and complete it in a timely manner to receive credit for the work. Individual teachers will determine when work is due. Work turned in after five days will not be accepted unless written permission is granted by that teacher.

UNLAWFUL ABSENCES

• An unlawful absence is any absence beyond the 5 documented absences and where no lawful documentation is provided.

• Unlawful absences will result in make-up time on an hour for hour basis.

• Missing 1 full day will equal 6 make-up time hours.

• A student that is unlawfully absent from a class or for a school day must request makeup work from the teacher and complete it in a timely fashion. Students will have 2 days to makeup work per unexcused absence. In addition, the student must make up the time as directed by the Attendance Manager and/or administration.

• Students will have a right to appeal hardship cases during 2nd and 4th quarters. (Please see appeal process below.)

Absence Procedure

• Absences are recorded after the first third of the class period.

• All absences must report to the Attendance Manager. Students will not decide if absence is excused or unexcused.

• Absence notes from the office must be shown to teachers. They are not to be given to the teacher.

Make-up Time

• Failure to complete make-up time will result in a 1 point deduction for each hour not made up; this will be taken from the final average in each class.

• Unexcused absences will result in make-up time.

• Hour for hour make-up, no exceptions, all make-up hours will be required

• One full day absence equals six make-up hours.

• Students will be informed of the make-up time they owe every three weeks.

• At the end of each quarter, semester grade reductions in every subject will be reflected for hours not made up.

• No grade will be dropped below a 60 unless approved by the an administrator.

• An academic grade lower than 60 will take precedence over a grade reduced for absence.

• Only 30 hours may be made up per quarter.

• The principal will complete a referral for student placement in the alternative program to the alternative placement committee at 30 hours of accumulated makeup time.

• The principal will strongly recommend to the alternative placement committee to place the student in the program at 50 hours of accumulated makeup time in one semester.

• The principal will involuntarily place a student in the alternative learning program at 60 hours of accumulated make-up time within one semester.

• The process above will repeat for the second and fourth quarter.

• At the end of the first and third nine weeks, remaining make-up hours will roll over to the next quarter.

• Make-up time will restart at the beginning of each semester.

• Students are responsible for arranging when they complete makeup time.

• Make-up time may be served through the after school tutoring program (5 days week); possible Saturday School (TBA); and possible community service at the high school. Community service will be arranged through an agreement with the student and administration.

Attendance Appeals

• Appeals are a request to lessen or remove penalties due to unexcused absences.

• They will be decided by an administrator.

• Students may apply (or appeal) for a change in the penalties the week before the end of each quarter.

• Students must be prepared to support why a change in the penalties should be allowed.

• Students with more than 30 hours will automatically be assigned appeal times.

• All other students must sign-up with the Attendance Manager for an appeal request.

• Times will be assigned and failure to show will result in maximum grade of 60 (D-) in all courses for the quarter.

• Attendance appeals will be held the 2 weeks before the end of the semester.

• Test review sessions will be allowed to count as make-up time only if assigned by an administrator.

TARDY POLICY

Excused Tardies: These tardies will not be held against a student in any way. Upon their arrival to school, they will be admitted to class after checking in with the Attendance Manager.

• Medical appointments with verification from medical personnel

• Court required attendance with court verification

These types of tardies are not counted towards the 5 “Other Tardies”.

Other Tardies:

• Students will be allowed 5 documented or undocumented (no note provided ) tardies.

• On the 6th tardy students will be referred to an administrator and be placed on a tardy contract.

Tardy to class

Once on campus, students who are tardy within the first 20 minutes of a class will:

• Sign in with the Attendance Manager

• Receive an admit slip from the Attendance Manager and go to class

Once on campus, students who are tardy beyond 20 minutes of the start of any class will:

• Receive a referral for cutting class

• Be held in the Attendance Office for the remainder of the class period

Tardy to school

Students who arrive to school after 8:20 will:

• Sign in with the Attendance Manager

• Students who have a documented excused tardy will be admitted to class.

• Students who do not have a documented excuse will be held in the Attendance Office for the remainder of the class period. These students will not be considered cutting class.

Student Support Services

Sharpen the Saw: Habit of Renewal

Sharpening the saw includes taking care of one’s physical body as well as the mind, heart and spirit. This is one of the habits of the “Public Victory”. Students must take care of themselves in order to better serve others. As part of taking care of themselves SCHS has a nurse on staff 4 out of 5 days to help students manage medical needs.

We also function under FDA guidelines for school nutrition to address student nutritional needs. Information about our Food Service Program and prices is included in this section.

The School Nurse

The school nurse can provide for a variety of healthcare needs of students. Services include assessment and planning of care for children with chronic health conditions, intervention and referral for illness, injury, and other identified medical problems. The nurse is involved with coordination of care between students, parents, healthcare practitioners and school staff with the goal of maximizing the child's educational success. The nurse is available for healthcare-related counseling, promoting wellness and safety in the school through educational programs and involvement in selected activities.

Medication oversight is another duty of the nurse. If your child should require any medications while at school, please submit the doctor's order to the office. The nurse will follow up with the necessary administration details such as instruction to relevant school personnel who will be in charge of assisting the student. Students with severe allergies, asthma, diabetes or seizures, etc., should be brought to the nurse's attention for proper care planning for emergencies. Please return the health form to the school and update the school nurse/health office with any changes during the year. The nurse can be contacted by calling the school office at 488-2152 ext. 5231.

Food Service Program

All Swain County Schools prepare breakfast and lunch for the benefit of our students. The cafeteria provides a choice of nutritious food for both breakfast and lunch. This is a tremendous boost in getting our students ready to "learn."

Free and Reduced Lunch Forms are available. Parents and students are encouraged to apply for this service. Your child will receive this application the first day of school and you should immediately complete and return the application to school by one of your children. Within ten days your child will receive a letter from us, telling you if your child(ren) is/are eligible for either free or reduced priced meals. If your child(ren) received free or reduced priced meals last year, they will receive the same benefit this school year for the first few days of school until we have time to process this year's applications.

A new application is required at the beginning of each school year.

Meal Prices

Student Breakfast Full Pay $1.20

Student Lunch: Full Pay Lunch $2.60
Reduced Pay Lunch $  .40

Students may purchase snack items from the cafeteria or vending machines during lunchtime. Juice and water may be purchased before school, between classes, during lunch, and after school. Soft drinks may be purchased after lunch has been served. Students are not allowed in the hallway during class time to purchase a snack, juice, or soft drink. Teachers will have their own rules regarding snack items in the classroom.

ADVANCED PAYMENT FOR MEALS

You have the option of depositing any amount of money into your child's meal account. This amount is entered in the computer and as your child makes daily meal or snack purchases, the amount of the purchase is deducted from the student's balance.

Please notify the cafeteria manager if you want your son/daughter to purchase only meals and no cafeteria snacks from his/her account.

Enrolling/Transfer

Putting First Things First: Habit 3 of Highly Effective Practices

SCHS welcomes new students. We have guidelines and procedures that must be adhered to before we can enroll a student. Below are our guidelines for students who would like to enroll at Swain County High School. Enrollment packets are available in the guidance office.  

Residency

In order to enter Swain County High school, a student must be a resident of Swain County or have approval from the school system superintendent to enter.  For school attendance purposes, residency means that a student lives with a parent and/or legal guardian within the legal boundaries of Swain County who must accompany the student to registration.  Official documentation regarding custody or guardianship is needed to document status, and proof of residency should be available.

Transfer Students

Students may need to transfer to Swain County High School from a school that does not operate on a four period day or does not offer a curriculum similar to ours; counselors will make every effort to provide student with a schedule which closely approximates four of the course they were previously taking.  Adjustments to graduation requirements and grade classification will be discussed with incoming transfers when warranted. An analysis of each incoming transcript will be done. IN helping to determine GPA, class rank and graduate honor speakers students entering with honors credit will be given honors credit if SCHS also offers an honors level course for that subject.  If no comparable honors course is offered at Swain County High School, the incoming student will receive standard credit. Also, students and parents must be aware that transfer credit will be adjusted to conform to Powerschool. In this process, some credits may unavoidably be lost.

Out of District Transfers

Beginning for the 2018-2019 school year, Swain County Schools will consider applications for enrollment of non-resident students on or before the 20th student day of the SCS calendar (Sept. 17, 2018).

After that date, applications may only be considered, at the principal’s discretion, for documented emergency situations.

Non-resident parents/guardians must complete an application form which includes:

• Parent and student demographic information

• A brief written statement of the reason for requesting out-of-district enrollment

• A signed release from the superintendent of the school system of residence

• Parent signature and acceptance of requirements/conditions for initial and continued enrollment

Requirements/conditions for initial and continued enrollment:

• Students may not be under an active term of suspension in his/her home district

• Students who transfer from Alternative Learning placements will be placed in SCS ALC programs at an entry level

• Parents/guardians are responsible for transportation of students to and from school

• Students must arrive and depart school on the regular schedule

• Students must demonstrate acceptable standards of attendance, academic progress, and behavior

• If a student develops serious and/or habitual behavior or attendance problems, the principal may make a recommendation to the superintendent that the permission for out-of-district enrollment be revoked, and the student be required to return to their home district school

Withdrawal from School

In order to officially withdraw, students who leave Swain County High School before graduating (Transferring to another school or dropping out) need to complete the following procedures:

1. Inform SCHS Guidance Office about plans to withdraw and pick up a form from SCHS Office prior to your last student day.  Complete form on last student day.

2. Turn in all textbooks, library books, and technology items, and fees to SCHS.  

3. Provide SCHS Office with transfer information.

Swain County High School’s faculty and staff are committed to all student receiving a high school diploma; however, if you are considering withdrawing from our school with no plans to transfer to a traditional school, please realize that alternative education choices do exist.  For the sake of your future, meet with the school counselor to discuss these alternatives.

Registration Policy

When registering for classes at Swain County High School, a student is requesting a course, not a specific period or teacher.  Any course with insufficient enrollment may be deleted. Too, sometimes the number of students wanting a particular class exceeds the enrollment limit; therefore students must select possible alternate courses that they are definitely interested in taking since an alternate course may need to replace a primary course that could not be scheduled.  Because courses are offered, books and materials are purchased, and teacher are hired based on student course selections made in the spring, it is imperative that student maintain a commitment to these courses.

Drop/Add Procedures

Students may request class changes during the first five days of each semester.  After the first five days of classes in each semester, schedule changes will be made only if initiated by a teacher with the assistance of a school counselor and with approval of SCHS administration.  No class will be dropped after 10 days of enrollment.

Graduation Requirements

Begin With the End in Mind: Habit 2 of Highly Effective People

High school is a critical stepping stone for students as they develop into independent young adults. We strive to help students discover what career path they would like pursue past high school. Our goal is to provide them with the academic requirements they will need in the next phase of their life. We would like for parents to be our partners in developing the student’s 4-year plan. We will host different events throughout the school year for parents to be involved with the planning process and we encourage parents to take advantage of these events.

Diploma Requirements:

High School Graduation Requirements: Every high school student must meet state course and credit requirements in addition to any local requirements in order to graduate from high school. To view the state course and credit requirements, look below for the section that matches when a student entered ninth grade for the first time. Refer to State Board of Education policy http://sbepolicy.dpi.state.nc.us for a list of AP/IB, Dual enrollment and other courses that may satisfy certain requirements per State Board of Education Policy. School counselors are available to answer any questions you may have about what is needed to reach the goal of high school graduation.

* OCS Pathway courses aligned with North Carolina Standard Course of Study in English I, II, III, IV; Math I and American History I, II, and Biology. .

** A student who takes AP US History or IB History of the Americas instead of taking American History I and American History II must also take an additional elective social studies course in order to meet the four credits requirement.

*** Examples of electives include Arts Education, JROTC and other courses that are of interest to the student. **** For additional information on CTE courses that meet requirements for selected Courses of Study, refer to the CTE Clusters chart located at: http://goo.gl/sfhTVr

***** For students entering 9th grade in 2013-14 or earlier, completion of 300 hours of school-based training, 240 hours of community-based training, and 360 hours of paid employment. For students entering 9th grade in 2014-15 or later, completion of 150 hours of school-based training, 225 hours of community-based training, and 225 hours of paid employment.

Swain County Schools is fortunate to offer a wide variety of Career and Technical Education courses.  Through these course, students have the opportunity to achieve industry recognized certifications/or credentials.  Also, students can earn college credit while in high school by taking community college courses or taking courses that articulate to the community college.  

Credentials provide students with the documented skills they need to compete in today’s economic environment. Many North Carolina Career and Technical Education students pursue college where their credentials may increase their opportunities for articulated college credits. North Carolina’s transition to credentialing supports the public schools by producing globally competitive students with 21st century skills. Credentialing opportunities are available in all CTE program areas.

• Career Readiness Certification (WorkKeys)—CTE concentrators

• Certified Nursing Assistant—Nursing Fundamentals

• Public Health Endorsement can be added to CNA certification—Public Health Fundamentals

• EverFi—Personal Finance

• Microsoft Office Specialist Certification—Microsoft Word & PowerPoint

• OSHA 10-Hour General Industry Course—most second-level CTE courses

• Pharmacy Technician Certification—Pharmacy Technician

• ServSafe—Foods II

• W!SE Financial Literacy—Personal Finance

Swain County High School

28 Credits Required ______

English – 4 credits

• English I/Hn. English I

• English II/Hn. English II

• English III/Hn. English III/AP

• English IV/Honors/AP English

Math – 4 credits

• Math I/Hn. Math I

• Math II/Hn. Math II

• Math III/Hn. Math III

• Discrete Math

• Honors Pre-Calculus

• Honors Math/AP Stats

• Honors Math/AP Calc

• CTE 4th Math Option _____________

Science – 3 credits

• Earth Science

• Biology (EOC Test)

• Physical Science

• Physical Science

• Physics/Hn. Physics

• Chem./Hn./Chem.II

Social Studies – 4 credits

• World History/Hn.

• American History I/Hn.

• American History II/Hn./AP

• Civics/Hn.

Second Language- 2 credits for Univ.

• Spanish I

• Spanish II

• Cherokee I

• Cherokee II

Other – 3 credits

• MS Word & PowerPoint or Personal Finance (for students entering 9th grade in 2014-2015)

• Health & PE

• Fine Art (Band, Vocal, Theater, Art)

Agriculture, Food, & Nat. Resources

• Agriscience Applications

• Animal Science I

• Animal Science II*

• Horticulture I

• Horticulture II*

• Principles of Family & Human Svc

• Foods I

• Foods II*

• Personal Finance

• CTE Advanced Study

• Microsoft Word & PowerPoint-E

• Entrepreneurship I-E

• CTE Internship-E

Architecture & Construction

• Drafting I

• Drafting II- Architectural*

• Carpentry I* (CAR111)

• Carpentry II (CAR 112)

• Principles of Family & Human Svc

• Personal Finance

• CTE Advanced Study

• Entrepreneurship I-E

• CTE Internship-E

• Microsoft Word & PowerPoint-E

Arts, A/V Technology & Communications

• Microsoft Word & PowerPoint

• Principles of Family & Human Svc

• Digital Media

• Advanced Digital Media*

• Entrepreneurship I

• CTE Advanced Study

• Personal Finance-E

• CTE Internship-E

Health Science

• Biomedical Technology I

• Health Team Relations

• Health Science I

• Health Science II*

• Nursing Fundamentals

• Public Health Fundamentals

• Pharmacy Technician

• CTE Advanced Study

• Microsoft Word & PowerPoint-E

• Foods I-E

• Entrepreneurship I-E

• Personal Finance-E

• CTE Internship- E

Hospitality and Tourism

• Foods I

• Foods II*

• Entrepreneurship I

• CTE Advanced Study

• Microsoft Word & PowerPoint-E

• Personal Finance-E

• CTE Internship- E

Manufacturing

• Welding I* (WLD110 & WLD111)

• Welding II (WLD 115)

• Welding III

• Entrepreneurship I

• CTE Advanced Study

• Microsoft Word & PowerPoint-E

• Drafting I- E

• Personal Finance- E

• CTE Internship- E

Science, Tech. , Engineering & Math

• Drafting I

• Drafting II- Engineering*

• Principles of Technology I

• Principles of Technology II*

• CTE Advanced Study

• Microsoft Word & PowerPoint-E

• Horticulture I-E

• Entrepreneurship I-E

• Personal Finance- E

• Apprenticeship-E

• CTE Internship-E

Transportation, Distribution & Logistics

• Intro. Automotive Service

• Automotive Service I

• Automotive Service II*

• Automotive Service III

• CTE Advanced Study

• Microsoft Word & PowerPoint-E

• Auto. Comp. Diagnostics-E

• Personal Finance-E

• CTE Internship-E

• 
  

• Name: _______________________

• 
  

• “CP”___________ “CTP”___________

• 
  

• Cluster ______________________

Graduation Credit Requirements for Transfer Students

Coming from a six period day:

• Transfer after 9th grade: 26 credits

• Transfer after 10th grade: 24 credits

• Transfer after 11th grade: 23 credits

Coming from a seven period day:

• Transfer after 9th grade: 27 credits

• Transfer after 10th grade: 26 credits

• Transfer after 11th grade: 25 credits

Promotion Requirements for students entering 9th grade in 2015-2016 and beyond:

To become a sophomore, a student must earn 6 units of credit, including English I

To become a junior, a student must earn 13 units of credit, including English I and II

To become a senior, a student must earn 20 credits, including English I, II, and III.  

Promotion Requirements for students entering 9th grade before 2015-2016:

To become a sophomore, a student must earn 7 units of credit, including English I

To become a junior, a student must earn 14 units of credit, including English I and II

To become a senior, a student must earn 21 credits, including English I, II, and III.  

SUMMARY OF STANDARDS FOR CALCULATING THE WEIGHTED GRADE POINT AVERAGE AND CLASS RANK OF NORTH CAROLINA PUBLIC HIGH SCHOOL TRANSCRIPTS

Prior to 2015-16

The calculations are based on a standardization of: (1) academic course levels; (2) grading scales; and (3) the weighting of course grades. The class rank is based on a weighted grade point average in which a single (1) quality point or weight is added to passing grades earned in Advanced/Honors/Academically Gifted courses or two (2) quality points are added to passing grades earned in Advanced Placement courses.

Academic Course Levels and Associated Weights Basic/Introduction to..../Standard(S) Course content, pace and academic rigor follow standards specified by the North Carolina Standard Course of Study (N.C.S.C. O. S.) with occasional content enrichment where appropriate. This course provides credit toward a high school diploma and requires the end-of-course test where available.

Advanced/Honors/ Academically Gifted (H) Course content, pace and academic rigor put high expectations on the student and surpass standards specified by the (N.C.S.C.O.S.) Such courses demand a greater independence and responsibility. The courses provide credit toward a high school diploma and require an end-of-course test where available. The state weighting system adds the equivalent of one quality point to the grade earned in such courses.

Advanced Placement (AP) Course content, pace and academic rigor is college level as adopted by the College Board or the International Baccalaureate (IB) program and is geared to enable students to pass the AP or IB test. The course provides credit toward a high school diploma and, in cases where the AP/IB course is the first course taken by a student in a subject, an end-of-course test is required if one is offered in the subject. The state weighting system adds the equivalent of two quality points to the grade earned in the AP/IB course

Grading Scales The conversion of grades to quality points is standardized and made equivalent under each option. Implicit in each option is a conversion of percentage grades to letter grades according to the following widely used scale: 93-100=A; 85-92=B; 77-84=C; 70-76=D; ≤69=F.

2015-16 and Beyond

Grade point average calculations are based upon standardization of academic course levels, weighting of course grades, and grading scales.

Academic course levels and associated weights are defined as follows:

Standard courses – Course content, pace and academic rigor follow standards specified by the North Carolina Standard Course of Study (NCSCoS). Standard courses provide credit toward a high school diploma and require the end-of-course test for those courses identified as such in the NC accountability program. Quality points for the GPA calculation are assigned according to the standard 4.0 scale and receive no additional quality points.

Honors courses - Course content, pace and academic rigor place high expectations on the student, demanding greater independence and responsibility. Such courses are more challenging than standard level courses and are distinguished by a difference in the depth and scope of work required to address the NCSCoS. These courses provide credit toward a high school diploma and require the end-of-course test for those courses identified as such in the NC accountability program. An honors review process shall be followed, as outlined in the latest edition of the North Carolina Honors Course Implementation Guide. The state course weighting system awards the equivalent of one (1) quality point to the grade earned in Honors courses. Effective with the freshman class of 2015-16, the weighting for Honors courses shall be one-half (.5) of a quality point.

Advanced Placement/International Baccalaureate (AP/IB) courses - Course content, pace and academic rigor are considered college-level as determined by the College Board or the International Baccalaureate (IB) program and are designed to enable students to earn high scores on the AP or IB test, potentially leading to college credit. These courses provide credit toward a high school diploma and require an EOC in cases where the AP/IB course is the first course taken by a student in a subject where an EOC is required by the NC accountability program. The state weighting system awards the equivalent of two (2) quality points to the grade earned in an AP/IB course. Effective with the freshman class of 2015-16, the weight for AP/IB courses shall be one (1) quality point.

College courses (“dual enrollment”) - Course content, pace and academic rigor are, by definition, college-level for these courses. College courses, which may be delivered by a community college, public university or private college or university, provide credit toward a high school diploma and may satisfy a graduation requirement or provide an elective course credit. The state weighting system adds the equivalent of one (1) quality point to the grade earned in community college courses included on the most recent Comprehensive Articulation Agreement Transfer List, and for courses taught at four-year universities and colleges.

Courses eligible for weights include higher-level high school courses that fall into one of the following categories:

Honors sections of standard-level academic courses, including NC Virtual Public School courses and other online courses, that are in accordance with the philosophy, rubric, procedures, guidelines, and standards for curriculum, instruction, and assessment as described in the North Carolina Honors Course Implementation Guide.  Such courses are assigned additional quality points in accordance with section 3.1.2 above; it is not necessary to offer a standard level of a course to offer an honors level.

Pre-calculus, non-AP/IB calculus, mathematics courses beyond the level of calculus, and world language courses beyond the second-year level are considered inherently advanced and are assigned Honors-level weighting in accordance with section 3.1.2 above.

Arts education courses meeting the standards for proficient and advanced dance, music, theatre arts, and visual arts are assigned Honors-level weighting.

Project Lead the Way courses approved for college credit are assigned college-level weighting

High schools shall use one grading scale. The conversion of grades to quality points is standardized. Implicit is a conversion of percentage grades to letter grades according to the following widely used scale and effective for all high school students in 2015-2016,  90-100 = A; 80-89 = B; 70-79= C; 60-69 = D; < 59 = F. Grades and the corresponding number of quality points are shown below.

Standard scale –– Numeric Grades with a letter grade legend.

Valedictorian/Salutatorian/Marshal selection process

Swain County High School academically ranks all students according to North Carolina State Board of Education’s guidelines for student transcripts.

For SCHS award purposes only, student ranking will be recalculated locally to reflect the seven point scale. This is to level GPA ratings that have been affected by the transition from the seven point scale to the state mandated 10 point system. This also allows for a greater level of differentiation and reduces the probability of tie scores.

To qualify for Swain County High School’s valedictorian or salutatorian honors, students must have taken two full years, or a minimum of sixteen hours of coursework, at Swain County High School. Students who do not meet this credit hour requirement will still be eligible for local ranking and honors. Swain graduation marshals will use the same conversion process.

Conversion Scale

Advanced Placement will receive a bonus of 1 point and Honors level courses will receive a bonus of .5 after the conversion. (Ex. AP Biology grade of 92 = 3.5 plus 1 point = final GPA score of 4.5)

UNC Minimum Course Requirements

Listed below are the minimum course requirements for students entering the University of North Carolina. The University of North Carolina is made up of 16 campuses, which are listed in the box to the right. The minimum course requirements are established by the Board of Governors of the University of North Carolina, although individual institutions may require other courses in addition to the minimum requirements. For some transfer students and students who graduated from high school prior to 1990, special considerations have been made. Check with each institution for additional information specific to that campus.

Six course units* in language, including

• four units in English emphasizing grammar, composition, and literature, and

• two units of a language other than English.

Four course units of mathematics, in any of the following combinations:

• algebra I and II, geometry, and one unit beyond algebra II,

• algebra I and II, and two units beyond algebra II, or

• integrated math I, II, and III, and one unit beyond integrated math III. (The fourth unit of math affects applicants to all institutions except the UNC School of the Arts.) It is recommended that prospective students take a mathematics course unit in the 12th grade.

Three course units in science, including

• at least one unit in a life or biological science (for example, biology),

• at least one unit in physical science (for example, physical science, chemistry, physics), and

• at least one laboratory course.

Two course units in social studies, including one unit in U.S. history. An applicant who does not have the unit in U.S. history may be admitted on the condition that at least three semester hours in that subject will be passed by the end of the sophomore year.

All applicants for first-time admission as freshmen must meet minimum high school GPA and SAT scores. The minimum high school GPA for first-time freshmen is 2.3 for students entering in Fall 2012 and will increase to 2.5 for students entering in Fall 2013 and beyond. The minimum SAT score is 750 or ACT composite of 16 for students entering in Fall 2012. The minimum SAT score will increase to 800 or ACT composite of 17 for students entering in Fall 2013 and beyond. Students must take the writing component for either the SAT or ACT.

The NC Academic Scholars Program recognizes students who qualify for this special recognition in the following ways:

· Student will be designated by the State Board of Education as a N.C. Academic Scholar

· Student will receive a seal of recognition attached to the diploma

· Student may receive special recognition at graduation exercises and other community events

· Student may use this special recognition in applying to post-secondary institutions

• To be recognized as a North Carolina Scholar, the following requirements apply:

Have a cumulative four-year unweighted GPA of 3.5 and the following courses (24 Units):

• 4 units of English

• 4 math units (Algebra I, Algebra II, geometry, + a higher level math for which Algebra II is a prerequisite)

• 3 units of science (a physics or chemistry course, biology, and Earth/Environmental Science)

• 4 social studies (World History, Civics/Econ, American History I and American History II)

• 1 unit of Health and Physical Education

• 2 units in the same foreign language

• Four (4) elective credits constituting a concentration recommended from one of the following: Career and Technical Education (CTE), JROTC, Arts Education, Second Languages, any other subject area

• Higher level courses taken during junior and/or senior years which carry 5 or 6 quality points such as:

• AP

• IB

• Dual or college equivalent course

• Advanced CTE/CTE credentialing courses

• On-line courses

• Other honors or above designated courses

MID-YEAR GRADUATION APPLICATION

Swain County High School

Name: ______________________________________  Date: ___________________

Swain County High School students who wish to graduate mid-year must submit an application requesting permission.  Please read the following and if you have any questions, please contact your counselor. Application must be submitted by the first five days of the fall semester of the student’s senior year for mid-year graduation.  Mid-Year graduation is for seniors who wish to graduate at the end of the first semester of their senior year. For early graduation or mid-year graduation, students must:

1. Have satisfied 28 course requirements for graduation, or completed in addition to this application, the 22 credit graduation application.

2. Have elaborated how an alternative to continuing their high school education would be more profitable to them,

3. Have legal guardian/parent permission for early graduation.

The Principal will appoint a faculty committee chaired by the Assistant Principal.  The committee processes all petitions for early graduation and recommends to the Principal whether or not the petitioner fulfills the aforementioned criteria.  Requests for early graduation are granted only if approved by the Principal. The committee may request to meet with the student and parent that is requesting for an early graduation or mid-year graduation.  

A student who has received prior approval for mid-year graduation by the end of his/her seventh semester may, under certain circumstances participate in graduation ceremonies offered in June.      

Please state your reasons for early graduation:

Please state your plans for the immediate semester following early graduation:

Please state your plans for the following year:

Please state your career goal:

Parent: Please state your feelings about your son’s/daughter’s request for early graduation:

Student and Parent Signature:

In order to be eligible for early graduation a student must be in attendance through the last day of the first semester.  NO EXCEPTIONS WILL BE MADE. Your signatures indicate that you understand this requirement.

Student Signature: _________________________________

Parent Signature: __________________________________

Student: Please return this application to your counselor.  The Early Graduation Committee will act on your request within the first 30 days of the fall semester and may request a meeting with you and your parent.  

OFFICE USE ONLY

Counselor Recommendation:

Credit Check: Please attach Student Map

Counselor Signature: ____________________________________________________

DIFFERENTIATED GRADUATION

Program Definition

Candidates for Differentiated Graduation are students who are at serious risk of not graduating from high school. Participation by students in this program is voluntary. By offering an option of high school graduation with twenty-two credits rather than twenty-eight, it may be possible to have a greater number of students in school graduate. The curriculum will include the requirements of the NCDPI for high school graduation, but it will eliminate some of the electives. The program will be geared toward a college tech prep pathway. Students in this program will give up the opportunity for any AP or honors level classes, but they will be eligible for extracurricular activities based on meeting the following requirements:

• Students must maintain grades of 77% or higher in all classes.

• Absences must not exceed established school guidelines.

• Patterns of behavior must be consistent with school expectations for good citizenship.

Student Criteria

In order to be considered for Differentiated Graduation, a student must meet one or more of the following criteria:

• Reach the age of sixteen during the freshman year

• Medical reasons

• Recommendation by teacher, administrator, parent/guardian, or peer

• 50% or fewer credits earned of those credits attempted in the previous grading period

• Returning drop out

• Economic hardship

• Other criteria (case by case) as determined by the evaluative team.

• 
  

Evaluative Process
To be considered, students must apply in writing to the principal for differentiated graduation or be recommended by a staff member. Applications for the current school year must be turned in before the end of the fall semester. Students applying before their seventh semester will not be allowed to participate in the spring graduation ceremony. Each student must then be evaluated by a team prior to being accepted into the Differentiated Graduation program of study. The team will have the authority to admit or deny a student's entrance into the program. The student must attend the team meeting and substantially support their application. In addition, the student's parents/guardians will be strongly encouraged to participate. The student may also invite another teacher, advisor, mentor, or other advocate who has the student's best interests in mind. A student's admission into the Differentiated Graduation course of study will be determined using the following criteria:

• Request for admittance by the student

• Recommendation by teacher, administrator, parent/guardian, or peer.

• Recommendation form filled out by the dropout prevention team

• Evaluative team meeting

• Acceptance furnished in writing to the student.

Evaluative Team

The evaluative team will be appointed by the principal and will serve for a term of at least one school year to allow for consistency in the decision making process. The team shall consist of an administrator, two teachers, the counselor and a member of the Family Support Team.

Swain County High School Summer Course Application Form

SCHS Summer Courses are available through NCVPS for students that wish to catch up or create extra space in their schedule.  Course enrollment is limited and students are enrolled on a first come, first serve basis. Participation is free, but a fee is required and due on June 8.  The administrative fee is $235 for a summer course and students can sign up to take one course per summer. There will be a review committee for students in financial need, based on application, financial information form, and free/reduced lunch status.  Up to three slots will be available for students with financial need. The scholarship is available only for students who are taking the course for initial credit. Student may use school laptop/chromebook, but student is responsible for the internet service required for the class.  Students can arrange to use SCHS internet, based on Swain County Schools’ summer hours of operation. Any communication that needs to be made with Swain County High School must occur to Barbara Sneed from Monday through Thursday between the hours of 8am-4pm.  She can be reached at 828.488.2152 x5226 or bsneed@swainmail.org

Summer school with NCVPS is a fast-paced program. An entire 18-week course is taught in just 8 weeks. Students will spend 3-5 hours each day, Monday through Friday, working on their courses, and just like at a traditional school, there is often work over the weekend, too. Students must have daily access to the internet for the duration of summer school. There are no exceptions made for students who attend camps or go on vacations where they do not have access to the internet.

Due to the workload, students may only take ONE NCVPS course over the summer. Students are much more successful in our summer program if they only take one course.

Students can work on online courses any time during the day or night, 24/7. They just need to pay close attention to the due dates for the assignments, tests, and quizzes. Students can also work from any location as long as they have access to their classes for 3-5 hours a day.  Summer course final grade will calculate with student’s cumulative GPA and dropping the course after the drop/add period will constitute a failing grade. Please remember, these course grades are part of the permanent record.

NCVPS Summer Course Catalog: http://ncvps.org/summer-2016-traditional-courses

SCHS Summer Course Application

Student and parent must complete the following information and attach a transcript and attendance report.  Applications and payments are due by June 7, 2019.

I understand and/or agree to the following:

• The rules regarding enrollment..

• I am responsible for the administrative fees for this course even if my child never attends the class.

• Grades assigned for each course become part of a student's official academic record at SCHS, even if my child never attends the class.

• Check payable to Swain County Schools due by June 7, 2019

• Please check this box if you would like to apply for financial aid.  Please note that we have a maximum of three slots for financial aid.  By checking this box and signing below, you are granting permission for Swain County Schools to review the status of your lunch funding and the financial aid application attached.  

Parent Signature: _____________________________ Date: _______________

SCHS Summer Course

Financial Aid Form

Student Name: ___________________________

Family Information

Name of parent/guardian who assists with your expenses ____________________________

Occupation: ________________________ Employer: _______________________________

Name of parent/guardian who assists with your expenses ____________________________

Occupation: ________________________ Employer: _______________________________

Check if applicable:

• Father deceased

• Mother deceased

• Parents separated

• Parents divorced

List names, ages, and college (if applicable) of siblings supported by the parent(s) who support you:

Name Age        Grade/College Class Year (if applicable)

______________________     _____ _______________________________________

______________________     _____ _______________________________________

______________________     _____ _______________________________________

______________________     _____ ________________________________________

Financial Information

Use your Federal Income Tax Return (IRS Form 1040) to determine adjusted gross income figures.

Total number in household that head(s) of household will support in coming school year….____

Total number in household in a college degree/certificate program in coming school year …____

Head(s) of household’s total adjusted gross income for prior tax year………………………$ ________

Head(s) of household’s total cash assets (cash, checking, savings, and/or investments,  excluding retirement accounts and primary hoe equity)............................................$ _______

Student’s adjusted gross income for prior tax year (if not head of household) ……………$ _______

Student’s total cash assets (if not head of household)..................................................$ ________

If you wish, you may include a Supplementary Financial Statement explaining circumstances impacting financial need that are not apparent from the above financial information, for example, contributions expected/not expected from a non-custodial parent, educational expenses already incurred for older siblings, medical expenses, daycare, etc.

I certify that the information provided above is complete and accurate to the best of my knowledge.  

______________________________________________________       __________

Signature      Date

Career and College Promise

with Southwestern Community College

Want to earn college credit during your time at Swain and save time and money? Swain High offers the opportunity for students to earn college credit for Free through AP courses as well as seat-based and online courses.  The only cost to families is the cost of books for courses not taught at Swain. AP courses are guaranteed to transfer to any NC public school!

This could save you hundreds of dollars: for example, 3 credits at UNC Chapel Hill = $831

Courses provided at Swain include:

AP US History (6 credits)

AP Language- Juniors (6 credits)

AP Literature- Seniors (6 credits)

AP Biology (8 credits)

AP Statistics (3 credits)

AP Calculus (4 credits)

Honors Pre-Calc (4 credits)

Carpentry (16 credits total)

Mechatronics (credits earned vary; off-campus, transportation provided)

Welding (credits earned vary)

Requirements to register for AP courses:

1. Be a junior or senior

2. Have a weighted GPA of at least 3.0

3. Meet test score levels in PSAT, PLAN, ACT, SAT, or Accuplacer

See Guidance for more details!

Seat-based and online courses also available in the following programs of study:

Accounting

Air Conditioning, Heating, and Refrigeration Technology

Automotive Systems Technology

Business Administration

Cosmetology

Criminal Justice

Culinary Arts

Early Childhood Education Certificate

Electronics Engineering Technology

Emergency Medical Science

Information Technology

Medical Assisting

Nurse Aid

Office Administration

Web Technologies/Web Design

Credit by Demonstrated Mastery (CDM)

Frequently Asked Questions for Students

1. What is Credit by Demonstrated Mastery?

This is an option which allows students to demonstrate mastery of a course’s content, getting credit and a pass/fail grade for the course by taking an assessment and completing an artifact. In 2013 the NC Dept. of Public Instruction instituted State Board Policy GCS-M-001-13: Credit by Demonstrated Mastery in order to ensure students grow optimally in our public schools and have effective seat time. Transitioning away from seat time, in favor of a structure that creates flexibility, allows students to progress as they demonstrate mastery of academic content, regardless of time, place, or pace of learning. Failed attempts at SCHS are not reflected on a student’s transcript.

2. Is a credit earned through the CDM policy intended to be “different” than a credit earned in the traditional manner (completing the course)?

No. Swain County High School will assess students and evaluate artifacts based upon the same standards that are applied to students earning course credit in the traditional sense. The achievement levels required to earn a CDM credit (i.e., assessment scores greater than or equal to 94% plus a (required artifact) already reflect a more rigorous expectation of students who want to earn credit in this manner that those of students who complete the course with seat-time.

3. Who is eligible to request an opportunity to earn credit by demonstrating mastery?

Any North Carolina public high school student, grades 9-12, who is able to show a deep understanding of the content without seat-time and classroom learning experience is eligible.

4. Is there a limit to the number of courses for which a student may earn credit using the CDM policy?

No. Students may earn credit using CDM for as many courses as they wish. However, students may only make one attempt per course. Students who are unsuccessful after one attempt must register for and complete the course to receive credit.

5. Can the school or district deny a student the opportunity to attempt to earn CDM credit?

No, the NC state board policy prohibits this. However, there are courses which are excluded from CDM by the state. Honors, AP, and IB courses are excluded, as are CTE work-based learning courses (co-op, internship, and apprenticeship), CTE courses that have a clinical setting as a requirement of the course, CTE Advanced Studies courses, English Language Learner (ELL) courses, and Healthful Living required courses.

6. May students earn CDM credit for honors courses?

No. CDM is only available for some standard-level courses. CDM credits are awarded as a pass/fail grade and therefore do not impact a student’s grade point average.

7. Does CDM replace differentiation in meeting the learning needs of students?

No. CDM is not a replacement for differentiated services to meet the learning needs of all students.

8. May a student receive credit through CDM for a course not offered at his/her school?

No, CDM is not available for courses which are not available within SCHS. .

9. How does CDM credit impact course prerequisites and sequencing?

When courses are taught in a predetermined sequence, a student may only apply for CDM for the next course in the sequence. For example, a student who has not taken Math 1 would not be permitted to obtain CDM credit for Math II.

10. Are credits earned through this policy accepted by outside organizations such as the NCHSAA, NCCCS, UNC-GA, and NCAA?

No. Students considering collegiate athletic should be advised that NCAA Division I and Division II colleges and universities do not recognize test-out credits in terms of meeting college entrance credit requirements, and therefore CDM is strongly discouraged for potential collegiate athletics. Credits earned through CDM shall be used to count toward minimum credits for the purpose of high school athletic eligibility.

11. May students earn credit by demonstrated mastery for Career and Technical Education (CTE) Courses?

Yes, with the exception of specific courses excluded by the NCSBE policy (work-based learning courses such as co-ops, internships and apprenticeships; courses that have a clinical setting as a requirement such as ProStart, Early Childhood Education I/II and Nursing Fundamentals; Advanced Studies courses). For CTE courses, an industry credential may be accepted as the required artifact component. Students will still be expected to complete the post-assessment, if one is available, or a teacher made exam if the state does not provide a post-assessment. If the student earns credit, the post-assessment score would be reported in the technical attainment performance measure.

12. May a student earn the CPR credit through CDM?

No. CPR is part of the Healthful Living requirement and NC State Board of Education policy specifically excludes CPR from CDM.

13. When a student earns credit by demonstrated mastery for a course, what should schools use to replace the course in the student’s schedule?

Generally, students should replace the course with the next course in the sequence, i.e. a student using CDM to earn a Math I credit should schedule Math II in its place. High school students might also use CDM credit to create space in their schedule that can be filled with a community college course available through Career & College Promise or other advanced course, such AP and IB. The NC Virtual Public School is also a source of courses for students who need to replace a course for which they have earned a CDM credit.

14. If a student chooses to earn credit by demonstrated mastery, will the student have to take that EOC for the course they passed through CDM?

Yes, students attempting to earn a CDM credit for a course with an EOC must take the EOC as the assessment component of the CDM attempt. A timeline with specific testing windows will be provided to applicants.

15. How does the CDM policy and its implementation impact quality points and a student’s grade point average (GPA)?

CDM credits are awarded as a “pass” and appear as such on the student’s transcript. No course grade is received and the course is not included in the GPA calculation. Failed attempts will not be reflected on a student’s transcript.

16. Can students graduate early based upon credits earned through this policy?

Yes. SCHS recommends that early graduation decisions be made through discussion between parents, students, counselors, and school administrators.  There is a formal application process.

17. Can students enrolled in a course decide to earn CDM partway through the course?

No, the CDM policy is for students who wish to accelerate without enrolling in a course.

18. Can a student take a course after receiving credit by demonstrated mastery for that course?

No, SCHS does not allow this.

19. Can students potentially stay at home and graduate?

No, the CDM policy does not relieve schools, parents or students of the requirement that students attend school until age 16. SCHS rules for high school students require a full course load.  

20.   Are there any courses not eligible for CDM?

Yes, Advance placement courses and Health/PE are not eligible for CDM.  

Credit by Demonstrated Mastery (CDM)

Student and Family Application

ACT Registration

www.Act.org

Click register on the left and follow the steps to register.  If you have taken the ACT before and already have an existing online account then you will use this information to login.  If you have never registered online then you will need to create an account. This can take anywhere from 20 minutes to an hour, depending on how in depth you want to go on your profile.  Most of the information is not mandatory to complete and you can skip some steps. *If you have taken the Spring test as a junior at SCHS, then you will create a new account but you will need your ACT ID number from your score report to link your your account to your existing scores.  This is very important so that you do not create duplicate accounts on the ACT website.

SCHS School Code 340 460

Items you may skip: Your HS summary, College Plan, Special Interests, Extracurricular Activities, Paying for College, Background Information, Accomplishments, Your Interest Inventory

Your Test Selection: This is where you register to take the ACT.  National Test Dates and costs are listed. If you are enrolled in the 11th or 12th grade, and meet one or more indicators of economic need listed on the ACT Fee waiver form, you may be eligible.  Please see Guidance.

• $58.50 ACT with Writing- Please research what your specific schools that you are requiring  

• $42.50 ACT with no Writing- Please research what your specific schools that you are requiring  

• You MUST upload your photo before the photo deadline.  See Guidance if you need help doing this.  You must complete the high school courses and grades.  Complete this with best of your knowledge. It is not necessary to print a transcript to complete this section.  

• Score Reports and College Choices: Four choices for free.  After you test, there is an additional fee to send scores.

• Search by zip code for SCHS testing center, or closest testing center for the desired date.  We do not test on every National Test Date.

• Complete the registration and print your admission ticket to take with you to testing.  Everything you will need for testing is listed on your admission ticket (ID, etc.)

2018-2019 ACT Registration and Testing dates:

SAT Registration

www.collegeboard.org

Click SAT and Register Now

If you have taken the SAT before and registered online then you will use your current login and password.  Otherwise, you will select Sign Up and create your account. After you updated your student profile, you can save and exit at the bottom and go to register for a test.  On the GPA/Rank screen you can enter some information and then select save and exit. Once you return to register for the test you can select update later on the bottom right.  This should take you to Terms and Conditions. Please check the box, agreeing to terms. This will take you to the SAT registration where you can select the date and location of the SAT that you wish to take.  You will upload your photo to your admission ticket and make payment. The SAT cost is $45. There are other options that you can select. Make your selection and then enter your payment method.

• You can search for the closest test site by zip code.  

• Print Admission Ticket for Test Day

SAT Registration and Testing Dates:

Annual Public Notices

Student Records:  Family Educational Rights and Privacy Act (FERPA)

The Family Educational Rights and Privacy Act ("FERPA"), a federal law, gives parents and students over eighteen (18) years of age ("eligible students") certain rights with respect to the student's education records.  These rights are:

• The right to inspect and review your child's education records within forty-five (45) days of the day the school receives a request for access.  You should submit to the school principal a written request that identifies the record(s) you wish to inspect. The principal will make arrangements for access and notify you of the time and place where the records may be inspected.

• The right to request an amendment of your child's education records that you believe are inaccurate or misleading.  You should write the school principal, clearly identify the part of the record you want changed and specify why it is inaccurate or misleading.  If the school decides not to amend the record as requested, the school will notify you of the decision and advise you of your right to a hearing regarding the request for amendment.  Additional information regarding the hearing procedures will be provided to you when you are notified of the right to a hearing.

• The right to consent to disclosures of personally identifiable information contained in your child's education records.  FERPA requires that the school obtain your written consent prior to the disclosure of any such information with certain exceptions.  School Officials with a legitimate educational interest are an exception and do not need parental consent. For a complete list of the disclosures that elementary and secondary schools may make without parental consent see 34 CFR Part 99.37.

• A School Official includes any of the following when that person has a “legitimate educational interest” in having access to the information:

a. Any administrator, certified staff member, or support staff member (including health, medical, safety, and security staff) employed by the school district;

b. A school board member;

c. A contractor, consultant, volunteer, or other party to whom the school district has outsourced services or functions, such as (but not limited to) an attorney, auditor, cloud storage provider, consultant, expert witness, hearing officer, investigator, insurer/insurance company adjuster, investigator, or any other claims  representative, medical providers or consultants, or counselors/therapists, provided that the person is performing a service or function for which the school district would otherwise use employees, is under the direct control of the school district with respect to the use and maintenance of education records, and is subject to FERPA requirements governing the use and re-disclosure of PII from education records;

d. A person serving on a committee appointed by the school board or by the administration of the school district, such as a disciplinary or grievance committee or other review committee.

A school official has a “legitimate educational interest” if the official needs to review an education record in order to fulfill his or her professional responsibility.

• The School District may release "directory information" about a student unless you have advised the school to the contrary.  The School District has designated the following information as directory information:

• The primary purpose of directory information is to allow the school to include this type of information from your child's education records in certain school publications.  Examples include:

i. A playbill, showing your student's role in a drama production;

ii. The annual yearbook;

iii. Honor roll or other recognition lists;

iv. Graduation programs; or

v. Sports activity sheets, showing weight and height of team members.

• Directory information may also be disclosed to outside organizations without your prior written consent.  Outside organizations include, but are not limited to, companies that manufacture class rings or publish yearbooks.  

• In addition, under federal law, we are required to provide military recruiters and institutions of higher education, upon their request, with the names, addresses and telephone numbers of high school students unless the student or parent has advised the school that they do not want such information disclosed without their prior written consent.  

• If you do not want the school to disclose some or all of the directory information described above from your child's education records to all or certain recipients without your prior written consent, the School District must be notified in writing within fourteen (14) days of the beginning of the school year or within fourteen (14) days of your enrolling in the School District.  For your convenience, a form that can be used for this purpose is provided at the end of this Notice. An “opt out” is perpetual and can only be rescinded in writing.

• The right to file a complaint with the U.S. Department of Education concerning alleged failures of the School District to comply with the requirements of FERPA.  The name and address of the office that administers FERPA is:

Family Policy Compliance Office

U.S. Department of Education

400 Maryland Avenue, SW

Washington, DC  20202-5901

B. Non-Discrimination: Title VI of the Civil Rights Act of 1964; Title IX of the Education Amendments of 1972; The Rehabilitation Act of 1973 (Section 504); and The Americans with Disabilities Act of 1990 (ADA)

It is the School District's policy not to discriminate on the basis of race, color, national origin, sex, disability, religion, age, genetic information or veteran’s status in its educational programs, activities or employment policies.

For inquiries or complaints or to request a copy of the School District's grievance procedures, please contact:

C. Students with Disabilities: Individuals with Disabilities Act (IDEA)

Pursuant to the IDEA, a federal law, the School District must provide special education services to all children residing in the school district who are between the ages of three (3) and twenty-one (21) who have been diagnosed with or are suspected to have mental, physical or emotional disabilities and who are unable to benefit from a regular school program without special assistance.  If your child or a child you know may qualify for such special assistance, please contact:

D. Homeless Students: McKinney-Vento Homeless Assistance Act

For information concerning the educational rights of homeless students, please consult:

E. Protection of Pupil Rights Amendment

The Protection of Pupil Rights Amendment requires that the School District notify you and obtain consent or allow you to opt-out your child from participating in certain school activities.  These activities include a student survey, analysis or evaluation that concerns one or more of the following eight areas:

1. Political affiliates or beliefs of the student or student’s parent;

2. Mental or psychological problems potentially embarrassing to the student and/or student's family;

3. Sexual behavior or attitudes;

4. Illegal, anti-social, self-incrimination or demeaning behavior;

5. Critical appraisals of others with whom respondents have close family relationships;

6. Legally recognized privileged relationships, such as with lawyers, doctors or ministers;

7. Religious practices, affiliations or beliefs of the student or parents; or

8. Income, other than as required by law to determine program eligibility.

This requirement also applies to the collection, disclosure or use of student information for marketing purposes and certain physical exams or screenings except for hearing, vision, scoliosis or any physical exam or screening permitted or required under State law.

The School District will, within a reasonable period of time prior to the administration of the surveys and activities, provide notice of said surveys and activities and give you or your son/daughter, if he/she is eighteen (18) years old or older, the opportunity to opt-out.

Parents who believe their rights have been violated may file a complaint with:

Family Policy Compliance Office

U.S. Department of Education

400 Maryland Avenue, SW

Washington, DC  20202-5901

F. Student Health: N.C.G.S. § 115C-375.4

With the passage of N.C.G.S. 115C-375.4, the School District must provide families with information on Influenza and Meningococcal diseases and the vaccines that are available to prevent each.  Influenza ("flu") is caused by a virus that spreads from infected persons to the nose or throat of others. Influenza can cause fever, sore throat, chills, coughs, headache and muscle aches.

Anyone can get influenza.  Most people are ill with flu for only a few days, but some get much sicker and may need to be hospitalized.  Influenza causes an average of 36,000 deaths each year in the U.S., mostly among the elderly.

Influenza vaccine is available in two types.  Inactivated (killed) flu vaccine, given as a shot, has been used in the U.S. for many years.  A live, weakened vaccine, FluMist, was licensed in 2003. It is sprayed into the nostrils. It is available for persons age 5-49 years of age.  Influenza viruses change often. Therefore, influenza vaccine is updated every year. Protection develops in about 2 weeks after getting the shot and may last up to a year.  The best time to get the vaccine is in October or November. Contact your local health department or physician for more details on cost and time vaccine will be available.

Meningococcal disease is a serious illness, caused by bacteria.  It is the leading cause of bacterial meningitis in children 2-18 years old in the United States.  Meningitis is an infection of the brain and spinal cord coverings. Meningococcal disease can also cause blood infections.  About 2,600 people get meningococcal disease each year in the U.S. Ten to fifteen percent of these people die, in spite of treatment with antibiotics.  Of those who live, another 10% have chronic complications. It is most common in infants less than one year of age, international travelers, and people with certain medical conditions.  College freshmen, particularly those who live in dormitories, have a slightly increased risk of getting meningococcal disease.

Learn more about these vaccines by consulting with your family doctor or nurse or contacting the Swain County Department of Public Health at 828-488-3198 or contacting the Centers for Disease Control and Prevention (CDC) at 1-800-232-2522 (English) or 1-800-232-0233 (Spanish) or visiting http://cdc.gov/vaccines/.

G. Student Health: N.C.G.S. § 115C-47(51)

North Carolina General Statute § 115C-47(51) requires schools to provide information concerning cervical cancer, cervical dysplasia and human papillomavirus and the vaccines available to prevent these diseases.

Information on these diseases and the vaccines can be found at www.cdc.gov/vaccines/vpd-vac.  Those individuals without internet access can contact a school nurse or the Swain County County Health Department at 828-488-3198.

H. North Carolina Safe Surrender Law

Pursuant to N.C.G.S. §7B-500(b), a female may legally surrender her newborn baby to a responsible adult without fear of criminal prosecution.  While any responsible adult may receive a newborn, School Social Workers, School Nurses, counselors and law enforcement agents are examples of responsible adults who are familiar with this law.  More information can be found at http://www.ncdhhs.gov/assistance/pregnancy-services/safe-surrender.  Those individuals without internet access can contact a school nurse or social worker.   

I. Asbestos Hazard Emergency Response Act

This notice is provided to you with information regarding the Asbestos Hazard Emergency Response Act (AHERA) Management Plan for the Swain County Schools.  AHERA is a provision of the Toxic Substance Control Act and was passed by Congress in 1986.  It requires schools to "ensure that workers and building occupants, or their legal guardians, are informed at least once each school year about inspections, response actions, and post-response action activities, including periodic re-inspection and surveillance activities that are planned or in progress as well as the availability of the AHERA Management Plan for public review.”(§763.84(c))

The AHERA Management Plan contains documents of the initial AHERA inspection, 6-month periodic Surveillances, Triennial re-inspections, employee training and Operations and Maintenance procedures.

If you have any questions regarding the AHERA Management Plan for this school district, you can contact Randy Arvey at 828-488-3129.

J. Use of Pesticides: N.C.G.S. § 115C-47(47)

With the passage of N.C.G.S. § 115C-47(47), the School District must provide notification regarding pesticide use on school property.  For more information, please consult Board Policy 9205 and/or contact:

K. Student Restraint/Seclusion/Isolation

The School District has adopted Board Policy 4301, as required by N.C.G.S. § 115C-391.1.  Board Policy 4301, as well as N.C.G.S. § 115C-39.1.1, are fully set out herein.

Policy Code: 4301 Authority of School Personnel

The principal has the authority and responsibility to investigate and take appropriate action regarding any prohibited or criminal student behavior and any other behavior appropriately referred to him or her.  The principal is responsible for informing students and parents of any standards or rules that, if violated, could result in short-term or long-term suspension or expulsion.

The teacher has the authority and responsibility to manage student behavior in the classroom and when students are under his or her supervision.  The teacher is expected to implement the student behavior management plan and any other school standards or rules. The teacher may develop other standards or rules consistent with the direction provided by the board, superintendent and school principal.  Every teacher, student teacher, substitute teacher, voluntary teacher, teacher assistant or other school employee is required to report to the principal all acts of violence occurring in school, on school grounds or at any school-sponsored activity.

Teachers and other school personnel have the authority to manage or remove disruptive or dangerous students from the classroom and other locations within the school building.  School personnel may use reasonable force to control behavior or to remove a person from the scene in those situations when necessary:

1.  to correct students;

2.  to quell a disturbance threatening injury to others;

3.  to obtain possession of a weapon or another dangerous object on the person, or within the control, of a student;

4.  for self-defense;

5.  for the protection of persons or property; or

6.  to maintain order on school property, in the classroom, or at a school-related activity whether on or off school property.

Except as restricted by G.S. 115C-391.1, school personnel may use appropriate   seclusion and restraint techniques reasonably needed in the circumstances described above as long as such use is consistent with state law and applicable board policies and procedures.  (See policy 4302, School Plan for Management of Student Behavior.)

Students must comply with all directions of principals, teachers, substitute teachers, student teachers, teacher assistants, bus drivers and all other school personnel who are authorized to give such directions during any period of time when they are subject to the authority of such personnel.

Legal References:  G.S. 115C-47, -288, -307, -390.3, -391.1

Cross References:  School Safety (policy 1510/4200/7270), School Plan for Management of Student Behavior (policy 4302), Rules for Use of   Seclusion and Restraint in Schools (regulation 4302-R)

Adopted:  February 8, 2010

Revised:  July 11, 2011

N.C.G.S. § 115C-391.1

(a) It is the policy of the State of North Carolina to:

(1) Promote safety and prevent harm to all students, staff, and visitors in the public schools.

(2) Treat all public school students with dignity and respect in the delivery of discipline, use of physical restraints or seclusion, and use of reasonable force as permitted by law.

(3) Provide school staff with clear guidelines about what constitutes use of reasonable force permissible in North Carolina public schools.

(4) Improve student achievement, attendance, promotion, and graduation rates by employing positive behavioral interventions to address student behavior in a positive and safe manner.

(5) Promote retention of valuable teachers and other school personnel by providing appropriate training in prescribed procedures, which address student behavior in a positive and safe manner.

(b) The following definitions apply in this section:

(1) "Assistive technology device" means any item, piece of equipment, or product system that is used to increase, maintain, or improve the functional capacities of a child with a disability.

(2) "Aversive procedure" means a systematic physical or sensory intervention program for modifying the behavior of a student with a disability which causes or reasonably may be expected to cause one or more of the following:

a. Significant physical harm, such as tissue damage, physical illness, or death.

b. Serious, foreseeable long-term psychological impairment.

c. Obvious repulsion on the part of observers who cannot reconcile extreme procedures with acceptable, standard practice, for example: electric shock applied to the body; extremely loud auditory stimuli; forcible introduction of foul substances to the mouth, eyes, ears, nose, or skin; placement in a tub of cold water or shower; slapping, pinching, hitting, or pulling hair; blindfolding or other forms of visual blocking; unreasonable withholding of meals; eating one's own vomit; or denial of reasonable access to toileting facilities.

(3) "Behavioral intervention" means the implementation of strategies to address behavior that is dangerous, disruptive, or otherwise impedes the learning of a student or others.

(4) "IEP" means a student's Individualized Education Plan.

(5) "Isolation" means a behavior management technique in which a student is placed alone in an enclosed space from which the student is prevented from leaving.

(6) "Law enforcement officer" means a sworn law enforcement officer with the power to arrest.

(7) "Mechanical restraint" means the use of any device or material attached or adjacent to a student's body that restricts freedom of movement or normal access to any portion of the student's body and that the student cannot easily remove.

(8) "Physical restraint" means the use of physical force to restrict the free movement of all or a portion of a student's body.

(9) "School personnel" means:

a. Employees of a local board of education.

b. Any person working on school grounds or at a school function under a contract or written agreement with the public school system to provide educational or related services to students.

c. Any person working on school grounds or at a school function for another agency providing educational or related services to students.

(10) "Seclusion" means the confinement of a student alone in an enclosed space from which the student is:

a. Physically prevented from leaving by locking hardware or other means.

b. Not capable of leaving due to physical or intellectual incapacity.

(11) "Time-out" means a behavior management technique in which a student is separated from other students for a limited period of time in a monitored setting.

(c) Physical Restraint:

(1) Physical restraint of students by school personnel shall be considered a reasonable use of force when used in the following circumstances:

a. As reasonably needed to obtain possession of a weapon or other dangerous objects on a person or within the control of a person.

b. As reasonably needed to maintain order or prevent or break up a fight.

c. As reasonably needed for self-defense.

d. As reasonably needed to ensure the safety of any student, school employee, volunteer, or other person present, to teach a skill, to calm or comfort a student, or to prevent self-injurious behavior.

e. As reasonably needed to escort a student safely from one area to another.

f. If used as provided for in a student's IEP or Section 504 plan or behavior intervention plan.

g. As reasonably needed to prevent imminent destruction to school or another person's property.

(2) Except as set forth in subdivision (1) of this subsection, physical restraint of students shall not be considered a reasonable use of force, and its use is prohibited.

(3) Physical restraint shall not be considered a reasonable use of force when used solely as a disciplinary consequence.

(4) Nothing in this subsection shall be construed to prevent the use of force by law enforcement officers in the lawful exercise of their law enforcement duties.

(d) Mechanical Restraint:

(1) Mechanical restraint of students by school personnel is permissible only in the following circumstances:

a. When properly used as an assistive technology device included in the student's IEP or Section 504 plan or behavior intervention plan or as otherwise prescribed for the student by a medical or related service provider.

b. When using seat belts or other safety restraints to secure students during transportation.

c. As reasonably needed to obtain possession of a weapon or other dangerous objects on a person or within the control of a person.

d. As reasonably needed for self-defense.

e. As reasonably needed to ensure the safety of any student, school employee, volunteer, or other person present.

(2) Except as set forth in subdivision (1) of this subsection, mechanical restraint, including the tying, taping, or strapping down of a student, shall not be considered a reasonable use of force, and its use is prohibited.

(3) Nothing in this subsection shall be construed to prevent the use of mechanical restraint devices such as handcuffs by law enforcement officers in the lawful exercise of their law enforcement duties.

(e) Seclusion:

(1) Seclusion of students by school personnel may be used in the following circumstances:

a. As reasonably needed to respond to a person in control of a weapon or other dangerous object.

b. As reasonably needed to maintain order or prevent or break up a fight.

c. As reasonably needed for self-defense.

d. As reasonably needed when a student's behavior poses a threat of imminent physical harm to self or others or imminent substantial destruction of school or another person's property.

e. When used as specified in the student's IEP, Section 504 plan, or behavior intervention plan; and

1.  The student is monitored while in seclusion by an adult in close proximity who is able to see and hear the student at all times.

2. The student is released from seclusion upon cessation of the behaviors that led to the seclusion or as otherwise specified in the student's IEP or Section 504 plan.

3. The space in which the student is confined has been approved for such use by the local education agency.

4. The space is appropriately lighted.

5.  The space is appropriately ventilated and heated or cooled.

6. The space is free of objects that unreasonably expose the student or others to harm.

(2) Except as set forth in subdivision (1) of this subsection, the use of seclusion is not considered reasonable force, and its use is not permitted.

(3) Seclusion shall not be considered a reasonable use of force when used solely as a disciplinary consequence.

(4) Nothing in this subsection shall be construed to prevent the use of seclusion by law enforcement officers in the lawful exercise of their law enforcement duties.

(f)  Isolation – Isolation is permitted as a behavior management technique provided that:

(1) The space used for isolation is appropriately lighted, ventilated, and heated or cooled.

(2) The duration of the isolation is reasonable in light of the purpose of the isolation.

(3) The student is reasonably monitored while in isolation.

(4) The isolation space is free of objects that unreasonably expose the student or others to harm.

(g) Time-out – Nothing in this section is intended to prohibit or regulate the use of time-out as defined in this section.

(h) Aversive Procedures – The use of aversive procedures as defined in this section is prohibited in public schools.

(i) Nothing in this section modifies the rights of school personnel to use reasonable force as permitted under G.S. 115C-390.3 or modifies the rules and procedures governing discipline under G.S. 115C-390.1 through G.S. 115C-390.12

(j) Notice, Reporting, and Documentation.

(1)  Notice of Procedures – Each local board of education shall provide to school personnel and parents or guardians at the beginning of each school year copies of this section and all local board policies developed to implement this section.

(2) Notice of specified incidents:

a.  School personnel shall promptly notify the principal or principal's designee of:

1.  Any use of aversive procedures.

2. Any prohibited use of mechanical restraint.

3.  Any use of physical restraint resulting in observable physical injury to a student.

4.  Any prohibited use of seclusion or seclusion that exceeds ten minutes or the amount of time specified on a student's behavior intervention plan.

b.  When a principal or principal's designee has personal knowledge or actual notice of any of the events described in this subdivision, the principal or principal's designee shall promptly notify the student's parent or guardian and will provide the name of a school employee the parent or guardian can contact regarding the incident.

(3)  As used in subdivision (2) of this subsection, "promptly notify" means by the end of the workday during which the incident occurred when reasonably possible, but no event later than the end of following workday.

(4) The parent or guardian of the student shall be provided with a written incident report for any incident reported under this section within a reasonable period of time, but in no event later than 30 days after the incident. The written incident report shall include:

a.  The date, time of day, location, duration, and description of the incident and interventions.

b. The events or events that led up to the incident.

c. The nature and extent of any injury to the student.

d. The name of a school employee the parent or guardian can contact regarding the incident.

(5) No local board of education or employee of a local board of education shall discharge, threaten, or otherwise retaliate against another employee of the board regarding that employee's compensation, terms, conditions, location, or privileges of employment because the employee makes a report alleging a prohibited use of physical restraint, mechanical restraint, aversive procedure, or seclusion, unless the employee knew or should have known that the report was false.

(k) Nothing in this section shall be construed to create a private cause of action against any local board of education, its agents or employees, or any institutions of higher education or their agents or employees or to create a criminal offense.

L. Free or Reduced School Lunch

A free or reduced lunch application form will be sent home with your child at the beginning of the school year. Please complete the form and return it to your child's teacher. You will be notified if your child(ren) qualifies for free or reduced meal prices. All information is strictly confidential.  For more information on participation in the Free or Reduced School Lunch program, please contact: ___________________________.

M. Student Discipline Policies

Pursuant to N.C.G.S. § 115C-390.2(i), schools must make available all policies, rules and regulations regarding student discipline.  For the Board’s policies and regulations regarding student discipline, consult the Board’s online policy manual at http://policy.microscribepub.com/cgi-bin/om_isapi.dll?clientID=2204732250&depth=2&infobase=swain.nfo&softpage=PL_frame.  All other student discipline information will be printed in student handbooks or made available on the school’s website at the beginning of the year available at http://www.swain.k12.nc.us/high/.

N. Student and Parent Complaint and Grievance Procedures

For information concerning student and parent complaint and grievance procedures, see Board Policies 1740

O. Equal Access to Facilities

The school system provides equal access to it facilities.  For more information about accessing school facilities, consult with Board Policy 5030 available at http://policy.microscribepub.com/cgi-bin/om_isapi.dll?clientID=2204732250&depth=2&infobase=swain.nfo&softpage=PL_frameP.

Information Regarding Advanced Courses

Pursuant to N.C.G.S. § 115C-83.4A(d), schools must provide information to students and parents on available opportunities and the enrollment process for student to take advanced courses.  This information will be printed in student handbooks or made available on the school’s website at the beginning of the year available at http://www.swain.k12.nc.us/high/.

S. School Bullying/Cyber-Bullying Policies

Pursuant to N.C.G.S. § 115C-407.16(d), school principals shall provide the local board of education’s policy prohibiting bullying and harassing behavior, including cyber-bullying, to staff, students and parents.  A copy of these policies is available at http://policy.microscribepub.com/cgi-bin/om_isapi.dll?clientID=2204732250&depth=2&infobase=swain.nfo&softpage=PL_frame and will be printed in student and employee handbooks.  Hard copies of the policies are available from the school principal upon request.  

Federal Regulation Compliance

The Swain County Board of Education, in accordance with the provisions of the Family Educational Rights and Privacy Act (FERPA) and its regulations, recognizes the rights of parents to inspect and review a student's educational record and the rights of parents to limit control of the distribution of those records,

Parents wishing to review a student's educational record shall contact the school the student attends and make an appointment. If a parent believes the school system is not complying with FERPA, he may file a complaint with the Secretary of Education at the following address:

United States Department of Education
Office of Human Resources and Administration
400 Maryland Avenue, S.W.
Washington, D.D. 20202-4605

Swain County Schools offer a wide range of vocational courses in agriculture, health occupations, family and consumer economics, business and office education, trade and industrial education, technology, and supportive programs for the disadvantaged and handicapped. The Swain County School System does not discriminate on the basis of race, color, national origin, sex, or handicap. If anyone feels that discrimination has occurred because of race, color, national origin, sex, or handicap, contact:

Tommy Dills
Director Pupil Personnel Services
Swain County Schools
P.O. Box 2340
Bryson City, N.C. 28713

No otherwise qualified handicapped individual in the United States, as defined in section 706(6) of the Rehabilitation Act of 1973, shall solely by reason of his handicap, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance.

Tommy Dills

Swain County Schools

P.O. Box 2340

Bryson City, N.C. 28713

828-488-3129

It is the policy of the Swain County Public Schools and Career and Technical Education Programs that all operations will be performed without regard to race, age, religion, color, national origin, gender, marital/pregnant status, or disability.