High School Education at RCS
Our high schools provide students in grades 9-12 with the knowledge and experiences necessary to prepare them for the world of work, for pursuing higher education, or for whatever life choices they choose to pursue after their high school years. Our high schools are committed to providing students with "real-world" experiences in a 21st century classroom environment.
For questions regarding Rockingham County High Schools please contact Gregg Slate, Director of Secondary Schools at 336-627-2600.
High School Registration
Dear incoming and current high school students and families:
This high school course handbook contains information needed to register for next school year. Please read carefully. Give serious consideration to your course selections. Registration is a commitment to take the courses you have selected for the upcoming school year. Remember you are requesting a specific course, not a specific teacher, time, and/or place. Every effort will be made to schedule students for the courses selected. Qualified students may enroll in any course regardless of ethnic origin, sex, race or handicapping condition.
All high schools are fully accredited by AdvancEd, formerly known as the Southern Association of Colleges and Schools, the regional accreditation agency, and by the State Department of Public Instruction. This accreditation means Rockingham County Schools have met and/or surpassed a strict set of national standards of educational excellence.
Students in Rockingham County are required to complete a Senior Capstone Project. The project has four components: a research paper, a portfolio, a product, and a presentation. More information regarding Senior Capstone Project can be found on the here.
Course selections should be taken very seriously. Please make sure you listen to the advice of school officials when selecting courses and alternates. Schedule changes WILL ONLY BE GRANTED if there is an academic misplacement. If you have any questions regarding this process please contact the school.
Additional courses available to Rockingham County High School students include: Rockingham Community College Courses, APEX Learning, RCS VIrtual Academy Courses, and North Carolina Virtual Public School. For details, contact your school counselor.
Future Ready Core
All students will be expected to meet the requirements outlined under the Future-Ready Core Course of Study.
The Future-Ready Core was developed to provide students with a strong academic foundation so that they will have as many options as possible upon graduation.
NC High School Diploma Endorsement
Please see the NC High School Diploma Endorsement information. Students are not required to achieve an endorsement for graduation, however endorsements provide opportunities for students to display evidence of their interests and talents.
High School Resources
High School Options Applications
Rising 9th grade students/Current 8th grade students:
Please return completed application(s) to your middle school counselor or mail your completed application(s) to RCS Central Office, ATTN: High School Options, 511 Harrington Highway, Eden, NC 27288 by March 1, 2019.
All applicants will be notified by April 5, 2019 in regards to admission status.
*Please note: You may apply for more than one academy/program, however, you must complete the corresponding application for each academy/program.
International Baccalaureate Program @ Reidsville High
IB Application 2019-20 - word doc
IB Application 2019-20 - pdf file
Health Sciences Academy @ Morehead High
Health Science Application 2019-20 - word doc
Health Science Application 2019-20 - pdf file
Phoenix STEM Academy @ McMichael High
STEM Academy Application 2019-20- pdf file
Rockingham Early College High School
RECHS Application 2019-20- pdf file
RECHS Transfer Student Application - pdf file
Public Safety Academy @ Rockingham County High
Public Safety Academy Application 2019-20 - word doc
Creative Design & Arts Academy @ Reidsville High
Repeating a Course for Credit
NC State Board of Education policy CCRE-001 (see link for policy)
7.1 The term “repeating a course for credit” will be used to refer to a high school course repeated via any delivery method when the entire Standard Course of Study for that course is being taught to the student for a second time.
7.2 Students are permitted to repeat a course for credit when they have failed a course. Local boards of education may develop policies that define specific circumstances when students other than those who fail a course may repeat a course for credit (see below for RCS procedures).
7.3 Students repeating a course for credit shall receive a grade and take the associated End-of-Course (EOC) assessment. Those students who have already scored at Level 3, 4, or 5 on the associated EOC assessment may elect either to retake the EOC or use the previous passing EOC score as at least 20% of their final grade. If the student retakes the EOC, the higher of the two scores will be used in the calculation of the final grade.
7.4 Beginning in 2015–16, for students who initially fail a high school course and repeat the course for credit, upon completion of the repeated course, the new course grade shall replace the previous grade for the course.
7.5 When a student repeats a course for credit and passes the course, the student only earns credit towards graduation once.
Rockingham County Schools policy 3420 Student Promotion and Accountability (see link for policy)
The NC State Board of Education provides local boards of education the ability to develop policies that define specific circumstances when students other than those who fail a course can repeat a course for credit. Local policy 3420 allows the superintendent or his designee to develop local procedures that allow students to repeat a course for credit to improve their grade. RCS local procedures allow any high school student to repeat a course for credit if the student scored below a 90 (A) on the final course grade. Students interested in repeating a course for credit should contact their school counselor.
NC State Board of Education policy CCRE-001 (see link for policy)
6.1 The term “credit recovery” will be used to refer to a block of instruction that is less than the entirety of the Standard Course of Study for that course. Credit recovery delivers a subset of the Standard Course of Study or blueprint of the original course in order to specifically address deficiencies in a student’s mastery of the course and target specific components of a course necessary for completion.
6.2 The length of credit recovery courses shall be dictated by the skills and knowledge the student needs to recover and not be a fixed length of seat time. When credit recovery is exercised, the original record of the course being completed and failed will remain on the transcript.
6.3 The LEA shall allow a grade pass or a fail for each credit recovery course. The mark will not affect the student’s GPA.
6.4 A student wishing to modify his or her GPA shall repeat a course for credit and not seek a credit recovery solution.
6.5 A local school board may not limit the number of credit recovery courses taken by a student prior to graduation.
6.6 The End-of-Course (EOC) exam associated with the credit recovery course may be administered no later than 30 days upon the completion of the credit recovery course.
International Baccalaureate (IB) Diploma Programme of Rockingham County
at Reidsville High School
The International Baccalaureate (IB) Diploma Programme of Rockingham County at Reidsville High School was approved in May of 1996, by the Board of Education. RHS began offering its first classes in the fall of 1997. At that time, there were only three public high schools and one private high school in NC that were authorized by the IB Organization to offer the program. At the present time, there are twenty-seven schools in North Carolina offering the diploma programme.
The IB programme offers a quality curriculum that encourages critical thinking by the study of traditional disciplines while encouraging a global perspective. It is designed for the academically motivated student who can function independently and has learned to manage time well.
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
Click below to watch an informative video on why IB may be the right program for you.
IB Programme Model
The curriculum is modelled by a hexagon with six academic areas surrounding the three core requirements.
Over the course of the two-year programme, students:
study six subjects chosen from the six subject groups
complete an extended essay
follow a theory of knowledge course (TOK)
participate in creativity, action, service (CAS).
three of the six subjects are studied at higher level (courses representing 240 teaching hours)
the remaining three subjects are studied at standard level (courses representing 150 teaching hours).
Subjects, other than languages, may be taught and examined in:
There are pilot projects taking place in German and Chinese.
RCS is excited to offer this innovative learning opportunity for our high school students. The RCS Virtual Academy began offering classes in the spring of 2016 and will continue to offer courses for 2018-2019.
The RCS Virtual Academy courses are completely online. The majority of courses are taught by RCS teachers; however, we have also partnered with Rockingham Community College who will be offering several online college courses.
The courses being offered for the 2018-2019 school year are listed below. Courses are open to students in grades 10-12 who meet the course prerequisites at any of our high schools.
Overview of the RCS Virtual Academy
The RCS Virtual Academy is a program for students to take courses toward graduation and/or college credit. The RCS Virtual Academy is a new innovative delivery method available to all students in grades 10 - 12 who want to experience online courses through 21st century technology. By creating well-developed, student-centered courses that focus on rigorous instruction for independent learners, the RCS Virtual Academy provides flexibility to students and their individual needs.
Through offering online courses that are in high demand for today’s driven independent learners, the RCS Virtual Academy supports core courses and electives that will allow students to explore distance learning at both the high school and college levels. Similarly, by offering Honors, Advanced Placement, and College level courses students can accelerate learning and gain access to educators who will reach student needs through the dynamic media of online coursework. The available online college courses within the RCS Virtual Academy are aligned with the College & Career Promise program through Rockingham Community College.
The Virtual Academy is open to students in grades 10 - 12 at all schools. Each class will be capped at a maximum of 35 students.
Recruitment of Students
We need counselors and teachers to actively promote and recruit students for these courses. Interested students should contact their counselor to discuss options.
These courses are not tied to a block schedule. Students could work on the course at any time of the day or night. RCS courses will use CANVAS. RCS teachers would be responsible for having 2 times each day where they could respond to questions from students. In addition, there are at least 2 required live meetings each semester.
Please contact Elizabeth Covell (email@example.com) if you have any questions.
Please click here to view our RCS Virtual Handbook and Student Agreement
Rockingham County Schools has had a long tradition of academic excellence and promotion of students to higher education. As we move further into the 21st century, it is imperative that we prepare our students to be the best they can be so they can compete globally. Furthermore, we must challenge our young people to take more rigorous classes, like Advanced Placement (AP) and College Dual Enrollment Courses, so they can have high level options after high school, With the creation of the Advanced Studies Academy at each high school, the faculty and staff wish to create an environment that helps students reach their goals and pushes each child toward high academic success.
The Advanced Studies Academy’s course sequence enables students to obtain college-level course credit during their high school career through each high school’s collaboration with Rockingham Community College’s Career & College Promise Program and potential college credit through Advanced Placement Coursework and exams. Upon completion of the program, students will have acquired college-level course credits that will place them as potential college/university sophomores or juniors. These classes may be offered on-campus at Rockingham Community College, through online or distance learning courses, or at their high schools depending upon the number of students enrolled in each course.
Attached is a Advanced Studies Academy Commitment form with potential course pathways for students. Additionally, counselors are available to answer any questions you may have along the way.
Thank you for your time and we hope that your child and you will choose the rigorous and high level pathway of the Advanced Studies Academy.
Greggory R. Slate, Ed.D.
Director of Secondary Schools
Potential Advanced Studies Academy Pathways
Credit by Demonstrated Mastery
2018 - 2019
If you feel you already know the content of a high school course, you have the opportunity to explore Credit by Demonstrated Mastery. You will need to talk to your counselor, complete an application, score a Level V on the EOC or score 90% correct on an exam, and complete an artifact. You might be able to show mastery and move into more challenging courses!
Application Deadline for 2019 TBD
What is Credit by Demonstrated Mastery?
Credit by Demonstrated Mastery (CDM) is the process by which a student may earn credit for a high school course by demonstrating a deep understanding of the content; without course enrollment or seat time. CDM was designed to respond to needs of students, families, AIG community, school personnel and leadership.
CDM specifically offers NC students the opportunity to personalize and accelerate their learning, thus allowing for optimal student growth while providing an opportunity to have effective seat time to learn new content.
How does a student earn Credit by Demonstrated Mastery?
Students shall demonstrate mastery through a multi-phase assessment, consisting of:
Phase 1: A standard examination, which shall be the EOC/EOG where applicable, or a final exam developed locally and
Phase 2: An artifact which requires the student to apply knowledge and skills relevant to the content standards.
While the CDM process is open to all students, it is not designed for whole groups of students. Likewise, it is not intended to replace the general accelerated pathways local school districts often provide for advanced students.
(NCDPI September 17, 2017)
To learn more about this process, please review the following resources. Applications for Spring 2020 testing are due TBD.
For more information, see your school counselor, call Nancy Towler at 336-627-2649, or check out this website.
The Capstone Experience (formerly the Graduation or Senior Project) is a graduation requirement for all students enrolled currently in twelfth grade and all subsequent classes. The Capstone Experience provides an opportunity for students to demonstrate how well they can use what they know and have been taught, as well as showcase new learning acquired through the Capstone Experience. The experience is a performance-based assessment that measures a student's mastery of graduation expectations in the areas of knowledge, communication, problem solving, and responsibility. The project grade is the part of the English curriculum for each student in the Rockingham County School District.
Topics for the Capstone Experience should challenge students in new areas instead of focusing on existing areas of expertise, making it a learning stretch.
The Capstone Experience consists of four components detailed below:
This paper requires students to develop and demonstrate proficiency in conducting research and in writing about a chosen, in-depth topic. A Capstone Experience Steering Committee for the district sets parameters to guide the length, format, sources, writing style, and other characteristics related to acceptable topic selection, research practices, and writing styles.
A product related to or an extension of the student’s research topic is selected, designed, and developed by the student. The product must be supported by evidence, such as a model or demonstration or a service that will benefit the school or community. It may solve a problem or examine an essential question. The product should challenge the student, show applications of learning, and reflect the substantial time spent completing it. The student is expected to spend a minimum of fifteen hours collectively between time working on the product and collaborating with an expert in the field. A school-based committee will approve the initial plans for the product. Each student will document his or her progress in a blog that will be monitored periodically and submitted as part of the portfolio.
An electronic portfolio containing reflective writings, photographs, logs, and other student documents will demonstrate the student’s process and progress. The portfolio will be monitored by the teacher on a periodic basis.
A professional presentation summarizing the entire process from topic selection to project completion will be delivered to a panel of judges.
High School Counselors and College Advisers in all four of the traditional Rockingham County High Schools and the Early College are interested in working with all students who desire to attend a community college or a four-year university. However, they are particularly interested in assisting first generation college students in making that dream a reality. Unfortunately, financial aid is a primary concern of the majority of graduating high school seniors preparing for college today. High school seniors, especially first-generation college prospects, typically need a substantial amount of funding to pay for their first year of college and beyond.
Fortunately, there is hope through the form of opportunities and resources for high school seniors. There are many grants that can be made available to students. Much like a scholarship, grants are a form of college financial aid that do not have to be repaid. The one that is the most commonly used is the Pell Grant. This is a federal grant and is awarded to students based on their financial need. In order to qualify for any sort of grant, a student must complete the FAFSA (Free Application for Federal Student Aid).
If you are a high school student, or the parent or guardian of a high school student who is interested in attending college, please make an appointment to speak to your High School Counselor or your College Adviser. You can also go to the website Grants Guide for High School Students. It provides good information as to how to navigate the world of financial aid and offers support for students to find out more about enrolling in postsecondary colleges or universities and the next step of their journey.
Students enrolled in North Carolina high schools shall have the opportunity to earn Endorsements to their High School Diploma that identify a particular area of focused study, beginning with the graduating class of 2014-2015. The earning of endorsements shall be based on the following criteria:
Students shall meet all requirements set forth in State Board Policy, “State Graduation Requirements” related to earning a high school diploma.
Students may earn a Career Endorsement, a College Endorsement, a College/UNC Endorsement, a North Carolina Academic Scholars Endorsement, and/or a Global Languages Endorsement.
The requirements for earning these endorsements are defined below:
Except as limited by N.C.G.S. §115C-81(b), the student shall complete the Future-Ready Core mathematics sequence of Algebra I, Geometry, Algebra II, Math I, II, III or Integrated Math I, II, III and a fourth mathematics course aligned with the student’s post-secondary plans. Acceptable fourth math courses for the Career Endorsement include any math course that may be used to meet NC high school graduation requirements, including applied math courses found in the Career and Technical Education (CTE) domain.
The student shall complete a CTE concentration in one of the approved CTE Cluster areas (http://www.ncpublicschools.org/cte/curriculum/);
Agriculture, Food and Natural Resources
Architecture and Construction
Arts, A/V Technology and Communications
Business, Management and Administration
Education and Training
Government and Public Administration
Hospitality and Tourism
Law, Public Safety, Corrections and Security
Marketing, Sales and Service
Science, Technology, Engineering and Mathematics
Transportation, Distribution and Logistics
The student shall earn an unweighted grade point average of at least 2.6.
The student shall earn at least one industry-recognized credential. Earned credentials can include Career Readiness Certificates (CRC) at the Silver level or above from WorkKeys assessments or another appropriate industry credential/certification.
- The student shall complete the Future-Ready Core mathematics sequence of Algebra I, Geometry, Algebra II, Math I, II, III or Integrated Math I, II, III; and a fourth mathematics course aligned with the student's post-secondary plans. The fourth math course must meet University of North Carolina system Minimum Admission Requirements or be acceptable for earning placement in a credit-bearing college math class under the North Carolina Community College System’s Multiple Measures Placement policy.
- The student shall earn an unweighted grade point average of at least 2.6.
- The student shall complete the Future-Ready Core mathematics sequence of Algebra I, Geometry, Algebra II, Math I, II, III or Integrated Math I, II, III and a fourth mathematics course that meets University of North Carolina system Minimum Admission Requirements that include a mathematics course with either Algebra II, Math III orIntegrated Mathematics III as a pre-requisite;
- The student shall complete three units of science including at least one physical science with a lab, one life science and one additional science course;
- The student shall complete U.S. History or equivalent coursework;
- The student shall complete two units of a world language (other than English);
- Students shall earn a weighted grade point average of at least 2.5.
North Carolina Academic Scholars Endorsement
- The student shall complete the Future-Ready Core mathematics sequence of Math I, II, III; Algebra I, Geometry, Algebra II; or Integrated Math I, II, III and a fourth mathematics course that meets University of North Carolina system Minimum Course Requirements that include a mathematics course with either Math III, Algebra II, or Integrated Mathematics III as a pre-requisite.
- The student shall complete three units of science including an Earth/Environmental science course, Biology, and at least one physical science course that must include either physics or chemistry.
For students entering ninth grade prior to 2012-13, the student shall complete three units of social studies including U.S. History, World History, and Civics and Economics. For students entering ninth grade in 2012-13 or later, the student shall complete four units of social studies including World History, American History: Founding Principles, Civics and Economics, American History I and American History II.
The student shall complete two units of a world language (other than English).
The student shall complete four elective credits in any one subject area, such as Career and Technical Education (CTE), JROTC, Arts Education, World Languages, or in another content area.
The student shall have completed at least three higher-level courses during junior and/or senior years which carry quality points such as Advanced Placement, International Baccalaureate or Dual Enrollment courses; Advanced CTE and CTE credentialing courses; honors level courses, or Project Lead the Way courses.
The student shall earn an unweighted grade point average of at least 3.50.
Global Languages Endorsement
- The student shall earn a combined unweighted 2.5 GPA or above for the four English Language Arts courses required for graduation.
- The student shall establish proficiency in one or more languages in addition to English, using one of the options outlined below and in accordance with the guidelines developed by the North Carolina Department of Public Instruction.
- Pass an external exam approved by the North Carolina Department of Public Instruction establishing “Intermediate Low” proficiency or higher per the American Council on the Teaching of Foreign Languages (ACTFL) proficiency scale.
- Complete a four-course sequence of study in the same world language, earning an overall unweighted GPA of 2.5 or above in those courses.
- Establish “Intermediate Low” proficiency or higher per the ACTFL proficiency scale using the Credit by Demonstrated Mastery SBE policy.
- Limited English Proficiency students shall complete all the requirements of sections 5a and 5b above and reach “Developing” proficiency per the World-Class Instructional Design and Assessment (WIDA) proficiency scale in all four domains on the most recent state identified English language proficiency test.
Students may earn more than one Endorsement.
Students are not required to earn an Endorsement in order to receive a diploma. (IMPORTANT TO KNOW)
The implementation of this policy is required for all Local Education Agency high schools. This policy is optional for charter school boards of directors.
History Note: Authority G. S. 115C-12(40)
Session Law 2013-1