HS Student Handbook 2014 - 2015

1
South Carolina
Virtual Charter School
140 Stoneridge Dr, Suite 420
Columbia, SC 29210
803-253-6222

High School
Student-Parent Handbook
2014-2015

SCVCS Vision Statement SCVCS Vision Statement SCVCS Vision Statement SCVCS Vision Statement
SCVCS, a highly effective public virtual charter school, utilizes a research-based, world class
curriculum to provide an individualized, rigorous, standards-based virtual education to students in
the State of South Carolina.

SCVCS Mission Statement SCVCS Mission Statement SCVCS Mission Statement SCVCS Mission Statement
To improve student educational achievement through provision of an individualized, rigorous,
standards-based virtual education to students in the State of South Carolina.

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South Carolina Virtual Charter School
2014-2015 School Calendar

August 2014
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September 2014
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October 2014
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November 2014
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December 2014
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January 2015
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February 2015
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March 2015
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15 16 17 18 19 20 21
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29 30 31

April 2015
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12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30

May 2015
Su M Tu W Th F S
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3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
31

June 2015
Su M Tu W Th F S
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30

School Closed/ Holidays Teacher in-Service Day (no school for students)

First and Last Day of School End of 1
st
and 3
rd
9-weeks

End of 1
st
semester

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South Carolina Virtual Charter School
2014-2015 School Calendar

August

18 First Day of School for Students

September
1 Labor Day (Schools closed)

October
17 Teacher Workday/Staff Development (No students)
21 End of 1
st
Quarter

November
4 Election Day (Schools closed)
26-28 Thanksgiving Holiday

December
22-31 Holiday Break (Schools closed)

January
1-2 Holiday Break (Schools Closed)
5 Teacher Workday/Staff Development (No students)
6 Students return from holiday break
13 End of 1
st
Semester
19 Martin Luther King, Jr. Holiday (Schools closed)

February
16 Presidents Day (Schools closed)

March
19 End of 3
rd
Quarter
30-31 Spring Break

April
1-3 Spring Break

May
25 Memorial Day Holiday (Schools closed)
29 Last Day for students

June
4 Graduation

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Staff Directory
Department Teacher Contact Number
Main Office
Numbers
Secretary 803-253-6222
Fax Numbers 803-253-6279
Toll Free Number 877-253-6279
Help Desks
K12 Customer Service 866-K12-CARE/ 866-512-2273
ExamGuard Help Desk 877-740-2213
Blackboard Help Desk 877-382-2293
Administrators
Dr. Cherry Daniel- Head of School 803-253-6222
Dr. Phil Flynn- High School Principal 803-253-6222
Beth Reid K-8 Principal 803-253-6222
Marggi Rucker-Coordinator of Special Services 803-253-6222
Anita Latham- Director of Student Services 803-253-6222
Advisors
9
th
11
th
Grade Advisors
Last Name A-B Tiesha Miller 803-253-6222 Ext. 120
Last Name C-E Darrick Cureton 803-253-6222 Ext. 105
Last Name F-H Chris Walker 803-253-6222 Ext. 127
Last Name I M Justin Wilt 803-253-6222 Ext. 107
Last Name Mc-P Hayley Hylton 803-253-6222 Ext. 130
Last Name Q-S Miriam Sprott 803-253-6222 Ext. 114
Last Name T-Z Angela Young 803-253-6222 Ext. 112
12
th
Grade Advisors
Last Name A-B Gregg Waters 803-253-6222 Ext. 116
Last Name C-M Jennifer Cullop 803-253-6222 Ext. 113
Last Name N-Z Diane Harrill 803-253-6222 Ext. 104
Special
Education
Loana Benton 803-619-9589
Jessica Blanton 864-735-7841
Jodie Cromer 803-608-3688
Mark Davis- 864-992-9119
Judy Meggs 864-871-1708
Kasey Spicer 803-563-7470
Colleen White 803-580-9662
Chris Williams 803-609-0937
English
Teachers
Holly Sasser Head of English Dept. 843-421-2425
Susan Brewer 803-608-4338
Melissa DAnnunzio 803-609-3405
Rachel Knoerr 803-608-6215
Mary Lowery 843-261-3295
Heather Ray 803-609-4882
Kathy Smoak 803-608-6086
Shannon Team 803-608-4829

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Department Teacher Contact Number
Mathematics
Teacher
Tammie Genco Head of Mathematics Dept. 864-977-1326
Jennifer Blankenship 803-608-3911
Sarah Carroll 864-346-4227
Joni Crocker 864-426-0070
Holly Dowling 864-881-8151
Patra Langford 803-609-4289
Cindy Reed 864-554-4787
Jessica Sherbert 803-609-1983
Jeanette Shuler 864-420-2118
Babs Willis 864-941-0370
Science
Teachers
Harriet Smith Head of Science Dept. 864-934-5357
Melissa Boyd 803-422-2846
Lynn Brown 843-864-3575
Lorena Hatcher 803-402-3598
Mindy Hawkins 803-608-4986
Andrea Lauricella 803-608-3137
Patricia Morris 803-609-2208
Social Studies
Russ Merritt Head of Social Studies Dept. 803-608-3072
Kerry Boykin 803-608-4789
Kay Chambers 843-319-5857
Lee Ann Forrest 803-413-1797
Martha Mayfield 864-940-3583
Billy Pennington 864-838-6131
Christy Wood 864-328-7020
Electives
Melissa DeWalk (Physical Education)- Head of
Electives Dept.
864-977-1580
Donnette Baumann (Spanish) 803-609-2278
Terri Betris (Spanish) 843-304-9878
Roseanne Koellner (Art) 803-984-4929
Kenneth Richardson (Physical Education) 803-600-5405
Jim Wheeler (Music) 803-609-3664
Margaret Young (French) 803-300-3099
Peg Witbeck (Physical Education) 803-609-2208
Business &
Technology
Michelle Patterson- Head of Business Dept. 803-726-0522
Meredith Covert 843-212-6353
Frances Howze 864-325-5959
Brooke Nyland 843-368-6234
Julia Folks 803-608-3154

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Table of Contents
Welcome & Introduction ............................................................................................................................. 8
SCVCS Team ............................................................................................................................................. 9-11
Advisors/Counselors ................................................................................................................................. 9
Certified Teachers................................................................................................................................... 10
Certified Special Education Teachers ..................................................................................................... 10
Child Find ............................................................................................................................................ 11
Response to Intervention ................................................................................................................... 11
Parent/Learning Coach and Student Roles and Responsibilities ......................................................... 11-12
Grading Policies & Carnegie Credits ..................................................................................................... 13-16
Grading Scale........................................................................................................................................... 13
How do I Find My Grades? ...................................................................................................................... 13
Late Policy ............................................................................................................................................... 13
How do High School Credits Work? ........................................................................................................ 13
Dual Credit Course .................................................................................................................................. 14
Advanced Placement Courses ................................................................................................................ 14
SC Graduation Requirements ................................................................................................................. 14
Grade Classification ................................................................................................................................. 15
Scholarships and Grants .......................................................................................................................... 15
Frequently Asked Questions ................................................................................................................... 15
Placement of Non-Accredited Private School and Home-School Secondary Students .......................... 16
Admission & Entrance Requirements ........................................................................................................ 17
Immunizations ............................................................................................................................................ 18
School Property ..................................................................................................................................... 18-20
Books and Curricular Supplies ................................................................................................................. 18
Use of Copyrighted Materials ............................................................................................................. 18
Missing Materials ................................................................................................................................ 19
Objectionable Materials Policy ........................................................................................................... 19
Computer Equipment/ Internet Usage ................................................................................................... 19
Terms for Computer Equipment/Internet Usage ............................................................................... 19
Monitoring .......................................................................................................................................... 20
Computer/ ISP Distribution ..................................................................................................................... 20
Typical School Day ................................................................................................................................. 20-24
Ten Steps to Success with On-line Learning ........................................................................................... 21
Class Connect Sessions ............................................................................................................................ 22
Network Etiquette .............................................................................................................................. 22
On-line Rules and Code of Conduct .................................................................................................... 22
Harassment Reporting ........................................................................................................................ 23
Academic Integrity .................................................................................................................................. 23
Turn It In .............................................................................................................................................. 24
ExamGuard .......................................................................................................................................... 24
Face-to-Face Testing, Field Trips, and Extra-curricular Activities ........................................................ 25-28
Mandated State Testing .......................................................................................................................... 25
HSAP .................................................................................................................................................... 25
EOC ...................................................................................................................................................... 25
Field Trips/Optional Outings ................................................................................................................... 26
Student Clubs and Organizations ............................................................................................................ 26

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Extracurricular and Athletics in the Students Attendance Zone27
Face-to-Face Code of Conduct ................................................................................................................ 27
Dress Code .............................................................................................................................................. 28

Attendance & Truancy .......................................................................................................................... 28-30
Attendance Definition ............................................................................................................................. 29
Truancy .................................................................................................................................................... 30
Habitually Truant Students ..................................................................................................................... 30
Internet Stipend for Habitually Truant Students .................................................................................... 31
Suspensions & Expulsions ..................................................................................................................... 30-32
Suspensions ............................................................................................................................................. 30
Conduct Resulting in Suspension or Expulsion ....................................................................................... 31
Procedures for Suspension or Expulsion ................................................................................................ 32
Expulsions and Withdrawal ..................................................................................................................... 32
Denial of Enrollment- Students Seeking SCVCS Enrollment ................................................................... 32
Voluntary Withdrawal ................................................................................................................................ 32
Re-enrollment of Withdrawn Students ................................................................................................... 32
Student Records ......................................................................................................................................... 32
Change of Contact Information ................................................................................................................. 33
Family Education Rights and Privacy Act .............................................................................................. 33-35
Problem Resolution ............................................................................................................................... 35-40
Technical Support Troubleshooting Guide.35
Troubleshooting Matrix..36-39
How to Contact...40
Program Basics- At a Glance ...................................................................................................................... 41
SCVCS Anti-discrimination Policy ............................................................................................................... 42
SCVCS Indemnification Provision ............................................................................................................... 42
Course Offerings .................................................................................................................................... 43-59
SCVCS School/Parent Compact .................................................................................................................. 60
SCVCS Parent/Students Contract ............................................................................................................... 61
Child Find Query ......................................................................................................................................... 62
How to Print the Signature Pages .............................................................................................................. 63

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Welcome and Introduction

Dear Parents:

Welcome to the South Carolina Virtual Charter School (SCVCS). SCVCS is a
public, open-enrollment charter school, chartered by the South Carolina Public
Charter School District. Our school blends innovative new instructional technology
with a traditional curriculum for students across South Carolina. There are many
benefits to our unique learning model, including a rigorous and comprehensive
curriculum with rich, engaging content; the flexibility of learning anytime and
anywhere; the support of South Carolina certified teachers; and an individualized
and self-paced learning program that adapts to your child's unique needs. This
challenging and engaging curriculum was developed by renowned learning experts,
teachers, and instructional designers and is aligned with the South Carolina
Academic Standards.
The Parent-Student Handbook is a comprehensive guide to SCVCS policies and
procedures. Please read it carefully and refer to it throughout the school year as
needed. As a charter school of the South Carolina Public Charter School District,
SCVCS is subject to S.C. Code Ann. 59-40-10 et seq. (2006), amended from time
to time (the Charter Schools Act), the rules and regulations of the South Carolina
State Board of Education.
Our dedicated staff looks forward to working with your family during the
upcoming school year. Please feel free to contact the SCVCS office at any time if
you have questions or concerns.

Yours in Education,
Dr. Cherry Daniel
Head of School

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SCVCS TEAM
The SCVCS Team includes the following members: an academic advisor, counselors, course
teachers, learning coach, experts with exceptional children, and SCVCS administrators. These
professionals are always there to help you and your learning coach with advice, assistance, and
encouragement throughout your educational studies.

SCVCS Advisors:

9
th
11
th
Grades 12
th
Grade
Students with last names beginning: Students with last names beginning:
A B Tiesha Miller A B Gregg Waters
C E Darrick Cureton C M Jennifer Cullop
F H Chris Walker N Z Diane Harrill
I M Justin Wilt
Mc P Hayley Hylton
Q S Miriam Sprott
T Z Angela Young

Advisors and Counselors will assist students in becoming acclimated to the online school
environment from the very beginning at orientation sessions. Once course selections
are made, the advisor will monitor progress and attendance, making any necessary
adjustments along the way. Your advisor will work with you to create an Individualized
Graduation Plan, explore career options, and assist in making post-graduation
educational plans. Your advisor is available by phone or kmail for personal questions or
concerns.

Advisors and Counselors may assist in the following areas:
School Orientation issues
Selection of courses based on your needs, abilities, achievement levels, and future
goals
Monitor progress and attendance, and recommend any necessary course changes
Evaluate absences, determine possible extensions, and communicate decisions with
teachers
Guide you in developing effective study skills
Non-class-related issues
Individualized Graduation Plan (IGP), a personalized program to meet your
individual needs and learning objectives
Help you use college and career planning resource tools
Identify requirements for college admissions or career preparation

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Guidance Department Mission Statement
The mission of the Guidance Department of the South Carolina Virtual Charter School is
to provide a comprehensive guidance program that will assist all students in acquiring
the skills, knowledge and attitudes needed to become effective students, responsible
citizens, productive workers, and lifelong learners. The student services program is an
integral part of the schools total program with a commitment to individual uniqueness,
an understanding of multicultural diversity, and the maximum development of human
potential. The program addresses the personal/social, educational, and career needs of
all SCVCS high school students. The departments ultimate goal is for students to
graduate with the competencies necessary to be able to make self-directed, realistic,
and responsible decisions and to be successful contributors to society. (Guidelines
adapted from the ASCA National Model)

SCVCS believes all students
have dignity and worth.
have the right to be served by the school counseling program.
should have information about occupational and educational planning.
have the right to assistance in identifying their needs in the personal/social domain.
should have the opportunity to make choices within the constraints of the
educational system. The student and parent(s) are responsible for monitoring the
students educational progress with the assistance of a professional school counselor.

Certified Teachers
All of our teachers have at least five years of experience teaching and are highly trained in
online learning. Many of them have advanced degrees, and some are National Board Certified.
SCVCS teachers have approximately 250 students each semester. Students will have three to six
different teachers each semester, depending on their class choices. Teachers hold ClassConnect
sessions and provide office help sessions on-line to provide support and guidance for their
students. In addition to guiding you through your courses every day, your teachers will:
Monitor your progress and provide advice and encouragement
Provide regularly scheduled on-line Class Connect sessions
Provide on-line office hours for small group/individual assistance
Check in with you and your fellow students regularly via K-mail or phone
Alert your advisor when you need help or start falling behind in class
Assign grades and provide feedback on performance

Certified Special Education Teachers
Certified special education teachers provide support services as outlined in the Individualized
Education Program (IEP) for any student served under the Individuals with Disabilities Education
Improvement Act of 2004 (IDEA).
Under the IDEA guidelines, SCVCS will provide a free, appropriate public education (FAPE) in the
least restrictive environment (LRE) for students with an identified disability.

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Child Find
Referrals for an initial evaluation to consider a student qualifying for special education may
come from a variety of sources. These include:
General education intervention teams (individual problem-solving teams)
Parents
Self-referral by adult students
A school-aged child would typically participate in a general education intervention process
prior to the referral. As a result of general education intervention, the LEA would have data-
based documentation of repeated assessments of achievement at reasonable intervals, that
indicate the instruction and educational interventions and strategies presented to the child
in the general education setting were not adequate and indicated an evaluation for special
education is appropriate (34 C.F.R 300.309 (c)(1). A parent or adult student may request an
evaluation at any time (Policies and Procedures, SCOEC, 4-22-10).
An initial evaluation involves the use of a variety of assessment tools and strategies to
gather relevant functional, developmental, and academic information to assist in
determining if the child is eligible for special education services. There is a two-pronged test
for eligibility: (1) whether the child is a child with a disability and by reason thereof, (2) has
a need for special education and related services (Policies and Procedures, SCOEC, 4-22-
10).
If you need assistance please contact your childs advisor or call the Office of Exceptional
Children at 803-253-6222.

Response to Intervention for Grades K-12
To better accommodate the learning needs of all students, SCVCS has adopted a school-
wide approach called Response to Intervention (RTI). RTI is a flexible problem solving model
in which schools provide timely assistance to students that is matched to the level of need.
RTI is an efficient way to deliver educational assistance to at-risk learners to close the
performance gaps with peers. It allows students access to more intensive and individualized
support and in some cases provides evidence that there may be a significant learning
challenge.

PARENT AND STUDENT ROLES AND RESPONSIBILITIES

Parent/Learning Coach
Help student set up learning environment at home (computer, desk, work area, etc.).
Make sure that student has constant, reliable internet access and a back-up plan.
Ensure that student has all necessary materials (textbooks, toner, lab supplies, etc.).
Assist student in creating a daily routine and organization system.
Participate in the Online Learning Course to find out how to check grades and monitor
progress.
Keep contact information current (email address, phone numbers, etc.).
Check grades online at least once a week (more often for struggling students).

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Log attendance in the OLS and double-check to make sure attendance aligns with usage
report on the LMS.
Check school-related k-mail daily.
Take the student to state-mandated testing (HSAP, EOCEP, etc).
Ask your students teachers if you have any questions or if your student needs additional
help!

Student
Get started! Complete the online learning course and orientation activities as assigned.
Read course syllabi and make sure to note the late policies in each class.
Jump in! Commit to working 6+ uninterrupted hours on school five days a week.
Stay organized! Keep a calendar of what is due and plan ahead.
Be there! Attend all of your live ClassConnect sessions unless you have special permission
not to be there.
Take notes! Keep a notebook and take notes as you study your on-line course, during your
ClassConnect sessions, and when completing book work.
Keep everything! Always save your assignments on your computer and keep a back-up
disk. Never delete or throw away an assignment until school is over for the year.
Stay involved! Enjoy getting to know your teachers and classmates and take advantage of
outings, clubs, and school trips.
Do your best! Check your grade-book daily and learn from the feedback that your teachers
give you.
Pay Attention! Check your school k-mail every day and read your class announcements
daily.
Ask for help! Your teachers want to help you be successful. Ask them right away when you
do not understand something or if you need additional help.
Have fun! Enjoy what you are learning and find ways to make studying enjoyable.

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GRADING POLICIES AND CARNEGIE CREDITS
Grading Scale
The SCVCS high school program uses the South Carolina mandated Uniform Grading Scale
effective for all students receiving Carnegie units:
A 93-100
B 85-92
C 77-84
D 70-76
F 69 and below

How do I Find My Grades?
The quickest way to see how you are doing is by looking at your grades in your on-line
gradebook. Grades are determined by a number of factors, including computer-scored online
assessments, teacher-scored assessments, and discussion boards. Online multiple-choice tests
and quizzes are computer graded and automatically entered into your gradebook. Written
assignments like short-answers on tests, papers, and reports are teacher-scored and will be
graded within 4 days of the due date. Participation in threaded discussions and timely
submission of your work also have an effect on your grade.

Late Policy
SCVCS wants all of our students to be successful. It is very important that our students follow
the course pacing provided by their teachers.
Due date- Assignments are due on the day listed on the course assignment sheet found on the
course homepage, usually in the Course Announcements. Do not use the To Do list in the
course or on the OLS home page, as these are not usually accurate.
Grace period- Students have until Sunday at midnight to complete an assignment for full credit,
however, students should strive to complete all assignments on the actual due date. The grace
period should only be used to make up work missed due to instances such as a doctors
appointments, auditions, and sporting competitions.
Late penalty- If you do not make up the work by Sunday at midnight, you will have until the
following Sunday to make up the work for 80% credit. Work not completed by the second
Sunday will not be accepted and will remain a zero in the gradebook.

How Do High School Credits Work?
Students earn credit in a class if they pass the semester with 70% or higher.
Students may earn one credit (1.0) per class per year. For semester classes, students may earn
one-half credit (0.5) per class. Please refer to the Course Offering listed on page 24-45 to see if
a course is worth 0.5 or 1 credit.
If a student does not pass a required course, he/she will have to repeat the course.
Freshmen must earn at least four credits (including one math and one English) in order to be
promoted to sophomore status.

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Dual Credit
Dual Credit is an opportunity offered by SCVCS to give high school students (generally juniors
and seniors) the opportunity to take college-level courses at their local technical college or
four-year college. Please contact your advisor for more information.

Advanced Placement Courses
SCVCS offers several Advanced Placement (AP) courses. These courses have the potential for
college-level credit depending upon successful completion of the course and a minimum score
on the AP exam. Colleges determine whether the student receives credit for the AP course.
AP exams are typically given in May and must be taken in a monitored face-to-face
environment. Testing locations will be announced later in the school year. The advisor will
work with the student on placement in AP courses.

SC Graduation Requirements
To be eligible to receive a South Carolina High School Diploma, students must earn twenty-four
Carnegie units, pass all sections of the HSAP, and demonstrate computer literacy. Based on
South Carolina Code of Regulations, 43-234(I) (A), requirements to receive a SC high School
diploma for students in grades 9-12 are as follows:

Required Courses for High School Diploma
English 4 units
Mathematics 4 units
Science (LAB) 2 units
Physical Science 1 unit
US History 1 unit
Economics unit
U.S. Government unit
Other Social Studies 1 unit
Physical Education or JROTC 1 unit
Computer Science (computer literacy) 1 unit
World Language or Vocational elective 1 unit
Additional Electives 7 units
Total 24 credits

Required Courses for Considered Admission to 4-year Public Colleges/ Universities
***Be sure to explore the admission requirements of institutions that you may consider
attending, as some college & university requirements vary.***

English 4 units
Mathematics 4 units
(Algebra 1 and 2, Geometry, Pre-calculus, Advanced math/Calculus)
Science (LAB) 3 units
Physical Science 1 unit
US History 1 unit

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Economics unit
U.S. Government unit
Other Social Studies 1 unit
Physical Education or JROTC 1 unit
Computer Science (computer literacy) 1 unit
World Language (minimum of 2 in the same field) 2 units
Fine Arts (history, participation, or appreciation) 1 unit
Additional Electives 4 units
Total 24 credits

The South Carolina Commission on Higher Education website provides more information:
http://www.che.sc.gov/New_Web/Students&Parents.htm.

Grade Classification
SCVCS high school students are classified based on the number of credits they have earned, not
their age. Therefore, it is possible for a student to have the same classification for two
consecutive years.

Grade Classification Criteria
Grade Sophomore- 10
th
Grade Junior- 11
th
Grade Senior- 12
th
Grade
Units Required 4 units earned
(1 math unit, 1 English
unit, 2 additional units)
12 units earned
( 2 math units, 2
English units, 1 science
unit, 1 social studies
unit, and 6 additional
units)
18 units earned
(3 math units, 3
English units, 2
science units, 1 social
studies unit, and 9
additional units)

Scholarships and Grants
The South Carolina General Assembly provides several opportunities for students to receive
scholarships. SCVCS students are eligible to apply for scholarships including but not limited to
Palmetto Fellows, Life Scholarship, Hope Scholarship, SC Need-based Grant, and Lottery Tuition
Assistance. These requirements are subject to change by the state legislature. For more
detailed information, refer to the Commission on Higher Educations website at
www.che.sc.gov and/or speak with your advisor.

Frequently Asked Questions

How hard are the high school-level courses? SCVCS offers a very rigorous, college-prep and
honors program. If you experience difficulty, ask for help! Contact your teacher early on, so you
dont get too far behind.

How is my final grade determined?
1 credit courses- There are two types of courses that are eligible for one credit; honors/college

16

prep courses and applied courses.
Honors/College prep courses are comprised of two parts, parts A and B, which will be
averaged together at the end of the year. If the course requires an End-of-Course exam,
parts A and B will constitute 40% each of the final grade and the End-of-Course test will
constitute 20% of the final grade.
Applied courses are comprised of one part, part A or part B. The grade in the course
gradebook will be the grade that you will receive for the year. If the course requires an End-
of-Course test the grade in the gradebook will account for 80% of the final grade and the
End-of-Course test will account for 20% of the final grade.
credit courses- The final grade in your course gradebook is the grade that you will receive
for the year.

What if I need to withdraw from a course? SCVCS recognizes that some withdrawals are
unavoidable, but many are due to communication or technical issues. If you have questions or
technical issues, please contact your advisor immediately so that they can help resolve the
issue(s) before course withdrawal is necessary. Unless there are extraordinary circumstances, a
student can only withdraw within the first ten days of the course (for a full credit course) or
five days (for a semester course) to have the class removed from the transcript. If a student
withdraws after this date, the transcript will reflect an F (failure) grade and his/her grade
point average will be adversely affected.

What other kind of help can I get if Im having trouble? If the trouble is related to course
content, contact your teacher for help. If the trouble seems to be technical, call high school
technical support at 1-866-512-2273.

What kinds of grade reports will I get? Parents and students can check grades online any hour
of any day through the course gradebooks. Paper report cards will be sent out by mail at the
conclusion of the year. Teachers will send a K-mail with current grades at the end of each
quarter.

How do I request a transcript? All transcripts must requested in writing to the SCVCS registrar.
The high school registrar prepares and sends transcripts. Unofficial transcripts can be kmailed
or faxed to the parent and student. Official transcripts for students transferring to another
school or a college/university must be sent through the mail and contain a seal and signature.
Please contact the institution that you will be attending and have them submit a request for
transcript form. Official transcripts will be mailed directly to the school requesting the
information. SCVCS requires at two weeks notice to prepare transcripts.

PLACEMENT OF NON ACCREDITED PRIVATE SCHOOL AND HOME-SCHOOL
SECONDARY STUDENTS
When enrolling students from private schools that are not accredited by the Southern
Association of Colleges and Schools (SACS) or home schools not affiliated with Option 2 or
Option 3 S.C. 59-65-40, school administrators will adhere to the following guidelines:

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Students should provide all course documentation and test scores from the private
school or home-school and comparison with similar courses offered in the Districts
school(s). If a preponderance of the documentation reflects similarities with courses
offered in district schools (title, course description, syllabi, assignments, assessments,
etc.), the principal may award probationary credit for the course(s). The student will be
tentatively assigned to the next level class for a probationary period. During this
probationary period, the student will have to meet any requirements (subject
standards, satisfactory completion of designated assignments, etc.) determined by the
principal or his/her designee before a decision is made granting class placement and/or
Carnegie credit.
Clear and definitive attendance records must be examined to ensure Defined Program
Requirements are met. Home-school or private school students must have attended a
minimum of 84 days per semester.
Mid-semester or mid-year enrollment by students from private school or home-school
requires that their course work align with current available courses at the public school
in order to receive Carnegie unit credit.
Educational records should include, but not be limited to: (a) a plan book, diary, or other
record indicating which subjects are taught, as well as activities and projects in which
the student and the parent-teacher engage; (b) a portfolio of samples of the students
academic work in each subject; (c) a semiannual progress report including attendance
records and individualized documentation of the students academic progress in each of
the subject areas in which Carnegie unit credit is requested.
The student is assigned a class rank and given grades for the credited courses and a
grade point average based on testing and review of students home-school work.
Students will not receive honors or advanced placement weighting regarding the
calculation of grade point averages or class rank.
All course and testing requirements for graduation must be completed, such as physical
education, computer literacy, health and the high school exit exam.
For elective credit, course syllabi from the private school or home-school should be
compared with like courses offered by the district to determine if credit is awarded.
Science courses with required labs may not be credited to the student unless there is
substantial documentation of the same lab work done in the private school or home-
school.
For homeschooling credit to be converted to high school credit for graduation all
provisions of the alternative homeschooling requirements (Section 59-65-47) must be
met. Only those students who have fulfilled all requirements to receive a state high
school diploma, a South Carolina high school certificate of attendance or a special
education certificate will be allowed to participate in the commencement exercises.
Students who pass the South Carolina Exit exam but do not earn the course units
required for the state high school diploma will not be allowed to participate in the
commencement exercises.

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The decision to issue credit for homeschooling work will be the responsibility of the
school principal. His/her determination will be final.

ADMISSION & ENTRANCE REQUIREMENTS
Students participating in the SCVCS program must be South Carolina residents. State law
requires a child to be five years of age on or before September 1
st
to start Kindergarten.
Required Documents for Enrollment in SCVCS:
Enrollment Form
Birth Certificate
Proof of Residence (e.g. current utility bill, lease, etc. showing physical address)
Immunizations (contact SC Dept. of Health regarding waiver information)
Agreement of Use of Instructional Property

IMMUNIZATIONS
S.C. Code Ann. Section 44-29-180 and 190 and South Carolina Department of Health and
Environmental Control Regulation 61-8 mandate that schools, public and private, require
entering children/students to present a South Carolina Certificate of Immunization (DHEC form
1148) or a Religious Exemption (DHEC form 1126) upon entry. The 1148 must be completed and
signed by a licensed physician. These forms are available at all county public health
departments. The form can be mailed directly to the physician only.
A Religious Exemption form (DHEC form 1126) can be obtained by requesting a form in person
from any county public health department. Contact numbers for county public health
departments can be found at http://www.scdhec.gov/health/county.htm. Forms cannot be e-
mailed or mailed. Follow the instructions on the form. Please do not forget to have the
document notarized.

SCHOOL PROPERTY
Books and Curricular Supplies
SCVCS provides materials, books and other curricular supplies. These materials are SCVCS
property and must be kept in good condition. Parents are responsible for the repair or
replacement of all lost, stolen or damaged school property. All property and equipment must
be returned in good, working condition upon completion of the course or withdrawal from
SCVCS.

Use of Copyrighted Materials
All materials in the courses are copyrighted and provided for use exclusively by enrolled
students Enrolled students may print or photocopy material from the website for their own
use but any distribution to others is prohibited unless expressly noted. Unauthorized
copying or distribution may result in revoked access to course(s).
Users shall not upload, download, transmit or post copyrighted software or copyrighted
materials, materials protected by trade secrets or other protections using SCVCS computer
resources. This includes copyrighted graphics of cartoon characters or other materials that

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may appear to be non-copyright protected.

Missing Materials
SCVCS provides students with complete sets of materials for each subject. Families are provided
with a packing list for each subject, and it is the responsibility of the parent/responsible adult to
check the packing list against the items shipped. If items are missing, the parent/responsible
adult is responsible for notifying K12 within two weeks of receiving the materials so that a
missing materials report can be submitted to have the item provided. Missing materials that are
reported mid-year may be considered lost and could result in charges to the family for
replacement.
Lost or Damaged Materials - Materials that are lost or damaged should be reported to K12 Inc.
as soon as possible. The parent/responsible adult is responsible for the cost of replacing lost or
damaged materials.

Objectionable Materials Policy
If a parent finds certain lessons, books or materials to be objectionable, he or she should
contact his/her SCVCS teacher and utilize the feedback option within the OLS. The teacher
will work with the parent to find alternative lessons to meet the lesson objectives. The
assessment for the lesson in the OLS must be completed to show that the objectives have
been met.

Computer Equipment/Internet Usage
All SCVCS students and parents are required to abide by the computer equipment/internet
usage policy. You are required to sign and return the parent/student contract on page 66
acknowledging that you have read and understand the computer equipment/internet usage
policy.

Terms for Computer Equipment/Internet Usage
Computer equipment/Internet usage must be used for SCVCS related matters only. Internet
access, K-mail, and all information and software contained on SCVCS computer equipment are
the property of SCVCS and can be viewed and checked at any time by SCVCS. The following is
prohibited:
Any use that violates federal, state, or local law or regulation.
Knowingly or recklessly interfering with the normal operation of computers, peripherals,
or networks.
The use of SCVCS Internet-related systems to access, transmit, store, display, or request
inappropriate materials.
Accessing or creating written or graphic material that denigrates or shows hostility or
aversion toward an individual or group because of race, color, age, religion, national
origin, sex or disability.
Downloading, transmitting, or posting material that is intended for personal gain or
profit.
The use of SCVCS instructional computing resources to sell or purchase any illegal
items or substances.

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Uploading or posting any software on SCVCS instructional computing resources that
are not specifically required and approved for course assignments.
Posting any MP3 files, compressed video, or other non-instructional files to any
SCVCS server.
Illegally posting, distributing, uploading or downloading copyrighted work
(whether music, video, words, images, drawings, pictures, software or
otherwise), or providing any information to circumvent copyright protection
devices or software
Any use that is reasonably deemed to adversely affect SCVCS.

Monitoring
SCVCS reserves the right to review any material transmitted using SCVCS instructional
computing resources or posted to an SCVCS instructional computing resource to determine
the appropriateness of such material. SCVCS may review this material at any time, with or
without notice. E-mail transmitted via SCVCS instructional computing resources is not
private and may be monitored.

COMPUTER/ISP DISTRIBUTION
Families qualifying for Free Lunch according to the USDA Free and Reduced Lunch Income
Eligibility Guidelines may be eligible to receive a loaner computer and printer while enrolled
in SCVCS. A computer request form must be submitted by the parent with required income
documentation. A limited number of computers are available each year and are distributed
on a first come, first served basis.
Multiple computers may be provided to qualifying high school families, based on the
number of students enrolled. Families qualifying for more than one loaner computer must
provide documentation of multiple phone lines or a high-speed Internet access, utilizing an
Internet Service Provider (ISP) enabling multi computer usage of the high-speed line.
To qualify for an ISP stipend, a family must have previously qualified for USDA Free or
Reduced Lunch and have an active student through the last day of school with an
enrollment date no later than February 1. The stipend is $10 per month, prorated according
to enrollment date (i.e. student is enrolled January May the maximum stipend is $50).
Only one stipend is allowed per family and per address. Checks are mailed at the end of
June to the address on file for a family so it is important to keep your address updated with
SCVCS. ISP subsidy checks may not be provided to families who fail to comply with the
attendance, progress, and teacher communication policies.

TYPICAL DAY AT SCHOOL
A typical school day with online learning is a very busy one and you should prepare to spend at
least one hour for each class you are enrolled in. First, begin each day by checking kmail for
important messages from teachers, counselors, and advisors. Then, focus on one class for the
first hour of work. Locate the assignments that are due for that day and complete them as best
you can. Contact your teacher should you need assistance. If you have a Class Connect
scheduled for the day, be sure to log in on time and be prepared to takes notes, ask questions,
etc. As the day continues, you should check kmail frequently and stay focused on completing at

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least one hour of work for each class, two hours for a blocked course. The following list
provides helpful hints on how to be successful with online learning.

Ten Tips to Success with online learning
1. Set up an Effective Learning Environment - Establish a quiet and organized place to do your
schoolwork, free from distractions and equipped with good lighting and a comfortable chair.
Textbooks, pencils, paper, etc. should be easily accessible in your work area.
2. Get and Stay Organized - Prepare a desk calendar to highlight dates for major tests, Class
Connects, projects, and other important dates. In addition, list teachers office hours for
reference when help is needed.
3. Ask for Help - Online learning requires a high level of effort, commitment, and discipline.
You have a built-in support system that includes your parents, teachers, advisor, and your
school counselor. Depending on the question you may have, contact the appropriate person as
soon as possible. Students should take advantage of teachers online office hours for help in a
particular class and attend any review sessions that may be offered.
4. Manage Your Time Prepare to spend at least one hour for each class you are enrolled in.
Note: This means two hours each day for block classes. Check each course for important daily
and weekly announcements to identify what assignments are due and when. As you are
working on your lessons, train yourself to resist the call of IM or Facebooksave that for break
time!
5. Use Smart Study Skills - Take notes on student guides while you are working through
lessonsit's a great way to help commit the material to memory. Complete the entire
assignment and get all questions answered before taking the quiz or test.
6. Take a Break! If you find that you are not being productive, it's probably time for a short
break. Get up and stretch. Connect with friends on The Big Think
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, IM, or Facebook. Read a
book for 15 minutes. Go outside for a jog. Whatever it is, give yourself permission to take a
short break then come back fresh and ready to work.
7. Have a Plan B More than likely, you will experience technical difficulties at some point.
Losing your internet connection or getting a computer virus can be very frustrating. Prepare for
contingencies nowask friends or relatives if you can use their computer in case of an
emergency, find a library with computers, or if you have access to a laptop, find a bookstore or
coffee shop in your area that has internet access. Remember, loss of internet services is not
an excused absence.
8. Attend and Participate in Online Elluminate Sessions - It is important to attend Class
Connect sessions regularly. The sessions provide an opportunity to ask questions and go over
lessons or concepts that you might be struggling with. Be prepared with paper, pencil, etc to
take notes. Since attendance is taken, it is necessary to attend regularly.
9. Connect with Other Teens - There are plenty of ways for you to connect with your local and
school community. Join a club and/or attend field trips and outings, or get involved with a local
youth organization.
10. Work in Every Course Every School Day - Strive to complete all work on the days that your
teacher has assigned. With online learning, it's really hard to catch up if you fall behindand
that can lead to failing a course. It is very important to work at least five days a week in every
course. If you know you will be out a day, you should ask your teacher if you may work on the

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assignment early. If you are absent, you may make up the work over the weekend without
penalty. However, these situations should not be a regular occurrence.

CLASS CONNECT SESSIONS
SCVCS uses Blackboard, a company providing real time online learning, to conduct classes and
tutorials. These classes and tutorials will be referred to as Class Connect sessions. Students will
be able to access a teachers Class Connect session from their Class Connect Sessions page in
the OLS. Students are responsible for following proper internet etiquette and the SCVCS on-line
rules and code of conduct.
*Please note that SCVCS has the capability of identifying the computer from which misbehavior
has occurred.

Network Etiquette
As an SCVCS student, you are expected to follow the rules of network etiquette or
netiquette. The word "netiquette" refers to common-sense guidelines for conversing with
others online. Please abide by these standards:
Avoid sarcasm, jargon, and slang. Swear words are unacceptable.
Never use derogatory comments, including those regarding race, age, gender, sexual
orientation, religion, ability, political persuasion, body type, physical or mental health, or
access issues.
Focus your responses on the questions or issues being discussed, not on the individuals
involved.
Be constructive with your criticism, not hurtful.
Review your messages before sending them. Remove easily misinterpreted language and
proofread for typos.
Respect others privacy. Don't broadcast online discussions, and never reveal other
student's email addresses.

On-line Rules and Code of Conduct
The following Rules and Code of Conduct have been created to provide a safe and enjoyable
learning environment.
Follow all of the Network Etiquette rules- page 22 (above)
Follow Computer Equipment/ Internet Usage Rules- page 19
Practice Academic Integrity- page 23
Do not publicly post your personal contact information (address and phone number)
or anyone elses
Do not publicly post any messages that were sent to you privately
Use only your own user name and password, and do not share these with anyone
except your academic advisor.
Do not impersonate another person
Do not post material that is obscene or defamatory or which is intended to annoy,
harass or intimidate another person. This includes distributing spam mail, chain e-
mail, viruses, or other intentionally destructive content.
Do not promote the use, possession, manufacture, or distribution of tobacco, drugs
or alcohol

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Threats against students, adults, or school staff will not be tolerated.
Solicitation of any kind is prohibited.

FAILURE TO COMPLY WITH THESE STANDARDS MAY RESULT IN TEMPORARY OR PERMANENT
REMOVAL OF USER ACCESS. Following state law, administration reserves the right to discipline a
student through a behavior plan, suspension, and/or expulsion.
Students eligible for protections under IDEA and Section 504 are subject to the same
disciplinary procedures as their non-disabled peers in accordance with the regulations specified
by IDEA and Section 504 of the Rehabilitation Act.

Harassment Reporting
If you are being harassed in your high school course environment, it is important to report it
immediately to your advisor. Harassment comes in many forms including the following:
spam (unsolicited e-mails not pertaining to the course)
threatening communications
Offensive communications or any other kind of communication that makes you feel
uncomfortable.

ACADEMIC INTEGRITY
South Carolina Virtual Charter School seeks to establish and maintain academic integrity within
the high school community. SCVCS has identified the following as unacceptable practices,
including, but not limited to:
1. Cheating
Copying another students work
Allowing your own work to be copied
Using unauthorized aids (book, internet, tutor, parent) on an assignment, essay, quiz, or
test
Having someone else complete an assignment, essay, quiz, or test for you and
submitting it as your own
Rescheduling a test on a false excuse
Falsely reporting completion of reading assignments
Submitting the same work for more than one course or assignment without prior
written approval from the instructor(s)
2. Plagiarizing
Presenting the words or ideas of another person as your own including inadequate
documentation of sources (electronic, internet, or print)
Excessive dependence on the language of sources even when documented
Relying on similar order of sentences while altering a few words or word order
Turning in someone else's work as your own
Failing to put a quotation in quotation marks
Giving incorrect information about the source of a quotation
Copying so many words or ideas from a source that it makes up the majority of your
work, whether you give credit or not

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3. Fabricating Data
Falsifying or manipulating data to achieve desired result
Reporting results for experiments not done
Falsifying citations in research reports
Destroying, tampering, or altering another students work to impede academic progress
4. Violating Copyright Laws
Using copyrighted material without appropriate citation
Copying software or media files (such as music, movies, etc.) without permission
5. Abusing Elluminate Code of Conduct
Logging in for another student who is not present
Leaving an Elluminate session without logging off (i.e. not using the away feature)

All students who violate the principles of academic integrity will be reported to the appropriate
administrative authorities. At the instructors discretion, depending on the nature of the
offense, the students grade or ability to earn credit for the course may be affected. Violations
may also lead to further disciplinary action.

Turn it in
Turn It In is a program used to detect plagiarism and prevent students from copy and paste
procedures. Once students submit an assignment requiring written responses, a copy of
their document is automatically submitted to Turnitin.com. Students should be aware of the
school plagiarism policy and strive only for originality.

ExamGuard
To help insure academic integrity, K12 has instituted ExamGuard. ExamGuard is a browser
within a browser that essentially freezes your computer while you are taking a quiz, test,
or exam. While in your assessment you will notice the following changes in functionality:
Assessments are displayed full-screen and cannot be minimized
Assessments cannot be exited until submitted by users for grading
Task switching or access to other applications is prevented
Printing functions are disabled
Print Screen and capturing functions are disabled
Copying and pasting anything to and from an assessment is prohibited
Right-click menu options are disabled
Browser menu and toolbar options are disabled
Function keys are disabled
Source code for the HTML page cannot be viewed
Screen capture, messaging, screen-sharing, virtual machine, and network monitoring
applications are blocked from running
ExamGuard also prohibits students from unauthorized access and sharing of information on
their computer when reviewing the results of their exam in the eCollege Gradebook. You
will also need ExamGuard to access the exam when reviewing your results in the eCollege

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Gradebook.
The plug-in will remain on the users computer until they remove it. The only time the user
should have to download the plug-in again is if the system informs them that a newer
version of ExamGuard is available.
Your quizzes/tests will not open until ExamGuard has been downloaded.
For download instructions, please see the SCVCS Visual Start-up Guide.

FACE-TO-FACE TESTING, FIELD TRIPS, AND EXTRA-CURRICULAR
ACTIVITIES
Mandated State Testing
State mandated tests are required of all public school students. These tests are secure and
must be taken in person. SCVCS provides multiple testing locations to try to accommodate our
students who are located statewide.
There are two state mandated tests for high school students, HSAP and EOCs. These tests will
only apply to certain courses and/or grade levels. Please be sure to read the information below
to see who is required to take these tests. Information on state mandated testing will be
provided during the school year.

HSAP/High School Testing
Effective July 1, 2014, the High School Assessment Program (HSAP) is no longer required and
will no longer be given. There will be a replacement for the HSAP exam. Specific details will be
available as soon as the State Department of Education releases them.

What are EOCs?
The Education Accountability Act of 1998 requires the development of end-of-course
examinations in gateway or benchmark courses. The program is called End-of-Course-
Examination Program (EOCEP).
The examinations, which count 20 percent of the students final grade in each gateway or
benchmark course, currently, include Algebra 1/Math for the Technologies 2, English 1, US
History and the Constitution, and Biology 1/Applied Biology 2.

Who takes the EOCEP tests?
All public school students enrolled in the above mentioned courses.
SCVCS students enrolled in the following courses will take the EOC for the corresponding
course.
Students enrolled in SCVCS Course Code: Will take the following EOC:
MTH 122B, MTH 123B, MTH 124B Algebra1/Math for the Technologies 2 EOC
ENG 102B, ENG 103B, ENG 104B English 1 EOC
SCI 202B, SCI 203B, SCI 204B Biology EOC
HST 302B, HST 303B, HST 304B, HST 500B US History EOC

When are the EOCEP tests administered?
Each examination will be administered to the students at the end of the semester in which
they are scheduled to complete the course. Specific dates will be announced later in the

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year.
What types of items are on the ELA test?
The South Carolina end-of-course examinations are multiple-choice tests based on South
Carolina academic standards.

More Information on EOCEP
http://ed.sc.gov/agency/programs-services/41/

Field Trips/Optional Outings
SCVCS teachers sponsor optional outings for students and families on a regular basis that
enhance the K12 curriculum and South Carolina State Curriculum Standards. While attendance
is not mandatory, it is an opportunity to meet other students and their learning coaches, have
conversations, and share practices that work. Parents/learning coaches are responsible for
transportation and any entrance fees associated with optional outings. A responsible adult will
be asked to accompany each student who attends. Siblings may or may not be allowed to
attend based on the venue and availability of open slots.
Students and adults participating in these activities are to adhere to the dress code for any
Face-to-Face meetings. Students are to conduct themselves properly. Any student causing a
disturbance will be removed from the activity.
To attend a field trip that requires a fee, send a money order or cashiers check only (cash and
checks are not accepted) to the address below with the teacher provided form or information
by the stated deadline. Send to Attn: Business Ops Mgr, 140 Stoneridge Drive Suite 420,
Columbia, SC 29210.

Student Clubs and Organizations
The South Carolina Virtual Charter School will provide student participation opportunities that
are designed to meet the students academic, recreational, and social interests. Activities may
include, but will not be limited to, virtual clubs, service projects, and scholastic activities such as
spelling bees or science fairs. An adult sponsor, approved by the Academic Administrator, will
supervise each school-related club/organization.
Students are encouraged to participate in organizations endorsed by the school, which are
formed to share common interests or are an integral part of the educational program of the
South Carolina Virtual Charter School. All student organizations will operate according to
approved guidelines and procedures and will not discriminate based on race, sex, religion,
disability or national origin.
Students will be contacted via K-mail with information regarding club/organization
participation. A monthly calendar will be sent through K-mail that lists all student activities for
the month. Some events require students to pre-register. Please read the calendar for details
on how to sign up.
Some of the clubs/organizations offered by SCVCS are listed below. Watch your K-mail for new
clubs to be added this year: National Art Honor Society, National Honor Society, Tri-M Music
Honor Society, French Honors Society, Spanish Honors Society, National Science Honor Society,
Mu Alpha Theta (Math Honors), FCA, Red Cross Club, Book Club, and Writers Roundtable.

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Extracurricular and Athletics in the Students Attendance Zone
A charter school student is eligible to compete for, and if selected, participate in any
extracurricular activities not offered by the students charter school which are offered at their
zone attendance area, the public school he/she would otherwise attend. A charter school
student is eligible to compete for, and if selected, participate in an activity governed by the
South Carolina High School League offered at their zone attendance public school he would
otherwise attend if the league governed activity is not offered at the students charter school.
(c)A charter school student is eligible for extracurricular activities at the students resident public
school consistent with eligibility standards as applied to full-time students of the resident public
school.
(d)A school district or resident public school may not impose additional requirements on a
charter school student to participate in extracurricular activities that are not imposed on full-
time students of the resident public school.
(e)Charter school students shall pay the same fees as other students to participate in
extracurricular activities.
(f)Charter school students shall be eligible for the same fee waivers for which other students are
eligible.
Extracurricular activities are defined as activities offered outside the school day to any student
who resides in the schools attendance area or resident schools. Examples would be
afterschool clubs, choral groups, etc.
Athletic activities are also viewed as those physical activities outside the regular school day; b-
teams, extramural sports, junior varsity and/or varsity teams.

If you have questions pertaining to your son or daughter, our SCVCS staff has been directed to
have you contact your local public school as the rules and regulations vary from school district
to school district and in some cases from school to school. We do not want to disseminate
erroneous information so we urge you to directly make contact to your zoned attendance area.

Face-to-Face CODE OF CONDUCT
As an SCVCS student/parent/learning coach, you are subject to the following rules and
restrictions.

The following are behaviors punishable by suspension or expulsion:
Disregard or disrespect for the instructions of teachers or administrators.
Disruption and/or interference with the normal and orderly conduct of school and
school-sponsored activities.
Use of profanity, vulgar language, or obscene materials.
Engaging in insults, verbal abuses such as name calling, ethnic or racial slurs or using
derogatory statements to other students, school personnel or other individuals.
Bullying behavior that is intended to harass, intimidate, ridicule, humiliate or instill fear
in another individual.
Weapons are not allowed on school property or at school sponsored events.

28

The use of tobacco, controlled substances, or alcohol on school property or at a school
sponsored event is prohibited.
The Safe School Act 2004 requires principals to report to the police crimes committed by
students on school campuses or while under school supervision.

Dress Code
South Carolina Virtual Charter School is concerned with health, safety, and well being of
students and the avoidance of distractions to learning. For these reasons, students are
expected to dress appropriately for face to face testing, field trips, and other outings that
are held throughout the school year.
No clothing that may be used as a weapon. Examples: sharp object jewelry, dog collars
with spikes, any other spiked clothing, and wallet chains more than 10 in length.
Clothing, apparel, or jewelry that by words, signs, pictures, or any other combinations
thereof, advocates or promotes sexual activity, violence, death, suicide, or the use of
alcohol or drugs
No clothing, apparel, or jewelry that degrades, or intimidates another because of race,
sex, religious persuasions, national origin, disability
No Headbands, bandanas, or other accessories that could be representative of a gang
No spaghetti straps, tube tops, plunging necklines, see-through apparel, or other
revealing clothing.
No apparel that reveals midriff
No tight clothing
No exposed undergarments including boxers, thongs, undergarment straps, etc.
Skirts/Shorts need to be at least as long as the tip of the students fingers when hands
rest at their sides
Pants for both boys and girls must be worn at hip level or higher.
No apparel with guns, tobacco, alcohol, offensive language, or comments that could be
interpreted in an offensive or derogatory way.

Consequences: Students will be asked to change or be removed from testing or school
related outings.

ATTENDANCE AND TRUANCY POLICY
School attendance is required by law for students up to 17 years of age. SCVCS is one of the
public school options available to parents to fulfill this obligation. Parents should understand
that SCVCS is a public school alternative, not a home school alternative. As a part of the public
school system, SCVCS has responsibility to account for the attendance and progress of each
individual student enrolled and for which SCVCS receives public funds.
This policy relates not only to attendance issues, but also delineates the procedures by which
students can be suspended, expelled and reenrolled, as well as the appeal process.
It is necessary to carefully track and document attendance in the On-Line School (OLS) of
SCVCS.

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Attendance Definition
Attendance is defined as actual hours attendance in the public virtual school.
Public charter schools in South Carolina are required to have at least one hundred eighty (180)
days of school each school year (S.C. Regs. 43-601(II)(D)[5]). In addition, public charter schools
are required to provide six hours of instruction per day, grades K-12 (S.C. Regs. 43-
234(VI)(C)[1]). Students must average a minimum of thirty (30) hours per week of attendance.
Parents are responsible for logging attendance time daily in the K12 Online School (OLS).
Parents access the OLS by clicking on the OLS Login button on the schools webpage, located
at www.scvcs.org, using the username and password created during the online enrollment
process. If a parent does not know his/her username and/or password, he/she should contact
K12 Customer Care at 866-512-2273.
While SCVCS requests that parents enter attendance daily, attendance must be entered every
school week by midnight Saturday or the attendance will not be counted. SCVCS teachers and
administration will monitor student attendance and progress, which will be a determining
factor in student continued enrollment in SCVCS.
If day(s) are missed, parents must notify the students advisor in writing. Students will be given
until the second Sunday following the absence to make up the missed days and work before an
absence is recorded. If a student knows of an upcoming absence, he/she may check with
his/her teachers to see if the work can be completed ahead of time.
There are two types of absences in South Carolina public charter schools: lawful and unlawful.
(S.C. Regs. 43-274(I)). In SCVCS, an absence is counted for any school day during the week that a
student does not log an average of six (6) hours of attendance per school day. For example, if a
student logs only twenty-four (24) hours of instructional time for the week instead of the
required thirty (30) hours, one absence will be recorded for the student for that week (six hours
= one day of school attended). The SCVCS advisor will be required to document the reason for
lawful (i.e. excused) absences.
Lawful absences include:
Absences caused by illness of the student (more than 3 consecutive days will require a
doctors note)
Absences due to appearance in court
Absences due to doctor and dental appointments
Absences due to a recognized religious holiday of the student's faith
Absences due to activities that are approved in advance by the principal

Unlawful absences are absences that occur without a reasonable excuse. Absences due to computer
problems or disrupted internet service are not considered lawful absences. Be sure to have an
alternate plan in place in case of an internet outage.

State attendance statutes and regulations require SCVCS to keep an accurate record of daily
attendance and progress for all enrolled students. An SCVCS student will be considered non-
attending if he/she accumulates ten consecutive unlawful absences. On the eleventh
consecutive day of unlawful absences, the student will be withdrawn from SCVCS for non-
attendance.

30

The students time computation must include the actual time the student is engaged in
activities of the K-12 curriculum under the direct supervision and/or monitoring of the
identified responsible adult (learning coach) who is working with the student on the SCVCS
educational program. This time can also include activities with the teacher directly interacting
with the student, to include ClassConnect sessions, academic assistance sessions, K-12 online
and off-line activities.
Truancy
If recorded and reported attendance falls below the above-defined acceptable standards, the
Head of School or designee may take initial action to suspend the student for truancy.

Habitually Truant Students
SCVCS will make all possible attempts to contact students and families of students who are not
attending classes (not logging attendance); or not attending Class Connect sessions or
Elluminate sessions as assigned to the student; or who are logging attendance, but not actually
attending classes or producing work. However, when students do not respond by attending and
producing work as required in our model, SCVCS will begin the process of denying the student
enrollment according to state regulations and school procedures.

Prior to actual withdrawal, the following actions will be taken:
If a student does not login on a school day and has not contacted his homeroom
teacher/Advisor about the absence.
Day 1 A K-mail is sent inquiring about the absence.
Day 2 A second K-mail and an email will be sent.
Day 3 A phone call will be placed.
Day 4 A truancy warning will be sent via K-mail
Day 5 A truancy warning will be sent via USPS and the withdrawal process will begin.

Internet Stipend for Habitually Truant Students
In the event that a student is withdrawn from SCVCS for habitual truancy, to the extent the
family qualifies for possible internet stipend, the family shall forfeit the entire amount of the
stipend.

Suspensions and Expulsions
Suspensions
The Head of School or High School Principal may temporarily suspend any pupil for disciplinary
reasons or for conduct that is disruptive to the instructional effectiveness of the school.
The Head of School or High School Principal may temporarily suspend a student for up
to five (5) school days.
The Head of School may extend this suspension for an additional ten (10) school days.
Any student who has been suspended may appeal to the high school administrator for
readmission.

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Conduct Resulting in Suspension or Expulsion
Violations which may lead to suspension or expulsion are listed below. This list is not all
encompassing but is illustrative of the types of activity which could lead to a suspension.
Disregard or disrespect for the instructions of teachers or administrators.
Disruption and/or interference with the normal and orderly conduct of school and
school-sponsored activities.
Use of profanity, vulgar language, or obscene materials.
Engaging in insults, verbal abuses such as name calling, ethnic or racial slurs or using
derogatory statements to other students, school personnel or other individuals.
Bullying behavior that is intended to harass, intimidate, ridicule, humiliate or instill fear
in another individual.
Weapons are not allowed on school property or at school sponsored events.
The use of tobacco, controlled substances, or alcohol on school property or at a school
sponsored event is prohibited.
Habitual truancy
The Safe School Act 2004 requires principals to report to the police crimes committed by
students on school campuses or while under school supervision.

Procedure for Suspension or Expulsion
1. Student/Parental Notification:
a. By Telephone or K-mail: The High School Principal shall make a good faith effort
to notify the parent by telephone or K-mail of the students misconduct and the
proposed disciplinary action.
b. By Written Notice: Regardless of whether there has been communication with
the students parent by telephone, the High School Principal shall, within twenty-
four (24) hours of taking disciplinary action, send written notice to the parent.
describing the disciplinary action imposed and the reason for the action taken.
2. Initial Conference: An initial conference (in person or by tele- conference) shall be
conducted by the High School Principal.
a. Charges and Evidence: The Head of School shall confer with the student,
explain the charges and evidence against the student, and allow the student
an opportunity to present his or her side of the story prior to imposing
disciplinary action.
b. Parental Assistance: The Head of School shall make a good faith effort to
employ parental assistance or other alternative measures prior to
suspension. The Head of School may suspend the student immediately. The
Head of School will take into consideration the seriousness of the breach of
conduct; whether the conduct is disruptive enough to require immediate
suspension and/or if an emergency situation exists.
3. Appeal or Challenge: The student and or parent(s)/guardian(s) may request a formal
hearing before the board if they are still unsatisfied with the decision of the Head of

32

School or designee. This formal hearing will follow the same pattern as those required
for expulsions. This hearing should take place within thirty (30) days unless the student
and/or parent(s)/guardian(s) request more time.

Expulsions and Withdrawal
The SCVCS administration may withdraw or expel a student:
who is habitually truant. Any student who is suspended on more than one occasion in a
six (6) month period for inadequate attendance, whose attendance at school violates
the attendance regulations of the school, or whose attendance is of a sporadic and
inadequate nature without justification or extraordinary circumstances may be
determined by the administration to be an habitual truant and may be withdrawn after
notice.
who is incorrigible.
who is in violation of the Code of Student Conduct, or any conduct which in the
judgment of the board is considered to be continuously disruptive of school discipline,
or of the instructional effectiveness of the school.
whose presence in a public school is detrimental to the health and safety of other
pupils.
who has been expelled from another school district in this state or any other state.

Denial of Enrollment Students seeking SCVCS enrollment
SCVCS may deny enrollment and attendance to any student who has been expelled from
another public school district (LEA) within the state of South Carolina or any other state. A
student must be in good standing with his/her previous school in order to be considered for
enrollment with SCVCS.

VOLUNTARY WITHDRAWAL
Occasionally, a parent and student may determine, based upon the availability of the identified
caring adult/Learning Coach and the students commitment to schooling at home, that SCVCS is
not the better alternative for the education of the student. This decision should be discussed
with the students advisor. If the decision is made that the student should withdraw, the
advisor will provide information regarding withdrawal procedures and transfer to another
school within the students residential district.

Reenrollment of Withdrawn Students
Any student who has been withdrawn from the South Carolina Virtual Charter School may
appeal to be reenrolled in the school. Approval must be granted by the High School Principal.
The conference may be via telephone or a face-to-face meeting

STUDENT RECORDS
Student records are maintained by the SCVCS registrars office. Unofficial transcripts can be
emailed or faxed to the parent/student. Official transcripts for students transferring to another
school or a college/university must be sent directly to the requesting institution and contain a
seal and signature. Please contact the institution that you will be attending and ask that they

33

submit a request for transcript form. If you anticipate needing a transcript, please contact the
registrar at 803-253-6222 extension 117. SCVCS requires at least one weeks notice to prepare
transcripts.

CHANGE OF CONTACT INFORMATION
Parents are required to notify their students advisor immediately of any change in name,
mailing and/or shipping address, e-mail, phone number, emergency contact, responsible adult,
or court order designating a change in guardianship. This information is part of your childs
educational record and must be kept current. Failure to notify your students advisor is
considered non-compliance.

FAMILY EDUCATION RIGHTS AND PRIVACY ACT (FERPA)
The Family Educational Rights and Privacy Act (FERPA) gives parents and students over 18 years
of age (eligible students) certain rights regarding the students education records. These
rights include:
1. The right to inspect and review the students education records within 45 days of the
day the School receives a request for access. To request an inspection and review, the
parent or eligible student should submit a written request to the program director that
identifies the record(s) they wish to inspect. The program director will make
arrangements for access and notify the parent or eligible student of the time and place
where the records may be inspected.
2. The right to request an amendment of the students education records that the
parent or eligible student believes is inaccurate.
Parents or eligible students may ask the School to amend a record that they believe
is inaccurate. They should write the School administration, clearly identify the part
of the record they want changed, and specify why it is inaccurate. If the School
decides not to amend the record as requested by the parent or eligible student, the
School will notify the parent or eligible student of the decision and advise him/her
of his/her right to a hearing regarding the request for amendment. Additional
information regarding the hearing procedures will be provided to the parent or
eligible student when notified of the right to a hearing.
3. The right to consent to disclosures of personally identifiable information contained
in the students education records, except to the extent that FERPA allows
disclosure without consent.
One exception, which permits SCVCS to disclose information without consent, is
when the School discloses information to school officials with legitimate
educational interests. A school official is a person employed by or contracted to
provide services to or designated by the contractor to provide services to SCVCS as
an administrator, supervisor, instructor, or support staff member (including health
or medical staff and law enforcement unit personnel); a person serving on the
Board of Directors of the School; a person or company with whom the School has
contracted to perform a special task (such as an attorney, auditor, medical
consultant, or therapist); or a parent or student serving on an official committee,

34

such as a disciplinary or grievance committee, or assisting another school official in
performing his or her tasks.
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.
Upon request, the School discloses education records without consent to officials of
another school district in which a student seeks or intends to enroll.
4. The right to file a complaint with the U.S. Department of Education concerning
alleged failures by the School 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 Ave., S.W.
Washington, D.C. 20202-4605
FERPA requires that the School, with certain exceptions, obtain a parents or eligible students
written consent prior to the disclosure of personally identifiable information from a childs
education records. However, the School may disclose directory information without written
consent, unless the parent or eligible student has advised the School in writing that he/she
does not want all or part of the directory information disclosed. The method for objecting to
disclosure of directory information is specified below. The primary purpose of directory
information is to allow the School to include the following information from education records
in certain school publications or disclose it to certain parties. Examples include:
Shipment of computer and school materials to and from the students home
Entry of student enrollment information into a computer database for use by school officials
Honor roll or other recognition lists
School yearbook

Directory information, which is information that is generally not considered harmful or an
invasion of privacy if released, can be disclosed to outside organizations without a parents
prior written consent. In addition, federal law requires the School to provide military recruiters,
upon request, with three directory information categories names, addresses and telephone
listings unless parents or eligible students have advised the School in writing that they do not
want their students information disclosed without prior written consent.
The School has designated the following information as directory information:
name
address
telephone number
e-mail address
photo
honor roll status
grade level activities and
club awards

35

If there are certain items the School has chosen to designate as directory information that you
do not want disclosed from your childs education records without your prior written consent,
please send a K-mail identifying the information you do not want disclosed, your students
name, and any edits to your students advisor.

PROBLEM RESOLUTION
Technical Support Troubleshooting Guide
Having computer problems? Learning Management System not running smoothly? Here are
some tips to try:
Clear your browser cache.
1. Launch Internet Explorer by double-clicking the Internet Explorer icon on
your desktop or taskbar (or by clicking Start at the lower left corner of the
screen, then Programs, then Internet Explorer).
2. Click Tools at the top of the screen and select Internet Options from the
drop-down menu.
3. Under the General tab, click Delete Cookies... and click OK when prompted to
delete all cookies.
Check your Internet security settings
1. While in Internet Options, click on the Security tab.
2. Click Custom Level...
3. Click Reset, Yes, and then OK.
4. Click Default Level, and ensure the slider is set to medium.
5. Click on the Privacy tab, and ensure that the slider is set to medium.
6. Click OK to close Internet Options.
Check your date and time settings:
1. Double-click on the clock on the lower right-hand corner of your screen
(opposite the Start button).
2. Ensure that the date and time are correct there.
3. Ensure that the time zone is correct there.
4. Click OK to exit the Date and Time Properties.
If you still need help, you can call the K
12
Customer Support team at 866-512-2273, Monday-
Friday, 8:00 a.m. 8:00 p.m.

36

Troubleshooting Matrix
Topic Issue Point of Contact Expectation
Curriculum
Changing, Adding and
Dropping Classes

Kmail - Advisor Teacher will discuss placement change
with parent. If teacher recommends
placement change, teacher discusses
with school administration/advisor for
approval.
Curriculum comments,
suggestions, or
mistakes in the
curriculum
Feedback button in
Online School/LMS
Submit feedback in the Online School by
select the Feedback button in the
upper right hand corner of the OLS or in
the left-hand navigation area of a High
School course.
Course Scope and
Sequence
http://www.k12.com/c
ourses/high-school-
courses/downloadable-
high-school-course-
information/
Select specific course subject
Select view on the web or download
Curriculum
questions
Class Content
Questions
Questions on
Graded Work
Working Ahead
Catching Up
ClassConnect
Questions
How to Submit
Assignments
Late Policies
Kmail Course Teacher Teacher will respond within 24 hours
(not including weekends and holidays)
Materials
Materials shipments or
computer hardware
*Hardship Cases

http://myinfo.k12.com
to check the status of
material shipments and
view tracking
information
Learning Coaches with materials
questions, go to TotalView School
account.
Parents can check on the status of
their own materials by accessing their
My Info account.

Parent material
questions or issues
(missing or damaged
items)

view tracking
information
OLS Account
Customer Support at 1-
866-512-2273

Check TotalView School to verify
materials were ordered. If the item was
not ordered contact your advisor.
Customer Support will help troubleshoot
the damaged or missing materials that
were ordered.

List of materials OLS Account Click on Materials Lists.

37

http://help.k12.com
Virtual Academy High School Materials.

View lists by Subject and grade level.
Backordered items Visit
http://help.k12.com to
view backordered
items
Click on Materials Lists.

Select Backorder Status for High School
Materials
Missing or incorrect
course(s)
Kmail - Advisor
Reclamations
Family needs to return
materials (end of
school year)
Labels are
automatically
generated and sent
within 10-15 business
days following the last
day of the school or
following withdrawal
from SCVCS.
Once student is promoted or withdrawn
by the school, parent will receive labels,
instructions, and list of materials to
return.
Online
School or
LMS
Families experience
problems accessing
OLS/LMS account or
logging into the
OLS/LMS
K12 Customer Support
1-866-512-2273
K12 Customer Support will troubleshoot
the issue.
Questions about
computer and/or
printer shipment status
view tracking
information
May also check status
in OLS account
Kmail - Advisor

Trouble accessing the
Grolier's Online
Encyclopedia
1-866-512-2273
K12 Customer Support will troubleshoot
the issue.
Missing or incorrect
course(s)
Kmail - Advisor Advisor will determine whether or not
student should be enrolled the course(s)
in question; advisor will either make
change or contact school
administrator/Operations manager to
make the correction.

Scantron-9
th

and 10
th

Grade
Students
All inquiries Kmail Course teacher School-based Scantron administrator will
answer questions or determine next step
for ongoing issues.

Study Island All inquiries Kmail Course teacher Course Teacher will contact Study

38

Island administrator

School-based Study Island administrator
will answer questions or determine next
step for ongoing issues
Blackboard Technical Support Contact Blackboard
directly
http://support.blackbo
ard.com
Blackboard will troubleshoot the issue
reedSchool
Records
Update personal
contact information in
My Info or TotalView
My Info or TotalView
School

Kmail - Advisor

Change phone number and email
addresses in My Info or TotalView
Schools
Advisor will change mailing/shipping
address and phone number with school
Assign, change or
delete Learning Coach
Kmail- Advisor Advisor will follow local school process
for updating Learning Coach information
Family needs to
withdraw
Kmail - Advisor Advisor provides parent/Learning Coach
with withdrawal documents.
Parent/ Learning Coach submits
completed withdrawal request to
advisor.
Receiving school needs
a copy of SCVCS
records
Mail or fax- Receiving
school submits
transcript request form
to the registrar by mail
or fax 803-253-6279.
Receiving school records request to
appropriate personnel
School Attendance
Verification Forms-
Needed to obtain a
drivers permit

Kmail- Advisor Advisor will forward Attendance
Verification
Technical
Issues
Parents experience
hardware or software
problems
(on K12 issued
computers)
See the Technical
Support
Troubleshooting Guide
on page 11 of this
handbook.

K12 Technical Support
1-866-512-2273
K12 Tech Support will troubleshoot the
issue.
Questions about
computer and/or
printer shipment status

1-866-K12-CARE
1-866-512-2273
My Info will provide tracking
information; K12 Customer Support will
provide questions to parent questions
regarding materials.
Family needs support
or has technical issues
with My Info
Kmail- Advisor Advisor will contact Teacher
Effectiveness with questions regarding
My Info

39

College and
Career
Information
AP/Concurrent Credit
Questions

Sign up for ACT, SAT,
PSAT, etc.

Credits and Graduation
Progress

Scholarship Questions
Kmail- Advisor Advisors will provide information on
these topics
Personal/
Family Issues
that interfere
with school
success
Kmail Advisor Advisors will give advice on how manage
obstacles and be successful in the virtual
school environment.
Exceptional
Children/
Special
Education
Accommodations

Modifications

Resource Schedule

IEP Questions

Kmail- Special
Education Teacher

If you have not been
assigned a Special
Education Teacher,
please Kmail the SCVCS
Coordinator of Special
Services
Your Special Education Teacher will help
to answer any questions regarding
accommodations or modifications.
Title 1 Input

Information

View a Copy
Contact Dr. Phil Flynn
at pflynn@scvcs.org
Dr. Flynn will provide a copy of the Title
1 Plan, answer questions regarding Title
1, and receive input to the parenting
policy/parent-student-teacher compact.

40

How to Contact
The preferred method of contact is through the specialized messaging system known as K-mail.
K-mail is similar to email, but it is secure allowing us to discuss academic matters.
To compose an initial kmail, click on the New K-mail icon on the left of the screen.

1. Click on Click to
Search to find the
teacher or
administrator you
wish to send the
kmail
2. Highlight the title of the staff member in
which you would like to send your message.
3. Type in the last name of the
teacher/administrator, and click search(3). If you
are unsure of how a teachers name is spelled, you
can enter the first letter of the last name and a list
of all teachers with the last name starting with
that letter will appear. Check the box by the name
of your teacher, and click return to message
4. If you would like to
send the Kmail to
multiple teachers, click
on Show CC and repeat
the above directions.

41

Program Basics At a Glance
1. SCVCS is a South Carolina Public School where courses are completed from our students
homes. Our students are not home-school students.
2. The Learning Management System (LMS) is the platform where the high school courses
are located and where parents and students can also locate due dates, read class
announcements, find ClassConnect/Elluminate links, and check grades.
3. K12 is the primary curriculum provider, but there are some courses which were built by
other companies (Powerspeak).
4. SCVCS course work is approved by the South Carolina State Department of Education
and authorized by the South Carolina Public Charter School District. Credits will transfer
to other public schools.
5. SCVCS graduates receive a diploma and can participate in graduation ceremonies.
6. Our program offers a full range of courses and electives, including Advanced Placement
(AP) classes and dual credit courses that students can take at SCVCS to earn both high
school and college credit.
7. Students should work at least one hour per day, per course (five days a week) for
traditional courses and 2 hours per day, per course (five days a week) for blocked
courses. The minimum amount of time spent daily is six hours, however many successful
students work 8+ hours each day on their school work.
8. Most of the time spent in high school is online, so students need to be able to work at
the computer for long, uninterrupted periods of time each day. Constant, reliable
internet access is a necessity. Students should have a back-up plan in case of internet
outage. Internet and computer outages are not excused absences.
9. Not every subject has a textbook and some courses have on-line textbooks.
10. Certified, highly qualified subject-specific teachers lead each class. Students will have
three to six different teachers each semester, depending on their class choices.
11. Students must follow deadlines established by their teachers in each course. Students
have daily assignments in each class that are either computer scored or teacher scored.
If a student misses a deadline, late penalties are imposed.
12. Each teacher follows SCVCS HS policies.
13. Teachers hold office/tutoring hours and ClassConnect sessions via Elluminate.
14. Parents may conference with teachers primarily via K-mail or, if necessary, they may
call teachers directly during school hours. Teachers will reply to messages within 24
hours.
15. Teachers respond to student questions within 24 hours (school days only) and return
graded work within four school days.
16. High school classes are time-bound by semester. When the semester ends, courses are
closed out.
17. If a student desires information on graduating early he/she should contact the advisor.
18. Students must pass all subtests on the High School Assessment Program (HSAP).
Academic assistance is offered to any SCVCS high school student.
19. Attendance is entered by the Learning Coach every day via the OLS Mentor Account.
Missing attendance will result in notification from the Instructional Advisor.

42

20. SCVCS will track student time spent online. Attendance discrepancies (between what is
logged by the parent on the OLS and what is timed by the LMS system) will be
addressed and may result in referrals for truancy or withdrawal from SCVCS.
21. High school students are required to have 1080 instructional hours during the 180-day
school year. This means approximately 6 hours per school day as a minimum.
22. SCVCS high school students who qualify for free/reduced lunch may apply to receive a
computer by submitting a computer request form. Please contact your advisor for more
information & to receive the request form.
23. Students must attend all mandated state testing.
24. Vacations: We highly discourage families to take vacations during the school year when
students will miss school. Families are encouraged to consult the school calendar and
travel during scheduled breaks. (SCVCS HS Spring Break is a set week). If a student falls
behind, it is very difficult to catch up! Any changes in breaks should be requested in
advance. All requests should be forwarded to the students advisor for administrative
approval.
25. A middle school student may begin taking high school classes while still in middle school
with counselor/principal permission. These students can only begin high school courses
at the beginning of the school year and MUST take part in all high school orientation
sessions.

SCVCS ANTI-DISCRIMINATION POLICY
SCVCS does not discriminate on the basis of race, color, or national origin, that any person(s) be
excluded from participating in, be denied the benefits of, or be otherwise subjected to
discrimination. SCVCS does not discriminate on the basis of sex, that any person(s) be excluded
from participation in, be denied the benefits of, or be subjected to discrimination under any
education program or activity for which the SCVCS is responsible.
Additionally, no otherwise qualified handicapped person(s) shall, solely by reason of handicap,
be excluded from participation in, be denied the benefits of, or be subjected to discrimination
under any program or activity for which the SCVCS is responsible.

SCVCS INDEMNIFICATION PROVISION
SCVCS assumes no responsibility for information obtained via the Internet, which may be illegal,
defamatory, inaccurate or offensive. SCVCS assumes no responsibility for any claims, losses,
damages, costs, or other obligations arising from the use of instructional computing resources.
SCVCS also denies any responsibility for the accuracy or quality of the information obtained
through user access. Any statement, accessible on the computer network or the Internet, is
understood to be the authors individual point of view and not that of SCVCS, its affiliates, or its
employees. K12 assumes no responsibility for damages to the users computer system.
Nothing in this policy negates any obligation the student and parent have to use the
instructional computing recourses as required in the Use of Instructional Property Agreement
("Agreement") the parent or guardian signed as part of the student's enrollment packet. In the
event that this Code conflicts with the Agreement, the terms of the Agreement shall prevail.

43

Course Offerings

Course # and
Name

Course
Length
Prerequisites Course Credit
Value
In- Person
Test at End
of Course
English Courses

English 1-College
Prep
ENG102: Literary
Analysis and
Composition I
2 Parts-
ENG102A
&
ENG102B
Middle school
English/language arts
1 English Credit Yes- End of
Course Test
In this course, students work on their written and oral communication skills, while strengthening their ability
to understand and analyze works of literature, both classic and modern.
Literature: Students read short stories, poetry, drama, novels, essays, and informative articles. The course
sharpens reading comprehension skills and engages readers in literary analysis as they consider important
human issues and challenging ideas. Students also learn to read for information in nonfiction texts.
Language Skills: Students learn to express their ideas effectively. They sharpen their composition skills
through focus on writing good paragraphs and essays in a variety of genres, such as persuasive and research
essays. Students plan, organize, and revise written works in response to feedback on drafts. In grammar,
usage, and mechanics lessons, students expand their understanding of parts of speech, phrases and clauses,
sentence analysis and structure, agreement, punctuation, and other conventions. Vocabulary lessons build
knowledge of Greek and Latin words that form the roots of many English words. Students use word origins
and derivations to determine the meaning of new words as they increase their vocabularies.
English 1- Honors

ENG104: Honors
Literary Analysis
and Composition I
2 Parts-
ENG104A
&
ENG104B
Success in K12 Intermediate
English A and B, or
equivalent, and teacher/school
counselor recommendation

1 English Credit Yes- End of
Course Test
This course challenges students to improve their written and oral communication skills, while strengthening
their ability to understand and analyze literature in a variety of genres. Students enrolled in this course work
on independent projects that enhance their skills and challenge them to consider complex ideas and apply the
knowledge they have learned.
Literature: Students read a broad array of short stories, poetry, drama, novels, autobiographies, essays, and
famous speeches. The course guides students in the close reading and critical analysis of classic works of
literature, and helps them appreciate the texts and the contexts in which the works were written. Literary
selections range from the Greek tragedy Antigone to Shakespeares Romeo and Juliet to contemporary pieces
by authors such as Annie Dillard and Maya Angelou.
Language Skills: Students broaden their composition skills by examining model essays in various genres by
student and published writers. Through in-depth planning, organizing, drafting, revising, proofreading, and
feedback, they hone their writing skills. Students build on their grammar, usage, and mechanics skills with in-
depth study of sentence analysis and structure, agreement, and punctuation, reinforced by online activities.
Student vocabularies are enhanced through the study of Greek and Latin root words, improving students
ability to decipher the meanings of new words.

44

Course # and
Name
Course
Length
Value
In- Person
Test at End
of Course
English Courses Continued
English 2- College
Prep
ENG202: Literary
Analysis and
Composition II
2 Parts-
ENG202A
&
ENG202B
ENG102: Literary Analysis
and Composition I, or
equivalent
1 English Credit No
In this course, students build on their language skills while reading classic and modern works of literature and
improving their writing skills.
Literature: Students read short stories, poetry, drama, and novels, sharpening their reading comprehension
skills and analyzing important human issues.
Language Skills: Students continue to work on their oral and written expression skills, writing a variety of
essays, including persuasive and research essays. Students plan, organize, and revise their essays in response
to feedback. They build on their skills in grammar, usage, and mechanics by studying parts of speech, phrases
and clauses, sentence analysis and structure, agreement, punctuation, and other conventions. Thematic units
focus on word roots, suffixes and prefixes, context clues, and other strategies help students strengthen their
vocabularies.
English 2- Honors

ENG204: Honors
Literary Analysis
and Composition II
2 Parts-
ENG204A
&
ENG204B
Success in ENG104: Honors
Literary Analysis and
Composition I, or equivalent,
and teacher/school counselor
recommendation
1 English Credit No
In this course, students build on existing literature and composition skills and move on to higher levels of
sophistication. Students work on independent projects that enhance their skills and challenge them to
consider complex ideas and apply the knowledge they have learned.
Literature: Students hone their skills of literary analysis by reading short stories, poetry, drama, novels, and
works of nonfiction, both classic and modern. Authors include W. B. Yeats, Sara Teasdale, Langston Hughes,
Robert Frost, Edgar Allan Poe, Nathaniel Hawthorne, Kate Chopin, Amy Tan, Richard Rodriguez, and
William Shakespeare. Students have a choice of novels and longer works to study, including works by Jane
Austen, Charles Dickens, and Elie Wiesel.
Language Skills: In this course, students become more proficient writers and readers. In composition
lessons, students analyze model essays from readers and writers perspectives, focusing on ideas and
content, structure and organization, style, word choice, and tone. Students receive feedback during the
writing process to help them work toward a polished final draft. In addition to writing formal essays,
rsums, and business letters, students write and deliver a persuasive speech. Students expand their
knowledge of grammar, usage, and mechanics through sentence analysis and structure, syntax, agreement,
and conventions. Unit pretests identify skills to address more fully. Students strengthen their vocabularies
through thematic units focused on word roots, suffixes and prefixes, context clues, and other important
vocabulary-building strategies.
English 3- College
Prep
ENG302: American
Literature
2 Parts-
ENG302A
&
ENG302B
ENG202: Literary Analysis
and Composition II, or
equivalent
1 English Credit No
In this genre-based course, students sharpen their reading comprehension skills and analyze important themes
in classic and modern works of American literature, including short stories, poetry, drama, and novels.
Students refine their skills of written expression by writing memoirs, persuasive essays, research essays,
workplace documentation, and more. They develop vocabulary skills and refresh their knowledge of
grammar, usage, and mechanics in preparation for standardized tests.
Literature: Students read short stories, poetry, drama, and novels, sharpening their reading comprehension
skills and analyzing important themes in American literature.
Language Skills: Students continue to work on their oral and written expression skills, writing a variety of
essays including memoirs, persuasive and research essays, and workplace documentation. Students plan,
organize, and revise their essays in response to feedback.

45

Course # and
Name

Course
Length
Value
In- Person
Test at End
of Course
English Courses Continued

English 3- Honors
ENG304: Honors
American Literature
2 Parts-
ENG304A
&
ENG304B
Literary Analysis and
Composition II, or
equivalent, and
teacher/school counselor
recommendation
1 English Credit No
In this course, students read and analyze works of American literature from Colonial to contemporary times,
including poetry, short stories, novels, drama, and nonfiction. The literary works provide opportunities for
critical writing, creative projects, and online discussions. Students develop vocabulary skills and refresh their
knowledge of grammar, usage, and mechanics in preparation for standardized tests. Students enrolled in this
challenging course will also complete independent projects that deepen their understanding of the themes and
ideas presented in the curriculum.
English 4 College
Prep
ENG402: British
and World Literature
2 Parts-
ENG402A
&
ENG402B
ENG302: American
Literature
1 English Credit No
This course engages students in selections from British and World literature from the ancient world through
modern times. They practice analytical writing and have opportunities for creative expression. Students also
practice test-taking skills for standardized assessments in critical reading and writing.
English 4- Honors
ENG402: Honors
British and World
Literature
2 Parts-
ENG404A
&
ENG404B
ENG304: American
Literature, or equivalent, and
recommendation
1 English Credit No
Students read selections from British and World literature in a loosely organized chronological framework.
They analyze the themes, styles, and structures of these texts and make thematic connections among diverse
authors, periods, and settings. Students work independently on many of their analyses and engage in creative
collaboration with their peers. Students also practice test-taking skills for standardized assessments in critical
reading and writing.
English - AP

ENG500: AP
English Language
and Composition
2 Parts-
ENG500A
&
ENG500B
American Literature (or
equivalent) and
recommendation
1 English Credit Yes- AP Exam
Students learn to understand and analyze complex works by a variety of authors. They explore the richness of
language, including syntax, imitation, word choice, and tone. They also learn composition style and process,
starting with exploration, planning, and writing. This continues with editing, peer review, rewriting,
polishing, and applying what they learn to academic, personal, and professional contexts. In this equivalent of
an introductory college-level survey class, students prepare for the AP exam and for further study in
communications, creative writing, journalism, literature, and composition.
English - AP

ENG510: AP
English Literature
and Composition
2 Parts-
ENG510A
&
ENG510B
American Literature (or
equivalent) and
recommendation
1 English Credit Yes- AP Exam
In this course, the equivalent of an introductory college-level survey class, students are immersed in novels,
plays, poems, and short stories from various periods. Students read and write daily, using a variety of
multimedia and interactive activities, interpretive writing assignments, and discussions. The course places
special emphasis on reading comprehension, structural and critical analyses of written works, literary
vocabulary, and recognizing and understanding literary devices. Students prepare for the AP Exam and for
further study in creative writing, communications, journalism, literature, and composition.

46

Course # and
Name

Course
Length
Value
In- Person
Test at End
of Course
Mathematics Courses
Math Tech 1-
MTH122A- Algebra
1, Part 1
1 Part- Math
122A
Pre-Algebra 1 Math Credit No
In this course, students explore the tools of algebra. Students learn to identify the structure and properties of
the real number system; complete operations with integers and other rational numbers; graph linear
equations; solve linear equations and inequalities in one variable; solve systems of linear equations; use
ratios, proportions, and percentages to solve problems; and use algebraic applications in geometry including
the Pythagorean theorem and formulas for measuring area and volume.
Math Tech 2-
MTH122B- Algebra
1, Part 2
1 Part-
MTH122B
Math Tech 1-Math 122A 1 Math Credit Yes- End of
Course Test
In this course, students explore the tools of algebra. Students learn to work with square roots and irrational
numbers; complete an introduction to polynomials and quadratic equations; and understand logic and
reasoning.
Algebra 1- College
Prep
MTH123: Algebra I
2 Parts-
MTH123A
& 123B
Pre-Algebra 1 Math Credit Yes- End of
Course Test
Students develop algebraic fluency by learning the skills needed to solve equations and perform
manipulations with numbers, variables, equations, and inequalities. They also learn concepts central to the
abstraction and generalization that algebra makes possible. Topics include simplifying expressions involving
variables, fractions, exponents, and radicals; working with integers, rational numbers, and irrational numbers;
graphing and solving equations and inequalities; using factoring, formulas, and other techniques to solve
quadratic and other polynomial equations; formulating valid mathematical arguments using various types of
reasoning; and translating word problems into mathematical equations and then using the equations to solve
the original problems.
Algebra 1- Honors
MTH124: Honors
Algebra I
2 Parts-
MTH 124A
& 124B
Success in previous math
course and teacher/ school
1 Math Credit Yes- End of
Course Test
This course prepares students for more advanced courses while they develop algebraic fluency, learn the
skills needed to solve equations, and perform manipulations with numbers, variables, equations, and
inequalities. They also learn concepts central to the abstraction and generalization that algebra makes
possible. Students learn to use number properties to simplify expressions or justify statements; describe sets
with set notation and find the union and intersection of sets; simplify and evaluate expressions involving
variables, fractions, exponents, and radicals; work with integers, rational numbers, and irrational numbers;
and graph and solve equations, inequalities, and systems of equations.
They learn to determine whether a relation is a function and how to describe its domain and range; use
factoring, formulas, and other techniques to solve quadratic and other polynomial equations; formulate and
evaluate valid mathematical arguments using various types of reasoning; translate word problems into
mathematical equations and then use the equations to solve the original problems. The course is expanded
with more challenging assessments, optional exercises, and threaded discussions that allow students to
explore and connect algebraic concepts. There is also an independent honors project each semester.
Geometry Tech 2 Parts-
MTH 202A
& 202B
Math Tech 1 & Math Tech 2 1 Math Credit No
Students learn to recognize and work with core geometric concepts, with an emphasis on practical
application. They develop sound ideas of inductive and deductive reasoning, logic, concepts, and techniques
of Euclidean plane and solid geometry, as well as a solid, basic understanding of mathematical structure,
method, and applications of Euclidean plane and solid geometry. Students use visualizations, spatial
reasoning, and geometric modeling to solve problems. Topics of study include points, lines, and angles;
triangles; right triangles; quadrilaterals and other polygons; circles; coordinate geometry; three-dimensional
solids; geometric constructions; symmetry; and the use of transformations.

47

Course # and
Name

Course
Length
Value
In- Person
Test at End
of Course
Mathematics Courses Continued
Geometry- College
Prep
MTH202: Geometry
2 Parts-
MTH202A
&
MTH202B
MTH122: Algebra I, or
equivalent
1 Math Credit No
Students learn to recognize and work with core geometric concepts in various contexts. They develop sound
ideas of inductive and deductive reasoning, logic, concepts, and techniques of Euclidean plane and solid
geometry, as well as a solid, basic understanding of mathematical structure, method, and applications of
Euclidean plane and solid geometry. Students use visualizations, spatial reasoning, and geometric modeling
to solve problems. Topics of study include points, lines, and angles; triangles; right triangles; quadrilaterals
and other polygons; circles; coordinate geometry; three-dimensional solids; geometric constructions;
symmetry; and the use of transformations.
Geometry- Honors
MTH204: Honors
Geometry
2 Parts-
MTH204A
&
MTH204B
MTH124: Honors Algebra I,
or equivalent, and
recommendation
1 Math Credit No
Students work with advanced geometric concepts in various contexts. They build in-depth ideas of inductive
and deductive reasoning, logic, concepts, and techniques of Euclidean plane and solid geometry. They also
develop a sophisticated understanding of mathematical structure, method, and applications of Euclidean plane
and solid geometry. Students use visualizations, spatial reasoning, and geometric modeling to solve
problems. Topics of study include points, lines, and angles; triangles; right triangles; quadrilaterals and other
polygons; circles; coordinate geometry; three-dimensional solids; geometric constructions; symmetry; the use
of transformations; and non-Euclidean geometries. Students work on additional challenging assignments,
assessments, and research projects.
Algebra 2- College
Prep
MTH302: Algebra II
2 Parts-
MTH302A
& MTH
302B
MTH122: Algebra I 1 Math Credit No
This course builds upon algebraic concepts covered in Algebra I. Students solve open-ended problems and
learn to think critically. Topics include conic sections; functions and their graphs; quadratic functions;
inverse functions; and advanced polynomial functions. Students are introduced to rational, radical,
exponential, and logarithmic functions; sequences and series; and data analysis.
Algebra 2- Honors
MTH304: Honors
Algebra II
2 Parts-
MTH304A
&
MTH304B
MTH124: Honors Algebra I
and MTH204: Honors
Geometry, or equivalents,
and teacher/school counselor
recommendation
1 Math Credit No
This course builds upon advanced algebraic concepts covered in Algebra I and prepares students for
advanced-level courses. Students extend their knowledge and understanding by solving open-ended problems
and thinking critically. Topics include functions and their graphs; quadratic functions; complex numbers, and
advanced polynomial functions. Students are introduced to rational, radical, exponential, and logarithmic
functions; sequences and series; probability; statistics; and conic sections. Students work on additional
challenging assignments, assessments, and research projects.

48

Course # and Name

Course
Length
Value
In- Person
Test at End of
Course
Mathematics Courses
Pre-Calculus/
Trigonometry
MTH403: Pre-
Calculus/Trigonome
try
2 Parts
MTH403A
&
MTH403B
Success in MTH202:
Geometry and MTH302:
Algebra II
Must have Texas Instruments
T1-84 Plus graphing
calculator
1 Math Credit No
Pre-calculus weaves together previous study of algebra, geometry, and functions into a preparatory course for
calculus. The course focuses on the mastery of critical skills and exposure to new skills necessary for success
in subsequent math courses. Topics include linear, quadratic, exponential, logarithmic, radical, polynomial,
and rational functions; systems of equations; and conic sections in the first semester. The second semester
covers trigonometric ratios and functions; inverse trigonometric functions; applications of trigonometry,
including vectors and laws of cosine and sine; polar functions and notation; and arithmetic of complex
numbers. Cross-curricular connections are made throughout the course to calculus, art, history, and a variety
of other fields related to mathematics.
MTH413:Probablity
& Statistics
1 Part-
MTH 413
MTH302 or 303: Algebra II

1 Math Credit or 1
Elective Credit
No
Students learn counting methods, probability, descriptive statistics, graphs of data, the normal curve,
statistical inference, and linear regression. Proficiency is measured through frequent online and offline
assessments, as well as asynchronous discussions. Problem-solving activities provide an opportunity for
students to demonstrate their skills in real-world situations.
Calculus- AP
MTH500: AP
Calculus AB
2 Parts-
MTH500A
&
MTH500B
Success in MTH204: Honors
Geometry, MTH304: Honors
Algebra II, MTH403:
PreCalculus/Trigonometry,
and a teacher/ school
Must have Texas Instruments
T1-84 Plus graphing
calculator
1 Math Credit or 1
Elective Credit
Yes- AP Exam
This course is the equivalent of an introductory college-level calculus course. Calculus helps scientists,
engineers, and financial analysts understand the complex relationships behind real-world phenomena.
Students learn to evaluate the soundness of proposed solutions and apply mathematical reasoning to real-
world models. Students also learn to understand change geometrically and visually (by studying graphs of
curves), analytically (by studying and working with mathematical formulas), numerically (by seeing patterns
in sets of numbers), and verbally. Students prepare for the AP exam and further studies in science,
engineering, and mathematics.
Science Courses
Physical Science
SCI102: Physical
Science
2 Parts-
SCI102A &
SCI102B
Middle School Physical
Science, or equivalent
1 Physical Science
Credit
No
Students explore the relationship between matter and energy by investigating force and motion, the structure
of atoms, the structure and properties of matter, chemical reactions, and the interactions of energy and matter.
Students develop skill in measuring, solving problems, using virtual laboratory apparatuses, following virtual
safety procedures, and adhering to experimental procedures. Students focus on inquiry-based learning, with
virtual laboratory investigations making up approximately twenty-five percent of the learning experience.
Applied Biology 1-
SCI202A: Biology,
Part 1
1 Part-
SCI202A
middle school Life Science,
or equivalent
1 Lab Science
Credit or 1 Elective
Credit
No
In this course, students focus on the chemistry of living things: the cell, genetics, the structure and function of
living things, and ecology. The program consists of online lessons including extensive animations, an on-line
reference manual, collaborative activities, and virtual laboratory experiments students can conduct at home.

49

Course # and
Name

Course
Length
Value
In- Person
Test at End
of Course
Science Courses Continued
Applied Biology 2-
SCI202B: Biology,
Part 2
1 Part-
SCI202B
Applied Biology 1-
SCI202A:Biology Part 1
1 Lab Science
Credit
Yes- End of
Course Test
In this course, students focus on the chemistry of living things: genetics, evolution, and ecology. The program
consists of online lessons including extensive animations, an on-line reference manual, collaborative
activities, and virtual laboratory experiments students can conduct at home.
Biology 1- College
Prep
SCI202: Biology
2 Parts-
SCI202A &
SCI202B
or equivalent
1 Lab Science
Credit
Yes- End of
Course Test
In this course, students focus on the chemistry of living things: the cell, genetics, evolution, the structure and
function of living things, and ecology. The program consists of online lessons including extensive
animations, an on-line reference manual, collaborative activities, and virtual laboratory experiments students
can conduct at home.
Biology 1- Honors
SCI204:Honors
Biology
2 Parts-
SCI204A &
SCI204B
or equivalent, success in
previous science course, and
recommendation
1 Lab Science
Credit
Yes- End of
Course Test
This course provides students with a challenging honors-level biology curriculum, focusing on the chemistry
of living things: the cell, genetics, evolution, the structure and function of living things, and ecology. The
program consists of advanced online lessons including extensive animations, an on-line reference manual,
collaborative explorations, and virtual laboratory experiments students can conduct at home. Honors
activities include debates, research papers, extended collaborative laboratories, and virtual laboratories.
Biology- AP
SCI500: AP
Biology
2 Parts-
SCI500A &
SCI500B
Success in SCI204: Honors
Biology and SCI304: Honors
Chemistry, MTH124 Honors
Algebra, and teacher/school
counselor recommendation.
MTH304 Honors Algebra 2
highly recommended
1 Lab Science
Credit
Yes- AP Exam
This course is designed in three modules with correlating laboratory exercises: molecules and cells, heredity
and the theory of evolution, and organisms and populations. Within these modules students learn about
energy transfer, continuity and change in the biological world, and relations between the structure and
function of living things. They also analyze the interdependence of the elements of nature and the ways in
which science must seek to preserve a balance between technology and nature. Students prepare for the AP
exam by modeling the thought processes and critical-thinking skills required to answer questions on the
exam. The content aligns to the sequence of topics recommended by the College Board.

Chemistry 1-
College Prep
SCI302: Chemistry
2 Parts-
SCI302A &
SCI302B
middle school Physical
Science or SCI102: Physical
Science and satisfactory
grasp of Algebra basics,
evidenced by success in
MTH122: Algebra I, or
equivalent
1 Lab Science
Credit
No
This course surveys all key areas of chemistry, including atomic structure, chemical bonding and reactions,
solutions, stoichiometry, thermochemistry, organic chemistry, and nuclear chemistry. The course includes
direct online instruction and related assessments, threaded discussions, and virtual laboratory experiments.

50

Course # and
Name

Course
Length
Value
In- Person
Test at End
of Course
Science Courses Continued
Chemistry 1- Honors
SCI304: Honors
Chemistry
2 Parts-
SCI304A &
SCI304B
Success in previous science
course, success in Algebra I,
or equivalent, and
recommendation
1 Lab Science
Credit
No
This advanced course gives students a solid basis to move on to more advanced courses. The challenging
course surveys all key areas, including atomic structure, chemical bonding and reactions, solutions,
stoichiometry, thermochemistry, organic chemistry, and nuclear chemistry, enhanced with challenging model
problems and assessments. Students complete community-based written research projects, treat aspects of
chemistry that require individual research and reporting, and participate in online threaded discussions.
Chemistry- AP
SCI510: AP
Chemistry
2 Parts-
SCI510A &
SCI510B
Success in SCI304: Honors
Chemistry and MTH302:
Algebra II, and a
recommendation
Texas Instruments T1-84
Plus graphing calculator or
one of similar capabilities is
required
Materials for lab experiments
must be acquired by students.
1 Lab Science
Credit
Yes- AP Exam
Students solve chemical problems by using mathematical formulation principles and chemical calculations in
addition to laboratory experiments. They build on their general understanding of chemical principles and
engage in a more in-depth study of the nature and reactivity of matter. Students first focus on the structure of
atoms, molecules, and ions, and then go on to analyze the relationship between molecular structure and
chemical and physical properties. To investigate this relationship, students examine the molecular
composition of common substances and learn to transform them through chemical reactions with increasingly
predictable outcomes. Students prepare for the AP exam. The course content aligns to the sequence of
topics recommended by the College Board and to widely used textbooks.
Physics 1- College
Prep
SCI403: Physics
2 Parts-
SCI403A &
SCI403B
MTH302: Algebra II and
MTH403: Pre-Calculus/
Trigonometry
1 Lab Science
Credit
No
This course provides a comprehensive survey of all key areas: physical systems, measurement, kinematics,
dynamics, momentum, energy, thermodynamics, waves, electricity, and magnetism, and introduces students
to modern physics topics such as quantum theory and the atomic nucleus. The course gives students a solid
basis to move on to more advanced courses later in their academic careers. The program consists of online
instruction and related assessments, plus an associated problem-solving book and instructions for conducting
hands-on laboratory experiments at home.
Physics 1- Honors
SCI404: Honors
Physics
2 Parts-
SCI404A &
SCI404B
MTH304: Honors Algebra II
and MTH403: Pre-
Calculus/Trigonometry, and
recommendation
1 Lab Science
Credit
No
This advanced course surveys all key areas: physical systems, measurement, kinematics, dynamics,
momentum, energy, thermodynamics, waves, electricity, and magnetism, and introduces students to modern
physics topics such as quantum theory and the atomic nucleus. Additional honors assignments include
debates, research papers, extended collaborative laboratories, and virtual laboratories. The course gives a
solid basis for moving on to more advanced college physics courses. The program consists of online
instruction and related assessments,and an associated problem-solving on-line manual.

51

Course # and
Name

Course
Length
Value
In- Person
Test at End
of Course
History & Social Studies Courses

Anthropology 1-
College Prep
HST010:
Anthropology
1 Part-
HST010A
HST102: World History (or
equivalent) recommended as
a prerequisite or co-requisite,
but not required
Social Studies
Credit or
Elective Credit
No
Anthropology is the study of human beings and their social, environmental, and cultural relationships over
time. In this course, students familiarize themselves with their own culture as they explore cultures from
around the world and from different periods in history. Students examine each culture through the lens of
family, land, death, identity, and power, to explore the similarities and differences of cultural roles in various
times and places.

Psychology 1-
College Prep
HST020:
Psychology
1 Part-
HST020A
None Social Studies
Credit or
Elective Credit
No
In this introductory course, students explore why people think and act the way they do.
Topics include key terms, the major concepts and theories of psychology, and ethical
standards that govern psychological research. Students develop critical thinking skills to
evaluate theories and current research, learn how psychological principles apply to their
own lives, and build on reading, writing, and discussion skills.

Geography and
World Cultures-
College Prep

HST212: Geography
and World Cultures
1 Part-
HST212A
HST102: World History is
recommended, but not
required
1 Social Studies
Credit
No
This course introduces students to the countless ways in which geography influences human relationships,
politics, society, economics, science, technology, and the arts. Special emphasis is placed on the way
geographically derived information is expressed in maps, charts, and graphs in order to teach students how to
analyze and create such documents.

US History- College
Prep

HST302: U.S.
History
2 Parts-
HST302A &
HST302B
middle school Intermediate
World History B or HST102:
World History
1 US History
Credit
Yes- End of
Course Test
This course is a full-year survey that provides students with a view of American history from the first
migrations of nomadic people to North America to recent events. Readings are drawn from K12s The
American Odyssey: A History of the United States. Online lessons help students organize their study, explore
topics, review in preparation for assessments, and practice skills of historical thinking and analysis. Activities
include analyzing primary sources and maps, creating timelines, completing projects and written
assignments, and conducting independent research.

52

Course # and
Name

Course
Length
Value
In- Person
Test at End
of Course
Social Studies Courses Continued
US History- Honors
HST304: Honors
U.S. History
2 Parts-
HST304A &
HST304B
HST102: World History or
HST202: Modern World
Studies, success in previous
history course, and a
recommendation
1 US History
Credit
Yes- End of
Course Test
This course is a challenging full-year survey that provides students with a comprehensive view of American
history from the first migrations of nomadic people to North America to recent events. Readings are drawn
from K12s The American Odyssey: A History of the United States. Online lessons help students organize
their study, explore topics in depth, review in preparation for assessments, and practice advanced skills of
historical thinking and analysis. Activities include analyzing primary sources and maps, creating timelines,
completing projects and written assignments, and conducting independent research. Students complete
independent projects each semester.

US History- AP

HST500: AP U.S.
History
1 Parts-
HST500A &
HST 500B
Success in previous history
course and a teacher/school
1 US History
Credit
Yes- AP Exam
& End of
Course Test
Students explore and analyze the economic, political, and social transformation of the United States since the
time of the first European encounters. Students are asked to master not only the wide array of factual
information necessary to do well on the AP exam, but also to practice skills of critical analysis of historical
information and documents. Students read primary and secondary source materials and analyze problems
presented by historians to gain insight into challenges of interpretation and the ways in which historical
events have shaped American society and culture. The content aligns to the sequence of topics recommended
by the College Board and to widely used textbooks. Students prepare for the AP exam.

Government-College
Prep
HST402: U.S.
Government and
Politics
1 Part-
HST402A
HST302: U.S. History is
required
Government
Credit
No
This course uses the perspective of political institutions to explore government history, organization, and
functions. Students encounter the political culture of our country from the Declaration of Independence to the
present day, gaining insight into the challenges faced by presidents, members of Congress, and other political
participants. The course also covers the roles of political parties, interest groups, the media, and the Supreme
Court. Students learn to use primary historical documents as evidence in evaluating past events and
government functions.

Economics- College
Prep
HST412: U.S. and
Global Economics
1 Part-
HST412A
HST402: U.S. Government
and Politics is recommended,
but not required
Economics
Credit
No
This course in economic principles uses real-world simulations to teach the issues faced by producers,
consumers, investors, and taxpayers in the U.S. and around the world. Topics include markets; supply and
demand; theories of early economic thinkers; theories of value; money; the role of banks, investment houses,
and the Federal Reserve; and other fundamental features of capitalism. A survey of current issues in
American and global markets rounds out the course.

53

Course # and
Name

Course
Length
Value
In- Person
Test at End
of Course
Social Studies Courses Continued
World History
HST102: World
History
2 Parts-
HST102A
and
HST102B
None 1 Social Studies
Credit
No
In this survey of world history from prehistoric to modern times, students focus on the key developments and
events that have shaped civilization across time. The course is organized chronologically and, within broad
eras, regionally. Lessons address developments in religion, philosophy, the arts, science and technology, and
political history. The course also introduces geography concepts and skills within the context of the historical
narrative. Online lessons and assessments complement World History: Our Human Story, a textbook written
and published by K12. Students analyze primary sources and maps, create timelines, and complete other
projectspracticing historical thinking and writing skills as they explore the broad themes and big ideas of
human history.
World Languages

WLG100: Spanish I 2 Parts-
WLG100A
&
WLG100B
None 1 World Language
Credit
No
Students begin their introduction to Spanish with fundamental building blocks in four key areas of foreign
language study: listening comprehension, speaking, reading, and writing. Students are initially trained to
recognize key sounds and basic vocabulary, not only in written form but also through ear training that leads
quickly to oral production. Vocabulary and grammar topics are introduced in an ongoing adventure story that
prompts students to use skills from all four language-learning areas. Students learn fundamental grammar as
embedded in authentic spoken language. Cultural information covers major Spanish-speaking areas in Europe
and the Americas. Engaging graphics, videos, and games keep students interested, and make learning
languages exciting.

WLG200: Spanish II 2 Parts-
WLG200A
&
WLG200B
WLG100: Spanish I 1 World Language
Credit
No
In this continuing introduction to Spanish, students deepen their focus on four key skills in foreign language
acquisition: listening comprehension, speaking, reading, and writing. A continuing storyline introduces and
reinforces new vocabulary, while activities prompt students to analyze meaning from context, and then to
reproduce new vocabulary in real-life oral expression. Additional verb tenses and idiomatic expressions are
also introduced. As in Spanish I, students learn grammar through supplemental texts that supply traditional
charts, tables, and explanations. Cultural information addresses Spanish as it is used around the globe.
Engaging graphics, videos, and games keep students interested, and make learning languages exciting.

WLG300: Spanish
III
2 Parts-
WLG300A
&
WLG300B
WLG200: Spanish II, or
equivalent
1 World Language
Credit
No
Intermediate Spanish students who have a strong base of vocabulary, speaking, and listening skills reach a
new level of mastery and fluency in this course. Through games and compelling stories, students learn
advanced grammar and vocabulary, with an emphasis on correct accents and comprehension of real-world
native speech. Error-recognition technology helps students eliminate common mistakes from their speaking
and writing. Engaging graphics, videos, and games keep students interested, and make learning languages
exciting.

54

Course # and
Name

Course
Length
Value
In- Person
Test at End
of Course
World Languages Courses Continued
WLG110: French I 2 Parts-
WLG110A
& 110B
None 1 World Language
Credit
No
Students begin their introduction to French with fundamental building blocks in four key areas of foreign-
language study: listening comprehension, speaking, reading, and writing. Students are initially trained to
recognize key sounds and basic vocabulary, not only in written form but also through ear training that leads
quickly to oral production. An ongoing adventure story introduces vocabulary and grammar topics, and
prompts students to use skills from the four language-learning areas. Students learn fundamental grammar as
embedded in authentic spoken language. Engaging graphics, videos, and games keep students interested, and
make learning languages exciting.
WLG210: French II 2 Parts-
WLG210A
& 210B
WLG110: French I 1 World Language
Credit
No
In this continuing introduction to French, students deepen their focus on four key skills in foreign language
acquisition: listening comprehension, speaking, reading, and writing. A continuing storyline introduces and
reinforces new vocabulary, while activities prompt students to analyze meaning from context, and then to
reproduce new vocabulary items in functional real-life oral expression. Additional verb tenses and idiomatic
expressions are also introduced. As in French I, students learn grammar through supplemental texts that
supply traditional charts, tables, and explanations. Engaging graphics, videos, and games keep students
interested, and make learning languages exciting.
WLG310: French III 2 Parts-
WLG310A
& 310B
WLG210: French II 1 World Language
Credit
No
Intermediate French students who have a strong base of vocabulary, speaking, and listening skills reach a
new level of mastery and fluency in this course. Through games and compelling stories, students learn
advanced grammar and vocabulary, with an emphasis on correct accents and comprehension of real-world
native speech. Error-recognition technology helps students eliminate common mistakes from their speaking
and writing. Engaging graphics, videos, and games keep students interested, and make learning languages
exciting.
Physical Education Course

OTH020: Physical
Education
2 Parts-
OTH020A
&
OTH020B
None 1 Physical
Education Credit
No
This course combines online instructional guidance with student participation in weekly cardiovascular,
aerobic, muscle-toning, and other activities. Students fulfill course requirements by keeping weekly logs of
their physical activity. The course promotes the value of lifetime physical activity and includes instruction in
injury prevention, nutrition and diet, and stress management. Students may enroll in the course for either one
or two semesters, and repeat for further semesters as needed to fulfill state requirements.

55

Course # and
Name

Course
Length
Value
In- Person
Test at End
of Course
Computer Literacy Course

TCH010: Computer
Literacy I
1 Parts:
TCH010
None

1 Computer
Science Credit
No
Todays students must be able to effectively use technology to research, organize, create, and evaluate
information. This course provides a foundation in the skills and concepts that define computer literacy in the
twenty-first century. From the basics of keyboarding to Internet research techniques, document creation, and
digital citizenship, students practice essential skills through individual and team projects.

Electives
ART010: Fine Art 2 Parts-
ART010A
& ART010B
A survey course in World
History is recommended as a
prerequisite or co-requisite,
but not required
1 Elective Credit No
This course combines art history, appreciation, and analysis, while engaging students in hands-on creative
projects. Lessons introduce major periods and movements in art history while focusing on masterworks and
the intellectual, technical, and creative processes behind those works. Studio lessons provide opportunities for
drawing, painting, sculpting, and other creative endeavors.

ART020: Music
Appreciation
2 Parts-
ART020A
& ART020B
None 1 Elective Credit No
This course introduces students to the history, theory, and genres of music. The course explores the history of
music, from the surviving examples of rudimentary musical forms through to contemporary pieces from
around the world. The first semester covers early musical forms, classical music, and American jazz. The
second semester presents modern traditions, including gospel, folk, soul, blues, Latin rhythms, rock and roll,
and hip hop. The course explores the relationship between music and social movements and reveals how the
emergent global society and the prominence of the Internet are making musical forms more accessible
worldwide. To comply with certain state standards for the arts, a student performance practicum is
required for full credit each semester. The performance practicum requirement can be met through
participation in supervised instrumental or vocal lessons, church or community choirs, community musical
performances, or any other structured program that meets at regular intervals and provides opportunities for
students to build vocal and/ or instrumental skills. Parents or guardians will be required to present their
proposed practicum to the students teachers for approval, and validate their childrens regular participation
in the chosen performance practicum.
BUS030: Personal
Finance
1 Part-
BUS030
Pre-Algebra (or equivalent)
required
Elective Credit No
In this introductory finance course, students learn basic principles of economics and best practices for
managing their own finances. Students learn core skills in creating budgets, developing long-term financial
plans to meet their goals, and making responsible choices about income and expenses. They gain a deeper
understanding of capitalism and other systems so they can better understand their role in the economy
of society. Students are inspired by experiences of finance professionals and stories of everyday people and
the choices they make to manage their money.
BUS040:
Introduction to
Entrepreneurship I
1 Part-
BUS040
None Elective Credit No
In this introductory business course, students learn the basics of planning and launching their own successful
business. Whether they want to start their own money-making business or create a non-profit to help others,
this course helps students develop the core skills they need to be successful. They learn how to come up with
new business ideas, attract investors, market their business, and manage expenses.

56

Course # and
Name

Course
Length
Value
In- Person
Test at End
of Course
Electives Continued
BUS050:
Introduction to
Entrepreneurship II
1 Part-
BUS050
Introduction to
Entrepreneurship I
Elective Credit No
Students build on the business concepts they learned in Introduction to Entrepreneurship I. They learn about
sales methods, financing and credit, accounting, pricing, and government regulations. They refine their
technology and communication skills in speaking, writing, networking, negotiating, and listening. They
enhance their employability skills by preparing job-related documents, developing interviewing skills, and
learning about hiring, firing, and managing employees. Students develop a complete business plan and a
presentation for potential investors.
BUS060:
Introduction to
Marketing I
1 Part-
BUS060A
Students find out what it takes to market a product or service in todays fast-paced business environment.
They learn the fundamentals of marketing using real-world business examples. They learn about buyer
behavior, marketing research principles, demand analysis, distribution, financing, pricing, and product
management.
BUS070:
Introduction to
Marketing II
1 Part-
BUS070A
Introduction to Marketing I Elective Credit No
Students build on the skills and concepts learned in Introduction to Marketing I to develop a basic
understanding of marketing principles and techniques. By the end of the course, they will have developed
their own comprehensive marketing plan for a new business.
BUS090: Sports and
Entertainment
Marketing
1 Part-
BUS090
Introduction to Marketing I
and II
Elective Credit No
Students who have wished to play sports professionally or who have dreamed of becoming an agent for a
celebrity entertainer have an interest in sports and entertainment marketing. Although this particular form of
marketing bears some resemblance to traditional marketing, there are many differences as wellincluding a
lot more glitz and glamour! In this course, students have the opportunity to explore basic marketing
principles and delve deeper into the multibillion-dollar sports and entertainment marketing industry. Students
learn how professional athletes, sports teams, and well-known entertainers are marketed as commodities and
how some of them become billionaires as a result. For students who have ever wondered about how things
work behind the scenes of a major sporting event such as the Super Bowl or even entertained the idea of
playing a role in such an event, this course introduces the fundamentals of such a career.
ENG010:
Journalism
1 Part-
ENG010
Students are introduced to the historical importance of journalism in America. They study the basic principles
of print and online journalism as they examine the role of printed news media in our society. They learn
investigative skills, responsible reporting, and journalistic writing techniques as they read, respond to, and
write their own news and feature articles. Students conduct interviews, research, write, and design their own
publications.
OTH036: Gothic
Literature
1 Part
OTH036
Since the 18
th
century, Gothic tales have influenced fiction writers and fascinated readers. This course
focuses on the major themes found in Gothic literature and demonstrates how the core writing drivers
produce a suspenseful environment for readers. It presents some of the recurring themes and elements found
in the genre. As they complete the course, students gain an understanding of and an appreciation for the
complex nature of Gothic literature.

57

Course # and
Name

Course
Length
Value
In- Person
Test at End
of Course
Electives Continued
OTH010:Skills for
Health
1 Part-
OTH010
This course focuses on important skills and knowledge in nutrition; physical activity; the dangers of
substance use and abuse; injury prevention and safety; growth and development; and personal health,
environmental conservation, and community health resources. The curriculum is designed around topics and
situations that engage student discussion and motivate students to analyze internal and external influences on
their health-related decisions. The course helps students build the skills they need to protect, enhance, and
promote their own health and the health of others.
TCH030: Image
Design and Editing
1 Part-
TCH030
None

Elective Credit No
This course is for anyone who wants to create compelling, professional-looking graphic designs and photos.
Students will learn the basics of composition, color, and layout before moving on to technical topics such as
working with layers and masks, adding special effects, and effectively using typefaces to create visual
impact. At the end of this course, students will have created a variety of original projects for their graphic
design portfolios.
TCH028: Digital
Arts 1
1 Part-
TCH028
In this exploratory course, students learn the elements and principles of design, as well as foundational
concepts of visual communication. While surveying a variety of media and art, students use image editing,
animation, and digital drawing to put into practice the art principles they've learned. They explore career
opportunities in the design, production, display and presentation of digital artwork. They respond to the
artwork of others, and learn how to combine artistic elements to create finished pieces that effectively
communicate their ideas.
TCH029: Digital
Arts II
1 Part
TCH029
Digital Arts 1 Elective Credit No
Students build on the skills and concepts they learned in Digital Arts I as they develop their vocabulary of
digital design elements. By the end of the course, students will have created a collection of digital art projects
for their digital design portfolio.
TCH040: Web
Design
1 Part-
TCH040
None

Elective Credit No
This course provides a comprehensive introduction to the essentials of Web design, from planning page
layouts to publishing a complete site to the Web. Through real-world design scenarios and hands-on projects,
students create compelling, usable websites using the latest suite of free tools from Microsoft.
TCH070: Game
Design
1 Part-
TCH070
Student must purchase Multimedia
Fusion 2.0

Elective
Credit
No
This course is for anyone who loves gaming and wants to design and build original games from scratch.
Students learn how to use popular game-development software to create engaging, interactive games in a
variety of styles. After learning about game genres, students learn about all aspects of the game-design
process. From there, its on to a series of increasingly challenging hands-on projects that teach all the
elements of successful game development. This course provides a solid foundation in the essentials of game
design.
TCH036: Computer
Science
1 Part:
TCH036
Computer Literacy Elective
Credit
No
This course introduces students to computer science concepts such as computer architecture, networks, and
the Internet. Students use object-oriented programming, event-driven processes, modular computer
programming, and data manipulation algorithms to produce finished software programs. They use the design
process to create many programs by determining specifications, designing the software, and testing and
improving the product until it meets the specifications. By the end of this course, students will have a solid
foundation for further study in this subject.

58

Course # and
Name

Course
Length
Prerequisites Course
Credit
Value
In- Person
Test at End
of Course
Electives Continued
OTH060: Family
and Consumer
Science
1 Part-
OTH060
None Elective
Credit
No
In this course, students develop skills and knowledge to help them transition into adult roles within the
family. They learn to make wise consumer choices, prepare nutritious meals, contribute effectively as part of
a team, manage a household budget, and balance roles of work and family. They gain an appreciation for the
responsibilities of family members throughout the life-span and the contributions to the well-being of the
family and the community.
OTH090: Life Skills 1 Part-
OTH090
None Elective
Credit
No
This one-semester elective is designed to increase students' knowledge of and ability in using the skills
necessary for everyday living. Life Skills emphasizes defining personal values, goal-setting and planning, and
solving problems. Instructional material focuses on dealing with media and peer pressure, communication
and relationships, working with others, avoiding and/or resolving conflict, decision making, wellness and
personal safety, aspects of good citizenship, environmental awareness, and how students can contribute to
their own community. The course is organized in six units, which cover the following topics: course
introduction, thinking about yourself, thinking for yourself, taking care of yourself, caring for your
relationships, and caring about your world.
OTH018: Fashion &
Interior Design
1 Part-
OTH0148
None Elective
Credit
No
From the clothes we wear to the homes we live in, fashion and design is all around us. In this course, students
who have a flair for fashion or who constantly redecorate their room find out what it is like to work in the
design industry by exploring career possibilities and the background needed to pursue them. Students try their
hand at designing as they learn the basics of color and design, then test their skills through hands-on projects.
In addition, they develop the essential communication skills that build success in any business. By the end of
the course, students are well on their way to developing the portfolio needed to get started in this exciting
field.
SCI030: Forensic
Science
1 Part- OTH Successful completion of Biology
and Chemistry is recommended
Elective
Credit
No
This course surveys key topics in forensic science, including the application of the scientific process to
forensic analysis, procedures and principles of crime scene investigation, physical and trace evidence, and the
law and courtroom procedures from the perspective of the forensic scientist. Through online lessons, virtual
and hands-on labs, and analysis of fictional crime scenarios, students learn about forensic tools, technical
resources, forming and testing hypotheses, proper data collection, and responsible conclusions.
OTH031:
Archaeology
1 Part-
OTH031
None Elective
Credit
No
George Santayana once said, Those who cannot remember the past are condemned to repeat it. The field of
archaeology helps us better understand the events and societies of the past that have helped shape our modern
world. This course focuses on the techniques, methods, and theories that guide the study of the past. Students
learn how archaeological research is conducted and interpreted, as well as how artifacts are located and
preserved. Finally, students learn about the relationship of material items to culture and what we can learn
about past societies from these items.

59

Course # and
Name

Course
Length
Prerequisites Course
Credit
Value
In- Person
Test at End
of Course
Electives Continued
OTH032:
Astronomy
1 Part-
OTH032
None Elective
Credit
No
Why do stars twinkle? Is it possible to fall into a black hole? Will the sun ever stop shining? Since the first
glimpse of the night sky, humans have been fascinated with the stars, planets, and universe. This course
introduces students to the study of astronomy, including its history and development, basic scientific laws of
motion and gravity, the concepts of modern astronomy, and the methods used by astronomers to learn more
about the universe. Additional topics include the solar system, the Milky Way and other galaxies, and the sun
and stars. Using online tools, students examine the life cycle of stars, the properties of planets, and the
exploration of space.
OTH037:
Hospitality and
Tourism
1 Part-
OTH037
None Elective
Credit
No
People are traversing the globe in growing numbers. As a result, the hospitality and tourism industry is one of
the fastest growing industries in the world. This course introduces the hospitality and tourism industry,
including hotel and restaurant management, cruise ships, spas, resorts, theme parks, and other areas. Student
learn about key hospitality issues, the development and management of tourist locations, event planning,
marketing, and environmental issues related to leisure and travel.
OTH038: Careers in
Criminal Justice
1 Part-
OTH038
None Elective
Credit
No
Do you want to help prevent crime and maintain order in society? The criminal justice system may be a good
career option. The criminal justice system offers a wide range of career opportunities, from law enforcement
to forensic scientists to lawyers and judges. In this course, students will explore different areas of the criminal
justice system, including the trial process, the juvenile justice system, and the correctional system. Careers in
each area will be explored and students will learn more about the expectations and training required for
various career options in the criminal justice field.
OTH039:
Criminology
1 Part-
OTH039
None Elective
Credit
No
In the modern world, many citizens share a concern about criminal behaviors and intent. This course
introduces students to the field of criminology, the study of crime. Students look at possible explanations for
crime from psychological, biological, and sociological perspectives; explore the categories and social
consequences of crime; and investigate how the criminal justice system handles criminals and their misdeeds.
The course explores some key questions: Why do some individuals commit crimes while others do not?
What aspects of culture and society promote crime? Why are different punishments given for the same
crime? What factorsfrom arrest to punishmenthelp shape the criminal case process?
OTH091: Law and
Order
1 Part-
OTH091
None Elective
Credit
No
Every society has laws that its citizens must follow. From traffic laws to regulations on how the government
operates, laws help provide society with order and structure. Our lives are guided and regulated by our
societys legal expectations. Consumer laws help protect us from faulty goods; criminal laws help protect
society from individuals who harm others; and family law handles the arrangements and issues that arise in
areas like divorce and child custody. This course focuses on the creation and application of laws in various
areas of society. By understanding the workings of our court system, as well as how laws are actually carried
out, students become more informed and responsible citizens.
OTH092: Intro to
Health Sciences
1 Part-
OTH092
None Elective
Credit
No
Will we ever find a cure for cancer? What treatments are best for conditions like diabetes and asthma? How
are illnesses like meningitis, tuberculosis, and measles identified and diagnosed? Health sciences provide the
answers to questions such as these. This course introduces students to the various disciplines within the
health sciences, including toxicology, clinical medicine, and biotechnology. Students explore the importance
of diagnostics and research in the identification and treatment of diseases. The course presents information
and terminology for the health sciences and examines the contributions of different health science areas.

60

SCHOOL-PARENT COMPACT

The South Carolina Virtual Charter school, and the parents of the students participating in activities, services, and
programs funded by Title I, Part A of the Elementary and Secondary Education Act (ESEA) (participating children),
agree that this compact outlines how the parents, the entire school staff, and the students will share the
responsibility for improved student academic achievement and the means by which the school and parents will build
and develop a partnership that will help children achieve the States high standards.
This school-parent compact is in effect during school year 2014-2015.
School Responsibilities

The South Carolina Virtual charter School will:

1. Provide high-quality curriculum and instruction in a supportive and effective learning environment that
enables the participating children to meet the States student academic achievement standards as follows:
Offering a high quality, standards based online curriculum
All classes will be taught by experienced, highly qualified, fully certified teachers
Providing additional academic assistance sessions and support for students who are experiencing academic
difficulty
2. Hold parent-teacher conferences (at least annually in elementary schools) during which this compact will
be discussed as it relates to the individual childs achievement. Specifically, those conferences will be held
during the new student/new school year orientation.
3. Provide parents with frequent reports on their childrens progress. SCVCS parents are able to access their
students grades on a daily basis.
4. Provide parents reasonable access to staff. Specifically, staff will be available for consultation with parents
via telephone and Elluminate on a daily, weekly and/or monthly basis.
5. Provide parents opportunities to volunteer and participate in their childs class, and to observe classroom
activities, Parents may enter all of their childrens online classes on a daily basis. Parents also serve as the
students learning coach, and are therefore very active in the childs instructional progress.

Parent Responsibilities
We, as parents, will support our childrens learning in the following ways:
Monitoring attendance.
Making sure that homework is completed.
Monitoring amount of television my children watch.
Participating, as appropriate, in decisions relating to my childrens education.
Promoting positive use of my childs extracurricular time.
Staying informed about my childs education and communicating with the school by promptly reading all k-
mails from the school either received by my child or by mail and responding, as appropriate.
Serving, to the extent possible, on policy advisory groups, such as being the Title I, Part A parent
representative on the schools School Improvement Team, the Title I Policy Advisory Committee, the
District wide Policy Advisory Council, the States Committee of Practitioners, the School Support Team or
other school advisory or policy groups.

Student Responsibilities
We, as students, will share the responsibility to improve our academic achievement and achieve the States high
standards. Specifically, we will:
Attend all online ClassConnect sessions as required or recommended by teachers
Do my homework every day and ask for help when I need to.
Read at least 30 minutes every day outside of school time.
Give to my parents or the adult who is responsible for my welfare all notices and information received by
me from my school every day.

61

SCVCS PARENT/STUDENT CONTRACT
Please initial each statement
I understand that SCVCS is an on-line Public School and not a home-school program.
I understand that enrollment includes full participation in all mandated state testing on the required dates
and at the assigned location.
I accept the responsibility to supervise my student(s) in using the K12 curriculum. I understand that I am
expected to be knowledgeable about my students activity and grades.
I understand my student must work an average of 6 hours of per school day.
I understand that I will be expected to maintain accurate attendance logs in the OLS on a daily basis.
I understand that my student must participate in regularly scheduled ClassConnect sessions.
I understand I will have the guidance and support of a South Carolina certified teacher in implementing
the K12 curriculum with my student.
I understand that there are guidelines and policies regarding daily lessons and assignments. Work should
be completed each school day. There is some flexibility in when the work can be completed during the
day.
I understand that I must read and respond to K-mails and phone calls from the SCVCS teachers in a
timely manner.
I understand that if my phone number, address, email address or emergency contacts change that I am
required to inform the SCVCS advisor in a timely manner.
I understand that SCVCS students are required to have full time adult supervision and participation during
instruction/learning in order to be enrolled in the program.
I understand that SCVCS courses are on-line and I have a backup plan that will be implemented in case of
internet or computer outage.
I have read and understand the Internet usage policy.

RECEIPT OF SCVCS STUDENT/PARENT HANDBOOK AND
I have received a copy of the South Carolina Virtual Charter School Student/Parent
Handbook and agree to adhere to all school policies.
I have read and accept the South Carolina Virtual Charter School Parent/Student Contract
This page must be signed and dated for each student enrolled in SCVCS High School and returned to
the students advisor. The signature page can be faxed, scanned or mailed and is to be received by
September 30, 2014 or 2 weeks from students enrollment date.
Student's Signature: _______________________________ Date: ____________
Parent's Signature: ________________________________ Date: ____________
PRINT STUDENT NAME: ________________________________________ GRADE: _____

RECEIPT OF SCVCS STUDENT/PARENT HANDBOOK AND
The signature page indicates that both students and parents have received a copy of the South
Carolina Virtual Charter School Student/Parent Handbook including the SCVCS Parent/Student
Contract. The SCVCS school administration has attempted to convey all pertinent rules, regulations
and procedures that are necessary to maintain compliancy during the school year. In accordance with
the South Carolina Standards for Accreditation all public schools are required to notify parents in
writing of the schools policies and regulations. The South Carolina Virtual Charter School is
required to provide documentation to the South Carolina Department of Education that this
information has been received by each parent/student.

62

CHILD FIND QUERY
Fill out the form for each and every student. Then return the form to the students advisor.
Please make sure that the person who answers these questions is the parent/guardian.

Date Student name
(last, first)

Advisor Parent/Guardian
Name

Family
Phone #
Family Email
Address

No Yes Query Questions

Does your child have an active IEP (is the date within 12 months from when it was
written)?

Does your child have a recent evaluation (less than 3 years old) that was completed
for possible special education services?

Does your child have a 504 plan?

Does your child have any medical concerns that may impact their education?

Is your childs primary language English? If no, what is your childs primary
language?_________________________

Has your child ever been identified or received Gifted services?

If the child is entering from a home school experience:
No Yes Query questions

Did your child receive special education services when he/she was enrolled in his
previous public/private school?

If the parent indicates YES to any of the above:

Do you have copies of the eligibility report/psychological testing/multi-factored
evaluation/evaluation report?

Do you have a copy of the most recent IEP?

Do you have a copy of the 504 plan?


AS the parent/legal guardian, I agree for my child to participate in all required state
assessments (PASS, HSAP, EOC, etc) and I understand it is my responsibility to have
my child present.
This page must be signed and dated for each student enrolled in SCVCS and returned to the students advisor. The
signature page can be faxed, scanned, or mailed and is to be received by September 30, 2013 or two weeks from
students date of enrollment.

63

How to Print the Signature Pages
If you would like to print the signature pages without printing the entire handbook, please
follow the directions provided below.

1. On the keyboard, press Ctrl and P at the same time. The printing options box will
appear.
2. Click on pages and enter the page numbers that you would like to print. Then, click
OK and printing will begin.

3. All students/parents are to return pages 62 and 63 to the students advisor by
September 30 or two weeks from the students date of enrollment.

South Carolina Virtual Charter School does not discriminate on the basis of race, gender, disability, age, religion,
immigrant status, or national origin in its educational programs and employment practices. Questions pertaining to
Section 504 and Title IX, may be directed to the Director of Exceptional Student Services at 803-734-8322, 3700
Forest Drive Suite 406 Columbia, SC 29204.

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