sussex county public schools
TRANSCRIPT
SUSSEX COUNTY PUBLIC SCHOOLS
2020 and Beyond
Program of Studies and Related
Information for
Sussex Central Middle School and
Sussex Central High School
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Superintendent’s Message
The Program of Studies and Related Information contains course descriptions and
requirements of all courses offered at our middle school for grades six, seven and eight and high
school along with information related to graduation requirements and other academic expectations.
The schools have many resources to assist parents and students in making informed decisions
about their class schedules, course selections, college, and career choices. The choices made by
parents and students are used to make critical decisions about staffing schools, as well as acquiring
materials and other supplies. Your selection of courses should be made carefully based on your
career goals and commitment to succeed.
Several courses continue to be considered in the high school program that will allow
students to earn college credits through dual enrollment at the community college level and other
universities. Students are encouraged to enroll in these classes along with AP classes to challenge
themselves as well as to get a head start with their college credits. Also, all seventh grade students
will have an Academic and Career Plan developed with their school counselor that has to be signed
by the parent by the fall of the student’s eighth grade year. Many middle school students should
consider taking Algebra I before entering the ninth grade.
Students and parents should carefully consider graduation requirements for all diploma
types and give specific attention to the number of standard units and verified credits required for
each. Parents and students should meet with the school counselor to discuss academic progress,
college and career preparation, and progress towards meeting graduation requirements.
Sussex County Public Schools has a student attendance policy that is enforced. Good
school attendance is important and is a key component to student success. Students must attend
school daily to be successful in their daily class work and, when necessary, students must make
up all work missed when absent. The attendance guidelines are included in the Program of Studies
and Related Information.
Parents and students are encouraged to study the course offerings, to consult with the
school counselor at their school to select the courses, and to develop a plan leading to successful
future educational and career goals. Students should take advantage of every opportunity offered
to them to be successful. I wish students the best throughout their middle and high school years.
Thank you for your support of our school division and its mission.
Arthur L. Jarrett, Jr., Ed.D.
Division Superintendent
School Division's Guiding Principles:
• Increasing Student Achievement
• Principal Support
• Teacher Support
• Community Outreach/Partnerships
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Introduction
The Program of Studies and Related Information describes course offerings
for Sussex Central Middle School and Sussex Central High School. Sussex Central
Middle School consists of grades six, seven and eight. Sussex Central High School
contains grades nine, ten, eleven and twelve. Various courses and program offerings
are designed to meet the needs, interests, and abilities of all students to help them
develop to their fullest. Students should consider taking rigorous coursework that
will prepare them for dual enrollment or AP classes by their senior year that will
allow them to graduate with college credits.
Students and their parents should give serious consideration to the course
registration process as choices are made regarding school subjects and career
preparation. The course description catalog has been prepared to allow students to
make wise and appropriate choices in the selection of their courses at the middle and
high school levels.
Students in grades six through twelve will have an opportunity to review
course descriptions during the registration process. School counselors will schedule
individual and group-counseling sessions to explain, discuss, and plan a course of
studies.
This Program of Studies is limited to information on academic courses and
programs. However, the middle school and high school also provide many
opportunities for student participation in extra-curricular activities. These
opportunities for active participation in areas of interest are valuable for students at
all grade levels. School administrators are available to discuss these opportunities.
Sussex County Public Schools does not discriminate on the basis of race, color, national origin,
sex, handicap or age in employment or in its educational programs. Inquiries involving
discrimination under Title IX, sex discrimination, and Section 504, handicap should be referred
to the Special Education Specialist and 504 Coordinator, (434) 246-8906.
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School Board Members
Ms. Laurie S. Latham, Blackwater District
Mr. M. E. Morris, Jr., Courthouse District
Ms. Terry A. Massenburg, Henry District
Ms. Linda J. Skipper, Stony Creek District
Mr. Freddie Stringfield, Wakefield District
Ms. Doris C. Hamlin, Waverly District
Administration
School Administrative Office
21302 Sussex Drive
Stony Creek, Virginia 23882
(434) 246-1099
Dr. Arthur L. Jarrett, Jr., Superintendent
*For a list of Administrators, visit the Sussex County Public Schools website.
(www.sussex.k12.va.us)
Sussex County Schools
Sussex Central Elementary School, 21392 Sussex Drive, Sussex, VA 23884
Mr. Morris Taylor, Principal Mrs. Denise Parker, Assistant Principal
(434) 246-8960
Sussex Central Middle School, 21356 Sussex Drive, Sussex, VA 23884-0387
Dr. Jennifer Tindle, Principal Mr. James Holemon, Assistant Principal
(434) 246-2251
Sussex Central High School, 21394 Sussex Drive, Sussex, VA 23884-0307
Ms. Alvina Matthews, Principal Mr. Norris Evans, Assistant Principal
(434) 246-6051
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COURSE SELECTION INFORMATION ACADEMIC RIGOR AND COURSE SELECTION
Students are encouraged to select rigorous courses that will provide an intellectual
challenge and better prepare them for future courses and education and/or career pursuits beyond
high school. In considering students’ applications for admission, colleges and universities look
closely at the number and kind of advanced courses students have taken. This can be a significant
factor in determining admission to the college of his/her choice.
A SAMPLE PLAN OF CLASSES
6th GRADE 7th GRADE 8th GRADE
Language Arts 6 Language Arts 7 Language Arts 8 Math 6 Math 7 or Pre-Algebra 7 Pre-Algebra or Algebra I* General Science Life Science Physical Science U.S. History to 1877 U.S. History 1877 to present Civics Exploratory Health and P.E. Foreign Language*
Health and P.E. Exploratory Health and P.E. Elective
9TH GRADE 10th GRADE
English English
Algebra I or Geometry Geometry or Algebra II
Earth Science or Biology Biology or Earth Science
World History I World History II
Health and P.E. 9 Health and P.E. 10
Foreign Language or Elective Foreign Language or Elective
Freshman Leadership Seminar Fine Arts
Elective
11th GRADE 12th GRADE
English English
Calculus or Higher Math Algebra II or Pre-Calculus
Chemistry Physics
US/VA History US/VA Government
Foreign Language or Elective Foreign Language or Elective
Fine Arts/Practical Arts or
Career & Tech Education
Elective
Elective
* Courses taken in middle school are given high school credit and are computed in the student’s grade point average.
The parent/guardian may decide to drop the course credit and grade within five days after receipt of the end-of-year
report card without having this count on the child’s high school grade point average or contribute to class rank
calculations. This request must be in writing and submitted to the Guidance Department. Students must take the
Virginia SOLs End-of-Course test in those high school courses where tests are available to gain the verified high
school credit.
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COURSE AVAILABILITY
All courses are available to students who have met the stated prerequisites. Teachers and counselors will
advise students and make recommendations, but if a student or parent insists on a certain course, that desire will be
granted. Occasionally, a particular course will not be available due to an insufficient number of students desiring the
course, a scheduling conflict, or lack of funding for the course. If a student selects one or more of these courses, an
alternate course must be chosen. While every effort is made to resolve conflicts, in certain situations the student may
need to consider alternative choices. The school will attempt to contact the student when this is necessary.
ADVANCED PLACEMENT PROGRAM
The Advanced Placement Program is designed to meet college entrance requirements. It provides students
with the opportunity to pursue college-level studies while still in high school and to receive advanced placement and/or
credit upon entering college. Advanced Placement (AP) courses follow the suggested College Board course
descriptions and serve to prepare students for the AP examinations in May. The Advanced Placement examinations,
provided and graded by the College Board, are administered each year in May per the College Board schedule. An
AP Grade Report is sent in July to each student, the high school, and if the student requests it, to the college. Students
interested in more advance offerings in mathematics, science, English, social studies, and foreign language are
encouraged to enroll in this program. There are courses also available through the Department of Education through
the Virtual Advanced Placement School. More information is available at www.virtualvirginia.html.
DUAL ENROLLMENT PROGRAM
The Dual Enrollment Program allows students the opportunity to earn college and high school credits while
enrolled in college level courses. These classes may be taken on college campuses or on the high school campus.
Courses for which dual enrollment credits may be earned are designed as such. We are in the process of increasing
our dual enrollment offerings so several classes will be marked PDE indicating “possible dual enrollment” pending
sufficient enrollment.
HONORS PROGRAM
Students enrolling in Honors Classes are required to meet at least two of the following criteria to qualify for
the honor courses.
Grade point average of B (3.0) or above in the content area
Teacher recommendation
Test scores in the top quarter of the student’s grade or class
SPECIAL EDUCATION PROGRAM
Students with disabilities who are seeking to complete requirements of the IEP and special diploma have
practical course offerings. These courses are designed to enhance the quality of life for those students beyond high
school.
STATE TESTING PROGRAM
The Virginia State Testing Program requires that students in identified grades or courses be tested. The
testing program provides information for the purposes of evaluating the effectiveness of instruction, redirecting
instructional activities when needed, monitoring student achievement, and determining the number of earned verified
credits that students need to graduate with a diploma from high school. As a part of the state assessment program,
third through eighth graders along with students in specific high school credit courses take the required Standards of
Learning Assessments. Tests at grades 3 through 8 assess SOL content in Reading and Mathematics. In addition,
Social Studies is assessed in grades 4 and 8. Writing is assessed in grade 8, and Science is assessed in grades 5 and
8. End-of-course Standards of Learning Assessments including Algebra I, Algebra II, Geometry, Biology, Chemistry,
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Earth Science, World History, U.S. History, English (grade 11) and Writing (grade 11) are administered at the high
school level to earn verified credits identified for graduation. In addition to passing the classes, students will be
required to pass six of the end-of-course tests to be eligible for a standard high school diploma, and nine end-of-course
tests to earn verified credits to be eligible for an advanced studies diploma. Parents will receive detailed information
about their children’s performance on these tests after they have been administered and scored. Standards of Learning
tests are administered in the fall (beginning with the writing tests in October for high school students and the other
tests in January) and spring (beginning with the writing tests in March and the other tests in May).
BLOCK SCHEDULE
The high school operates on a 4x4 block schedule. The middle school offers some classes on this schedule,
while others are offered on an A/B alternating block schedule.
Middle school language arts and mathematics are taught in the block daily for the entire school year. All
other core courses and elective courses are provided in the odd-even block schedule.
In the high school, some subjects have two parts. Part I is given elective credit and Part II the core credit.
English, math, science, and social studies courses are issued core credits for the successful completion of part II of the
class. Some classes are offered in the block for a year while other classes may be offered for a semester for a year of
credit. Teachers and school counselors will make recommendations for the length of class in which students should
be enrolled.
GRADING SCALE AND WEIGHING OF GRADES
The grade point average is calculated using all high school level courses, even if they are taken in middle
school. Semester grades of all high school level credit courses are used to calculate the average. Students pursuing
an Special diploma or GED are excluded.
HIGH SCHOOL GRADUATION REQUIREMENTS
The requirements for a student to earn a diploma and graduate from a Virginia high school
shall be those in effect when that student enters the ninth grade for the first time. Proposed
revisions to the Regulations Establishing Standards for Accrediting Public Schools in Virginia
may change requirements for the current diploma options and establish additional diploma
options. Information regarding these revisions will be distributed, pending changes by the
Virginia Board of Education.
Grading Scale Dual Enrollment
Advanced Placement
Honors Regular
A 90 - 100 5 4.5 4
B 80 - 89 4 3.5 3
C 70 - 79 3 2.5 2
D 60 - 69 2 1.5 1
F Below 60 0 0 0
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Advanced Studies Diploma
Discipline Area Standard Credits
Revised Advanced
Studies Diploma
Effective with ninth
graders in 2011-2012
thru 2017-2018
Verified Credits –
Effective with
ninth graders in
2000-01 and
beyond
Standard
Credits Revised
Advanced
Studies
Diploma
Effective with
ninth graders in
2018-2019 and
beyond
Verified Credits
– Effective with
ninth graders in
2018-2019 and
beyond
English 4 2 4 2
Mathematics1 4 2 4 1
Laboratory Science2 4 2 4 1
History and Social Sciences3 4 2 4 1
Foreign Language4 3 3
Health and Physical
Education
2 2
Fine Arts or Career and
Technical Education
1 1
Economics and Personal
Finance
1 1
Electives 3 3
Student Selected Test5 1
Total6 26 9 26 5
1Courses completed to satisfy this requirement shall include at least three different course selections from among: Algebra I, Geometry, Algebra II, or other mathematics courses above the level of Algebra II. The board shall approve courses to satisfy this requirement. 2Courses completed to satisfy this requirement shall include course selections from at least three different science disciplines from among: earth
sciences, biology, chemistry, or physics or completion of the sequence of science courses required for the International Baccalaureate Diploma. The board shall approve courses to satisfy this requirement. 3Courses completed to satisfy this requirement shall include U.S. and Virginia History, U.S. and Virginia Government, and two courses in either
world history or geography or both. The board shall approve courses to satisfy this requirement. 4Courses completed to satisfy this requirement shall include three years of one language or two years of two languages. 5 A student may utilize additional tests for earning verified credit in computer science, technology, career or technical education, economics, or
other areas as prescribed by the board in 8 VAC 20-131-110. 6 Students entering the ninth grade for the first time in 2013-2014 and beyond must complete a virtual course
Training in emergency first aid, cardiopulmonary resuscitation (CPR), and the use of automated external defibrillators (AED) - Students shall be trained in emergency first aid, CPR, and the use of AED, including hands-on practice of the skills necessary to perform cardiopulmonary
resuscitation. Students with an IEP or 504 Plan that documents that they cannot successfully complete this training shall be granted a waiver from
this graduation requirement, as provided in 8VAC20-131-420 B. Demonstration of the five Cs - Students shall acquire and demonstrate foundational skills in critical thinking, creative thinking, collaboration,
communication, and citizenship in accordance with the Profile of a Virginia Graduate approved by the board.
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Standard Diploma
Discipline Area Standard Credits
Revised Advanced
Studies Diploma
Effective with ninth
graders in 2011-2012
thru 2017-2018
Verified Credits –
Effective with
ninth graders in
2000-01 and
beyond
Standard
Credits Revised
Advanced
Studies
Diploma
Effective with
ninth graders in
2018-2019 and
beyond
Verified Credits
– Effective with
ninth graders in
2018-2019 and
beyond
English 4 2 4 2
Mathematics1 3 1 3 1
Laboratory Science2 3 1 3 1
History and Social Sciences3 3 1 3 1
Health and Physical
Education
2 2
Foreign Language, Fine Arts
or Career and Technical
Education
2 2
Economics and Personal
Finance
1 1
Electives 4 4
Student Selected Test5 1
Total6 22 6 22 5
1Courses completed to satisfy this requirement shall include at least three different course selections from among: Algebra I, Geometry, Algebra II, or other mathematics courses above the level of Algebra II. The board shall approve courses to satisfy this requirement. 2Courses completed to satisfy this requirement shall include course selections from at least three different science disciplines from among: earth
sciences, biology, chemistry, or physics or completion of the sequence of science courses required for the International Baccalaureate Diploma. The board shall approve courses to satisfy this requirement. 3Courses completed to satisfy this requirement shall include U.S. and Virginia History, U.S. and Virginia Government, and one course in either
world history or geography or both. The board shall approve courses to satisfy this requirement. 4Courses completed to satisfy this requirement shall include three years of one language or two years of two languages. 5 A student may utilize additional tests for earning verified credit in computer science, technology, career or technical education, economics, or
other areas as prescribed by the board in 8 VAC 20-131-110. 6Students who complete a career and technical education program sequence and pass an examination or occupational competency assessment in a
career and technical education field that confers certification or an occupational competency credential from a recognized industry, or trade or
professional association, or acquires a professional license in a career and technical education field from the Commonwealth of Virginia may substitute the certification, competency credential, or license for (i) the student-selected verified credit and (ii) either a science or history and
social science verified credit when the certification, license, or credential confers more than one verified credit. The examination or occupational
competency assessment must be approved by the Board of Education as an additional test to verify student achievement. 7Pursuant to § 22.1-253.13:4 of the Code of Virginia, credits earned for this requirement shall include one credit in fine or performing arts or
career and technical education. 8 Students entering the ninth grade in 2013-2014 and beyond must earn a board-approved career and technical education credential. 9 Students entering the ninth grade in 2013-2014 and beyond must complete one virtual course.
Training in emergency first aid, cardiopulmonary resuscitation (CPR), and the use of automated external defibrillators (AED) - Students shall be
trained in emergency first aid, CPR, and the use of AED, including hands-on practice of the skills necessary to perform cardiopulmonary
resuscitation. Students with an IEP or 504 Plan that documents that they cannot successfully complete this training shall be granted a waiver from this graduation requirement, as provided in 8VAC20-131-420 B.
Demonstration of the five Cs - Students shall acquire and demonstrate foundational skills in critical thinking, creative thinking, collaboration,
communication, and citizenship in accordance with the Profile of a Virginia Graduate approved by the board.
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Applied Studies Diploma
The Applied Studies Diploma is a diploma option available to students identified as having a disability who complete
the requirements of their individualized education programs (IEPs) and meet certain requirements prescribed by the
Board of Education pursuant to regulations, but do not meet the requirements for any named diploma.
Standard Diploma Credit Accommodations
Credit accommodations provide alternatives for students with disabilities in earning the standard and verified credits
required to graduate with a Standard Diploma.
Credit accommodations for students with disabilities may include:
Alternative courses to meet the standard credit requirements
Modifications to the requirements for locally awarded verified credits
Additional tests approved by the Board of Education for earning verified credits
Adjusted cut scores on tests for earning verified credits
Allowance of work-based learning experiences through career and technical education (CTE) courses
While credit accommodations provide alternate pathways and flexibility, students receiving accommodations must
earn the 22 standard credits and five/six verified credits required to graduate with a Standard Diploma depending on
year entering ninth grade.
The student must meet the following criteria to be eligible to receive credit accommodations for the Standard Diploma:
a. Student must have a current IEP or 504 plan with standards-based content goals.
b. Student has a disability that precludes him or her from achieving and progressing commensurate with grade level
expectations, but is learning on grade level content.
c. Student needs significant instructional supports to access grade level Standards of Learning (SOL) content and to
show progress.
d. Based on multiple objective measures of past performance, student might not be expected to achieve the required
standard and verified units of credit within the standard time frame.
Credit accommodations are not available for students pursuing the Advanced Studies Diploma.
Requirements for a Special Diploma, Certificate of Program Completion and GED
In accordance with the requirements of the Standards of Quality, students with disabilities
who complete the requirements of the Individualized Education Program (IEP) and do not meet
the requirements for other diplomas shall be awarded the Special Diploma.
In accordance with the requirements of the Standards of Quality, students who complete
prescribed programs of studies defined by the local school board, but do not qualify for diplomas
shall be awarded the Certificate of Completion. The local school board requires students to earn
22 standard units of credit.
In accordance with the provision of the compulsory attendance law and 8 VAC 20-360-10,
et. seq., Regulations Governing General Education Development Certificates, students who do not
qualify for diplomas may earn a high school equivalency credential.
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Diploma Seals
Students who demonstrate academic excellence and/or outstanding achievement may be eligible for one of
the following awards:
Board of Education Seal
Complete the requirements for a Standard Diploma, or an Advanced Studies Diploma, with an average
grade of “A”
Governor’s Seal
Complete the requirements for an Advanced Studies Diploma with an average grade of “B” or better
AND
Successfully complete college-level coursework that will earn the student at least transferable college
credits in advanced placement, Dual Enrollment, International Baccalaureate, and/or Cambridge
examinations.
Career and Technical Education Seal
Earn a Standard Diploma, or an Advanced Studies Diploma, AND
One of the following;
Complete a prescribed sequence of courses in a career and technical education concentration or
specialization and maintain a “B” or better average in those courses, OR
Pass an examination or an occupational competency assessment in a career and technical education
concentration or specialization that confers certification or an occupational competency credential from
a recognized industry, trade, or professional association, OR
Acquire a professional license in that career and technical education field from the Commonwealth of
Virginia.
Seal of Advanced Mathematics and Technology
Earn a Standard Diploma, or an Advanced Studies Diploma, AND
Satisfy all the mathematics requirements for the Advanced Studies Diploma or Advanced Technical
Diploma (four units of credit including Algebra II; two verified units of credit including Algebra II; two
verified units of credit) with at least a “B” average AND
One of the following
o Pass an examination in a career and technical education concentration or specialization that
confers certification from a recognized industry, trade, or professional association OR
o Acquire a professional license in that career and technical education field from the
Commonwealth of Virginia OR
o Pass an examination approved by the Board that confers college-level credit in a technology or
computer science area.
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Lists of trade, industry, and professional licenses and certifications that satisfy the requirements for the
Career and Technical Education Seal and the Seal of Advanced Mathematics and Technology are on the
Internet at http://www.doe.virginia.gov/instruction/graduation/diploma_seals/index.shtml.
Excellence in Civics Education
Earn a Standard Diploma, or an Advanced Studies Diploma, AND
Complete Virginia and United States History and Virginia and United States Government courses with a
grade of “B” or higher; AND
Complete 50 hours of voluntary participation in community service or extracurricular activities. Activities
that would count include:
o Volunteering for a charitable or religious organization that provides services to the poor, sick or less
fortunate
o Participating in Boy Scouts, Girl Scouts or similar youth organizations
o Participating in JROTC
o Participating in political campaigns or government internships, or Boys State, Girls State, or Model
General Assembly
o Participating in school – sponsored extracurricular activities that have a civics focus.
Any student who enlists in the United States military prior to graduation will be deemed to have met this
community requirement AND
Have good attendance and no disciplinary infractions as determined by local school board policies.
REMEDIATION
Students who do not pass the English or the mathematics Standards of Learning test shall be required to
participate in a remediation program. The programs will be offered after or during school hours, on Saturdays, or
during summer school. School students who do not achieve a passing score on the science and social studies Standards
of Learning tests may also attend the remediation programs. Remediation programs will also be offered to high school
students who have not passed an end-of-course test. The programs will be offered during the school day, after school,
or during summer school.
TRANSFER CREDITS
The high school shall accept credits received from other accredited high schools, including schools accredited
through the Virginia Council for Private Education (VCPE). Students who wish to enroll in post-secondary programs
before graduation from high school may be awarded course credit leading to high school graduation when prior
approval has been granted by the principal. The course also must be given by the college for degree credit.
Sussex County Public Schools reserves the right to determine credit and appropriate grade level placement
of students transferring from non-accredited private schools or home instruction programs.
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HIGH SCHOOL GRADE LEVEL CLASSIFICATION
A student is promoted to a higher grade by accumulating standard units of credit for successfully completing
a course. Their grade classification is determined by earning the standard units of credit identified in the chart below.
Changes in italics will go into effect, beginning with the class of 2012.
ATTENDANCE POLICY
Students are responsible for being in school and in class on time. A positive attitude toward school attendance
will enable students to be successful at school and reach their fullest potential. Parents should take an active role in
the student’s daily school activities by attending school activities, attending parent-teacher conferences and other
school functions, because maintaining open communication with the school is important.
a. Absences may be excused for reasons such as illness, death in the family, court appearances, religious holidays
generally observed by the religious group, or extenuating circumstances which are approved by the principal.
b. Parent(s) or guardians are requested to call and notify the school between 7:45 a.m. and 8:20 a.m. when a child is
going to be absent from school. Whenever a student is absent and the parent(s) or guardian has not notified the school,
the school will attempt to notify the parent(s) or guardian by telephone.
c. The parent must send a note to school on the next day the student returns to school explaining the student’s absence
from school.
d. If a student does not attend school regularly, except in cases where excuses have been filed with the school, the school
will make written contact with the student’s parent(s) or guardian on the fifth unexcused absence. The correspondence
will inform the parent(s) or guardian of the student’s attendance record, the requirements of the Code of Virginia
regarding compulsory school attendance, and the implications of further absences. In addition, the Student Assistance
Team or the School Social Worker, principal/designee, parent and student will meet to develop an Attendance Action
Plan to resolve the problem when the student has reached his or her fifth unexcused absence.
e. If a student is absent further (sixth unexcused absence) without direct contact from the parent(s) or guardian or an
excuse from the parent(s) or guardian, the school administration will require the parent(s) or guardian and student to
attend a conference within ten (10) school days to resolve issues related to the student’s irregular attendance. The
conference may include community service providers.
f. The seventh absence without an excuse will require the school to refer the case to the Sussex County Schools Social
Worker for a referral to the courts for legal action. The School Social Worker will enforce the provisions of this article
by either or both of the following:
i. filing a complaint with the juvenile and domestic relations court alleging the pupil is a child in need of
supervision as defined in §16.1-288.
ii. instituting proceedings against the parent pursuant to §18.2-231 or §22.1-262.
g. Guidelines for absences will be followed for students that are tardy to school on a regular basis.
h. Skipping school or skipping classes will cause appropriate disciplinary action to be administered.
Denial of Credit for Excessive Absences
(See Policy JDEA for Guidelines- School Board policies are located in each school library, public library, and the
administrative office.)
1. School Board Policy JDEA of Sussex County Public Schools denies academic credit for the year for any student
that is absent eighteen (18) days from school unless the student can produce justifiable documented reasons for
his/her absenteeism.
2. During a grading period (nine weeks), a student who misses more than five (5) days from a class that meets daily
or more than three (3) days from a class that meets on alternate days will receive a failing grade unless he/she can
document that the absenteeism is justifiable.
3. A student may not miss more than eighteen (18) days of a class that meets on a daily basis or more than nine (9)
days of a class that meets on alternate days.
9th Grade 0-4 credits
10th Grade 5 credits, to include English 9
11th Grade 10 credits, to include English 10
12th Grade 15 credits, to include English 11
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COURSE DESCRIPTIONS
SUSSEX CENTRAL MIDDLE SCHOOL
Grades 6-8
LANGUAGE ARTS
Grade 6 The student will read both fiction and nonfiction for comprehension and appreciation. Primary and secondary reading
textbooks will be used to support learning in other disciplines and to develop critical reading and reasoning skills.
Writing will also be a major focus; the student will plan, draft, revise and edit narratives, descriptions, and
explanations, focusing on composing, style, sentence formation, usage, and mechanics. The student will develop both
listening and speaking skills through group activities and oral presentations. This course is organized in a 90-minute
daily block of reading and language arts.
Grade 7 The student will continue to develop and refine reading skills by reading fiction and nonfiction, with a special emphasis
on poetry. Also, the student will continue to develop writing skills, with emphasis on persuasive and technical writing.
Proficiency in communication, both verbal and nonverbal, will be further developed and expanded to explore the
media’s impact on public opinion, and to relate understanding of the media to social studies topics. This course is
organized in 90-minute daily block periods.
Grade 8 The student will learn the characteristics of various types of literature and apply that knowledge in analyzing,
discussing, and writing about literature. The student will also further develop critical reading skills and writing skills,
both of which will be applied in the study of other subjects. This course is organized in 90-minute daily block periods.
MATHEMATICS
Math 6 The sixth-grade standards are a transition from the emphasis placed on whole number arithmetic in the elementary
grades to foundations of algebra. The standards emphasize rational numbers. Students will use ratios to compare
data sets; recognize decimals, fractions, and percent as ratios; solve single-step and multistep problems, using
rational numbers; and gain a foundation in the understanding of integers. Students will solve linear equations and
use algebraic terminology. Students will solve problems involving area, perimeter, and surface area, work with π
(pi), and focus on the relationships among the properties of quadrilaterals. In addition, students will focus on
applications of probability and statistics. Students must be helped to develop a wide range of skills and strategies for
solving a variety of problem types.
Math 7 The seventh-grade standards continue to emphasize the foundations of algebra. Students who successfully complete
the seventh-grade standards should be prepared to study Algebra I in grade eight. Topics in grade seven include
proportional reasoning, integer computation, solving two-step linear equations, and recognizing different
representations for relationships. Students will apply the properties of real numbers in solving equations, solve
inequalities, and use data analysis techniques to make inferences, conjectures, and predictions. Students must be
helped to develop a wide range of skills and strategies for solving a variety of problem types.
Pre-Algebra This class includes the prescribed Virginia SOLs as a minimum. The eighth-grade curriculum is designed to prepare
students to take Algebra I in grade nine by reviewing content and extending concepts and skills learned in previous
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grades. In addition, the curriculum includes new content that prepares students for more abstract concepts in algebra
and geometry. New concepts include solving multi-step equations, graphing linear equations, applying
transformations to geometric figures, and using matrices to organize and interpret data. The eighth grade standards
provide a more solid foundation in Algebra I for those students not ready for Algebra I in grade eight. Students must
be helped to develop a wide range of skills and strategies for solving a variety of problem types.
Algebra I (SOL Course)
Grades 8-12 In this course, students should make connections and build relationships between algebra and arithmetic geometry,
probability and statistics. Students learn different ways to express and interpret functions including equations, graphs,
tables and matrices. Students solve equations,
inequalities and graph with and without the use of graphing calculators. Graphing calculators are also used to verify
solutions to equations and inequalities. The course also includes data organization and analysis using measures of
central tendency, scatter plots, line plots, box-and-whisker plots, and stem-and-leaf plots, linear functions and linear
equations in two variables, operations on polynomials and factoring polynomials, direct variation, expressions
involving exponents, and scientific notation. This course fulfills one math credit.
Geometry (SOL Course)
Grades 8-12
Prerequisite: Algebra I This course involves the study of geometric concepts that are two- and three-dimensional. Relationships between
angles formed by a transversal intersecting two lines, vertical angles, supplementary and complementary angles, and
adjacent angles are investigated in this course. Students are introduced to the study of logic which involves identifying
the converse, inverse, and contrapositive of a conditional statement. The concepts of congruence and similarity are
investigated as well as proof of congruence or similarity. Measures of interior and exterior angles, and lengths of
sides of triangles are investigated. Use of properties of quadrilaterals and circles, creation of models and
representations of two- and three-dimensional figures, use of the Pythagorean Theorem, construction of perpendicular
bisectors and angle bisectors, and the use of formulas for surface area and volume of three-dimensional objects are
included in this course.
SCIENCE
General Science Grade 6 Science focuses on the transformation of energy and matter, both in living things and in the physical sciences. The
study of the solar system is emphasized and natural resource management is introduced. Students will gain a
knowledge of natural resource management and its relationship to public policy and cost/benefit factors. Scientific
methodology, data analysis and experimentation will continue to be emphasized.
Life Science Grade 7 The living world is emphasized by studying change, life cycles, patterns, and relationships. Students gain an
understanding of these principles through the following: the study of organization and the classification of organisms;
the relationship among organisms, populations, communities, and ecosystems; and change due to the transmission of
genetic information from generation to generation. Skills with data analysis are continued along with the introduction
of the manipulation of variables in experimentation and identifying sources of experimental error.
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Physical Science Grade 8 Physical Science emphasizes the nature and structure of matter and the characteristics of energy. Areas of study will
include the following: the periodic table; physical and chemical changes; nuclear reactions; temperature and heat;
sound; light; electricity and magnetism; and work, force and motion. Research and experimentation and the
manipulation of variables to validate conclusions will also be part of the class. Students will share their work through
written and oral presentations.
SOCIAL STUDIES
United States History to 1865
Grade 6 This course focuses on the history of the United States from the pre-Columbian times until 1865. Students will
continue to learn fundamental concepts in civics, economics, and geography as they study United States history in
chronological sequence and learn about change and continuity in our history.
United States History: 1865 to the Present
Grade 6 This course encompasses the development of American ideals, eras, and personalities from Reconstruction to the
present. It is designed to present United Sates involvement in world affairs and its evolution as a world leader.
Students will continue to learn fundamental concepts in civics, economics, and geography within the context of United
States history. The use of writing and thinking skills, charts, graphs, cartoons and other data interpretation activities
is emphasized. Specific themes include Reconstruction, Imperialism, Progressive Movement, World War I, the Great
Depression, World War II, the Korean War, the Cold War and the decades of the sixties through the present.
Additional emphasis will be placed on activities that include analytical writing, critical thinking and problem solving.
Civics and Economics Grade 8 Students will explore the role of a citizen in the American political governmental and economic systems in the United
States. Emphasis is placed on the rights, duties, and responsibilities of American citizenship; and describe the structure
and operation of government at the local, state, and national levels. Students will focus on the U. S. and Virginia
Constitutions and the structure and functions of government institutions at all levels. This course also examines the
basic principles, structure, and operation of the American economy. The American systems and institutions will be
compared with systems and institutions of the global economy. Activities which include writing, critical thinking,
problem solving, civic responsibility, and economic literacy are emphasized.
HEALTH AND PHYSICAL EDUCATION
Health and physical education for grades six, seven, and eight is taught at the middle school.
Health in grades six through eight provides instruction in the following areas: dangers of alcohol and other drugs;
disease prevention and control; mental health; nutrition; personal health; growth and wellness; and safety and first aid.
This course will make students more aware of the importance of continual safety awareness and of the development
of healthful patterns in their daily lives. Approximately forty percent of the time allocated to health and physical
education is assigned to health instruction.
Physical education in grades six through eight provides instruction in the areas of personal wellness, body
management, sports and leisure. Personal wellness will focus attention on cardio-respiratory endurance, exercise,
muscle development and endurance. Body management will give students an understanding of rhythm and the
mechanics of movement, recreational dances and gymnastics. Students will also gain knowledge of the rules and skills
of individual and team sports. They will participate in such sports as soccer, volleyball, basketball, football, softball
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and track and field. Sixty percent of the time allocated to health and physical education is assigned to physical
education.
6th GRADE EXPLORATORY PROGRAM
The exploratory program is designed to provide a variety of educational experiences with units, semester long. Each
student rotates through one class each nine weeks. The units for students are as follows:
A. Art
B. STEM
C. Keyboarding
D. Band 6
E. Power Plus
Art An emphasis is placed on the design elements for expression and communication and the role of art in world cultures
and contemporary life. Students will identify the contribution of artists to society; draw objects in the environment;
demonstrate visual memory skills; investigate the use and impact of persuasive techniques in art; indicate how art
reflects various cultures, periods, or civilizations; compare styles of art; use appropriate media techniques to create
texture or the appearance of texture; and mix and use colors.
STEM The class is a study of historical inventions, modern inventions, and how they relate. STEAM is stressed and how it
fits into modern everyday life. The lessons are supported by activities that make use of those inventions while stressing
possible career choices. Additionally, students in STEAM spend time learning about alternative energy sources, while
using simple kits as demonstrations. Students learn that all alternative sources of energy depend on energy directly
or indirectly from the sun.
Keyboarding Students will develop touch skills for entering alphabetic, numeric, and symbolic information on the keyboard along
with producing simple documents. They will be introduced to word processing, spreadsheets, and databases.
Band 6 Students gain knowledge of music through the exploration of concepts and skills. Students analyze musical
compositions; identify sound sources; demonstrate music reading skills, develop an understanding of the history of
music; and identify career opportunities related to music. Through a variety of activities, the student will experience
growth in musicianship, expand aesthetic awareness and be introduced to various instruments.
Power Plus This course is designed for students 6-8 who failed the previous year’s SOL test in English or mathematics and/or
currently having difficulty in one or more of their core subject areas. Students will receive additional help in their
areas of weakness. Effective study skills and test taking strategies will be emphasized. This course is created to assist
students to improve student performance on the SOL tests. This course will be taken in place of an elective and will
be reviewed every nine weeks for possible rescheduling.
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7th GRADE ELECTIVE PROGRAM
Seventh grade students will take exploratory classes, which vary in length up to a year or will take a combination of
electives.
A. Art (Semester)
B. Computer Applications (Semester)
C. Band 7 (Semester)
D. STEM
E. Power Plus
Art This course emphasizes line, texture, shape, space, color, and art appreciation. Students are exposed to visual
communication, design principles, and drawing. The course reflects the students’ concern for realistic representation
and their interest in contemporary issues.
Computer Applications Students use the computer as a problem-solving tool to complete a variety of projects. Students participate in team-
building activities that integrate academic and business competencies. Basic keyboarding instruction is provided early
in the course. Students learn to use software packages and to operate different types of equipment such as printers,
fax machines, scanners, copiers, LCD projectors, and computers.
Band 7 (Semester) Prerequisite: Successful in music appreciation exploratory and/or Band Director’s recommendation
This course is open to all students interested in entering the band program. After consultation with the band director,
students are recommended to study a particular instrument. An instrument/program information meeting about
instrument rental plans from commercial distributors and the availability of school-owned instruments will be
presented by the band director. The student and his/her parent/guardian must attend this meeting. Students study
music of various historical periods; develop tone quality, embouchure techniques in articulation, scales and fingering;
and perform in small ensembles. As an integral part of all band classes, ear training is emphasized. A method book is
required. Fall and spring term participation is required.
Power Plus This course is designed for students 6-8 who failed the previous year’s SOL test in English or mathematics and/or
currently having difficulty in one or more of their core subject areas. Students will receive additional help in their
areas of weakness. Effective study skills and test taking strategies will be emphasized. This course is created to assist
students to improve student performance on the SOL tests. This course will be taken in place of an elective and will
be reviewed every nine weeks for possible rescheduling.
STEM The class is a study of historical inventions, modern inventions, and how they relate. STEAM is stressed and how it
fits into modern everyday life. The lessons are supported by activities that make use of those inventions while
stressing possible career choices. Additionally, students in STEAM spend time learning about alternative energy
sources, while using simple kits as demonstrations. Students learn that all alternative sources of energy depend on
energy directly or indirectly from the sun.
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8th GRADE ELECTIVE PROGRAM
Eighth grade students should select one course of interest that is offered for the year or the two semester courses.
A. Band 8 (Semester)
B. Art (Semester)
C. Foreign Language (Semester)
D. Computer Applications (Semester)
Band 8 (Semester)
Prerequisite: Successful completion of Band 7 or recommendation by band director for placement Band 8 is a continuation of the objectives of Band 7 with the study of more challenging music. This level of study
emphasizes the building of technique and the refinement of musical performance. After school rehearsals and
performances requiring a commitment beyond the regular school day are to be expected.
Art 8 (Semester) The standards for Grade Eight Visual Arts focus on the application and synthesis of previously learned concepts and
more complex technical skills as students manipulate the elements of art (color, form, line, shape, space, texture,
value) and the principles of design (balance, contrast, emphasis, movement, pattern, proportion, rhythm, unity, variety)
in the art-making process. Students make conscious choices of media, processes, and techniques for expressive
purposes in the creation of original works of art. They debate the purposes of art, formulate reasoned responses to
meaningful art questions, develop their own criteria for making art judgments, and develop a personal philosophy of
art. Students make connections between their prior art experiences and other fields of knowledge.
Art Eight provides students with positive experiences in drawing and exposure to media such as graphite pencil,
colored pencil, ink, watercolor and printmaking. Lessons in composition, color theory, the elements and principles of
design, and creating a personal message or response, help to direct creativity. Three dimensional experiences may
include ceramic hand building and bas relief sculpture. Art history is referred to throughout the curriculum and
students are encouraged to compare personal works with those of past and present day artists. Art 8 students will be
asked to keep a visual journal. The journal is considered a visual diary which records lesson concepts as well as
personal aspects in life.
Foreign Language (Semester) Middle school students at the eighth grade level may elect to enroll in a foreign language. Students who elect to study
a foreign language should demonstrate reliable work and attendance habits, be prepared to participate actively in
classroom activities and have a “B” average in language arts. In developing appropriate and sequential skills in
listening, speaking, reading and writing, students should expect regular homework assignments, a variety of classroom
activities designed to develop facility with language learning, and frequent assessments to monitor and assist their
progress.
These are high school level courses that fulfill one year of the high school foreign language requirements and count
as credit toward high school graduation. Grades earned count in the computation of the high school grade point average
and class rank.
Please review the course description for Spanish I in the high school courses section.
Computer Applications 8 (Semester) Computer Applications is a class designed for students interested in business, computers, and or the internet. This
elective course begins with familiarizing students with the characteristics and uses of computer hardware and operating
systems. Emphasis will be placed on file management and appropriate technology use in a network environment.
Students will be introduced to fundamental computer concepts, beginning keyboarding skills, word processing,
multimedia presentations, Internet applications and spreadsheets. Students will also be familiarized with legal issues,
copyright law, and safety. Projects will connect with other classes whenever possible.
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SUSSEX CENTRAL HIGH SCHOOL
Grades 9 – 12
PDE=Possible Dual Enrollment
ENGLISH
English 9 Composition and language skills are emphasized in English 9. The basic five-paragraph explanatory essay is taught
using the pre-writing, writing, and revising process. Sentence elements, punctuation, and vocabulary are the chief
language skills stressed. Spelling is taught in conjunction with vocabulary. In literature, the emphasis is on the study
of authors from around the world. Listening and speaking skills are taught through group activities and oral
presentations.
English 9-Honors
Prerequisite: Honors criteria This class is designed to give the students a more intense study of fiction, drama, and poetry. A five-paragraph, basic
exploratory essay is required. The students are taught basic research skills and are required to do a brief research
paper. Oral presentations are required as well as individual projects. Spelling and vocabulary are taught also.
English 10
Prerequisite: English 9 The emphasis on composition and language skills is continued. The immediate, five-paragraph explanatory essay is
taught through pre-writing, writing, and revising activities. Subject-verb agreement, pronoun-antecedent agreement,
and the use of quotation marks are stressed. The study of analogies is included. Analysis of the elements of different
types of literature is taught using the work of authors from around the world. Group discussions and oral presentations
are featured as a means of improving speaking and listening skills. Students complete a full research paper.
English 10 – Honors
Prerequisite: English 9, Honors criteria Intensive instruction in critical analysis of literature of all types is featured. Composition is given major emphasis,
with students studying the five-paragraph immediate essay. Research skills are taught and students do a research
project. Oral presentations are required. Students will focus on identifying and correcting common usage errors.
English 11 – (SOL Course)
Prerequisite: English 10 Composition and literature are emphasized. The study of the five-paragraph explanatory essay is continued with
emphasis on literary transitions, diction, and audience. Students learn techniques of the formal research paper in a
step-by-step structured approach to produce a formal paper. The study of American literature and analysis skills are a
part of this course. Vocabulary study continues to emphasize analogies. Various kinds of oral presentations are
required for strengthening listening and speaking skills.
English 11 – Honors (SOL Course)
Prerequisite: Honors criteria Vocabulary study is ongoing and aimed at word analysis skills and SAT preparation. Composition is emphasized with
students focusing on the domain of Written Expression. In addition to personal and persuasive essays, students will
write critical essays analyzing literature. Students will learn to analyze literature as they read and study a variety of
novels, plays, essays, and poetry. Students will make oral presentations and participate in various projects.
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Dual Enrollment English – ENG 111-112
Prerequisite: English 11 and satisfactory score on JTCC placement test
Grade 12 - 2 high school credits, 12 college credits Dual Enrollment is a college-level course designed in accordance with the requirements of the affiliate school, John
Tyler Community College. The curriculum involves intensive study of numerous authors, and historical periods. The
students will become skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts. They
will learn to become flexible writers who can compose in a variety of modes and for a variety of purposes. The writing
assignments will include expository, analytical, and argumentative essays. As the students read, they will become
aware of how authors from different periods and disciplines match their rhetorical choices to particular aims.
Extensive composition and discussion require students to demonstrate their sensitivity to the language and structure
of a piece of writing as well as to develop their own power and precision in organizing and expressing thoughts.
English 12
Prerequisite: English 11 The English Language Arts Curriculum establishes organizing strands for: reading, writing, listening and viewing
literature. Students will read fluently, with understanding and appreciation. The students will write effectively for a
variety of purposes and audiences. Students will speak purposefully and articulately. Students will understand,
appreciate, interpret, and critically analyze classical and contemporary British literature as well as literary works
translated into English. To succeed in educational, occupational, civic, social, and everyday settings, the students will
use reading, writing, speaking, listening, and viewing to gather and to organize information, in order to communicate
effectively.
AP® English Language and Composition
Grade 12 AP English Language and Composition will train students to become skilled readers of prose written in a variety of
periods, disciplines and rhetorical contexts. Student will become skilled writers who compose for a variety of purposes.
Students will be prepared to take the AP English Language and Composition exam. This intensive writing course
emphasizes coherent organization, logical thought development, and effective uses of language, which leads to the
overall success of this course. Students will engage in peer reviews and writing workshops. The end of course project
is an online writing portfolio. Prerequisites: Strong language and writing skills.
AP® English Literature and Composition
Grade 12
English Literature and Composition is designed to be a college/university-level course. This course equips students
to critically analyze all forms of literature in order to comment insightfully about an author’s or genre’s use of style
or literary device. Students will also interpret meaning based on form; examine the trademark characteristics of
literary genres and periods; and critique literary works through expository, analytical, and argumentative essays. As
students consider styles and devices, they will apply them to their creative writing. In addition to exposing students
to college-level English course work, this course prepares them for the AP English Literature and Composition
Exam.
Dual Enrollment English II – ENG 241-242
Prerequisite: Dual Enrollment English I
Grade 12 – Earn up to 2 high school credits, 6 college credits Dual Enrollment English II is a college-level course designed in accordance with the requirements of the affiliate
school, John Tyler Community College. The curriculum involves intensive study of numerous authors, historical
periods, and examines American literary works from colonial times to the present, emphasizing the ideas and
characteristics of our national literature. Involves critical reading and writing.
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Practical English: local credit
Suggested grades: 8-10
Prerequisite: IEP required This course is designed to assist students to improve comprehension of written materials, writing, word analysis and
decoding skills by several grade levels. Focus is on functional reading. Students will continue to develop strategies
to decode unfamiliar words; develop writing skills such as writing simple sentences and paragraphs for everyday
communication; reading for enjoyment; reading to follow direction and to gain information; and to learn to use both
online and print reference materials effectively.
Transitional English: local credit
Suggested grades: 11 and 12
Prerequisite: IEP required This course is a targeted transitional course designed to establish workplace English skills. This yearlong class is
designed to give the student specific, concentrated experiences in reading for different purposes with focus on the
student’s individualized reading and skill level. Language skills in the areas of composition, grammar usage, and
vocabulary will be expanded. Reading in conjunction with writing is taught in the context of acquiring independent
living skills and vocational experiences.
Speech Communications
Grade 10-12 This course embraces the fundamentals of oral communication. It is designed to enhance students' self-confidence by
improving their ability to write, prepare, and deliver speeches, including the demonstration speech, persuasive and the
informative speech. The development of dramatic interpretation and effective discussion techniques is stressed.
Students study specific characteristics of effective speechmaking, including appearance, non-verbal expression, voice
tone, speech habits and organization. Speech writing includes skillful use of structure, content and the mechanics of
written communication.
SAT and College Preparation
Grades 9-12 This course provides instruction and practice in test-taking strategies useful for the Scholastic Aptitude Test. It also
helps prepare students for college entrance requirements.
Creative Writing
Grades 10-12 This course is an introduction to the major genres of creative (imaginative) writing, including fiction, poetry, drama,
and personal essay (creative nonfiction). The class will examine the creative process through experimentation with a
variety of creative exercises. The types of experimental writing will examine the formal, technical elements of fiction,
poetry, and drama.
FOREIGN LANGUAGES
Spanish I
Prerequisite: B average in Language Arts
Grades 8-12 Level I Spanish focuses on the development of students’ communicative competencies in Spanish and their
understanding of the culture(s) of Spanish-speaking countries. Communicative competence is divided into three
strands: speaking and writing as an interactive process in which students learn to communicate with other Spanish
speakers; reading and listening as a receptive process in which comprehension of Spanish texts is developed; and
speaking and writing in a presentational context in which students are focused on the organization of thoughts and
awareness of their audience in delivering information. In Level I Spanish classes, students learn to communicate in
real-life contexts about topics that are meaningful to them. In order to develop the three areas of communicative
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competence, students are encouraged to use the Spanish language as much as possible. Grammar is integrated into
instruction according to the vocabulary and structures needed in the various situations in which students are required
to function.
Spanish II
Grades 9-12
Prerequisite: Spanish I In Spanish II, students continue to develop their proficiency in the three modes of communicative competence. They
begin to show a greater level of accuracy when using basic structures and are exposed to more complex features of
the Spanish language. Students will continue to focus on communicating about their immediate world and daily life
activities. Emphasis continues to be placed on the use of Spanish in the classroom as well as on the use of authentic
materials to learn about the culture.
Spanish III Grades 10-12
Prerequisite: Spanish II In Spanish III, students continue to develop their proficiency in the three modes of communicative competence:
interacting with other students of Spanish, understanding oral and written messages in Spanish, and making oral and
written presentations in Spanish. They communicate using more complex structures in Spanish. They comprehend
the main ideas of the authentic materials that they read and hear and are able to identify significant details when the
topics are familiar.
Spanish IV
Grades 11-12
Prerequisite: Spanish III This Spanish course emphasizes reflective thinking and proficient communication. The course stresses more
complex constructions, vocabulary and the study of literature. The readings invite discussion of social issues while
reinforcing correct use of advanced grammar. An integration of the communicative approach with historical, cultural
and creative projects generates connection with the Spanish language. Proficiency is fostered through the application
of advanced grammar and vocabulary in both oral and written communication. Individual and class projects in
interdisciplinary studies encourage problem-solving skills in contemporary society. Attention to conveying ideas
correctly is complimented by an awareness of cultural differences to promote global understanding
MATHEMATICS
Algebra Foundations
Grade 9-12 Algebra Foundations provides reinforcement and strengthening of math skills to prepare students for effective mastery
of Algebra. Through individual pacing and group instruction, the class will focus on developing computational,
procedural, problem-skills. Students will learn foundational skills for algebraic expressions, real numbers properties,
linear equations, and basic statistics. Activities will include the use of manipulatives and graphing calculators.
Students will receive a local credit for this course. Note: This course does not provide a mathematic credit.
Prerequisite: Math 8 (recommended for students who received a D in Math I or failed the Math 8 SOL test)
Geometry Foundations
Grade 9-12 Geometry Foundations is a non-college prep math course that provides reinforcement and strengthening of math skills
to prepare students for effective mastery of Geometry. Through individual pacing and group instruction, the class will
focus on developing computational, procedural, and problem-skills. Students will learn foundational skills for basic
terminology, solving equations, properties, and theorems. Activities will include the use of manipulatives, graphing
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calculators and technology. Students will receive a local credit for this course. Note: This course does not provide a
mathematic credit. Prerequisite: Algebra I (recommended for students who received a D or failed Algebra I SOL
test)
Algebra I (SOL Course)
Grades 8-12 In this course, students should make connections and build relationships between algebra and arithmetic geometry,
probability and statistics. Students learn different ways to express and interpret functions including equations, graphs,
tables and matrices. Students solve equations,
inequalities and graph with and without the use of graphing calculators. Graphing calculators are also used to verify
solutions to equations and inequalities. The course also includes data organization and analysis using measures of
central tendency, scatter plots, line plots, box-and-whisker plots, and stem-and-leaf plots, linear functions and linear
equations in two variables, operations on polynomials and factoring polynomials, direct variation, expressions
involving exponents, and scientific notation. This course fulfills one math credit.
Geometry (SOL Course)
Grades 8-12
Prerequisite: Algebra I This course involves the study of geometric concepts that are two- and three-dimensional. Relationships between
angles formed by a transversal intersecting two lines, vertical angles, supplementary and complementary angles, and
adjacent angles are investigated in this course. Students are introduced to the study of logic which involves identifying
the converse, inverse, and contrapositive of a conditional statement. The concepts of congruence and similarity are
investigated as well as proof of congruence or similarity. Measures of interior and exterior angles, and lengths of
sides of triangles are investigated. Use of properties of quadrilaterals and circles, creation of models and
representations of two- and three-dimensional figures, use of the Pythagorean Theorem, construction of perpendicular
bisectors and angle bisectors, and the use of formulas for surface area and volume of three-dimensional objects are
included in this course.
Algebra, Functions and Data Analysis Grades 9-12 This is a one-year course in Algebra, Functions, and Data Analysis designed for students who have successfully
completed the standards for Algebra I. Within the context of mathematical modeling and data analysis, students will
study functions and their behaviors, systems of inequalities, probability, experimental design and implementation, and
analysis of data. Data will be generated by practical applications arising from science, business, and finance. Students
will solve problems that require the formulation of linear, quadratic or exponential equations or a system of equations.
Through the investigation of mathematical models and interpretation/analysis of data from real life situations, students
will strengthen conceptual understanding in mathematics and further develop connections between algebra and
statistics. Students should use the language and symbols of mathematics in representations and communication
throughout the course. These standards include a transformational approach to graphing functions and writing
equations when given the graph of the equation. Transformational graphing builds a strong connection between
algebraic and graphic representations of functions.
The infusion of technology (graphing calculator and/or computer software) in this course will assist in modeling and
investing functions and data analysis.
Algebra II (SOL Course)
Grades 10-12
Prerequisites: Algebra I, Geometry All students preparing for postsecondary and advanced technical studies are expected to achieve the Algebra II
standards. A thorough treatment of advanced algebraic concepts will be provided through the study of functions,
“families of functions,” equations, inequalities, systems of equations and inequalities, polynomials, rational and
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radical equations, complex numbers, and sequences and series. Emphasis will be placed on practical applications, and
modeling throughout the course of study. Oral and written communication concerning the language of algebra, logic
of procedures, and interpretation of results should also permeate the course. These standards include a transformational
approach to graphing functions. Transformational graphing uses translation, reflection, dilation, and rotation to
generate a “family of graphs” from a given graph and builds a strong connection between algebraic and graphic
representations of functions. Students will vary the coefficients and constants of an equation, observe the changes in
the graph of the equation, and make generalizations that can be applied to many graphs. Graphing utilities (graphing
calculators or computer graphing simulators), computers, spreadsheets, and other appropriate technology tools will be
used to assist in teaching and learning. Graphing utilities enhance the understanding of realistic applications through
mathematical modeling and aid in the investigation and study of functions. They also provide an effective tool for
solving and verifying solutions to equations and inequalities. Any other available technology that will enhance student
learning should be used.
Math Analysis
Prerequisites: Algebra II A thorough treatment of trigonometry will be provided through the study of trigonometric definitions, applications,
graphing, and solving trigonometric equations and inequalities. Emphasis should also be placed on using connections
between right triangle ratios, trigonometric functions, and circular functions. In addition, applications and modeling
should be included throughout the course of study. Emphasis should also be placed on oral and written communication
concerning the language of mathematics, logic of procedure, and interpretation of results.
AP Calculus
Grades 11-12, Prerequisites: Algebra I, Geometry, Algebra II
Prerequisites: Trigonometry and criteria for Advanced Placement course The course introduces limits, continuity, differentiation and integration of algebraic and transcendental functions,
techniques of integration, partial differentiation and applications. Logic and intuitive reasoning are emphasized.
Students are encouraged to take the AP Exam. College credit may be earned for satisfactory scores on the AP Exam.
Economics, Personal Living and Finance
Grades 9-12 Personal Living and Finance objectives are designed for instruction in those skills necessary to handle personal
business and finances. It includes, as a minimum, opening a bank account, and how to judge the quality of a bank’s
service, balancing a check book, completing a loan application, the implications of an inheritance, the basics of
personal insurance policies, consumer rights and responsibilities, dealing with salesmen and merchants, debt
management, including retail and credit card debt, state and federal tax computation, local tax assessments,
computation of interests rates by various mechanisms, understanding simple contracts, and how to contest an incorrect
bill.
Practical Math; local credit
Suggested grades: 8-10
Prerequisite: IEP required This course teaches the practical use of mathematics while reinforcing basic computation skills needed: addition,
subtraction, multiplication, and division of whole numbers, fractional numbers and decimals. Students will apply
basic math concepts related to money, measurements, and budgeting. Application of math for everyday life will be
stressed, including the use of a calculator, estimation, mental arithmetic, and applied problem solving.
Transitional Math; local credit
Suggested grades: 11-12
Prerequisite: IEP required This course is a targeted transitional course designed to establish workplace math skills. This course uses practical
and relevant information to teach math. Topics include personal money management, household finances, and
banking. This course stresses problem solving skills and life applications of mathematics. Students will apply math
concepts related to managing money, managing time, and utilizing measurement,
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Practical Personal Living and Finance: local credit
Suggested grades: 11-12
Prerequisite: IEP required Personal finance prepares students to handle financial matters as teenagers and adults. Areas of emphasis include
financial goal setting, strategies and management; individual, family and community resources; employment skills;
and the role of the consumer. Students will use a variety of technology.
Math Capstone
Grade 12 Virginia’s College and Career Ready Mathematics Performance Expectations grade 12 capstone course contains
high-interest contextualized content designed to give certain students an additional boost for competent and
successful entry into college and careers. The course will add to students’ preparation for college and the workplace
by 1) enhancing skills in number and quantity, functions and algebra, geometry, and statistics and probability; and 2)
simultaneously reinforcing readiness skills and dispositions in adaptability and flexibility, creativity and innovation,
leadership, team work, collaboration, and work ethic. The course will augment skills in applied mathematical
concepts through mathematical investigations targeting outcomes defined in Virginia’s College and Career Ready
Mathematics Performance Expectations (MPE). Students will research, collect, and analyze data; develop and
support ideas and conjectures; investigate, evaluate, and incorporate appropriate resources; and determine
appropriate problem-solving approaches and decision-making algorithms in a variety of real-world contexts and
applied settings.
SCIENCE
Earth Science (SOL Course)
Grades 9 The course of studies for this class will include developing a mastery of the methods, terminology, and practice of
scientific investigation and an in-depth standards based study of the four fields of Earth Science and an expansion of
map skills and knowledge of the Earth Science of Virginia. In the field of astronomy, students will become familiar
with the objects within, processes, and formation of the universe. For meteorology, students study the atmosphere
and the causes and actions of weather patterns. In oceanography, students explore the origins, composition, and
physical features of the world’s oceans. In the field of geology, students will learn of the origin, history, composition,
and processes that shape the Earth. The class will focus on the natural resources and geology of Virginia.
Biology (SOL Course)
Grade 10
Prerequisite: Earth Science This course examines all of the facets of life, from the molecules that make up cells, to the structure and function of
DNA, to the actions of organs within a body, to the classification and interactions of all living things. Students of
Biology will explore all of these concepts and more. Greater focus will build on the methods and tools of scientific
investigation. Students are expected to be observant of life processes. Specific attention will be given to the life and
environment of Virginia.
Biology II/Anatomy and Physiology
Grades 11-12
Prerequisite: Earth Science and Biology Anatomy and Physiology is a complete study of the human body’s structures and functions. The course begins with
a study of the four tissues that comprise the human body. Emphasis will be placed on the learning of the structures
and functions of each of the eleven body systems. The identification of structures and understanding of functions will
require a great deal of rote memory.
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Chemistry
Grade 11-12 Chemistry is an analytical physical science that deals with topics such as measurement, atomic structure, chemical
bonding, chemical reactions, and chemical calculations. Many topics investigated are of a mathematical nature with
emphasis on solving word problems. Laboratory experiments are an integral part of the lessons. This course is highly
recommended for students planning to attend college and those students planning to enter a health-related field.
Students will be required to take the SOL test related to this course. Prerequisite: Algebra I, with at least a grade of A,
B, or C.
Physics
Grade 11-12
Prerequisite: Algebra II
Co-requisite: Pre-calculus Students will learn the terminology, procedures, and techniques of scientific investigation as outlined by the Virginia
SOLs. Major areas of study include motion, vectors, forces, gravitation, energy, work, simple machines, states of
matter, waves, sound, light, mirrors and lenses, and electricity. Problem solving and practical applications of physics
will be used throughout the course.
Ecology
Grade 11-12
Prerequisite: Biology Students will develop a greater understanding of the workings of nature and the complex network of relationships and
interactions with their environment and each other. Students will investigate the role of climate and the flow of matter
and energy through the ecosystem. This class will also stress the important relationship humans have with the Earth
by focusing on population, pollution, and biodiversity.
Practical Science: local credit
Suggested grades: 8-10
Prerequisite: IEP required This course is an integrated course covering earth and physical sciences. Students will learn to develop thinking and
inquiry skills while studying microbes as causes of diseases and ecosystems and the interdependence of organisms
within the environment. Students will also examine the interdependence of people and their environment and apply
these concepts in everyday life situations. Focus will be on daily living skills, personal hygiene, clothing care, safety
and meal planning.
AP Biology
Grade 12
Prerequisites: Have a 3.0 GPA or better. Completion of at least two laboratory sciences to
include Biology and Chemistry with a grade of “B” or better in both courses and successful
completion of Algebra and Geometry. Advanced Placement Biology is designed to be the equivalent of a first year introduction college biology course. AP
Biology is designed for students who successfully completed foundation courses in biology and chemistry. This course
provides students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically
with the rapidly changing science of biology. Primary emphasis of the course is on developing an understanding of
concepts rather than on memorizing terms and technical details. Essential to this conceptual understanding is a grasp
of science as a process; personal experience with scientific inquiry; personal experience with scientific inquiry;
recognition of unifying themes in biology; and application of biological knowledge and critical thinking to
environmental and social concerns. With a satisfactory score, students may be eligible to receive some credit for
college-level biology.
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Forensic Science
Grade 11-12 The purpose of this course is to introduce students to the application of science to law. The goal is to provide students
insight into the real world of crime scene investigation in the field, in the lab, and in the courtroom. The course offers
many opportunities for integration of curriculum. The course will involve a learning team with government, biology,
chemistry, keyboarding, photography, and art. The course will cover scientific investigation, search warrants and the
legality of evidence, crime scene search and seizure, impression evidence, Forensic Chemistry, arson investigation,
homicide investigation, forensic pathology and many other related topics.
SOCIAL SCIENCES
World Cultures (Elective)
Grades 9-12 This course acknowledges the cultural diversity of the United States and the world and sees this diversity as a positive
fact of life. It strives for a more complex understanding of and sensitivity to issues of diversity. At its foundation is
the recognition of the intrinsic worth of each individual, regardless of race, ethnic background, gender, religion,
socioeconomic status, physical or mental conditions. It helps students understand how diverse cultural traditions
affect their lives, how society is organized and managed with tolerance of divergent viewpoints.
World History I: Ancient World to 1500 AD (SOL Course) These standards will enable students to explore the historical development of people, places, and patterns of life from
ancient times until 1500 A.D. (C.E.) in terms of the impact on Western civilization. Specific areas of study include, but
are not limited to: Mesopotamia, Egypt, Greece, Rome, Asia, Africa, Byzantium, the Mayans, and the Aztecs. Students
study the origins of these heritages using texts, maps, pictures, stories, diagrams, charts, chronological skills, research
skills, and technology skills.
World History II: 1500 AD to the Present (SOL Course)
(Required for Advanced Studies Diploma) These standards enable students to examine history and geography from 1500 A.D. (C.E.) to the present, with emphasis
on Western Europe. Geographic influences on history will continue to be explored, but increasing attention will be
given to political boundaries that developed with the evolution of nations. Significant attention will be given to the
ways in which scientific and technological revolutions created new economic conditions that in turn produced social
and political changes. Noteworthy people and events of the nineteenth and twentieth centuries will be emphasized for
their strong connections to contemporary issues.
Virginia and United States History (SOL Course) This course deals with the historical development of American ideals and institutions from the Age of Exploration to
the present. While focusing on political and economic history, the course provides students with a basic knowledge
of American culture through a chronological survey of major issues, movements, people and events in United States
and Virginia history. Students should use historical and geographical analysis skills to explore in depth the events,
and ideas that fostered our national identity and led to our country’s prominence in world affairs.
Practical Social Studies; local credit
Suggested grades: -10
Prerequisite: IEP required; local credit Students will explore the role of a citizen in the American political governmental and economic systems in the United
States. Emphasis is placed on the rights, duties, and responsibilities of American citizenship. Students will describe
the structure and operation of government at the local, state, and national levels. This course also examines the basic
history, principals, structure, and operation of the American economy.
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Practical US and Virginia History
Suggested Grades: 11
Prerequisite: IEP required; local credit This course allows students to develop an appreciation for an understanding of people, times, and events which have
contributed to the development of the modern American society. It will also cover the historical development of the
United States from the Age of Exploration to the present.
AP United States Government Grade 12
Prerequisites: World History I, World History II, and Virginia and United States History and
Teacher recommendation This course is designed for students who want a more comprehensive and demanding class as well as those who may
wish to earn college credit in government. It is heavily content oriented and aims to further skill development through
its course of study. Students of this course examine the principles and processes of government in general and of the
U.S. government in particular. Emphasis is on the study of the national government, with inclusion of state and local
levels throughout the course and as a separate unit. The American political and economic systems, and the people of
institutions that facilitate those systems, are the focus of this course. This course is designed to teach students
something about how people behave politically, and about the design of the American political system; that is, how
the system is structured and how it functions as a pluralistic system with various individuals and group interests, all
promoting their own agendas as to what they claim to be important and beneficial for the country.
Virginia and United States Government
Prerequisites: U.S. History, one years of World History General studies students will gain an understanding of the structure and principles of the government on the national
level, the Commonwealth of Virginia, and the local government including Sussex County. It defines the knowledge
that enables citizens to participate effectively in civic life. Students examine fundamental constitutional principles,
the rights and responsibilities of citizenship, the political culture, the policy-making process at each level of
government, and the operation of the United States market economy. They will gain insight and understanding on
major issues confronting our society and the role of government responding to these issues.
Practical Government; local credit
Suggested grades: 11-12
Prerequisite: IEP required Students are provided with a study of the legal responsibilities and rights that most citizens should be aware for
everyday existence. Emphasis is on criminal law, juvenile justice, family law, and consumer and housing law.
Students will understand how law and the legal system can affect them in their everyday lives. They will also
understand the fundamental principals and values underlying our Constitutions, laws, legal procedures and legal
system organization. Students will understand the rights guaranteed to individuals by the US and Constitutions. They
will understand basic court procedures in criminal, civil and juvenile cases. Students will understand the basic trial
procedures and strategies. They will develop an awareness of current issues and controversies relating to the
Constitution, laws and the legal system. Students will understand the importance of citizen participation in our legal
system. Also, they will improve their understanding of the roles that law, lawyers, and law enforcement officials play
in our society.
Economics and Personal Finance (Required for students entering 9th grade in 2011-2012 and
beyond)
Grades 11-12 Students need a strong foundation in economics and personal finance to function effectively as consumers, workers,
savers, investors, entrepreneurs, and active citizens. The Standards of Learning for Economics and Personal Finance
present economic concepts that help students interpret the daily news, understand how interdependent the world’s
economies are, and anticipate how events will impact their lives. The understanding of how economies and markets
operate and how the United States’ economy is interconnected with the global economy, prepares students to be more
effective participants in the workplace. On a personal level, students learn that their own human capital (knowledge
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and skills) is their most valuable resource and that investing in education and training improves the likelihood of their
future economic success.
Psychology
Grade 11-12 This course will examine human and animal behavior by relating experimental studies to practical problems. The
course includes topics such as sensation/perception, learning, memory, motivation, emotion, stress, development,
intelligence, personality, psychopathology, therapy, and social psychology.
AP Psychology (Virtual Course)
Grade 11-12 AP Psychology provides an overview of current psychological research methods and theories. Students will explore
the therapies used by professional counselors and clinical psychologists and examine the reasons for normal human
reactions: how people learn and think, the process of human development and human aggression, altruism, intimacy,
and self-reflection. Students will study core psychological concepts, such as the brain and sense functions, and learn
to gauge human reactions, gather information, and form meaningful syntheses. Along the way, students will also
investigate relevant concepts like study skills and information retention. The equivalent of a 100-level college survey
course, AP Psychology prepares students for the AP Exam and for further studies in psychology and life sciences.
Prerequisite: Biology
HEALTH AND
PHYSICAL EDUCATION
Health and Physical Education 9
Grade 9 Students in Grade 9 will integrate a variety of health concepts, skills, and behaviors to plan for their personal health
goals. These include prevention of disease and chemical addiction for the promotion of a healthy lifestyle. Students
will demonstrate confidence in their knowledge and skills. They will see themselves as having a role in creating a
healthy lifestyle for themselves as individuals, for their families, and for the larger community. Students will engage
in promoting health in their community. Students will complete the transition from modified versions of movement
forms to more complex applications across all types of physical activities, games, sports, and recreational pursuits.
They will demonstrate the ability to use basic skills, strategies, and tactics. Students will demonstrate more specialized
knowledge in identifying and applying key movement concepts and principles. They will assess and develop a personal
physical activity program to improve their skill performance. They will apply their understanding of personal fitness
to lifelong participation in physical activity. Students will demonstrate independence of others in making choices
showing respect for others. They will learn how to resolve conflicts appropriately by using elements of fair play and
ethical behavior in physical activity settings.
Health, Physical Education, and Driver Education 10
Grade 10
Prerequisite: Health & PE 9 Students in Grade 10 will demonstrate health skills and knowledge. Their behaviors will reflect a conceptual
understanding of the issues associated with maintaining good personal health. They serve the community through the
practice of health-enhancing behaviors that promote wellness throughout life. Students in Grade 10 will be proficient
in all fundamental movement skills and skill combinations and will be competent in self-selected physical activities
that they are likely to participate in throughout life. They understand and apply key movement and fitness principles
and concepts for all activities in which they demonstrate competence. Students are good leaders and followers, respect
others, anticipate, and avoid unsafe physical activity situations. They develop the ability to understand and anticipate
how physical activity interests and abilities change during a lifetime. Students demonstrate competency in at least
three lifetime physical activities and plan, implement, self assess, and modify a personal fitness plan. Students are
prepared to lead a physically active lifestyle.
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The classroom part of driver education is taught to provide students with a detailed understanding of the fundamentals
of driving and foster a responsible attitude and behavior. As a result of quality traffic safety instruction, students will
be able to demonstrate a working knowledge of the rules and procedures of operating a motor vehicle. Students will
identify and analyze the physical and psychological conditions that affect driver performance. Students will apply
knowledge, process, and skills to become safe, competent users of the highway transportation system, and display
responsible driving behaviors, when alone or with peers.
Physical Fitness I
Grade 11-12 This course improves the fitness level in the particular areas of cardiovascular fitness, muscular strength, and muscular
endurance. In this course students will be required to learn the proper techniques, fundamentals, and philosophies of
team and individual sports and leisure activities. The students will learn to coach, officiate, and keep score of various
sports and activities.
Physical Fitness II
Grade 11-12 This course is designed to improve the overall fitness levels of individuals along with enhancing their knowledge of
physical fitness careers.
• Express an interest in a health and physical fitness career field
• Must have maintained a cumulative B average in all physical fitness classes taken in high school
• No severe medical problems
Course Requirements:
• Learn to monitor and test physical fitness levels
• Perform organizational and directive duties of individual, dual, and team sports
• Demonstrate coaching strategies in team sports
• Demonstrate proper techniques in weight training
• Design and create weight-training programs
• Demonstrate knowledge of human anatomy
• Learn and demonstrate the proper CPR techniques
CAREER AND TECHNICAL EDUCATION
Keyboarding
Grades 9 - 12 This course is designed for secondary school students to develop and enhance touch skills for entering alphabetic,
numeric, and symbolic information on a keyboard. Students compose and produce a variety of personal, educational,
and professional documents.
Word Processing
Grades 9-12 Students develop intermediate to advanced level word processing skills using a variety of software functions, including
graphics, desktop publishing, and telecommunications. Students gain competence integrating other applications such
as database and spreadsheet into word processing activities.
Accounting (PDE)
Grade 10-12
Prerequisite: Keyboarding Recommended Students will study the basic principles, concepts, and practices of the accounting cycle. Students will learn
fundamental accounting procedures using a manual and an electronic system.
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Barbering
Grades 11-12 Barbering is the study of hair, scalp, and skin. Students study and prepare in a clinical lab setting, using mannequins
and live models for manipulative practice. The program emphasizes safety and sanitation, communication, and
management skills. Related areas of study include psychology, ethics, and professional image. Competency
completions prepare the students to work or apprentice in a local barbershop or beauty salon.
Business Management
Grades 11-12
Prerequisite: Accounting Students study basic management concepts and leadership styles as they explore business ownership, planning,
operations, marketing, finance, economics, communications, the global marketplace, and human relations. Quality
concepts, project management, problem solving, and ethical decision making are an integral part of the course. Student
leadership skills may be enhanced by participation in school-based or virtual enterprises, job shadowing, internships,
cooperative education, and/or the Future Business Leaders of America (FBLA).
Business Management Cooperative Education II
Grade 12 Prerequisite: Business Management Cooperative Education I
Students receive school-based and community-based instruction organized around an approved job that leads toward
a career in the business industry. The teacher-coordinator, on-the-job training sponsor, parent, and student develop a
training plan that identifies learning experiences according to the student’s occupational objective. The on-the-job
training is an extension of the classroom instruction coordinated by the classroom teacher into a coherent set of
performance objectives and skills.
Business Management Cooperative Education
Grade 11-12 Students receive school-based and community-based instruction organized around an approved job that leads toward
a career in the business industry. The teacher-coordinator, on-the-job training sponsor, parent, and student develop a
training plan that identifies learning experiences according to the student’s occupational objective. The on-the-job
paid training is an extension of the classroom instruction coordinated by the classroom teacher into a coherent set of
performance objectives and skills.
Career Pathways
Grades 9-12 The course is designed to help high school students develop and practice the skills they need to succeed in the
workplace. Virginia has 13 Workplace Readiness Skills: Reading Skills; Math Skills; Writing Skills; Speaking and
Listening Skills; Computer Literacy Skills; Reasoning and Problem-Solving Skills; Work Ethic; Positive Attitude;
Independence and Initiative; Self- Presentation Skills; Attendance; and Team Member Skills.
College Survival Skills
Grade 12 Provides an orientation to the college. Introduces study skills, career and life planning. Offers an opportunity to engage
in activities aimed at self-discovery. Emphasizes development of “coping skills” such as listening, interpersonal
relations, competence, and improved self-concept.
Computer Information Systems
Grades 9-12
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Students apply problem-solving skills to real-life situations through word processing, spreadsheet, database and
multimedia presentation, and integrated software activities. Students work individually and in groups to explore
computer concepts, operating systems, networks and telecommunications, and emerging technologies. Completion of
this course will prepare students for industry certifications.
Computer Systems Technology I Students enter the world of computer technology and gain practical experience in assembling a computer system,
installing an operating system, troubleshooting computers and peripherals, and using system tools and diagnostic
software. They develop skills in computer networking and resource sharing. In addition, students explore the
relationships between internal and external computer components. Emphasis is placed on customer service skills and
career exploration. Upon successful completion of the course, students may qualify to take the A+ certification
exam.
Computer Systems Technology II Building on the foundation of Computer Systems Technology I, this advanced course provides students with training
in procedures for optimizing and troubleshooting concepts for computer systems and subsystems. Students explore
wireless technologies (e.g., Bluetooth, Wi-Fi) and create and configure a network. Emphasis is placed on technical
proficiency, skill-building, and workplace readiness. The course prepares students for postsecondary education and
training and a successful career in information technology. Upon successful completion of the course, students may
qualify to take the A+ certification exam.
Culinary Arts I (Yearlong)
Prerequisite: Intro to Culinary Arts Food is all around us—we are dependent on it and we enjoy it. This course will give you the basic fundamentals to
start working in the kitchen and gaining experience as you explore and establish your talents for cooking and
preparing food in a creative and safe way. You will learn safety measures as well as enhance your knowledge of
various types of foods and spices. If you enjoy hands-on learning and want to deepen your knowledge about culinary
arts, this is a great course to start.
Cybersecurity We depend more and more on the technologies we interact with every day, and we put more and more of our
personal data out there online. Can all of that data really be kept “secret”? We all need to know more about how to
protect our personal information, especially given how much we rely on and use our network devices and media.
This course will teach your more about the various parts of your computer, how they work together, and how you
can manipulate them to keep your data safe. You’ll also dive into the tools, technologies, and methods that will help
protect you from an attack and discover the many opportunities in the rapidly growing field of cybersecurity.
Database Design and Management This course includes database design and Structured Query Language (SQL) programming. Students study database
fundamentals, including database development, modeling, design, and normalization. In addition, students are
introduced to database programming. Students gain the skills and knowledge needed to use features of database
software and programming to manage and control access to data. Students will prepare for the first of two
certification exams.
Recommended prerequisite(s): Information Technology Fundamentals 6670
Desktop Publishing/Multimedia Presentations
Grades 10-12 Students will receive hands-on training in developing effective desktop presentations with Microsoft PowerPoint and
Microsoft Publisher software. Students will produce and store desktop presentations. Students will develop
proficiencies in designing, importing, and manipulating advanced text and graphics used in desktop publishing.
Students will design, create, edit, manipulate, and publish documents such as one surface objects, multiple page
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documents, stationary, pamphlets, reports, letterheads, newsletters, brochures, labels, flyers, cards, Web pages, etc.
Students will be critiqued based on effective design principles. Completion of this course will prepare students for the
Microsoft Office Specialist (MOS) certification, which is a globally recognized standard for demonstrating desktop
skills.
Explore Career and College Options
Grades: 11-12 This course allows students to plan for their future. Students conduct a self-analysis through personality, interest and
value assessments. Students maintain a personal portfolio utilizing 21st century skills. This course also allows students
to investigate personal career choices, set short and long-term goals, develop the necessary tools to obtain employment,
research colleges and prepare for the college application process.
Family Relations
Grade 9-12 Students enrolled in Family Relations will focus on analyzing the significance of the family; nurturing human
development in the family throughout the life span; analyzing factors that build and maintain healthy family
relationships; developing communication patterns that enhance family relationships; dealing effectively with family
stressors and conflicts; managing work and family roles and responsibilities; and analyzing social forces that influence
families across the life span. Teachers will highlight basic skills of math, science, and communication when
appropriate in the content.
Game Design (Virtual)
Grades 11-12 The course is an introduction to electronic game design and development process that underlines the history context,
content creation strategies, and future trends in the industry.
The game industry is the fastest growing segment of the entertainment market. This is an excellent choice for a career
advancement.
Information Technology Fundamentals
Grades 10-12 Information Technology Fundamentals introduces the essential skills needed for students to pursue specialized
programs leading to technical and professional careers and certifications in the IT industry. Students will have an
opportunity to investigate career opportunities in four major IT areas: Information Services and Support, Network
Systems, Programming, and Software Development Interactive Media. The focus of the IT fundamentals course is
introducing skills related to information technology basics, Internet fundamentals, network systems, computer
maintenance, upgrading, trouble shooting, computer applications, programming, graphics, Web page design, and
interactive media. Students explore ethical issues related to computers and Internet technology and develop teamwork
and communication skills that will enhance their employability. Completion of this course will prepare students for
the Microsoft Office Specialist (MOS) certification, which is a globally recognized standard for demonstrating desktop
skills.
Introduction to Culinary Arts
Grade 9-12 Students prepare for managerial, production, and service skills used in government, commercial, or independently
owned institutional food establishments and related food industry occupations. Their study includes planning,
selecting, storing, purchasing, preparing, and serving food and food products; basic nutrition, sanitation, and food
safety; the use and care of commercial equipment; serving techniques; and the operation of institutional food
establishments. Critical thinking, practical problem solving, and entrepreneurship opportunities within the field of
culinary arts are emphasized. Teachers highlight the basic skills of math, science, and communication when
appropriate in content.
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Introduction to Fashion Design
Grade 9-12
Prerequisite: Art I Students prepare for occupations concerned with the spectrum of clothing, apparel, and textiles production and
services, including but not limited to construction, fabric and fabric care, pattern design, principles of clothing
construction and selection, fitting and alterations for ready-to-wear garments, custom tailoring, and clothing
maintenance. Critical thinking, practical problem solving, and entrepreneurship opportunities within the field of
fashion are emphasized. Teachers highlight the basic skills of math, science, and communication when appropriate in
content.
Nutrition and Wellness
Grades 9-12 Students enrolled in Nutrition and Wellness will focus on making choices that promote wellness and good health;
analyzing relationships between psychological and social needs and food choices; choosing foods that promote
wellness; obtaining and storing food for self and family; preparing and serving nutritious meals and snacks; selecting
and using equipment for food preparation; and identifying strategies to promote optimal nutrition and wellness of
society. Teachers will highlight the basic skills of math, science, and communication when appropriate in the content.
Practical Assessment Evaluation System [P.A.E.S.]
Grades 9-12 The P.A.E.S. program is designed for high school students, grades 9-12 who would benefit from specialized vocational
training, and who do not meet the requirements for enrollment in regular vocational school. It is a hands-on program
that focuses on the mastery of specific job skills that are connected to a variety of career options. Students learn to
work independently, and proper social skills and work-related behaviors are emphasized to improve student
employability. Students in this program generally earn a modified standard or special diploma.
Programming
Grade 9-12 This course is designed to enable students to develop skills in the use of the computer and peripheral equipment by
using the computer as a tool to enhance the study of mathematics. It increases the occupational opportunities for
students who have mathematical ability but who may not be majoring in mathematics. It includes a study of
programming techniques, computer languages, and computer applications.
Robotics
Grade 9-12 The Robotics course is designed to explore the current and future use of automation technology in industry and
everyday use. The students will receive a comprehensive overview of robotic systems and the subsystems that
comprise them.
Service Learning
Grade 11-12 Service Learning is designed for students to connect their interests, skills and abilities with school-based, business-
based and community-based projects in an effort to improve communities, refine student employment skills and
provide students with real-life experiences for future careers. The service learning semester class will provide students
with an opportunity to give time, energy and service to local schools, community organizations, businesses and
governing agencies while building a portfolio of job-like experiences. Each service learning student will work with
school-based mentor or community mentor to coordinate the effort.
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Video and Media Technology
Grades 10-12 This course offers students an opportunity to study all aspects of video and media production, from planning and
writing for production to operating studio and editing equipment. Students practice various methods of gathering news
and information from individuals, research, and online resources. In addition, students are introduced to analog and
digital principles of film production.
FINE ARTS
Art I
Grades 9-12 This course is designed to foster a basic understanding of the role that the visual arts play in both society and their
own lives. It emphasizes basic art production and principles of design. Students will also learn about art history. This
course is designed for all ability levels.
Art II
Grades 10-12
Prerequisite: Art I Emphasis is placed on developing individual art skills, as well as critical thinking and problem-solving skills. Various
art careers are explored, with emphasis on a variety of media. Students will visit an art museum, gallery, or art show.
Art history is studied in depth. Emphasis is placed on individual effort on projects.
Art III
Grades 11-12
Prerequisite: Art II Art III continues the emphasis on development of abilities to organize and analyze visual arts content, concepts, and
skills in creating works of art. The focus on art history, critical evaluation, and aesthetics is increased and includes
cultural and stylistic issues and creative problem solving. Study at this level affords students the opportunity to
develop direction in the production of their works of art or to further their academic study in the visual arts. Selected
works of art and other products will be added to the portfolio and carried forward to the next level of study and students
will keep a journal throughout the year.
Band I
Grades 9-12
Prerequisite: Successfully completed one year of a middle school band or proven proficiency This is a performance oriented course and will require rehearsals and performances outside of school hours including
school performances, parades, and other community programs. Practice outside of class is expected. Private lessons
are encouraged. The purpose of this course is to enable students to develop fundamental technical skills on wind,
brass, and percussion instruments through the refinement and performance of high school literature. Emphasis will
be placed on the development of skills in interpretation of notion and expressive markings, individual and ensemble
performances, and critical listening. The content should include, but not limited to the following: technical skills;
individual and ensemble techniques; music literacy; sight reading and ear training; elements and characteristics of
music; improvisation, composition, and arranging; performance analysis; role and influence of music and musicians;
connections between music and other subject areas; instrument care and maintenance; and responsible participation
in music activities. The rental or purchase of an instrument is required. Marching Band instrumentalists are strongly
encouraged to take this course.
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Band II
Grade 9-12
Prerequisite: Successfully completed one year of a high school band or proven proficiency This is a performance-oriented course and will require rehearsals and performances outside of school hours including
school performances, parades, and other community programs. Practice outside of class is expected, and private
lessons are encouraged. This course extends experiences on band instruments. The content includes, but is not limited
to extending skill development in characteristic tone production, band performance techniques, musical literacy and
music appreciation. The rental or purchase of an instrument is required. Marching Band instrumentalists are strongly
encouraged to take this course.
Band III In Intermediate Band, students use more articulations and bowings, perform scales and music in a wider range of
keys, and perform music. Ensemble skills become more developed as students participate in intermediate-level
ensemble settings. Through playing, improvising, and writing, students create melodic and rhythmic variations.
Students compare and contrast career options in music. They describe musical concepts, respond to music,
investigate music’s relationship to other disciplines, and analyze various cultures, musical styles, composers, and
historical periods.
Band IV
This is an advanced level band class which enable students to acquire more advanced technical and expressive skills
and demonstrate a mature level of musicianship. Students demonstrate a variety of articulations, bowings,
positions, alternate fingerings, and vibrato while playing the required scales, arpeggios, and rudiments in more
complex rhythmic patterns. Percussion students become more proficient in the use of mallet instruments, timpani,
and auxiliary instruments. Through playing, improvising, and writing, students create expressive rhythmic and
melodic variations. Students research career options in music. Students discuss and evaluate characteristics of
personal performances and compositions, as well as the works of others. They discuss relationships between musical
concepts and the concepts of other disciplines, and they are involved in exploring various cultures, styles,
composers, and historical periods. Students are provided with opportunities to participate in local, district, regional,
and state events.
Chorus
Grades 9-12 This is a performance-oriented course and will require rehearsals and performances outside of school hours including
school performances, parades, and other community programs. Students will be auditioned for roles in multi-section
choirs.
Chorus II
Grades 10-12 This course will require students to demonstrate basic choral fundamentals learned in Chorus I. A more in-depth study
of the mechanics of music will be emphasized when learning various types of music. This is a performance-oriented
course and will require rehearsals and performances outside of school hours including school performances, parades,
and other community programs. Attendance at performances is essential.
Chorus III
Grades 11-12 This course will provide a more in-depth exposure to performance, music theory, and sight singing. Various musical
styles will be explored, promoting advanced vocal skills. Previous choral experience and an audition are required.
This is a performance-oriented course and will require rehearsals and performances outside of school hours including
school performances, parades, and other community programs.
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Music Appreciation
Grade 11-12 In Music Appreciation, you will study the nature of music, including listening techniques, rhythm, melody and
harmony, dynamics, timbre, orchestral instruments and more. You will also study music from around the world,
including folk and ethnic music from Europe, the Americas, Africa, the Middle East, and the music of Asia.
Piano
This course is designed for students who wish to develop basic piano playing skills, or expand on their existing skills. Time in class will be spent both on and off the keyboards. While playing, students will be working individually and in small groups to master the techniques of playing and to learn pieces. There will also be time spent in group instruction on musical notation and theory.
JUNIOR RESERVE OFFICER TRAINING CORP
Leadership Education and Training (LET 1)
Grades 9-12 This is the first course of a four-year program designed to teach students the value of citizenship, leadership, service
to the community, personal responsibility, and a sense of accomplishment, while instilling in them self-esteem,
teamwork, and self-discipline. It prepares high school students for responsible leadership roles while making them
aware of their rights, responsibilities, and privileges as American citizens. This course is a stimulus for promoting
graduation from high school, and it carries a full elective credit for each year of participation. It provides instruction
in Citizenship and American History, Leadership Theory and Application, Earth Science, Character Development,
Wellness, Fitness and First Aid, Safety, and Personal Financial Management.
JROTC MISSION. The Army JROTC mission is simply “To motivate young people to be better citizens.” Although
the Army sponsors this program, there is no requirement for participants to join the military after graduation.
However, cadets who complete two or more years of JROTC may enter the military with advanced rank. In addition,
cadets of high academic standing are competitive for Senior ROTC college scholarships and appointment to one of
the military academies.
COURSE GOALS. This course intends to teach cadets to appreciate the ethical values and principles that underlie
good citizenship and develop leadership potential, while living and working cooperatively with others. Cadets will
be able to think logically and to communicate effectively with others and appreciate the importance of physical fitness
in maintaining good health. Students will become familiar with military history, and understand the history, purpose,
and structure of the military services. Cadets will develop skills necessary to work effectively as a member of a team
and understand the importance of high school graduation for a successful future, and learn about college and other
advanced education and employment opportunities.
Leadership Education and Training (LET2)
Grades 10-12
Prerequisite: LET 1 This is the second course of a four-year program designed to teach students the value of citizenship, leadership, service
to the community, personal responsibility, and a sense of accomplishment, while instilling in them self-esteem,
teamwork, and self-discipline. The JROTC allows cadets to be members of special competitive teams, such as: Color
Guard, Drill Teams, and Air-Rifle Teams. Cadets are allowed to join these teams if it does not interfere with their
academic schedules. Cadets will also support a wide range of school and community activities. They participate in
parades, summer camp, color guard presentations, school assemblies, and drill competitions. They take field trips to
educational and historical places, and participate in fund-raising and patriotic projects.
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Leadership Education and Training (LET3)
Grades 11-12
Prerequisite: LET 2 This is the third course of a four-year program designed to teach students more of the skills they have developed in
Levels 1 and 2.
Leadership, Education and Training (LET 4 thru 8)
Grade 12
Prerequisite: Previous level LET Completion This is the forth and final course of this school's JROTC program. During this course, instructors must ensure that
cadets are taught all lessons required for completion of the JROTC program. Cadets at this level should hold
leadership and command roles within the battalion. They should have attended at least one summer camp (JROTC
Cadet Leadership Challenge). LET 4 cadets can assist with other LET classes and lead other cadets in projects.
Mandatory subjects to be taught at this level include Advanced Leadership Theory and Application, the High School
Financial Planning Program, Understanding the Department of Defense, and Making a Difference with Service
Learning.
BASIC ELECTIVES
Enhancing Work Place Readiness Skills (WRS); local credit
Suggested grades: 11-12
Prerequisite: IEP required Instructional activity unit designed to help students gain awareness of the skills they will need once they begin jobs
and careers. These activities address all 13 of the Virginia Workplace Readiness Skills. The common Theme in each
activity is a good work ethic.
Independent Living; local credit
Suggested grades: 11-12
Prerequisite: IEP required This course allows students to explore successful strategies for living independently by actively participating in
practical problem solving focusing on: relating to others; applying financial literacy; managing resources in the areas
of apparel, nutrition and wellness, and housing; using leadership skills to reach individual goals; planning for careers;
making consumer choices in a global environment.
Life Planning; local credit
Suggested grades: 9-10
Prerequisite: IEP required Students enrolled in Life Planning focus on developing a life management plan, caring for self and others to ensure
wellness; building and maintaining constructive relationships, building and maintaining strong, functional families;
developing strategies for lifelong career planning; coordinating personal and career responsibilities; and establishing
a plan for using resources. Critical thinking, practical problem solving and entrepreneurship opportunities within the
area of personal, family, and career planning are emphasized. Explore stress management, decision-making/problem
solving, career exploration, and family/financial planning. Students enrolled in this course will also facilitate the
development of Individualized Educational Program.
Occupational Readiness; local credit
Suggested grade levels 9
Prerequisite: IEP required
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Students explore independent living and workplace skills by identifying individual assets, interests, aptitudes, social
emotional skills, and potential/realistic occupational skills. Through practical experiences related to daily living and
work, students determine strategies to identify and develop their assets and ways to emphasize their strengths at home,
school and in the work place.
Pre-vocational Skills; local credit
Suggested grade Levels: 10
Prerequisite: IEP required Students investigate various occupational fields, examine occupational requirements and select a career pathway.
They begin to focus on improving and gaining skills required for specific occupations and practice solving real-world
problems in the home, in school, and in the workplace.
Rowanty Technical Center
2019/2020 to Present
Rowanty Technical Center, a component of the Dinwiddie, Prince George County, and Sussex Public School
Divisions, provides a large segment of the technical education program that is available to these high school students.
There is no tuition charge for secondary students who are enrolled in these school divisions.
Rowanty classes meet three periods each day. Academic classes are taught at the high school and students
are encouraged to participate in their high school activities. Free transportation between the high school and Rowanty
is provided. Successful students will earn three semester credits each school year.
Students should seek career counseling before enrolling in a Rowanty Technical Center program. Career
counseling may be obtained from high school guidance counselors, Rowanty teachers, parents/guardians, and other
knowledgeable school or business officials.
Rowanty programs are designed for students in high school students who, upon graduation, plan to begin
their career or continue their education at the post secondary level by enrolling in an apprenticeship program, technical
college, community college, four-year college/university or the armed forces. Most students attend Rowanty for two
years. During their first year, students may enroll in one or two classes. Several classes are one semester in length
thus permitting a student to attend two different classes during the school year. In the second year, the student
specializes in one of their first year classes. They will remain in this class for the entire school year.
A recent study indicates a great need by local business and industry for graduates of all Rowanty Technical
Center programs. The local need mirrors national statistics. The greatest number of jobs requires technical training
beyond high school, but less than a four-year college degree. Rowanty Technical Center provides students the
opportunity to begin their career while they are enrolled in high school. Many courses permit students advanced
placement in related post-secondary programs. Graduates have the opportunity to begin working in their chosen career
field earlier and at a greater income than their peers. .
Selection of Students Students enrolled in Dinwiddie, Prince George, and Sussex County high schools are eligible for enrollment
to Rowanty Technical Center. Selection process will be based off the following criteria for the different programs.
Specific criteria may be in place for specialized programs based on the governing organization of the program (e.g.,
EMT, Firefighting, CNA, and Cosmetology). Students may contact Rowanty Technical Center with specific
questions regarding any program.
All students MUST show proof of insurance within one week of enrollment or they will have to return to
their home schools. School insurance is available for purchase. Information will be provided upon arrival to
Rowanty Technical Center. Required tools and clothing must be purchased by the date set by the instructor.
Payment plans may be established. Failure to purchase required tools and clothing will result in the students
returning to their home schools. A grooming standard may be required in specific programs at Rowanty Technical
Center
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Students entering a two year technical program will be placed based on the following criteria:
1. Seniors or juniors who successfully completed the first year and are returning for the second year
of a program.
2. Juniors applying for the first year of a program.
3. Seniors applying for the first year of a program.
4. Freshmen and sophomores applying for the first year of a program.
Students in one year programs will be placed based on the following criteria:
1. Seniors applying for the program.
2. Juniors applying for the program.
3. Students considering both EMT and Firefighting can start either program their junior year and
return their senior year to complete the other course.
If more students apply than there are spaces, grades, discipline record and attendance will be the
determining factor in selecting students in the program. Students that have been previously enrolled in
Rowanty Technical Center programs but have failed those courses may not be enrolled in the one year
programs without Rowanty administrative approval. Unofficial transcripts may be required upon entry to
programs with course pre-requisites.
First Year
There are two (2) options from which a student may select a program of studies at Rowanty.
Option I
From the following list of courses, a student may select two classes. The student selects one class during
the first semester and a second class during the second semester. The second year of the program permits a student
to concentrate in one of the two classes for the entire school year. Unless noted, all first year courses are available
only in the afternoon.
Auto Body Technology I – Collision and Refinishing
Carpentry I
Masonry I
Welding I
Option II
A student selects one of the following classes with the intent of completing both the beginning level (first
year) and/or advanced level (second year) of the program.
Automotive Technology I
Criminal Justice I (dual enrollment available)
Cosmetology I
Electricity I (dual enrollment available)
Emergency Medical Technician (Students MUST be 16 on the first day of class, one year
program)
Firefighting (Students MUST be 16 on the first day of class, one year program)
Nurse Aide (Preference given to Seniors, one year program)
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Second Year
Students continue with the advanced level of a first year class for the entire school year.
Course Descriptions
Auto Body Technology I – Collision and Prereq: Proficiency with addition,
Repair (Certified) (8676) subtraction, and division with fractions
especially related to measuring.
Grades 10-12 1 ½ Credits
Students acquire an understanding of and the skill to repair and paint automobiles that are damaged as a result of
weather conditions, collision or neglect of the owner. Specific instruction will be provided in metal shaping
techniques, body filler and fiberglass repairs, rust repair, alignment of body panels, and refinishing techniques.
Students are expected to be proficient in mathematics, measuring, reading and interpreting information. Students
are expected to wear appropriate (and approved) clothing and shoes to class.
Auto Body Technology II – Collision and Prereq: ABT I
Repair (Certified) (8677) 3 Credits
Grades 11-12
Students continue to develop their skills and technical knowledge in auto body technology, collision, and repair.
The student will be using the I-Car Advance Tech Curriculum to obtain I-Car certification. I-Car certification is
nationally recognized by automotive repair businesses. Specific instruction will be provided in the following areas:
environmental concerns, paint refinishing, surface preparation, use of equipment, and solving paint related
problems. Practical experience will be provided on vehicles requiring various types of repair and refinishing.
Students may obtain C-Car certification, Workplace Readiness Certificate, and a technical seal by meeting the
qualifying score through the National Occupational Testing Institute’s exam. Optional tool fee of $175.00 is
available for this course. Students are expected to wear appropriate (and approved) clothing and shoes to class.
Automotive Technology I (Certified) (8506) Prereq: 9th/10th Grade Reading Level
Proficiency with addition, subtraction,
multiplication, and division of decimals and
fractions.
Grade 10-11 3 Credits
This program provides two years of instruction in the automotive field. The first year will focus on safety, brakes
and steering suspension. The program is certified through the National Automotive Technicians Education
Foundation (NATEF). Students are expected to be proficient in mathematics, reading, writing, and interpreting
information. Students are also expected to work independently as well as in teams. Computer proficiency is
essential in the program. The fee for this program is $75.00 for workbook (used for both years) and program t-shirt.
Students are expected to wear appropriate (and approved) clothing and shoes to class.
Automotive Technology II (Certified) (8507) Prereq: AT I
Grade 11-12 3 Credits
This program continues to prepare students for advanced placement in the Automotive Technology field and to
receive NATEF certification in the following areas: steering suspension, brakes, electrical, and engine performance.
Students completing Automotive Technology I and II may be eligible to become licensed Virginia State Vehicle
Inspectors. Students may obtain a Workplace Readiness Certificate, Virginia State Inspection license, a technical
seal through the National Automotive Technicians Education Foundation (NATEF) exam, and ASE Certifications.
Fees for this program (optional) are $150.00 for tools, inspection manual, and work clothing. Students are expected
to wear appropriate (and approved) clothing and shoes to class.
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Carpentry I (8601) Prereq: Proficiency with addition,
subtraction, and division with fractions
especially related to measuring.
Grades 11-12 1 ½ Credits
Instruction includes the theory and practical application of skills in carpentry. Safety, the use of hand and power
tools, wood and wood products, and fasteners are emphasized. Students also begin blueprint reading, zoning
regulations, and building code. Projects of various types are used to reinforce these basic construction principles.
Students are expected to be proficient in mathematics, proficient in measuring, proficient in reading and interpreting
information. The fee for this program is $70.00 for work clothing and related tools. Students are expected to wear
appropriate (and approved) clothing and shoes to class.
Carpentry II (8602) Prereq: Carpentry I
Grades 12 3 Credits
Instruction includes the theory and practical application of the skills required of “framing and trim” carpenters.
Students learn skills in framing floors, wall, and roof systems. Instruction also emphasizes installations of doors,
windows, siding, and various interior trim. Installation of cabinets and their construction are also included. Various
projects are used to reinforce these technical skills. The carpentry program is certified by The Home Builders
Institute in association with The National Association of Home Builders. Students may obtain a technical seal by
passing the National Association of Home Builders Basic Carpentry Exam and Workplace Readiness Certificate.
Students may continue their education at a community college or the apprenticeship program. The fee for this
program is $70.00 for work clothing and related tools. Students are expected to wear appropriate (and approved)
clothing and shoes to class.
Criminal Justice I (8702) Prereq: Meet the standards of the
College Placement Testing
Grade 11-12 3 Credits
The first year of the criminal justice program provides students with an introduction to the American Criminal
Justice System with an emphasis on law enforcement. Students will also be studying criminal, civil and case law as
well as the court system. Students will follow a dress and grooming standard. This course will be a dual enrollment
with John Tyler Community College. Students must maintain 80% attendance to class, in order to be eligible for
college credit. As long as a student meets JTCC and Rowanty requirements, they will receive college credits.
Students that do not meet the College Placement Testing standard for dual enrollment classes may take the class for
high school credit only. The fee for this program is $70.00 for work clothing and related tools. Students are
expected to wear appropriate (and approved) clothing and shoes to class.
Criminal Justice II (8703) Prereq: Criminal Justice I and Meet the
standards of the College Placement Testing
Grade 12 3 Credits
The second year of this program provides students with the opportunity to continue to build on the academic and
practical foundation of the American Criminal Justice System delivered in their first year. The focus of the second
year will be on criminal law, law of evidence, and criminal procedures. Students will be exposed to the elements of
proof for major and common crimes. Students will also learn about different kinds of evidence and the presentation
and admissibility of evidence during criminal proceedings. Students will follow a dress and grooming standard.
This course will be a dual enrollment with John Tyler Community College. Students must maintain 80% attendance
to class, in order to be eligible for college credit. As long as a student meets JTCC and Rowanty requirements, they
will receive college credits. Students that do not meet the College Placement Testing standard for dual enrollment
classes may take the class for high school credit only. The fee for this program is $70.00 for work clothing and
related tools. Students are expected to wear appropriate (and approved) clothing and shoes to class.
Cosmetology I (8527) Prereq: 9th/10th Grade Reading Level
3 Credits
Students are introduced to the selected theory and manipulative skills required of a licensed cosmetologist.
Emphasis is placed on safety and sanitation procedures, professional ethnics, anatomy and physiology, basic skills
associated with hair styling, scalp treatments, and manicuring procedures. Students are expected to purchase a
cosmetology kit and uniforms containing laboratory supplies (approx. $275.00). Due to Virginia State Board for
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Barbers and Cosmetology requirements, this course is evenly divided between theory and application. Students are
expected to be proficient in reading and interpreting information. Students need to demonstrate good manual
dexterity and attend school on a daily basis. The first year course provides a strong theoretical background. Students
will only enter the lab and application portion of this course once students have achieved the requisite theoretical
background needed to successfully and safely execute the applications presented in the classroom. This program is
governed by the Virginia Department of Professional and Occupational Regulation. Students are expected to wear
appropriate (and approved) clothing and shoes to class.
Cosmetology II (8528) Prereq: Cosmetology I
Grade 11-12 3 Credits
Students continue to study cosmetology theory and practice required skills. The competencies taught in Level I are
reinforced with an emphasis placed on advanced hair design techniques, chemical texture services, hair coloring,
and salon management. Students who successfully complete both levels are eligible to take the Virginia State Board
for Barbers and Cosmetology examination for cosmetologists. The fee for the state-licensing exam is approximately
$200.00. Students may obtain a Virginia Cosmetologist license, Virginia Career Readiness Certificate, and a
technical seal. This program is governed by the Virginia Department of Professional and Occupational Regulation.
Students are expected to wear appropriate (and approved) clothing and shoes to class.
Electricity I (8533) Prereq: Successfully completed Algebra I
with a “C” or better & Meet the Standards of
the College Placement Testing
Grade 11 3 Credits
Students develop the skills and technical knowledge related to electrical circuits, single-phase alternating current,
residential wiring methods, estimation of costs, and the use of the National Electric Code. Students are expected to
purchase a scientific calculator and basic set of tools (approx. $150.00) for the course. This course will be a dual
enrollment with John Tyler Community College. Students that successfully complete the full two year sequence of
courses are eligible to receive a Career Studies Certificate in Electricity from John Tyler Community College.
Students must maintain 80% attendance to class, in order to be eligible for college credit. Dual enrollment students
that do not meet the attendance requirement will be removed from the dual enrollment portion of the course. As
long as a student meets JTCC and Rowanty requirements, they will receive college credits. Students that do not
meet the College Placement Testing standard for dual enrollment classes may take the class for high school credit
only. Students are expected to wear appropriate (and approved) clothing and shoes to class.
Electricity II (8534) Prereq: Elecricity I
Grades 12 3 Credits
Skills and technical knowledge relating to commercial wiring, installation of conduit, and industrial control wiring
are developed. Motor controls, transformers, three-phase circuits, low-line voltage, and programmable logic control
concepts are also studied. This course will be a dual enrollment with John Tyler Community College. Students that
successfully complete the full two year sequence of courses are eligible to receive a Career Studies Certificate in
Electricity from John Tyler Community College. Students must maintain 80% attendance to class, in order to be
eligible for college credit. Dual enrollment students that do not meet the attendance requirement will be removed
from the dual enrollment portion of the course. Students may also obtain Workplace Readiness Certificate and a
technical seal by meeting the criterion level of the National Center for Construction Education and Research for the
electrical exam. Students are expected to wear appropriate (and approved) clothing and shoes to class.
Masonry I (8512) Prereq: Proficiency with addition,
subtraction, and division with fractions
especially related to measuring.
Grade 10-12 1 ½ Credits
Students will acquire a general working knowledge of all aspects of the masonry field that includes, brick and black
construction, mixing mortar, and using specialty tools. Basic foundation and wall construction are emphasized.
Student projects are used to reinforce masonry skills and principles. Students are expected to be proficient in
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mathematics, measuring, and interpreting information. Students will perform physical labor inside and outside. The
fee for this program is $70.00 for work clothing and related tools. Students are expected to wear appropriate (and
approved) clothing and shoes to class.
Masonry II (8513) Prereq: Masonry I
Grade 11-12 3 Credits
Students will continue to develop their masonry skills. In addition to foundation and wall construction, students will
learn the use and application of various bonds, designs, and configurations used in the construction of walls,
columns, arches, stone work, and ceramic tiles. Students may obtain a Workplace Readiness Certificate, a technical
seal through the National Center for Construction Education and Research (NCCER) exam. Students may obtain
employment in the field, continue in an apprenticeship or community college program. The fee for this program is
$70.00 for work clothing and related tools. Students are expected to wear appropriate (and approved) clothing and
shoes to class.
Nurse Aide I (8360) & Nurse Aide II (8362) Prereq: Students must have successfully
completed Biology with a “C” or better and
16 years of age at beginning of the course.
Grade 11-12 3 Credits
Students in this program will learn skills which include taking and recording vital signs and assisting with special
health care procedures. Students will learn anatomy and physiology, nursing care procedures and safety related to
this field. Students will take the state nurse aide exam. Students are financially responsible for the state licensing
exam ($94.00), a uniform and shoes, and other equipment. The total approximate cost is $270.00. Students
finishing the program are expected to meet the requirements for the Workplace Readiness Certificate, Virginia State
Board for Nurse Aide (CNA), NOCTI Nursing Assisting, and obtain employment in the field. This program has
been approved by the Virginia State Board of Nursing for the training of Nurse Aides and prepares students for the
State examination. A goal for all students is to pursue a practical or registered nurse program or any area of health
care. Students will be required to participate in clinical nursing sessions at a local nursing home. Students must
have CPR/AED certification, proof of insurance, and a negative TB test before attending any clinical hours. These
requirements are mandatory and there are no exceptions. Students will follow a dress and grooming standard.
Students are expected to wear appropriate (and approved) clothing and shoes to class and to clinical sessions.
Students must follow all attendance requirements, clinical nursing requirements, and have a minimum of 80% on
grades before students will be eligible for any certification testing. The Virginia Board of Nursing governs the
Nurse Aide program. Nurse Aide I is offered first semester and Nurse Aide II is offered second semester. Please
note that a student MUST successfully complete Nurse Aide I before continuing in Nurse Aide II. Any student that
does not complete Nurse Aide I successfully will be offered the option of returning to his/her home school (with
guidance approval) or will be placed in one of the cluster courses (Welding, Auto Body, Carpentry, Masonry) for
second semester.
Welding I (8672) Prereq: Proficiency with addition,
subtraction, multiplication, and division
of fractions and decimals.
Grades 10-12 1 ½ Credits
Students develop skills and technical knowledge in oxygen-acetylene welding and the cutting and brazing of metals.
Students will also learn to shape, cut, bend, and join various metals. Projects will be provided to enable a student to
apply their metal trade skills. Students are expected to be proficient in mathematics, reading comprehension, and
demonstrate good hand/eye coordination. The fee for the course will be approximately $125.00 for helmet, gloves,
work clothing, and other tools. Students are expected to wear appropriate (and approved) clothing and shoes to
class.
Welding II (8673) Prereq: Welding I
Grades 11-12 3 Credits
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Continued welding instruction will enable a student to weld metals in various positions (horizontal, vertical, and
overhead) as well as learning other metal fabrication techniques used in local business and industry. Training will
also be provided in MIG and TIG welding. Practical application of these skills will be utilized in the manufacture and
repair of various items and equipment. Students may obtain a Workplace Readiness Certificate, NOCTI Welding, a
technical seal by meeting the qualifying score on the Work Keys Assessment and American Welding Society Sense
Level I Exam. Students may obtain the American Welding Society (AWS) plate steel certification. The student is
responsible to pay for the exam (approximately $200.00.) Students are expected to wear appropriate (and approved)
clothing and shoes to class.
Insurance
Rowanty Technical Center offers programs that expose students to a variety of career fields. Students have
learning experiences where they are using tools and power equipment representative of that career field. The Center
provides instruction on safety and the use of this equipment. This instruction with supervision doesn’t guarantee
that students always follow the best practices or these measures prevent accidents. Consequently, students are
expected to have health/medical insurance either through their parents/guardians or purchase school health insurance
either through the home school or by the internet. Proof of insurance must be provided within the first week of
enrollment. Failure to provide proof of insurance or purchase of school insurance will result in the student being
returned to the home school, without exception.
Diploma Seals and Verified Credit
Students who pass Virginia Department of Education approved industry certification tests and are receiving
a standard or advanced studies diploma, are eligible for the Virginia Board of Education’s Career and Technical
Education Seal and/or the Virginia Board of Education’s Advanced Mathematics and Technology Seal. In addition,
students who successfully complete these tests are eligible for the Student-Selected Verified Credit of Choice.
Additional information may be obtained at: www.cteresource.org\ppg\ .
Course Career and Technical
Education Seal
Advanced Mathematics
and Technology Seal
Verified Credit
Auto Body Technology X X
Automotive Technology X X
Carpentry X X
Cosmetology X X
Criminal Justice X X
Electrical X X
Emergency Medical
Technician
X X
Firefighting X X
Masonry X X
Nurse Aide X X
Welding X X
Certifications, Recognitions, and Licenses
Students who satisfactorily complete one of the following programs may be eligible for
the related certifications, recognitions, and licenses through appropriate licensing agencies.
Additional certifications are available for Construction (Electricity, Masonry, Carpentry, and
Welding) in Forklift and OSHA 10 – Construction. OSHA 10 – General certification is available
for Criminal Justice students.
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Dual Enrollment
With
Virginia Community College System
Course Credits Earned
Electricity 12 Credits
Criminal Justice 12 Credits
Rowanty Technical Center Attendance Policy
Part of the mission of the Rowanty Technical Center is to prepare students to make the
important transition from school to post-secondary education and/or employment. Helping
students develop good attendance habits is an important part of that mission. This policy applies
solely to those students attending Rowanty Technical Center and the courses in which they are
enrolled.
Students are expected to attend school every day. Any absence will be considered
unexcused until appropriate verification is received and reviewed by the principal/designee.
Some programs have very specific requirements about attendance and the certifying agency will
indicate the amount of absences (excused and unexcused) before loss of credit, certification
and/or dismissal in the program. Students in these programs will be informed at the beginning of
school.
Each time a student is absent from school, he/she will provide a note from the
parent/guardian or official documentation from a medical office, court or other organization
within five days school days of the absence.
An absence shall be excused for the following reasons per nine week marking period:
1. Personal illness (3 days, with parent verification)
2. Death in immediate family or household (4 days)
3. Professional or legal appointment (unlimited, unless there may be reason to suspect abuse)
4. Required court appearances
5. College/military visits with prior approval of the principal
6. Extenuating circumstances with prior approval of the principal
Students will not be marked absent for participation in school approved field trips and
club meetings. It is the student’s responsibility to notify teachers and the attendance officer prior
to such absences. Students who miss class due to field trips, testing, etc., and who know in
advance, should have assignments prepared for the following school day.
It is the student’s responsibility to request makeup work for days missed. Students must
make-up work within 5 days of each absence unless other arrangements have been made with the
teacher. The teacher will determine time allotted for return of makeup work. The student shall be
responsible for securing and furnishing all notes to the main office when he/she returns to school.
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Students are reminded that presenting a “forged note” will result in disciplinary action. If
a student exceeds five (5) unexcused absences per nine week marking period, academic credit for
that nine week marking period may be denied. Other days must be excused by professional notes
(doctor, legal, etc.). If credit is denied, the student and his/her parent may appeal this decision to
the principal. If the student surpasses the daily attendance limit during a semester, the student is
still required to attend school under the Compulsory Attendance Law.
Credit Denial and Appeal
Any student, who has five (5) days or more unexcused absences in any class in a given
nine week period, may be subject to credit denial. A grade of 59 will be received (or the earned
grade for the course, if it is lower than 59). If credit is denied, the student and parent/legal
guardian may appeal the decision to the principal. If the student has surpassed the absence limit
during the semester, the student is required to continue to attend school under the Compulsory
Attendance Law.
Tardies
Students will be marked tardy when entering class after class has started unless they have
an approved student pass or other approved excuse for being late. Upon receiving the third tardy,
in the same nine weeks grading period and in the same class, the student will be required to sign
a disciplinary form indicating that this is his/her third tardy. The instructor will hold the form and
if the student is tardy again during the nine weeks period, the student will be referred to the
administration.
Early Dismissals
Students will be allowed to leave school early for a doctor’s appointments or other
purposes if a request is made by the parent/guardian through The Rowanty Technical Center.
Unless the student is to be picked up by the parent/guardian, this request must be written and
include an explanation of how and with whom the student will leave the Technical Center and
the telephone number where the parent may be reached during school hours. If the student is to
be dismissed early, the parent/guardian or an adult approved by the parents must show
identification and sign the student out of the office. If a student is dismissed and is not present
for at least one-half of the instructional period (75 minutes), the student will be marked absent
for the day. Students who leave early without following procedure will be considered skipping
and will be disciplined accordingly.
Field Trips, Testing, and Other Home School Activities
Students who are on legitimate home school field trips or who are detained at the home
school for other activities are not counted absent at the Technical Center provided the Center is
notified by the appropriate administrative personnel from the home school. These students are
expected to make up any work missed to the satisfaction of the teacher upon returning to school.
Late Arrivals
When tardiness is necessary, written verification stating reasons for such shall be
presented upon arrival. Tardiness shall be considered excused for reasons consistent with those
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for which an excused absence is granted. Students are not considered tardy when the bus arrives
late. In the event the school officials determine its necessary, steps shall be taken to verify an
excuse for absence, late arrival, or early dismissal. School officials may question a pattern of
absences, late arrivals, or early dismissals when there is reason to suspect forgery or a
misrepresentation of facts exists.
Rowanty Technical Center’s Grading Policies & Procedures
All instruction at the Rowanty Technical Center is directed towards the achievement of
specified tasks or job skills. Instructors are required to incorporate state-approved task lists and
tasks from Virginia’s All Aspects of an Industry and Workplace Readiness Skills.
The teacher determines the student’s grade through a weighted average of tests, quizzes,
homework, project grades, and performance grades based on the state approved task list. Grades
for these assignments will be based off the Rowanty Technical Center’s Grading Scale. Grades
will be reported to each home school. Dinwiddie and Sussex students will have their grades
reported in letter and numerical score. Prince George students will have their grades reported in
letter form only. The Prince George Guidance Department will translate these letters into
numerical form, to be used for calculating GPA only. Please note that Rowanty Technical
Center’s numerical scores will be the only scores used to calculate whether students are eligible
to take their state licensing exams (e.g., Nurse’s Aide, EMT, Firefighting).
Any student that receives a grade of 65 or lower on an end of quarter, semester or year
grade may be placed on academic probation. The home school will then be notified and a plan
for improvement will be completed in conjunction with the student, parents/guardians, home
school (any appropriate personnel), and Rowanty Technical Center. Failure to comply with the
plan for improvement may result in removal from the program.
Rowanty Technical Center’s Grading Scale
Grade Scale
A 90-100
B 80-89
C 70-79
D 60-69
F 60 or below
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OTHER PROGRAMS, SERVICES, AND RELATED INFORMATION
School Counseling and Guidance Services
Sussex County Public Schools’ counseling programs are staffed by licensed school counselors and are
designed to complement and support the state standards to ensure that all students in pre-K through grade 12 receive
support in academic, career, and personal/social development. Professional school counselors collaborate with parents,
teachers, administrators, and other school and outside agency members to foster, promote, and improve student success
and achievement in schools.
Academic counseling that assists students and their parents to acquire knowledge of the curricula choices available
to students, to plan a program of studies, to arrange and interpret academic testing and to seek post-secondary academic
opportunities.
Career counseling that helps students to acquire information and plan action about work, jobs, apprenticeships, and
post-secondary educational and career opportunities.
Personal/social counseling that assists students in developing an understanding of themselves, the rights and needs
of others, how to resolve conflict and to define individual goals, reflecting their interests, abilities, and aptitudes.
Early College Scholars Program
The Early College Scholars Program is designed to allow and encourage eligible high school seniors to
complete requirements for a high school diploma and concurrently earn at least 15 hours of transferable credits toward
a college degree. Students interested in pursuing the Early College Scholars Program should have a “B” average or
better, be pursuing an Advanced Studies Diploma, and be completing or have completed college-level course work
(i.e., Advanced Placement, International Baccalaureate, Cambridge, or dual enrollment) that will earn at least 15
transferable college credits. The student and their parents/guardian must sign an agreement that sets forth the
expectations and responsibilities for the program requirements.
Students who participate in the Early College Scholars Program can enroll in the Governor’s Virtual
Advanced Placement School and will have tuition and AP examination fees reimbursed by the Department of
Education for any Virtual Advanced Placement School course taken.
Please see your school counselor for more information and procedures for the Early College Scholars
Program.
Gifted Education
Each student who is gifted in general intellectual aptitude is provided an appropriate program that recognizes
and develops those unique values, needs, and abilities. This instructional service for gifted learners is addressed as an
integral part of the school division’s comprehensive educational program in grades K-12.
Activities and opportunities are structured to emphasize development of self-awareness, self-expression,
inquiry, and problem solving. Learning experiences for gifted learners will emphasize the development of higher level
thinking processes, research and communication skills, and creativity in both affective and cognitive learning domains.
English for Speakers of Other Languages
English for Speakers of Other Languages (ESOL) program is available to students at identified schools. Each
program is designed for students that need additional educational services.
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Sussex Success Academy
The Sussex Success Academy is designed to help students have an easier transition into high school and to
provide them with skills and support to improve their performance as students and as members of the greater
community. All new 9th graders will be enrolled in a freshmen seminar called Teen Leadership. The curriculum of
this course is designed to develop academic skills, foster intra- and interpersonal skills, and offer career planning. In
addition, all new 9th graders to Sussex Central High School are required to attend to a two-day orientation program
during the summer.
Algebra Readiness Program
Students must pass Algebra I and the Algebra I Virginia SOL End-of-Course test to earn a Standard Diploma
from a high school in Virginia. The Algebra Readiness Program is designed to provide mathematics intervention
services to students who are at-risk of failing the Algebra I End-of-Course test, as demonstrated by their individual
performance on diagnostic tests that have been approved by the Department of Education.
Math instruction will be individualized to provide the assistance needed for success in Algebra I. Only
students who are performing below average in their current mathematics course and/or did not pass the Virginia SOLs
mathematics assessment test will be required to take the diagnostic test. Those students that are not successful on the
diagnostic test will be required to enroll in the Algebra Readiness Program or the student will be required to complete
an after-school Algebra Readiness Program, if available. The program is designed for students in grades six (6)
through nine (9).
Alternative Education
Option 1 - General Education Diploma (GED) is available for students who need an environment outside
of the regular school program to be successful. The alternative program will provide students an opportunity to achieve
a General Education Diploma and attend Rowanty Technical Center to gain skills in an identified trade. Half of the
student’s school day will be scheduled with a caring instructor that will prepare the student for the GED requirements
and the other half of the school day will be scheduled in a program at Rowanty Technical Center. Students must
complete two years of the program to be a vocational completer. Students must remain in the program until completion
to be eligible to take the GED test.
Option 2 - The Individualized Student Alternative Education Plan (ISAEP) is also available to certain
students. It is designed for those students who are a minimum of 16 year of age, two years behind their peers, enrolled
in high school programs who are having difficulty finding success in a regular classroom environment, and whose
class are seniors graduating during the year enrolled in the program or have graduated. Students must meet the
following requirements:
an initial Principal-Parent Student (PPS) meeting,
a 7.5 grade equivalent or higher on a recognized standardized measure of reading achievement, and
achievement of a score of 410 or higher on each of the subtests of the Official GED Practice Test (OPT).
Students may request to enroll in the program through their high school counselor or may be recommended
by the school. A limited number of students will be accepted.
Special Education
Special education services are provided for all identified students who are disabled and who are in need of
services. These services are provided within the school division and/or in regional programs.
The term disabled means those students who are: autistic, deaf/blind, hearing impaired, mentally
handicapped, multi-handicapped, orthopedically impaired, other health impaired, seriously emotionally disturbed,
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severely and profoundly handicapped, learning disabled, speech and language impaired, traumatic brain injury,
visually handicapped and pre-school (below the age of 5) handicapped.
Related services such as physical therapy, occupational therapy, speech therapy, and vision therapy, are
available through the school division on an itinerant basis to identified handicapped students eligible for these services.
Questions related to special education procedures and services may be directed to the school principal or the
Special Education Specialist.
Library Services
The library collection includes books, kits, magazines, videos, and other media. Students are encouraged to
use the library during open time under their teacher’s direction. Classroom teachers also schedule their classes in the
library to provide students with resource information beyond the textbook and to encourage students to check out
books. Replacement cost must be paid for lost or excessively damaged books.
Appomattox Regional Governor’s School
The Appomattox Regional Governor’s School is located in Petersburg, Virginia. It is the only full time
governor’s school in Virginia devoted to the fine arts and technology. Students attending the governor’s school come
from fourteen school districts throughout central and southern Virginia. The school is designed to cater to talented
students in the fine/performing arts and technology, who also have a need for more advanced classes than a regular
high school can offer. Students who attend Sussex County Public Schools may apply during their 8th grade year to
attend the Appomattox Regional Governor’s School beginning the fall of their 9th grade year. There are limited slots
available to students and interested students should contact the Sussex Central High School counselor for information.
CodeRVA High School
CodeRVA is a new, regional, public high school opening in September 2017. The school’s design builds
on next generation school models across the nation that rethink the use of time and space, leverage technology to
accelerate learning, personalize learning experiences, and redesign curriculum to align with competency-based
progressions. Focused on computer science, the school will offer the opportunity to complete high school
requirements through a combination of blended (online and face-to-face) learning, integrated coursework, and
project-based learning. CodeRVA students will be provided an opportunity to graduate with a Virginia high school
diploma, an associate’s degree from the community college system, industry certifications, and paid work
experience in computer science related fields.
Middle College High School
The Middle College High School Program (MCHS) is a partnership between Richard Bland College (RBC)
and Sussex County Public Schools, and is located on the campus of Richard Bland College.
The Middle College High School Program includes juniors from Sussex Central High School. Students have an
opportunity to complete requirements for high school graduation, while earning college credits concurrently,
towards an Associate's Degree.
MCHS Program Goals:
To provide a learning environment where students take control of their own educations with appropriate support.
To offer students a chance to explore individual interests through more diverse course offerings
To provide small learning communities where students have greater opportunities for guidance and improvement
To provide students with career opportunities and courses not available at most high schools
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To provide the support services needed for success in high school and college courses
To give students a solid foundation for continuing their college career
Interim Reports and Report Cards
Interim Reports are issued to students at the midpoint of each nine-week grading period. These reports
communicate to parents whether their child is performing above, below or at academic expectations. Report cards are
available as scheduled to be picked up by parents each nine-week period. Parents are encouraged to contact their
child’s teachers to follow up with concerns about their child’s performance at school.
Powerschool Grade Portal
Sussex County Public Schools provides parents the opportunity to be able to view their children’s grades and
attendance through our division’s student information system, PowerSchool. It allows parents/guardians to log into
the system to view real-time information regarding their child(ren)’s attendance and grades. You are always connected
and are able to participate fully in staying abreast of your child’s progress. To get started you must contact your child’s
school and complete the required form.
PSAT, SAT, and ACT Testing
Students who wish to take the listed assessments in preparation for college admission should contact the
School Counseling Office. Information on test preparation is available as well as information on test dates and
registration deadlines. For more information, visit www.collegeboard.com and www.actstudent.org.
Economics Education and Financial Literacy Objectives
Sussex Central High School integrates financial literacy into its existing curriculum by hosting special
programs.
Textbooks
Basic textbooks are issued free to all students. The purchase of certain consumable materials and vocational
texts are the responsibility of the student. Students are required to pay for books found to be unduly damaged or lost.
Students having an outstanding debt for damaged or lost books are not issued books until settlement is made.
Bus Transportation
Transportation is provided to and from school. In addition, activity buses transport students who participate
in school sponsored after-school activities, including athletic practices and club meetings. The activity buses operate
on an activity route only stopping at various points in the county.
Records Required for Enrollment
Students new to the county schools may enroll in the school 365 days by providing the following
documentation to the school:
School records
Certified copy of birth certificate
Immunization records
Student’s social security card
Proof of residency
Proof of custody (may be required)
Documentation that the student is in good standing
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Mission Statement
EDUCATING TOMORROW’S LEADERS
We believe that all students can learn. The mission of Sussex
County Public Schools is to provide a safe and secure learning
environment where all students develop into knowledgeable and
productive citizens. Sussex County Public Schools will provide the
necessary instructional resources, learning opportunities and
leadership for students to reach their highest educational potential
to be our leaders of tomorrow.
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