We are currently updating this section to reflect the most current information.



CURRICULUM: LEAD Curriculum

The LEAD Curriculum Framework is a custom curriculum written for LLCS that is facilitated using project-based learning strategies. There are 4 themes through which 3 projects are completed in each quarter. The domain specific focus areas of these projects are from the science and social studies standards – grade level reading, ELA, and math skills are integrated through assigned work required 

to complete the projects. The “Inquiry Platform” projects of the LEAD 

Curriculum Frameworks are research and writing, authentic 

experience, and service learning. Project concepts are based on real world scenarios making the learning relevant and meaningful. Grouping strategies are implemented in which students build communication, collaboration, leadership, and problem solving skills. Instruction is facilitated by the teacher, however learning is very student-centered encouraging lasting impressions resulting in positive intrinsic behavioral and academic development. The LEAD Curriculum Framework is designed to be cross-curricular integrating South Carolina College and Career Readiness Standards for all grade levels.


The LEAD Curriculum Quarterly Themes are:

  • L – Lowcountry Regional Awareness

  • E – Environmental Issues and Stewardship

  • A – the Arts

  • D – Debate, Collaborate, Negotiate


Researched based best practices drive the choices made for supporting the mission of LLCS and thus, the LLCS Educational Program. Project based learning instructional strategies are supportive of higher level thinking and development through the implementation of participatory teaching methods through which students are required to participate in their learning and, therefore, LLCS is able to ensure higher rates of content retention as illustrated in the graphic above. 


Onsite textbooks, resource kits, and digital curriculum support the implementation of the LEAD Curriculum.

DIGITAL SUPPORTS CREATE CUSTOM LEARNING AT LLCS

ELEMENTARY ODYSSEY by Compass Learning is the selected English Language Arts curriculum for upper

elementary students at LLCS. Odyssey is a fully digital on-line curriculum for our 3rd, 4th, and 5th graders that includes whole group lessons, small group lessons, individual projects, group projects, videos, games, assessments, teacher materials, online resources, and on-going live and archived webinar support for teachers. Odyssey lessons are aligned to the SC College and Career Readiness Standards. The scope and sequence of the program connects to other LLCS curriculum supports to create educational continuity across grade levels. With ownership of these courses, LLCS receives all updates to the system which include progressive practices, new academic standards, and state mandated 

expectations.


MY MATH is the ECE and ELM math curriculum at LLCS serving students kindergarten through 5th grade. My math is an inquiry based math curriculum that aligns to the mission of LLCS which is to develop leaders through project-based experiences. The philosophy and instructional strategies of this math curriculum dovetail the Odyssey math curriculum beginning in 6th grade at LLCS thus ensuring educational continuity across grade levels. This program includes workbooks for K – 5th grades, teacher manuals, additional instructional support resources, as well as online access provided by the SC Department of Education.


ODYSSEY by Compass Learning is the middle school core content digital curriculum for ELA, MATH, and

SCIENCE. 6th, 7th, and 8th grade instruction is facilitated through lessons for the whole group and small groups. Odyssey includes assignments that are individual projects, group projects, and games. On-line videos and resources add to the instruction to build vocabulary, comprehension, and critical thinking skills. Program assessments, custom assessments, additional teacher materials, database of online resources, and on-going live and archived webinar support is part of the program for both teachers and students. Odyssey has a parent portal and many supplemental programs that provide Learning Extensions for LLCS students. Odyssey lessons are aligned to the SC College and Career Readiness Standards. The scope and sequence of the core content programs connect to other LLCS curriculum supports to create educational continuity across grade levels. With ownership of these courses, LLCS receives all updates to the system which include progressive practices, new academic standards, and state mandated expectations.


ODYSSEY by Compass Learning is the high school core content digital curriculum for ELA, MATH, SCIENCE, and HISTORY. Initially, LLCS purchased high school courses up to 9th grade and some 10th grade courses. LLCS 9th graders can take Carnegie unit courses including Algebra I and II, Honors Algebra I and II, Geometry, Trigonometry, English I, Honors English I, English II, World Geography, Physical Science, and Chemistry. Odyssey includes lessons for whole group and small groups as well as assignments that are individual projects, group projects and games. On-line videos and resources add to the instruction to build vocabulary, comprehension, and critical thinking skills. Program assessments, custom assessments, additional teacher materials, database of online resources, and on-going live and archived webinar support is part of the program for both teachers and students. Odyssey has a parent portal and many supplemental programs that provide Learning Extensions for LLCS students. Odyssey lessons are aligned to the SC College and Career Readiness Standards and the SC Academic Standards. The scope and sequence of the core content programs connect to other LLCS curriculum supports to create educational continuity across grade levels. LLCS has purchased ownership of these courses and all updates to the system that come with progressive practices and new academic standards as well as state mandated expectations. Each year LLCS will purchase additional courses and electives appropriate for students as the high school grades increase.


ACHIEVE3000 is a differentiated reading supplemental support that diagnosis Lexile levels and students’ abilities to decode complex text. Achieve3000 is an individualized reading intervention to accommodate wide ranges of abilities. From the most advanced readers to emerging readers, Achieve3000 meets all needs and the system progressively makes the reading more difficult to ensure development, progress, on grade level and above grade level reading skills. A teacher or student may search informational text articles provided by the Associate Press based on topic/content – rather than level. Once a student takes the Level Set diagnostic test built into the program, no matter what the topic or content selected, the text is leveled to that student’s Lexile. This tool is very student-centered and empowers readers with choice based on interest. Achieve3000 builds critical thinking skills, vocabulary, as well as writing skills. It will assist with bridging achievement gaps in regards to raising Lexile levels and students’ ability to read and comprehend complex text.

COURSE OFFERINGS

LLCS provides diverse course offerings for each cluster per year.  Refer to the tables below for additional information on course titles, time spent in courses, curriculum used, and brief course descriptions.  All LLCS courses in conjunction follow the SC State Standards as well as our Project-Based Learning/ LEAD Curriculum Framework as stated in the charter.

EARLY CHILDHOOD COURSES   |  K5, 1ST, 2ND

ELEMENTARY COURSES   |  3RD, 4TH, 5TH, 6TH

MIDDLE SCHOOL COURSES   |  7TH, 8TH

HIGH SCHOOL COURSES   |   9TH, 10TH, 11TH, 12TH



SCHOLARSHIPS


SOUTH CAROLINA  STATE SCHOLARSHIPS

Information for the scholarships listed below is subject to change based on new legislation.  Please visit the SC Commission on HIgh er Education’s website at https://www.che.sc.gov/ for complete scholarship information.

PALMETTO FELLOWS SCHOLARSHIP

The Palmetto Fellows Scholarship is a merit-based program established in 1988 to recognize the most academically talented high school seniors and encourage these students to attend college in the State.  The Palmetto Fellows Scholarship Program is administered by the South Carolina Commission on Higher Education.  Palmetto Fellows may receive up to $6,700 their freshman year and up to $7,500 for their sophomore, junior and senior years.  Half of the Scholarship is awarded in the fall term and half in the spring term.  The Scholarship must be applied directly toward the cost of attendance, less any other gift aid received. Assuming continued eligibility, Palmetto Fellows may receive Scholarship funding for a maximum of eight full‑time terms of study toward their first bachelor’s degree at an eligible four-year institution in South Carolina.


The Palmetto Fellows Scholarship Enhancement was established in 2007 to increase the number of students who major in mathematics and science in South Carolina.  For Enhancement eligibility, Palmetto Fellows must declare a major in an approved math or science program.  Beginning with the Fall 2007 freshman class and thereafter, Palmetto Fellows must also successfully complete at least fourteen credit hours of instruction in mathematics or life and physical science or a combination of both by the end of the first academic year.  Eligible students may receive up to $10,000 (combined funds from the Palmetto Fellows Scholarship and the Scholarship Enhancement) per year beginning with their second/sophomore year of college enrollment.  Students may receive Enhancement funding for a maximum of six full-time terms of study toward their first bachelor's degree at an eligible four-year institution in South Carolina.  


To access the complete ten (10) page document titled “Palmetto Fellows Scholarship” as presented by the

South Carolina Commission on Higher Education, please visit:  http://www.che.sc.gov/CHE_Docs/studentservices/palmettofellows/files/PFS_Q_A-2016.pdf

LIFE SCHOLARSHIP

The Legislative Incentive for Future Excellence (LIFE) Scholarship is a merit-based scholarship program administered by the financial aid office at each eligible public and independent college and university in South Carolina.  The LIFE Scholarship may be used towards the cost of attendance for up to eight terms based on the student's initial college enrollment date. Students must be enrolled in their first one-year program, first associate’s degree, first two-year program leading to a baccalaureate degree, first baccalaureate degree, or first professional degree.

 

To access the complete seven (7) page document titled “LIFE Scholarship” as present by the

South Carolina Commission on Higher Education, please visit:

http://www.che.sc.gov/CHE_Docs/studentservices/life/FAQ-LIFE-3_2015.pdf

SOUTH CAROLINA HOPE SCHOLARSHIP PROGRAM

The SC HOPE Scholarship Program was established under the SC Education Lottery Act approved by the General Assembly during the 2001 legislative session.  The program is a merit-based scholarship created for students attending a four-year institution who do not qualify for the LIFE or Palmetto Fellows Scholarship.  The scholarship is awarded during the   freshman year of attendance only.   Funding for the program is included in the annual appropriation to the Commission on Higher Education and will be dependent upon the annual proceeds generated by the SC Education Lottery.


To access the complete three (3) page document title “SC HOPE Scholarship” as presented by the

SC Commission on Higher Education, please visit:

http://www.che.sc.gov/CHE_Docs/studentservices/hope/QASC_HOPE_2015.pdf

DIPLOMA AND GRADE CLASSIFICATIONS

SC HIGH SCHOOL DIPLOMA REQUIREMENTS

In order to receive a SC state high school diploma, the student must attend the high school issuing the diplomas for at least the semester immediately preceding graduation, except in the case of a bona fide change of residence to a location where the sending school will not grant the diploma (State Regulation 43-259).  The student must earn a total of 24 prescribed units of credit.  Requirements are outlined below.



SUBJECT

DIPLOMA REQUIREMENTS

English / Language Arts

4 units

Mathematics

4 units

Science

3 units

US History and Constitution

1 unit

Economics

0.5 unit

US Government

0.5 unit

Other Social Studies Elective

1 unit

Physical Education or Junior ROTC

1 unit

Computer Science (including keyboarding)

1 unit

Foreign Language or Career and Technology Education

1 unit

Electives

7 units

Total

24 units

LLCS LEADERSHIP DIPLOMA

In order to receive the LLCS Leadership Diploma, the student must- in addition to meeting all SC High School Diploma requirements - complete the following as outlined in the LLCS Charter:

  • a second level Foreign Language for an addition unit of credit; and

  • 120 hours of community service, 90 of which must be completed by start of the student’s senior year

LLCS HIGH SCHOOL GRADE CLASSIFICATION  

Students at LLCS must complete grade level requirements each year in order to promote to the next grade level.  Students can be administratively promoted mid-year to the next grade level without applying for the next grade, however, students who do not meet grade level requirements by year-end will not be promoted and will loose space at LLCS.



GRADE LEVEL

REQUIREMENTS

9th

The student must have met the requirements and be promoted from the 8th grade.

10th

The student must have earned a minimum of six (6) units of credit including the following:

  • One unit in English I

  • One unit in Mathematics   

11th

The student must have earned a minimum of twelve (12) units of credit including the following:

  • Two units in English

  • Two units in Mathematics       

12th

The student must have earned a minimum of eighteen (18) units of credit including the following:

  • Three units of English

  • Two units of Mathematics

LLCS HONOR GRADUATES and CLASS RANK

To be named first or second honor graduate (valedictorian and salutatorian)  the student must, at a minimum:

  • Have been enrolled in the school for the entire junior and senior year; and

  • Have the highest GPA in the senior class at the end of the third nine weeks grading period

In the event two or more students tie, the students will share the honor.  Only students who receive a diploma are considered in the final class rank.


ASSESSMENTS

ASSESSMENTS

LLCS offers many national and state assessments to assist in measuring student academic progress or growth in school, identify academic strengths and weaknesses, and to assist in career planning.  State mandated assessments are subject to change.

SC END OF COURSE EXAMINATIONS

The End of Course Examination Program is a statewide assessment administered to South Carolina students in grades six through twelve. The Education Accountability Act of 1998 (EAA) requires the administration of end of course examinations in gateway and benchmark courses.  All students enrolled in courses in which the curriculum standards corresponding to these subjects are taught, regardless of course name or number, must take the appropriate test(s).  Each of the following tests will count as 20% of each student’s final grade in the tested subjects:  Algebra I, Biology I, English I, and US History and Constitution.

PROGRAMS FOR EXCEPTIONAL CHILDREN

STUDENTS WITH SPECIAL NEEDS

GIFTED & TALENTED 

INTERESTING FACT:

LLCS is the first and only school in the SC Public Charter School District to identify and serve students who are artistically gifted and talented. Services are provided for students who are gifted in the areas of visual arts, drama, and music.

Academically Identified:  Students participate in regularly scheduled GT classes every day. 

  • Artistically Identified:  Students participate in regularly scheduled GT classes each week after school.

INTERESTING FACT:

LLCS is the first and only school in the SC Public Charter School District to identify and serve students who are artistically gifted and talented. Services are provided for students who are gifted in the areas of visual arts, drama, and music.

SPECIAL EDUCATION

  • Identified students with special needs attend scheduled classes per IEP or 504 Plan.

ESOL

  • Identified English Language learners participate in regularly scheduled ESOL classes weekly.

ACADEMIC POLICIES AND PROCEDURES

LEARNING EXTENSIONS

Learning Extensions vs. Homework:  To increase achievement and ensure development of NaviGators socially and academically, LLCS may require Learning Extensions in a variety of areas outside of the typical school day.  Lowcountry Leadership Charter School highly recommends all students to participate in a Learning Extensions program such as a sport, club, or extracurricular activity.  Additional school tasks may be assigned by teachers at LLCS to build critical skills. These extensions may contain, but are not limited to:

  • Brief Academic Practice (15 minutes or less per subject)

  • Life Skills (Chores, Home Help, Organization, and Planning Practice)

  • Literacy-Building (Reading Together at Home, Discussing Current Events, Etc.)

  • Extra-Curricular, Sports, Clubs, and Practice


To support the Mission and Vision of Lowcountry Leadership Charter School, all learning extensions must be relevant to the home curriculum and conducive to building leaders and achievement overall as well as protective of quality family time and the opportunity to participate in developmentally positive after-school activities.    


This approach, which supports achievement and leadership development, is backed by evidence based research. Proper planning for after school time is critical to developing the whole child. In addition, quality family time, during the after-school hours, is also paramount to ensure happy and healthy students. So The practice and implementation of the LLCS Learning Extensions Program is intentional and purposeful. With that said, this approach may be different from your experience and the experience of your child(ren). However, this is how we do it at LLCS - and now you understand why. Some additional insight can be found by reading The Homework Debate by Johanna Sorrentino.


At LLCS students are expected to take personal responsibility for their work at school and therefore, complete their assignments and projects during the school day and/or allotted time period. “Missed Assignments” and “Bridge Assignments”, also explained in this “Parent/Guardian and Student Handbook”, accommodate for missed work as a result of an absence or when extra credit work has been earned to improve a grade or GPA. These assignments should not be confused with Learning Extensions.

MISSED ASSIGNMENTS

Missed Assignments may be required to be completed by the student if:

  • A student is absent/tardy and was not present for the assignment

  • A student does not complete previously assigned material within a reasonable time frame (as established by the teacher)

  • A student is not receiving a passing grade and needs additional support/practice.


Missed assignments will be completed within a reasonable timeline as established by the teacher in order to receive credit for the assignment, which must occur prior to the close of the grading period.  Students may not receive full credit for late assignments.

BRIDGE ASSIGNMENTS

Opportunities to increase a grade on a specific assignment for partial credit are at the discretion of the teacher.   These assignments must promote a better understanding of knowledge or skill to be considered for credit.


Extra credit assignments will only be considered for students who have completed all other assignments.

INDIVIDUAL PORTFOLIO INTERVIEW (IPI)

Every K5 - 7th grade LLCS student will facilitate a student/parent/teacher conference called an Individual Portfolio Interview (IPI).  This kind of meeting will occur during the 4th quarter of the school year and possibly in the 2nd.   During this meeting the student will lead the discussion and present a selected portfolio of work they will have completed over the year or up to that point.  Students will share their interests, concerns, and accomplishments.  The IPI is an opportunity for the students to share their thoughts about what they need to continue to progress on a successful pathway.  Applying this methodology is very supportive of Project-Based Learning student-centered educational experiences, communication skill advancement, and leadership development.

INDIVIDUAL GRADUATION PLAN (IGP)

In South Carolina, all 8th -12th grade students work with parents or parental designees and School Counselors to create an electronic Individual Graduation Plan (IGP).  The Individual Graduation Plan (IGP). The IGP includes the student's selection of core academic courses; the selection of one or more specific clusters of study; selection of major; and post-secondary goal(s) related to type, level, and specialty of post-secondary education.


An Individual Graduation Plan outlines the courses necessary for the student to successfully prepare for graduation and transition into a profession or post-secondary educational experience. In addition to general graduation requirements and coursework, IGPs include out-of-classroom learning opportunities related to student individual pathways and service projects.  Furthermore, the LLCS School Counselor will assist students with scholarship eligibility, cords, honors, and other opportunities as students approach College and Career Readiness. Students will update their IGPs annually, giving them the flexibility to change their program of study should their interest change.

GRADE REPORTING

Grade recording and reporting at LLCS varies slightly by grade level cluster considering the developmental processes of different age-groups.   All grading connects to age appropriate grade level content taught in class that is determined applicable by the LLCS Educational Program, and the SC Academic Standards..

FINAL GRADES

Term grades are finalized at the end of each grading term and are displayed on quarterly report cards - accordingly - as the year progresses.   Calculations are as follows:

HIGH SCHOOL (BLOCK)

  • On block schedule the semester term grade is the final grade for the class.

  • For non-EOC full credit courses, quarters 1 and 2 (or 3 and 4) each count 50% each toward the semester 1 (or 2) grade.  

  • For EOC full credit courses, quarters 1 and 2 (or 3 and 4) each count 40% toward the semester 1 (or 2) grade.  The EOC exam score counts 20% toward the semester 1 grade.      

MIDDLE SCHOOL (YEAR & SEMESTER)

  • For year long courses, quarters 1, 2, 3, and 4 each count 25% toward the year term grade.  The year term grade is the final grade for the course.  

  • For year long courses for high school credit requiring an EOC exam, quarters 1, 2, 3, and 4 each count 20% toward the year term grade.  The EOC exam score counts 20% toward the year term grade.  The year term grade is the final grade.   

  • For semester long classes, quarters 1 and 2 (or 3 and 4) each count 50% toward the semester 1 (or 2) grade.  The semester term grade is the final grade for the course.

LOWER SCHOOL (YEAR & SEMESTER)

  • For year long classes, quarters 1, 2, 3, and 4 each count 25% toward the year term grade.  The year term grade is the final grade for the course.  

  • For semester long classes, quarters 1 and 2 (or 3 and 4) each count 50% toward the semester 1 (or 2) grade.  The semester term grade is the final grade for the course.

GRADING SCALES

Students in grades K5 - 2nd are on the HPEN Grading Scale as outlined below.

H = High Flying – 90-100%

P = Progressing Well – 80-89%

E = Emerging – 60-79%

N = Needs Support – Less than 60%


Students in grades 3 - 12 are on the 10.0 Grading Scale as outlined below.

A = 90-100%

B = 80-89%

C = 70-79%

D = 60-69%

F = 59 and below


10.0 GRADING SCALE

SC Uniform Grading Scale Conversions

Numerical Average

Letter Grade

College Prep Weighting

Honor Weighting

AP / Dual Credit Weighting

100

A

5.0

5.5

6.0

99

A

4.9

5.4

5.9

98

A

4.8

5.3

5.8

97

A

4.7

5.2

5.7

96

A

4.6

5.1

5.6

95

A

4.5

5.0

5.5

94

A

4.4

4.9

5.4

93

A

4.3

4.8

5.3

92

A

4.2

4.7

5.2

91

A

4.1

4.6

5.1

90

A

4.0

4.5

5.0

89

B

3.9

4.4

4.9

88

B

3.8

4.3

4.8

87

B

3.7

4.2

4.7

86

B

3.6

4.1

4.6

85

B

3.5

4.0

4.5

84

B

3.4

3.9

4.4

83

B

3.3

3.8

4.3

82

B

3.2

3.7

4.2

81

B

3.1

3.6

4.1

80

B

3.0

3.5

4.0

79

C

2.9

3.4

3.9

78

C

2.8

3.3

3.8

77

C

2.7

3.2

3.7

76

C

2.6

3.1

3.6

75

C

2.5

3.0

3.5

74

C

2.4

2.9

3.4

73

C

2.3

2.8

3.3

72

C

2.2

2.7

3.2

71

C

2.1

2.6

3.1

70

C

2.0

2.5

3.0

69

D

1.9

2.4

2.9

68

D

1.8

2.3

2.8

67

D

1.7

2.2

2.7

66

D

1.6

2.1

2.6

65

D

1.5

2.0

2.5

64

D

1.4

1.9

2.4

63

D

1.3

1.8

2.3

62

D

1.2

1.7

2.2

61

D

1.1

1.6

2.1

60

D

1.0

1.5

2.0

59

F

0.9

1.4

1.9

58

F

0.8

1.3

1.8

57

F

0.7

1.2

1.7

56

F

0.6

1.1

1.6

55

F

0.5

1.0

1.5

54

F

0.4

0.9

1.4

53

F

0.3

0.8

1.3

52

F

0.2

0.7

1.2

51

F

0.1

0.6

1.1

50 and below

F

0.0

0.0

0.0

GRADE REPORTING

Grade Reports are issued to students by homeroom teachers.  Upon review, parent/guardian signature and date are required on all grade reports (parents comments optional) and are returned to the homeroom teacher by the date specified on the report. LLCS will hold Year-End Final Report Cards if school fees are due and until fees are paid in full.  


Interim Reports are issued bi-quarterly and display, per course, a graded-work-to-date grade only.  Report Cards are issued quarterly and display, per course,  the final term grade as the year progresses.

RELATED ARTS AT LLCS

Students in grades K5 – 6th at LLCS regularly attend related arts. Daily schedules incorporate two related arts per day allowing students to participate in and focus on four related arts per semester. Students in middle and high school grades select related arts based on student interest and to meet high school credit requirements. Middle School students can qualify to enroll in related arts offered for High School credit as well.


  • SPANISH is a core content course – at least two Spanish courses are required for HS graduation. Spanish is also a related arts class for elementary school students.

  • MUSIC is offered as Band and Chorus for middle and high school students. Music is also a related arts class for elementary school students.

  • ART is offered as Visual Arts for middle and high school students. Art is also a related arts class for elementary school students.

  • DRAMA is offered as Theater for middle and high school students.

  • PE is offered as Physical Education and Health for middle and high school students. PE required for elementary school students as well as is a required credit for high school graduation.

  • COMPUTER SCIENCE is offered as IT Foundations for middle and high school students. Keyboarding is also a related arts class for elementary school students

STUDENT ENGAGEMENT


Through the intentional use of evidence based best practices, students are engaged in learning at LLCS. Project-based instruction makes learning relevant and consequential.

  • The use of grouping strategies allows students to interact, collaborate, communicate, and problem solve which develops critical thinking skills and equips students to interconnect effectively. By fusing real world connections with the standards based curriculum learning topics become interesting and meaningful.

  • The daily implementation the Six Steps to Vocabulary Instruction (an intentional vocabulary rich curriculum program) is an instructional strategy utilized at LLCS to improve critical thinking skills, performance on high-stake tests across the grade levels and to ensure College and Career Ready high school graduates.

  • Polling student interest is another strategy used by LLCS educators which promotes a student-centered learning environment.

  • Lesson structure and pacing is important to positive engagement.

  • Questioning and prompting skills are also paramount. Content knowledge and knowledge of the students is necessary.

  • Positive behavioral support systems (PBIS) is an LLCS curriculum support. This model teaches effective behaviors and empowers students by equipping them to be successful in their learning environment. When all barriers are removed engagement is evident.


These are intentional practices LLCS utilizes to ensure students are actively engaged.