2022-2023
HIGH SCHOOL PLANNING GUIDE
Charlotte-Mecklenburg Schools
CharMeckSchools cms.k12.nc.us
Ofce of the Superintendent
4421 Stuart Andrew Blvd., Suite 100
Charlotte, NC 28217
Courier #835A
980-343-6270
980-343-7135
Dear CMS families,
As we continue to navigate the fallout from the COVID-19 pandemic, it is more important than ever for
us to help you and your student nd educational programs and services that t your student's unique
interests and talents. CMS' goal is to offer each student the opportunity to succeed, whatever the student's
preferences; we have developed this high school planning guide to facilitate that process.
Please review the information in this packet with your student and decide together which educational
path is best. CMS educators and professionals are ready to help you with this important planning. If you
nd you need help, I encourage you to reach out to your student's school counselor or a member of the
administrative team at the school. Our staff is willing and able to work with you to nd the best option for
your student.
We hope to work together with you and your student to create an educational plan that utilizes the district's
unique offerings best suited to enabling growth and development.
Thank you for choosing Charlotte-Mecklenburg Schools.
Sincerely,
Earnest Winston
Superintendent
CHARLOTTE-MECKLENBURG SCHOOLS
A
TABLE OF CONTENTS
1 Magnet Programs . . . . . . . . . . . . . . . 2
Entrance Requirements . . . . . . . . . . . . . . 2
Automotive Technology, Cosmetology & Culinary Arts . 2
Digital Marketing, Multimedia and Design (DM2D). . 2
Early College . . . . . . . . . . . . . . . . . . . 2
International Baccalaureate Program . . . . . . . . 2
Middle College. . . . . . . . . . . . . . . . . . 3
Military, Global Leadership & Public Safety. . . . . . 3
Northwest School of the Arts . . . . . . . . . . . . 3
Secondary Montessori . . . . . . . . . . . . . . . 3
STEM Science, Technology, Engineering & Math . . . 3
Health Sciences. . . . . . . . . . . . . . . . . . 3
Virtual Learning . . . . . . . . . . . . . . . . . 4
World Languages . . . . . . . . . . . . . . . . . 4
2 Advanced Studies . . . . . . . . . . . . . . . 5
APID . . . . . . . . . . . . . . . . . . . . . . 5
Advanced Placement Recommendations . . . . . . 5
Advanced Placement Courses . . . . . . . . . . . 6
IB Middle Years Program. . . . . . . . . . . . . . 7
IB Diploma Program . . . . . . . . . . . . . . . 8
IB Exam Requirements . . . . . . . . . . . . . . 8
IB Diploma Course Descriptions . . . . . . . . . . 8
3 Special Programs. . . . . . . . . . . . . . . .11
Virtual Learning . . . . . . . . . . . . . . . . . 11
AVID . . . . . . . . . . . . . . . . . . . . . . 11
Drivers’ Education . . . . . . . . . . . . . . . . 12
JROTC . . . . . . . . . . . . . . . . . . . . . . 12
CTE Academies . . . . . . . . . . . . . . . . . . 13
4 CMS High School Policies . . . . . . . . . . . .14
5 Credits for Graduation . . . . . . . . . . . . .17
6 Types of Financial Aid . . . . . . . . . . . . . .19
Want to Go to College? . . . . . . . . . . . . . . 19
7 Graduation Requirements . . . . . . . . . . . .21
8 High School Course Offerings . . . . . . . . . .22
Arts Education . . . . . . . . . . . . . . . . . . 22
English . . . . . . . . . . . . . . . . . . . . . 28
LIEP (Language Instruction Educational Plan)/
EL (English Learner) . . . . . . . . . . . . . . . . 28
World Languages . . . . . . . . . . . . . . . . . 30
Health/Physical Education . . . . . . . . . . . . . 32
Math . . . . . . . . . . . . . . . . . . . . . . 33
Science . . . . . . . . . . . . . . . . . . . . .34
Social Studies . . . . . . . . . . . . . . . . . . 36
9 CTE Academies . . . . . . . . . . . . . . . . .39
10 Programs for Exceptional Children . . . . . . . .48
11 Athletics. . . . . . . . . . . . . . . . . . . .50
12 EL (English Learner) Facts . . . . . . . . . . . .51
13 High School Planning Log . . . . . . . . . . . .52
2022-2023 HIGH SCHOOL PLANNING GUIDE
B
HIGH SCHOOL DIRECTORY
ARDREY KELL..................................................980-343-0860
10220 Ardrey Kell Road, Charlotte, NC 28277
BUTLER .......................................................... 980-343-6300
1810 Matthews-Mint Hill Road, Matthews, NC 28105
CATO MIDDLE COLLEGE...................................980-343-1452
8120 Grier RoadCharlotte, NC 28235
CHARLOTTE ENGINEERING EARLY COLLEGE ...... 980-343-9898
9000 Robert Synder Road, Charlotte, NC 28262
CHARLOTTE TEACHER EARLY COLLEGE ..............704-687-8899
9201 University City Boulevard, Charlotte, NC 28223
CHARLOTTE-MECKLENBURG ACADEMY ............ 980-343-0680
5833 Millhaven Lane, Charlotte, NC 28269
CHARLOTTE-MECKLENBURG VIRTUAL ..............980-343-3066
1900 Newcastle Street, Charlotte, NC 28216
COCHRANE COLLEGIATE ACADEMY ................. 980-343-6460
6200 Starhaven Drive, Charlotte, NC 28215
EAST MECKLENBURG ...................................... 980-343-6430
6800 Monroe Road, Charlotte, NC 28212
GARINGER .....................................................980-343-6450
1100 Eastway Drive, Charlotte, NC 28205
HARDING UNIVERSITY .................................... 980-343-6007
2001 Alleghany Street, Charlotte, NC 28208
HARPER MIDDLE COLLEGE .............................. 980-343-0012
315 West Hebron Street, Charlotte, NC 28273
HAWTHORNE ACADEMY..................................980-343-6011
ACADEMY OF HEALTH SCIENCES
1411 Hawthorne Lane, Charlotte, NC 28205
HAWTHORNE ACADEMY..................................980-343-6011
MILITARY AND GLOBAL LEADERSHIP ACADEMY
1411 Hawthorne Lane, Ste. A, Charlotte, NC 28205
HOPEWELL ..................................................... 980-343-5988
11530 Beatties Ford Road, Huntersville, NC 28078
INDEPENDENCE .............................................980-343-6900
1967 Patriot Drive, Charlotte, NC 28227
JULIUS L. CHAMBERS .....................................980-343-5284
7600 IBM Drive, Charlotte, NC 28262
LEVINE MIDDLE COLLEGE ................................980-343-9437
2728 Campus Ridge Road, Matthews, NC 28105
MALLARD CREEK ............................................980-343-1341
3825 Johnston Oehler Road, Charlotte, NC 28269
MERANCAS MIDDLE COLLEGE ......................... 980-343-0035
11930 Verhoeff Drive, Huntersville, NC 28078
MYERS PARK .................................................. 980-343-5800
2400 Colony Road, Charlotte, NC 28209
NORTH MECKLENBURG ..................................980-343-3840
11201 Old Statesville Road, Huntersville, NC 28078
NORTHWEST SCHOOL OF THE ARTS .................980-343-5500
1415 Beatties Ford Road, Charlotte, NC 28216
OLYMPIC ........................................................980-343-3800
4301 Sandy Porter Road, Charlotte, NC 28273
PERFORMANCE LEARNING CENTER .................980-343-1118
2300 West Sugar Creek Road, Charlotte, NC 28262
PHILLIP O. BERRY ACADEMY OF TECHNOLOGY ..980-343-5992
1430 Alleghany Street, Charlotte, NC 28208
PROVIDENCE ..................................................980-343-5390
1800 Pineville-Matthews Road, Charlotte, NC 28270
ROCKY RIVER .................................................980-344-0409
10505 Clear Creek Commerce Drive, Mint Hill, NC 28227
SOUTH MECKLENBURG ...................................980-343-3600
8900 Park Road, Charlotte, NC 28210
TURNING POINT ACADEMY .............................980-343-5231
8701 Moores Chapel Road, Charlotte, NC 28214
WEST CHARLOTTE ...........................................980-343-6060
2219 Senior Drive, Charlotte, NC 28216
WEST MECKLENBURG ..................................... 980-343-6080
7400 Tuckaseegee Road, Charlotte, NC 28214
WILLIAM A. HOUGH ....................................... 980-344-0514
12420 Bailey Road, Cornelius, NC 28031
WILLIAMS SECONDARY MONTESSORI..............980-343-0040
2400 Carmine Street, Charlotte, NC 28206
Please check the CMS home page for updated information.
2
CHARLOTTE-MECKLENBURG SCHOOLS
1
MAGNET PROGRAMS
ENTRANCE AND CONTINUATION REQUIREMENTS
Entrance requirements exist for certain magnet programs. Students
interested in applying to these magnet programs should meet
the requirements for the grade levels indicated. Any desig-
nated entrance requirements must also be met before the sibling
guarantee is applied. Once students are admitted into a magnet
program in middle or high school, they are expected to participate
in specic components, to enroll in required magnet courses and
to pass the required courses. This section outlines the programs,
the entrance requirements to enter the magnet program, and any
continuation requirements to remain in a magnet program. An
acknowledgement of magnet program expectations, entrance, and
continuation requirements is required in order to complete and
submit an online magnet lottery application or a Request for Reas-
signment/Transfer.
*English Learners have equal access to participate in all district-wide programs,
including Magnet Programs.
*Please note High School Magnet Programs are not required to offer the Occupational
Course of Study (OCS) diploma pathway. The magnet program cannot be substantially
modied; thus, High School Magnet Programs are not able to effectively implement
the IEP for students following the OCS diploma pathway.
CURRENT HIGH SCHOOL MAGNET PROGRAMS
AUTOMOTIVE TECHNOLOGY, COSMETOLOGY & CULINARY ARTS AT
NORTH MECK
North Mecklenburg High School offers students comprehensive
programs of study that align with business and industry needs and
enhance their 21st century leadership skills. These programs are
designed to intentionally cultivate and nurture the entrepreneurial
spirit in students by providing the skills necessary to successfully
compete for and create jobs in the evolving and future workplace.
Students can prepare for a wide range of business related career
pathways, including nance, marketing and hospitality and business
services, like cosmetology. By encouraging an entrepreneur-
ial mindset, students will succeed whether they pursue higher
education, enter the workforce, or become entrepreneurs.
AUTOMOTIVE SYSTEMS TECHNOLOGY prepares students to work
at the entry level in a dealership or automotive repair facility. Upon
completion, students should be able to perform complete and
thorough North Carolina State Safety and Emissions Inspections.
THE COSMETOLOGY APPRENTICE PROGRAm is licensed by and
follows the regulations of the North Carolina Board of Cosmetic
Arts Examiners. Cosmetology students can earn up to 1200 hours of
instruction in theory and practice application.
CULINARY ARTS students receive hands-on training in a fully
equipped kitchen in a program that articulates both public and
private post-secondary arts programs.
DIGITAL MARKETING, MULTIMEDIA AND DESIGN (DM2D)
AT IMECK ACADEMY
The iMeck Academy of Global Inuencers is the leading Digital
Marketing, Multimedia and Design (DM2D) program in CMS, where
student performance thrives through creativity. As a multime-
dia school, we are committed to teaching students the necessary
marketing, editorial, design and communications skills needed to
produce potent content. Our goal is to connect students with their
passions that will drive their future careers. Learners who thrive in
DM2D present an innovative approach to the demonstration of
mastery, while cultivating their interests in Business, Marketing,
Graphic Design, App and Web Development, Art or Journalism.
There are no entrance requirements for this program.
EARLY COLLEGE
Early colleges started in North Carolina in 2004 and focused on
providing opportunities for rst-generation college students, under-
represented minority groups, and students seeking acceleration.
CHARLOTTE TEACHER EARLY COLLEGE (CTEC) AND CHARLOTTE
ENGINEERING EARLY COLLEGE (CEEC) are a joint venture between
Charlotte Mecklenburg Schools (CMS) and UNC Charlotte. The
program of study allows students to complete many of their high
school credits in the rst 2 years of the program. CMS early college
programs have open enrollment for the 9th grade, but students
must achieve a 2.5 weighted GPA to access UNC Charlotte course-
work. If minimum GPA requirements are met, during the nal three
years of the program, students have the opportunity to take UNC
Charlotte coursework focused on education and courses that meet
the university general education requirements. At the end of ve
years, early college students have the opportunity to complete their
24 high school credits and up to 60 hours of transferable college
credit. All university tuition, fees and textbooks are included in the
experience. CTEC and CEEC currently admit students each year
in the 9th grade via the CMS School Options Lottery. Students can
apply for admission to the 10th grade if vacant seats exist.
INTERNATIONAL BACCALAUREATE
The International Baccalaureate Program provides highly motivated
students with an opportunity to pursue a rigorous liberal arts cur-
riculum. The IB Middle Years Program (IBMYP) is a 6-10 grade
continuum that is authorized by the International Baccalaure-
ate Organization (IBO). The IB MYP focuses on world language,
humanities, advanced math and an intensive study of core subjects
integrating internationalism and interdisciplinary concepts. Students
demonstrate a strong commitment to learning, both in terms of
mastery of the subject content and in the development of the skills
and discipline necessary for success in the IB program in grades
11 and 12 where international exams take place. The IB Diploma
is awarded by the IBO to students who successfully complete the
course requirements, sit for the exams and obtain the requisite
scores, complete a course of study in the Theory of Knowledge
(TOK), present an Extended Essay reecting the student’s independ-
ent research and analysis in one of the six subject areas studied, and
complete service that includes activities requiring both creativity
and physical vigor. School counselors and/or IB coordinators can
assist students with registration for the IB program once admitted.
There are entrance requirements for this magnet program, which
is offered at East Mecklenburg, Harding University, Myers Park,
North Mecklenburg and West Charlotte High Schools. (Note that
the Myers Park HS program is not a magnet and is only available for
students living in the Myers Park HS zone.)
Students entering an IB high school must be promoted at the end
of the school year in which the application is made. In order to
enter the IB Program in grade 11, a student must meet the following
prerequisites: English 9; English 10; Math 1; Math 2; Math 3; Envi-
2022-2023 HIGH SCHOOL PLANNING GUIDE
3
1
MAGNET PROGRAMS
ronmental Science and/or Biology; Chemistry and/or Physics; World
History or Economics and Personal Finance; Civics and Economics;
and levels 1 through 3 of a World Language (e.g., Chinese, French,
German, Latin or Spanish). Students entering grade 11 must apply
through a Reassignment/Transfer request and a transcript analysis
must be completed by the prospective school. Only students
currently enrolled in a IB Diploma Program will be accepted into
grade 12. Students must be promoted, participate in all service
requirements, and complete their Personal Project (grade 10).
Students may opt to complete IB content certicates if they are not
on track to complete the IB Diploma by the end of the 11th grade.
(See specic grade level course.)
IB MIDDLE YEARS PROGRAM IBMYP COURSE REQUIREMENTS OVER
GRADES 9 & 10
IBMYP magnet students take MYP designated courses including:
English, Math, Science, Humanities, World Language, Arts, and
Physical Education. To continue in the IB program, high school
IBMYP students are required to: 1) progressively schedule their
MYP course work in order to meet grade 11 prerequisite course
entry criteria; 2) take a full MYP course load and pass at least three
MYP courses each year; and, 3) be promoted to the next grade. In
addition, tenth graders must complete the Personal Project.
IB DIPLOMA PROGRAM COURSE REQUIREMENTS OVER GRADES 11 & 12
In the East Mecklenburg, Harding University, Myers Park, North
Mecklenburg, and West Charlotte IB Programs, students must
complete course work that will qualify them for the IB Diploma.
Students earning the IB Diploma must successfully complete
courses and examinations in six courses from ve subject groups,
concurrently over two years, as well as the core elements of the
program (Theory of Knowledge, the extended essay, and Creativity,
Action, Service hours). An IB Diploma candidate must successfully
complete six IB courses and exams (three or four courses at Higher
Level) and the Theory of Knowledge course.
MIDDLE COLLEGE
In partnership with Central Piedmont Community College (CPCC),
CMS offers accelerated learning opportunities that provide students
the opportunity to take college courses while completing their high
school graduation requirements. Students can complete an associ-
ate’s degree or earn up to two years of transferable college credit,
tuition free. Given the rigor of completing both the high school
diploma and the associate’s degree or two years of college credit,
students have an additional year (i.e., grade 13) to graduate. Middle
College High Schools (MCHS) are located on the Cato, Levine,
Harper and Merancas campuses of CPCC. The program serves high
school students in grades 11-13 and admits up to 100 students per
grade level each year. Students enrolled in a MCHS will take courses
required for high school graduation while also taking college
courses towards a post-secondary certicate, college transfer, Asso-
ciate’s degree, and/or industry certication.
Students must have a minimum 2.8 unweighted GPA prior to the
conclusion of the lottery. Upon submission of the lottery application,
students must also complete the additional application materials.
Students whose GPA drops below the requirement after the lottery
will be subject to the district’s revocation process, and it is possible
that the student will be reassigned to the student’s neighborhood
home school.
MILITARY, GLOBAL LEADERSHIP, AND PUBLIC SAFETY AT
HAWTHORNE
The Military, Global Leadership, and Public Safety Academy
provides a rigorous, traditional academic learning environment
for students. The program is NOT a boot camp but is designed to
develop students’ problem solving, creative and critical thinking
skills. Students in this program are instilled with a sense of responsi-
bility through character development and community service. They
develop an understanding of world languages, geography, politics,
and economics to gain a global perspective and to become better
prepared to understand and choose post-secondary educational
opportunities. There are entrance requirements for this magnet
program. Students must participate in the JROTC and /or Public
Service Academy annually and pass associated courses annually.
NORTHWEST SCHOOL OF THE ARTS
Nationally and internationally known for excellence in academics
and the arts, NWSA allows high school students to build a strong
academic foundation, while rening their skills in one arts area
(dance, choral music, instrumental music, theatre, or visual arts).
Students experience art rst hand, through exhibition, perfor-
mances, competitions, and arts/artist exposure experiences.
The school exemplies the fact that academic excellence stems
from learning that is embedded in the arts. Students entering the
program are required to pass an audition or, in the case of Visual
Arts, a portfolio review, prior to being placed in the lottery for vacant
seats in the school. Students who attend Northwest School of the
Arts in the 8th grade can retain their seat at the school for high
school if they pass their high school auditions. For audition informa-
tion, go to nwsaauditions.com.
SECONDARY MONTESSORI
The Secondary Montessori program aims to prepare students not
only for post-secondary education, but for all of life, by equipping
them with a compassionate global perspective and a deep under-
standing of the core values of commitment, community, initiative,
compassion and responsibility. This type of holistic education is
one that guides students on the path to becoming condent and
capable humans, able to adapt to anything life presents. Students
are engaged in rigorous academic work, both independent as well
as cooperative. It challenges them to work with grace and courtesy
in community, and to practice self-evaluation as a way to reect on
academic as well as personal growth.
STEM: SCIENCE, TECHNOLOGY, ENGINEERING & MATH
Students entering grade 9 and 10 must apply during the lottery
period. There is no requirement for entry. Students entering in
grades 11 and 12 apply via the Request for Reassignment/Transfer
process including a transcript analysis completed by the prospec-
tive school. Students must pass STEM courses and Project Lead The
Way courses annually and participate in a STEM
co-curricular activity.
STEM AT PHILLIP O. BERRY ACADEMY OF TECHNOLOGY
Phillip O. Berry Academy is a comprehensive, district-wide magnet
high school offering an accelerated core academic curriculum in
STEM (Science, Technology, Engineering, and Math), with more
than 15 career and technical education courses offered through-
out the school. Teachers at Phillip O. Berry Academy of Technology
facilitate and differentiate instruction to address the learning styles
of all students within a school culture that values and honors all
students. The school’s mission is to provide an education centered
on a rigorous and relevant curriculum with focused human relations
between students, parents, staff and the community. Complement-
ing the rigorous and relevant academic and technical curriculums
are a comprehensive athletic program, and student clubs and activ-
ities, as well as electives in Spanish, French, Fine Arts, Band, and
Orchestra.
HEALTH SCIENCES AT HAWTHORNE
The Academy of Health Sciences at Hawthorne is a Coopera-
tive Innovative High School in partnership with Central Piedmont
Please check the CMS home page for updated information.
4
CHARLOTTE-MECKLENBURG SCHOOLS
MAGNET PROGRAMS
1
Community College (CPCC) focused on the Life and Health
Sciences careers serving students in grades 9 – 12. Students will
have the opportunity to participate in coursework that prepares
them to pursue careers in medicine, nursing, clinical research,
sports medicine, physical therapy, and related elds. In addition,
students will participate in career development activities such as
job shadowing and internships. All course work will be honors,
Advanced Placement and/or community college level courses.
Rising 9th and 10th grade students are eligible to apply for
admission to the HAHS. Students enrolled in the Hawthorne
Academy of Health Sciences will take courses required for high
school graduation and college courses leading towards a post-sec-
ondary certicate, college transfer, associate’s degree, and/or
industry certication. All CPCC college courses are provided at no
charge to HAHS students.
VIRTUAL LEARNING AT CHARLOTTE MECKLENBURG VIRTUAL HIGH
SCHOOL
Learning any time, anywhere, any path. CMVHS is a virtual high
school offering motivated students in grades 9-12 exible online
learning options. CMVHS is designed to allow maximum personal-
ization for students who desire a more exible school experience.
A successful online student is self-motivated, organized, self-dis-
ciplined, comfortable with technology, and has strong time
management and communication skills. Students should have the
ability to work independently and communicate with their teachers.
CMVHS students are expected to have a high level of engagement
and communication with school staff. For more information and
enrollment details, please contact the school at 980-343-3066 or
visit the CMVHS website: https://schools.cms.k12.nc.us/charmeck-
virtualHS/Pages/Default.aspx
WORLD LANGUAGES
Students of the 21st century will need to be procient in more than
one language in order to become contributing members of our
global society. The vision of the World Languages program is to
provide experiences for students to meet this challenge by offering
rigorous cognitive challenges in their target language and unique,
enriching, real-life experiences and applications in business, cultural
and social settings. This program is currently offered at South Meck-
lenburg and North Mecklenburg High Schools.
Students entering a World Language magnet at grades 9-10 must
apply during the lottery period. All students entering grade 9 must
have successfully completed the rst level of a world language
prior to attending, or, be willing to take both level 1 and level 2 of
a world language in 9th grade. Students entering grade 10 must
pass and receive credit for English I with a minimum grade of C and
have completed the second level of a world language. Students
entering in grades 11 and 12 apply via the Request for Reassign-
ment/Transfer process and have a transcript analysis completed by
the prospective school. Students must successfully complete two
consecutive world languages courses each year.
MINIMUM COURSE REQUIREMENTS FOR STUDENT
CONTINUATION IN MAGNET PROGRAMS
ONE COURSE PER YEAR:
Military & Global Leadership Academy
Phillip O. Berry Academy of Technology
South Mecklenburg, North Mecklenburg- Academy of International
Languages (Grade 11) - World Languages course
TWO COURSES PER YEAR:
Northwest School of the Arts (Grades 9 & 10)
South Mecklenburg, North Mecklenburg Academy of International
Languages (Grades 9, 10 & 12) - World Languages course
THREE COURSES PER YEAR:
East Mecklenburg, Harding, Myers Park, North Mecklenburg, West
Charlotte - IBMYP (Grades 9-10)*, Northwest School of the Arts
(Grades 11 & 12)
2022-2023 HIGH SCHOOL PLANNING GUIDE
5
2
ADVANCED STUDIES
Credits The following designated number of credits per subject listed below
must be taken in grades 9-12.
4 English Language Arts I, II, III, IV
4 (NC Math 1, 2, 3 and a higher level mathematics course with
NC Math 3 as prerequisite)
3 Science (a Physics or Chemistry course, Biology, and an Earth/Environmental
Science course)
4 Social Studies (World History, American History, Founding Principles of the United
States and North Carolina: Civic Literacy and Economics & Personal Finance)
2 Two (2) credits in a second language required for the UNC System.
1 Health/Physical Education
4 Four elective credits constituting a concentration recommended from one of
the following: Career and Technical Institute, JROTC, Arts Education, Second
Languages, any other subject area
* one course being a level II course in the Career Cluster
3 Higher level courses taken during junior and/or senior years which carry ve or six
quality points such as:
- AP
- IB
- Dual or college equivalent course
- Advanced CTE/CTE credentialing courses
- On-line courses
- Other honors or above designated courses
OR
2 Higher level courses taken during junior and/or senior years which carry ve or six
quality points such as:
- AP
- IB
- Dual or college equivalent course
- Advanced CTE/CTE credentialing courses
- On-line courses
- Other honors or above designated courses
AND
Completion of The North Carolina Graduation Project
25 or 24
+ NCGP
Note: Adopted by the State Board of Education in July 2009. The above is the
single plan applicable to students who enter the ninth grade for the rst time in
or after 2012-2014.
Table 2.1
NC ACADEMIC SCHOLARS PROGRAM
The following plan is effective for students who enter the ninth
grade for the rst time on or after August 2012.
Students must:
• Begin planning for the program before entering grade 9 to ensure they obtain
the most exibility in their courses.
• Complete all the requirements of this North Carolina Academic Scholars Program.
• Have an overall four-year unweighted grade point average of 3.5.
• Complete all requirements for a North Carolina high school diploma.
AP® SCHOLARS AWARDS PROGRAMS
Each year, the College Board recognizes high school students who
have demonstrated college-level achievement through Advanced
Placement courses and exams. Recipients receive an award certi-
cate and notation is made on AP Grade Reports sent to colleges the
following fall. (Students do not receive any monetary award from the College Board.)
AP SCHOLAR
Awarded to students who receive grades of 3 or higher on 3 or
more AP exams.
AP SCHOLAR WITH HONOR
Awarded to students who receive an average grade of at least 3.25
on all AP Exams taken, and grades of 3 or higher on four or more of
these exams.
AP SCHOLAR WITH DISTINCTION
Awarded to students who receive an average grade of at least 3.5
on all AP Exams taken, and grades of 3 or higher on ve or more of
these exams.
AP STATE SCHOLAR
Awarded to the one male and one female student in each U.S.
state and the District of Columbia with grades of 3 or higher on the
greatest number of AP exams, and then the highest average score
(at least 3.5) on all AP Exams taken.
NATIONAL AP SCHOLAR
Awarded to students in the U.S. who receive an average grade of at
least 4 on all AP Exams taken, and grades of 4 or higher on eight or
more of these exams.
ADVANCED PLACEMENT INTERNATIONAL DIPLOMA
APID Criteria
• One AP Exam designated as oering a global perspective.
• One exam from the sciences or mathematics content area.
• One or two additional exams from any content area except English and world
languages.
For additional information on APID, please visit the website:
http://international.collegeboard.org/programs/apid
ADVANCED PLACEMENT RECOMMENDATIONS FOR
NINTH AND TENTH GRADE STUDENTS
Ninth and tenth grade students who are prepared for the challenge,
rigor, and intensity of Advanced Placement (AP) courses can and
should register for these classes. In fact, by taking an AP course in
their ninth or tenth grade years, students are given an early oppor-
tunity to experience this level of work. Therefore, when they are
able to register for multiple AP classes, they will have a better
understanding of the expectations and work load in an Advanced
Placement class. Because of the North Carolina Standard Course
of Study as well as state requirements for each grade level, courses
that these students may select are limited. Students and parents
should work with their school counselor to determine the Advanced
Placement opportunities available to them.
Please check the CMS home page for updated information.
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ADVANCED STUDIES
CHARLOTTE-MECKLENBURG SCHOLARS
Effective for students entering 9th grade in 2005 and after. A total
number of 30 credits is required:
ADVANCED PLACEMENT COURSES (AP):
Research has shown that students who participate in AP courses
outperform others in college, particularly in grades and graduation
rates. CMS believes that all children deserve access to the rigor of
advanced coursework and can be successful with the appropriate
support. The purpose of this document is to better prepare students
and parents for AP courses. We want to provide our students and
parents with information to aid them in determining what AP classes
and how many AP classes a student should consider.
If you would like further information about the Advanced Placement
program, please contact your child’s counselor or the Advanced
Studies Department at 980-343-6955.
WHEN MAKING A DECISION ABOUT TAKING AP COURSES, STUDENTS
SHOULD CONSIDER THE FOLLOWING QUESTIONS:
1. How do you work independently?
2. How will you manage the expectations of AP courses?
3. How diligently are you willing to work to be successful in the course?
4. Speak to the teacher of the course - what are the specic expectations of
that teacher/course?
5. What kinds of support do you feel you need to be successful in an AP
course (i.e. tutoring, writing preparation, reading preparation, study
skills)?How will you develop that support?
6. What is your understanding of the signicance of the AP exam at the end
of the year? How will you benet from studying for the exam and striving
to do your best?
STUDENTS ENROLLED IN AP COURSES:
1. Are expected to take the AP exam.
2. Engage in the content and challenge themselves academically.
3. Advocate for themselves.
SKILLS DEVELOPED IN AP COURSES:
ART HISTORY: Learn to critically analyze works of art within diverse
historical and cultural contexts, considering issues such as politics,
religion, patronage, gender, and ethnicity; explore architec-
ture, sculpture, painting and other media from across a variety of
cultures; articulate visual and art historical concepts in verbal and
written form; investigating and evaluate works of art through obser-
vation, discussion, reading and research.
ART & DESIGN: 2-D ART & DESIGN; 3-D ART & DESIGN, DRAWING:
Demonstrate investigation of 2-D, 3-D or Drawing design princi-
ples through the development of a portfolio that is personal to your
individual talents and interests; explore your creativity and be an
informed, independent, critical decision maker; see art from more
than one perspective, accept critique from others, and take creative
ideas to fruition; Portfolios are evaluated at the end of the course.
MUSIC THEORY: Develops musical skills and builds understanding
of music composition and theory through listening, analysis, and
analytical exercises.
COMPUTER SCIENCE: Understand how computing and technol-
ogy inuence the world around you; creatively address real-world
issues while using the same tools and processes that artists, writers,
computer scientists, and engineers use to bring ideas to life; learn
the fundamentals of programming and problem solving.
ENGLISH: Reads and responds to works of ction and non-ction ana-
lytically and critically; develops a writing voice with an understanding of
audience and purpose; reads and analyzes texts from various genres.
GLOBAL STUDIES: Constructs a logical historical argument; reads,
analyzes, and interprets primary resources; develops a historical
perspective in both written and verbal format; understands and
explains the reasons for different points of view.
MATH: Problem-solves; demonstrates abstract and analytical
reasoning; uses logic, inductive, and deductive reasoning to draw
conclusions and solve problems; translates among graphic, Mathic,
numeric, tabular, and verbal representations of functions and relations.
SCIENCES: Demonstrates an analytical approach to material;
designs and conducts scientic investigations and produces high
level lab reports.
WORLD LANGUAGES: Demonstrates intensive development of the
target language; understands and can interpret the spoken and
written language; demonstrates an understanding and appreciation
of other perspectives and cultures.
Table 2.2
Credits Courses
4
English I, II, III, IV
4
Science (must include one second level science or one AP/IB level or
one college-level science course)
4
Mathematics
(must include one math course for which NC Math 3 is a prerequisite)
4
World Language
(four levels of one language or two levels of two different languages)
4
Social Studies
(Founding Principles of the United States and North Carolina: Civic
Literacy, American History, World History, and one second level or one
AP/IB or one college-level social studies course)
1
Health/Physical Education
1
Arts Education
8
Electives
An overall unweighted GPA of 3.5 is required
(at end of 1st semester of 12th grade)
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ADVANCED STUDIES
IB MIDDLE YEARS PROGRAM
The IB Middle Years Program is offered at East Mecklenburg, Harding
University, Myers Park, North Mecklenburg, and West Charlotte High
Schools.
MYP works with the framework of the North Carolina Standard
Course of Study, and MYP teachers create units which combine NC
required objectives with IB contexts and concepts.
While the MYP is a stand-alone program, it can also prepare students
to enter the IB Diploma Program in grade 11. To enter the DP,
students must have completed at least three levels of math and at
least three levels of world language, along with other typical course
requirements for 9th and 10th graders. Below are some typical course
progressions for students in high school MYP; individual student
schedules may vary based on their needs and schools’ offerings.
High School Registration Notes for IBMYP Grade 9
SITUATION 1: ONE MATH, ONE WORLD LANGUAGE
IBMYP English 9
IBMYP Civic Literacy or Economics/Personal Finance
IBMYP Earth/Environmental Science (may be taken later in high school if necessary)
IBMYP Biology
IBMYP Math 1 or IBMYP Math 2 or IBMYP Math 3 (depending on last math class)
IBMYP World Language 1 or 2 (offerings vary by school)
IBMYP Health/PE
One (or two) elective(s)
SITUATION 2: ONE MATH, TWO WORLD LANGUAGE LEVELS
(for students who have not had level 1 of world language in middle school)
IBMYP English 9
IBMYP Civic Literacy or Economics/Personal Finance
IBMYP Earth/Environmental Science (optional)
IBMYP Biology
IBMYP Math 1 or IBMYP Math 2 or IBMYP Math 3 (depending on last math class)
IBMYP World Language 1 (offerings vary by school)
IBMYP World Language 2 (offerings vary by school)
IBMYP Health/PE
SITUATION 3: TWO MATHS, ONE WORLD LANGUAGE
IBMYP English 9
IBMYP Civic Literacy or Economics/Personal Finance
IBMYP Earth/Environmental Science (optional)
IBMYP Biology
Foundations of Math 1/Math 1
IBMYP World Language 1 or 2 (offerings vary by school)
IBMYP Health/PE
High School Registration Notes for IBMYP Grade 10
SITUATION 1: MATH III, ONE WORLD LANGUAGE
IBMYP English 10
IBMYP Economics/Personal Finance or Civic Literacy
IBMYP Math 3 (Honors or Standard) or AFM or IB Math Analysis 1
(depending on last math class)
IBMYP Chemistry 1 and/or IBMYP Physics 1
IBMYP World Language 3 (offerings vary by school)
At least one of the following classes strongly suggested:
Arts Class (IBMYP Drama, IBMYP Visual Arts, Crafts, Band, Chorus or Orchestra) OR
PLTW Introduction to Engineering Design or other Design class
One elective
SITUATION 2: MATH III, TWO WORLD LANGUAGE LEVELS
IBMYP English 10
IBMYP Economics/Personal Finance or Civic Literacy
IBMYP Math 3 (Honors or Standard) or AFM or IB Math Analysis 1
(depending on last math class)
IBMYP Chemistry 1 and/or IBMYP Physics 1
IBMYP World Language 2 (offerings vary by school)
IBMYP World Language 3 (offerings vary by school)
At least one of the following classes strongly suggested:
Arts Class (visual or performing, depending on school offerings) OR
Design class (offerings vary by school)
One elective
SITUATION 3: MATH II AND MATH III, ONE WORLD LANGUAGE
IBMYP English 10
IBMYP Economics/Personal Finance or Civic Literacy
IBMYP Math 2
IBMYP Math 3
IBMYP Chemistry 1 and/or IBMYP Physics 1
IBMYP World Language 3 (offerings vary by school)
At least one of the following classes strongly suggested:
Arts Class (visual or performing, depending on school offerings) OR
Design class (offerings vary by school)
One additional elective
SITUATION 4: MATH II AND MATH III, TWO WORLD LANGUAGE LEVELS
IBMYP English 10
IBMYP Economics/Personal Finance or Civic Literacy
IBMYP Math 2
IBMYP Math 3
IBMYP Chemistry 1 or IBMYP Physics 1
IBMYP World Language 2 (offerings vary by school)
IBMYP World Language 3 (offerings vary by school)
One Elective- one of the following classes strongly suggested:
Arts Class (visual or performing, depending on school offerings) OR
Design class (offerings vary by school)
Please check the CMS home page for updated information.
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CHARLOTTE-MECKLENBURG SCHOOLS
ADVANCED STUDIES
2
IB DIPLOMA PROGRAM
The IB Diploma Program spans grades 11 and 12 at East Mecklen-
burg, Harding University, Myers Park, North Mecklenburg, and West
Charlotte High Schools.
IB Diploma Program Course Requirements
The IB Diploma Program spans grades 11 and 12, and requires the
courses listed below; course descriptions begin on page 3.
GRADE 11:
• IB English Literature HL I
• IB World Language SL I or World Language HL I (or World Language SL II if World
Language SL I is taken in grade 10)
• IB History of the Americas HL I
• IB Math Applications I OR IB Math Analysis I (or IB Math Analysis II if IB Math
Analysis I taken in grade 10)
• IB Science SL I or IB Science HL I
• IB Theory of Knowledge I
• IB Sixth Subject I*
GRADE 12:
• IB English Literature HL II
• IB World Language SL II or World Language HL II
• IB History of the Americas HL II
• IB Math Applications II OR IB Math Analysis II
• IB Science SL II or IB Science HL II
• IB Theory of Knowledge II
• IB Sixth Subject II (if applicable)*
*The IB 6th Subject can be a second social studies course (such as IB Business or IB Psy-
chology), a second science, or an IB Visual Arts or IB Theatre class, depending on the
school's course offerings.
IB Assessment
All IB courses are assessed by IB, mostly via exams taken in May of
the junior or senior year. At most two exams may be taken in May of
junior year, usually from a one-year Sixth Subject course such as Phi-
losophy or Psychology. (Any additional exams taken during junior
year cannot count towards the IB Diploma.) All IB courses have an
internal assessment component, which contributes to the overall IB
exam score, and may involve a paper or project completed during
the course. IB exam scores range from 1 (lowest) to 7 (highest).
Theory of Knowledge and the Extended Essay are scored A
(excellent) through E (elementary).
IB Exam Registration Requirements
To be eligible for an IB Diploma, the following exam registration
requirements must be met:
• Students must be in grades 11 or 12 to take an IB exam.
• At least three exams must be taken at higher level (HL).
• No more than four exams may be taken at HL to count towards the IB Diploma.
• At least two exams must be taken at standard level (SL).
• Students in grade 11 can take at most 2 exams, and NO HL exams can be taken in
grade 11.
• Students in grade 11 can take only SL exams; all HL exams must be taken in
grade 12.
IB Diploma Requirements
Requirements below are directly quoted from the IB Diploma Program
Regulations, p. 9; annotations are provided in brackets and italics.
The IB Diploma will be awarded to a candidate provided all the
following requirements have been met.
a. CAS [Creativity, Activity, Service] requirements have been met
b. The candidate’s total points are 24 or more.
c. There is no “N” awarded for theory of knowledge, the extended essay or for a con-
tributing subject. [N stands for “non-scoreable” and generally means that some
component of the exam was not completed, such as internal assessment.]
d. There is no grade E awarded for theory of knowledge and/or the extended essay.
[E stands for elementary and is the lowest possible grade for theory of knowledge
and the extended essay.]
e. There is no grade 1 awarded in a subject/level.
f. There are no more than two grade 2s awarded (HL or SL).
g. There are no more than three grade 3s or below awarded (HL or SL).
h. The candidate has gained 12 points or more on HL subjects (for candidates who
register for four HL subjects, the three highest grades count).
i. The candidate has gained 9 points or more on SL subjects (candidates who
register for two SL subjects must gain at least 5 points at SL).
j. The candidate has not received a penalty for academic misconduct from the Final
Award Committee. [Academic misconduct refers to such actions as plagiarism,
cheating, or submission of the same work for two different assignments.]
IB results are reported in July of the year in which exams are taken.
Students are given unique login information for checking their scores;
scores are NOT sent directly to students via email or postal service.
All students--whether or not they earn an IB Diploma--are granted a
certicate of results from IB. IB certicates and Diplomas are sent to
the schools in late August or early September of the year in which
exams are taken.
IB CREATIVITY, ACTIVITY, AND SERVICE (CAS)
One of the core requirements of the IB Diploma Program is Cre-
ativity, Activity, and Service (CAS). One goal of IB is to develop a
well-rounded child, and CAS is an integral part of this goal. During
junior and senior year, students are expected to complete CAS
experiences that are roughly balanced between the three strands:
CREATIVITY - exploring and extended ideas leading to an original
or interpretive product or performance
ACTIVITY - physical exertion contributing to a healthy lifestyle
SERVICE - collaborate and reciprocal engagement with the
community in response to an authentic need
(From IB’s Creativity, Activity, Service Guide)
Students are expected to maintain a CAS portfolio, summarizing their
activities and documenting that they meeting one or more of the
following learning outcomes (from IB’s Creativity, Activity, Service Guide):
Identify your own strengths and areas for growth
Demonstrate that challenges have been undertaken, developing new skills in the
process
Demonstrate how to initiate and plan a CAS experience.
Show commitment to and perseverance in CAS experiences.
Demonstrate the skills and recognize the benets of working collaboratively.
Demonstrate engagement with issues of global signicance.
Recognize and consider the ethics of choice and actions.
In addition, students must complete a CAS project which requires
them to take a leadership and decision-making role. The CAS
project should last at least one month and may be collaborative.
Students have completed CAS when they have met all the learning
outcomes; maintained a reasonable balance between creativity,
activity, and service; and completed their CAS projects.
IB DIPLOMA COURSE DESCRIPTIONS
Below are descriptions of IB courses currently offered in CMS.
Descriptions are taken from ofcial IB course guides. Additional
information can be found at www.ibo.org/programmes/diploma-
programme/curriculum/.
Group 1: Studies in Language & Literature
IB ENGLISH LITERATURE HL I & II
IB English Literature focuses on the study of literature, with a focus
on a variety of styles, cultures, genres, and contexts. In addition,
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the course introduces students to literary criticism, including the
creation of student-generated literary judgements. Students in IB
English Literature study a minimum of 13 literary works over the two
years of the course. The course, taught over two years, meets North
Carolina graduation requirements for English III and English IV.
Prerequisites: English I & English II
Offered at East Mecklenburg, Harding University, Myers Park, North Mecklenburg, West
Charlotte
Group 2: Language Acquisition
IB LATIN SL I & II | IB LATIN HL I & II
Offered at East Mecklenburg, Myers Park
Students studying Latin focus on reading and translating classical
texts while learning about classical cultures and their impact. Trans-
lation requirements focus on understanding literary aspects of the
texts being studied as well as the contexts of the writing.
Prerequisites: Latin levels 1, 2, and 3.
IB WORLD LANGUAGES SL I & II | IB WORLD LANGUAGES HL I & II
Spanish and French offered at East Mecklenburg, Harding University, Myers Park, North
Mecklenburg, West Charlotte; Chinese offered at East Mecklenburg, Myers Park, North
Mecklenburg; German offered at East Mecklenburg, Myers Park, North Mecklenburg
IB World Language studies at the Diploma Level require students to
read, write, and speak in the target language while exploring cultures
related to the language. Students engage in discussion with classmates
and their teacher, read and respond to texts, and describe and analyze
photographs representing cultural images. Students in HL language
classes read short pieces of literature in the target language, and they
are required to write longer responses to prompts.
Prerequisites: World Language levels 1, 2, and 3.
Group 3: Individuals and Societies
IB BUSINESS MANAGEMENT SL | IB BUSINESS MANAGEMENT HL I & II
Offered at East Mecklenburg, Myers Park, North Mecklenburg
Students in Business Management analyze business structures,
including management models, and decision-making procedures.
All aspects of running a business are considered, including account-
ing practices, human resources management, and marketing.
IB GLOBAL POLITICS SL I & II | IB GLOBAL POLITICS HL I & II
Offered at East Mecklenburg, Myers Park
IB Global Politics focuses on political theory and how it affects real-
world governments and societies. Students in the course explore
political concepts, including power, equality, sustainability, and
peace, in the context of case studies and current world events.
Prerequisites: World History, American History, Founding Principles of the United States
of America and North Carolina:Civic Literacy
IB HISTORY OF THE AMERICAS HL I & II
Offered at East Mecklenburg, Harding University, Myers Park, North Mecklenburg,
West Charlotte
IB History focuses on historical events in the world from multiple
perspectives and contexts, with a particular emphasis on history of
North, Central, and South America. The course approaches history
thematically, considering such concepts as national revolutions, civil
rights movements, and rise of dictatorships. The course, taught over
two years, satises the North Carolina graduation requirement for
American History and world history.
Prerequisites: Civic Literacy, Economics & Personal Finance
IB PHILOSOPHY SL | IB PHILOSOPHY HL I & II
Offered at East Mecklenburg, Harding University, Myers Park
Students in IB Philosophy consider age-old questions such as “What
is it to be human?”, aided by the study of philosophical tools such as
critical thinking, analysis, and argumentation. The course strives to
help students identify philosophies in the world around them.
IB PSYCHOLOGY SL | IB PSYCHOLOGY HL I & II
Offered at Myers Park, North Mecklenburg, West Charlotte
IB Psychology focuses on the study of human behavior, including bio-
logical, cognitive, and sociocultural inuences. Psychological research,
both in case studies and in practice, plays a central role in the course.
Group 4: Sciences
IB BIOLOGY SL I & II | IB BIOLOGY HL I & II
Biology SL is offered at East Mecklenburg, North Mecklenburg, West Charlotte; Biology HL is
offered at East Mecklenburg, Harding University, Myers Park, North Mecklenburg
Biology is the study of life, from a molecular level through human phys-
iology. The IB Biology course includes the study of biochemistry, cell
biology, genetics, classication, evolution, ecology, and human anatomy
and physiology. There is an emphasis on lab techniques and exploration.
Prerequisites: Biology I
IB CHEMISTRY SL I & II | IB CHEMISTRY HL I & II
Chemistry SL is offered at East Mecklenburg, North Mecklenburg; Chemistry HL is
offered at East Mecklenburg, Harding University, Myers Park, North Mecklenburg
The IB Chemistry course includes the study of atomic structures,
chemical bondings, acids and bases, and organic chemistry. Lab
procedures are a central focus of the course, including the study of
measurement and data processing.
Prerequisites: Biology I, Chemistry I
Please check the CMS home page for updated information.
10
CHARLOTTE-MECKLENBURG SCHOOLS
ADVANCED STUDIES
2
IB ENVIRONMENTAL SYSTEMS & SOCIETIES SL
Offered at East Mecklenburg, Myers Park, North Mecklenburg
IB Environmental Systems and Societies combines the scientic
analysis of the natural environment with the study of the impact of
human systems on that same environment. The course considers both
inuences within the natural world and outside inuences arising
from economic and political decisions made in human societies.
IB PHYSICS SL I & II | IB PHYSICS HL I & II
Physics SL is offered at East Mecklenburg, North Mecklenburg; Physics HL is offered at
East Mecklenburg, Myers Park, North Mecklenburg
IB Physics includes concepts ranging from the basics of motion
and mechanics through electricity and magnetism to nuclear and
particle physics. As a lab science, investigation and the importance
of appropriate measurement are fundamental to the course.
Prerequisites: Biology I, Physics I
IB SPORTS & EXERCISE SCIENCE SL I & II
Offered at Myers Park, North Mecklenburg
IB Sports and Exercise Science is an applied lab science, in which
the principles of experimentation are applied to human physiology
in the context of sports and exercise. The course includes study of
anatomy, psychology, and nutrition.
Group 5: Mathematics
IB MATH APPLICATIONS I & II
Offered at East Mecklenburg, Harding University, Myers Park, North Mecklenburg,
West Charlotte
The Math Applications curriculum is focused on how mathemat-
ics, including algebra, calculus, and statistics, is used in real-world
applications. The course, taught over two years, satises math
requirements for high school graduation (2 units beyond Math III).
Prerequisites: Math I, Math II, and Math III
IB MATH ANALYSIS I & II
Offered at East Mecklenburg, Harding University, Myers Park, North Mecklenburg
The Math Analysis curriculum focuses on constructing, justifying, and
communicating mathematical reasoning in topics such as trigonom-
etry, and calculus. The course, taught over two years, satises math
requirements for high school graduation (2 units beyond Math III).
Prerequisites: Math I, Math II Honors/MYP, Math III Honors/MYP
Group 6: Arts
IB FILM SL I & II | IB FILM HL I & II
Offered at Myers Park
IB Film focuses on both analysis and creation of lm. Students view
lms from various perspectives, including historical and cultural
viewpoints, and consider technical aspects of lm-making. Students
then apply insights gained from the study of lms to creation of
their own short lms, both individually and in a group setting.
IB THEATRE SL I & II | IB THEATRE HL I & II
Offered at East Mecklenburg, Myers Park
Throughout the two-year IB Theatre course, students will learn a
variety of careers in theatre. They will create a directing portfolio,
exploring all the responsibilities of a director. After researching a
variety of theatre theorists and styles, students will explore their
various acting methods and styles through performance. In addition
students will work together to create a collaborative theatre piece
that is presented for an audience.
Prerequisites: Theatre (beginning) or above
IB VISUAL ARTS SL I & II | IB VISUAL ARTS HL I & II
Offered at East Mecklenburg, Harding University, Myers Park, North Mecklenburg, West
Charlotte
The IB Visual Arts course requires students to investigate artistic
techniques, genres, and cultural and historical inuences as they
create their own art. Students create a curated Exhibition of their
own art. They must reect on the inuences and technical challenges
presented by each of their works in a documented Process Portfolio.
They also create a Comparative Study of artists and their work. All
three of these components are required for the IB Visual Art Exam.
Prerequisites: Visual Arts (beginning) or above OR Contemporary Crafts (beginning) or
above Theory of Knowledge
IB THEORY OF KNOWLEDGE I & II
Offered at East Mecklenburg, Harding University, Myers Park, North Mecklenburg,
West Charlotte
In Theory of Knowledge, students study both ways of knowing
(including language, sense perception, and emotion) and areas of
knowledge (including history, natural sciences, and ethics) as they
consider their own knowledge acquired in the IB program and beyond.
2022-2023 HIGH SCHOOL PLANNING GUIDE
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SPECIAL PROGRAMS
It is mandatory, by this legislation, for all high schools in North
Carolina to begin offering CCRG courses in the spring semester
of 2021. These courses will count toward high school graduation.
CCRG is meant to reduce or eliminate the need for remediation for
high school graduates when they enter a community college.
By legislation, high school students will be identied as eligible
and enrolled in CCRG courses. Students whose unweighted GPA is
between 2.2 and 2.799 will be offered in CCRG Math and English
courses unless they meet one of the exemptions listed below.
CCRG EXEMPTION CRITERIA
Students who have an unweighted GPA between 2.2 and 2.799 as
a high school junior are required to take CCRG math and English
courses in their senior year. An unweighted GPA 2.8 or above
signies career and college ready. Students with an unweighted
GPA below 2.2 may opt into the CCRG courses. If the student meets
any of the following criteria in either math or English he will be
exempt from the CCRG course for which the criteria is met.
AVID I, II, III, IV
AVID (Advancement Via Individual Determination) is a college
readiness system designed to increase the number of students
who enroll and persist in four-year colleges and universities. At the
secondary grade levels (grades 6–12), AVID includes an elective
course taken during the school day. Students enrolled in AVID learn
organizational and study skills, work on critical thinking and asking
probing questions, get academic help from peers and college tutors,
and participate in enrichment and motivational activities. Students are
encouraged to enroll in at least one of their school’s most rigorous
academic classes, such as Honors, Advanced Placement, IB, Dual
Enrollment, or Cambridge, in addition to the AVID Elective.
The AVID curriculum, based on rigorous standards, is driven by the
WICOR methodology, which stands for Writing, Inquiry, Collabo-
ration, Organization, and Reading. WICOR instructional strategies
engage students and scaffold instruction.
Students interested in enrolling in the AVID elective should:
• Demonstrate the potential, desire and determination to attend college
• Maintain a minimum 2.0 GPA
• Commit to enroll in academically rigorous courses (appropriate for the student)
• Fulll the requirements set forth by the school’s AVID contract
Please contact your school for more information about availability
and how to enroll in the AVID elective.
*For more information about the AVID College Readiness System and its curriculum,
please visit the AVID website at www.avid.org
VIRTUAL LEARNING OPPORTUNITIES
CMS provides a comprehensive catalog of online courses for
students in grades six through twelve. All students have access to
take courses online with a highly qualied teacher-of-record for initial
credit or credit recovery (see below). This is an excellent opportunity
to provide courses not available at local schools, or to meet unique
scheduling needs, acceleration, or the making up of credits.
Students should contact their school guidance counselor or
eLearning Advisor to enroll. Online courses are asynchronous and
can be taken during the school day, before or after school, or over
the summer. Online courses are available year round and most
offerings have exible start dates. With school approval, students
may take all or part of their courses online. Students who wish to
take all courses online may also elect to transfer to the Charlotte
Mecklenburg Virtual High School (more about CMVHS on page 3).
All online courses taken for credit are recorded on the students’
transcript and affect GPA and class rank – this includes points for
standard, honors, and Advanced Placement courses
Students enrolled in online courses must take all required exams at
their home school, including AP, EOC, EOG, & CTE.
NORTH CAROLINA SCHOOL OF SCIENCE & MATH (NCSSM)
In addition to their face-to-face program, NCSSM offers
online courses including advanced math and science courses
in two formats, both of which are at no cost to families.
1. NCSSM IVC Program – IVC courses are available to all 9-12
students. These courses are offered synchronously during the
school day. More information at ncssm.edu/ivc-courses
2. NCSSM Online – Students apply in their 10th grade year.
NCSSM Online offers a supplemental, two-year, sequenced
honors program for Math & Science courses, while students
remain at their home school. More information at ncssm.edu/
online-program
CREDIT BY DEMONSTRATED MASTERY
Credit by Demonstrated Mastery (CDM) is the process by which a
student may earn credit for a high school course by demonstrating a
deep understanding of the content; without course enrollment or seat
time. Students shall demonstrate mastery through a multi-phase assess-
ment, including a standard examination, which shall be the EOC/EOG
where applicable, or a nal exam developed locally; and, an artifact
which requires the student to apply knowledge and skills relevant to the
content standards. Students passing both phases earn credit towards
graduation, and the course credit does not impact student GPA.
CAREER AND COLLEGE READY GRADUATES
As you begin your junior or senior year of high school it is important
that you are aware of a new requirement passed by the North
Carolina General Assembly and developed by the North Carolina
Community College System and the North Carolina State Board of
Education. S.L. 2015-241, Section 10.13 amended by S.L. 2016-94
and S.L. 2018-5, Career and College Ready Graduates, requires
the State Board of Community Colleges, in consultation with the
State Board of Education, to develop a program that introduces the
college developmental mathematics and developmental reading
and English curriculums in the high school senior year and provides
opportunities for college remediation for students prior to high
school graduation. It is mandatory, by this legislation, for all high
schools in North Carolina to begin offering these classes in the
spring semester of 2021.
Test SAT
(March 2016
and Future)
ACT Math 3 EOC College GPA and
Credit
English 480
composite
score for
Evidenced-
based
Reading and
Writing
18
College
GPA 2.8+
and
6+ UGETC
credits earned
Reading
22
Mathematics
530 22 4 or 5
Table 3.1
Please check the CMS home page for updated information.
12
CHARLOTTE-MECKLENBURG SCHOOLS
SPECIAL PROGRAMS
3
and military drill. Students in the Air Force JROTC program have increased
opportunities for appointment to the Air Force Academy and ROTC schol-
arships. Each level in the courses offers a continuation of the previous
subjects and increased opportunities for leadership development.
Prerequisite: Be in the 9th grade or above, good moral character, physically t, and
Senior Air Science Instructor approval. Levels II, III, and IV require the successful com-
pletion of the previous levels and Senior Air Science Instructor approval.
Army JROTC (Military Science)
Berry Academy, Butler, Garinger, Hawthorne, Harding, Hopewell, Hough, Mallard
Creek, Myers Park, Olympic, Rocky River, West Ch arlotte.
MILITARY SCIENCE I, II, III & IV
Includes instruction in Army history, leadership and managerial skills,
geography, character development, effective communication skills,
goal setting and time management, global and cultural studies,
military drill and ceremonies. Students in the Army JROTC program
have increased opportunity for Service Academy appointments and
ROTC scholarships. Each level in the courses offers a continuation of
previous subjects and increased opportunities for leadership devel-
opment in the art of decision making and problem solving.
Prerequisite: Be in the 9th grade or above, good moral character, physically t, and
Senior Army Instructor approval. Levels II, III, and IV require the successful completion
of the previous levels and Senior Army Instructor approval.
Navy JROTC (Naval Science)
Providence, South Mecklenburg
NAVAL SCIENCE I, II, III & IV
Includes academic instruction in leadership, citizenship, college
preparation, Maritime geography and history, military justice, inter-
national law, sea power and national security, Naval Operations and
skills, ethics and personal nances. The military portion focuses on
additional military orientation subjects as well as basic drill, uniform
inspections and military bearing and courtesies. Students also
participate in various team building and tness programs during
class. Each level in the courses offers a continuation of the previous
subjects and increased opportunities for leadership development.
Prerequisite: Be in the 9th grade or above, good moral character, a desire to learn, and
Senior Naval Science Instructor approval. Level II, III, and IV require the successful com-
pletion of the previous levels and Senior Naval Science Instructor approval.
Marine Corps JROTC (Military Science)
Ardrey Kell.
MCJROTC I, II, III & IV
Includes instruction in Marine Corps history, customs and courte-
sies, national security, military organization, physical tness, drill
and ceremonies and land navigation while stressing leadership
and character development, and civic responsibility. Students in
the MCJROTC Program have increased opportunities for ROTC
scholarships and Service academy appointments. Each level in the
program offers continuation of the previous subjects and greater
opportunities to develop and practice leadership skills.
Prerequisite: Be in the 9th grade or above, good moral character, a desire to learn, and
Senior Marine Instructor approval. Level II, III, and IV require the successful completion
of the previous levels and Senior Marine Instructor approval.
CMS JROTC Honors
Ardrey Kell, Berry Academy, Butler, Chambers, East Mecklenburg, Garinger, Hawthorne,
Harding, Hopewell, Hough, Independence, Mallard Creek, Myers Park, North Mecklenburg,
Rocky River, Olympic, Providence, South Mecklenburg, West Charlotte, and West Mecklenburg.
CMS JROTC HONORS I, II, III & IV
Honors curriculum builds upon JROTC I, II, and III Leadership and
Management courses. An Honor’s activity is a requirement in each
of the CMS JROTC Honors courses (Levels I-IV) in addition to the
DRIVERS’ EDUCATION
Drivers’ Education is a state-funded program consisting of 30 hours of
classroom instruction and 6 hours of behind-the-wheel training offered
to all eligible students in Mecklenburg County. CMS Driver Education is
designed and dedicated to prepare our students for a lifelong skill that
greatly enhances their quality of life. The goal of CMS Driver Education
is to provide each student driver the psychomotor skills and mental
attitudes required to become the most competent, skillful, and respon-
sible driver possible. This serves as a base for parents to continue
the instruction of their young driver in developing the necessary
knowledge, skill, and attitude needed to become a safe driver. The
program is offered monthly at all CMS high school campuses after the
regular school day; during the summer at most CMS high schools and
during school vacations and on Saturdays at selected CMS high school
locations. All CMS high schools have a Driver Education site coordina-
tor who can be contacted for further information.
TO BE ELIGIBLE TO ENROLL, A STUDENT MUST:
• Be at least 14.5 years old but less than 18 years old on the rst day of the desired class.
• Be actively enrolled in a public, private, charter or licensed home school in Meck-
lenburg County.
• Not have had Driver Education before.
• Agree to comply with the CMS Code of Conduct.
A prociency test may be offered to students who are at least 16 years
of age or who have transferred from another state and possess a valid
level one graduated driver license (GDL). Eligible students may enroll
in the classroom phase by contacting their CMS high school DE site
coordinator or by calling the CMS driving school contractor – currently
Jordan Driving School at 704-566-9900. If a student is removed from
the program for disciplinary reasons or drops out for any reason, the
student will have to make arrangements to nish their training through
a commercially licensed school at their own expense.
Please visit the CMS Driver Education web page at
wearecms.com/apps/pages/DriversEd
JROTC
The CMS JROTC Program emphasizes character education, student
achievement, wellness, leadership, citizenship, service to community
and diversity. Its focus is reected in its mission “To motivate young
people to be better citizens.” It prepares high school students for
responsible leadership roles while fostering in each school a more
constructive and disciplined learning environment. The attributes of
self-discipline, teamwork, self-condence, responsiveness to consti-
tuted authority and patriotism are developed. JROTC Levels I, II, III
and IV Honors Curriculums (with appropriate .5 quality point) have
been added to all CMS JROTC Programs. Integrated-curricular activi-
ties include drill teams, rie teams, adventure training teams, athletic/
orienteering/academic competitions, community parades, summer
camps and eld trips to Service installations and national historical
sites. Each cadet is issued a uniform, earns leadership promotions and
has the opportunity to exercise command. Uniforms, textbooks, and
training materials are furnished by the Services at no cost to the student.
There is no military obligation as a result of participation in JROTC. Last
year's CMS JROTC students achieved a 99% on time graduation rate
and received $16 million in scholarships and appointments to Service
Academies.
Air Force JROTC (Aerospace Science)
Chambers, East Mecklenburg, Independence, North Mecklenburg, and West Mecklenburg
AEROSPACE SCIENCE I, II, III, & IV
Includes instruction in Air Force history, weather, principles of ight, global
and cultural studies, space exploration, astronomy, military organizations,
leadership, character education, communication skills, health and wellness,
2022-2023 HIGH SCHOOL PLANNING GUIDE
13
SPECIAL PROGRAMS
3
core JROTC course work. The purpose of the activity is to provide
cadets with the opportunity to do interesting and meaningful work
using the academic knowledge and skills gained through JROTC
and other high school experiences. Activity options include com-
pleting a research paper (approved topic) or a project (JROTC Book
Study, AFA CyberPatriot Program, JROTC Remote Pilot Program,
JROTC Robotics, or other approved topic). Each activity also
requires a portfolio and a presentation.
Prerequisites: Approval by the Senior Service Instructor.
JROTC LEADERSHIP LAB
Ardrey Kell, Berry Academy, Butler, Chambers, East Mecklenburg, Garinger, Hawthorne,
Harding, Hopewell, Hough, Independence, Mallard Creek, Myers Park, North Mecklenburg,
Olympic, Providence, South Mecklenburg, Rocky River, West Charlotte, West Mecklenburg
Provides instruction in a eld and laboratory environment designed
to develop leadership, managerial and character education skills
through team building exercises, staff work, role modeling, eld
training exercises and service learning projects. Each level is more
advanced, challenging and requires higher skill levels for mastery.
Prerequisite: AJROTC, AFJROTC, MCJROTC, NJROTC. Senior Instructor approval, 9th,
10th, 11th, 12th grade
CAREER & TECHNICAL EDUCATION ACADEMIES
Career academies prepare students for college and professional
careers. Academic learning experiences are combined with a
themed curriculum designed to help students develop the critical
thinking and problem-solving skills for success in postsecondary
education and 21st century professional careers. Summer internships
and numerous enrichment activities provide students with extended
learning opportunities throughout their four years in high school.
Academy of Engineering:
Mallard Creek, East Meck, Olympic, Vance, Independence, and Charlotte Engineering
Early College
This career academy prepares students for post-secondary
education and career opportunities in Engineering, and Engineer-
ing Technology, and related Science, Technology, Engineering, and
Mathematics (STEM) professions. The Academy of Engineering was
developed in collaboration with the National Academy Foundation
(NAF), Project Lead the Way (PLTW), and the National Action Council
for Minorities in Engineering (NACME).
Academy of Finance:
Olympic
This career academy prepares students for post-secondary
education and career opportunities in the Financial Services
and Business, Marketing & Management professions. The career
academy provides a concentrated study of the nancial services
industry with specialized courses in nance, economics, taxation,
budgeting, labor management relations, and international trade.
The Academy of Finance was developed in collaboration with the
National Academy Foundation (NAF).
Academy of Health Sciences:
Butler, Hawthorne, and Olympic
This career academy prepares students for post-secondary education
and career opportunities in the Healthcare industry. The career
academy provides a concentrated study in health careers, biotech-
nology, therapeutics, medical diagnostics, and health informatics. The
Academy of Health Science was developed in collaboration with the
National Academy Foundation (NAF) and Project Lead the Way (PLTW).
CRITERIA CTE INTERNSHIP Q&A
Credit Awarded 1 Elective Course Credit
Letter Grade Yes
Grade Point Average No
Application Required Yes
Transportation Provided No
Participation Time During School Year
Eligible for Participation Rising Juniors and Seniors
Academy of Hospitality and Tourism:
Olympic and West Mecklenburg
This career academy prepares students for post-secondary education
and career opportunities in the hospitality industry. The career academy
provides a concentrated study in customer service, geography, hospital-
ity marketing, sports, entertainment, and event planning, and sustainable
tourism. The Academy of Hospitality and Tourism was developed in col-
laboration with the National Academy Foundation (NAF).
Academy of Information Technology:
Olympic and Rocky River
This career academy prepares students for post-secondary education
and career opportunities in Information Technology. The students are
engaged in in-depth studies in the elds of programming, database
administration, digital networks and other areas in the expanding digital
workplace. The Academy of Information Technology was developed in
collaboration with the National Academy Foundation (NAF).
CTE INTERNSHIP PROGRAM
Internships provide hands-on, work-based learning experiences
for students in their areas of career or academic interest. Students
must complete all requirements and activities outlined in the CTE
Internship Course Student Handbook in order to receive one CTE
internship course unit of credit. One course credit is awarded at the
end of the school year upon completion of the required 135 course
work hours. CTE supports internship opportunities for high school
students through the academic, course related, and/or general
internship programs. The chart below highlights the requirements
for the internship programs.
Students wanting to participate in an internship should see a Career
Development Coordinator, or school counselor for more information
Table 3.2
ALTERNATIVE IN-SCHOOL TECHNOLOGY COURSE
HIGH SCHOOL HELP DESK
The Help Desk course is a hands-on study of technology integra-
tion in an educational context. Students will be required to assess
problem sets throughout the day and dene the best approach to
addressing or solving the problem. In addition to solving problems,
students will be required to complete and maintain several running
projects that address problems or solutions in educational technol-
ogy integration. Upon completion, students will have supervised,
analyzed and completed a portfolio demonstrating mastery of their
chosen pathway. Course available at schools with eligible instructor.
Please check the CMS home page for updated information.
14
CHARLOTTE-MECKLENBURG SCHOOLS
HIGH SCHOOL POLICIES
4
All Charlotte-Mecklenburg School Board Policies and Regula-
tions can be accessed from the CMS Homepage. Click on “Board
of Education,” then “Policies, Agendas, and Minutes.” Once on
Boarddocs, click “Policies” in the upper righthand corner. You may
use the drop down to view the Table of Contents or Search (by topic
or specic policy/regulation reference) from that point.
HIGH SCHOOL GRADUATION : POLICY IKF
Beginning with students entering the 9th grade for the rst time in
the 2009-2010 school year (the graduating class of 2014), in order
to receive a CMS/North Carolina high school diploma, a student
in the Future Ready Core or Occupational courses of study must
earn a total of twenty-four (24) required credits (see Policy IKF,
Graduation Requirements).
The CPR graduation requirement is accomplished in the eighth
grade healthful living course, delivered through a curriculum that
meets the healthful living essential standards. If a student has not
satised the CPR graduation requirement in the 8th grade, arrange-
ments must be made to provide instruction or accommodate
remediation to meet this standard. Instruction and/or remedia-
tion will include two components. The student will 1) complete the
online course, and print the online documentation of course com-
pletion; and 2) have a certied physical education/health teacher
approve the accompanying skill set, and return the document to the
school’s registrar to add to the transcript.
HIGH SCHOOL MTSS
MULTITIERED SYSTEM OF SUPPORT MTSS
MTSS is DPI’s and the district’s framework for total school improve-
ment. The framework involves implementing research or evidence
based academic, behavior and social and emotional practices that
would support all students. This work includes systems and supports
for attendance as well. The systems that are implemented ensures that
all students are provided the instruction they need to make progress
towards meeting or exceeding grade level standards or expectations.
Through regular data analysis MTSS school teams are able to
determine the needs for students beginning at core instruction.
While reviewing the elements of core (curriculum, instruction,
and environment) school teams can consider what changes are
necessary to meet the needs of all students. As all students are
receiving core instruction, through a data based problem solving
model, it may be determined that some students will need sup-
plemental instruction/intervention and a few students will need
intensive instruction/intervention. Both supplemental and intensive
instruction/intervention are provided to students along with
receiving their core instruction. Through all tiers of instruction it is
necessary to monitor the progress of students to ensure delity of
the instruction/intervention provided.
HIGH SCHOOL PROMOTION STANDARDS
Effective with the 2010/2011 school year, students must meet the
following requirements to be promoted from one grade to another.
a. 9th to 10th Grade: Students must earn six (6) credits during the 9th grade.
Credits may be earned in any courses.
b. 10th to 11th Grade: Students must have earned a cumulative total of 12 credits
(which must include English I, English II and Math I).
c. 11th to 12th Grade: Students must have earned a cumulative total of 18 credits.
d. High school credits earned in middle school do not count towards credits that
must be earned each year in order to be promoted to the next grade. However,
credits earned in middle school do count towards the total number of credits
necessary to satisfy graduation requirements.
e. Until students have satised graduation standards in English or Math, they must
be scheduled to take at least one English and one Math course every year.
f. Students should be promoted only at the end of the rst or second semester, upon
completing the required courses and credits to be reclassied to the next level.
DETERMINATION OF APPLICABLE GRADUATION
REQUIREMENTS AND GRADUATING CLASS
For purposes of determining graduation requirements, each student
is assigned to a graduating class when the student rst enters ninth
grade. In order to graduate from high school, the student must
meet the CMS graduation requirements in effect for that particular
class. This provision applies to a student who graduates before or
after the graduating class to which the student was assigned upon
entering the ninth grade.
GRADE POINT AVERAGE/CLASS RANKING - IKC-R
I. GRADE POINT AVERAGE (GPA)
A. Computation
1. The following courses are included in calculation of GPA:
a. Course work attempted in CMS in grades 9 through 12, unless the course
is one that is specically exempted from inclusion in GPA (see #2, below).
The course work may be taken during the regular or extended year term, or
at an alternative school site;
b. Courses that a CMS student takes and fails at a CMS school and repeats at a
non-CMS institution in grades 9-12;
c. Courses taken in accredited educational institutions in grades 9-12 before
the student enrolled in CMS;
d. New course work taken at accredited non-CMS educational institutions
in grades 9-12 that is necessary for the student to satisfy a graduation
requirement and is not reasonably available to the student within CMS
(see IKF-R for additional information on this requirement);
e. New course work taken in grades 9-12 at accredited non-CMS educational
institutions that the principal and the superintendent’s designee approve
for inclusion as a graduation requirement, as set forth in IKF-R;
f. Courses taken at institutions of higher education that are included in an
articulation agreement or memorandum of understanding between the
institution and CMS regarding courses for which students may receive
credits towards graduation.
2. The following courses are not included in calculation of GPA:
a. Courses transferred from home schools (effective with the 2003 – 2004
school year);
b. Courses transferred from non-accredited schools (effective with the 2003 –
2004 school year);
c. New course work taken by CMS students at accredited non-CMS insti-
tutions that does not meet the criteria set forth above for inclusion in
graduation requirements;
d. Courses for which grades are awarded pass/fail, such as courses taken
through the Credit by Demonstrated Mastery (CDM) process and Credit
Recovery; and
2022-2023 HIGH SCHOOL PLANNING GUIDE
15
HIGH SCHOOL POLICIES
4
e. CMS courses noted as not being included in the GPA calculation in the
current year’s “High School Planning Guide.”
3. The number of quality points a student may earn for a particular course is
determined by a combination of the student’s grade in the course and the
academic level of the course, as follows:
of second semester of the school year preceding the student’s senior year. If a
student is graduating early, the student must have been enrolled at the school
from the beginning of the second semester of his or her tenth grade year.
B. Computation
1. Class rank will be determined by ranking all students numerically by weighted
GPA. The student(s) with the highest average will be assigned a rank of
number one (1) in the class. The student(s) with the second highest average
will be assigned the next highest rank. Students who have the same GPA will
have the same rank in class.
2. All high schools will determine Junior Marshals by ranking students according
to the weighted GPAs calculated at the beginning of the rst semester of the
students’ junior year.
3. Effective with the graduating class of 2003, all high schools will determine honor
graduates (Valedictorian and Salutatorian) by ranking seniors according to the
weighted GPAs calculated at the end of the second semester of the students’ senior
year.
4. All students who share the top ranking will share the title of Valedictorian. All
students who share the next highest ranking will share the title of Salutatorian.
5. In order to ensure consistency and fairness, for purposes of determining
Valedictorian and Salutatorian, the GPAs and class ranks of students who are
candidates for these awards will be calculated based on the same system for
awarding quality points, as follows:
C. Schedule for Determining Class Rank
1. Class rank shall be run according to the following schedule:
2. If data is not available to calculate class rank on the 15th school day, class rank
shall be run as soon thereafter as possible.
Grading/Assessment Systems - IKA-R
(reference to high school section only; entire regulation can be viewed at www.cms.k12.
nc.us)
III. HIGH SCHOOL GRADING SCALE
In each course, the academic grade a student earns shall reect the student’s achieve-
ment of grade level expectations and satisfaction of attendance requirements. Numeric
grades will be used for courses except where specically noted.
In each course, the conduct grade a student earns shall reect the grade level expectations
for work, study, and social habits. The conduct grade shall be determined independently of
the content area grade.
A. Grading Scale for Grades 9-12:
1. Academic Progress
A = 90–100 Excellent Performance
B = 80–90 Very Good Performance
C = 70–80 Satisfactory Performance
D = 60–70 Inconsistent, Low Performance
F = Below 60 Unsatisfactory Performance or Excessive Absences
I = Incomplete Student has not fullled the course requirements.
* Note: Incompletes are to be awarded only in situations when students have
been unable to complete course requirements because of circumstances beyond
their control. Principals must approve awarding a student an Incomplete. At the
end of rst semester, an “I” will revert to an “F” if course requirements are not
met within 30 days. Except for seniors, at the end of second semester, an “I” will
revert to an “F” if course requirements are not met within ten days of the last day
of school. For seniors, no “I’s” will be awarded at the end of second semester.
These time limits may be extended in extenuating circumstances.
ACADEMIC COURSE LEVEL
Standard
Honors/college
courses identied
in Comprehensive
Articulation
Agreement
Advanced Placement /International
Baccalaureate/Cambridge
International/higher-level college
courses identied in Comprehensive
Articulation Agreement
GRADE/TOTAL QUALITY POINTS
(For students rst entering 9th grade beginning with the 2015/2016 school year)
Unweighted Weighted Weighted
A /4
B /3
C /2
D /1
F/0
A/4.5
B/3.5
C/2.5
D/1.5
F/0
A/5
B/4
C/3
D/2
F/0
GRADE/TOTAL QUALITY POINTS
(For students rst entering 9th grade prior to the 2015/2016 school year)
Unweighted Weighted Weighted
A /4
B /3
C /2
D /1
F/0
A/5
B/4
C/3
D/2
F/0
A/6
B/5
C/4
D/3
F/0
Grade 9
End of rst semester
Grade 10
On the 15th school day and at end of rst semester
Grade 11
On the 15th school day and at end of rst semester
Grade 12
On the 15th school day, end of rst semester, and end of second semester
Table 4.1
Table 4.2
4. The number of quality points used in the GPA calculation formula shall be
based upon the nal course grade in all cases where the nal course grade
is available. If the nal course grade has not yet been awarded, the alternate
nal mark (i.e. the midterm grade in a yearlong course) shall be used to
determine the number of quality points.
5. To determine an unweighted GPA, the total quality points (disregarding the
additional quality points awarded for upper level courses) are divided by the
total number of semesters attempted.
6. To determine a weighted GPA, the total of quality points (weighted and
unweighted) is divided by the number of semesters attempted.
7. A GPA calculated at mid-term is an Interim GPA. An Interim GPA is based
upon all nal course grades and, for courses in progress, the alternate nal
marks.
8. At the end of the school term, after nal course grades have been awarded,
for purposes of calculating an End-of-year GPA the alternate nal marks are
converted to nal course grades, which are then used as grades for both rst
and second semesters in the GPA calculation formula.
9. GPA will be computed to the thousandth of a percent and rounded to the
nearest hundredth. Place values beyond the rounded hundredth’s place will
not be considered as part of the GPA.
B. Schedule for Calculating GPA
1. A student’s end-of-year weighted GPA will be calculated at the end of grades
nine through twelve, using nal course grades.
2. An interim weighted GPA will be calculated at the end of rst semester for all
high school students and posted to the students’ transcripts.
II. RANK IN CLASS
A. Students Eligible to be Ranked
1. All students enrolled in a school at the time class ranks are calculated will be
included in the class ranking.
2. In order to be eligible to be Valedictorian or Salutatorian at a particular high
school, a student must have been enrolled at that school and have been a
member of the class with which he or she is being ranked from the beginning
Please check the CMS home page for updated information.
16
CHARLOTTE-MECKLENBURG SCHOOLS
Grading English Learners (ELs)
Teachers will maintain high expectations based on the North Carolina Standard
Course of Study in order for English Learners to demonstrate language growth
and mastery of grade level standards. Teachers must adapt instruction, assign-
ments, and assessments based on students’ English language prociency levels
in reading, writing, listening, and speaking. These levels are determined by the
WIDA W-APT/Screener or ACCESS test.
Report card grades should reect student performance with appropriate instructional
and language supports in place. Students should not be limited from earning the
highest grade in the content area. The EL Committee should meet to determine further
supports needed for the student if the instructional supports, language supports and
accommodations specied in the English Learner (EL) plan have been implemented
and the student either makes no attempt or has not shown progress toward language
acquisition and content mastery. English Learners can demonstrate the mastery
of content in various formats such as projects, portfolios, etc. Per federal guidance
students should not receive grades of “D”, “F”, or other failing grades on assignments
solely based on limited English prociency.
The Equal Educational Opportunity Act (EEOA) mandates that no state shall deny
equal education opportunity to any individual, "by the failure by an educational
agency to take appropriate action to overcome language barriers that impede
equal participation by students in an instructional program."
IV. HIGH SCHOOL COMPREHENSIVE EXAMINATIONS
A comprehensive examination shall be administered at the end of
each course, at a time determined according to the CMS school
calendar. A comprehensive examination may be an examination
provided by a teacher or a test required by the NC BOE. There
are no exemptions from high school examinations based on prior
academic performance or attendance. This provision applies to all
courses, including those taught online.
A student who does not demonstrate prociency on this test will
have numerous opportunities to repeat the test prior to and after
the student’s class graduates from high school, as set forth in NC
BOE Policy GCS-N-004 (a). For a student in the Occupational Course
of Study, the required prociency level shall be specied in the
student’s Individual Education Plan (IEP).
A. Teacher-provided Comprehensive Examinations
1. The teacher-provided comprehensive examination will count as 20% of a
student’s nal grade.
2. As required in policy ACD, Nondiscrimination on the Basis of Religion in
Schools, examinations are not to be scheduled on days designated as religious
holidays by the Superintendent.
3. The teacher-provided comprehensive examination shall cover the entire course
content.
B. Required North Carolina Tests and Examinations
1. A student enrolled in a course for which a North Carolina End-of-Course (EOC)
test has been developed must take the appropriate test, even if the student is
also required to take an AP or IB examination in the same course.
2. EOC test scores shall count 20% of the student’s nal grade.
V. OTHER TESTS
The district may administer tests other than those described
above if the tests are for instructional purposes and are author-
ized by the administration.
VI. TESTING CALENDAR
All tests and examinations referenced in this regulation shall be
administered according to the district-wide testing calendar that is
adopted and distributed annually.
VII. HIGH SCHOOL SCHEDULE CHANGES
A. Student Initiated Course Changes
1. A student will not be penalized for a non-administrative course schedule
change that is approved according to the following schedule:
a. For courses that meet on an “A/B” schedule: within the rst twenty school
days of the beginning of a course;
b. For courses that meet on a “4x4” schedule: within the rst ten school days
of the beginning of the course.
2. For college courses, the district will follow the schedule for course drops used
by the college.
3. A student will receive a grade of “F” in a course for which a on-administrative course
schedule change is made after the deadline established in paragraph 1 above.
4. A non-administrative schedule change includes actions by a student or a
parent to drop or withdraw from a course.
B. Administrative Courses Changes
1. The administration may initiate a student course change at any point without
penalty to a student. Such administrative actions include rescheduling a
student to a different section of a course or removing a student from a course
(“dropping” a course).
2. Administratively initiated schedule changes from one section of a course to
another or to a more advanced course should be allowed at the discretion of
the principal.
3. Administratively initiated course drops should be made only for the welfare
of the student and in compelling circumstances that are beyond the control
of the student or his or her parents. Such circumstances include but are not
limited to the following:
a. The student is or has been seriously ill for an extended period of time;
b. The student has been in an accident and suffered severe, debilitating
injuries; or
c. The student suffers from psychological problems or a mental illness and is
under the care of a mental health professional.
d. After the student has enrolled in the course, the student is assessed for
learning difculties or academic weaknesses, and the student is identied
as being learning disabled or certied as an Exceptional Child.
e. The student was inappropriately placed in a course after having trans-
ferred into the district and enrolled in school before his or her records were
received and reviewed for proper course placement.
In the circumstances set forth in subsections a–d, above, the student’s health
problems or learning disabilities must affect the student’s ability to fulll the
requirements of the course. The principal must have written documentation
from the student’s physician or treatment professional of the condition that has
resulted in the student’s inability to successfully complete course requirements.
VII. SCHEDULE CHANGES FOR COURSES FOR WHICH THE STATE REQUIRES
AN END OF COURSE TEST, OR CTE POST-ASSESSMENT
A. Student Initiated Course Changes
Student initiated schedule changes for the courses described above shall follow
the guidelines set forth in Section IV. A, above.
B. Administrative Course Changes
A student enrolled in one of the courses described above may be dropped from
the course after the rst twenty school days only upon satisfaction of the guide-
lines set forth in Section IV. B, and upon notication and approval from CMS
Accountability. For CTE courses, notication must also be given to the CMS CTE
department. The principal must review each case and assure that the reasons for
the student’s withdrawal from the course are documented. Other requirements
may be established by APTS and the NC Department of Public Instruction.
HIGH SCHOOL POLICIES
4
2022-2023 HIGH SCHOOL PLANNING GUIDE
17
CREDITS FOR GRADUATION
5
ONE-CREDIT COURSES
In grades nine through twelve, one unit of credit will be awarded
for the satisfactory completion of a course. “Satisfactory comple-
tion” means that a student achieved a passing nal course grade
calculated from grades from the rst and second semesters, an End
of Course test, or exams. Once having been awarded a credit in a
course, a student may not repeat the same course for credit. Excep-
tions to this general rule apply to OCS students enrolled in CTE
courses, students identied as Exceptional Children (EC) enrolled
in Learning Lab courses, and Students enrolled in prociency based
courses in Arts Education. With the prior approval of the principal,
students may receive credit for repeat enrollment in these courses.
Generally, only whole credits will be awarded for one-credit courses;
partial or one-half units of credit will not be awarded for completion
of only part of a one-credit course. However, in extenuating circum-
stances a student may be awarded one-half unit of elective credit
for completion of one-half of a one-credit course. In all cases, this
exception may be applied only in rare situations and only with the
explicit approval of the principal. Examples of circumstances that
qualify for this exception include but are not limited to:
1. When students transfer into CMS after completing one-half of a course and are
not able to complete the second half of the course because of scheduling limita-
tions or lack of course availability.
2. When students change schools after completing one-half of a course and are not
able to complete the second half of the course because of scheduling limitations
or lack of course availability.
3. When a student’s schedule must be changed at the end of rst semester so he/
she is able to make-up a credit necessary for graduation and is therefore not able
to complete the second half of the course because of scheduling limitations.
COURSES TAKEN IN MIDDLE SCHOOL
FOR HIGH SCHOOL CREDIT
1. Graduation credit will be awarded for high school courses taken while in middle
school with the exception of English II, III, IV, Health and Physical Education,
elective and other credits.
a. Students must complete the entire course, even if it is taken over two school
years; one-half credit will not be awarded for passing only one-half of a course.
b. Courses must include comprehensive exams (a district or teacher-made exam,
a NC Final Exam or an EOC in courses for which the state has developed an
EOC) that count for 20% of the nal course grade. (Note: prior to the 2015/16
school year, nal course exams counted as 25% of the nal grade.)
2. As provided in Section 1, above, once having been awarded a credit in a course, a
student may not repeat the same course for credit, with the exceptions of:
a. OCS students enrolled in CTE courses,
b. Students identied as Exceptional Children (EC) enrolled in Learning Lab
courses, and
c. Students enrolled in prociency based courses in Arts Education.
With the prior approval of the principal, students may receive credit
for repeat enrollment in these courses.
Therefore, unless one of these exceptions is applicable, students
who are awarded graduation credit for a high school course taken in
middle school may not again receive credit if the course is repeated
in grades 9 – 12. In addition, high school courses taken in middle
school do not accrue quality points; therefore grades in these
courses are not included in high school grade point average (GPA)
calculations.
Please check the CMS home page for updated information.
18
CHARLOTTE-MECKLENBURG SCHOOLS
5
CREDITS FOR GRADUATION
CREDITS EARNED WHILE STUDYING ABROAD
CMS encourages and facilitates opportunities for students to pursue
their high school education in foreign countries by recruiting students
and providing information about study abroad opportunities.
1. CMS students who wish to receive high school credit for courses taken in a foreign
country during the school year must withdraw from CMS and enroll in a school in
a foreign country. Students will be awarded credit for credits earned abroad upon
their re-enrollment in CMS[1], according to the procedures outlined in the regula-
tions.
2. Students who wish to receive high school credit for courses taken abroad must
initiate a meeting with the school counselor before withdrawing from CMS for
the purpose of:
• developing a plan for transferring credits from the foreign school,
• identifying courses that must be taken upon re-enrollment in CMS in order for the
student to graduate with his or her class, and
• to the extent possible, pre-planning course schedules to be taken upon re-enrollment.
The principal must approve the plan before the student withdraws from CMS and
begins the study abroad program.
3. If students are enrolled in a program or school which CMS has a Memorandum
of Understanding (MOU) or in a school in a country with which CMS has an MOU
with a governmental agency, upon re-enrollment, credits will be evaluated and
acknowledged as follows:[2]
a. The high school counselor will evaluate and, as appropriate, will convert
credits earned while abroad to CMS credit units;
b. CMS will accept grades for course work and award credit as assigned by the
school in which the student was enrolled in the foreign country;
c. Course work and credits will be included on the student’s CMS transcript and
included in grade point average (GPA) calculations;
d. the course work will count towards satisfaction of CMS and NC graduation
requirements. In order to determine if a course fullls a specic state or local
graduation requirement, the principal or the Superintendent’s designee may
require that a student provide course curriculum and content descriptions for
evaluation by a CMS curriculum content specialist.
4. Students must satisfy the North Carolina High School Exit Standards.
5. If a student enrolls in a program or school with which CMS does not have an
agreement, the student (before enrolling in the program) must correspond with
the principal, high school counselor and CMS study abroad specialist to complete
CMS Study Abroad documents and forms.
The State Board of Education eliminated as graduation requirements
the NC Competency Test and the NC Test of Computer Skills. This
action is retroactive for all students to whom these standards formerly
applied. The Superintendent has developed a process by which former
students who met all graduation requirements except these two may
receive a diploma. For more information, visit the CMS website at
wearecms.com.
CREDIT RECOVERY
Upon failure of a course, students in Charlotte-Mecklenburg Schools
may elect to retake the course for new credit or to demonstrate
mastery and earn credit through credit recovery. Students who elect
to retake a class for new credit will have the original, failing grade
removed (suppressed) from their transcript.
EXCERPT FROM CMS REGULATION IKF-R:
REPEATING FAILED COURSES;
GRADE REPLACEMENT FOR PREVIOUSLY FAILED COURSES
Other than the exceptions described above*, students are
permitted to repeat a course for credit only when they have
failed the course. Upon successful completion of a repeated
course that the student previously failed, the new course grade
shall replace the previous grade of F awarded for the course.
A student repeating a course for credit must take an associated
End of Course assessment for the course. An exception to this
rule applies for students who have already scored at a Level 3,
4, or 5 on the associated EOC assessment. These students may
elect to either retake the EOC or use the previous passing EOC
as at least 20% of their nal grade for the required course. If the
student retakes the EOC, the higher of the two scores will be
used in the calculation of the nal grade.
*Please see the full regulation for exceptions to this policy.
CONSIDERATIONS
For courses taken as credit recovery (either through summer school
or during the school year):
• Content is mastery-based and may take less time than retaking the entire course,
allowing students to take more than one class if necessary, or avoid rearranging
other classes in their schedule.
• Student earns a P or an F in the course, and the credit recovery grade will not
impact the GPA.
• The initial failing grade remains on the transcript, but the student earns credit
needed for graduation.
• “Acknowledgement of Grade Suppression/Replacement Options” form must be
signed by a parent, indicating that they are choosing credit recovery over the
opportunity to suppress a failing grade.
• For Student-Athletes: In the NCAA Eligibility Center transcript review process,
credit recovery is not an acceptable means of earning course credit.
For courses taken with the intention of utilizing grade suppression
by retaking a course for credit:
• The initial course must have been taken in Fall 2015 or after.
• Students may only retake a class for grade suppression if they earn a failing grade (below
60) in the course. Courses for which credit has been earned MAY NOT be repeated.
• The entire course must be repeated, and the repeated course grade will replace
the previous course grade
• If the repeated course is passed, only the passing grade will be factored into the GPA.
• If the repeated course is failed, both courses – each with a failing grade – remain
on the transcript and are calculated into GPA.
• If the course has an associated EOC/NCFE/CTE post-assessment, the higher of the
two exam grades will be used in the calculation of the nal grade.
• Depending on the course, a student’s schedule may be changed and it may affect
their ability to access electives or other core classes.
2022-2023 HIGH SCHOOL PLANNING GUIDE
19
6
WANT TO GO TO COLLEGE? TAKE THESE STEPS.
STAY COMPETITIVE BY PLANNING AHEAD
College Entrance and Scholarship Criteria
If you plan to attend a four-year college or university or a community
college, you should enroll in a rigorous course of study. Some of the
most common college admission criteria include:
COURSES TAKEN
You will need to take the most challenging courses in high school
in which you can succeed, courses that meet admissions require-
ments and prepare you for college level work. If you plan to attend a
community college for a technical program, be sure to take courses
aligned with your goal. Consider earning college credit through
Advanced Placement, International Baccalaureate, Career and
College Promise, Middle College, Early College, Learn & Earn, or
North Carolina Virtual Public School courses. These paths will provide
you with opportunities for advanced credit and scholarships.
GRADES
Work hard, study, and be prepared for class each day. Seek help
when you need to from your family, teachers, school counselors,
and tutors.
SAT OR ACT SCORES
Challenging classes and reading each day will help boost your
scores! The SAT or the American College Test (ACT) is required for
admission to most four-year colleges and universities. It is recom-
mended that you take the SAT and/or ACT twice beginning in the
spring of your junior year. Most colleges will accept the highest
combination of scores on either test even if they were achieved on
different test dates. Some colleges and universities also require
you to take the SAT Subject Tests. You should review the specic
admission requirements for the colleges that you are consider-
ing. Community colleges do not require either the SAT or ACT for
admission. However, they will require you to take a placement test
in reading and math.
GPA AND CLASS RANK
Grade point average (GPA) and class rank are calculated twice each
school year beginning in the 9th grade. Know your cumulative GPA,
both weighted and unweighted. Students can enroll in one of the
comprehensive ACT and/or SAT online prep tools available at no
cost to families.
SCHOOL AND COMMUNITY ACTIVITIES
Leadership development and community service are particu-
larly important when you compete for scholarships. Well chosen
activities in which you have a genuine interest and which require
signicant time and energy are more important than a long list of
random activities. Maintain a resumé of activities.
RECOMMENDATIONS
Build strong, positive relationships with your teachers, school coun-
selors and administrators, coaches, club advisors, and other adults
in the community. Recommendations are required for most scholar-
ships and by some colleges.
ESSAYS, INTERVIEWS
Reading widely and taking electives in English, social studies, and
marketing education will improve your writing and speaking abilities.
TYPES OF FINANCIAL AID
A nancial aid “package” may include any or a combination of
the following:
SCHOLARSHIP - gift aid which does not have to be repaid
usually given to students with outstanding ability in general
scholarship, athletics, or the arts. Visit www.scholarshipplus.
com/charmeck for scholarship information.
LOAN - money borrowed from federal, state, college sources
or commercial banks. Loans may or may not be interest-free.
Usually, students must begin to repay loans nine months after
leaving college or university.
WORK-STUDY PROGRAm - a federal program which provides
part-time employment on campus and in community agencies.
Students typically work 10 to 15 hours per week according to
their class schedules.
CAMPUS JOB - employment by the school as a clerical
assistant, lab assistant, teaching assistant, tutor, or other role
offered as part of a nancial aid package.
GRANTS - funds given to subsidize one’s education that do
not have to be repaid.
FIVE WAYS TO RESEARCH FINANCIAL AID
1. There is a wealth of scholarship information on-line including free schol-
arship searches. FinAid (www.naid.org), Fastweb (www.fastweb.com),
Federal Student Aid for Students (www.studentaid.ed.gov) are but a few.
Your school counselor can provide additional information and resources.
2. Contact the nancial aid ofces at the schools to which you are applying.
If you must le a CSS/Financial Aid prole, request information from your
counselor.
3. Apply for scholarships from community agencies. See your counselor for
information about scholarships publicized at your school. Visit sc holarship-
plus.com/charmeck. Pay attention to criteria and deadlines.
4. Attend nancial aid workshops. Look for aid from all possible sources.
Persistence is the key!
5. All students, including student-athletes, should complete the Free Applica-
tion for Federal Student Aid (FAFSA). Many colleges will require the FAFSA
before awarding scholarships. Complete and le during January. It is rec-
ommended that you complete this process online at www.fafsa.ed.gov/.
Please check the CMS home page for updated information.
20
CHARLOTTE-MECKLENBURG SCHOOLS
6
WANT TO GO TO COLLEGE? TAKE THESE STEPS.
COMPLETE THESE YEARLY TASKS:
FRESHMAN YEAR - GRADE 9
• Talk with your parents and school counselor about future plans. Put your plan in
writing and update it yearly.
• Review college entrance requirements.
• Take challenging classes to prepare you for college and/or your career goals.
• Attend school each day and prepare daily for your classes so that your grades are
the best. Grade point average (GPA) and class rank are calculated beginning in
grade 9. Remember that honors/AP/IB classes earn extra quality points.
• Explore careers (through job shadowing, interest inventories, and internships).
• Attend college fairs with your parents. The National College Fair/Career Expo is
usually held in the spring.
• Participate in extracurricular activities. Keep a record of them.
SOPHOMORE YEAR - GRADE 10
• Review your selection of high school courses, keeping in mind your postsecond-
ary plans.
• Talk with your parents and school counselor about your future goals. Begin to
think about choices of college majors.
• Initiate inquiry into possible careers.
• Do well in all courses to maintain or improve your GPA and class rank.
• Take the PSAT or the PreACT.
• Attend college fairs with your parents. (i.e. National College Fair/Career Expo.)
• Continue school and community activities and keep a record of them.
• Select challenging courses for your junior year during spring registration.
Consider taking Advanced Placement courses in your best academic areas.
• Participate in a summer enrichment program.
JUNIOR YEAR - GRADE 11
• Renew your commitment to take challenging courses. If you have not yet taken a
world language, it is now time to begin one. Most colleges require a minimum of two
years of the same language and recommend that one be taken in the senior year.
• Take the PSAT again. The PSAT/NMSQT is the qualifying test for the National Merit
Scholarship, the National Achievement Scholarship, and the National Hispanic
Scholar Recognition Program. You can qualify for these scholarship opportunities
only by taking the PSAT in your junior year.
• Make a list of your abilities, interests, needs and goals, and explore your college
and career options with your parents and school counselor.
• Make an initial list of colleges and careers that interest you and seek out informa-
tion about them:
• Use the Internet or computer software (Visit www.cfnc.org)
• Attend the National College Fair/Career Expo in spring.
• Interview people who have attended colleges in which you are interested.
• Visit prospective colleges.
• Check college websites for specic entrance requirements (tests, courses,
timeline).
• Consider a work-based learning opportunity (co-op and internships).
• Sign up at school to talk with college representatives as they visit your school.
• In March, May, or June take the SAT or ACT and request that the scores be sent to
colleges. Registration information is available in your school’s counseling depart-
ment and online.
• In May/June take SAT Subject Tests if required by colleges you're considering.
• Attend the Financial Aid workshop at your school with your parents. (It is usually
held in the fall or winter.)
• Investigate sources of nancial aid (scholarships, grants, and loans). There is a
wealth of resources available online.
• Participate in SAT/ACT preparation activities offered at your school.
• Take AP/IB examinations in May if you are enrolled in those courses.
• If you are a potential college athlete, register with the NCAA Eligibility Center.
Information is available in your school’s Student Services department.
• Plan your senior year schedule to include the remaining courses you need for
graduation and college admission.
• Continue participation in school and community activities. Volunteer for
community service.
• Investigate pre-college and enrichment programs for the summer or secure a
part-time summer job in your area of career interest.
• Begin preparing your high school resume and essays for college and scholarship
applications. Visit colleges you are interested in attending.
SENIOR YEAR - GRADE 12
• Take classes that will best prepare you for college level work. Remember, most
colleges recommend that you take a math and a world language course in your
senior year.
• Meet with your school counselor to update your list of post secondary options and
narrow your college list down to ve.
• If applying to a four-year college for early decision, submit your applications
in October or November. Try to submit all applications to four-year colleges by
December 1. Meet all deadlines.
• Have an ofcial transcript sent to all colleges to which you are applying. Tran-
scripts are sent only when you request them. You should submit your request(s)
based upon procedures outlined at your high school.
• Attend fall college fairs; continue to meet with college representatives who come
to your school.
• Take the SAT/ACT again in October or November. Take SAT Subject Tests if required
by your choice of colleges.
• Visit colleges; teacher workdays are good times for these visits.
• If you did not participate in a work-based learning opportunity last year, consider
one now.
• If you plan to attend a community college, begin by January to complete the
admissions form, apply for nancial aid, submit an ofcial transcript, take the
placement tests, and make an appointment with your community college
program counselor.
• As soon as possible, complete the FAFSA and other required nancial aid forms.
• In January, request rst semester grades be sent to those colleges requiring
them.
• Avoid “senioritis” — stay focused on your coursework.
• Respond to college offers of admission and scholarship by May 1. Notify all
colleges to which you have been accepted of your nal decision.
• Submit required deposits and make plans to take any required placement tests.
• Take Advanced Placement or International Baccalaureate examinations in May if
you are enrolled in those courses.
• Request that a nal transcript be sent to the college you plan to attend.
• Graduate!
7
GRADUATION REQUIREMENTS EXHIBIT − IKF-E
Course of Study Future Ready Core Plus Occupational
Content Area Courses Credits
English 4 Credits
English I, II, III, IV (taken in sequence); or Early College English Course sequence
4 Credits
English I, II, III, IV
Mathematics 4 Credits (See Notes 1, 2 & 3)
• NC Math 1, and Alternate Math Sequence (requires principal approval):
• NC Math 2, and (OR)
• NC Math 1, and NC Math 3, and NC Math 2 and
• A 4th math aligned with the student’s post high school plans; two other
alternative math courses.
4 Credits
• Introduction to Mathematics
• NC Math 1 (See Note 3)
• Financial Management
• Employment Preparation IV: Math (to include 150 work hours)
Science 3 Credits
• An earth/environmental science
• Biology
• A physical science
3 Credits
• Applied Science
• Biology
• Employment Preparation I: Science (to include 150 work hours)
Social Studies 4 Credits - Please note the varying requirements for students based on their 9th grae
entry year into high school.
9th grade entry between 2014-15 and 2019-20:
• World History, and
• A founding principles course, and
• One American History course and one additional course (one of theseoptions):
American History I and American History II
American History I, or American History II, and another SocialStudies course
(see note 5)
American History and another Social Studies course (see note 5)
9th grade entry during the 2020-21 school year:
• World History, and
• A founding principles course, and
• Economics and Personal Finance, and
• An American History course
9th grade entry during the 2021-22 school year and beyond:
• World History, and
• Founding Principles of the United States of America and North Carolina: Civic
Literacy, and
• Economics and Personal Finance, and
• An American History course
2 OR 4 Credits - Please note the varying requirements for students
based on their 9th grade entry year into high school.
9th grade entry year between 2017-18 and 2019-20 Two
Social Studies credits that shall be:
• American History: Founding Principles, Civics and Economics
or Founding Principles of the United States of America and
North Carolina: Civic Literacy
• American History I or American History II or American History
9th grade entry during the 2020-21 school year:
Two Social Studies credits that shall be:
• Founding Principles, Civics and Economics or Founding
Principles of the United States of America and North Carolina:
Civic Literacy
• Economics and Personal Finance
9th grade entry during the 2021-22 school year and beyond:
Four Social Studies credits that shall be:
• Founding Principles of the United States of America and
North Carolina: Civic Literacy
• Economics and Personal Finance
• Employment Preparation II: Citizenship 1A (to include 75 work hours)
• Employment Preparation II: Citizenship 1B (to include 75 work hours)
Health & Physical
Education
1 Credit 1 Credit
Electives 8 Credits
A concentration of four courses in one subject area or a cross-disciplinary
area, focused on student interests and postsecondary goals, providing an
opportunity for the student to participate in a rigorous, in-depth and linked
study, is recommended. The concentration may include but is not limited to
courses in CTE, ROTC, Advanced Placement, International Baccalaureate, or Arts
Education; students may also take courses through Career and College Promise
or university dual enrollment. Two of the four remaining electives must be any
combination of courses in Career & Technical Education, Arts Education and
World Languages. (See Notes 1 & 6)
4 Credits
Career/Technical Education
Employment
Preparation
0 Credits 4 Credits which consist of:
Employment Prep III: Citizenship II A (to include 75 work hours)
Employment Prep III: Citizenship II B (to include 75 work hours)
Employment Preparation I: Science Lab
Employment Preparation IV: Math Lab
TOTALS 24 Credits (See Note 7) 24 Credits
Notes
1. To meet minimum admission requirements for the UNC University System, a student must: a) complete a specic math sequence; and b) have a minimum of two years of credit in the same
World Language.
2. A student participating in the Alternate Math Sequence is not eligible to graduate ahead of his/her class. Exceptions to this rule must be approved by the learning community superintendent.
3. Course titles of Algebra I, Geometry, and Algebra II have changed to NC Math 1, NC Math 2 and NC Math 3.
4. The course title of Civics and Economics has changed to "American History, The Founding Principles, Civics and Economics."
5. The additional social studies credit must be in a social studies course approved under the NC Essential Standards for Social Studies.
6. Students must earn four elective credits constituting a concentration in CTE, JROTC, Arts Education, World Languages or any other subject area in order to be named a North Carolina
Academic Scholar. See Regulation IHCC-R for details.
7. Additional graduation requirements: CPR certication. CPR certication is required beginning with students entering the 9 grade in 2011. This is suspended for the 2021-2022 school year per
North Carolina Session law 2021-130. This provision was suspended for the 2020-2021 school year per North Carolina Session Law 2020-3.
8. Students following the Occupational Course of Study and entering 9th grade in the 2012-2013 or 2013-2014 school year must also complete 300 School-Based Training hours,
240 Community-Based Training hours, and 360 Paid Employment Hours. Students entering 9th grade in the 2014-2015 or later school years must complete 150 School Based-Training hours,
225 Community-Based Training hours, and 225 Paid Employment Hours.
Effective with Class of 2021 (beginning with students entering 9th grade in 2017)
Adopted: 8/28/12 Last Revised: 10/26/21
TABLE 7.1
Please check the CMS home page for updated information.
22
CHARLOTTE-MECKLENBURG SCHOOLS
8
ARTS EDUCATION
VISUAL ARTS COURSES
Visual Arts
Beginning Visual Arts
Intermediate Visual Arts
Procient Visual Arts*
Advanced Visual Arts*
Photography
Beginning Photography
Intermediate Photography
Procient Photography*
Advanced Photography*
Contemporary Craft & Design
Beginning Contemporary Craft & Design
Intermediate Contemporary Craft & Design
Procient Contemporary Craft & Design*
Advanced Contemporary Craft & Design*
Art History
Art History (Procient)*
AP Art History
AP Studio Art**
AP Drawing
AP 2D Art and Design
AP 3D Art and Design
Ceramics
Beginning Ceramics
Intermediate Ceramics
Procient Ceramics *
Advanced Ceramics *
• Beginning courses are for those students who have not received a complete K-8 education within a particular visual arts education discipline. Examples includes specialty
Visual Arts Courses such as Ceramics, Contemporary Crafts & Design, and Photography.
• Visual Arts Intermediate course is for those students who have completed a K-5 visual arts program and a 6-8 Visual Arts course sequence or who can provide evidence to
the high school arts education teacher of having met beginning level standards.
* Denotes Honors Credit
** AP Studio Art Courses require successful completion of the appropriate Procient level Arts Education Course or signed permission from HIgh School AP Studio Art Teacher.
PERFORMING ARTS COURSES
Dance
Dance (Beg)
Dance (Int)
Dance (Prof)*
Dance (Adv)*
Choral Music
Chorus (Beg)
Mixed Choir (Int)
Mens Ensemble (Int)
Womens Ensemble (Int)
Concert Choir (Prof)*
Mens Chamber Choir (Prof)*
Womens Chamber Choir (Prof)*
Mixed Chamber Choir (Adv)*
Band
Band (Beg)
Concert Band (Int)
Symphonic Band (Int)
Symphonic Band (Prof)*
Wind Ensemble (Prof)*
Wind Ensemble (Adv)*
Jazz Ensemble (Prof)*
Marching Band (Int)
Marching Band (Int) No Credit
Orchestra
Orchestra (Beg)
Concert Orchestra (Int)
Symphonic Orchestra (Prof)*
Chamber Orchestra (Adv)*
Music Theory
Music Theory I (Int)
Music Theory II (Prof)*
AP Music Theory
(Also available online)
Theatre
Theatre Arts (Beg)
Theatre Arts (Int)
Theatre Arts(Prof)*
Theatre Arts (Adv)*
Technical Theatre (Beg)
Technical Theatre (Int)
Technical Theatre (Prof)*
Technical Theatre (Adv)*
• In order to move from one prociency level to the next, the student must demonstrate mastery of all course objectives.
• Beginning courses are for those students who have not received a complete K-8 education within a particular arts education discipline.
• Intermediate instrumental music courses are for those students who have completed a K-5 music program and a 6-8 instrumental course sequence or who can provide
evidence of having met beginning level standards.
• Intermediate choral music courses are for those students who have completed a K-5 music program and a 6-8 choral course sequence or who can provide evidence of
having met beginning level standards.
• Intermediate Dance and Theatre Arts courses are for those students who have completed a 6-8 dance or theatre arts course sequence or who can provide evidence to the
high school arts education teacher of having met beginning level standards.
Arts Education courses are aligned directly with the North Carolina
Arts Education Standards as part of the North Carolina Standard
Course of Study, and sequentially organized by four prociency
levels of Beginning, Intermediate, Procient, and Advanced.
Beginning courses are for those students who have not received a
complete K-8 education within a particular arts education discipline.
Intermediate courses are for those students who have received
a complete K-8 education, complete 6-8 education or who can
provide sufcient evidence to the course instructor of having met
beginning level standards. ‘Complete’ refers to successful comple-
tion of an arts course at each grade level. See individual course for
details. Concurrent enrollment in the same course at two different
prociency levels is not possible.
Students who demonstrate mastery of all course objectives should
move to the next prociency level at the end of the course. If there
is evidence that the student has achieved all of the standards within
a given prociency level mid-course, it is up to the teacher to ensure
that the student has opportunities to either extend the standards or
work toward the next level of prociency.
State Board of Education Policy GCS-L-004 (approved in March
2012), states that under Item 3 of the policy that arts education
courses will receive weighted (honors) credit of .5 at the procient
and advanced levels. AP and IB courses retain their designations
because the standards and designation are guided by outside
organizations. Students may repeat arts education courses for credit
at any prociency level, including procient and advanced.
Table 8.1
Table 8.2
2022-2023 HIGH SCHOOL PLANNING GUIDE
23
8
ARTS EDUCATION
DANCE
DANCE (BEGINNING)
This course explores movement as a creative art form. Students
learn basic choreographic principles, structures and processes.
Movement skills and performance values are studied. A movement
portfolio is begun. Students analyze dance and explore connections
in history, to other arts disciplines, and to health. Students will begin
to self assess their dance based on established criteria. If a student has
successfully completed dance in 6th, 7th, and 8th grade, the student should enroll in
Dance (Intermediate)
DANCE (INTERMEDIATE)
This course builds upon technical movement and choreographic
skills. A movement portfolio is further developed. Students learn
anatomical concepts in relation to dance; how to analyze dance on
the basis of established criteria; and to evaluate personal perfor-
mance. Connections between dance and civics, economics, health,
and other arts disciplines are explored. Students will participate in
self assessments and aesthetic evaluations.
Prerequisite: Complete 6-8 education in Dance; Beginning Dance; or Demonstrated pro-
ciency with High School Course Instructor recommendation
DANCE (PROFICIENT*)
This course emphasizes dance as a creative and expressive art form.
Students increase their technical movement skills and create dances
that fulll choreographic intent, utilize production design choices, and
meet aesthetic criteria. Examining and evaluating dance from cultural
and historical perspectives with emphasis in the U.S. is a part of dance
at this level. Connections to literary works are explored. Students are
expected to reect upon personal performance and establish goals
for growth. Students are expected to perform in dance concerts.
Prerequisite: Demonstrated prociency in Dance (Intermediate) and Teacher Recommendation.
DANCE (ADVANCED*)
This course emphasizes an advanced level of technique and rene-
ment of skills as a choreographer and performer. Students are
expected to analyze, critique, evaluate and interpret dance from
personal, cultural, and historical contexts. Incorporation of complex
dance structures, performance values, and response to construc-
tive feedback should be demonstrated when dancing. Students are
expected to perform in dance concerts.
Prerequisite: Demonstrated prociency in Dance (Procient) and Teacher Recommendation
CHORAL MUSIC
CHORUS (BEGINNING)
This introductory course is for students interested in singing. Students
study the fundamental skills of music, sight-singing, proper vocal
production, and vocal health. Choral music study involves listening,
describing, and evaluating music. Students also study basic vocal health
and wellness issues. Any student who loves to sing is welcome to join.
Participation in after-school rehearsals and performances is expected. If
a student has successfully completed chorus in 6th, 7th, and 8th grade, the student
should enroll in Intermediate Level course.
MIXED CHOIR (INTERMEDIATE)
This course includes students of varied vocal talents and abilities.
Students should have a general understanding of music theory and
notation, sight-reading, and a willingness to sing actively each day.
Mixed Chorus performs a variety of music ranging from historical
choral literature to the music of today. Participation in after-school
rehearsals and performances is expected.
Prerequisite: Complete 6-8 education in Choir; Beginning Choir; or Demonstrated pro-
ciency with High School Course Instructor recommendation
TENOR/BASS ENSEMBLE (INTERMEDIATE)
TREBLE ENSEMBLE (INTERMEDIATE)
Each course is designed specically for male and female singer to
improve their vocal skills in a wide range of musical settings. Traditional
choral skills of blend, balance, intonation, and phrasing will be learned
through the rehearsal and performance of gender specic repertoire.
Participation in after-school rehearsals and performances is expected.
Prerequisite: Complete 6-8 education in Choir; Beginning Choir; or Demonstrated pro-
ciency with High School Course Instructor recommendation
CONCERT CHOIR (PROFICIENT*)
This course is for students who have demonstrated skill and serious
commitment to singing. Students must be able to sing with intona-
tion accuracy and demonstrate advanced knowledge of music theory
and sight-reading skills. Concert Choir performs complex music of all
styles and varieties. Key components of this course include the ability
to listen to, analyze and evaluate musical performances. Participation
in after-school rehearsals and performances is expected.
Prerequisite: Demonstrated prociency and Teacher Recommendation.
TREBLE CHAMBER CHOIR (PROFICIENT*)
TENOR/BASS CHAMBER CHOIR (PROFICIENT*)
Each course is designed for smaller groups of select male and
female singers who perform chamber choral music from all tra-
ditional and contemporary musical periods. Both Women’s and
Men’s Chamber Choir require high technical and interpretive skills.
Students apply the elements of music and musical techniques within
a variety of parameters and learn to critique their performance. Par-
ticipation in after-school rehearsals and performances is expected.
Prerequisite: Demonstrated prociency and Teacher Recommendation.
MIXED CHAMBER CHOIR (ADVANCED*)
This course utilizes a small performing group of mixed voices,
which requires the highest level of technical skill and the ability to
perform music in a variety of meters and keys, using both tradi-
tional and non-traditional notation. Mixed Chamber Choir students
perform with subtle nuances making their work unique, interesting,
and expressive. Exploration is highly encouraged to interpret music
from personal, cultural, and historical contexts. Participation in after-
school rehearsals and performances is expected.
Prerequisite: Demonstrated prociency and Teacher Recommendation.
BAND
BAND (BEGINNING)
This course is an introductory level class for students with no instru-
mental experience. As a performance-based class, students develop
fundamental skills of music, characteristic tone production, termi-
nology, posture, intonation, and expressive skills through ensemble
playing and the study of simple band literature. Participation in
after-school rehearsals and performances is expected. If a student
has successfully completed band in 6th, 7th, and 8th grade, the student
should enroll in Intermediate Level course.
CONCERT BAND (INTERMEDIATE)
This course is designed for students who are continuing instru-
mental music study. Emphasis is placed on the development of
musicianship, tone production, and basic skills. Concert Band
students study Grade III-IV band literature. Participation in after-
school rehearsals and performances is expected.
Prerequisite: Complete 6-8 education in band; Beginning band; or Demonstrated pro-
ciency with High School Course Instructor recommendation
Please check the CMS home page for updated information.
24
CHARLOTTE-MECKLENBURG SCHOOLS
8
ARTS EDUCATION
SYMPHONIC BAND (INTERMEDIATE, PROFICIENT*)
This course is focused on building aesthetic awareness and
technical ability through both solo and ensemble experiences.
Students apply the elements of music and musical techniques within
a variety of parameters and learn to critique their performance.
Students develop a high level of musicianship through the study
and interpretation of Grade IV-VI literature. Participation in after-
school rehearsals and performances is expected.
Prerequisite: Demonstrated prociency and Teacher Recommendation.
WIND ENSEMBLE (PROFICIENT*, ADVANCED*)
This course requires consistent employment of advanced technical
and interpretive skills. Students explore rich instrumental repertoire,
including compositions with traditional and non-traditional notation,
from Grade V-VI. Students analyze musical works for the interaction
of elements that make the works unique, interesting, and expres-
sive. Exploration of how music is represented in the 21st century is
highly encouraged. Participation in after-school rehearsals and per-
formances is expected.
Prerequisite: Demonstrated prociency and Teacher Recommendation.
JAZZ ENSEMBLE (PROFICIENT*)
This course provides band students the opportunity to study and
perform various styles and periods of jazz. Emphasis on the devel-
opment of performance skills and techniques of improvisation assist
students in enhanced practice, study, and evaluation of their own
work and that of others. Participation in after-school rehearsals and
performances is expected.
Prerequisite: Demonstrated Prociency and Teacher Recommendation
MARCHING BAND (INTERMEDIATE)
MARCHING BAND (INTERMEDIATE) NO CREDIT
This course is offered during the rst semester only. It is designed
to give students an opportunity to participate in a fun, exciting, high
prole ensemble. Instruction in musicianship and marching tech-
niques is included. Marching Band requires an extensive rehearsals
and performance schedule. Marching band students may perform
at football games, parades, and/or competitions.
ORCHESTRA
ORCHESTRA (BEGINNING)
This is an introductory level class for students with no instrumental
experience. Students develop fundamental skills of music, char-
acteristic tone production, music terminology, posture, bowing,
intonation, and expressive skills through ensemble playing and the
study of simple orchestral literature. Participation in after-school
rehearsals and performances is expected.
If a student has successfully completed orchestra in 6th, 7th, and 8th grade, the
student should enroll in Intermediate Level course.
CONCERT ORCHESTRA (INTERMEDIATE)
This course is designed for students who are continuing music
study. Emphasis is placed on the development of intonation, shifting
positions, vibrato, bowing and ensemble performance. Participation
in after-school rehearsals and performances is expected.
Prerequisite: Complete 6-8 education in orchestra; Beginning orchestra; or
Demonstrated prociency with High School Course Instructor recommendation
SYMPHONIC ORCHESTRA (INTERMEDIATE, PROFICIENT*)
This course is focused on building aesthetic awareness and
technical ability through both solo and ensemble experience. Top
brass, wind, and percussion students join their string counterparts
for the full orchestra experience. Students develop a high level of
musicianship and the ability to critique their performance. Participa-
tion in after-school rehearsals and performances is expected.
Prerequisite: Demonstrated prociency and Teacher Recommendation.
CHAMBER ORCHESTRA (PROFICIENT*, ADVANCED*)
This course consists of a smaller ensemble of string students who
demonstrate a superior level of technical and musical prociency
and the interest in improving these skills to attain the highest level of
artistry possible for both the individual and the ensemble. Chamber
Orchestra students analyze musical works for the interaction of
elements that make the works unique, interesting, and expressive.
Participation in after-school rehearsals and performances is expected.
Prerequisite: Demonstrated prociency and Teacher Recommendation.
MUSIC THEORY
MUSIC THEORY I (INTERMEDIATE)
This is a basic course designed to give students an opportunity
to study the fundamental aspects of music reading and writing.
Students learn to notate music, rhythms, key signatures, time signa-
tures and other elements needed to apply their knowledge.
Prerequisite: Demonstrated prociency and Teacher Recommendation.
MUSIC THEORY II (PROFICIENT*)
This course builds upon the foundations of music theory study inte-
grating aspects of melody, harmony, texture, rhythm, form, musical
analysis, and elementary composition. Musicianship skills such as
beginning dictation and other listening skills are also included.
Prerequisite: Music Theory I/Teacher Recommendation
AP MUSIC THEORY (ADVANCED*)
This course is for serious music students to prepare for freshman
college theory and/or to expand their musical knowledge. AP Music
Theory covers the basic materials and processes of music that are
heard or presented in a musical score. Achievement of these goals
is approached by addressing fundamental aural, analytical, and
compositional skills using both listening and written exercises.
Prerequisite: Music Theory II/Teacher Recommendation
THEATRE ARTS
THEATRE ARTS (BEGINNING)
This is an introductory course for students with little or no theatre
arts experience. The course focuses on essential theatre arts vocab-
ulary and the creative process. The fundamentals of speaking,
acting, and vocal expression are applied. Students learn fundamen-
tal pantomime skills and how to apply the elements of improv in the
performance of simple scenes and stories. They explore and analyze
formal and informal theatre productions and develop the ability
to identify basic technical elements of theatrical production. If a
student has successfully completed drama in 6th, 7th, and 8th grade,
the student should enroll in Intermediate Level course.
2022-2023 HIGH SCHOOL PLANNING GUIDE
25
8
ARTS EDUCATION
THEATRE ARTS (INTERMEDIATE)
This course explores the use of body language to express human
motivations through improvisation. Students are able to execute basic
acting fundamentals of projection, articulation and vocal expres-
sion. Intermediate students analyze dramatic literature including,
but not limited to, the 6 elements of Aristotle. They are able to illus-
trate technical elements of theatrical productions and identify links
between storytelling traditions and cultural growth. Participation in
after-school rehearsals and performances is expected.
Prerequisite: Complete 6-8 education in theater/drama; Beginning theater; or Demon-
strated prociency with High School Course Instructor recommendation
THEATRE ARTS (PROFICIENT*)
.
Prerequisite: Demonstrated prociency at Intermediate and Teacher Recommendation
THEATRE ARTS (ADVANCED*)
This course is the highest level of study and requires students to apply
theatrical elements through the creation of original works and directing
performance pieces. Advanced level students use vocal elements to
create dialects and learn to perform improvisations using audience
prompts. Students analyze a variety of dramatic literature and identify
structural elements to differentiate genres. Advanced work includes the
production of experimental, culturally signicant works of art. Participa-
tion in after-school rehearsals and performances is expected.
Prerequisite: Demonstrated prociency at Procient and Teacher Recommendation.
TECHNICAL THEATRE (BEGINNING)
This is an introductory course for students with little or no technical
theatre arts experience. This course focuses on essential technical
theatre vocabulary and an understanding of roles and responsibil-
ities of a theatre production team. Students study dramatic text in
terms of the principles of design and production basics of scenery,
costuming, painting, make-up and lighting tools, and safety issues.
TECHNICAL THEATRE (INTERMEDIATE)
In this course, students develop technical skills through design
and production. They generate ideas and assume various roles.
Through an understanding of technical elements, students generate
a ground plan for specic scripts based on original scenic design
ideas. Specic safety issues are covered for use of electrical and
power equipment. Technical support for school productions
requires participation in after-school rehearsals and performances.
Prerequisite: Demonstrated Prociency and Teacher Recommendation.
TECHNICAL THEATRE (PROFICIENT*)
In this course, students continue their study through more in-depth
understanding of scenic design ideals and production. Students
evaluate formal and informal theatre productions with regards
to production concept, principles of design, and critical analysis.
Students at a Procient level construct ats, platforms, and models
and renderings for specic scripts based on original design ideas.
Technical support for school productions requires participation in
after-school rehearsals and performances.
Prerequisite: Demonstrated prociency at Intermediate and Teacher Recommendation
TECHNICAL THEATRE (ADVANCED*)
In this course, students work more independently and assume major
supervisory roles in production. Students provide feedback for potential
designs and construct scale models for implementation. Emphasis is
on advanced aspects of design, including costume, make-up, lighting,
sound, and production skills. Technical support for school productions
requires participation in after-school rehearsals and performances.
Prerequisite: Demonstrated prociency at Procient and Teacher Recommendation.
VISUAL ARTS
BEGINNING VISUAL ARTS
This course is an introductory survey of visual arts through drawing,
painting, printmaking, sculpture and mixed media. Emphasis is on the
study and use of Elements of Art and Principles of Design. Students
will explore the context of art in our world and begin to develop
critical responses. Students will create and maintain an artistic journal.
If students have successfully completed 6th, 7th, and 8th grade Visual Arts, the student
should enroll in Intermediate Visual Arts.
INTERMEDIATE VISUAL ARTS
This course is a continuation of study in visual arts through tech-
niques and processes in the areas of drawing, painting, printmaking,
sculpture and mixed media. Emphasis is placed on critical thinking
and development of problem-solving skills. Students will begin to
take a more personal approach in their art. Conducting critiques,
evaluating works of art, and examining the economics of art is
included in this course. Students will maintain an artistic journal and
learn the process of maintaining a portfolio.
Prerequisite: Complete K-8 education in Visual Arts; Beginning Visual Arts; or Demon-
strated prociency with High School Course Instructor recommendation
PROFICIENT VISUAL ARTS*
This course is designed for more in-depth concentrated study of the
ne arts. Students will be required to maintain a portfolio of artwork
that showcases technical skill and personal voice. Students should
be self-directed and will actively explore a wide range of tech-
niques and processes. The processes of critiquing, evaluating works
of art and examining art in historical and cultural contexts will be
conducted. Maintaining an artistic journal is required.
Prerequisite: Demonstrated prociency in Intermediate and Teacher Recommendation
ADVANCED VISUAL ARTS*
This course focus is the development of a personal voice and
aesthetic in creating art. The advanced student must be self-di-
rected and actively take ownership of their portfolio. Students
will engage in personal and peer; formal and informal; oral and
written critiques. Maintaining an artistic journal which includes the
student’s artistic statement and reection is required. Students will
be expected to exhibit their portfolio.
Prerequisite: Demonstrated prociency in Procient and Teacher Recommendation
CONTEMPORARY CRAFT & DESIGN
BEGINNING CONTEMPORARY CRAFT AND DESIGN
The course is an introductory survey of contemporary craft through
clay, metal, ber, paper and other materials. Students will investi-
gate design thinking; study and use Elements of Art and Principles
of Design; explore the context of craft and the role of design in our
world; begin to develop critical responses; and create and maintain
an artistic journal.
INTERMEDIATE CONTEMPORARY CRAFT AND DESIGN
This course is a continuation of study in Contemporary Crafts
and Design Thinking through clay, metal, ber, paper and other
materials. Students will utilize critical thinking, develop prob-
lem-solving skills; conduct critiques; evaluate works of craft; and
examine the economics of craft. Students will begin to take a more
personal approach in their production of craft while maintaining an
artistic journal and craft portfolio.
Prerequisite: Demonstrated prociency in Beginning Contemporary Craft and Design or
Demonstrated prociency in a portfolio with High School Course Instructor recommen-
dation.
PROFICIENT CONTEMPORARY CRAFTS AND DESIGN*
The course is a continuation of study and experience in Contem-
porary Crafts processes and Design Thinking. Students will be
required to maintain a portfolio of Crafts work that showcases
technical skill and personal voice. Students should be self-directed
Please check the CMS home page for updated information.
26
CHARLOTTE-MECKLENBURG SCHOOLS
ARTS EDUCATION
8
and will actively explore a wide range of techniques and processes.
The processes of critiquing, evaluating works of art and examining
the relationships between contemporary craft, traditional craft
and cultures will be conducted. Maintaining an artistic journal is
required.
Prerequisite: Demonstrated prociency in Intermediate and Teacher Recommendation
ADVANCED CONTEMPORARY CRAFT AND DESIGN*
The course focus is the development of a personal voice and
aesthetic in creating Contemporary Crafts and implementing Design
Thinking. The advanced student must be self-directed and actively
take ownership of their portfolio. Students will engage in personal
and peer; formal and informal; oral and written critiques. Maintain-
ing an artistic journal which includes the student’s artistic statement
and reection is required. Students must exhibit their portfolio.
Prerequisite: Demonstrated prociency in Procient and Teacher Recommendation
CERAMICS
BEGINNING CERAMICS
The course is an introductory survey of clay and its position and
purpose in art. Students will learn hand-building techniques with
low-re clay; use the Elements of Art and Principles of Design;
explore the context of ceramics in our world; begin to develop
critical responses and create and maintain an artistic journal.
INTERMEDIATE CERAMICS
This course is a continuation of study in Ceramics. Students will
learn wheel throwing techniques; begin study of glazing, utilize
critical thinking; develop problem-solving skills; conduct critiques;
and examine the economics of ceramics. Students will begin to take
a more personal approach in their production of ceramics while
maintaining an artistic journal and a ceramic portfolio.
Prerequisite: Demonstrated prociency in Beginning Ceramics and Teacher Recommendation.
PROFICIENT CERAMICS*
This course is a continuation of study and experience in low-re
ceramics. Students will create a portfolio of ceramic work that
showcases technical skill and personal style. Glazing and ring tech-
niques will be investigated. The processes of critiquing, evaluating
works of art and examining ceramics in a cultural and histori-
cal context will be conducted. Maintaining an artistic journal and
portfolio is required.
Prerequisite: Demonstrated prociency in Intermediate and Teacher Recommendation
ADVANCED CERAMICS*
This course focus is the development of a personal voice and
aesthetic in creating ceramic art. The advanced student must be
self-directed and actively take ownership of their portfolio. Students
will engage in personal and peer; formal and informal; oral and
written critiques. Maintaining an artistic journal which includes the
student’s artistic statement and reection is required. Students will
be expected to exhibit their art.
Prerequisite: Demonstrated prociency in Procient and Teacher Recommendation.
ANALOG PHOTOGRAPHY
Analog photography is only offered at schools with the proper facilities and qualied staff.
BEGINNING PHOTOGRAPHY
Students will learn the basic techniques of photography. This
will include the use of a manual SLR 35mm lm camera and the
darkroom (analog). Concern for the basic principles of design
and composition elements will be stressed. Students will learn to
apply creative problem solving methods as they are introduced
to processing, printing and photographing in the studio. Students
will explore the context of photography in our world and begin to
develop critical responses.
INTERMEDIATE PHOTOGRAPHY
This course is a continuation of study in the art of photography.
Students will enhance visual perception through the process of
photography; develop an in-depth knowledge of photographic
equipment, specialized processes and developing techniques;
be introduced to concrete and conceptual themes; utilize critical
thinking; develop problem-solving skills; conduct critiques; and
examine the economics of photography. Students will begin to take
a more personal approach in their photography while maintaining
an artistic journal and portfolio.
Prerequisite: Demonstrated prociency in Beginning and Teacher Recommendation.
PROFICIENT PHOTOGRAPHY *
Students will set photography learning goals and devise means for
achieving these goals in a directed studio situation. The process of
critiquing, evaluating, and examining photography and its relation-
ship to cultures will be conducted. Students will be expected to
maintain a portfolio and artistic journal.
Prerequisite: Demonstrated prociency in Intermediate and Teacher Recommendation.
2022-2023 HIGH SCHOOL PLANNING GUIDE
27
8
ARTS EDUCATION
ADVANCED PHOTOGRAPHY *
Students will develop a personal voice and aesthetic in creating
a photographic body of work that reects personal choices and
growth over time as an artist. Students will engage in personal
and peer; formal and informal; oral and written critiques. Students
are expected to maintain a photographic portfolio and an artistic
journal including the student's artistic statement and reection.
Prerequisite: Demonstrated prociency in Procient and Teacher Recommendation.
MEDIA ARTS: VISUAL ARTS
Media arts is only offered at schools with the appropriate equipment and facilities;
necessary resources; and qualied arts instructor. Media Arts is aligned to the NCSCOS
and to the National Arts Standards and includes processes such as digital photography,
digital arts, cinematic arts, animation, imaging, sound design, graphic design, virtual
design, interactive design, as well as multimedia and intermedia.
BEGINNING MEDIA ARTS: VISUAL ARTS
This course is an introductory survey of the Elements of Art and Media
Arts, along with the Principles of Design through Media Arts Processes.
in this course students will learn to apply creative problem solving
methods through hybridization and multimodal projects with a focus
on Digital Photography. Students will gain foundational skills in editing
and composing software and be introduced to other programs within
use in the industry. Students will explore the context of Media Arts in
our world and begin to develop critical responses.
INTERMEDIATE MEDIA ARTS: VISUAL ARTS
This studio based course is a continuation of study in Media Arts.
Students will enhance skills through the study of digital photography,
lm, graphic design, and digital arts; acquire and use an in-depth
knowledge of media arts programming; be introduced to concrete
and conceptual themes; utilize critical thinking; develop prob-
lem-solving skills; conduct critiques; evaluate works of art; explore
Media Arts relationship to other art forms and examine the economics
of Media Arts. Students will begin to take a more personal approach
in Media Arts while maintaining an artistic journal and portfolio.
Prerequisite: Demonstrated prociency in Beginning Media Arts and Teacher Recommendation.
PROFICIENT MEDIA ARTS: VISUAL ARTS*
This studio based course is a continuation of study in Media Arts.
Students will set Media Arts learning goals and devise means for
achieving these goals in a directed studio situation. the processes of
critiquing, evaluating, and examining Media Arts and its relationship
to cultures and other art forms will be conducted. Students will be
expected to maintain a portfolio and artistic journal.
Prerequisite: Demonstrated prociency in Intermediate Media Arts and Teacher Recommendation.
ADVANCED MEDIA ARTS: VISUAL ARTS*
The focus of this studio based course is the development of a
personal voice and aesthetic in creating a body of work in Media
Arts that reects personal choices and growth over time as an artist.
Students will engage in personal and peer; formal and informa;l: oral
and written critiques. Students are expected to maintain a Media Arts
portfolio including the student’s artistic statement and reection.
Prerequisite: Demonstrated prociency in Procient Media Arts and Teacher Recommendation.
ART HISTORY
ART HISTORY (PROFICIENT*)
Students study architecture, sculpture, painting, drawing, printmak-
ing and other art forms within a historical, cultural and temporal
context. Students will examine concepts, themes and styles in art.
Reading and writing skills are emphasized in learning to analyze and
critique art based on established criteria.
AP ART HISTORY
Students learn to critically analyze works of art within diverse histori-
cal and cultural contexts, considering issues such as politics, religion,
patronage, gender, and ethnicity; explore architecture, sculpture,
painting and other media from a variety of cultures; articulate visual
and art historical concepts in verbal and written form; investigates
and evaluate works of art through observation, discussion, reading
and research. Students must possess a high degree of skill in
reading, writing, speaking and listening to meet college standards.
Prerequisite: None, but study of Art through an Art History course or Visual Arts course is rec-
ommended prior to taking this course. This course is partially aligned with AP World History.
AP STUDIO COURSES
AP DRAWING
This course follows the outline as provided by the College Board
Advanced Placement Program. Students will develop an advanced
drawing technique and conceptual portfolio of works of art and
process documentation that demonstrate sustained investigation
through practice, experimentation, and revision and works that each
demonstrate synthesis of materials, processes, and ideas. Students
will engage in critiques of their own and peers' art, as well as discuss
and write about their art. Student must be self-motivated and exhibit
perseverance in completing their portfolio.
Prerequisite: Teacher Recommendation and Visual Arts Procient.
AP 2-D ART AND DESIGN
This course follows the outline as provided by the Advanced
Placement Program. Students will develop an advanced technique
and conceptual portfolio which contains works of art and process
documentation that demonstrate sustained investigation through
practice, experimentation, and revision and works that each demon-
strate synthesis of materials, processes, and ideas. 2-D portfolios
may be accomplished through a variety of processes learned in
Photography, Contemporary Craft and Design, and Visual Art.
Students will engage in critiques of their own and peers' art, as well
as discuss and write about their art. Student must be self-motivated
and exhibit perseverance in completing their portfolio.
Prerequisite: Teacher Recommendation and demonstrated proficiency in Visual Arts
Proficient, Photography Proficient, Media Arts: Visual Arts Proficient or Contemporary
Craft and Design Proficient.
AP 3-D ART AND DESIGN
This course follows the outline as provided by the Advanced Placement
Program. Students will develop an advanced technique and concep-
tual portfolio which contains works of art and process documentation
that demonstrate sustained investigation through practice, experi-
mentation, and revision and works that each demonstrate synthesis of
materials, processes, and ideas.. 3-D portfolios may be accomplished
through a variety of processes learned in Ceramic, Contemporary Craft
and Design, and Visual Arts. Students will engage in critiques of their
own and peers' art. Students must be self-motivated and exhibit perse-
verance in completing their own portfolio.
Prerequisite: Teacher Recommendation and demonstrated proficiency in Visual Arts
Proficient, Ceramics Proficient or Contemporary Craft and Design Proficient.
Please check the CMS home page for updated information.
28
CHARLOTTE-MECKLENBURG SCHOOLS
ENGLISH
8
ENGLISH I
Students read, write, analyze and respond to a variety of literature
genres. Critical thinking, research, grammar, and language skills are
also important components of English I.
ENGLISH II
Students read, analyze, and respond to world literature. Writing,
critical thinking, research, grammar, and language skills are also
important components of English II.
ENGLISH III
Students read, analyze, and respond to American literature. Writing,
critical thinking, grammar, and language skills are emphasized. The
research paper is completed during English III.
ENGLISH III W/ AP LANGUAGE AND COMPOSITION
In addition to the requirements of English III, students study nonc-
tion prose style and rhetorical techniques based on selections from,
but not limited to, essays, diaries, journals, letters, speeches, biogra-
phies, and autobiographies. Writing stresses the aims and modes of
composition as well as argumentation.
ENGLISH IV
Students read, analyze, and respond to British literature. Writing,
critical thinking, grammar, and language skills are emphasized. The
research presentation is completed during English IV.
CCRG ENGLISH IV
The CCRG Enhanced English IV course will satisfy the English IV high
school graduation requirement and the UNC minimum admissions
requirement. Students will complete tests throughout the courses that
will be used by community colleges to place them appropriately into
their rst college English and math courses if a community college
program is their choice after high school.
Students will complete tests throughout the courses that will be used
by community colleges to place them appropriately into their rst
college English courses if a community college program is their choice
after high school. Completing these courses in high school can save
students time and money when they begin at a community college
by eliminating the need for additional support or preparation classes
there. This material will also help prepare students for university
placement tests, military technical schools, and career English needs.
ENGLISH IV W/ AP LITERATURE AND COMPOSITION ENGLISH
In addition to the requirements of English IV, students critically read
and analyze ction, drama, and poetry with appropriate, rigorous
writing assignments.
LIEP/EL COURSES FOR HIGH SCHOOL
CMS provides the LIEP (Language Instruction Educational Plan)/
EL (English Learners) Program at all high schools. Students whose
primary language is not English and who are identied as English
Learners (ELs) qualify for services based on the English Language
Prociency test (WAPT, WIDA Screener & ACCESS).
EL program goals are to help students attain English language pro-
ciency and to meet appropriate academic achievement standards
for grade promotion and graduation.
All classes in which EL students participate, such as English I and
Math I, are taught in English and incorporate integrated language
support to meet the needs of students at every language pro-
ciency level.
ENGLISH LEARNER COURSES
ENGLISH LANGUAGE DEVELOPMENT COURSES AT THE NOVICE
OR INTERMEDIATE LEVEL MAY BE SCHEDULED AS COMPANION
COURSES TO SUPPORT SUCCESS IN COURSEWORK REQUIRED FOR
GRADUATION.
Instruction is provided by highly qualied teachers who follow the
Essential Standards for English Language Arts and the NC WIDA
Standards Framework. All integrated and target language supports
are built around state content standards, supporting content and
language integration through the use of visuals, collaborative
learning, discussion, and strategic amplications to meet the needs of
every English Learner.
Students are supported according to English Language Prociency
as established by the ACCESS or W-APT/ WIDA Screener, tran-
scripts, educational background and teacher recommendations.
Parents, please communicate with school counselors regarding
student course placement.
ENGLISH COURSES
English
English I*
English I Honors*
English II*
English II Honors*
English III*
English III Honors*
English III w/ AP Lang. &
Comp.*
English IV*
CCRG English IV
English IV Honors*
English IV w/ AP Lit. & Comp.*
IB English Language &
Literature HL I
IB English Language &
Literature HL II
IB English Literature HL I
IB English Literature HL II
English I EL Novice/
Intermediate
English II EL Novice/
Intermediate
English III EL Novice/
Intermediate
English IV EL Novice/
Intermediate
Electives
Creative Writing
Speech & Debate I
Speech & Debate II
Honors Speech & Debate III
Honors Speech & Debate IV
Film as Literature
Foundations of English I
Foundations of English II
Literacy Internship
Personalized Academic
Command of English
(PACE) Language Lab
Novice
English Language
Development
ELD 9 Novice
ELD 10 Novice
ELD 11 Novice
ELD 12 Novice
ELD 9 Intermediate
ELD 10 Intermediate
ELD 11 Intermediate
ELD 12 Intermediate
Journalism I*
Journalism II
Honors Journalism III
Honors Journalism IV
Yearbook I
Yearbook II
Yearbook III
Yearbook IV
*These courses are also available as online courses. Table 8.3
2022-2023 HIGH SCHOOL PLANNING GUIDE
29
ENGLISH
8
The following courses do not fulll the English requirements for graduation.
CREATIVE WRITING
In this composition course, students focus on narrative, expository,
and illustrative experiences in many different genres of writing.
Students produce written, oral, visual, and digital texts to express,
develop, and substantiate individual experiences.
FILM AS LITERATURE
In order to develop a keen understanding of the art of lmmaking,
students will analyze lm from a literary perspective but also from a
cinematic perspective.
SPEECH & DEBATE I
Students will explore a wide variety and range of public speaking
skills, basic researching, argumentation, questioning, and rebuttal
skills, create and deliver orations, and evaluate performances.
Students also have the opportunity to participate in local and state
level Speech and Debate (Forensic) competitions.
SPEECH & DEBATE II
Students further develop skills learned in Speech & Debate I. They
learn advanced techniques of public speaking and debate and
work independently on an area of specialization for competition.
Students are expected to participate in local and state level Speech
and Debate competitions.
HONORS SPEECH & DEBATE III
Students expand public speaking and forensic skills learned in Speech
and Debate II. Emphasis is placed on application of content within and
across curricular areas. Honors activities may include required and/or
advanced reading lists, writing assignments, projects, portfolio assess-
ments, seminar and performance. Students are expected to participate
in local and state level Speech and Debate competitions.
HONORS SPEECH AND DEBATE IV
Students expand fundamental and advanced skills learned in
Honors Debate III, learn principles of leadership and coaching
techniques as well as demonstrate superior skills of analysis and
evaluation of classmates and teammates. Honors activities may
include required and/or advanced activities similar to Honors
Speech and Debate III. Students are expected to participate in local
and state level Speech and Debate competitions.
FOUNDATIONS OF ENGLISH I
Students focus on improving reading, writing, language, grammar,
and research skills necessary for academic success in English I.
FOUNDATIONS OF ENGLISH II
Students focus on improving reading, writing, language, grammar,
and research skills necessary for academic success in English II.
ENGLISH LANGUAGE DEVELOPMENT COURSES (ELD)
Students will engage in integrated and intentional instruction to
promote high levels of English language prociency in the domains
of speaking, listening, reading, and writing. Students will develop
both academic language skills and social communication within the
WIDA Standards Framework.
The course curriculum is grounded in state content standards
through district-vetted curriculum and provides scaffolded grade
level content to support students in building academic knowledge
at their level of language prociency. Project-based units are
designed to motivate students' desire to learn through authentic
investigation and differentiated complex texts and tasks.
PACE LANGUAGE LAB (PERSONALIZED ACADEMIC COMMAND OF
ENGLISH)
PACE courses promote academic achievement for English Learners
by providing grade-level, content-area concepts while developing
English language prociency. Students in PACE courses will engage
in carefully structured collaborative tasks that will develop their
language and literacy in rigorous disciplinary instruction.
THROUGH RICH INTERACTIONS, STUDENTS WILL ACCELERATE
THEIR ACQUISITION OF ACADEMIC USES OF ENGLISH AND OF
SUBJECT MATTER CONTENT.
LITERACY INTERNSHIP
Students focus on improving reading comprehension skills that are
necessary for academic success in all content areas.
JOURNALISM I
Students learn basic aspects of journalistic techniques and assist in
the production of student newspaper publications.
JOURNALISM II
Students address all aspects of journalistic techniques by being
responsible for writing articles and publishing the student newspaper.
HONORS JOURNALISM III
Students produce the student newspaper. Classwork includes all
aspects of advanced journalistic techniques and extensive inde-
pendent assignments.
HONORS JOURNALISM IV
Students use advanced design and layout techniques, write
extensive, quality copy free of errors, edit and revise other students’
copy and layouts, serve as organizational planners for soliciting
advertisements and for the distribution of the school newspaper.
YEARBOOK I
Students learn basic photography, layout, and copy writing and
assist in the production of the school yearbook.
YEARBOOK II
Students learn advanced layout and design and produce the school
yearbook.
YEARBOOK III
Students write extensively and serve as senior editors in the produc-
tion of the school yearbook.
YEARBOOK IV
Studen ts use advanced design and layout techniques, write extensive,
quality copy free of errors, edit and revise other students’ copy and
layouts, serve as organizational planners for soliciting advertisements
and for the sale and distribution of the school yearbook.
Please check the CMS home page for updated information.
30
CHARLOTTE-MECKLENBURG SCHOOLS
8
WORLD LANGUAGES
Spanish as a Modern Language
for Native English Speakers
Spanish as a Heritage Language
for Native Spanish Speakers
Spanish I
Spanish II Spanish for Native Speakers I
Spanish III Spanish for Native Speakers II
Spanish IV or other advanced Spanish courses
(AP Spanish Language, AP Spanish Literature, IB SL/HL, etc.)
î
î
î
í
í
ARABIC I, FRENCH I, GERMAN I, JAPANESE I, CHINESE I, SPANISH I
Level I of world language study develops the listening, speaking,
reading and writing skills needed for basic communication.
Emphasis is given to the development of listening and speaking
skills. Geography and cultures of the target language are taught as
an integral part of language study. Classes are conducted at least
90% in the target language.
ARABIC II, FRENCH II, GERMAN II,
JAPANESE II, MANDARIN CHINESE II, SPANISH II
Level II of world language study continues the development of
language skills. Culture is integrated as an on-going part of language
study. Classes are conducted at least 90% in the target language.
Prerequisite: Level I parts 1 and 2/parts A and B or full year Level I of the same language.
HONORS ARABIC III, HONORS FRENCH III,
HONORS GERMAN III, HONORS JAPANESE III,
HONORS MANDARIN CHINESE III, HONORS SPANISH III
Level III of world language study further develops the communica-
tion skills introduced in levels I and II. Cultural study is expanded
to include information about the art, music, and literature of the
cultures studied. Classes are conducted at least 90% in the target
language.
Prerequisite: Level II of the same world language or Spanish for Native Speakers I.
HONORS ARABIC IV, HONORS FRENCH IV, HONORS GERMAN IV,
HONORS JAPANESE IV, HONORS MANDARIN CHINESE IV, HONORS
SPANISH IV
Level IV of world language study continues the development of
language skills, study of history and introduction to literary works to
help students work towards success in AP Language and Culture.
This course is conducted in the target language. Students partici-
pate in activities that require them to use language for meaningful
communication with others who speak the language.
Prerequisite: Level III of the same world language or Spanish for Native Speakers II.
FRENCH V, GERMAN V, JAPANESE V, MANDARIN CHINESE V,
SPANISH V - AP LANGUAGE AND CULTURE
AP world language courses follow a prescribed course of study
designed by the College Board that prepares students to take the
AP language exam. This course is conducted in the target language.
Students participate in activities that require them to use language
for meaningful communication with others who speak the language.
Prerequisite: Level IV of the same world language.
WORLD LANGUAGES COURSES
Arabic I*
Arabic II*
Honors Arabic III
Honors Arabic IV
Honors Arabic V
Chinese I*
Chinese II*
Honors Chinese III*
Honors Chinese IV*
IB SL I Chinese
Chinese V AP
Language*
IB SL II Chinese
French I*
French II*
Honors French III *
Honors French IV *
IB SL I French
French V AP
Language*
IB SL II French
IB HL I French
IB HL II French
German I*
German II *
Honors German III *
Honors German IV *
IB SL I German
German V AP
Language*
IB SL II German
IB HL I German
IB HL II German
Japanese I*
Japanese II*
Honors Japanese III
Honors Japanese IV
IB SL I Japanese
Japanese V AP
Language
IB SL II Japanese
Latin I *
Latin II*
Honors Latin
III *
AP Latin IV
IB SL I Latin
IB SL II Latin
Spanish I*
Spanish II*
Spanish for Native Speakers I
Honors Spanish III*
Honors Spanish for Native Speakers II
Honors Spanish IV*
IB SL I Spanish
Spanish V AP Language*
IB SL II Spanish
IB HL I Spanish
Spanish VI AP Literature
IB HL II Spanish
UNCC High Flyers Courses:
Chinese, French, German, Spanish
Courses in a sequence require successful completion of the previous course before taking the next higher level course.
IB, SL, and HL courses are the 11th and 12th grade Diploma Level courses at the IB high schools.
*These courses are also available as online courses
WORLD LANGUAGES
Heritage speakers or students who have lived abroad may be placed into higher levels of language without taking a prerequisite, based on a
prociency assessment. These students are not awarded credit for the level(s) they may skip.
Table 8.7
Table 8.8
2022-2023 HIGH SCHOOL PLANNING GUIDE
31
8
WORLD LANGUAGES
SPANISH VI - AP SPANISH LITERATURE
AP Spanish Literature follows a prescribed course of study outlined
by the College Board with an introduction to the works of selected
authors from the target cultures. This course prepares students for
the AP literature exam. Prerequisite: AP Language Level V.
SPANISH FOR NATIVE SPEAKERS I
Spanish for Spanish Speakers is designed to enhance reading and
writing skills of students whose heritage language is Spanish. The
course also provides Spanish speakers with the opportunity to read
and discuss various genres of literary works. In addition, students
focus on current events as they affect Spanish-speakers through-
out the world. This course prepares students for Honors Spanish for
Native Speakers II. Prerequisite: Spanish as a heritage language or
teacher recommendation.
HONORS SPANISH FOR NATIVE SPEAKERS II
Honors Spanish for Native Speakers II is a continuation of a
language arts course in Spanish designed to improve heritage/
immersion speakers’ literacy skills. This course prepares students
for Honors Spanish IV and above. Prerequisite: Spanish for Native
Speakers I or teacher recommendation.
LATIN I
Latin I develops an understanding of Latin grammar and classical
culture with an overview of everyday customs, traditions, art and
history of Roman times. The course emphasizes a strong vocabu-
lary base of Latin words and word parts and their inuence on the
English language.
LATIN II
Latin II continues the development of the skills introduced in Latin I
and helps students to develop a deeper understanding of classical
Roman culture. Prerequisite: Latin I
LATIN III HONORS
Latin III reviews vocabulary and grammatical constructions. Students
read selections from various Latin authors. Prerequisite: Latin II
AP LATIN
AP Latin follows a prescribed sequence of study developed by the
College Board. Emphasis is given to reading, translation, meter,
scansion, gures of speech and pertinent Roman culture which
prepares the student for the AP Latin exam. Prerequisite: Latin III
UNCC HIGH FLYERS COURSES
CHINESE, FRENCH, GERMAN, SPANISH
These UNCC courses are for advanced World Language students
who have exhausted the course offerings in their language(s) at
their high school. The courses are offered on the UNCC campus. For
applications and additional information, please contact your school
counselor or the CMS Advanced Studies ofce. Prerequisite: Suc-
cessful completion of Honors Level IV of the same world language.
WORLD LANGUAGE CREDIT
2022120232 SCHOOL YEAR
A rising 9th grade student may have already earned one world
language credit by successfully completing both level I parts A
and B in middle school. This sequence taken in middle school will
not impact their high school GPA, although the grade will still be
reected on their transcript. The student should then continue their
sequence into the next level of a world language. Students may not
repeat Level I of a world language in high school for credit if they
have already successfully parts A and B in middle school.
A rising 9th grade student who only successfully completed one
part of the two-year world language sequence in middle school or
any of the non-credit middle school courses will not have earned
any high school world language credit.
A rising 9th grade student coming from a K-8 World Languages
immersion program may have earned two credits (or more) in world
language courses during middle school, and should continue their
sequence in the appropriate honors world language courses. This is
usually Honors Level III or Honors Level IV.
Please check the CMS home page for updated information.
32
CHARLOTTE-MECKLENBURG SCHOOLS
8
HEALTH AND PHYSICAL EDUCATION
HEALTH AND PHYSICAL EDUCATION COURSES
Required
Health & Physical Education
NC HEALTH AND PHYSICAL EDUCATION
Required Courses
The Health Education essential standards include behavior and
skill development in ve strands, Mental/ Emotional Health,
Alcohol/Tobacco/Other Drugs, Nutrition/Physical Activity, Interper-
sonal Communication and Relationships (RHASE) and Personal/
Consumer Health. The Reproductive Health and Safety Education
curriculum is part of our local curricula meeting state standards
(House Bill 88).
Note: Parental permission is required for a student to be exempt from the Reproduc-
tive Health and Safety Education (RHASE) unit. The form "Parent/Guardian Request for
Student Exemption from Reproductive Health and Safety Education (RHASE) Unit" will
be made available prior to instruction.
The Physical Education essential standards require moderate to
vigorous physical activity (MVPA) developing across four strands,
Motor Skills, Movement Concepts, Health Related Fitness and
Personal/Social Responsibility. Additionally, students will meet the
high school CPR graduation requirement by successfully complet-
ing a CPR skills test during the required Health and PE course.
NC HIGH SCHOOL HEALTH AND PHYSICAL
EDUCATION GRADUATION REQUIREMENT
This required course for graduation is a combination of two content
areas: health education and physical education. The intent of this
course is to develop the knowledge and skills to be physically active,
eat nutritiously, access reliable health information and service, com-
municate effectively, and set-health enhancing goals for a lifetime.
Elective Courses
CARDIO AND CORE CONDITIONING
(BEGINNER, INTERMEDIATE, ADVANCED AND ELITE)
Cardio and core conditioning class emphasizes constantly-varied,
high-intensity functional movement. Focus is on cardiovascular
endurance, stamina, strength, exibility, power, speed, coordination,
agility, and balance to maximize performance and tness. Addi-
tionally, students will monitor their tness levels by participating in a
tness assessment throughout the semester.
STRENGTH TRAINING
(BEGINNER, INTERMEDIATE, ADVANCED AND ELITE)
This class is designed to build strength, add denition, increase
your bone density, and decrease your body fat by increasing your
lean muscle. Research has proven by adding lean muscle to the
body you can speed up your metabolism and burn more calories
when you work out and at rest. You will use hand weights, plate
loaded barbells, tubing and your own body weight to change the
shape of your body. You will work every muscle in your body! Addi-
tionally, students will monitor their tness levels by participating in a
tness assessment throughout the semester.
GROUP FITNESS
(BEGINNER, INTERMEDIATE, ADVANCED AND ELITE)
High intensity cardio intervals combined with strength and exibility
exercises to give your body a complete workout. Participants will get
their heart rate up and tone every muscle in their body during this class.
Additionally, students will monitor their tness levels by participating in a tness
assessment throughout the semester.
LIFETIME SPORTS
Lifetime sports are physical activities people can enjoy throughout
their lives. Lifetime sports are less strenuous sports such as tennis,
badminton, and archery are suitable for people in all stages of life
and can serve as physical and social outlets.
Additionally, students will monitor their tness levels by participating in a tness
assessment throughout the semester.
UNIFIED LIFETIME SPORTS
(BEGINNER, INTERMEDIATE, ADVANCED AND ELITE)
This course combines students of all abilities to participate in
developmentally appropriate activities including lifetime activities,
physical tness, and sports. Students will work together to increase
competence and condence in a variety of physical activities.
Through ongoing leadership opportunities, members of this course
will be empowered to help create a more inclusive and accepting
school environment for all students.
TEAM SPORTS
Team sports class emphasizes participation in several team sports.
Students will spend time learning the rules and regulations of each sport,
practicing the skills to be successful at each sport, taking leadership roles
as captains or ofcials, as well as competing in games and contests.
Additionally, students will monitor their tness levels by participating in a tness
assessment throughout the semester.
SPORTS MEDICINE I
The purpose of this course is to introduce students to Sports
Medicine and Athletic Training careers by recognizing the roles and
responsibilities associated with these professions.
SPORTS MEDICINE II
The purpose of this course is to build on the concepts in Sports
Medicine I by providing an overview of the measures for the recog-
nition, assessment and evaluation of athletic related injuries.
Prerequisite: Adequate performance in Sports Medicine I and passing Health and PE.
SPORTS MEDICINE III
The purpose of this course is to continue building on the concepts
in sports medicine I and II. It will provide an overview of the
measures for injury prevention, rehabilitation and management of
athletic related injuries.
Prerequisite: Adequate performance in Sports Medicine I and II.
SPORTS MEDICINE IV
The purpose of this course is to provide independent study and
hands-on training as a Sports Medicine Student Assistant.
Prerequisite: Adequate performance in Sports Medicine I, II, and III.
Table 8.9
2022-2023 HIGH SCHOOL PLANNING GUIDE
33
8
MATHEMATICS
MATHEMATICS COURSES
Foundations of NC Math 1
NC Math 1*
Foundations of NC Math 2
NC Math 1 Honors*
NC Math 2*
NC Math 2 Honors*
Foundations of NC Math 3
NC Math 3*
NC Math 3 Honors*
CCRG Math
NC Math 4
NC Math 4 Honors
Pre-Calculus Honors*
Discrete Mathematics
for Computer Science
Discrete Mathematics
for Computer Science
Honors
AP Statistics
AP Calculus AB
AP Calculus BC*
IB Math Applications 1
IB Math Applications 2
IB Math Analysis 1
IB Math Analysis 2
Table 8.10 *These courses are also available online through NCVPS
GRADE 9 GRADE 10 G R A D E 11 GR ADE 12
Foundations of NC Math 1 / NC Math 1 Foundations of NC Math 2 / NC Math 2 Foundations of NC Math 3 / NC Math 3 NC Math 4, NC Math 4 Honors
NC Math 1, NC Math 1 Honors NC Math 2, NC Math 2 Honors NC Math 3, NC Math 3 Honors Discrete Math for Computer Science, Discrete Math for
Computer Science Honors, Pre-Calculus Honors
NC Math 2 NC Math 3, NC Math 3 Honors NC Math 4, NC Math 4 Honors AP Calculus AB/BC, AP Statistics, Discrete Mathematics
for Computer Science
NC Math 2 - Honors NC Math 3 - Honors Pre-Calculus Honors AP Calculus AB, AP Calculus BC, AP Statistics
NC Math 3 - Honors Pre-Calculus Honors AP Calculus AB, AP Calculus BC, AP Statistics
IB Math Applications I, IB Math Analysis I
AP Calculus AB, AP Calculus BC,
AP Statistics, or College-level courses
IB Math Applications II, IB Math Analysis II
The following chart shows some of the sequences of mathematics courses.
Each student is urged to consult with their mathematics teacher and counselor concerning the course in which he or she might attain the most knowledge and success.
HIGH SCHOOL MATHEMATICS COURSES
FOUNDATIONS OF MATH 1, FOUNDATIONS OF MATH 2,
AND FOUNDATIONS OF MATH 3
These courses cover topics to better prepare students
for NC Math 1, NC Math 2 and NC Math 3. Beginning
with entering ninth grade students in 2009, students
will earn elective credit, not math credit for success-
ful completion of these courses to satisfy the four math
requirements for University admissions.
NC MATH 1, NC MATH 1 HONORS
This course provides students the opportunity to study
concepts of algebra, geometry, functions, number and
operations, statistics and modeling throughout the course. These
concepts include expressions in the real number system, creating
and reasoning with equations and inequalities, interpreting and
building simple functions, expressing geometric properties and
interpreting categorical and quantitative data.
NC MATH 2, NC MATH 2 HONORS
This course continues a progression of the standards established in
Math 1. In addition to these standards, NC Math 2 includes: poly-
nomials, congruence and similarity of gures, trigonometry with
triangles, modeling with geometry, probability, making inferences
and justifying conclusions. Prerequisite: NC Math 1
NC MATH 3, NC MATH 3 HONORS
This course progresses from the standards learned in NC Math 1
and NC Math 2. In addition to these standards, NC Math 3 extends
to include algebraic concepts such as: the complex number system,
inverse functions, trigonometric functions and the unit circle. NC
Math 3 also includes the geometric concepts of conics and circles.
Prerequisite: NC Math 2
CCRG MATH
Students who qualify for CCRG math placement will take a new
CCRG Math course that will count as a fourth mathematics credit
for high school graduation but not as a fourth level mathematics
course. Since this is not a fourth level mathematics course, it will not
satisfy UNC minimum admissions requirements. So, these students
may need to take an additional math course if they are planning
to attend a UNC System university. Students will complete tests
throughout the courses that will be used by community colleges
to place them appropriately into their rst college Math course
if a community college program is their choice after high school.
Completing these courses in high school can save students time
and money when they begin at a community college by eliminating
the need for additional support or preparation classes there. This
material will also help prepare students for university placement
tests, military technical schools, and career Math needs.
NC MATH 4, NC MATH 4 HONORS
This course is designed to be a fourth level mathematics course for
university and community college bound students going into STEM
and non-STEM elds. This course will be accessible to any student
who has completed Math 3.
Prerequisite: NC Math 3
DISCRETE MATHEMATICS FOR COMPUTER SCIENCE,
DISCRETE MATHEMATICS FOR COMPUTER SCIENCE HONORS
This course introduces discrete structures that are the backbones of
computer science. Discrete mathematics is the study of mathemati-
cal structures that are countable or otherwise distinct and separable.
The mathematics of modern computer science is built almost entirely
on discrete mathematics, such as logic, combinatorics, proof, and
graph theory. At most universities, an undergraduate-level course
in discrete mathematics is required for students who plan to pursue
careers as computer programmers, software engineers, data scien-
tists, security and nancial analysts. Students will be prepared for
college level algebra, statistics, and discrete mathematics.
Prerequisite: NC Math 3
PRE-CALCULUS HONORS
Pre-Calculus, through the study of Functions, Number and Quantity,
Algebra, and Modeling, is designed to prepare students for an entry-
level college Calculus. This course will build on students’ algebraic skills
and understanding of functions to delve into real world phenomena
and to deepen understanding of the functions in the course.
Prerequisite: NC Math 3 or NC Math 3 Honors
AP STATISTICS
An introduction to the major concepts and tools for collecting, analyzing,
and drawing conclusions from data. Students will observe patterns and
departures from patterns, decide what and how to measure, produce
models using probability and simulation, and conrm models.
Pre-calculus or NC Math 3 or NC Math 3 Honors
Table 8.11
Please check the CMS home page for updated information.
34
CHARLOTTE-MECKLENBURG SCHOOLS
8
MATHEMATICS/SCIENCE
AP CALCULUS AB
A study of the concepts of calculus, including functions, graphs, limits,
derivatives and integrals and provides experience with its methods
and applications. Course follows the College Board syllabus.
Prerequisite: Pre-Calculus
AP CALCULUS BC
A study of the concepts of calculus, including functions, graphs,
limits, derivatives, integrals, and polynomial approximations and
series. Course follows the College Board syllabus.
Prerequisite: Calculus AB
College Board, Advanced Placement Program, and AP are registered trademarks of the
College Entrance Examination Board.
Earth/Environmental Sciences
EARTH/ENVIRONMENTAL SCIENCE, EARTH/ENVIRONMENTAL
SCIENCE HONORS (OR AP ENVIRONMENTAL SCIENCE)
Fullls the Earth/Environmental Science graduation requirement
This course is laboratory-based science class emphasizing the
function of the earth’s systems. Emphasis is placed on the human
interactions with the earth’s geologic and environmental systems, pre-
dictability of a dynamic earth, origin and evolution of the earth system
and universe, geochemical cycles and energy in the earth system.
ASTRONOMY
This course acquaints students with astronomy concepts including
basic facts about the Earth, moon, and stars. Also included for study
are galaxies, cosmology, and space exploration. This is a science
elective course and is not required for graduation credit.
OCEANOGRAPHY/MARINE SCIENCE
Emphasizes the interrelationships of physical geography, chemistry,
geology and biological studies in the ocean environment. This is a
science elective course and is not required for graduation credit.
Biological Sciences
BIOLOGY I, BIOLOGY I HONORS, IBMYP BIOLOGY
Fullls the biology graduation requirement.
This course is laboratory-based science class in which students will
study the cell, the molecular basis of heredity, biological evolution,
interdependence of organisms, matter and energy, and organiza-
tion in living systems and the behavior of organisms.
HUMAN ANATOMY AND PHYSIOLOGY HONORS
This course studies the structure and function of the human body
with emphasis placed upon the concepts that help correlate the
principles of structure and function. This is a science elective course
and is not required for graduation credit.
Prerequisite: Biology
FORENSIC SCIENCE HONORS
Forensic science is the application of basic biological, chemical
and physical science principles in the investigation of crime scenes.
Students will learn how to observe, collect, analyze and evaluate
evidence. Some of the many topics covered are ngerprint analysis,
hair and ber comparison, serology and crime scene analysis. This
is a science elective course and is not required for graduation credit.
GREENHOUSE BIOLOGY
A lab-based course that is the overview study of plant structure and
function. In the course, students learn not only the basic scientic
knowledge, but also economic importance and how to manage basic
plant care and propagation. Greenhouse Biology should be taken in
the fall and followed by Biology I in the spring, or can be paired with
Biology on an A/B day schedule. The syllabus and pacing guide have
been created to prepare students to be successful in Biology I.
SCIENCE COURSES
Earth/Environmental Science
(any of these meet the graduation require-
ment)
Earth/Environmental Science Honors*
AP Environmental Science*
IB Environmental Systems SL I
IB Environmental Systems SL II
Biological Sciences
(any one of the courses
below fullls the graduation
requirement)
Biology 1*
Honors Biology 1*
AP Biology (2 periods)*
IB Biology SL or HL I
IB Biology SL or HL II
Physical Science
(any one of the courses below fullls the graduation
requirement)
Physical Science*
Chemistry 1
Chemistry 1 Honors*
Physics
Physics Honors
AP Chemistry (2 periods)
AP Physics 1 or 2 (2 periods)*
IB Chemistry SL or HL I
IB Chemistry SL or HL II
IB Physics SL or HL I
IB Physics SL or HL II
Science Electives
These courses DO NOT fulll
graduation requirements.
Greenhouse Biology
Anatomy and Physiology Honors*
Astronomy
Oceanography / Marine Science
Forensic Science Honors
*These courses are also available as online courses
Table 8.12
Science courses required for high school graduation:
biology, a physical science course, an earth/environmental science course
2022-2023 HIGH SCHOOL PLANNING GUIDE
35
8
SCIENCE
AP SCIENCE COURSES
Biology AP
(2 periods)
Students will learn the con-
ceptual framework, factual
knowledge and analytical
skills to deal critically with the
rapidly changing science of
biology.
Prerequisites: Biology I,
Chemistry I
Chemistry AP
(2 periods)
Students will learn the con-
ceptual framework, factual
knowledge and analytical skills
to deal critically with the science
of chemistry.
Prerequisites: Math II, Biology I,
Chemistry I
Physics 1 Mechanics AP
(2 periods)
Students will learn the con-
ceptual framework, factual
knowledge and analytical
skills to deal critically with the
science of mechanical physics.
Prerequisite: Math II
Physics 2 Electricity &
Magnetism AP (2 periods)
Students will learn the conceptual
framework, factual knowledge and
analytical skills to deal critically
with the science of electricity and
magnetism in physics.
Prerequisites: Math II, Physics 1 AP
or a previous introductory course in
Physics (Physics or Physics Honors)
Environmental Science AP
(1 period)
Students will learn the conceptual
framework, factual knowledge
and analytical skills to deal crit-
ically with the rapidly changing
environment of earth.
Prerequisites: Math I, Biology I,
Chemistry I
Note: All two period AP science classes will earn one science credit and two quality points.
Physical Sciences (1 is required for graduation)
PHYSICAL SCIENCE
This course is laboratory-based science class in which students will
study the principles of chemistry and physics that include matter,
energy, structure of atoms, chemical reactions, forces, and motion.
CHEMISTRY I, CHEMISTRY I HONORS, MYIB CHEMISTRY
This course is a laboratory-based science class in which students
will study the structure and properties of matter as they explore
chemical reactions, the structure of atoms, conservation and interac-
tions of energy and matter.
Prerequisites: Math I, NC Math 2 Concurrent.
This is the recommended physical science course for college/university admission.
PHYSICS, PHYSICS HONORS, MYIB PHYSICS (OR AP PHYSICS 1)
This course is a laboratory-based science class in which students
will study the fundamentals of the physical world of matter, energy,
basic mechanics and particle physics.
Prerequisites: Math II.
This is a recommended physical science course for college/university admission.
AP SCIENCES
ENVIRONMENTAL SCIENCE AP -1 PERIOD
This science class is the equivalent to a rst-semester college course
in Environmental Science. This laboratory-based science class
emphasizes the application of scientic concepts to the understand-
ing and solution of environmental problems. This course fullls the
Earth/Environmental Science Graduation requirement.
Prerequisites: Math I, Biology I, Chemistry I
BIOLOGY AP - 2 PERIODS
This science class is the equivalent to a rst-semester college course
in Biology. This laboratory-based science class emphasizes the con-
ceptual framework, factual knowledge and analytical skills to deal
critically with the rapidly changing science of biology.
Prerequisites: Biology I, Chemistry I
CHEMISTRY AP - 2 PERIODS
This science class is the equivalent to a rst-semester college course
in Chemistry. This laboratory-based science class emphasizes an
understanding of the fundamentals of chemistry and competence in
dealing with chemical problems. Strong emphasis is placed on labo-
ratory work and analysis of data.
Prerequisites: Math II, Biology I, Chemistry I
PHYSICS 1 MECHANICS AP - 2 PERIODS
This science class is the equivalent to a rst-semester college course
in algebra based physics. The course covers Newtonian mechanics
(including rotational dynamics and angular momentum), work,
energy, power, mechanical waves and sound. It will introduce elec-
trical circuits. Strong emphasis is placed on laboratory work and
analysis of data. An AP exam will be given at the end of the course.
Prerequisites: Math II, No prior course work in Physics is necessary
Table 8.13
Please check the CMS home page for updated information.
36
CHARLOTTE-MECKLENBURG SCHOOLS
8
SOCIAL STUDIES
SOCIAL STUDIES COURSES
Required Courses:
World History*; World History; Honors World History* or AP World History*
Founding Principles of the United States and North Carolina: Civic Literacy, or Honors
Founding Principles of the United States and North Carolina
American History, Honors American History OR AP United States History with Social
Studies elective OR IB History of the Americas with Social Studies Elective (see table
for options)
Economics and Personal Finance
Elective Courses
African-American Studies*
Latin American Studies
Psychology*
Sociology*
The Cold War
Twentieth Century Civil Liberties, Civil Rights
Turning Points in American History
21st Century Global Geography
World Humanities
American Humanities
Locally Developed Electives
21st Century Leadership
Honors Big History Project
Honors Dream Leaders
AP Elective Courses
AP Economics
AP European History*
AP Psychology*
AP Human Geography*
AP United States
Government and Politics
AP Comparative
Government and Politics
*These courses are also available as online courses Table 8.14
SOCIAL STUDIES COURSES REQUIRED FOR GRADUATION
WORLD HISTORY FOUNDING PRINCIPLES OF THE UNITED STATES AND
NORTH CAROLINA: CIVIC LITERACY
AMERICAN HISTORY/HONORS AMERICAN HISTORY ECONOMICS AND
PERSONAL FINANCE
World History;
Honors World
History
OR
AP World History
Founding Principles of the United States and
North Carolina: Civic Literacy, Honors
Founding Principles of the United States and
North Carolina: Civic Literacy
American History/Honors American History
OR
AP United States History with Social Studies elective
OR
IB History of the Americas HLI w/ Social Studies elective;
IB History of the Americas HLLII w/Social Studies elective;
or IB History of the Americas HL & HL 1 & 2
Economics and
Personal Finance
PHYSICS 2 ELECTRICITY & MAGNETISM AP - 2 PERIODS
This science class is the equivalent to a second-semester college
course in algebra based physics. The course covers uid mechanics,
thermodynamics, electricity and magnetism, optics, and atomic and
nuclear physics. Strong emphasis is placed on laboratory work and
analysis of data. An AP exam will be given at the end of the course.
Prerequisites: Math II, Physics 1 AP or a previous introductory course in Physics
SOCIAL STUDIES
WORLD HISTORY/HONORS WORLD HISTORY
The World History course will address six (6) periods in the study of
World History, with a key focus of study from the mid 15th century to
present. The learning standards of this course have been written to
focus around a basic core of chronologically-organized periods and
events in history. Students taking this course will study major turning
points that shaped the modern world.
FOUNDING PRINCIPLES OF THE UNITED STATES OF AMERICA AND
NORTH CAROLINA: CIVIC LITERACY/HONORS FOUNDING PRINCI-
PLES OF THE UNITED STATES OF AMERICA AND NORTH CAROLINA:
CIVIC LITERACY
The Founding Principles of the United States of America and North
Carolina: Civic Literacy course will provide students the opportunity
to engage in intensive application of the skills, concepts, processes,
and knowledge gained in previous social studies courses and
prepare them to be college, career, and civic ready. This course will
allow students to examine the ways in which power and respon-
sibility are both shared and limited by the U.S. Constitution and
how the judicial, legal, and political systems of North Carolina and
the United States embody the founding principles of government.
Students in this course will analyze and evaluate the extent to which
the American system of government guarantees, protects, and
upholds the rights of citizens. Through the integration of inquiry-
based learning, students will also investigate how the American
system of government has evolved over time while learning how to
analyze topics, issues, and claims in order to communicate ideas and
take action to effect change and inform others.
AMERICAN HISTORY/HONORS AMERICAN HISTORY
The American History course will provide students the opportunity
to engage in intensive application of the skills, concepts, processes,
and knowledge gained in previous social studies courses and
prepare them to be college, career, and civic ready. The American
History course will begin with the end of the French and Indian War
(1763) and end through the latest Presidential Election (i.e. 2020,
2024, etc.) Students will have studied colonial American history in
the 4th, 5th, and 8th grades. This course will explore the overarch-
ing themes, trends, and concepts of our nation’s history, including
the development and evolution of the American system of govern-
ment, the patterns and impact of migration and immigration, cultural
development through the arts and technological innovations, rela-
tionships with foreign nations, and the role of both the individual
and diverse groups in building the American story. Students in this
course will be asked to investigate major turning points in American
History to develop an understanding of multiple causation, to
determine patterns of change and continuity, and to be able to
compare multiple perspectives of the past.
Table 8.15
2022-2023 HIGH SCHOOL PLANNING GUIDE
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8
SOCIAL STUDIES
SOCIAL STUDIES ELECTIVES
AFRICAN AMERICAN STUDIES
African Americans have made signicant contributions to the
economic, political, social, and cultural development of the United
States. Through this course, students discover how African Americans
have always been an integral part of the American experience.
LATIN AMERICAN STUDIES
Latin American Studies is a course that aims to provide a broad
framework for students to gain a historical and contemporary
understanding of the individuals, groups, events, trends and ideas
surrounding Latino peoples living in the United States, Mexico,
Central America, South America and the Caribbean. The course is
broken down into ve strands; history, culture, economics, geo-
graphic and government. The historical content of this course is
taught with heavy relevance to contemporary issues in order to
ensure deeper understandings with students.
PSYCHOLOGY
The elective course, Psychology, engages students in the under-
standing, articulation, and dissemination of psychology as a science.
Students are introduced to psychology, with a focus on the scientic
study of human development, learning, motivation, and personal-
ity. It emphasizes the empirical examination of behavior and mental
processes and it infuses perspectives fostering students’ growth,
development, and understanding of cultural diversity. Students of
psychology acquire information from a variety of sources, use infor-
mation as they make decisions and evaluations, and solve problems.
The study of psychology enables students to recognize and cope
with uncertainty and ambiguity in human behavior.
SOCIOLOGY
This course is designed to give students the tools necessary to
concentrate on the systematic study of human society and human
interaction. Students will develop a sociological imagination in
which they will observe the connections between their personal
lives within society, as well as public policy issues. Using observa-
tion, the scientic method, and cross-cultural examination, students
will discover how patterns of behavior develop, culture is learned,
and social predictions are made.
THE COLD WAR
Our current world—its people and societies—in many ways is a
product of the Cold War. Modern global relations involving the
United States and other countries, networks, and regions such as
Iran, Al Qaeda, North Korea, Afghanistan, Latin America, and Iraq
all have connections to the Cold War. Subsequently, the direct and
indirect battles associated with this post World War II ideological
conict with the former Soviet Union have had lasting effects on
our nation, our relationships with other people, and the world. The
relevant lessons of the Cold War would help promote informed
judgments by contemporary American citizens.
TWENTIETH CENTURY CIVIL LIBERTIES, CIVIL RIGHTS
The course should accentuate the history, struggles, successes and
similarities of diverse groups of twentieth-century Americans who
protested on behalf of civil liberties and civil rights. The course should
begin with an understanding of America’s founding documents—The
Declaration of Independence and the United States Constitution—and
the conceptual and historical paradoxes of each. A foundation of the
course should be an understanding of Jefferson’s creed that “…all
men are created equal…,” as well as, the document’s interpretation
and applicability over the course of the Twentieth Century.
21ST CENTURY GLOBAL GEOGRAPHY
This geography course will emphasize the increasing interconnect-
edness of Earth’s people due to globalization, as well as, the notion
of “spatial variation”—how and why things differ from place to place
both physically and culturally on the earth’s surface. Globalization is
the ongoing process of increasing interconnectedness and interde-
pendence among humankind. While its origins are debatable, this
process has been signicantly amplied with the onset of new com-
munication technologies that have improved economic, political,
social, cultural, historic, and geographic connections among individ-
uals, groups, and nations.
WORLD HUMANITIES SEMINAR
This course should begin with a focus on the ancient cultures of the
Mediterranean and Europe. Classical cultures centered on Athens,
Jerusalem, and Rome should be studied through the birth and
evolution of the Medieval World. The rise and diffusion of Islam
from the 7th through the 15th centuries should be a major theme.
This course should also emphasize the study of Europe and the
non-western cultures from Asia, Africa, and the Middle East from
the 16th century to the modern era. The latter emphasis would be
on the cultural world of the Reformation, the Renaissance and the
political revolutions of the 18th and 19th centuries. Student focus
could be on European colonialism and its effects, the changing role
of women and work, and how the meaning of human rights has
evolved over time. Course content should be studied through a
contemporary global lens.
AMERICAN HUMANITIES SEMINAR
An American humanities course should emphasize the human
journey associated with being and/or becoming American. In 1781
French traveler Hector St. Jean de Crevecoeur asked the question,
“What then is the American, this new man?” This course should
attempt to answer that question, as well as other essential questions
to nd meaning in the American experience. The course should use
an historical lens to discover and question through broad human-
istic movements—literary, artistic, linguistic, philosophical, and
religious—the cultural uniqueness of the United States. An addi-
tional point of emphasis for American humanities should be popular
culture and the mediums in which that culture has been expressed.
Please check the CMS home page for updated information.
38
CHARLOTTE-MECKLENBURG SCHOOLS
8
SOCIAL STUDIES
TURNING POINTS IN AMERICAN HISTORY
This course would emphasize, in greater depth, 10-15 key turning points
in American History. These turning points would be “hinge” events in
our nation’s history, caused by, and subsequently contributing to, major
social, cultural, political, and/or economic events. These turning points
when considered chronologically should ultimately provide a narrative
of United States history. A major element of each turning point should be
an understanding of historical methods and the use of historical inquiry.
Students should essentially become historians to better understand and
appreciate the narrative of a people, a nation, and a world.
AMERICAN INDIAN STUDIES
The goal of this course is to broaden the knowledge and understand-
ings of students interested in learning about the histories, cultures,
legacies and achievements of American Indians from prehistoric to
present-day societies. The course offers traditional and contempo-
rary perspectives, which place the land, its history, and the people
at the center. The course draws upon concepts and issues of policy,
law, economic and cultural change as well as shared beliefs concern-
ing human-environment interaction. Students will be able to immerse
themselves in some of America's oldest continuous societies and
cultures, within a learning environment which fosters open, critical and
creative historical thought. Although the many American Indian groups
of North Carolina are encouraged to be used as the focus of instruc-
tional content examples, the expectation of the course is to expose
students to American Indian societies and tribes from all areas of the
United States throughout history.
Locally Developed Electives
HONORS DREAM LEADERS
This student leadership course is designed to provide high school
students who are active in their school community to take leader-
ship roles. The design is to assist students in examining the effort
and attitudes needed to take personal ownership of their school
and community. By analyzing character traits of leadership, students
will be able to better understand the ongoing process and dif-
culties inherent in various historic leadership roles. Intended for
students classied as a Junior or Senior, active in at least one school
organization and accepted through a rigorous interview process by
the teacher of record.
HONORS BIG HISTORY PROJECT
The Big History Project takes on big compelling questions that
originate with the dawn of time, and gives students a framework to
tell the story of humanity’s place in the Universe. It looks at the past
from the dawn of time to modernity, seeking out common themes
and patterns that can help us better understand people, civilizations,
and the world we live in. Big History transcends traditional self-con-
tained elds of study and grasp history as a whole. By teaching
students to explore these connections, and to effectively question,
analyze and postulate, it provides a foundation for thinking not only
about the past, but also the future and the changes that are reshaping
our world. While open to all students, this course is designed as an
introduction to the rigor of an Advanced Placement course.
Advanced Placement (AP) Social Studies Electives
AP ECONOMICS
This course will follow the outline from the AP bulletin. Students will
engage in the study of both macro and micro economics.
Prerequisite: Civics and Economics or Honors Civics and Economics
AP EUROPEAN HISTORY
This course will follow the outline from the AP bulletin. Students will
engage in the study of political, social, cultural, and historical events
that have shaped modern Europe.
Prerequisite: World History, Honors World History, or AP World History
AP US GOVERNMENT AND POLITICS
This course will follow the outline from the AP bulletin. Students will
engage in the examination of American government, famous court
cases, political parties, exciting political debates and elections. The
United States Constitution is examined in depth as to how its appli-
cation and evolution have evolved to meet the needs of a changing
society and people.
Prerequisite: Civics and Economics, American History I & II or AP United States History
AP PSYCHOLOGY
This course will follow the outline from the AP bulletin. Students
will engage in an in-depth study of the discipline of psychology, its
history, theoretical approaches, and contemporary research methods.
AP HUMAN GEOGRAPHY
This course will follow the outline from the AP bulletin. The impor-
tance of geography as a eld of inquiry into the dynamics of human
population growth, movement, and culture provides the foundation
for this course.
AP UNITED STATES HISTORY
This course follows the outline provided in the AP bulletin. Students
are engaged in an in-depth study of American history from the
colonial period to the present.
Prerequisite: Civics and Economics
AP WORLD HISTORY
This course will follow the outline from the AP bulletin. Students will
engage in an in-depth study of interactions among major societies,
impacts of technology, social systems and structures, cultural devel-
opments, and change and continuity over time.
AP COMPARATIVE GOVERNMENT
This course will follow the outline from the AP bulletin. The course uses
a comparative approach to examine the political structures; policies;
and political, economic, and social challenges of six selected countries:
China, Iran, Mexico, Nigeria, Russia, and the United Kingdom.
Prerequisite: Civics and Economics
2022-2023 HIGH SCHOOL PLANNING GUIDE
39
9
CAREER & TECHNICAL EDUCATION
WHAT IS CAREER TECHNICAL EDUCATION (CTE)?
• A blend of early career discovery and skill development through
active learning
• Early career launch through sequenced career pathway courses
• Opportunity to build industry recognized certications and early credit
towards postsecondary degree
• Connect with Charlotte employers through job shadows and internships
What is a CTE pathway?
• Three to four course sequence using state of the art hardware, software,
and equipment that allows students to build industry relevant knowledge
in their chosen career eld, students are not allowed to take courses out
of sequence to ensure that they have the prior knowledge to complete
the course
• Courses embed industry credentials and deepen industry experience for
each sequential course taken
• Deepening industry experience for each sequential course taken
• Most pathways articulate to a pathway through two or four year university,
or the next level of necessary certication
• Courses align to provide deeper work based learning opportunities
• Courses build industry ready skills which lead to high quality internships
By completing a CTE pathway, students have the opportu-
nity to begin building a professional network with Charlotte
employers before graduating high school.
How can completing a CTE Pathway help me?
• Complete industry certication embedded in pathway sequence
• Leverage CTE AP and Honors Courses to deepen industry knowledge
• Enroll in early college opportunities through College and Career Promise
• Track eld trips, job shadows and internships
• Participate in capstone competitions
• Be an active member of Career and Technical Student Organization
The following pages outline the pathways that are hosted at each
school. To ensure students are able to maximize their CTE opportu-
nities, please connect with counselors or the Career Development
Coordinator at the school level. All high schools offer CTE courses. The
courses listed in the pathways document are not intended to be an
exclusive list of CTE courses at each school. Some pathway sequences
will vary slightly by school based on a specialty offered at that school.
For 21-22 academic school year, college and university courses
shall earn high school dual credit as specied to the left.
* Courses with labs, the combination of the course and the lab count as a single course.
** These occur only in certain Career and Technical courses.
*** High school credit applies to college courses in college curriculum programs.
CAREER AND COLLEGE PROMISE (CCP)
Career and College Promise (CCP) gives high school juniors and seniors
the opportunity to get a 'jump start' and earn college credit toward
a two-year or four-year degree while still in high school. Students are
dually enrolled in their high school and at Central Piedmont Community
College, allowing them the opportunity to receive both high school and
college credit for courses taken through the program while remaining at
their current high school. Best of all, CCP classes are tuition-free during
the fall, spring and summer semesters.
HOW HAS CAREER AND COLLEGE PROMISE BENEFITED STUDENTS?
• Students can explore more than 50 academic programs.
• High school students earned over 17,000 hours of college credit.
• More than 2500 high school students saved approximately
$1,200,000 in college tuition.
Table 9.1
SEMESTER HOURS CREDIT*** HIGH SCHOOL CREDITS
1-2 0
3-4* 1
5-8** 2
9 OR MORE** 3
TUITION FREE
OPTIONS
HOW TO QUALIFY FOR CCP
MAINTAINING
ELIGIBILITY
PATHWAY
REQUIREMENTS
Career & Technical
Education Pathway
• Be a high school junior or senior;
• Have a minimum unweighted cumulative GPA of 2.8 on high school courses; or
• Demonstrate college readiness in English, Reading, and Mathematics on an
approved assessment or placement test
• Continue to make
progress toward high
school graduation
• Maintain a 2.0 in
college coursework after
completing two courses,
AND
• A student who falls below
a 2.0 GPA after completing
two college courses will
be subject to the college's
policy for satisfactory
academic progress.
• A student must enroll
in one program of study
and may not substitute
courses in one program
for courses in another.
• The student may change
his or her program of study
major with approval of
the high school principal
or his/her designee and
the college’s chief student
development administrator.
• Students may also enroll
in both CTE and College
Transfer with approval of
the high school principal
or his/her designee and
the college’s chief student
development administrator.
College Transfer
Pathway
There are two options for Career and Technical Pathway Eligibility.
The student must be a high school junior or senior and meet either A or B below.
A. Show College Readiness
1. With a minimum unweighted, cumulative GPA of 2.8 on high school courses, or
2. With approved assessments in English, Reading, and Mathematics
These students are eligible to enroll in any CTE pathway
B. Do not show College Readiness
1. Have a recommendation of their high school principal or designee
2. Have received career pathway information outlining program requirements
for completion of the certicate or diploma
These students are eligible to enroll in a CTE pathway without
UGETC (Universal General Education Component) Courses.
Adapted from Central Piedmont Community College. For more information: www.cpcc.edu/hsprograms
Table 9.2
Please check the CMS home page for updated information.
40
CHARLOTTE-MECKLENBURG SCHOOLS
9
CTE PATHWAYS, COURSE SEQUENCES
ALL PATHWAYS ARE INDUSTRY ALIGNED AND MUST BE TAKEN IN SEQUENCE TO ENSURE STUDENTS ACQUIRE THE APPROPRIATE SKILLS
FOR THE NEXT COURSE. MORE THAN ONE PRE-REQUISITE MAY BE REQUIRED PRIOR TO THE THIRD OR FINAL COURSE.
ALL INDUSTRY CERTIFICATIONS ARE OFFERED AT NO COST TO THE STUDENT.
PATHWAY COURSE SEQUENCE
(course sequence may vary by school)
Advanced Manufacturing & Engineering
Industry Certications:
OSHA-10 Hour
1. Intro to Engineering Design
2. Principles of Engineering
3. Computer Integrated Manufacturing
Architecture & Engineering
Industry Certications:
Autodesk Revit User Certied, Autodesk Inventor User Certied, Solid Works
1. Drafting – Architecture l
2. Drafting – Architecture II
3. Civil Engineering & Architecture
Biomedical Science
Industry Certications:
CPR Provider
1. Principles of Biomedical Science
2. Human Body Systems
3. Medical Interventions
Nursing Fundamentals
Industry Certications:
CPR Provider, Nurse Aide I
1. Health Science I
2. Health Science II
3. Nursing Fundamentals
Carpentry
Industry Credentials:
NCCER, OSHA-Construction
1. Core & Sustainable
2. Carpentry I
3. Carpentry II
Software Development
Industry Certications: Python
1. AP Computer Science Principles
2. Python I
3. AP Computer Science A
Automotive
Industry Certications:
SP1/SP2 Mechanical Pollution and Safety, ASE Main, Brakes, G1-MLR
1. Automotive Service Fundamentals
2. Automotive I
3. Automotive II
Business Management
1. Business Essentials
2. Business Management I
3. Business Management II
Financial Planning
1. Business Essentials
2. Financial Planning I
3. Financial Planning II
Cosmetology
1. Entrepreneurship I
2. Entrepreneurship II
2. Cosmetology I - Junior Year
3. Cosmetology II - Senior Year
Culinary Arts & Hospitality
Industry Certications:
ProStart I, Always Food Safe, ProStart II
1. Culinary Arts & Hospitality I
2. Culinary Arts & Hospitality II Applications
3. Culinary Arts & Hospitality III
Game Art Design
Industry Certications:
Autodesk 3DS Max, Unity Certication
1. Game Art Design
2. Digital Design & Animation
3. 3D Modeling
4. Unity 3D Programming
Graphic & Digital Design
Industry Certications:
Adobe: Photoshop, InDesign, Illustrator, Premier, Dreamweaver
1. Intro to Adobe
2. Adobe Visual
3. Adobe Video
Interior Design
Industry Certications:
Autodesk Revit User Certied
1. Interior Design Fundamentals
2. Interior Design Studio
3. Interior Design Technology
Customer Relationship Management (CRM)
Industry Certications:
Salesforce Administration
1. Marketing
2. Marketing Applications
3. Intro to Customer Relationship Management
4. Customer Relationship Management I
2022-2023 HIGH SCHOOL PLANNING GUIDE
41
9
CTE PATHWAYS, COURSE SEQUENCES
ALL PATHWAYS ARE INDUSTRY ALIGNED AND MUST BE TAKEN IN SEQUENCE TO ENSURE STUDENTS ACQUIRE THE APPROPRIATE SKILLS
FOR THE NEXT COURSE. MORE THAN ONE PRE-REQUISITE MAY BE REQUIRED PRIOR TO THE THIRD OR FINAL COURSE.
ALL INDUSTRY CERTIFICATIONS ARE OFFERED AT NO COST TO THE STUDENT.
PATHWAY COURSE SEQUENCE
(course sequence may vary by school)
Digital Marketing
Industry Certications:
Adobe: Creative Cloud
1. Marketing
2. Marketing Applications
3. Digital Marketing
Sports Partnership & Inuencer Marketing
Industry Certications:
Adobe: Creative Cloud, Google Analytics
1. Marketing or Sports and Event Marketing I
2. Marketing Apps or Sports and Event Marketing II
3. Sports Partnership and Inuencer Marketing
4. Digital Marketing
Public Safety: Law Enforcement & Protection
Industry Certications:
NIMS 100 – NIMS 200 Community Emergency Response Team (CERT)
1. Public Safety I
2. Public Safety II
3. Law & Justice I
4. Law & Justice II
Public Safety: Fire & Emergency Management
Industry Certications:
NIMS 100 – NIMS 200 Community Emergency Response Team (CERT)
1. Public Safety I
2. Public Safety II
3. Fire Fighter & Technology I
4. Fire Fighter & Technology II
Public Safety: Emergency Medical Technician & Paramedic
Industry Certications:
NIMS 100 – NIMS 200 Community Emergency Response Team (CERT)
1. Public Safety I
2. Public Safety II
3. EMT/Medical Technology I
4. EMT/Medical Technology II
Public Safety: Emergency Management
Industry Certications:
NIMS 100 – NIMS 200 Community Emergency Response Team (CERT)
1. Public Safety I
2. Public Safety II
3. Emergency Management System I
4. Emergency Management System II
Table 9.3
Please check the CMS home page for updated information.
42
CHARLOTTE-MECKLENBURG SCHOOLS
9
CTE COURSE DESCRIPTIONS
3D MODELING
Prerequisite: Digital Design & Animation
This course is designed to teach students 3D modeling techniques
to include using 3DS Max to manipulate and sculpt pure imagina-
tion into substantial digital art. Students will develop a portfolio of
original projects that they can use when applying for an internship,
higher education, or a job.
ACCOUNTING I
This course is designed to help students understand the basic prin-
ciples of the accounting cycle. This course helps prepare students
for the QuickBooks Credential. Emphasis is placed on the analysis
and recording of business transactions, preparation, and interpre-
tation of nancial statements, accounting systems, banking and
payroll activities, basic types of business ownership, and an account-
ing career orientation. (Approved Honors)
ACCOUNTING II
Prerequisite: Accounting I
This course is designed to provide students with an opportunity to
develop in-depth knowledge of accounting procedures and tech-
niques utilized in solving business problems and making nancial
decisions. This course helps prepare students for the QuickBooks
Credential. Emphasis includes departmental accounting, corporate
accounting, cost accounting, and inventory control systems, man-
agerial accounting and budgeting, and further enhancement of
accounting skills. (Approved Honors)
ADOBE VIDEO
Prerequisite: Adobe Visual
This course is a project-based video course that develops career
and communication skills in video production using Adobe tools.
This course is aligned to Adobe Premiere certication. English
language arts are reinforced.
ADOBE VISUAL
Prerequisite: Intro to Adobe Applications
This course is a project-based course that develops ICT, career, and
communication skills in print and graphic design using Adobe tools.
This course is aligned to Adobe Photoshop, InDesign, and Illustrator
certication. English language arts are reinforced.
ADVANCED MANUFACTURING I
Topics included in this course include 21st century skills, working
in advanced manufacturing, understanding customers' needs,
communication strategies, how to develop and deliver training, man-
ufacturing safety, personal protective equipment, re and electrical
safety, blueprint reading, basic measurement, precision tools, quality
systems, corrective action process, and verication processes.
ADVANCED MANUFACTURING II
Prerequisite: Advanced Manufacturing I
Topics included in this course are identifying customer needs,
determining resources available for production process, equipment
setup, setting team, production goals, perform and monitor the
process to make a product, document the process and determine
product shipping or distribution, and performing routine mainte-
nance of electrical, pneumatic, hydraulic, and machine automation
and is based upon the Manufacturing Skills Standards Council's
(MSSC) Certied Production Technicians certication (CPT).
AP COMPUTER SCIENCE A
Prerequisite: AP Computer Science Principles and Python
This is a college-level introductory course in computer science.
Because the design and implementation of computer programs to
solve problems involve skills that are fundamental to the study of
computer science, a large part of the course is built around the devel-
opment of computer programs that correctly solve a given problem.
At the same time, the design and implementation of computer
programs is used as a context for introducing other important aspects
of computer science, including the development and analysis of algo-
rithms, the development and use of fundamental data structures, the
study of standard algorithms and typical applications, and the use of
logic and formal methods. In addition, the responsible use of these
systems is an integral part of the course.
AP COMPUTER SCIENCE PRINCIPLES
This is a college-level introductory computing course that intro-
duces students to the breadth of the eld of computer science.
Students learn to design and evaluate solutions and to apply
computer science to solve problems through the development
of algorithms and programs. They incorporate abstraction into
programs and use data to discover new knowledge. Students
also explain how computing innovations and computing systems
including the internet work, explore their potential impacts, and
contribute to a computing culture that is collaborative and ethical.
APPAREL AND TEXTILE PRODUCTION I
In this course students are introduced to clothing production in the areas
of preparation for clothing construction, basic clothing construction tech-
niques, consumer decisions, textiles, historical perspectives and design,
and career opportunities. Emphasis is placed on students applying these
construction and design skills to apparel and home fashion.
APPAREL AND TEXTILE PRODUCTION II
Prerequisite: Apparel I
In this course students are introduced to advanced clothing and
housing apparel development skills. The use of bers and fabrics is
combined with design and construction techniques to develop and
produce clothing or housing apparel products. A real or simulated
apparel business enterprise and FCCLA activities allow students to
apply instructional strategies and workplace readiness skills to an
authentic experience and to develop a portfolio. (Approved Honors)
AUTOMOTIVE SERVICE FUNDAMENTALS
This course introduces automotive safety, basic automotive ter-
minology, system & component identication, knowledge and
introductory skills in hand tools, shop equipment, basic servicing,
and use of service information. Also careers and various job oppor-
tunities in the automotive repair industry will be discussed. As part
of the NATEF accreditation, topics are aligned to the Maintenance
and Light Repair (MLR) requirements. English language arts are rein-
forced.
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CTE COURSE DESCRIPTIONS
AUTOMOTIVE SERVICE I
Prerequisite: Automotive Service Fundamentals
This course develops automotive knowledge and skills in perform-
ing scheduled automotive maintenance, servicing and basic testing
of brakes, electrical systems, drivetrain, engine, HVAC and steering
& suspension systems, emphasizing hands-on experience.
AUTOMOTIVE SERVICE II
Prerequisite: Automotive Service I
This course builds on the knowledge and skills introduced in auto-
motive servicing I and develops advanced knowledge and skills
in vehicle system repair and/or replacement of components in the
brakes, electrical systems, drivetrain, engine, HVAC and steering &
suspension systems, emphasizing hands-on experience.
AUTOMOTIVE SERVICE III
Prerequisite: Automotive Service II
This course builds on the skills and knowledge introduced in Auto-
motive Service I & II. Building advanced automotive skills and
knowledge in vehicle servicing, testing, repair, and diagnosis of
brakes, electrical systems, drivetrain, engine, HVAC and steering &
suspension systems, while emphasizing hands-on experience.
BIOMEDICAL TECHNOLOGY
This course challenges students to investigate current medical and
health care practices using technology and advances in health care
research. Topics include ethics, forensic medicine, infectious diseases,
organ transplants, cell biology and cancer, and biomedical research.
BUSINESS MANAGEMENT I
Prerequisite: Business Essentials
This course expands student understanding of management,
including customer relationship management, human resources
management, information management, knowledge management,
product-development management, project management, quality
management, and strategic management. Economics, nance, and
professional development are also stressed throughout the course.
(Approved Honors)
BUSINESS MANAGEMENT II
Prerequisite: Business Management I
This course is designed to enable students to acquire, understand,
and appreciate the signicance of management to business organ-
izations. Understanding how managers control nancial resources,
inventory, ensure employee safety, and protect customer data
enhances the effectiveness of their decision making. Students will
work through ethical dilemmas, practice problem solving, and
enhance their teamwork skills. English language arts and mathemat-
ics are reinforced.
CARPENTRY I
This course covers basic carpentry terminology and develops technical
aspects of carpentry with emphasis on development of introductory
skills. This course helps prepare students for National Center for Con-
struction Education and Research (NCCER) certication.
CARPENTRY II
Prerequisite: Carpentry I
This course covers additional technical aspects of carpentry with
emphasis on development of intermediate skills. The course content
includes oor systems, wall and ceiling framing, roof framing, intro-
ductions to concrete, reinforcing materials and forms, windows and
exterior doors, and basic stair layout. This course helps prepare
students for the National Center for Construction Education and
Research (NCCER) certication.
COSMETOLOGY I
This course introduces students to the content essential to pursuing
a cosmetic arts license. Students study the history of cosmetology;
infection control; basic principles of hair care; principles of hair
styling and cutting; chemical texture services; and hair coloring
services, products and procedures.
COSMETOLOGY II
Prerequisite: Cosmetology I
This course covers the advanced cosmetic art topics of general
anatomy and chemistry; skin and nail care; hair design and braiding;
the use of wigs and extensions; massage and facials; makeup and
cosmetic artistry; manicure and pedicure procedures; nail exten-
sions and UV gel nail applications. Students provide services to
live models and participate in the district Cosmetology Capstone
event. CMS Cosmetology is monitored and regulated by the North
Carolina Board of Cosmetic Arts Examiners.
CULINARY ARTS AND HOSPITALITY I
This course is designed to introduce students to the hospitality
and food service industry by learning about components of pro-
fessional practice and building basic knowledge and skills in food
preparation, garde manger, baking, and food service operations.
The introduction includes students learning food safety, breakfast
cookery, salads and sandwiches, quick breads and cookies, and
dining room service. Art, English language arts, mathematics,
science, and social studies are reinforced.
CULINARY ARTS AND HOSPITALITY II APPLICATIONS
Prerequisite: Culinary Arts and Hospitality I
This course is designed for students to demonstrate their
knowledge and skills in basic food preparation, garde manger,
baking and food service operations by planning and executing
the program’s school-based enterprise. The experience includes
students preparing and selling breakfast items, salads and sand-
wiches, and quick breads and cookies while applying safety,
sanitation, and guest service skills. Arts, English and language arts,
mathematics, science, social studies, and are reinforced.
CULINARY ARTS AND HOSPITALITY III
Prerequisite: Culinary Arts and Hospitality II Applications
The course is designed for students to further develop their
knowledge and skills through learning about advanced food
preparation, garde manger, baking and pastry, and food service
operations. The experience includes students learning cooking
techniques, food preservation, yeast breads and pastries prepa-
ration, human relations management, menu planning, and food
service purchasing and receiving. Arts, English and language arts,
mathematics, science, and social studies are reinforced.
CULINARY ARTS AND HOSPITALITY IV APPLICATIONS
Prerequisite: Culinary Arts and Hospitality III
This course is designed for students to demonstrate their knowledge
and skills in advanced food preparation, garde manger, baking and
pastry, and food service operations by planning and executing the
program’s school-based enterprise. The experience includes students
preparing and selling a variety of meat, poultry, and seafood entrées
served with accompaniments and sauces and yeast breads, desserts,
and pastries, while applying human relations management, menu
planning, and food service purchasing and receiving. Arts, English and
language arts, mathematics, science, and social studies are reinforced.
DIGITAL DESIGN & ANIMATION
Prerequisite: Game Art Design
This course is designed to teach students digital design techniques
Please check the CMS home page for updated information.
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CHARLOTTE-MECKLENBURG SCHOOLS
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CTE COURSE DESCRIPTIONS
such image production, audio and video effects, transformations,
and 3D rendering. Students will apply concepts through the devel-
opment of 2D and 3D graphics, digital effects, and animations
DIGITAL MARKETING
Prerequisite: Marketing Applications
The digital marketing course is designed to give students a general
background in digital marketing and an introduction to the rapidly
growing and evolving career eld. Students will be exposed to the
fundamental concepts and principles of the digital experience,
focus on the learning tools and skills necessary for solving business
problems, and developing marketing opportunities. This course
will provide practical experience in, but not limited to: ecommerce,
media planning, branding, online advertising, display advertising,
digital campaigns, social media marketing, and mobile media.
DRAFTING I
This course introduces students to the use of simple and complex
graphic tools used to communicate and understand ideas and
concepts found in the areas of architecture, manufacturing, engi-
neering, science, and mathematics. Topics include problem-solving
strategies, classical representation methods such as sketching,
geometric construction techniques, as well as computer assisted
design (CAD), orthographic projection, and 3-D modeling.
DRAFTING II - ARCHITECTURAL
Prerequisite: Drafting I
This course focuses on the principles, concepts, and use of complex
graphic tools used in the eld of architecture, structural systems,
and construction trades. Emphasis is placed on the use of computer
assisted design (CAD) tools in the creation of oor plans, wall
sections, and elevation drawings. (Approved Honors)
DRAFTING III- ARCHITECTURAL
Prerequisite: Drafting II - Architectural
This course introduces students to advanced architectural design
concepts, and Building Information Modeling (BIM). Emphasis is
placed on the continued use of 3D CAD tools and software such
as REVIT, in the design and execution of site and foundation plans,
electrical/lighting plans, stair/railing design, bath and kitchen
details, multi-level oor systems, site development, renderings and
walkthroughs, as well as small commercial building and design.
EMERGENCY MANAGEMENT I
Prerequisite: Public Safety I, Emergency Medical Technology II, Fireghter Technology
II, or Law & Justice II
This course is the rst in a series of courses aligned to the
Emergency Management certications from FEMA and are recom-
mended by the North Carolina Emergency Management Ofce at
the NC Department of Public Safety as appropriate for high school
students. These certications are those required by professionals
in this eld. The course includes skills in each area, using resources
from the community to help deliver instruction to the students.
English, language arts are reinforced.
EMERGENCY MANAGEMENT II
Prerequisite: Emergency Management I
This course is the second in a series of courses aligned to the
Emergency Management certications from FEMA are recom-
mended by the North Carolina Emergency Management Ofce at
the NC Department of Public Safety as appropriate for high school
students. These certications are those required by professionals
in this eld. The course includes skills in each area, using resources
from the community to help deliver instruction to the students.
English language arts are reinforced.
EMERGENCY MEDICAL TECHNOLOGY I
This course is aligned to the EMT Basic certication available from
the North Carolina Ofce of Emergency Medical Services and is part
I of a two course sequence required to meet the mandatory hours
of training. The course includes skills in each area, using resources
from the community to help deliver instruction to the students.
English language arts are reinforced. Students must be 17 years of
age prior to enrollment per NCOEMS requirements.
EMERGENCY MEDICAL TECHNOLOGY II
Prerequisite: Emergency Technology I
This course is aligned to the EMT Basic certication available from
the North Carolina Ofce of Emergency Medical Services and is part
II of a two course sequence required to meet the mandatory hours
of training. The course includes skills in each area, using resources
from the community to help deliver instruction to the students.
English language arts are reinforced.
ENTREPRENEURSHIP I
In this course students evaluate the concepts of going into business
for themselves and working for or operating a small business.
Emphasis is on the exploration of feasible ideas of products/services,
research procedures, business nancing, marketing strategies, and
access to resources for starting a small business. Students develop
components of a business plan and evaluate startup requirements.
ENTREPRENEURSHIP II
Prerequisite: Entrepreneurship I
In this course students develop an understanding of pertinent
decisions to be made after obtaining nancing to open a small
business. Students acquire in-depth understanding of business
regulations, risks, management, and marketing. Students develop a
small-business management handbook.
ENVIRONMENTAL & NATURAL RESOURCES I
This course provides an introduction to environmental studies, which
includes topics of instruction in renewable and non-renewable
natural resources, history of the environment, personal development,
water and air quality, waste management, land use regulations, soils,
meteorology, sheries, forestry, and wildlife habitat.
ENVIRONMENTAL & NATURAL RESOURCES II
Prerequisite: Environmental & Natural Resources I
This course covers instruction in best management practices in
methods of environmental monitoring and conservation, air and
water regulations, sampling methodologies, prescribing conserva-
tion techniques, and wildlife and forestry management.
FINANCIAL PLANNING I
Description: This course is designed to cover key strategies for wealth
building as students learn to evaluate businesses for investment oppor-
tunities while incorporating current headlines and trends, nancial
resources, and stock market simulation. Also students will develop tech-
niques to enhance personal wealth building for a secure nancial future.
Current technology will be used to acquire information and to complete
activities. Throughout the course, students are presented with ethical
dilemmas and problem-solving situations for which they must apply
academic, team-building and critical-thinking skills.
FINANCIAL PLANNING II
Prerequisite: Financial Planning I
Description: Students will further develop the fundamental
knowledge and skills acquired in the prerequisite course to create a
business nancial plan; including loans, insurance, taxes, corporate
governance, and explore the various risks and returns associated
with business activities. Emphasis will be placed on analyzing ethical
situations in various aspects of nance in local, national and global
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CTE COURSE DESCRIPTIONS
business environments. Current technology will be used to acquire
information and to complete activities. Throughout the course,
students are presented ethical dilemmas and problem-solving sit-
uations for which they must apply academic, team-building and
critical-thinking skills.
FIRE FIGHTER TECHNOLOGY I
This course covers part of the NC Fire Fighter I/II combination cer-
tication modules required for all re ghters in North Carolina.
The modules include: Fire Department Orientation and Safety; Fire
Prevention, Education and Cause; Fire Alarms and Communications,
Fire Behavior, Personal Protective Equipment; Portable Fire Extin-
guishers; and Fire Hose, Streams and Appliances.
FIRE FIGHTER TECHNOLOGY II
Prerequisite: Fire Fighter Technology I
This course covers additional NC Fire Fighter I/II combination certi-
cation modules required for all re ghters in North Carolina. This
includes Ropes, Ladders, Forcible Entry, Ventilation, Water Supply,
Sprinklers and Foam Fire Stream.
FIRE FIGHTER TECHNOLOGY III
Prerequisite: Fire Fighter II
In this course, students select one specic occupation in the Career
Cluster and conduct research to include the nature of the work, work
environment, training, education/advancement and job prospects.
FOODS I
This course examines the nutritional needs of the individual.
Emphasis is placed on the relationship of diet to health, kitchen and
meal management, food preparation and sustainability for a global
society, and time and resource management.
FOODS II - ENTERPRISE
Prerequisite: Foods I OR Culinary Arts and Hospitality I
This course focuses on advanced food preparation techniques
while applying nutrition, food science, and test kitchen concepts
using new technology. Food safety and sanitation receive special
emphasis. Students develop skills in preparing foods such as
beverages, salads and dressing, yeast breads, and cake llings and
frostings. A real or simulated in-school food business component
allows students to apply instructional strategies.
GAME ART DESIGN
This course introduces students to techniques used in the electronic
game industry. Students will focus on the principles used in game
design including mathematical and virtual modeling. Emphasis is
placed on areas related to art, history, ethics, plot development,
storyboarding, programming, 2D visual theory, and interactive play
technologies. Students develop physical and virtual games using
hands-on experiences and a variety of software.
HEALTH SCIENCE I
This course focuses on human anatomy, physiology, human body
diseases and disorders, and biomedical therapies. Students will
learn about healthcare careers within the context of human body
systems. Projects, teamwork, and demonstrations serve as instruc-
tional strategies that reinforce the curriculum content. English
language arts and science are reinforced in this course.
HEALTH SCIENCE II
Prerequisite: Health Science I or PLTW Human Body Systems
This course is designed to help students expand their understand-
ing of nancing and trends of healthcare agencies, fundamentals
of wellness, legal and ethical issues, concepts of teamwork, and
effective communication. Students will learn health care skills,
including current CPR and rst aid training for healthcare profession-
als. English language arts and science are reinforced in this course.
HORTICULTURE I
This course provides instruction on the broad eld of horticulture with
emphasis on the scientic and technical knowledge for a career in hor-
ticulture. Topics in this course include plant growth and development,
plant nutrition, media selection, basic plant identication, pest manage-
ment, chemical disposal, customer relations, and career opportunities.
English language arts, mathematics, and science are reinforced.
HORTICULTURE II - LANDSCAPING
Prerequisite: Horticulture I
This course provides hands-on instruction and emphasizes safety skills
needed by landscape technicians in the eld. This course is based on
the North Carolina Nursery and Landscape Association skill standards
for a Certied Landscape Technician. Students are instructed in inter-
preting landscape designs, identifying landscape plants, and planting/
maintaining trees, shrubs, and turf. Landscape construction is empha-
sized in the areas of grading and drainage, irrigation, paver installation,
and the use/maintenance of landscape equipment. Current topics
discussions provide students an understanding of careers and the
employability skills needed to enter the landscape industry.
HOSPITALITY AND TOURISM
Prerequisite: Marketing OR Business Essentials OR Sports and Event Marketing I
In this course students are introduced to the industry of travel,
tourism, and recreational marketing. Students acquire knowledge and
skills on the impact of tourism, marketing strategies of the major hos-
pitality and tourism segments, destinations, and customer relations.
Emphasis is on career development, customer relations, economics,
hospitality and tourism, travel destinations, and tourism promotion.
Mathematics and social studies are reinforced. Work-based learning
strategies appropriate include cooperative education, entrepre-
neurship, internship, mentorship, school-based enterprise, service
learning, and job shadowing. Apprenticeship is not available for this
course. DECA (an association for Marketing Education students) com-
petitive events, community service, and leadership activities provide
the opportunity to apply essential standards and workplace readiness
skills through authentic experiences.
INTERIOR DESIGN FUNDAMENTALS
This course focuses on housing needs and options of individuals
and families at various stages of the life cycle. Emphasis is placed on
selecting goods and services and creating functional, pleasing living
environments using sound nancial decisions and principles of
design. Topics of study include elements and principles of design,
backgrounds and furnishings, architectural styles and features, and
functional room design.
Please check the CMS home page for updated information.
46
CHARLOTTE-MECKLENBURG SCHOOLS
INTERIOR DESIGN STUDIO
Prerequisite: Interior Design Fundamentals
This course prepares students for entry-level and technical work
opportunities in the residential and non-residential interior design
elds. Students deepen their understanding of design fundamentals
and theory by designing interior plans to meet living space needs of
specic individuals or families. Topics include application of design
theory to interior plans and production, selection of materials, and
examination of business procedures. (Approved Honors)
INTERIOR DESIGN TECHNOLOGY
Prerequisite:Interior Design Fundamentals and Interior Design Studio
This course prepares students for entry-level and technical work
opportunities in interior design. Students apply design skills
through Autodesk Revit software to meet clients' needs using
components found in residential and commercial spaces. Art and
mathematics are reinforced.
INTRO TO ADOBE APPLICATIONS
This project-based course introduces the creative and technical
skills in the Graphic and Design Career pathway using Adobe
software. This course is designed to be a foundation that will
prepare students for classes aligned to ve Adobe certications.
English language arts and literacy are reinforced. Apprenticeship
and cooperative education are possible for this course. SkillsUSA
competitive events, community service, and leadership activities
provide the opportunity to apply essential standards and workplace
readiness skills through authentic experiences.
LAW AND JUSTICE I
Students desiring to pursue a career in Law and Justice will examine
the basic concepts of law related to citizens' right and ofcer’s
responsibilities to maintain a safe society. Students will examine
the components of the criminal justice system, including the roles
and responsibilities of the police, courts, and corrections. Addition-
ally, students will learn the classication and elements of crimes.
Students will receive instruction in critical skill areas including
communicating with diverse groups, conict resolution, the use of
force continuum, report writing, operation of police and emergency
equipment, and courtroom testimony. This course is recommended
for juniors and seniors only.
LAW AND JUSTICE II
Prerequisite: Law and Justice I
This course emphasizes "need-to-know" information for protection
ofcers throughout the security industry and is aligned to the Inter-
national Federation of Protection Ofcers (IFPO) certication as a
Certied Protection Ofcer (CPO). Course content includes: Founda-
tions in Law Enforcement and Protective Services. Communications
in Law Enforcement and Protective Services, Protection Ofcers
Functions, Crime Prevention and Physical Security, Safety and Fire
Protection, Information Protection, Deviance Crime and Violence,
Risk and Threat Management, Procedures in Investigations, Legal
Aspects of Security, Procedures for Ofcer Safety and Used of Force,
Procedures for Relations with Others, and AHA First Aid Certica-
tion. This course is recommended for juniors and seniors only.
MARKETING
In this course, students develop an understanding of the processes
involved from the creation to the consumption of products/services.
Students develop an understanding and skills in the areas of dis-
tribution, marketing-information management, market planning,
pricing, product/service management, promotion, and selling.
Students develop an understanding of marketing functions applica-
tions and impact on business operations.
MARKETING APPLICATIONS
Prerequisite: Marketing
In this course, students acquire an understanding of management
environments of marketing concepts and functions. Topics include
human resources, marketing information, products/services, distribu-
tion, promotion, and selling. Students develop an understanding of
marketing functions applications and impact on business decisions.
MICROSOFT EXCEL
Students in Microsoft Imagine Academies benet from world-class
Microsoft curriculum and cutting-edge software tools to tackle real-
world challenges in the classroom environment. This class is designed
to help you use the newest version of Microsoft Excel interface,
commands, and features to present, analyze, and manipulate various
types of data. Students will learn to manage workbooks as well as how
to manage, manipulate, and format data. Mathematics is reinforced.
MICROSOFT WORD AND POWERPOINT
Students in the Microsoft Imagine Academy benet from world-
class Microsoft curriculum and software tools to tackle real-world
challenges in the classroom environment. In the rst part, students
will learn to use the current version of Microsoft Word interface,
commands, and features to create, enhance, customize, share and
create complex documents, and publish them. In the second part,
students will learn to use the current version of Microsoft PowerPoint
interface, commands, and features to create, enhance, customize, and
deliver presentations. Art and English language arts are reinforced.
PLTW HUMAN BODY SYSTEMS
Prerequisite: PLTW Principles of Biomedical Sciences
Students examine the interactions of human body systems as they
explore identity, power, movement, protection, and homeosta-
sis. Students design experiments, investigate the structures and
functions of the human body, and use data acquisition software
to monitor body functions such as muscle movement, reex and
voluntary action, and respiration. Exploring science in action,
students build organs and tissues on a skeletal manikin, work
through interesting real world cases and often play the roles of
biomedical professionals to solve medical mysteries. This course is
designed for 10th, 11th or 12th grade students. (Approved Honors)
PLTW MEDICAL INTERVENTIONS
Prerequisite: PLTW Human Body Systems
Students investigate a variety of interventions involved in the preven-
tion, diagnosis and treatment of disease as they follow the life of a
ctitious family. The course is a “How-To” manual for maintaining overall
health and homeostasis in the body. Students explore how to prevent
and ght infection; screen and evaluate the code in human DNA;
prevent, diagnose and treat cancer; and prevail when the organs of the
body begin to fail. Through these scenarios, students are exposed to a
range of interventions related to immunology, surgery, genetics, phar-
macology, medical devices, and diagnostics. This course is designed
for 11th or 12th grade students. (Approved Honors)
PLTW PRINCIPLES OF BIOMEDICAL SCIENCES
Students investigate various health conditions including heart
disease, diabetes, sickle-cell disease, hypercholesterolemia, and
infectious diseases. They determine the factors that led to the death
of a ctional person, and investigate lifestyle choices and medical
treatments that might have prolonged the person’s life. The activities
and projects introduce students to human physiology, medicine,
and research processes. This course provides an overview of all the
courses in the Biomedical Sciences program and lay the scientic
foundation for subsequent courses. This course is designed for 9th
or 10th grade students. (Approved Honors)
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CTE COURSE DESCRIPTIONS
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47
PLTW CIVIL ENGINEERING AND ARCHITECTURE
Prerequisite: PLTW Introduction to Engineering Design OR Principles of Engineering
Students learn about various aspects of civil engineering and archi-
tecture and apply their knowledge to the design and development
of residential and commercial properties and structures. In addition,
students use 3D design software to design and document solutions
for major course projects. Students communicate and present
solutions to their peers and members of a professional community
of engineers and architects. This course is designed for 11th or 12th
grade students.
PLTW COMPUTER INTEGRATED MANUFACTURING
Prerequisite: PLTW Introduction to Engineering Design OR Principles of Engineering
How are things made? What processes go into creating products? Is
the process for making a water bottle the same as it is for a musical
instrument? How do assembly lines work? How has automation
changed the face of manufacturing? While students discover the
answers to these questions, they’re learning about the history of
manufacturing, robotics and automation, manufacturing processes,
computer modeling, manufacturing equipment, and exible man-
ufacturing systems. This course is designed for 10th, 11th or 12th
grade students.
PLTW DIGITAL ELECTRONICS
Prerequisite: PLTW Introduction to Engineering Design OR Principles of Engineering
Digital electronics is the foundation of all modern electronic devices
such as mobile phones, MP3 players, laptop computers, digital
cameras and high-denition televisions. Students are introduced to
the process of combinational and sequential logic design, engineer-
ing standards and technical documentation. This course is designed
for 10th or 11th grade students.
PLTW ENGINEERING DESIGN AND DEVELOPMENT
Prerequisite: PLTW Introduction to Engineering Design, Principles of Engineering, and
one additional PLTW course
In this capstone course, students work in teams to design and
develop an original solution to a valid open-ended technical
problem by applying the engineering design process. Students
perform research to choose, validate, and justify a technical
problem. After carefully dening the problem, teams design, build,
and test their solutions while working closely with industry profes-
sionals who provide mentoring opportunities. Finally, student teams
present and defend their original solution to an outside panel. This
course is appropriate for 12th grade students.
PLTW INTRODUCTION TO ENGINEERING DESIGN
Designed for 9th or 10th grade students, the major focus of IED is
the design process and its application. Through hands-on projects,
students apply engineering standards and document their work.
Students use industry standard 3D modeling software to help them
design solutions to solve proposed problems, document their work
using an engineer’s notebook, and communicate solutions to peers
and members of the professional community.
PLTW PRINCIPLES OF ENGINEERING
Designed for 10th or 11th grade students, this survey course
exposes students to major concepts they’ll encounter in a post-sec-
ondary engineering course of study. Topics include mechanisms,
energy, statics, materials, and kinematics. They develop prob-
lem-solving skills and apply their knowledge of research and design
to create solutions to various challenges, document their work and
communicate solutions.
BUSINESS ESSENTIALS
This course introduces students to topics related to business,
nance, management, and marketing to cover business in the
global economy, functions of business organization and manage-
ment, marketing basics, and signicance of business nancial and
risk management. (Approved Honors)
PUBLIC SAFETY I
This course provides basic career information in public safety
including corrections, emergency and re management, security
and protection, law enforcement, and legal services. FEMA cer-
tications NIMS 100,200, 700, 800 are also a part of this course.
Additionally, students will develop a personal plan for a career in
public safety. The course includes skills in each area, using resources
from the community to help deliver instruction to the students.
PUBLIC SAFETY II
Prerequisite: Public Safety I
This course provides a deeper level of understanding of career infor-
mation in public safety by focusing on the Community Emergency
Response Team (C.E.R.T.) Certication. CERT is a Federal Emergency
Management Administration (FEMA) developed certication that
incorporates all areas of public safety. Additionally, FEMA ICS300
Intermediate Incident Command System is covered in this course.
PYTHON I
Prerequisite: AP Computer Science Principles
In this course, students will learn the concepts of programming, appli-
cation development, and writing software solutions using the Python
programming language. Emphasis is placed on Python language
basics, data structures, and developing sustainable code. This will
include an introduction to data types, variables, input, functions,
range sequences, methods, loops, and conditional statements.
SPORTS AND EVENT MARKETING I
In this course, students are introduced to the industry of sports,
entertainment, and event marketing. Students acquire transferable
knowledge and skills among related industries for planning sports,
entertainment, and event marketing. Topics included are branding,
licensing, and naming rights, business foundations, concessions and
on-site merchandising, economic foundations, human relations, and
safety and security.
SPORTS AND EVENT MARKETING II
Prerequisite: Sports and Event Marketing I
In this course, students acquire an understanding of sports,
entertainment, and event marketing. Emphasis is on business man-
agement, career development, client relations, contracts, ethics,
event management, facilities management, legal issues, and spon-
sorships. (Approved Honors)
UNITY 3D PROGRAMMING
Prerequisite: 3D Modeling
In this course, students will use the Unity 3D Game Engine to create
fully executable games that can be shared and added to a digital
portfolio. Students will apply Unity C# language to build gaming
interactivity and to rene the iterative process.
9
CTE COURSE DESCRIPTIONS
Please check the CMS home page for updated information.
48
CHARLOTTE-MECKLENBURG SCHOOLS
EXCEPTIONAL CHILDREN
10
Pathway Future Ready Core Diploma Occupational Course of Study Diploma Extended Content Standards
Alignment to
post-
secondary
goal
Course requirements prepare
students for 4 years of College or
a University,
or military
Course and hour requirements prepare students for the workforce,
some community college programs, Students are not eligible to
attend a 4 year college without completing additional coursework
following graduation
Courses and experiences are designed to support
students with transition toward independent living
Curriculum Content area courses follow North
Carolina State Standards
Content area courses follow North Carolina State Standards Content area courses follow the North Carolina
Extended Content Standards
Outcome High school diploma received
upon completion of all
requirements
High school diploma received upon completion of all requirements Graduation certicate received upon completion of all
requirements
*See Graduation Requirements
Exhibit IKF-E for additional
information on course options
for students following the
Future Ready Core Diploma
Pathway.
Learning Lab Elective
This course provides an
opportunity for specially
designed instruction for the
individual needs of students
with disabilities. It may or may
not include the following:
learning strategies, and/or
instructional support (Learning
Lab may be repeated for credit).
English
English I
English II
English III
English IV
Mathematics
Intro to Math
NC Math 1
Financial Management
Employment Preparation IV: Math (to include 150 work hours)
Science
Applied Science
Biology
Employment Preparation I: Science (to include 150 work hours)
Social Studies
Founding Principles of the United States and
North Carolina: Civic Literacy
Economics and Personal Finance
Employment Preparation II: Citizenship 1A (to include 75 work hours)
Employment Preparation II: Citizenship 1B (to include 75 work hours)
Career Technical Education
4 courses
Occupational
Employment Preparation III: Citizenship II A (to include 75 work hours)
Employment Preparation III: Citizenship II B (to include 75 work hours)
Employment Preparation I: Science Lab
Employment Preparation IV: Math Lab
Electives/Other
Literacy 9
Locally Developed Math Elective (LDME)
Independent Living
Completion of Career Portfolio
Students following the Occupational Course of Study entering 9th grade
in the 2014-2015 or later school years must complete a 150 hours of
School Based-Training work with activities and experiences that align
with student’s post school goals, and 225 hours of Community-Based
Training, and 225 hours of Paid Employment or 225 hours of unpaid
vocational training, unpaid internship, paid employment at community
rehabilitation facilities, and volunteer and/or community service hours
(total work hours: 600)
English
English/LA I
English/LA II
English/LA III
English/LA IV
Mathematics
Financial Management I
Financial Management II
NC Math 1 A
NC Math 1 B
Science
Life Science
Biology A
Biology B
Social Studies
Economics and Personal
Finance
And three of the following
four courses:
Civics and Governance I
Civics and Governance II
American History I
American History II
Electives/Other
Health/PE
Six elective credits, which
shall be as follows:
NC Vocational Preparation
NC Health, Safety &
Independent Living
Four additional courses from
Occupational Preparation and/
or Career Technical Education
Transition Year 1
Self-advocacy
Safety
Transportation
Community Living
Transition Year 2
Communication
Food & Nutrition
Home Care
Community Living 2
Transition Year 3
Housing
Health & Fitness
Employment
Community Living 3
Transition Year 4
Finances
Leisure
Technology
Community Living 4
*See Graduation Requirements Exhibit IKF-E for additional details on credit requirements for each diploma pathway
PATHWAY / COURSE INFORMATION FOR STUDENTS WITH INDIVIDUALIZED EDUCATION PROGRAMS (IEPS)
Graduation pathway decisions for students with IEPs should be
made within the context of an IEP meeting. Teams should carefully
consider the type and location of the specially designed instruction
that the student requires, as well as the student’s post-secondary
goals when considering options.
Table 10.1
2022-2023 HIGH SCHOOL PLANNING GUIDE
49
10
EXCEPTIONAL CHILDREN
WHERE IS MY CHILD RECEIVING SPECIALLY-DESIGNED INSTRUCTION (SDI)?
Class type Description Location
Future Ready
Core Diploma Pathway
Co-taught Classroom
Station: General Education class is divided into three small groups (“stations”), all students
rotate through all of the groups. At one of three stations, the EC teacher provides SDI.
General Education
Parallel: All students in the General Education class are divided into two groups; EC teacher
provides SDI within context of lesson to one of the groups.
Alternative Teaching: EC teacher pulls a small group within the General Education class to
provide SDI and then returns to whole group lesson.
EC Resource Room
Students are removed from the General Education setting to receive specially designed
instruction (SDI). EC teacher provides SDI to students in a small group setting.
Special Education
Learning Lab
Middle and High school only. Students participate in this class in addition to their content
area courses (often during an elective block). EC Teacher provides SDI to students in a
small group setting.
Occupational Course of
Study Diploma Pathway
Occupational
Course of Study
High school only. Students participate in this rather than participating in a General
Education class. Students receive SDI in a small group setting, and the coursework is
adjusted to align with postsecondary outcomes.
Extended Content
Standards Pathway
Extensions Program
Students follow a modied curriculum and spend the majority of their day in this setting
(some students may participate in electives outside of this setting). EC teacher provides
small group and individualized SDI in the separate setting.
Table 10.2
Please check the CMS home page for updated information.
50
CHARLOTTE-MECKLENBURG SCHOOLS
ATHLETICS
11
9th Grade
A student who is promoted from eighth grade to ninth grade automatically meets the academic requirements for the rst semester.
• Must meet local promotion standards.
• Must have earned a *2.0 GPA from previous semester (beginning second semester).
• Must have passed a **minimum load of work during the previous semester (beginning second semester).
• Must be currently enrolled in at least one-half of the minimum academic course load.
• Must be in attendance at school for at least one-half of the instructional day.
• Shall not participate if he/she becomes 19 years of age on or before August 31 of said school year.
10th-12th Grades
• Must meet local promotion standards.
• Must have earned a *2.0 GPA from previous semester.
• Must have passed a **minimum load of work during the previous semester.
• Must be currently enrolled in at least one-half of the minimum academic course load.
• Must be in attendance at school for at least one-half of the instructional day.
• Shall not participate if he/she becomes 19 years of age on or before August 31 of said school year.
Additional Rules
• A student-athlete who changes schools after establishing a sports school, unless the new school is the student’s home school, is
ineligible for 365 days. (A “home school” is the school that serves the area where the student lives.)
• A student-athlete is prohibited from playing the same sport at two schools during the same sport season, even if the second school is
the student’s home school.
Exceptional Children
• The 2.0 eligibility rule may be waived if (1) I.E.P. goals are being met; (2) satisfactory progress is being made in mainstreamed classes,
and (3) has the principal’s recommendation.
*For athletic eligibility, GPA is calculated using the semester grade on the report card for year-long classes and the nal grade on the report card for semester classes. (CMS Board Policy JJJ)
**High School: For athletic eligibility, a minimum load is dened as passing a minimum of three out of four on a 4 x 4 format (or six out of eight courses in the A/B format) of
block scheduling during the traditional school day. NOTE: Senior student-athletes not enrolled in a full load during a semester must meet minimum load requirements to be
eligible to participate in athletics the following semester. (A student-athlete must be enrolled in and pass the minimum load requirement from fall semester to be eligible to
compete in a winter and/or spring sport.)
ATHLETIC PARTICIPATION
• Students must be enrolled at the school to which they are properly assigned
under CMS student assignment rules.
• Student-athletes establish a “sports school” at which they are eligible to participate
in interscholastic athletics. The sports school for new students and 9th graders is the
school in which the student is enrolled on the ofcial rst day of school.
• For other students, the sports school will usually be either the school attended
the previous 365 days or the student’s home school. There are exceptions to this
general rule. Contact the Charlotte-Mecklenburg Schools Athletics Department for
detailed information at (980) 343-6980.
• A student-athlete who changes schools after establishing a sports school, unless
the new school is the student’s home school, is ineligible for 365 days. (A “home
school” is the school that serves the area where the student lives.) This rule
applies to students who transfer from a magnet program to another school or
magnet program, even if they are on the same campus.
• A student-athlete is prohibited from playing the same sport at two schools during
the same sports season, even if the second school is the student’s home school.
• No student may be eligible to participate at the high school level for a period lasting
longer than eight (8) consecutive semesters, beginning with the student’s entry
into the ninth grade or participation on a high school team, whichever occurs rst.
For students who skip the ninth grade and advance directly to the 10th from the
eighth, the year prior to entering the 10th grade is considered the rst year of entry
into ninth grade for athletics. The principal shall have evidence of the date of each
player’s entry into ninth grade. The North Carolina cumulative record is sufcient.
SUSPECTED VIOLATIONS
CMS has two (2) methods of anonymous communication for individu-
als to report suspected violations of athletic eligibility requirements:
2. (980) 343-1098
For more information about athletic-eligibility rules and the conse-
quences for violations: www.cms.k12.nc.us
VISION: To partner with school principals and athletic directors to support overall student-athlete
well-being and enhance the student-athlete experience in our schools.
Fall Winter Spring
Cheerleading- JV
Cheerleading-Varsity
Cross Country-Men’s
Cross Country -Women’s
Football -JV
Football-Varsity
Golf - Women’s
Soccer-Men’s JV
Soccer-Men’s Varsity
Tennis-Women’s
Volleyball-Women’s JV
Volleyball-Women’s Varsity
Basketball - Men’s JV
Basketball - Men’s Varsity
Basketball - Women’s JV
Basketball - Women’s Varsity
Cheerleading- JV
Cheerleading-Varsity
Indoor Track
Swimming & Diving - Men’s
Swimming & Diving - Women’s
Wrestling
Baseball - JV
Baseball - Varsity
Golf - Men’s
Soccer - Women’s JV
Soccer - Women’s Varsity
Softball - Women’s JV
Softball - Women’s Varsity
Tennis - Men’s
Track - Men’s
Track - Women’s
EXTENDED YEAR
A student interested in participating in athletics should speak with
the school counselor AND school athletic director prior to enrolling
in a credit recovery or summer school class.
Student-athletes who take classes in the summer to make up credits
should be aware that they will not earn letter grades in credit recovery
courses. These courses are graded “pass/fail.” This means that credit
recovery courses do not affect a student’s GPA positively or nega-
tively: a “P” in a credit recovery course will not help to improve a 2nd
semester GPA that is below a 2.0. Credits are awarded for passing
these courses. So a credit earned in a credit recovery course will
count towards the NC High School Athletic Association’s minimum
course pass count requirement and towards local promotion credit
requirements. Summer school classes taken outside CMS can help
athletic GPA (“the 2.0 rule”), pass count and promotion if the class is
repeated for a failed year course. The summer school class must be
approved by school principal prior to enrolling.
ADDITIONAL INFORMATION
Specic questions or clarications of athletic information and/or
eligibility should be addressed to the athletic director at the school
where your child is enrolled/participates. For additional information,
go to www.cmsathleticzone.com ; www.nchsaa.org ; or call the
CMS athletics ofce at (980) 343-6980.
Table 11.1
Table 11.2
2022-2023 HIGH SCHOOL PLANNING GUIDE
51
12
ENGLISH LEARNER FACTS
The English Learner (EL) program seeks to help English learners (ELs) attain English prociency and achieve at high levels in academic
content areas, such as math, science, social studies, and language arts.
See page 28 for more information about specic supports available for high school English learners in CMS.
TOP 10 LANGUAGES SPOKEN BY STUDENTS
(OTHER THAN ENGLISH)
Spanish ............................................................................................ 33,825
Vietnamese ....................................................................................... 1,099
French ................................................................................................... 822
Arabic/Egyptian/Lebanese/Syrian .................................................... 788
Telugu ................................................................................................... 783
Hindi/Indian/Urdu ............................................................................... 639
Russian ................................................................................................. 584
Chinese ................................................................................................ 484
Portuguese ........................................................................................... 483
Chin ...................................................................................................... 454
ENROLLMENT STATISTICS
EL Enrollment as of October 1, 2020
Language Minority Students ........................................................45,888
EnglishLearner(ELs)PreK-12 ..........................................................22,777
Native Languages Spoken ................................................................. 204
Countries Represented ...................................................................... 184
52
12
SCHEDULE PLANNING LOG Use this log to begin drafting a plan to achieve your career goals.
CHARLOTTE-MECKLENBURG SCHOOLS
Questions to Consider:
Do you need more education?
Will an apprenticeship or four-year college program help you achieve personal goals?
9
TH
GRADE
Semester 1 Classes Credits Semester 2 Classes Credits
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
Total Credits __________ Total Credits ____________
Career Interest Activities
(school organizations, employment, etc.)
___________________
___________________
___________________
___________________
Awards • Honors • Achievements
___________________
___________________
___________________
___________________
10
TH
GRADE
Semester 1 Classes Credits Semester 2 Classes Credits
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
Total Credits __________ Total Credits ____________
Career Interest Activities
(school organizations, employment, etc.)
___________________
___________________
___________________
___________________
Awards • Honors • Achievements
___________________
___________________
___________________
___________________
2022-2023 HIGH SCHOOL PLANNING GUIDE
53
12
SCHEDULE PLANNING LOG
Use this log to begin drafting a plan to achieve your career goals.
11
TH
GRADE
Semester 1 Classes Credits Semester 2 Classes Credits
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
Total Credits __________ Total Credits ____________
Other Details to Address Before Graduation:
Exams required for further education or entry into a chosen career:
Cost of postsecondary education and financing options:
Career Interest Activities
(school organizations, employment, etc.)
___________________
___________________
___________________
___________________
Awards • Honors • Achievements
___________________
___________________
___________________
___________________
12
TH
GRADE
Semester 1 Classes Credits Semester 2 Classes Credits
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
__________________________________________________ / _________ ¡ _______________________________________________ / _________ ¡
Total Credits __________ Total Credits ____________
Career Interest Activities
(school organizations, employment, etc.)
___________________
___________________
___________________
___________________
Awards • Honors • Achievements
___________________
___________________
___________________
___________________
Please check the CMS home page for updated information.
54
CHARLOTTE-MECKLENBURG SCHOOLS
NOTES
In compliance with federal law, Charlotte-Mecklenburg Schools administers all educational programs, employment activities and
admissions without discrimination against any person on the basis of gender, race, color, religion, national origin, age or disability.
2022-2023
HIGH SCHOOL PLANNING GUIDE
We suggest students and parents or guardians keep this
handbook throughout the remainder of a student’s attendance
in Charlotte-Mecklenburg Schools since the requirement that
will have to be met for graduation are listed here.
The information provided is current at the time of printing,
but it is recommended that you work closely with your school
counselor to be aware of any last-minute changes.
P.O. Box 30035
Charlotte, NC 28230
CharMeckSchools cms.k12.nc.us
