Parent-Student Handbook

Service Learning

Service learning is a teaching/learning method that combines meaningful community service experiences with academic learning, personal growth, civic responsibility, and preparation for the world of work.

School Improvement Council (SIC)

The School Improvement Council serves as an advisory committee to a school’s principal. Each council must be composed of at least two parents (elected by the parents of students in the school), two teachers (elected by the school faculty), two students (in grades 9–12, elected by the students), and other representatives of the community appointed by the principal. Councils serve the schools by:

• Assisting in preparation of the strategic plans and annual updates
• Assisting in development and monitoring of school improvement and innovation
• Developing an annual report to parents and constituents of the school
• Providing assistance to the principals as requested or any other duties prescribed by the Dorchester District Two Board of Trustees

Talk to the principal at your child’s school for more information about the School Improvement Council.

School Volunteers

Creating enduring partnerships with schools provides opportunities for increasing student learning. There are many roles for volunteers in the schools. You can make a difference for your child or others by serving as a volunteer. Volunteers are needed to:

• Serve as mentors
• Read with children
• Tutor children in all subject areas
• Chaperone activities
• Present information on careers and hobbies
• Participate in many other roles

Visit the District Volunteer webpage or call your child’s school for more information about becoming a school volunteer.

Mentoring

Being a learning partner for a child involves the time and commitment of a caring adult. A mentor is a good listener, nonjudgmental friend, a role model, an advocate, a motivator, a resource, a guide, and a helper. The mentor may choose to be a:

• Lunch buddy
• Homework helper
• Academic tutor
• Reading friend
• Pen pal
• E-mail pal

Partners in Education

All 26 schools in the district as well as several school programs and school PTAs have one or more business or community partners. Many businesses have entered into partnerships with more than one school and most offer to assist with any school and program when and where needed and when and where possible.

These multiple partnerships include more than 600 relationships with almost 400 businesses and individuals. Since partnerships are planned and developed according to the needs and priorities of the individual school and partner organizations, each partnership differs, and activities vary.

Information about partnership programs and activities is available from the Partners in Education School Liaison at your local school, or at:

Purple Star Designation

Mission

Create and build partnerships to support the advancement of public education in our community.

Vision

Support Dorchester District Two in producing world class students who are world ready.

Dorchester School District Two and community leaders established a registered 501(c)(3) nonprofit so that parents, the community, and businesses can invest in our schools, teachers, and students with the benefit of tax-exempt gifts. Over the past nine years the Foundation has awarded more than $1.6 million to help support our teachers and students!

Recent Impacts

• $160k in Hydroponic Gardens to teach STEM to students with special needs, in partnership with Bosch Community Fund and the SC Department of Education
• Funding DDTwo Donors Choose projects on Giving Tuesday (150 projects impacting 22 schools)
• Hosting successful community fundraising events, including Moonlit Movies & The Big Event
• Partnering with Boeing to award Innovation Awards at DDTwo schools
• Implementing STEM labs into elementary schools
• Awarding the district Teacher of the Year an all-inclusive trip to Mexico
• Partnering with SC Ports Authority to integrate vermicomposting bins at five schools
• Creating the Joseph R. Pye Legacy Scholarship, awarded annually to three DDTwo graduates pursuing a degree in education

Support Our Mission

We need the financial support of individuals, businesses, and philanthropists throughout our community to continue the innovation and success of Dorchester School District Two.

Investing in public education is investing in our future workforce, in our community, and in the long-term sustainability of our economy. We are all stakeholders in public education. With your help, we are enabling our students to… imagine the possibilities!

Give today — every donation makes a true impact for our teachers, students, and future. Recurring donations are available.

Join our $2 for Two campaign by donating $2 per week or month! A small investment makes a big difference for our future!

Get Involved

To learn more about the Foundation, to donate, and to follow our impacts, visit our website and connect with us on Facebook and LinkedIn .

Website: dd2foundation.org

We welcome and appreciate your support!

4K Child Development Classes

Each elementary school in our district offers full-day 4K classes for children who meet specific state criteria for acceptance. Children applying for 4K slots are screened with the DIAL-4 to assess developmental abilities in motor, concepts, and language skills. State criteria include students qualifying first on income verification. After July 1, students who demonstrate developmental needs may be offered a spot in 4K. A child’s Medicaid number or household income is required for eligibility into the program. There is no cost for the program. Children must be 4 years old on or before September 1 of the current school year to be eligible for screening and acceptance in the program.

There is no on-site after school care for 4K students.

Child Find for Children Ages 3 to 5

The Individuals with Disabilities Education Act (IDEA) ensures that school districts have policies and procedures to serve all children, ages birth to 21, with disabilities. Any parent who feels their preschool child (ages 3 to 5) may have a delay can have their child evaluated through our Child Find Clinic. BabyNet, medical professionals, educators, and parents/guardians can make referrals.

Children identified as having a disability are eligible for an Individual Education Program (IEP), which could include special education services such as:

• Speech and language therapy
• Occupational therapy
• Placement in one of our district’s Preschoolers with Disabilities Programs

For additional information about the Child Find process or to make an appointment for your child, please call our Office of Special Services at  843-875-4161.

Head Start

Head Start is offered in Berkeley County. It is a free, federally funded comprehensive program designed to promote school readiness for preschool children and families that meet income eligibility requirements. Applicants must be 3 years of age by September 1.

Contact: Antoinette Joines, Head Start Director
Phone: (843) 899-5048
Email: jonesa@bcsdschols.net

More Information

For more information, visit the Curriculum & Instruction web page or call Donna Alexander at (843) 695-2989.

Title I Parent and Family Engagement Centers

Dorchester School District Two has four Parent and Family Engagement Centers (PFEC) conveniently located throughout the district to provide support and services to students, parents, and families. These centers are a free resource for parents and families living in the DD2 school district.

The centers offer interactive parent-child story times as well as rotational, engaging activities. Each center houses a wide variety of award-winning, engaging, and exciting materials, games, and books for parents to check out. Every PFEC is staffed with a friendly parent liaison. Visit one of the centers in person or explore them on our district website.

Center Locations

• Eagle Nest Elementary School – (843) 695-2985
• Joseph Pye Elementary School – (843) 695-2987
• Knightsville Elementary School – (843) 695-2986
• Spann Elementary School – (843) 695-2995

Hours of Operation: Monday through Friday, 7:30 a.m. – 3:00 p.m. (during the school year). Please contact the centers for information about story times and interactive activities.

Parenting Workshops

DD2 schools offer a variety of Parent and Family Workshops and activities on a monthly basis. These workshops are offered at different times in elementary and middle schools and cover topics such as:

• Reading
• Writing
• Math
• STEAM
• Technology
• Fine arts programs

Schools collaborate with community partners, district staff, and teachers to facilitate these family activities. When families, communities, and schools work together, students have more opportunities to succeed.

Other Community Resources

Information is also available about community agencies and other family services beyond the scope of district programs.

For more information, visit the Parent and Family Engagement Centers web page or contact Teresa Kelly at (843) 873-2901.

How Are State-Identified Students Served in Dorchester Two?

Students who meet South Carolina’s gifted eligibility criteria receive differentiated services through a special class model (SC Regulation 43-2220).

Students participating in Dorchester Two’s GATE program are taught by educators who are state-endorsed in gifted and talented education.

Teacher Endorsement

To earn the state endorsement, teachers complete two graduate-level courses that prepare them to:

• Recognize and understand the unique learning needs of academically gifted students.
• Recognize and support the social-emotional needs of academically gifted students.

Differentiated Instruction

With this training, teachers learn to differentiate instruction by providing:

• Acceleration in pacing of content.
• Greater depth of learning opportunities.
• Increased complexity of assignments and discussions.
• Opportunities for abstract and critical thinking.

These strategies ensure that the academic needs of gifted students are appropriately challenged and supported.

Dorchester School District Two GATE and Advanced Pathway Offerings

Elementary School (Grades 3–5)

Students in grades 3 through 5 may be served in the following areas:

• GATE Math
• GATE English Language Arts

Middle School (Grades 6–8)

Students in grades 6 and 7 may be served in:

• GATE Math
• GATE English Language Arts
• GATE Science
• GATE Social Studies

Students in grade 8 may be served in:

• GATE Math
• GATE English Language Arts
• GATE Science
• GATE Social Studies

8th grade GATE students may meet criteria to access high school credit courses via the Advanced Pathway in English Language Arts and/or Math.

High School

Students in the GT and Advanced Pathways are projected to access Honors courses as well as Advanced Placement (AP) and dual enrollment courses throughout their high school career.

For more information, visit the Gifted and Talented Education web page .

Artistically Gifted and Talented

Dorchester School District Two recognizes the vital role of fine arts in fostering intellectual and emotional growth, cultural awareness, and creative expression. Our curriculum provides all students with opportunities to develop artistic literacy while offering enhanced learning experiences for those identified as artistically gifted and talented. Through visual arts, music, theatre, and dance, students cultivate essential skills that support cognitive and emotional development. We value the arts for their profound and lasting impact on our students' lives.

Identification Process

Students are identified as Artistically Gifted and Talented through a formal audition and assessment process specific to each fine arts discipline. Candidates select their preferred area of assessment, where key indicators of advanced artistic potential are evaluated to determine eligibility.

Artistically Gifted and Talented Programs Offered

• GATEWAY – Serves students in grades 3-8 in the subject areas of creative writing, dance, instrumental music, visual art, vocal music, and theatre.
• PATHWAY – Serves students in grades 6-8 in the subject areas of band, creative writing, dance, orchestra, piano, steel drums, theatre, visual arts, and vocal music.
• R.H. Middle School of the Arts – Admits students in grades 6-8 through a competitive audition process based on established criteria for artistic giftedness.

Relationships, rigor, and relevance are interwoven as an integral part of our district’s mission. This is clear in every aspect of the culture and is also present in our Artistically Gifted and Talented programs.

Career Assessments

Middle and High School Young Adult Alternative Programs

School Counseling Programs and Services

The district’s school counseling program is comprehensive in scope, preventive in design, developmental in nature, and supports the school district’s curriculum and instructional programs. Dorchester School District Two (DDTWO) School Counselors use the skills of leadership, advocacy, and collaboration to promote change as appropriate with the implementation of the American School Counselor Association (ASCA) Standards and the SC Comprehensive School Counseling and Career Guidance Model. The program’s design and delivery are intended to:

• Use data-informed decision-making.
• Systematically support all students.
• Include developmentally appropriate activities focused on the college and career readiness of students, as it relates to the Profile of the SC Graduate in the areas of academics, careers, and behavioral/personal health.
• Address the immediate needs and concerns of students through crisis, individual, and group responsive services.
• Close achievement and opportunity gaps.
• Result in improved student achievement, attendance, and discipline.

Multi-Tiered System of Supports (MTSS)

Dorchester School District Two has developed a Multi-Tiered System of Supports (MTSS) to address the needs of all students. Since students do not learn academic and behavioral requirements at the same time, nor respond to instructional or behavioral interventions in the same manner, this framework provides integrated academic and behavioral supports within a three-tiered model designed to meet learner needs at school-wide, targeted, and individual levels.

This tiered model provides a systematic approach for delivering student interventions, identifying struggling students before they fall behind, and offering support throughout the educational process. The MTSS is aligned with efforts to improve learning and assist in understanding how to best support the educational and behavioral needs of all learners.

Each of the elementary, middle, and high schools in Dorchester School District Two provides special education and related services for students identified as eligible for services (ages 3-21).

Special Education Benchmark Testing

A variety of benchmark measures may be administered at the elementary, middle, and high school levels to students who receive special education services in Dorchester District Two. The purpose of the benchmark testing is to administer quick, easy assessments that allow teachers, parents and students to determine how individuals identified with a disability perform relative to same age peers. Once this data is analyzed, it is used in conjunction with other data sources to assist the IEP team in identifying a student's academic strengths and needs and assists with the development of IEP goals relative to reading, math and writing.

Public Notice Regarding District Child Find Services

Reaching Families of Children with Special Needs

Child Find is the process of identifying, locating and evaluating children, starting at age three, who may have a disability and be in need of special education and related services. The school district seeks to identify all children residing in our district who may be in need of special education services.

Children in need of special education services are children identified as having:

• intellectual disability
• hearing impairment
• visual impairment
• orthopedic impairment
• speech and language impairment
• emotional disability
• autism
• traumatic brain injury
• developmental delay
• other health impairment
• specific learning disability
• multiple disabilities

Parents, relatives, and public and private agency employees are asked to help our district find any child who may have a disability and need special education and related services. If you are aware of a child who may have special needs, please contact Dorchester School District Two Office of Special Services to register for the clinic's speech and developmental screenings. If applicable please provide copies of medical, developmental, and/or evaluation records prepared by physicians and/or other agencies to aid our Child Find Team in making recommendations for your child.

For further information call Dorchester School District Two Office of Special Services Child Find (815 S. Main Street, Summerville, SC 29483).

Dorchester School District Two School Social Workers

Dorchester School District Two has eight school social workers in the District. These School Social Workers support and assist our students, parents and colleagues during the regular school year and sometimes beyond. School social workers are an integral link between school, home, and community in helping students achieve academic success. They work directly with school administrators as well as students and families, providing leadership in forming school discipline policies, informal intervention, crisis management, and support services. As part of an interdisciplinary team to help students succeed, school social workers also facilitate community involvement in the schools while advocating for student success.

Services Available to Students with Special Health Care Needs

Parent Notice (IHPs, Section 504, IDEA, Medical Homebound): Required By S.C. Code Ann. Section 59-63-90 (Supp. 2023)

Many health care services can be provided for students to keep them at school where they can learn and participate with other students. Our goal is to provide information to parents and legal guardians about some of the services and programs available for addressing the health care needs of students during the school day to help students succeed in school. It is important that the necessary health care information is shared with the appropriate people— such as teachers on duty during recess, bus drivers, and cafeteria employees—to make sure that the students' needs are met throughout the school day.

Individual Health Care Plans or Individual Health Plans (IHPs)

Individual health care plans are also called individual health plans or IHPs. School nurses who are registered nurses write IHPs to guide how a student's health care needs will be met while at school. The nurse works with the student, the student's parents or legal guardians, the student's health care provider, and other school staff to write the plan. IHPs are written for students who have special health care needs that must be met by school staff during the school day. IHPs are also written for students who have been approved by the school district to self-medicate or self- monitor. To learn more about IHPs, talk with your child's school nurse or Amanda Sims at 843-873-2901.

Section 504 of the Rehabilitation Act of 1973 (Section 504)

Section 504 is a federal law that requires public schools to make adjustments so that students with certain disabilities can learn and participate in settings like other students who do not have disabilities. To be eligible for services under Section 504, a student must have a condition that substantially limits one or more major life activities. Whether an impairment substantially limits a major life activity must be determined without reference to the ameliorative effects of mitigating measures or lessening of the impact of the condition by the use of:

• medication
• medical supplies, equipment, or appliances
• low-vision devices (not including ordinary eyeglasses or contact lenses)
• prosthetics, including limbs and devices
• hearing aids and cochlear implants, or other implantable hearing devices
• mobility devices
• oxygen therapy equipment and supplies

A team decides if a student is eligible. The team should include the student's parent or legal guardian, the student (if able), and others who know the student or know about the student's disability, such as a teacher, a guidance counselor, a school nurse, and other school staff. If the student is eligible, the team develops an individual accommodation plan. The individual accommodation plan explains how the school will meet the student's needs while at school and may include health services for the student during the school day if needed. To learn more about Section 504, contact Chuck Kirtley.

Individuals with Disabilities Education Act (IDEA)

Students, ages 3 to 21 years, may receive services under the IDEA if the student needs special education and related services to benefit from his or her educational program. A team decides if a student qualifies for services under the IDEA. The team includes the student's parent or legal guardian, teachers, and other school staff. The team develops an individualized education program (IEP) if the student meets federal and state requirements. The IEP outlines a plan for helping the student receive a free appropriate public education and meet goals set by the team. The IEP may include health services for the student during the school day if needed. Contact Wanda Gadsen to learn more about the IDEA.

Medical Homebound Instruction

Medical homebound instruction is a service that is available for students who cannot attend school for a medical reason even with the aid of transportation. A physician, nurse practitioner or physician's assistant must certify that the student has such a medical condition but may benefit from instruction and must fill out the medical homebound form that the school district provides. The school district then decides whether to approve the student for medical homebound services. The school district will consider the severity of the student's illness or injury, the length of time that the student will be out of school, the impact that a long period away from school will have on the student's academic success, and whether the student's health needs can be met at school. To learn more about medical homebound services, contact Chuck Kirtley.

In today's complex world, students must navigate an overwhelming flow of media messages, peer influences, and societal pressures, all of which can make decision-making challenging. To foster productive citizenship, students need self-regulation, insight, meaningful connections, collaboration, and critical thinking skills to guide them toward responsible choices. The Dorchester School District Two Character Program was designed to help students "know the good, desire the good, and do the good" as they progress through their educational journey and transition into adulthood.

While designated teachers and school counselors provide instruction and resources on district character traits, the program is a collaborative effort among all school personnel to instill these values at every level. Character education is seamlessly integrated into classroom instruction, extracurricular activities, athletic programs, and school-wide student recognition initiatives, ensuring that all students actively engage in developing strong moral and ethical principles.

The primary goal of the program is to cultivate a safe, respectful, and disciplined learning environment that prepares students for success beyond the classroom. When students develop pride in themselves, their school, and their community, school climate improves, fostering a culture of accountability and integrity. Academic achievement is further enhanced as students strengthen their work habits, conflict resolution skills, and problem-solving abilities while learning to think critically and collaborate effectively.

By acquiring essential social and life skills, students become more self-aware, adaptable, and engaged citizens who contribute positively to their communities. Through the Character Program, Dorchester School District Two empowers students to navigate the complexities of today's world with confidence, responsibility, and a commitment to excellence.

Dorchester School District Two Character Traits

There are no quick fixes or easy answers to optimize reading achievement. We know that early reading failure has tremendous long-term consequences for our students. Our understanding of what works in teaching reading is constantly changing and always subject to ongoing quality research. District Two's Elementary Literacy Model emphasizes methods and approaches that cause reading improvement. This program offers children in grades K-5 structured, consistent instruction in reading and writing for two- and one-half hours each day. The five components of the instructional model are described below.

Five Components of the Instructional Model

What Can Parents Do at Home to Improve Reading and Writing?

• Talk with your children about all kinds of things. Ask questions about things that are important and interesting. Think out loud about different solutions to problems or situations.
• Select good books and read to your children 15-20 minutes each day. Talk about the pictures. Favorite books may be read over and over again.
• Share a good book. Read a book together with your child. Follow the print by pointing. Take time to discuss what you have read. Ask occasionally, "What do you think will happen next?"
• Help your children read on their own. Listen to your child read a book that the teacher has selected or that the child has read before. (Note: If the child struggles with every page, the book is too hard.)
• Be sure your children see you enjoying books, newspapers, and magazines.
• Visit the local library to select books together. Encourage your children to select books at the school library to share at home. Encourage family and friends to give children books as gifts.
• Write for your children. Talk to your children about things to write. Help your child decide what to write and then write it down for the child to read. Demonstrate the process of writing.
• Write with your children. Share the pen. Take turns writing part of a message or story that the child has decided to write.
• Help your children write on their own. Observe the child writing a message or story and assist on the hard parts. Encourage your children to write letters to friends and relatives.
• Share your own ideas and experiences.

Elementary Math Model of Instruction: Grades K-5

Principles and Standards for School Mathematics are guidelines produced by the National Council of Teachers of Mathematics setting forth recommendations for mathematics educators. Dorchester School District Two utilized research from the Principles and Standards for School Mathematics in creating the K-5 Instructional Math Model. This model provides consistent instruction in mathematics for 80 minutes per day. The components of the math instructional model are below.

Components of the Math Instructional Model

Dorchester School District Two is dedicated to providing an educational experience that supports both the academic success and personal growth of young adolescents. Recognizing the unique developmental stage of middle schoolers, the district emphasizes a balanced approach that integrates challenging coursework with opportunities for interpersonal, emotional, and cognitive development. As noted by the Association for Middle Level Education, “Successful middle schools are places where academic excellence and the developmental needs of young adolescents are not mutually exclusive but mutually supportive.”

The district strives to create an environment where all students are encouraged to reach their full potential. Through differentiated instruction, engaging teaching strategies, and a variety of programs, students can explore their interests, build foundational skills, and prepare for future academic and career success. While students are guided by thoughtfully designed course sequences that align with their readiness and goals, flexibility is a cornerstone of the district’s approach. Regular reviews of student progress allow for adjustments to better meet individual needs, whether through additional support or opportunities for more advanced learning. For students needing extra help, targeted interventions ensure that they remain on track for success. By fostering high expectations and providing a supportive, student-centered learning environment, Dorchester School District Two equips middle schoolers with the tools they need to thrive academically and personally, building a strong foundation for their future.

In order to serve all students, Dorchester District Two seeks to provide multiple pathways for students to complete courses throughout their middle school years that will prepare them for success in college and careers. Students may access the Core Pathway, Gifted (GT) Pathway or Advanced Pathway to guide course progression aligned to a student’s academic and career goals. They will continue with the next course in their pathway sequence from grade to grade. However, there are opportunities for students to change pathways either for students struggling with a course or for students who demonstrate readiness for more rigorous coursework. An opportunity to transition to another pathway will occur at the end of each course after reviewing multiple data points which will be used to make recommendations for students who may benefit from either additional support or a more rigorous pathway. Separate interventions and classes are available for students needing additional support. To qualify for placement in the Gifted Pathway, a student must meet specific criteria.

The Education and Economic Development Act mandates school counselors meet with students in grades 8-12 and their parent/guardian to discuss Individualized Graduation Plans (IGPs). Participants of this meeting develop a pathway to graduation with appropriate courses aligned to chosen career clusters. During the IGP process, school counselors discuss the importance of a high school transcript. A transcript is a cumulative summary of all credits attempted and earned from Carnegie unit courses. It is important for students to understand their transcript/course history to prepare for postsecondary pathways. The IGP process blends academic preparation and career goals to help students succeed within the high school setting. As a result, students are provided various opportunities to expand their learning experiences. Our comprehensive high schools offer quality programs that demonstrate the district’s tradition of excellence. The overarching goal within our high schools is to produce resilient students who are college and career ready and demonstrate the skills found within the Profile of a SC Graduate. Core instruction and elective course offerings prepare students with world-class skills, world-class knowledge, and life and career characteristics to be successful as lifelong learners.

South Carolina Diploma Requirement - Four Units of English

To meet the South Carolina State High School graduation requirements, students must earn four (4) units in English. All four units must have strong reading (including works of fiction and non-fiction), writing, communicating, and researching components. It is strongly recommended that students take two units that are literature-based, including American, British, and World Literature. Students enrolled in English 2 must take the state End of Course Examination Program (EOCEP).

Dorchester District Two Board Policy requires students to take an English course each year in high school.

South Carolina Diploma Requirement - Four Units of Mathematics

To meet the South Carolina State High School graduation requirements, students must earn four (4) units in Mathematics. Additionally, the Commission of Higher Education (CHE) established minimum course requirements for

applicants to four-year programs in SC public colleges and universities. CHE requires three units in mathematics that must include Algebra 1, Algebra 2, and Geometry. A fourth higher-level mathematics course beyond Algebra 2 is recommended and may be required for some majors. The fourth course may be selected from among Pre-Calculus, Statistical Modeling, Discrete Math, or Calculus. Students are encouraged to pay special attention to recommended prerequisites as students may otherwise have more difficulty achieving a satisfactory grade. Students enrolled in Algebra 1 must take the state End of Course Examination Program (EOCEP). Dorchester District Two Board Policy requires students to take a math course each year in high school. *Note: the new SCCCR Standards in Mathematics will be implemented during the 25-26 school year. This will result in a change in course projection and course options. The course projection will begin with Geometry with Statistics followed by Algebra 1. Students will have multiple course choices after Algebra 1.

South Carolina Diploma Requirement - Three Units of Science

In South Carolina, students are required to have a minimum of three (3) science units for high school graduation. These must include at least one course in biology and two courses tied to postsecondary career goals. Students must pass a high school course in science in which an end-of-course examination is administered (currently Biology 1). Students enrolled in Biology must take the state End of Course Examination Program (EOCEP). It is strongly recommended that students desiring to pursue careers in science, mathematics, engineering or technology take lab science courses in all four fields of science: biology, chemistry, physics, and earth science. (Note: See the Considerations for College Entrance section for additional lab science course guidance.)

South Carolina Diploma Requirement - Three Units of Social Studies

In South Carolina, students are required to take one unit of United States History & The Constitution (USHC), one-half unit of Economics and Personal Finance, one-half unit of United States Government, and one additional unit of a state approved Social Studies elective. Students enrolled in United States History & The Constitution must take the state End of Course Examination Program (EOCEP). The Profile of the South Carolina Graduate was the compass that guided the development of the South Carolina Social Studies College-and-Career-Ready Standards. The study of history, economics, geography, civics, and government each require unique, discipline-specific practices that prepare students for success in their intended career paths by entering the workforce or furthering their education in post-secondary institutions. In addition, the Social Studies standards were created to prepare students for success as engaged citizens.

Advanced Placement Courses

Advanced Placement (AP) is taught at the level of understanding and competency expected in college classes. Students should expect intensified study and great demands placed on their time and energy. This program is operated by the College Board, a national organization that develops the course curriculum, provides teachers training and administers a national standardized exam for each AP course. After completing Advanced Placement courses, students could receive credit and/or advanced placement from colleges and universities. Please note that each college/university has its own guidelines/policies about awarding credit and placement for Advanced Placement coursework, so students must check with the college/university they plan to attend. The College Board website, www.collegeboard.org, provides comprehensive information about the AP program, including course descriptions and exam schedules.

Dual Credit Courses

The Dual Credit program at Trident Technical College allows eligible high school students to earn both high school and college credits by successfully completing college courses. In accordance with SC state policy, students will earn one unit toward their high school degree for each three-semester hour college course they successfully complete. Students who desire to participate in the Dual Credit Program must have the appropriate forms approved by a parent and the principal or designee. The forms and a list of course offerings may be obtained from the School Counseling Department. Only courses approved by school counselors may be given as high school credit. Students will need to take the appropriate college placement test per admission guidelines.

The Early College Program

The Early College Program is founded on a community collaboration between Dorchester School District Two and Trident Technical College to serve eligible high school students. Through our partnership with Trident Technical College, students will be able to complete their high school diploma concurrently while completing credits toward a college credential (Associate Degree). Students must apply during the ninth-grade year and be accepted to enter the Early College Program beginning summer after the ninth-grade year. There is a designated course progression for ECP students.

The ECPI Dual Enrollment Program

Dorchester School District Two has partnered with ECPI University to offer dual credit opportunities to our students. Completion of coursework may result in students having the following professional opportunities upon graduation with an associate degree: Graduates with a computer and information science degree have many career options. They often implement computer software systems, including business applications. They may test software applications to ensure their correct implementation. Graduates also may assist network architects with design, implementation, and maintenance of computer networks, including wireless networks.

Seat Time Requirements for High School Credit Courses

Students must meet academic and attendance requirements in order to receive Carnegie units of credit in high school courses. Absences are accrued per course. Excessive absences may result in credit denial and can affect a student’s promotion or retention status. Students with excessive absences, whether excused, unexcused or a combination thereof, are subject to failure due to absences. Students with excessive absences may make up work in addition to taking advantage of Seat Time Recovery (STR). Students may be denied credit for:

• Any absence in excess of 10 days for a course meeting 180 days (meets daily year-long),
• Any absence in excess of 5 days for a course meeting 90 days (semester block or year-long A/B), or
• Any absence in excess of 3 days for a course meeting 45 days (meets daily for a quarter).

Students may make-up missed class time by participating in Seat Time Recovery (STR). Students are expected to complete assignments during this time. If STR is not completed, then a grade of FA (Failure due to Absences) is assigned regardless of the grade in the course. It will carry no earned points; however, it will be factored into the student’s GPA as a 50. The student may need to retake the course to attempt and receive credit.

By law, all absences must be made up within 30 days of the course ending before credit can be given. Administration cannot complete required paperwork for obtaining a driver’s license unless the student is in compliance with the South Carolina Truancy Law. One (1) hour of STR = 1 class absence. STR requires prior registration and Administrator approval. Hours cannot be banked and transportation will not be provided. STR opportunities may be provided before school, after school, Saturdays, or virtually.

OCCUPATIONAL CREDENTIAL

The Occupational Credential Course of Study (OC), a non-diploma program, serves 12th grade students who receive primary instruction from a special education teacher for the majority of the school day. The mission of this program is to offer high-quality experiences and academic instruction that will provide maximum opportunity for the student to acquire meaningful employment opportunities upon graduation along with becoming productive citizens. Students who participate in the OC Course of Study receive the opportunity to:

• develop work experience
• develop career readiness skills
• create work portfolios
• explore the 16 career clusters identified by the S.C. Department of Education.

Students participating in the Occupational Credential Course of Study must successfully complete 22 units of credit and earn 180 hours of career readiness experience to include service learning and work-based learning.

SOUTH CAROLINA HIGH SCHOOL CREDENTIAL

Students with Individualized Education Programs (IEPs) may earn a state-recognized South Carolina High School Credential. The credential is not a state high school diploma. The South Carolina High School Credential is recognized only in South Carolina. The credential is intended for students with disabilities who have IEPs who may be unable to successfully complete all requirements for a state high school diploma. The student's IEP team will determine whether the student is eligible (or qualified) to participate in the course of study to work toward earning the credential.

The credential is designed to provide work readiness education and training for students served under the Individuals with Disabilities Education Act to prepare them to enter the workforce or continue their education after high school. Under South Carolina state law, students who have not earned a state high school diploma may stay in school until age 21. Therefore, a student with a disability may continue attending school to work toward earning the credential until age 21. If a student with a disability earns the credential, the student can continue attending school until age 21.

Not all universities, colleges, and technical schools will accept the credential for admission without the student meeting other requirements. This decision is made by each individual university, college, or technical school.

Summary of Requirements for South Carolina High School Credential

Students must meet the minimum requirements for attendance as set forth by local school board policy, successfully complete a minimum of twenty-four units of credit, to include four English, four math, four employability education, two science, two social studies, one technology, one health/PE or its equivalent, and six additional elective courses. In addition, a student must complete a career portfolio, and independently develop and present a multimedia presentation to describe accomplishments and goals. Work experience is subject to IEP team approval with an expected minimum of 360 work-based learning/training hours that must be completed. All students are required by the South Carolina Department of Education to participate in all high school accountability assessments or alternate assessments as defined by the state.

Grading Scale

All South Carolina schools use a uniform method of grading children's progress in school. This uniform grading scale is effective for all students receiving high school credit courses.

• A - 90 percent to 100 percent
• B - 80 percent to 89 percent
• C - 70 percent to 79 percent
• D - 60 percent to 69 percent
• F - 59 percent and below

End-of-Course Examination Program (EOCEP)

Algebra 1, English 2, Biology 1, US History & the Constitution, and AP US History & the Constitution will have end-of-course examinations as mandated by the state of South Carolina. Test date windows are mandated by the state, and students cannot be excused or exempt from this testing. Current state law mandates that these tests count 20% of the final grade for the course. Scores will be expressed using the Uniform Grading Policy (0-100 points).

Class Rank

High schools uniformly determine a student's ranking in their class in order to:

• Provide information students need for applications for admissions to post-secondary programs
• Provide information students need for scholarships and other awards
• Determine valedictorian, salutatorian, and junior class marshals.

For more information on class rank, see your School Counselor.

South Carolina High School Diploma Requirements

To be eligible to receive a South Carolina High School Diploma, twenty-four units are required for students who entered high school in 2022-2023 or earlier. Students who enter high school in 2023-2024 or later, however, have an additional required half credit of instruction in Personal Finance.

Requirements for Students Entering High School 2022-2023 and Before

Based on state law, requirements to receive a South Carolina High School Diploma (graduation requirements) for students entering high school 2022-2023 and before:

* See your School Counselor for applicable course

Requirements for Students Entering High School 2023-2024 and After

Based on state law, requirements to receive a South Carolina High School Diploma (graduation requirements) for students entering high school 2023-2024 and after:

* See your School Counselor for applicable course

Dorchester District Two strives to ensure that all students graduate college/career ready (CCR). Students can demonstrate being college or career ready as listed in the state's metrics for the CCR Indicator.

Students receive graduation cords for meeting CCR Indicators:

• Black cord- college ready
• White cord- career ready
• Black/white twisted cord- college and career ready

College Readiness Indicators (student must meet at least 1)

• Scores a composite score of 20 or higher on the ACT, if more than one ACT was taken – the test with the highest composite score will be used;
• Scores a total score of 1020 or higher on the SAT, if more than one SAT was taken – the test with the highest total score will be used;
• Scores a 3 or higher on an Advanced Placement (AP) exam;
• Scores C or higher on any approved Cambridge International Exam
• Scores a 4 or higher on an approved International Baccalaureate (IB) assessment; or
• Completes at least six (6) credit hours in approved dual enrollment courses with a grade of C or higher.

Career Readiness Indicators (student must meet at least 1)

• Is a CTE completer and earns a national or state industry credential as determined by the business community; or
• Earns a Silver, Gold or Platinum National Career Readiness Certificate on the ACT WorkKeys exam or earns a Level 3 Credential or above on the WIN Career Ready Assessment.
• Earns a scale score of 31 or higher on the Armed Services Vocational Aptitude Battery (ASVAB); or
• Is identified as a student with a disability who successfully completes the South Carolina High School Employability Credential according to their Individualized Education Plan (IEP); or
• Successfully completes a state-approved work-based learning exit evaluation from an employer. The work-based learning program must include:
  • Training agreement which includes objectives and a minimum of 40 practical experience hours or the highest number of hours required by industry defined competencies in a career pathway;
  • Be aligned with state IGP career clusters;
  • Include an industry evaluation that is created from the training agreement, which includes the world-class skills from the Profile of the South Carolina Graduate; and
  • The student must have earned a minimum of one unit in the pathway related to the work-based placement or completed a personal pathway of study.

College Preparatory Course Prerequisite Requirements for Entering College Freshmen

FOUR UNITS OF ENGLISH:

All four units must have strong reading (including works of fiction and non-fiction), writing, communicating, and researching components. It is strongly recommended that students take two units that are literature based, including American, British, and World Literature.

 

FOUR UNITS OF MATHEMATICS:

These units must include Algebra I, Algebra II, and Geometry. A fourth higher-level mathematics unit should be taken before or during the senior year. *Note: the new SCCCR Standards in Mathematics will be implemented during the 25-26 school year. This will result in a change in course projection and course options. The course projection will begin with Geometry with Statistics followed by Algebra 1. Students will have multiple course choices after Algebra 1.

 

THREE UNITS OF LABORATORY SCIENCE:

Two units must be taken in two different fields of the physical, earth, or life sciences and selected from among biology, chemistry, physics, or earth science. The third unit may be from the same field as one of the first two units (biology, chemistry, physics, or earth science) or from any laboratory science for which biology, chemistry, physics and/or earth science is a prerequisite. Courses in general or introductory science for which one of these four units is not a prerequisite will not meet this requirement. It's strongly recommended that students desiring to pursue careers in science, mathematics, engineering or technology take one course in all four fields: biology, chemistry, physics, and earth science. (Note: South Carolina's physical science course is not counted as a lab science by the SC Department of Education and the SC Commission on Higher Education.)

 

TWO UNITS OF THE SAME WORLD LANGUAGE:

Two units with a heavy emphasis on language acquisition.

 

THREE UNITS OF SOCIAL SCIENCE:

One unit of U.S. History, a half unit of Economics, and a half unit of Government are required. World History and Geography are strongly recommended.

 

ONE UNIT OF FINE ARTS:

One unit in appreciation of, history of, or performance in one of the fine arts. This unit should be selected from among media/digital arts, dance, music, theater, or visual and spatial arts.

 

ONE UNIT OF PHYSICAL EDUCATION OR ROTC:

One unit of physical education to include one semester of personal fitness and another semester in lifetime fitness. Exemption applies to students enrolled in Junior ROTC and for students exempted because of physical disability or for religious reasons.

 

TWO UNITS OF ELECTIVES:

Two units must be taken as electives. A college preparatory course in Computer Science (i.e., one involving significant programming content, not simply keyboarding or using applications) is strongly recommended for this elective. Other acceptable electives include college preparatory courses in English; fine arts; foreign languages; social science; humanities; mathematics; physical education; and laboratory science (courses for which biology, chemistry, physics, or earth science is a prerequisite).

GUIDE TO NATIONAL COLLEGE ADMISSION TESTS

PSAT: This test, the preliminary SAT, is an indicator of how a student will perform on the SAT.

 

SAT: An important indicator for admission to college and for eligibility for certain scholarships, this test assesses math, verbal skills, and writing.

 

Pre-ACT: This test, the preliminary ACT, is an indicator of how a student will perform on the ACT.

 

ACT: Another indicator for admission to college and for eligibility for certain scholarships, this assessment consists of tests in English, mathematics, reading and science reasoning.

 

Recommended Curriculum for ACT and SAT Success & College Admission

ENGLISH

At least four years of college-prep English

 

MATHEMATICS

At least four years of college-prep math – Algebra, Geometry, Pre-calculus, Trigonometry, Calculus, Probability/Statistics

 

COMPUTER SCIENCE

At least one year of computer courses

 

NATURAL SCIENCE

At least three years of college-prep science – Physical/Earth Science, Biology, Chemistry, Physics

 

SOCIAL SCIENCE

At least four years of college prep social sciences – World &/or European History, U.S. History, American Government & Economics

 

FOREIGN LANGUAGE

At least three years in one language

 

FINE ARTS

At least one year of Band, Chorus, Visual and/or Performing Arts.

 

Tips for Success

• Read! Read! Read!
• Choose a challenging curriculum of high school courses.
• Use the free guides from the ETS – Taking the SAT1 or PSAT/NMSQT Student Bulletin
• Utilize an SAT or ACT preparation book or software.
• Sign up for after-school programs or preparatory courses.
• Use vocabulary flash cards.
• Visit the SAT web site daily (www.collegeboard.org) to practice the SAT "Question of the Day".
• Take the right test at the right time.
• Participate in your school's ACT/SAT program to be eligible for district's SAT Scholarship.
• Focus on the PSAT during the 9th, 10th and first semester of the 11th grades.
• Take the SAT and/or ACT during second semester of the 11th grade.
• Students will be given the opportunity to take the PSAT or the Pre-ACT during 10th grade.
• Take the PSAT during the 11th grade.
• TO COMPETE FOR NATIONAL MERIT SCHOLARSHIPS, THE PSAT MUST BE TAKEN IN THE 11TH GRADE.

Important Links: 

Collegeboard.org