Senior High School Curriculum
Our senior high includes grades 10 through 12 and is a college preparatory program. Our graduates have attained a 100% acceptance rate at either two-year, four-year, or community colleges. All classes are taught using the NC Standard Course of Study. Teachers use accommodations and modifications where appropriate to ensure that the curriculum is accessible to all students. Small class sizes and the fact that students are on a first name basis with all of the staff members help Guilford Day School feel like a family. We use this safe, supportive environment to our advantage, as it helps our students learn better.
| North Carolina High School Graduation Requirements |
(22 units)
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*Students may not receive double credit toward graduation requirements for the same course taken twice.
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Other key features of our upper school program are skill building, advisor/advisee relationship, organization, and Individualized Education/Transition Plans (IEP/ITP).
Skill Building
Skill Building is a crucial program that was implemented into the curriculum for grades 10 - 12 over ten years ago. The program has undergone many "upgrades" and adjustments over the years, but still holds to the same principles and beliefs as always: that our students attain a higher degree of academic and personal success when they are equipped with strategies that address organization, study skills, time management, goal setting, self-advocacy, thinking and reasoning skills, standardized test taking skills, effective teamwork, and social skills. The current Skill Building program is taught by each advisor to his/her group of advisees, allowing the curriculum to be tailored to grade level appropriateness and creating a year-long opportunity for advisors and advisees to develop a partnership for support and success. Every student maintains a "Skills" portfolio which includes an updated resume, a current transcript, a list of needed strategies, an Individual Transitions Plan, a copy of the current IEP, targeted goals for the year, and additional information on each focus area. In the 3rd quarter each year, the Skill Building curriculum offers students the guidance and support to create and carry out a project, putting into use, and therefore demonstrating, all the skills they have learned. The sophomore class works in pairs or threes to create and implement projects that benefit the school environment, the junior class works individually to create and implement projects that benefit their personal/academic growth, and the seniors explore and secure a three-week internship that reflects a possible career interest for them. Also during this 3rd nine weeks period, students participate in a week-long, out-of-school opportunity to further utilize and fine-tune the skills they have learned through these classes. Throughout the year, the Skill Building curriculum incorporates strategies, practices, and fun applications for all those areas outside the basic academics that our students need to reach their full potential as good students and human beings.
Advisor/Advisee Relationship
All students are assigned an advisor for each school year. Advisors act as advocates, cheerleaders, and mentors for their advisees. Advisors are able to really get to know their small group of advisees outside of their regular academic classes and work closely with them on goal setting, learning strategies for success, organizational skills, social skills, problem solving, and building self confidence. Advisors model effective advocacy skills, develop a close relationship with the family, develop the IEP, and facilitate IEP conferences. Advisors see their advisees first thing in the morning as well as at checkpoint at the end of the day.
Organization
Since disorganization often goes hand in hand with ADHD and other learning disabilities, we have many strategies to address this problem. Senior high school students have a notebook for each of their classes. The notebooks are color coded for each class. All teachers make sure that all handouts are hole-punched, and they leave time at the end of class for students to file their papers before leaving class. Another key part of organization in the senior high school is the assignment book. At the end of each class, students are responsible for writing down their assignment. Teachers come around to each student and initial that the assignment is written down correctly. At the end of the day, all students attend checkpoint, a seven minute period with their advisor. The advisor’s job at checkpoint is to make sure that students have been signed off in each of their classes and that they have all the materials packed that they need to get their homework done.
IEP/ITP
An Individualized Educational Plan (IEP) is written for each Guilford Day School student with the student’s participation. IEPs include student strengths, classroom modifications, current levels of performance, goals, and objectives for all areas which need to be addressed based on the student’s learning disabilities and/or attention deficits. Evaluation measures include observations, anecdotal information, formal and informal tests, teacher generated tests, projects, surveys, and work samples. In addition, the IEP for each upper school student includes an attached Individualized Transition Plan (ITP) stating needed transition services (post-secondary education, adult services, independent living, community participation, etc.). Parent-student-teacher conferences are held twice per school year to review progress. Students are active participants in their IEP conferences in order to develop self-advocacy skills. Students in the twelfth grade lead their own IEP conferences.
ACADEMICS
English
All English classes are based on the NC Standard Course of Study. Students are required to complete all four English classes to meet graduation requirements. Senior English focuses on the study of British Literature and an intensive, college preparatory writing program. Junior English focuses on the study of American Literature and an intensive writing program. Sophomore English is a journey through world literature, which includes authors from cultures and countries all over the world.
Reading
Students who have greater needs in basic reading than can be addressed in a standard high school English class may be enrolled in the Multi-Sensory Structured Reading program (MSSR). This class is primarily taught using Wilson Reading, but also draws on other research-based methods (Hill Center, Great Leaps, Lindamood Bell) in a class of one to three students who have severe reading disabilities.
Mathematics
In order to meet graduation requirements, students must take four units of math, with at least one unit of Algebra. Students progress through the math courses beginning with Algebra I (which is often taken in eighth grade), Geometry, and then Algebra II. Following Algebra II, students can take Advanced Functions and Modeling (AFM) and Pre-Calculus. Algebra I teaches students the meaning of algebraic terminology and how to interpret algebraic expressions. Geometry presents the knowledge and skills that are needed to understand and work with lines, planes, and angles to solve geometric problems. Algebra II presents the skills that are needed to progress from the basic operations taught in Algebra I to the use of more complex algebraic expressions and techniques. The final exam in these three classes is the NC End of Course test. Advanced Functions and Modeling provides students an in-depth study of modeling and applying functions in areas such as home, work, recreation, consumer issues, public policy, and scientific investigations. Pre-Calculus provides students an honors-level study of trigonometry, advanced functions, analytic geometry, and data analysis in preparation for calculus.
Science
Students need to fulfill at least three science credits in order to graduate. At Guilford Day School we offer biology, earth/environmental science, physical science, and anatomy that all align with the NC Standard Course of Study. Biology continues student investigations of the biological sciences that were begun in kindergarten through eighth grade, but expands upon these concepts to include more abstract concepts such as the function of DNA and the interdependence and behavior of organisms. Physical Science provides a rich knowledge base for the continued study of science. The investigations are approached in a qualitative manner, and include topics from chemistry and physics. The Earth/Environmental science curriculum focuses on the function of Earth's systems. Emphasis is placed on matter, energy, plate tectonics, origin and evolution of the earth and solar system, environmental awareness, materials availability, and the cycles that circulate energy and material through the earth system. The Anatomy & Physiology class will master the location & relationship of internal organs along with understanding the intricacies of the function of the body systems & their interdependent nature.
Social Studies
Students need to fulfill three social studies credits. At Guilford Day School we offer Civics and Economics, World History, US History, and Geography. Through the study of Civics and Economics, students will acquire the skills and knowledge necessary to become responsible and effective citizens in an interdependent world. Students will need a practical understanding of these systems of civics and economics that affect their lives as consumers and citizens. World History is a survey course that gives students the opportunity to explore recurring themes of human experience common to civilizations around the globe from ancient to contemporary times. The focus of United States History provides students with a framework for studying political, social, economic, and cultural issues, and for analyzing the impact these issues have had on American society. This course goes beyond memorization of isolated facts to the development of higher level thinking skills, encouraging students to make historical assessments and evaluations. For the two years that a student takes World History and US History, the focus of the history and English curriculums complement and enhance each other. Geography is generally a ninth grade elective and is designed to actively engage students in geography and demonstrate the applications of geography through travel and tourism.
Physical Education and Health
Students must complete one health/physical education credit in high school. PE/Health is typically taken in ninth grade, but is offered to older students who may not have already completed this credit. PE/Health helps students develop proactive health behaviors through exercise and healthful living. For students who have already completed this requirement, we offer Advanced PE classes. Advanced PE includes instruction in gym safety, basic muscular anatomy, weight-training principles, exercise routine design, participation and teamwork. The class goal is for students to have a greater respect for their physical well-being and to teach them the value of a sound and smart exercise program.
Foreign Language
North Carolina high school students are required to have two foreign language credits. At Guilford Day School, we offer Spanish as our foreign language option. Students begin in Spanish I and continue through Spanish II. Spanish III is a very probable option in the coming years.
Electives
The electives offered at Guilford Day School vary from year to year, depending on enrollment, student demand, and teacher availability. Some examples of electives that may be offered are advanced PE (see above), art (see link under “arts”), drama, film appreciation, modern history, journalism, technology, and speech. Yearbook is one elective that is offered every year, as students work to produce the school’s yearbook.
Athletics
Every student in grade 9-12 is invited to participate in varsity cross-country, soccer, basketball, golf, and/or tennis. We offer our students a sense of friendly competition with students from other regional public and private schools. The object is to give our students a chance to enjoy athletic participation in the afternoons following school and to help them learn what it means to be part of a team, while encouraging hard work and competition.
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