SPARTAN ALMA MATER

COME YE SPARTANS!

Come ye Spartans! Sing together,

Heart to heart and hand in hand.

Love and laughter long shall linger

Echoing down these halls again.

Though the years may come between us,

Still our Spartan Spirit shines.

In our hearts you’ll live forever

Blue and Gold, Mount Tabor High.

MT. TABOR HIGH SCHOOL FIGHT SONG

Cheer, cheer for Mt. Tabor High.

Long may our Blue and Gold Banner fly.

Let’s go Spartans, keep that pride.

Onward to VICTORY we will ride.

And if we falter, we’ll still remain

Loyal to thee-- that is our aim.

Ever grateful, true and bold

Fight on for the Blue and Gold -- Go Spartans!

YOUR MTHS HANDBOOK

The policies and procedures contained in this handbook are designed to help the school run smoothly so that you will have a successful year at Mt. Tabor. This information has been carefully prepared so that it will help you adjust to our school and become an integral part of it. The Mt. Tabor staff is eager to help you prepare for a successful adult life. In turn, you need to strive for excellence each day. Along with your studies, get involved in extra-curricular activities, which are designed to help you enjoy school life. Remember, your

MOUNT TABOR HIGH SCHOOL MISSION AND VISION

Vision: Excellence in every endeavor.

Mission: Mt. Tabor High School will provide students with an educational opportunity to become continuous learners who are proficient, responsible and productive citizens.

THE GOALS OF MOUNT TABOR HIGH SCHOOL

To have each student respect him/herself and others.

To have each student responsible for the care of the school and its property.

To have each student reach his/her academic potential.

STUDENT PRINCIPLES

As a loyal member of the Mt. Tabor family, I am a creative, productive citizen who is accountable for personal behavior and academic growth.

I value learning, safety, discipline, and the worth of each member of the Mt. Tabor family.

I respect others, all school property, and myself.

I realize that my academic and social behaviors support my success in life.

HISTORY OF MOUNT TABOR HIGH SCHOOL

Mt. Tabor High School was dedicated in 1965 and opened in the fall of 1966 to serve grades 9-12. During the reorganization of all schools in 1971, Mt. Tabor was designated a high school for students in grades 9-10. In 1984, Mt. renovated. These renovations included the addition of a new building, which houses new administrative offices, guidance offices, six science labs, a state-of-the-art auditorium and classrooms. Also, the media center was expanded to include two new computer labs, and the former auditorium was reconfigured to house performing arts classes for band, chorus, dance, and orchestra. Today, Mt. Tabor is home to over 1,600 students of diverse backgrounds, continuing to excel academically, artistically, and athletically.

Mt. Tabor’s 2010 - 2011 Teacher of the Year: Chad Edwards

Mount Tabor Class Period Schedule

1st Period / 8:55 – 10:25
2nd Period / 10:30 – 12:00
3rd Period / (1st Lunch) 12:05 – 12:30
Class 12:35 – 2:05
3rd Period / (2nd Lunch) 12:50 – 1:15
Class 12:05 – 12:50 & 1:20 – 2:05
3rd Period / (3rd Lunch) 1:40 – 2:05
Class 12:05 – 1:35
4th Period / 2:10 – 3:40

Pep Rally Schedule

1st – 3rd periods remain the same. Students will report to their 4th period class and will be called to the Pep Rally.

Two-Hour Delay

1st Period- 10:55 – 11:55

2nd Period- 12:00 – 1:25

1st Lunch- 11:55 – 12:25

2nd Lunch- 12:25 – 12:55

3rd Lunch- 12:55 – 1:25

3rd Period- 1:30 – 2:30

4th Period-2:35 – 3:40

Career Center Schedule

1st Period8:00 – 8:45*

2nd Period*9:14 – 10:00

3rd Period10:05 – 10:50

4th Period10:55 – 11:40*

5th Period11:45 – 12:30

6th Period*12:45 – 1:30

7th Period1:35 – 2:20

8th Period2:25 – 3:10*

*Transportation to and from home schools will be provided at times indicated by the asterisks.

Students are expected to follow all school rules, policies, and regulations as outlined in this handbook and the 2011-2012 WS/FCS High School Handbook. The first week of school will be devoted to teaching expectations. By August 31, 2011 all regulations will be enforced. Lack of knowledge will not be considered an excuse for failure to comply or obey.

MOUNT TABOR HIGH SCHOOL HONOR CODE

PURPOSE:

To create and maintain an environment of trust and honesty at Mt. Tabor High School, the Honor Code addresses issues of academic misconduct, defines cheating, plagiarism, lying, and stealing, and outlines procedures for dealing with Honor Code violations. Academic and non-academic violations and their consequences are in the student handbook under the Guidelines for Student Discipline Policy AR5131.

DEFINITIONS OF HONOR CODE VIOLATIONS:

  1. Cheating is defined as, but is not limited to:

To act dishonestly by copying another student’s answers to a quiz, test, homework, or any other school assignment and submit it as your own work for the teacher’s evaluation and grading.

To act dishonestly by bringing in or creating in the classroom any unauthorized materials (such as a cheat sheet, answers written on hand, shoes, desk, texting during an assessment, etc.) for use in answering questions on a quiz, test, or other evaluation.

To act dishonestly by talking, or using signs or gestures during a quiz, test, or other evaluation where such actions are prohibited.

To act dishonestly by using any electronic device (such as a cell phone, iPod, electronic translator, etc.) for any use in answering questions on a quiz, test, or other evaluation or helping another student to answer those questions.

  1. Plagiarism is defined as, but is not limited to:

To neglect to document with quotation marks and parenthetical documentation any material directly copied from another source (such as books, magazines, the Internet, etc.).

To neglect to acknowledge paraphrased material (someone else’s words and ideas restated in the students’ own words) with parenthetical documentation.

To use others’ work as one’s own, such as turning in a paper written by a parent or another student, a paper copied or downloaded, in whole or in part, from the Internet, or a piece of art, music, or a project that is not one’s own.

  1. Lying is defined as, but is not limited to:

To deliberately present a false statement as being true to any school official such as giving a false name, failing to give complete information, or even pretending to be ill in order to gain extra preparation time to complete tests, quizzes, or any other assignment.

  1. Stealing is defined as, but is not limited to:

To take the property of another without the right or permission to do so and intending to keep or wrongfully use that property (such as stealing a test or answer key from a teacher).

PENALTIES FOR VIOLATING THE HONOR CODE:

  1. Teachers will conference with the student about the violation and inform them that a discipline referral will be turned in to an administrator.
  2. Teachers will make contact with the student’s parents and explain the situation and which part of the honor code has been violated.
  3. The student will receive a zero on the assignment, according to the WSFCS AR5131 Discipline Code.
  4. Teachers will turn in a discipline referral form to the student’s administrator after both the student and the parent have been informed of the situation.
  5. Administrators will conference with the student about the situation and enforce appropriate disciplinary actions in accordance with AR5131 Level II Offenses: One to Five day suspension, taking into account both aggravating and mitigating circumstances. If this is the second offense for a violation of the Honor Code, the student will be disciplined on a Level III Offense: Five to Ten day suspension.
  6. Guidance counselors, teachers, and administrators will work together to conference with the parent and student if the situation necessitates such an action.

PROCEDURES TO PREVENT VIOLATIONS OF THE HONOR CODE:

  1. Teachers and Administrators will ensure that students are oriented to the Honor Code and are aware of the definitions of cheating, plagiarism, lying, and stealing by presenting this information during the first week of the school year.
  2. Teachers are responsible for making sure the students are aware of the proper documentation procedure required to avoid plagiarism.
  3. Teachers will employ the use of to check for plagiarism in assigned papers.
  4. Teachers may require students to sign an Honor Code statement on any assignment to verify that the student was not in violation of the Honor Code. This statement may either be handwritten by the student or included in the assignment by the teacher. The statement will appear as follows:

On my honor, I certify that I did not give or receive aid on this assignment/quiz/test and that I am not in violation of the Honor Code of Mt. Tabor High School.

  1. Students will receive a copy of the Honor Code to assist them in defining what constitutes a violation of the Honor Code and how they can avoid such violations. The Honor Code will also be posted on the school website.
  2. Students will avoid situations that could lead to the violation of the Honor Code and avoid all unauthorized assistance on their school work.
  3. Students will avoid plagiarizing by:

Making sure they use parenthetical documentation in all of their papers to give proper credit to their sources.

Using quotation marks and parenthetical documentation around material copied directly from another source.

Using parenthetical documentation after any paraphrased material.

Turn in only their own work and do not cut and paste from Internet sites.

Avoid typing a paper with the source open in front of the computer. Students should read a paragraph, turn the source over so it cannot be seen, and then type the information they remember in their own words. Go back and add any more details that were left out by consulting with the source again. Once that topic is completed, use parenthetical documentation to give credit to the source.

Do not cut and paste sentences, paragraphs, or whole pages of information from the Internet into papers.

  1. Students are expected to report Honor Code violations to a teacher or administrator.

SCHOOL COUNSELING AND GUIDANCE SERVICES (703-6728)

A. School Counselors

School counselors provide guidance and counseling to all students. They may work with one student, a small group of students who have similar interests or needs, or with a whole class. They are also available to consult with parents about their child’s educational, emotional, or career needs, and can refer them to additional services and specialists within the school system or within the community. Parents may want to call on the school counselor in situations such as the following:

1. To ensure that the student is taking courses that will prepare him/her for

his/her future goals.

2. To explore the possibility of special education services for their student.

3. To consult with a counselor regarding a student’s behavior.

4. To receive assistance in exploring post-secondary opportunities for their student.

5. To provide necessary materials for applying for college financial aid.

6. To enlist the help from a school counselor for their student during a family or

personal crisis.

7. To request class work missed during a suspension, sickness or time missed

from school.

Students are assigned a counselor, who will assist with academic, career,

college, and social/emotional needs. Students may request to see the counselor

of his/her choice to discuss social/emotional concerns. Students and parents

should make appointments to see counselors.

Ms. Corey Daniel Grade 9 - 12 A – C

Special Assignments:School Improvement Team, Teaching Fellows Liaison, Hispanic Leadership Council Advisor, Senior Ambassador Coordinator

Ms. Kristine Doyle Grade 9 - 12 D-H

Special Assignments: Enrichment Opportunities Coordinator, Safety Committee, Athletics Liaison

Mrs. Colleen Santos-RobertsGrade 9 – 12I-M

Special Assignments:Crosby Scholars Liaison, Distance Learning Advisor, CFNC Liaison, Scholarship Committee

Mr. Stan Huck Grade 9 - 12 N-Sl
Special Assignments:Director of Guidance, Scholarship Chairperson,
AP Coordinator, SSD Coordinator, Governor’s School Liaison
Mr. David NaffGrade 9-12Sm – Z

Special Assignments:Career Development Counselor, Discipline Committee Representative, and Upward Bound Liaison, Webmaster, SOS Mentoring Liaison, GSA Faculty Advisor

B. Graduation Requirements

  • You must meet the requirements in the column below for your graduation year to graduate from the Winston-Salem/Forsyth County Schools.

LOCAL GRADUATION REQUIREMENTS
Classes of 2013/2014/2015 Future Ready Course of Study

Subjects

/

Work Force or Community College

/

UNC System

Minimum Admissions Required /

Occupational

English / 4 units (I, II, III, IV) / 4 units (I, II, III, IV) / 4 units of Occupational. English
Mathematics / 4 units including Algebra I, Geometry and Algebra II OR
Integrated Math I, II, III and one additional credit based on post-secondary plans / Algebra I, Geometry, Algebra II and one unit beyond Algebra II OR
Integrated Math I, II & III / 3 units of Occupational Mathematics
Science / 4 units (Biology, a physical science, Earth/Environmental Science and
one additional course) / 4 units (Biology, a physical science, Earth/Environmental Science and
one additional course) / 2 units of Occupational Science
Social Studies / 3 units (World History, Civics and Economics, U.S. History) / 3 units (World History, Civics and Economics, U.S. History) / 2 units of Occupational Social Studies
Physical Education & Health / 1 unit Physical Education or Dance
or JROTC – PE II
½ unit Health / 1 unit physical Education, Dance or
JROTC – PE II
½ unit Health / 1 unit Physical Education
½ unit Health
Life Mgmt. Skills / ½ unit (or JROTC) / ½ unit (or JROTC) / Not required
Foreign Language / Not required / 2 units in one language / Not required
Computer Skills / Proficiency on state test / Proficiency on state test / Meet IEP specifications
Electives (2) / Any combination of Career Technical Education, Arts Education or
Second Language / 4 units in Career Technical
Education pathway
Electives (2) / Any two electives from CTE, JROTC, Arts Education,
Second Language or any other subject area / Not required
Electives or other requirements / 6 units Occupational Prep
Totals / 21 Units / 21 Units

Class of 2012

Subjects

/

Career Prep

/

College Tech Prep

/ College/University Prep /

Occupational

English / 4 units (I, II, III, IV) / 4 units (I, II, III, IV) / 4 units (I, II, III, IV) / 4 units of Occup. English
Mathematics / 4 units including Algebra I and Geometry OR Algebra I, Technical Math I and II / 4 units including Algebra II OR Algebra I, Technical Math I & II OR Integrated Math I, II and III and 1 additional math / 4 units including Algebra I, Geometry, Algebra II (and one unit beyond Algebra II) OR Integrated Math I, II, III (and one unit beyond Int. Math III) / 3 units of Occupational Mathematics
Science / 4 units (Biology, a physical science, Earth/Environmental Science) / 4 units (Biology, a physical science, Earth/Environmental Science) / 4 units (Biology, a physical science, Earth/Environmental Science) / 2 units of Occupational Science
Social Studies / 3 units (World History, Civics and Economics, U.S. History) / 3 units (World History, Civics and Economics, U.S. History) / 3 units (World History, Civics and Economics, U.S. History) / 2 units of Occupational Social Studies
Physical Education & Health / 1 unit (Physical Education or Dance)
½ unit Health / 1 unit physical ed.
½ unit health / 1 unit physical ed.
½ unit health / 1 unit of credit
Life Mgmt. Skills / ½ unit / ½ unit / ½ unit / Not required
Foreign Language / Not required / Not required / 2 units in one language / Not required
Computer Skills / Proficiency on state test / Proficiency on state test / Proficiency on state test / Meet IEP specifications
Career/Tech.
Arts Education
Military Science / 4 units appropriate for career pathway
OR 4 units in arts discipline appropriate for career path
OR 4 units of military science / 4 units appropriate for career pathway / Not required / 4 units CTE electives
Not required / Not required / Not required
Not required / Not required / Not required
Electives / 2 or 5 units / 2 or 5 units / 4 or 7 units / Meet IEP Objectives; 6 units Occupational Prep.
Totals / 23 Units / 23 Units / 23 Units

1. Local Course Requirements Regulations

  1. Primarily, credit toward graduation must be earned in grades 9, 10, 11 and 12 (Some credit may be earned for middle school English math, science, social studies or foreign language courses if all requirements specified by the Board of Education are met).
  2. Grades for high school courses taken in middle school will not be included in a student’s high school GPA or calculated in determining a student’s class rank.
  3. Students are no longer required to meet the previously prescribed Exit Standards based on EOC test scores; however, all students must take the following EOC exams that will count for 25% of the overall course grade: English 1, Algebra 1, and Biology.

2. Determining Grades

a.In determining quarter, exam, or semester grades, teachers will use the following scale:

Letter Grade

93-100A 77-84 C

85-92B 70-76 D

69 and below F

b.State regulations prohibit the use of conduct as a factor in determining the student’s academic grade.

3.Course Withdrawal Procedures

With approval of the principal, a student may withdraw (drop) from any course(s). If the student withdraws before the mid-point of the course’s term, the course shall not be included in computing class rank. If the student withdraws after mid-course, the course will be included in computing rank in class with no earned quality points or grade points.

Students will be expected to remain in selected courses through the first quarter of the course, working diligently to make adequate progress and earning an average or better grade. A request to drop a course or change the course level will be evaluated by the teacher, counselor, and principal. The student’s attendance record, homework and class work effort, completion of make up work in a timely fashion, and attendance at tutoring opportunities will be considered to determine if the course change is appropriate.

  1. Transcript Credits

Credits must be earned in grades 9-12 (or fit the description of high school courses taken in middle school). Credits are honored as shown on the sending school’s transcript beginning with 9th grade courses. Units of credit will only be granted if the sending school has awarded credit. The student has the responsibility to have the previous school give credit for any course that should be part of the high school record.

  1. Course Levels

You are encouraged to challenge yourself academically by taking courses at the highest level at which you can succeed. You and your parents should consult the appropriate teachers about your preparation, the demands on each level, and the teachers’ recommendations before signing up for courses. Most courses are offered at the regular level. These courses will prepare you for college, further technical education, or any entry-level job. Many courses are also offered at an honors level. Grades in these courses receive an additional quality point. Honors Seminars are offered to ninth and tenth graders in English and Social Studies