Profile of a Southfield Public Schools Graduate.
A graduate of Southfield Public Schools will be a......
Self-Directed Learner Who ....
- accesses information
- comprehends information
- analyzes information
- synthesizes information
- evaluates information
- applies information
- sets a goal
- pursues learning for continuous lifelong growth
Problem Solver Who....
- identifies and explains a problem
- identifies, accesses and integrates available resources to solve a problem
- strategizes alternatives and evaluates their consequences
- builds consensus to implement solutions
- monitors and adjusts
Decision Maker Who....
- accesses relevant information
- identifies and evaluates alternatives
- analyzes consequences
- decides to make a choice and is able to justify it
- accepts responsibility for a decision
Effective Communicator Who...
- constructs meaning from a variety of resources and for a variety of purposes and audiences
- logically organizes information and ideas
- uses verbal, written, artistic and technological media to inform, persuade and effect change
- creates a quality product
- disseminates a product to an audience
Culturally Literate Person Who....
- uses fine arts as a form of self- expression
- analyzes various ways the performing and visual arts
- contribute to the richness of life within a variety of cultures and throughout history
Technologically Literate Person Who....
- accesses and applies technology
- uses various modes of technology as a tool
- applies knowledge to solve technological problems
- extends technology to daily living skills
Cooperative Worker Who....
- shares knowledge and ideas
- contributes to and supports group efforts
- communicates effectively with diverse groups
- assumes appropriate roles
- performs task responsibilities
- creates a quality product of service
Caring Contributing Member of Society Who....
- recognizes the responsibility of the individual to local and world communities.
- understands the similarities and differences in beliefs and values among various social ethnic groups and engages in activities that support and celebrate diversity
- works with others to resolve community issues
- improves the quality of life for self and others
- acts in a socially acceptable manner
- participates in the democratic process
The mission of the Southfield Public Schools, in partnership with families and community, is to be the best center of learning, dedicated to creating citizens who will be caring and responsible lifelong learners, competing and contributing effectively in a complex, interdependent universe.
All who enter here are welcome. Within this learning environment you will find safety, happiness and success. A quality curriculum is provided for all to gain knowledge, skills, and experiences which are necessary to succeed in an ever-changing world.
WHAT WE BELIEVE AND VALUE
- that every person has worth and dignity.
- that continuous improvement is essential in all we do.
- that trust is essential for human relationship to prosper.
- that collaboration and communication are essential to the success of an organization.
- the continuous exploration and pursuit of knowledge and understanding.
- that high expectations yield high results.
- innovation and creativity
- that a democratic way of life demands an educated populace.
- that all human beings want to achieve.
- that students are the focus of everything we do.
- that diversity is a strength that enriches learning.
- that people learn in a variety of ways.
- that equal access to a quality and challenging curriculum is the right of all students.
- that learning is a lifelong process.
- that active family involvement is important to student success.
- that global change demands local response.
- that community involvement is important to promote desirable schools.
- that a quality education requires a safe, secure, and supportive environment.
Only approved courses will be accepted for graduation. Course work not recognized in the district’s course table should have prior approval to prevent loss of credit through misunderstanding.
DEFINITION OF CREDIT
One-half credit is awarded for each semester of course work successfully completed with a passing grade.
TRANSFER OF CREDIT
Prior credit earned from accredited schools is transferable.
In order to participate in the graduation ceremony, a student must have completed the required credits and meet all graduation requirements.
ADULT EDUCATION CLASSES
A student must be in the 4th year of high school to attend Adult Education classes. A maximum 2.0 credits may be earned in Adult Education. Students enrolling in Adult Education class(es) must have written counselor approval. Failure to get written approval will result in no credit earned for Adult Education courses taken.
CREDIT/NO CREDIT OPTION
The following courses may be taken on Credit/No Credit basis: ESL, Special Education, PPI/GGI, OTC and Co-op. Limited- English-speaking students may be granted Credit/No Credit status at the recommendation and approval of the principal. The final grade will be CR (Credit) or NC (No Credit). Other Credit/No Credit circumstances must have administrative approval.
SCHEDULE CHANGE POLICY
Students can change classes for the following reasons ONLY:
Corrections made to the student's schedule caused by changes in the Master Schedule of Classes
Corrections of obvious errors such as omission of required course(s) or an incorrect course number
Corrections due to failure in the previous course which is a pre-requisite to the course presently on the student’s schedule
· Courses completed during summer school.
These guidelines will be strictly adhered to.
REQUESTS FOR CHANGING THE HOUR THE CLASS MEETS and/or THE TEACHER OF A CLASS WILL NOT BE HONORED.
Level changes within the same hour may be made anytime during the year as recommended by the department.
DUAL ENROLLMENT POLICY
Students are in grade 11 or 12. An eleventh grader must have taken and passed the MEAP in the tenth grade to be eligible. For tenth graders to take the MEAP, their parents must write a letter of request to the high school principal before the tests are administered. The request must state that it is being made for the purposes of qualifying for an endorsed diploma in order to also quality for postsecondary enrollment in Public Act 160.
Students meet the requirements for an endorsed diploma in all three subject areas of the MEAP: communication arts, mathematics, and science. A student in grade 12 is eligible for courses in the subject area in which he or she has earned endorsements, computer science or foreign language courses not offered by the school, and fine arts programs as permitted by the district.
The Course Description Handbook is designed to show the range and description of courses available at the two comprehensive high schools so that students, with the assistance of parents, teachers and counselors, may sensibly select a program to meet their particular needs.
The master schedule for the school is designed to offer those classes requested by the entire student body including the ones you are about to select. Careful consideration should be given before students finalize their course request sheet with their counselor. Although every effort is made to meet student needs, sometimes it is not possible to fulfill every student’s interest or request.
Students are encouraged to discuss their questions about course selections with their parents, teachers, and counselors. Planning for the future is an important process, and it should not be restricted to a few weeks in the spring.
STATEMENT OF SCHOOL BOARD POLICY
Student progress through the high school program is based on the satisfactory completion of courses and the earning of units of credit. Accordingly, grade level designation shall be directly based on units of credit earned and not on years of attendance.
FULL TIME STUDENT STATUS
Students enrolled in the regular high school curriculum are expected to be full time students (six classes) during the regular school day, including enrollment in OTC.
GRADE LEVEL STATUS SHALL BE DEFINED AS FOLLOWS
A student shall be eligible to be considered a freshman student after successfully completing the eighth grade program and earning full entry into the ninth grade.
Depending on the student's graduating class, grade level status for sophomores, juniors, and seniors shall be determined as follows:
ATHLETIC/ACTIVITIES CODE OF CONDUCT
Representing the school as an athlete is a privilege with related responsibilities.Participation in high school interscholastic athletics in Southfield Public schools is encouraged for all interested and able students.Every student meeting the eligibility requirements has a right to try out for an interscholastic sport.To establish and maintain eligibility, students must comply with all aspects of district regulations.The school can revoke or restrict the privilege of participation if a student-athlete fails to live up to district expectations and standards.
ELIGIBILITY : In order for an athlete to be academically eligible to participate in interscholastic athletics in the Southfield Public Schools, he/she must meet the following:
- No minimum GPA to participate initially.
- Student must have a 2.0 GPA by the start of the second marking period and must be passing five courses to participate thereafter.
- Student must have no more than one Unsatisfactory in citizenship in order to participate in athletics.
- Student must meet Michigan High School Athletic Association requirements.
Grade Ten through Twelve:
- Students must have at least a 2.00 GPA to participate in athletics and must meet this 2.0 GPA during each of the card markings during the school year.
- All students must pass five classes in any given marking period.
- Student must have no more than one Unsatisfactory in citizenship in order to participate in athletics.
- Students must meet Michigan High School Athletic Association requirements.
MHSAA ATHLETIC ELIGIBILITY
Southfield High Schools are members of the Michigan High School Athletic Association and must conform to the rules and regulations of the MHSAA that govern interscholastic competition.A student is eligible for four years of athletic participation.A student who changes high schools during his or her four years will be ineligible for participation in athletics during the next semester of school.
ACADEMIC ELIGIBILITY FOR THE COLLEGE BOUND STUDENT ATHLETE
At its January, 1995 annual meeting, the National Collegiate Athletic Association (NCAA) adopted new and more demanding academic standards for prospective college athletes.The standards define the number of core courses (in English, mathematics, science, social studies, and computers) that must be completed in grades 9-12.The grade-point average and SAT/ACT minimum scores must be achieved to insure initial athletic eligibility.Students planning to participate in athletics at the collegiate level should become familiar with these standards.The NCAA Guide with standards is available to students at www.ncaa.org.
ATHLETIC ELIGIBILITY FOR THE HIGH SCHOOL STUDENT ATHLETE
No student shall be eligible to represent his/her school who does not have on file, with the principal, a physician’s statement for the current school year certifying that the student has passed a physical examination and that is in the opinion of the examining physician he/she is fully able to compete in athletic contests.It is strongly recommended that all athletes be covered with some type of health insurance.Additional information concerning athlete eligibility is available in the high school athletic office.Students involved in athletics, clubs, and other extracurricular activities must maintain a 2.0 GPA, be passing 5 of 6 classes, and not have more than one Unsatisfactory in citizenship.
TESTING PROGRAMS FOR COLLEGE AND CAREER
All registrations must be accompanied with cash or money order.
P.L.A.N. (Preliminary American College Test) is designed to help sophomores get an early start thinking about post-high school options.The PLAN provides useful information about a student’s academic progress, career interests, study habits and present and future plans, needs and goals. Information gained can help guide tenth grade students in the selection of high school courses and activities, and increase their awareness of career and educational possibilities.The test is given once a year between September and December.
PSAT-NMSQT (Preliminary Scholastic Aptitude Test – National Merit Scholarship Qualifying Test)This test is not mandatory for entrance into college but can be a very worthwhile indication of academic ability, potential for academic success and a predictor of SAT scores.Taken in the fall of the junior year, this test determines National Merit and National Achievement Semi-Finalists and Finalists.It is also a good practice test for the college tests taken in the spring of the Junior year.
ACT (American College Test)It is strongly recommended that the April or June test be taken in the junior year, this is required for the State of Michigan Scholastic program and four-year colleges and universities in the State of Michigan.Students may take the test numerous times.
SAT I (Scholastic Aptitude Test of the College Entrance Examination Board) and/or SAT II.This test is required by many out-of-state schools and should be taken in the spring of the junior year.
Students should seek their counselor’s advice on the appropriateness of particular tests.Registration deadlines are described in test registration forms available in the counseling center.It is the student’s responsibility to obtain information on admission requirements (GPA, standardized tests, etc.) for any post secondary school he/she is considering.
PREREQUISITES AND LIMITATIONS
1. All substitutions and prerequisites will be specified in course de scription books. However, any waiver or substitution does not grant credit or reduce total credits required for graduation. If medical, religious, or other similar reasons prevent the student from participating in required classes, graduation requirements may be waived.
2. Student placement in courses will be determined by Southfield Public Schools policies and procedures and will be based on dem onstrated levels of student performance and review of previous school records.
3. Any courses taken outside the regular school program must have prior approval of the building principal or designee.
Career Pathways - A Personalized Educational Plan
The State of Michigan has defined six Career Pathways which are organized around broad career fields.
The Six Career Pathways have been approved by the Michigan Department of Career Development to provide the structure for making meaningful connections between education and the world of work.
Every occupation within the world of work would fall into one of the six pathways identified here:
Arts and Communications
One of the most effective ways to help our students navigate among the thousands of different occupations is Career Pathways. These six broad groupings of careers share similar characteristics, employment requirements, common interests, strengths, and competencies. The groupings encompass the entire spectrum of career options, providing opportunities for all students and all ability levels.
This information helps students see how school subjects relate to their future employment.
Schools across Michigan are being encouraged to integrate Career Pathways into their curricula, and many are doing so! They are finding that blending Career Pathways into classroom instruction improves student attendance, retention, achievement, career decision-making, and career goal attainment.
The information in this catalogue recommends specific steps that can be taken by parents as well as educators to help our students get an early start on career planning. There are steps that employers can take, too, to invest in their future workforce. Working together, we can build the framework essential to our student’s success in careers of their choice.
What Can Parents Do?
- Talk with your student about their interests, abilities, and talents.
- Make sure your student goes to school every day, on time, with a good attitude..as they will need to do on a job.
- Give your student responsibility for jobs around the house.
- Find out what your student is learning in school.
- Encourage your student to participate in service-oriented activities in the community.
- Talk about how your student's interests can be applied to careers that they might enjoy.
- Explore with your student as many of these careers as possible.
What is the Role of Educators?
- Help students see the connections between the skills and knowledge they are developing in school and future careers by using real-world examples in instruction.
- Implement Career Pathways.
- Help students discover their talents, strengths, and career interests.
- Collaborate with local businesses to provide work-based experiences, such as tours, mentoring, and job shadowing.
- Develop class projects where students research and learn about different careers.
- Help students understand the need for advanced skills and educations for future work.
- Involve business people in curriculum design to make courses more relevant to the world of work.
- Offer instruction in workplace readiness, such as team work and problem solving.
Planning Your High School Program
Planning a four-year program is very important to getting the most out of high school. It is also a very challenging endeavor because with only seven class periods per semester, it is impossible to take advantage of every option. As you look at the graduation requirements you will find that some courses are specifically required by title, some are generally required by department and some are electives of choice.
Each year you will have more choices available to you. It will be helpful if you determine what you want to do after high school. Do you plan on entering the work force right away or are you looking at continuing your education at a two-year community college or vocational school? Are you thinking of a four-year university degree and graduate school? Will participation in military service be a factor in your future? You may not know for certain what you want to do so it will be helpful to plan for the greatest amount of education that seems realistic for you.
During high school you will have a number of opportunities to explore your interests, review your strengths and weaknesses, take career interest assessments and research potential careers. Counselors, teachers and/or Career Center specialists will lead these experiences. Of course, at any time you can visit the Career Center on your own or talk to your counselor about your choices.
Take advantage of these sessions to learn more about you. This knowledge along with a review of the course descriptions will help you make good selections. You will choose some courses because they are important for college enrollment; others because they are relevant to a particular career interest and some will be for personal growth and enrichment.
There are also a variety of extra- curricular activities, both school and community sponsored, that are available to students. Participation in these activities may provide further career exploration as well as provide an enjoyable way to fill leisure time.
High school is a time when you can explore many roads. Students should select a combination of courses and activities that will provide them with the most challenging load they can handle.
Take advantage of opportunities that will stretch you academically and socially. As you try different classes and activities you will gather more information about your strengths and interests and this will eventually help to narrow your focus in your search for a career pathway.
At times the road through high school may seem confusing and overwhelming. Students, parents and school personnel should be viewed as a team working together to help students succeed. This book will be a helpful tool in this process. Give serious thought to the plans and goals you set for your high school education. This will allow you to enjoy high school while laying the groundwork for a future that is right for you.