Glynn County students, currently on a traditional schedule, will be transitioned into new block scheduling requirements in the following manner which is also consistent with procedures for addressing a student who transfers in from a non-block schedule high school:

• Students entering ninth grade in 2008-09 will need a minimum of 25 units with a minimum enrollment of seven semesters to graduate.
• Students entering ninth grade in 2007-08 will need a minimum of 24 units with a minimum enrollment of seven semesters to graduate.
• Students entering ninth grade in 2006-07 will need a minimum of 22 units with a minimum enrollment of seven semesters to graduate.

Students who transfer from non-block scheduled high schools to Glynn County Schools must meet the requirements listed below for the number of credits needed to graduate.  Students must also meet the core course requirements of Glynn County Board of Education and all applicable state testing requirements.

• Three years on a block schedule will require 26 units for graduation.
• Two years on a block schedule will require 24 units for graduation.
• One year on a block schedule will require 22 units for graduation.

1. Unit credit shall be awarded only for courses that include concepts and skills based on the Georgia Performance Standards (GPS) for grades 9-12 or those approved by the SBOE.  Unit credit may be awarded for courses offered in the middle grades that meet 9-12 GPS requirements.  The Individualized Education Program (IEP) shall specify whether core courses taken as part of an IEP shall receive core unit credit.
2. No course credit may be awarded for courses in which instruction is based on the GPS curriculum for grades K-8.
3. Completion of diploma requirements does not necessarily qualify students for the HOPE Scholarship Program.

A unit of credit for graduation shall be awarded to students only for successful completion of state-approved courses of study based on a minimum of 150 clock-hours of instruction provided during the regular school year, 135 clock-hours of instruction in an approved block schedule during the regular school year, or a minimum of 120 clock-hours of instruction in summer school.

Students with significant cognitive disabilities may graduate and receive a regular high school diploma when the student’s IEP team determines that the student has:

1. Completed an integrated curriculum based on the GPS that includes instruction in Mathematics, English/Language Arts, Science and Social Studies as well as career preparation, self determination, independent living and personal care to equal a minimum of 23 units of instruction, and
2. Participated in the GAA during middle school and high school and earned a proficient score on the high school GAA test, and
3. Reached the 22nd birthday OR has transitioned to an employment/education/training setting in which the supports needed are provided by an entity other than the local school system

The Board shall provide instructional, support and delivery services that include, but are not limited to, the following:

1. A continuous guidance component beginning in middle school.  The purposes of the guidance component are to familiarize students with graduation requirements, to help them identify the likely impact of individual career objectives on the program of work studies they plan to follow and to provide annual advisement sessions to report progress and offer alternatives in meeting graduation requirements and career objectives.  In Glynn County, schools must develop a 5-year graduation plan with all eighth-grade students and their parent(s)/guardian.
2. Record keeping and reporting services that document student progress toward graduation and include information for the school, parents and students.
3. Diagnostic and continuous evaluation services that measure individual student progress in meeting competency expectations for graduation.
4. Instructional programs, curriculum and course guides and remedial opportunities to assist each student in meeting graduation requirements.
5. Appropriate curriculum and assessment procedures for students who have been identified as having disabilities that prevent them from meeting the prescribed competency performance requirements.