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Greenville Technical Charter High School
Handbook 2014-2015
Table of Contents
GTCHS Graduation
Unexcused Absences
Cell Phones
Pre-Arranged
Social Media
Absences
Dress Code for
Early Dismissal
School Day and Other
Advance Requests
Events
Early Dismissal Due
Excused Absences
to Illness
Greenville County
Student Dismissal
Schools Board Policy
Precautions
on Attendance
Regulation
Tardy Policy
Parent/Guardian-
GTCHS Curriculum
Teacher Conferences
Assessment and
Academic Assistance
Evaluation Policy
Extended
Report
Assessments
Cards/Progress
Make-up Work
Reports/Parent Portal
Smart Center
Student-Led
Graduation
Conferences
Requirements
Semester and Final
Awarding Graduation
Exams
Honors at GTCHS
Qualifications for
College Eligibility
Each Classification
College Class
Ideas for Community
Performance Guide
Service Hours
Eligibility for
Ideas for In-School
Participation in Extra-
Service Hours
Curricular Activity
Keeping Track of
Extra-Curricular
Service Hours
Activities
Donated Supplies for
Club Policy
Student Service Hours
GTCHS Discipline
Rights Regarding
Policy
FERPA
Parking/ Driving
Fees 2014-2015
Information
Student Technology
GTCHS Student
Network/Internet
User Agreement
GTCHS GRADUATION DATE
Tuesday, May 26, 2015, 3 PM, McAlister
Auditorium, Furman University. See here for
additional graduation information.
Cell Phones and Digital and Social Media
May be used on campus only at the following
times: Before 8AM, during Lunch, after 2:45,
and for instructional purposes at teachers’
discretion only. Cell phones and iPods or other
digital media may otherwise not be used during
class and should be powered off. (Exception:
Tablets or laptops for academic work may be
used.) (added 10-4-14)
NOTE: For the first offense of cell phone usage
during non-permitted times, administrators will
give the phone to a parent/guardian. If there is a
second offense, administrators will keep the cell
phone for the rest of the week, or over the
weekend if on a Friday. If there are subsequent
offenses, the cell phone will be kept for two
weeks (3rd offense) and for the rest of the
semester or year (4th offense).
10-4-2104.
Social Media
Anything malicious or slanderous put on any
social media is subject to severe disciplinary
action if the content in any way disrupts school
regardless of the time of day it is posted. See
statement and information on Bullying.
DRESS CODE for School Day and Other
Events
The standard dress for all students attending
Greenville Technical Charter High School is an
outfit that presents an overall effect of a navy
top and khaki bottom. The rationale for our
dress code is primarily for safety since the
colors identify GTCHS students from the older
college students. Further, GTCHS believes that
when students wear common school colors it
fosters a school culture of community, solidarity
and pride. It removes unnecessary and
confusing distraction from our intended purpose
and focus on scholarship and citizenship.
Therefore, students are to arrive to school in
dress code and remain compliant throughout the
day as long as on campus for any high school or
college course or school activity by wearing the
following:
IDs: GTCHS IDs will be worn when on campus,
for high school and college classes. The GTCHS
ID must be visible at all times.
TOP: A well-fitted clean, non-faded, nonripped, and unstained solid navy golf-style polo
shirt is to be worn daily. The shirt may not have
any graphics displayed on any part of the
material other than the school crest, with the
following exception: a small manufacturer logo
is permitted so long as it is no larger than a
standard driver’s license. Shirts are required to
remain fully tucked in at all times—no
exceptions. Undershirts and accessories to
include socks and scarves must be
predominantly navy, royal blue, white, silver, or
black. It is not permitted to wear a t-shirt or
turtleneck (10-4-14) over the polo shirt.
BOTTOM: All pants, skirts, and shorts should
be khaki color and have belt loops (khaki = dull
brownish-yellow color). No other colored
bottoms may be worn. All bottoms must be neat,
clean and without any rips, holes, or stains.
Pants are to be appropriately cut and should not
be sagging below the waist (added 10-4-2014)
or baggy; they should fall on top of the shoe.
Shorts and skirts of the appropriate khaki color
must be worn within three inches of the knee
(the long side of the student ID). No drawstrings
or partial belts are permitted. Students are to
wear clean and functional dress or casual,
including sneakers. No solid neon shoes may be
worn, although shoes may have minor neon
designs. Sandals with a back strap are permitted;
flip-flops and bedroom slippers are not. All
socks and other accessories are to be
predominantly dress code navy, royal blue,
white, black, silver or khaki.
Please Note: Appropriate dress code compliant
full-length pants and closed-toe shoes are
required in the science labs.
FRIDAY SCHOOL SPIRIT DAY: With the
college not in session on Friday, and in an effort
to display school pride, students and staff are
permitted and encouraged to wear a schoolsponsored top to school. These can include a
polo shirt, t-shirt or sweatshirts associated with
any GTCHS sports team, club or activity and
can be of any color. Polo shirts are not required
on School Spirit Days. (Please note that shirts
are still to remain tucked in throughout the day
and be worn with the school compliant khaki
bottom (unless specified differently).
SENIOR SPIRIT DRESS FRIDAYS: After
the first progress report period, if the senior
class as a whole has good grades and good
discipline, seniors will be allowed to wear jeans
or special pants/shorts/skirts (10-4-2014) on
Fridays. This is a privilege to be earned, not a
right to be expected.
COATS & EXTERIOR WEAR: All exterior
wear must be navy blue, royal blue, silver,
white, or black, including windbreakers, parkas,
and coats. No heavy coats or hooded sweatshirts
may be worn in the building. They should be
placed in lockers or book bags when students
arrive at school. No dominant logos, stripes and
patterns are allowed. Denim jackets are
permitted. A sweatshirt, without a hood, or
sweater may be worn over the school-compliant
polo shirt. Any logo larger than a driver’s
license must be GTCHS-associated. Exception:
School-sponsored outerwear may be navy blue,
royal blue, silver, white, or black, including
varsity jackets. Warm-up jackets and
windbreakers may be worn. Light exterior wear,
including windbreakers, sweaters, and openfront (full zipper, e.g.) (10-4-2014) and
sweatshirts without hoods may be worn in the
building. Pullover hooded sweatshirts must be
removed upon entering the building. Heavy
overcoats and parkas must be placed in lockers
or book bags for the school day. All outerwear
should be dress code colors (royal blue, navy,
black, silver/ grey, white, khaki). Amended 10-414
HAIR & HATS: Hair is to be clean and neatly
worn, and should only be naturally human
colored in appearance. Barrettes, hair combs,
ribbons and ties in dress code colors of navy,
royal blue, white, silver/gray, or black may be
worn, but no open bandanas or hats of any kind.
JEWELRY: Tasteful, non-distracting jewelry
and scarves in the dress code colors of navy
blue, royal blue, white, or black may be worn.
GTCHS ID must be worn on the outside of all
clothing and accessories at all times. Facial
jewelry is permitted only on the ears. No heavy
gauge chains or spiked jewelry is allowed
Fall Dance Guidelines: Short skirts, bare or
sheer midriffs, or revealing necklines are not
appropriate for a GTCHS dance. Any dress that
could possibly cause offense to other students or
their families is inappropriate. If you have
questions, please see your guidance counselor,
the assistant principal, or the principal.
Winter Ball Dress Guidelines: Short and/or
tight skirts or dresses, bare or sheer midriffs, or
revealing necklines are not appropriate for a
high school dance. Semi-formal is appropriate
dress.
Prom Dress Guidelines: Girls may wear
dresses 3” above the knee or longer. Slits in
dresses may be 3” above the knee. Backs may
go as low as the natural waistline. Revealing
necklines and bare or sheer midriffs are not
appropriate for this occasion. If any parent or
student has questions about whether or not a
dress meets expectations, he or she is free to
check with the assistant principal or either of the
guidance counselors. Formal dress is protocol
for male and female. Guidelines apply to all
students who attend the dance.
Spirit Week: Students are encouraged to dress
according to a pre-announced theme for each
day of the week; however, skirts or shorts are
still required to be 3” above the knee or longer.
No revealing clothing.
Junior Ring Ceremony and Senior Luncheon
Dress Expectations: Girls wear dress clothing
that would be appropriate for business or a
worship service. Short skirts and revealing
necklines are not appropriate for this occasion.
Guys wear dress clothing and shoes that would
be appropriate for business or a worship service.
A shirt and tie is appropriate.
Graduation: Girls wear dresses that are no
shorter than 3” above the knee. Revealing
necklines and very tight dresses (10-4-14) are
not appropriate. Dress shoes suitable for
walking up steps and across the stage are
recommended.
Guys wear shirt and tie, dress pants, and dress
shoes.
Junior Marshals: Girls wear white dresses that
are modest for this ceremony. No short or
extremely tight dresses or revealing necklines.
Guys wear white shirt and tie, dress pants and
shoes.
Awards Day: Girls follow the same dress
guidelines as for graduation. Guys wear dress
or casual shirt and pants.
CONSEQUENCES FOR NONCOMPLIANCE
Students deviating from the explicitly stated or
intended dress code will be assigned lunch
detention. Students who continually violate the
dress code will be assigned to Saturday School
or suspended from school, depending on the
individual circumstance. Please note that the
school’s administration will make the final
judgment and interpretation regarding dress
code issues.
Excused Absences
Illness with parent note, up to 5 absences in any
yearlong course or 3 in any semester course
*Medical/dental visits (written verification
needed)
*Field trips
*College visits (2 for juniors; 3 for seniors written verification needed)
*Absences related to the legal system
Family emergencies
*Bereavement/funerals
*Religious observances
*Pre-arranged absences (must be approved by
administration and a form filed in attendance
office)
*Corporate shadowing
Short-term suspensions resulting in absences
*Does not count against student for seat time
makeup
After the 5th absence in any yearlong class or
the 3rd absence in any semester class, students
will be required to make up seat time. The
student makes up 1.5 hours per class missed, at
a rate of $10 per hour during Saturday School
unless the absences are excused by a physician
for illness or by administration (above).
Greenville County Schools Board Policy on
Attendance:
http://www.boarddocs.com/sc/greenville/Board.
nsf/Public# Search for “Policy JB
Attendance”.
Unexcused Absences
*Any absence that does not meet criteria
categorized as an excused absence on the
previous page
*Any absence for which there is no written
excuse note signed by a parent/guardian/doctor
within 24 hours upon the return of the student
from an absence
An unexcused absence may be defined as
“truancy” if the student is absent without the
parent’s or guardian’s knowledge. Failure to
document absences will result in the loss of
credit restoration privileges once the absence
limit (3 in a semester class and 5 in a yearlong
class) is exceeded. Ten (10) consecutive days of
absences may result in a student being dropped
from school.
Pre-Arranged Absences
Forms are available on the GTCHS website to
request administrative approval to be absent for
special events. In past years examples of
approved pre-arranged absences were for a
student who won a scholarship to a camp for an
area of giftedness that conflicted with a couple
days of school, or for an overseas trip to visit
family for a monumental occasion like a
wedding or a 90th birthday. Each request is
considered individually.
Early Dismissal Advance Requests
Parents or guardians, please write a request for
Early Dismissal by 8 AM or the student’s first
class period on the day of the early dismissal.
Please include:
*Parent phone contact number
*Name of the adult who is picking up the
student. This adult’s name must be on the
authorization list submitted by the parent. (See
“Student Dismissal Precautions Regulation” at
the bottom of this page.)
Early Dismissal Due to Illness
If students become ill at school, they are
dismissed through the Attendance Office.
Students report to Mrs. Cady before leaving
campus, even if they have previously spoken
with their parent or guardian.
Students do not have permission to leave the
school grounds without parental and school
permission. In all circumstances, parents or
guardians call the school office before coming
to get their student(s). Failure to comply will
result in serving Saturday School. (added 10-42014)
Student Dismissal Precautions Regulation
In order to ensure students’ safety, the Principal
maintains a list of individuals who are
authorized to obtain the release of students in
attendance at the school. No student may be
released into the custody of any individual who
is not the parent or guardian of the student
unless the individual’s name appears on the
authorization list.
A parent/guardian may submit a list of
individuals authorized to obtain the release of
their child from school at the time of the child’s
enrollment. The signature of the parent/guardian
must be notarized. A parent/guardian may
amend a list submitted pursuant to this
regulation at any time, in writing, with a
properly notarized signature of the
parent/guardian. Certified copies of any court
orders of divorce decrees provided by the
custodial parent/guardian, which restrict another
parent’s/guardian’s ability to seek the release of
the child, shall also be maintained in the
Attendance Office.
Tardy Policy
GTCHS expects students to arrive at school on
time in the mornings. The only acceptable
excuse for tardiness to school is when there has
been an unusual emergency and the parent or
guardian has notified the school. Punctual
transportation to and from school is a student’s
responsibility. For excessive tardiness, students
will make up time in Lunch Detention or
Saturday School as follows: After 5th unexcused
tardy: lunch detention
After 7th unexcused tardy: Saturday School, 2
hours $10 fee
Subsequent: Saturday School, 4 hours, $10 fee
and/or suspension from school (10-4-2014)
GTCHS expects students to be on time to
individual classes throughout the day. Students
have five (5) minutes to move from one class to
the next.
GTCHS Curriculum
Each student’s program of study includes
mathematics, science, English, social studies,
foreign language, technology, and fine arts.
GTCHS aligns its curriculum with appropriate
and approved State or National standards.
Homework: Teachers assign homework for
students to practice new learning or to work on
projects to demonstrate their learning. GTCHS
expects students to do their assigned homework
on time.
Textbooks: Textbooks are loaned free of charge
to students. GTCHS issues textbooks
individually to students via an electronic
system. The SDE barcode on the back of the
book is assigned to a particular student. Only
that student will receive credit for return of the
book.
Reimbursement for lost or damaged textbooks,
library books, or other school property is
charged to the student using current replacement
costs. The year-end report card will be withheld
until reimbursement is received for all
unreturned textbooks.
Cheating: GTCHS does not tolerate cheating in
any form. Cheating is representing, in any
manner, someone else’s work as your own. A
student who cheats will be referred to the
Assistant Principal, who will contact
parent/guardians. The student may earn a grade
of zero (0) for that assignment, and other
consequences may result depending on the
unique situation.
Philosophy of Assessment and Evaluation at
GTCHS
The primary purpose of assessment1 and
evaluation2 at GTCHS is to support and improve
student learning. As all students have different
learning styles, experiences and abilities, the
1
Assessment is the process of gathering information from a variety of sources to gauge student progress against
curriculum expectations, to provide feedback to guide future instruction and learning.
2 Evaluation is the process of judging the quality of student work against explicitly identified criteria and assigning
a value (a mark, or grade), to represent the level of achievement attained.
assessment and evaluation of their learning must
be fair to all students, be varied in nature and
allow students to demonstrate the full range of
their learning.
Assessment, learning and teaching are
intertwined and interdependent and should be
focused on the habits of mind, critical thinking
skills, 21st century skills, knowledge and
attitudes that will provide for success in high
school, in college, and beyond. In addition,
learning and assessment at GTCHS is criterionreferenced3, aimed towards criteria that are
explicitly stated by the school and integrated
from a variety of sources: the Common Core
standards, the school’s mission, each discipline
and each teacher, rather than towards normed
averages. When done correctly, all forms of
assessment have educational and pedagogical
value; we assess what we value and we value
what we assess.
3
Criterion-referenced assessment occurs when candidates are measured against defined (and objective) criteria
provided at the beginning of the learning period by and the teacher, as opposed to Norm-referenced assessment
which is not measured against defined criteria and is relative to the student body undertaking the assessment. Normreferenced assessment is effectively a way of comparing students against each other.
GTCHS attempts to implement best practices as
they apply to assessment across the school as a
whole and within each discipline. The key areas
of focus are outlined below.
Reasons for Assessment and Evaluation
GTCHS assesses students for a variety of
reasons:
 To provide feedback to students on their
own learning
 To provide feedback to students about how
they are performing against the criteria
outlined by the school
 To provide feedback to teachers about
knowledge, understanding and/or skill
development
 To provide a grade4 for reporting
understanding and progress to parents
 To determine future class placement
 To provide information for college
admission and placement in college courses
 To provide motivation for learning
4
Grades are standardized measurements of knowledge, skills and understanding and are assigned to both formative
and summative assessments.
 To provide a quality assurance mechanism
(both for internal and external reasons)
 To prepare students mentally for
assessments by colleges and other
organizations
Methods of Assessment
GTCHS uses a wide variety of formative5 and
summative6 methods of assessment. The type of
assessments chosen are related to learning
outcomes and governed by decisions about its
purpose, validity and relevance. A range of
types of assessment reduces the element of
disadvantage suffered by any particular student.
Types of assessment to choose from include, but
are not limited to the following types:
 Class discussions and/or Socratic seminars
 Data and/or document based question
 Essays
5Formative
assessment is the process of gathering information, by a variety of means, during the learning process,
to identify the knowledge, skills and understanding that students have at that moment in time and that they should be
developing. It provides constructive and specific feedback to teachers and students on the nature of students’
strengths and weaknesses aimed to improve learning. This evidence is not intended as a measure of each student’s
achievement and should not be used for determining a grade except in circumstances when there is insufficient
evidence from summative assessments.
6
Summative assessment occurs throughout a course and is designed to allow students to demonstrate achievement
towards the course expectations. It forms the primary basis for establishing the report card levels of achievement.
Summative assessment provides information about student achievement, an accountability mechanism to evaluate
teachers and schools, and a driving force for reform of curriculum.
 Experimental investigations
 Fieldwork
 Group and individual oral presentations
 Group cooperation and team work
 Group critiques
 Historical investigations
 Individual oral commentaries
 Investigation workbooks
 Multimedia presentations
 Multiple-choice style quizzes and tests
 Portfolios
 Problem solving teams
 Projects
 Reflection logs
 Research papers
 Response journals
 Short and extended responses
 Sketchbooks
 Skits and performances
 Studio work
Key Areas of Focus
 Assessment reflects learning and is a process
involving diagnostic assessment7 at the
beginning of each learning cycle, formative
assessment throughout and summative
assessment at the end.
 Learning expectations and criteria for
assessment are based on Common Core
standards, the school mission, each
discipline and each teacher and are
communicated to students in advance either
in the course syllabus or in notes to students
before each topic.
 Students are provided with examples/
models of each level of achievement against
the criteria to assist them in understanding
how to achieve excellence.
 Assessment promotes and evaluates deep
understanding.
 Assessment supports the development of
classroom learning cultures that are learning
oriented rather than performance oriented.
Assessment does not promote competition
Diagnostic assessment is the process of gathering evidence of students’ knowledge, skills and understanding prior
to instruction and is used to guide future teaching and tailoring programs to a particular student, or group of
students. It is not used to evaluate student achievement.
7
or fear of failure, but encourages risk taking,
mistake-making and self-evaluation.
 Assessment plays a vital role in the
educational decision making loop;
assessment is used to establish where
students are in their learning and a
descriptive and timely feedback is built in to
make sure students are learning from
practice.
 Students are involved in the assessment
process by learning how to self-assess their
own work, assess their peers and set goals
for improvement, and then by completing
self and peer assessments during formative
assessment.
 The use of multiple intelligence assessments
and student portfolios to demonstrate growth
over time is encouraged if applicable.
 Teachers work with various materials and
resources to collaboratively determine
appropriate criteria, achievement levels and
to establish examples and models of
achievement. Professional development
about assessment is provided and is sought.
 Assessment and evaluation practices are fair
and equitable to all students, including ESL
students, whose mastery of language should
not necessarily affect the evaluation of, for
example their ability to think critically.
 Determination of grades for formal reporting
purposes primarily reflect student
performance on summative tasks and reflect
their most consistent level of achievement
with an eye to their most recent levels of
achievement at the time of reporting.
 Communication about assessment is regular
and clear. Informal reporting of student
achievement occurs throughout the
academic year; formal reporting of student
achievement occurs at regular intervals.
Assessment Practices
To gauge authentic learning, it is recommended
that the number of formative and summative
assessments for each quarter total no less than
nine.
Formative assessment
Formative assessment represents the process of
gathering, analyzing, interpreting and using
evidence to improve student learning. It is
integrated into the curriculum and woven into
the daily learning process and is an integral part
of instruction. It provides teachers and students
with information about how learning is
progressing. It helps the teacher to plan the next
stage of learning.
Formative assessments occur continuously and
include structured and spur-of-the-moment
observations that are recorded and filed; formal
and informal interviews; collections of work
samples; use of extended projects,
performances, and exhibitions; performance
exams; various forms of short-answer testing,
etc. This evidence of learning can be kept in
grade books, files or portfolios, which in turn
can be used by students and teachers to reflect
on, summarize, and evaluate student progress.
Formative assessment promotes deep
understanding of knowledge and skills by
careful consideration of the types of assignment
given.
Students are involved in the formative
assessment of their own learning and that of
their peers through feedback forms and formal
and informal conferences and discussions. Peer
assessment requires a very safe and
collaborative learning environment and should
only be attempted sparingly and after a period of
training and discussion with the class.
Formative assessment involves providing
students with descriptive feedback as they learn.
Descriptive feedback provides students with an
understanding of what they are doing well, links
to classroom learning, and gives specific input
on how to reach the next step in the learning
progression. Teachers will provide students
frequent and descriptive feedback on formative
tasks that aims to improve performance. The
feedback given should provide incentives for
improvement and should be positive in tone,
providing encouragement, positive feedback as
well as constructive critique. Generally, this
feedback will not include a grade, though
occasionally a level or mark will be given as a
diagnostic tool and as an incentive for
improvement. Formative assessments usually do
not support the determination of a grade level,
though they may in situations when summative
assessment data is lacking. It is far more
important that formative assessment correctly
identifies the knowledge, skills and
understanding that students should develop,
rather than accurately measuring the level of
each student’s achievement.
In criterion-referenced formative assessment,
good communication of the assessment
expectations (i.e. the knowledge, understanding
and skills required of the students) is key.
Assessment and evaluation practices and
expectations are discussed with students at the
beginning of instruction and are included either
in the course syllabus at the beginning of the
year or in documents distributed to students well
in advance of any assessment or evaluation. In
addition, rubrics and exemplars are made
available and discussed to illustrate different
levels of achievement against stated criteria in
advance of submission dates. If appropriate,
students are involved in the development and
wording of criteria, checklists, rubrics and
scoring guides.
Summative Assessment
Summative assessment occurs at the end of a
teaching and learning cycle when students are
given the opportunity to demonstrate what they
have learned by applying their knowledge in
new and authentic contexts. Summative
assessments are a means to gauge, at a particular
point in time, student learning relative to the
pre-defined criteria communicated to students
prior to and during formative assessment.
Although the information gleaned from this type
of assessment is important, it can only help in
evaluating certain aspects of the learning
process.
Summative Assessments are given periodically
to determine at a particular point in time what
students know and do not know. Summative
assessment is generally used as part of the
grading process. Examples of summative
assessments include, but are not limited to,
chapter tests, semester exams, projects, final
draft lab reports, and research papers.
Summative assessment tasks occur at the end if
a period of teaching and learning and after much
formative assessment. The timing, type, scope
and format of each summative task should be
clearly communicated to the students ahead of
time, and rubrics, examples and practice
assessments should be distributed and discussed.
Self-assessment of summative tasks is often
more difficult to implement due to the timing of
the assessments but should be included if
possible and applicable.
Portfolios can sometimes be used as a
summative assessment to demonstrate learning
against particular criteria, for example
improvement in the ability to analyze data could
be demonstrated with a series of lab conclusions
and data-based questions rather than in one final
lab report.
Homework
Homework is given to either support learning or
demonstrate learning in each class and can
consist of reading, studying material, watching
documentaries, as well as formative and
summative assessments. Only the MINIMUM
amount of homework necessary to achieve the
goals of the class will be given. Homework load
increases at each grade level, and the younger
grades have homework in smaller pieces that is
more structured and checked more often than
the upper grade levels. The amount of time
spent on homework will vary significantly
depending on ability, focus and language
fluency. Homework grades will comprise no
more than 15% of each quarter grade.
Exams
The purpose of an exam is to assess
understanding of the material covered during the
grading period, to give the students experience
in preparing for and taking a large summative
and/or formal assessments, and help teachers
calculate an accurate semester grade. All classes
give an exam that is comprehensive in scope,
covering all knowledge and skills learned over
the grading period. The exam period is two
hours long. All students, without existing
modifications, should be able to finish within 2
hours and it should take the average student at
least an hour to finish. Visual and performing
arts classes, for example, may choose to give a
final assessment other than an exam and this
assessment should be completed before exam
week commences. All other work must be
turned in by the Friday before exam week students should have no other homework from
that Friday onwards other than to prepare for
their exams. Exams comprise 10% of each
semester grade except in the classes where an
End of Course exam (English 1, Algebra 1,
Biology, and US History) is given. The EOC
exam comprises 20% of the semester two grade.
Evaluation
Evaluation of student learning is based almost
entirely on summative assessment and is
complex. It is essential for teachers to define
"excellence" in a lucid way and to let students
and parents know what variations on such
quality look like. Clear scoring guides and
examples of student work of varying kinds and
degrees of quality are very important as is
continual discussion on the subject within
departments and within the school.
Assessment and grading procedures should
ensure parity of treatment for all students within
a course. All grading and assessment judgments
should be based on evidence and should not be
subject to any form of bias. Equity requires
meeting the needs of all students, including
those who have demonstrated learning
challenges (dysgraphia, dyslexia, etc.) and those
learning English. Teachers must be able to
assess their students in ways that allow them to
demonstrate their learning and that provide the
information teachers need to guide their future
learning. In practice, this often means evaluating
content knowledge and communication ability
separately or providing a different type of
assignment.
Numerical, Achievement Grades
Numerical grades are assigned based on
criterion-referenced standards specific to the
subject, rather than by comparing students
against each other and are based on a student’s
most consistent performance related to those
expectations, with an eye to his most recent
performance. Student learning is evaluated at
the end of the marking period (quarter) based on
the whole course rather than a few aspects of the
course.
The numerical, achievement grades are based on
the four criteria:
 Knowledge and understanding of subject
 Application of knowledge and skills
 Communication - both oral and written
 Critical thinking skills/ Creative expression
Each of these criteria should be defined in each
class, and for each assessment
Faculty use their best professional judgment in
determining levels of performance, taking into
account the evidence gathered in the student’s
file, grade book or portfolio, and valuing the
most accurate demonstration of student
performance, rather than just averaging
attainment grades over a marking period.
In addition to the overall numerical,
achievement grade the following evaluations are
determined to help communicate strengths and
areas for growth:
 Teamwork
 Personal organization
 Ability to meet deadlines
 Work habits
 Effort
These are graded on the following 1 through 4
scale:
1 – Not yet approaching expectations
2 – Approaching expectations
3 – Meeting Expectations
4 – Exceeding expectations
Reporting progress
Progress, including grades, is formally
communicated to students and parents eight
times a year, at the mid-point and end of each
quarter. This progress report or report card
includes the overall numerical, achievement
grade for each class broken down into the
categories outlined above, the grades, 1-4, for
effort, organization, etc., as outlined above, and
brief written comments from each teacher based
on demonstrated Strengths, Areas needing
improvement and suggestions for Next steps.
The end of quarter grades go on the student’s
transcript whereas the mid-point grades are
rough estimates of progress and are grades in
progress.
Timelines and deadlines
Just as in the real world, students will be given
deadlines for all formative and summative tasks,
and, just as in the real world, some of these
deadlines are more flexible than others, and the
consequences of missing the deadlines vary.
Extensions for submission of assignments are
based on individual circumstances and should
be worked out with the teacher.
Students are required to submit both formative
and summative tasks on or before the due date.
Other than affecting a student’s numerical,
achievement grade, lateness, plagiarism and
non-submission of assessments will have other
consequences, as mentioned below.
If a student fails to submit formative assessment
work or minor summative tasks by the due date,
there will be escalating consequences depending
on the assessment: no feedback may be given,
which ultimately may affect learning and
performance on summative assessments; the
grade for organization and ability to meet
deadlines will be affected; the student may be
assigned to attend Saturday School or lunch
detention; the student may be withdrawn from
co-curricular commitments or have to make up
the work during free time until the assignment is
complete.
Major summative assessments must be
submitted by the due date unless an extension is
arranged. These dates are considered non-
negotiable 'firm' dates. Students who miss a firm
due date for a major summative task will be
required to immediately meet with the teacher,
and/or Guidance Counselor and/or Principal and
a contract of completion will be drawn up
including a timeline and plan to get the
assignment completed. The student may have to
work under the supervision of a teacher or
administrator. The strict supervision of the
student may entail his missing sports, clubs,
dances, free time and weekends to complete the
work.
If work is still not submitted by these contracted
due dates, the consequences continue to
escalate. The student could be considered to be
breaking the major school rule of mutual respect
and may go to the administration. The report
card may indicate, “unable to assess, work not
submitted" to reflect the fact that insufficient
assessment data exists to make a fair evaluation
of student performance of major expectations.
In this case, no credit may be granted and
students may fail a course based on insufficient
assessment evidence.
Work submitted that does not meet the
standards for academic honesty will not be
assessed.
Formative assessments may simply have to be
re-submitted and a talk to the teacher may be a
learning experience. However, intentionally
dishonest behavior during formative or
summative assessment is far more serious, and
students will be referred to the administration. If
the assessment task is close to the end of the
quarter, and there is no time to re-submit the
work then no credit may be given for that class.
Implementation, Evaluation and Review of the
Assessment Policy
Substantial professional development for
teachers and a restructuring of school practices
are needed if this kind of assessment is to
flourish. This professional development will
take place in faculty meetings, department
meetings, TAP Cluster groups, and Critical
Friends Groups and will be a focus of the 201415 school year. It is the responsibility of the
Academic Coordinator to implement this
assessment policy and organize professional
development.
The main questions for faculty discussion, on a
continuous basis, within the whole faculty, and
within each department should be:
 How do we define ‘excellent’ student work?
 How do our grades compare to grades in the
same subject area, within the state, nation,
and the world?
 How do we define teamwork, ability to meet
deadlines, etc.?
 How do we keep assessment fair and
equitable for all? For example, how do we
allow for the differences between teachers,
second language learners vs. native English
speakers, subject areas?
Teacher collaboration will be crucial to:
 Discuss samples of student work
 Discuss the application of criteria and levels
of achievement to ensure fairness and
common understandings
 Evaluate student work and seek
confirmation from colleagues
 Seek feedback from students using feedback
surveys, etc.
 Devise equitable, diagnostic summative
tasks
 Make sure the policy becomes a working
document
The assessment policy will be evaluated by the
Academic Assessment Committee in May of
each year and proposals for changes discussed
at the end of year faculty meetings. Proposals
for change will be based on current research on
assessment methods.
Process and Purpose
To provide consistency in teaching and learning
at Greenville Tech Charter High School and to
align assessment practices with the Common
Core standards, this document was produced in
a collaborative effort in the spring of 2014.
Assessment proposals emanating from the
Academic Assessment Committee of the
Administrative Leadership Team will be
presented to the faculty and staff for further
review, feedback, and revisions, culminating in
the support of the proposals by all stakeholders
of GTCHS and in the inclusion of the policy in
the faculty and student handbooks.
Bibliography
Chappuis, Stephen, Richard J. Stiggins, Judith
Arter, and Jan Chappuis. Assessment FOR
Learning An Action Guide for School
Leaders, 2nd Edition. Educational Testing
Service, 2005.
“Effective Grading Practices K-12.”
<http://www.epiculv.org/papres/policypaper-14.pdf>.
Gray, Cheryl, and Rusha Sams. “Before and
After the Walkthrough; What to do to
Improve Instructional Rigor.” EDVANTIA.
<http://sites.edvantia.org/pdta/pdf/RigorWal
kthroughhandouts_TNLEAD9.10.pdf>.
Hanover Research. “Effective Grading Practices
in the Middle and High School
Environments.”
<http://www.apsva.us/cms/lib2/VA0100058
6/Centricity/Domain/63/Hanover_Research_
_Effective_Grading_Practices_in_the_Middl
e_School_and_High_School_Environments.
pdf>.
Moore, Barbara. “Effective Grading Practices;
12 Fixes for Broken Grades.” SREB.
<http://www.tcdss.net>.
O’Connor, Ken. “Grade Fixes.”
<https://powersource.pearsonschoolsystems.
com/s/powerteacher>.
Stiggins, Richard J., Judith A. Arter, Jan
Chappuis, and Stephen Chappuis.
Classroom Assessment for Student Learning,
Doing it Right--Using it Well. Educational
Testing Service, 2006.
Verde Valley School. “Assessment Policy”
<http://www.vvsaz.org/UserFiles/File/Verde
Valley School’s Assessment Policy.pdf>.
Report Cards/Progress Reports/Parent
Portal
Students must satisfy the content area course
requirements as well as the attendance policy of
the state of South Carolina in order to receive
credit for a class.
Grades earned by the student are numerical.
93-100 = Mastery
85-92 = Proficient
80-84 = Basic
0-79 = Below Basic
(An average of 85-100 is needed to qualify for
the Life Scholarship.)
Each major grading period is nine weeks in
duration. GTCHS issues progress reports
midway through each 9-week period. Parents
may access student attendance records, grade
progress, and disciplinary actions on the Parent
Portal. Parents may receive the username and
passcode for each of their students through the
office. Students may access their information on
the parent portal with their username and
password.
Student-Led Conferences
These conferences count as an attendance day
and are mandatory. Students meet with a
parent/guardian and their advisor to review
progress in classes and service hour
accumulation. The conferences may last
between 20 and 30 minutes as scheduled by
advisors. Advisors may every effort to
accommodate parent schedules; however,
please plan in advance to attend on the
designated day. (added 10-4-2014)
Semester and Final Exams
Exams must be taken at the appropriate time on
the assigned day unless an exception for
extreme cases is granted by administration.
Extreme cases are defined as illness,
bereavement, and similar situations. Vacations,
student job schedules, and convenience of
transportation will not be considered for exam
time changes. (Added 10-4-14)
Grades earned by the student are numerical.
93-10 = Mastery
85-92 = Proficient
80-84 = Basic
0-79 = Below Basic
(An average of 85-100 is needed to qualify for
the Life Scholarship.)
Each major grading period is nine weeks in
duration. GTCHS issues progress reports
midway through each 9-week period. Parents
may access student attendance records, grade
progress, and disciplinary actions on the Parent
Portal. Parents may receive the username and
passcode for each of their students through the
office. Students may access their information on
the parent portal with their username and
password.
Qualifications for Each Classification
Sophomore
5 credits (1 English, 1 math)
Junior
Senior
11 credits (2 English, 1 math, 1
science)
18 credits (3 English, 3 math, 2
science)
Parent/Guardian-Teacher Conferences
Please contact the teacher with whom you
would like to have a conference before
involving guidance or administration.
Call the Guidance Office to make an
appointment with an entire teacher team or if a
matter has not been resolved after first meeting
with the teacher.
Freshmen and sophomores: Contact Chameka
Duncan, 250-8928
Juniors and seniors: Contact Kim Lambert, 2508926
Academic Assistance
Academic assistance consists of weekly sessions
to master content. Students will e-mail parents
each Monday during advisory indicating any
grade below an 80. The email is copied to the
student’s advisor. Each teacher has published
his or her academic assistance sessions in the
syllabus for the course and is posted on the
teacher’s website. The administrative office has
a master schedule of academic assistance times
for teachers. (10-4-14)
Extended Assessments
Students will be given opportunities to improve
their results on certain major assessments such
as tests and papers. These extended assessments
will be assigned by the teacher and may take the
form of self-correction, retesting, or revision.
These opportunities are designed to help
students who have made an honest effort but
require extra assistance to perform to their full
potential. Teachers will provide details on the
time, place, and requirements for extended
assessments.
Make-up Work
If you are absent from class, you have five (5)
school days (not class meetings) after your
return to school to make up missed work. No
make-up work will be accepted after this time.
GTCHS expects students to turn in their work
on time unless they have been absent from
school.
Smart Center
The Smart Center provides tutoring for students
who want extra help Monday-Thursday, 2:455:30 in the Multi-Purpose Room. The cost of
attending Smart Center for a year is $150.00, or
$75 for each semester. Contact Mr. Gillespie
(Room 205, [email protected]) for more
information.
Twenty-four (24) units of credit are required for
a South Carolina High School Diploma. In order
to participate in the graduation ceremony, the
Principal must certify that the student has met
the following requirements:
4 units of English
3 units of science, 2
of which must be lab
sciences
3 units of social
studies
4 units of
mathematics
2 units of foreign
language
1 unit of physical
education
1 unit of computer
technology
1 unit of fine arts
5 units of electives
In addition to completing the required core
courses, in order to march at graduation,
students must:
Complete a minimum of 200 hours of
community and/or school service (50 hours per
year)
Successfully complete a Senior
Project/Internship (A year-long individual
study)
Fulfill all obligations (fees, textbooks, library
fines, parking tickets, seat time) added 10-42014
Attend two (2) mandatory graduation
practices: Friday, May 22nd, 1 PM, Bob
Bayne Auditorium and Tuesday, May 26th, 12
noon, McAlister Auditorium, Furman
University.
Awarding Cum Laude, Magna Cum Laude,
and Summa Cum Laude
For Greenville Tech Charter HS Students
Scoring:
GPA
3.0-3.25
3.26-3.5
3.51-3.75
3.76-4.0
= 1 point
= 2 points
= 3 points
= 4 points
College Credit Hours
24-40 hours = 2
points
41-55 hours = 4
points
56-70 hours = 6
71 and above = 8
points
points
Each student receives a score depending on the
number of college credit hours and their GPA.
To be eligible for cum laude distinction:
The student must have attended GTCHS for
their junior and senior years;
The student must have a 3.0 or higher; and
The student must have received 24 hours or
more of college credit hours.
The summa cum laude group is the top 4% of
the cum laude group.
The magna cum laude group is the next 6% of
the cum laude group.
The top two from the summa cum laude group
will be chosen to speak at graduation.
The highest GPA will determine any ties.
College Eligibility
Students may demonstrate eligibility for college
classes in any of the following ways:
Pass at least one part of the COMPASS test;
Pass the ASSET test; or
Appropriate SAT or ACT scores
Additionally, students must:
Be proficient (80 or above) in all high school
classes and maintain a 3.0 GPA;
Demonstrate responsibility, initiative,
perseverance, commitment, and self-discipline
in academics and citizenship.
College Class Performance Guide
The rules of GTCHS and Greenville Tech
College apply to high school students anywhere
on campus. This includes wearing the uniform
and school ID for GTCHS to all college classes
and at all times on the campus.
If a GTCHS student earns a “D” in a Greenville
Tech College course, he/she will be required to
retake the same course, but must wait one
semester before being able to retake that course
or any other GTC course. The student must pay
for the course ($40/credit hour) prior to
enrolling in another GTC course. Both attempts
will remain on the student’s college transcript,
but the original grade will be replaced by the
grade earned on the second attempt if it is
higher.
If a GTCHS student earns an “F” in a Greenville
Tech College course, he/she will be required to
retake the same course, but must wait two
semesters before being able to retake that course
or any other GTC course. The student must pay
for the course ($40/credit hour) prior to
enrolling in another GTC course. Both attempts
will remain on the student’s college transcript,
but the original grade will be replaced by the
grade earned on the second attempt if it is
higher.
High school students who withdraw from a
college class after the drop/add period will
receive a “W” on their college transcript and a
“W/F” on their high school transcript. No high
school student is permitted to drop a college
course without the permission of the high school
guidance office and administration office.
Students who qualify for college courses must
exercise discipline to pass their course(s) by
attending all college courses, studying
effectively, by visiting professors during their
office hours, peer tutoring, and/or asking for
assistance in college seminar. (added 10/4/14)
GTCHS monitors attendance of high school
students in their college classes. All students
must sign out and in at the front office.
Eligibility Requirements for Participation in
Sports or any Extra-Curricular Activity for
GTCHS Students
Students must:
Meet the academic requirements set forth by the
school and (if applicable) the state organization
governing the sport, activity or program.
Maintain a record of acceptable and appropriate
citizenship, character, and personal conduct,
both inside and outside the school.
Have accrued 50 service hours from the year
prior (9th graders are exempt their freshman
year.)
SCHSL Athlete Eligibility
GTCHS must follow rules set forth in the South
Carolina High School League Handbook Article
VII – Section 3, Student Eligibility. There is a
copy of this handbook in the Athletics Office, or
it is available online at www.schsl.org.
In addition to the SCHSL requirements, GTCHS
holds its athletes to additional
standards. Student athletes at GTCHS must
maintain a minimum of an 80% grade in all
classes throughout the athletic season.
Probation I: Any student-athlete who has one
class grade fall below an 80% will be placed on
Probation I for two weeks. During this time
they will be required to attend Academic
Assistance for that class. If, at the end of the
probationary period, the student-athlete does not
show significant improvement in that class, the
student-athlete will meet with the subject
teacher and athletic director to discuss their
situation. At that time, they will decide to allow
the student to continue with the team or be
pulled from the team until the minimum
standard is met.
Probation II: Any student-athlete who has two
class grades fall below 80% will be placed on
Probation II for two weeks. During this time
they will be required to attend Academic
Assistance for those classes and will not be
permitted to participate in any athletic practices
or games. If, at the end of the probationary
period, the student-athlete does not show
significant improvement in those classes, he or
she will meet with the subject teachers and
athletic director to discuss the situation. At that
time, the faculty team will decide whether to
allow the student to continue with the team or to
be pulled from the team until the minimum
standard is met. If the minimum standards are
met in one class, then they will be put on
Probation I and those guidelines will be
followed until the minimum standard is met.
Athletics Privilege: GTCHS has the authority
to revoke athletics privileges when student
athletes do not meet the required standards of
conduct in school and in extra-curricular
activities.
All athletes should be prepared to follow all
rules and regulations as determined by faculty
and school administration.
Athletic Attendance: Students must be in class
all day to be eligible to participate on game day.
Exceptions to this policy may include absences
authorized by the athletic director and
administration.
Athletic Insurance: All students in any athletic
program are required to purchase insurance.
Information on secondary health insurance at a
nominal cost and arranged by GTCHS is
distributed at the beginning of the school year.
Students who wish to play a sport at their homeassigned school must fill out the Greenville
County School District form for charter
students. Access the form here.
Extra-Curricular Activities
Dances: Attending GTCHS-sponsored dances is
a privilege that can be revoked either for the
remainder of the event or for all future events.
Students must abide by rules of appropriate
conduct and behavior during these social events.
All disciplinary procedures normally followed
at GTCHS are in effect at these events.
Field Trips: Any student wishing to participate
in a field trip or similar activity must comply
with the dress code, behavioral standards, and
parent/guardian permission requirements as
outlined by the supervising faculty member. All
transportation for field trips and related
activities must be in school-approved vehicles.
No student is allowed to drive a vehicle on field
trips unless the parent/guardian AND the
administration approve in special circumstances,
e.g. the student has a college class to attend and
must return ahead of the other students. (10-42014)
Clubs: GTCHS clubs are closed forum. This
means the only clubs approved are those that
directly relate to the academic arena.
GTCHS Discipline Policy
The administration of GTCHS works in
conjunction with parents/guardians to guide
students in owning and solving problems they
make in a way that does not make a problem for
anyone else. The person who owns the problem
is best suited to solve the problem, with adult
guidance.
Issues that are of a criminal or extreme nature
will require contact with authorities and/or
expulsion. The administration’s foremost
responsibility is to ensure a safe campus for the
faculty, staff, and students.
All teachers, regular and substitute teachers,
have been given the authority and responsibility
to insure compliance with properly adopted
rules and regulations anywhere on campus.
The administration reserves the right to
determine the appropriateness of behavior and
dress. Authority to suspend students is
prescribed by South Carolina Law.
Expulsion: Expulsion is the permanent
exclusion from Greenville Technical Charter
High School for the school year. Under the laws
of the state of South Carolina, once a student is
expelled from the Charter School, the student
may not apply for admission to another South
Carolina public or private high school.
Suspension: When a student is suspended, he or
she is prohibited from the high school campus
and all extra-curricular activities during the
suspension time. Students who are suspended
may make up work they missed.
Bullying: GTCHS enforces no bullying as
defined here. The administration encourages
staff and student body to work together to insure
bullying is reported and dealt with swiftly.
Harassment: Acts of harassment, hostility, or
defamation (whether verbal, written, or
physical) will not be tolerated and will
constitute grounds for disciplinary action that
includes suspension and/or expulsion from
school. Legal agencies may be contacted.
Sexual harassment includes all unwanted,
uninvited and nonreciprocal sexual attention as
well as the creation of an intimidating, hostile or
offensive school or work environment. For
counseling and assistance in resolving matters
of this nature, contact the administration.
Search and Seizure: Pursuant to state and
federal law any person—student or adult—
entering a school campus voluntarily suspends
certain rights and may be subjected to search
and/or seizure by the appropriate authorities.
Vehicles and persons in parking areas are
included.
Student Property: GTCHS assumes no
responsibility for loss of the personal property
of students. Potentially dangerous items or items
that distract from the learning environment
taken from a student may be returned to a
parent/guardian. Items that are considered to be
harmful or dangerous are given to school
security officials, i.e. GTC Campus Police 10-414.
Use of Tobacco or Nicotine Products: GTC is
a non-smoking campus. High School students
who use tobacco products in any form or use ecigarettes anywhere on campus or at school
activities will be suspended from school.
Off Limits Areas During School Hours:
1. Parking Lot
•Students are only allowed to enter the parking
lot during the school day with permission from
the office; the administration advises students to
bring in their money, lunches, books, and
projects. Students are not to use their cars as
lockers, and students who habitually ask to go
to the parking lot will be denied. Students may
not take other students with them to the parking
lot. 10-4-14
•Students are not allowed to leave campus in a
vehicle during the school day unless an
administrator and a parent/legal guardian grant
permission in special circumstances.
•Illegal drugs, unauthorized medications,
alcohol, and weapons, whether in sight,
discovered, or confiscated as the result of a
search by school or law enforcement officials,
will result in immediate recommendation for
expulsion of the student. All items in
automobiles driven onto the Greenville Tech
campus are the responsibility of the student.
2. Second Floor of Allied Health Building
Students who take college classes on the second
floor of the AH Building are only allowed on
that floor for their classes. Otherwise, the 2nd
floor is off limits to GTCHS students. 10-42014
3. Greenville Tech College Campus
Students are only permitted to be in other
campus buildings when scheduled to attend a
class or to meet with an instructor during
designated office hours. High School students
are required to sign out and back in at the front
office when leaving and returning from college
classes.
4. GTC Student Center
Juniors and seniors in good standing (no
discipline issues) may eat in the Student Center.
Parking Information for Greenville
Technical Charter High School Students,
2014-2015
Parking decals must be updated each school
year.
What is required to get a parking decal:
State-issued driver’s license
Vehicle information, including make, model,
owner, tag number
Paid student activity fee
Where to get parking decals: Students will get
parking permits in the main office, Room 105,
from Mrs. Loftis.
Where to place the decal: Decals must be placed
on the outside lower left corner of the back
window. Do not use tape on the decal. (10-4-2014)
What to do if you get a new car: Register the
new car with Mrs. Loftis as outlined above;
there is no charge for additional decal.
Greenville Technical College Parking and
Driving Regulations
ALL vehicles parked on campus must either
have a temporary parking permit, obtained from
the Attendance Office or the Administrative
Office, or an official GTCHS parking decal. 104-2014
If you receive a ticket for offenses of GTC
Regulations below, you must *pay it unless
there is evidence the ticket was written in error.
In such cases, you may appeal to GTCHS
administration within 5 days of receiving the
ticket. After 5 days, the right to appeal is
waived.
The on-campus speed limit is 15 mph.
Students must park between white lines only.
GTCHS students are only allowed to park in Lot
D.
Vehicles must be forward facing in the parking
space so the parking decal is visible to campus
patrols.
Parking decals must be properly placed and
visible at all times. They must be placed on the
outside bottom left of the rear window, using
the adhesive on the sticker. No tape.
*Pay at the Business Office at McAlister
Square.
Temporary Parking Permits - see Mrs. Loftis or
Mrs. Cady if you need a temporary parking
permit because you are driving a different car in
an emergency situation.
Ideas for Community Service Hours
Volunteer:
At a local soup
Local churches
kitchen,
activities,
Community garden,
Local nursing home
activities,
A local road race,
triathlons, walks,
Help a neighbor with
any chore, etc.
Local elementary
after-school functions,
Ideas for In-School Service Hours
Volunteer to help:
Any teacher with
loading, decorating,
bulletin boards, etc.
Your “family” with a
school improvement
project
The assistant principal
with textbooks
Any club with club
chores
Keeping Track of Service Hours
Students fill out a service hours sheet they
receive from their advisor. Each advisor keeps
track of service hours for the family. Students
who have not fulfilled their obligations OR have
not recorded their obligations and turned in to
their advisor will not be able to participate in
extra-curricular activities, receive report cards,
or march at graduation.
Donated Supplies for Student Service Hours
Must be approved by the administration in
advance.
Rights Regarding FERPA
ANNUAL NOTIFICATION OF RIGHTS
UNDER THE FAMILY EDUCATIONAL
RIGHT AND PRIVACY ACT (FERPA)
Dear Parent/Guardian or Eligible Student:
This is to advise you that pursuant to the Federal
Family Educational Rights and Privacy Act of
1974″ (FERPA), and its implementing
regulations, as well as Charter School policy
and regulation, parent(s)/guardian(s) of students
under 18 years of age and students over 18 years
of age (“eligible students”) are entitled to
certain rights with respect to a students’
education records. These rights are set forth
below.
•
Parent(s)/Guardian(s) and eligible
students have a right to inspect and review the
student’s education records defined by law to
include those records, files, documents, and
other materials which contain information
directly related to the student and are
maintained by the Charter School or by a person
acting for the Charter School. A parent/guardian
or an eligible student shall make a request for
access to those student’s education records, in
writing to the Building Principal of the school at
which the student is, or was last, in attendance.
Upon receipt of such request, arrangements
shall be made to provide access to such records
within a reasonable period of time, but in any
case, not more than thirty (30) days after the
request has been received.
•
Parent(s)/Guardian(s) and eligible
students are also entitled to challenge the
contents of such records, to ensure that they are
not inaccurate, misleading, or otherwise in
violation of the privacy or other rights of the
student, and to ask for the correction or deletion
of any such inaccurate misleading, or otherwise
inappropriate data contained therein.
Parent(s)/Guardian(s) and eligible students are
also entitled to notice of any decision by the
Charter School not to amend a student’s
education records as requested by the
parent/guardian or eligible student, and of their
right to a hearing regarding the Charter School’s
denial of a request for such an amendment. Any
questions concerning the procedure to be
followed in making a challenge and/or
requesting a hearing should be directed to the
Principal.
Parent(s)/Guardian(s) and eligible students have
a right that student education records, and any
material contained therein which is personally
identifiable, are confidential and may not be
released or made available to persons other than
parent(s)/ guardian(s) or eligible students
without the prior written consent of such
parent(s)/ guardians or eligible student(s)
except:
a. As directory information unless the
parent(s)/guardian(s) or eligible student objects
by September 1st of each school year. Charter
School student directory information includes
name, address, telephone listing, date and place
of birth, major field of study, participation in
officially recognized activities and sports,
weight and height (if members of athletic
teams), degrees and awards received, and the
name of the educational agency or institution
previously attended by the student.
Parent(s)/Guardian(s) and eligible students may
refuse to let the Charter School designate any or
all of the above information about the student as
directory information,
b. To another school district in which
a student seeks to enroll or intends to enroll,
upon request by such district,
c. To individuals employed by the
Charter School either as an administrator,
supervisor, instructor, or support staff member
including health or medical staff and law
enforcement unit personnel, school board
members when acting as a corporate entity in
the discharge of statutory duties and
responsibilities; and individuals with whom the
Charter School has contracted to perform a
special task. (i.e., the school attorney; auditor,
medical consultant or therapist) who have a
legitimate educational need for access to such
records. A legitimate educational for any of
these individuals to access a student’s records
without prior written consent of a parent.
guardian or eligible student will be deemed to
exist only when it can be shown that such access
and disclosure is necessary for any such
individual to fulfill his/her professional
responsibilities; or
d. As otherwise expressly permitted by law.
e. Parent(s)/Guardian(s) and eligible
students have a right to obtain a copy of the
Charter School’s policy and accompanying
regulation pertaining to the confidentiality of
student education records. A copy of said policy
and regulation may be obtained from the
Principal.
If you feel that your rights under the “Family
Educational Rights and Privacy Act of 1974″
have been abridged as a result of alleged failures
by the Charter School to comply with the
requirements of FERPA you may file a
complaint with the U.S. Department of
Education, Family Policy Compliance Office,
600 Independence Avenue, S.W., Washington,
D.C. 20202 4605.
PHOTOGRAPHY OF STUDENTS: Any parent
or guardian who does NOT give permission for
their student to be photographed for public
purposes, please opt out in writing. Provide
student’s given name, request to opt out of any
photography for public use, sign and date, and
return to Ms. Teresa Loftis in the main office.
Fees 2014-2015
GTCHS charges an annual operating expense
fee of $40 per student. Eligible students may
have a reduced fee or no fee, based on
free/reduced lunch status as determined by
federal guidelines. 10-4-2014
Additional Fees
Athletics
$50 per semester
Smart Center $75 each semester; $150 for year
Make checks payable to GTCHS
Obligations Policy: Students are responsible to
care for and return their textbooks and any other
school equipment in good condition or pay for
them. Students are responsible to accrue fifty
service hours per school year. Possible
obligations include:
Sports uniforms
Dance or cheerleading
uniforms
Textbooks (high
school and college)
GTC Library books
Seat-time makeup due
to excessive absences
or tardiness
Service hours (50 per
year)
Students who do not return or pay for their
items will be excluded from all extra-curricular
activities until the obligations are met. Service
hours must be earned and recorded with student
advisors yearly. Transcripts and other school
records will only be released upon clearing of
all obligations, including service hours.
Student Technology
Computer technology can be used an as aid to
the educational process and classroom
instruction. GTCHS provides and utilizes
desktops, laptops, iPads, and applicable
software to deliver instruction and enhance
learning. Students learn basic computer skills,
conduct research, practice effective
communication, develop an electronic portfolio,
and complete classroom assignments using
technology.
Purpose: Computer access is a privilege, not a
right. Students may lose their access rights if it
is determined that they are not using hardware
or software responsibly. The technology
provided is intended for education, not
entertainment. Access to all programs, files,
data, and systems is at the discretion of the staff
and faculty and may be changed at any time.
Internet: Internet usage is often encouraged as
an aid to other learning methods. The Internet
offers a wealth of information as well as an
opportunity for abuse and exposure to
risky/inappropriate material. GTCHS provides
category-based Internet filtering software that
runs on all its computers. However, no Internet
filtering software is foolproof and students must
abide by the appropriate standards set forth by
the faculty and staff of GTCHS.
Privacy: Users of technology should not expect
that files stored and/or used with technology
resources will be private. Electronic
communication, files/folders, media, and any
other data are subject to review and examination
by the school personnel without prior
notification. Network administrators may
monitor usage during the course of normal
system maintenance to enforce compliance and
ensure system integrity. Unacceptable material
will be confiscated and subject to disciplinary
action.
Email: Each student is provided a school email
account for communication with school faculty,
staff, and other students. Students are
responsible to use the email in a respectful and
appropriate manner. They are responsible to
check email for announcements and other
communication from faculty, staff, or
administration.
GTCHS Student Network/Internet User
Agreement
I agree to:
Treat computer equipment with care and
respect. Willful destruction of any computer
equipment or software will be considered
vandalism and may warrant the involvement of
local law officials;
Only create, download, display or exchange
written text, graphics, or executable files
intended for education-related purposes;
Follow copyright laws at all times. If you have
questions about the legality of using software,
text, graphics or music you find online, ask your
teacher for guidance.
Keep personal passwords secret. Sharing
passwords is not permitted. You are responsible
for all activity on your account.
Notify a staff member immediately when any
problem with technology equipment occurs. If
failure to do so results in any damage to
equipment, it will be assumed a result of your
use.
I agree NOT to:
Send or display offensive messages or pictures
(as determined by school administrators);
Use obscene language;
Harass, insult, or attack others;
Damage computers, computer systems, or
computer networks (includes modifying
operating system or software);
Attempt to bypass the internet safeguards or
content-filtering system provided by the school;
Plant viruses, hack any computer or attempt to
gain unauthorized access to any computer;
Use another’s account and password;
Trespass in another’s folders, work, or files;
Intentionally waste limited resources including
paper, toner, or network bandwidth; or
Employ the network or computer systems for
commercial purposes.
For any and all matters that this handbook does
not specifically address, policies and procedures
that have been adopted and approved by the
School’s sponsor, Greenville County Schools,
may be followed as determined by
administration.