Programs

Programs for Identified Gifted Students

The Wyomissing Area School District’s K-12 Gifted Support Program provides individualized instruction and experiences in five core themes: communication, research, critical thinking/problem solving, creative expression, and self-awareness. This instruction is based on each student’s Gifted Individualized Education Plan. To further the gifted program, identified students in grade 7 participate in the Gifted Writing Workshop course. This course not only focuses on improving writing skills, but it also allows gifted learners to interact with their intellectual peers while exploring discussion and research-based topics. Eighth grade students enrolled in the gifted program will compete a self-selected project to help prepare them for the academic rigor of high school by encouraging acceleration and differentiation.

Course: G500 Colloquium .25 Credits 1 Day/Cycle

The Gifted Colloquium program is available for all gifted identified students in grades 9-12. Students work within an inquiry framework, including: curricular extension, differentiated enrichment, group discussion, in-class co-operative learning opportunities; in addition to the refinement of problem solving, critical thinking and communication skills. Students will develop and deliver a presentation to a prescribed audience, based on the results of their work, as an annual culminating activity. In sum, students seek to make the most of their inherent and developed talents and provide the potential for personal success, self-fulfillment, social development and production within the school and local community.

Special Education Programs and Services

Students with identified disabilities are provided a continuum of special education service options addressing their learning and social/emotional needs. Instruction for students is modified to address their unique strengths and needs, providing for the development of basic academic skills, and presenting content material in an adapted format. Student programs are reviewed or revised annually by an Individualized Education Program (IEP) team and students are recommended for direct instruction in the special education program when their learning needs cannot be adequately accommodated within a general education program with supplementary aides and services.

The following programs are offered at Wyomissing Area Jr./Sr. High School to meet the special needs of our identified students and help them to make meaningful education gains: Life Skills Support, Autistic Support, Emotional Support, and Learning Support.

The Life Skills Support program emphasizes individual, practical learning and incorporates “real-life” social, academic and vocational experiences into the curriculum. The goal is to prepare and support students for successful participation in school and in their post-secondary plans.

The Autistic Support program is designed for students who are identified with autism. This program emphasizes individual, practical learning to meet academic and social needs to prepare and support students for successful participation in school and in their post-secondary plans.

The Emotional Support program is designed for students who are identified as exceptional and are experiencing emotional and/or behavioral difficulties. The goal is to help students develop coping skills and replacement behaviors so that they may be successful in a general education setting and in their post-secondary plans.

The Learning Support program is designed for students who are identified as exceptional and are experiencing academic learning difficulties. The goal is to help students with their individual needs and to support their participation in the general education setting, curriculum, and in their post-secondary transition plans.

More information about Special Education programs and services may be obtained by contacting the Office of Special Education at 610-374-0739, Ext. 1112.

English Language Development (ELD) Instruction – The following courses (335-ELD Beginner 7-8, 345-ELD Beginner 9-12, 336-ELD Intermediate 7-8, 346-ELD Intermediate 9-12, 337-ELD Bridging 7-8, 347-ELD Bridging 9-12, 340-ELD Newcomer) offer standards-based instruction for English learners (ELs) in reading and language arts. The program is carefully designed for ELs to accelerate their growth in language and literacy. Students are put in either a beginner, middle, or advanced level of language study based on how well they can talk, listen, write, and read. Every student is evaluated annually using the WIDA Access 2.0, the English Language proficiency test, to determine ELD needs and can be reclassified after meeting the state mandated exit criteria.

Multi-Level Enrollment - Because of low enrollment, certain courses may be combined resulting in two levels meeting at the same time with one teacher e.g., Latin IV/Latin V, Accounting I/Accounting II, etc.

NCAA - The NCAA approves core courses for use in establishing the initial eligibility certification status of student-athletes. A list of NCAA approved core courses for initial eligibility is available in the counseling office. For more information regarding NCAA college-bound student athletes, contact the counseling office or go to www.eligibilitycenter.org.

Early Admission to College - Students who have achieved exceptional academic excellence in a strong academic program may apply for early college admission during their junior year. This process must be recommended by the school counselor and approved by the building principal. These students must have fulfilled all course and credit requirements that are required of a Wyomissing Area High School junior to be eligible to gain early admission to college for his/her senior year. Upon completion of a successful college freshman year and receipt of an official college transcript, the student will be awarded a Wyomissing Area High School diploma.

School Counseling Services - The school counseling program of the Wyomissing Area School District provides a variety of services dealing with the comprehensive development of students. School counselors work in cooperation with parents and staff to assist students in long-term educational planning and problem solving. Among the services available to students, parents, staff, and graduates are the following:

1. Arrange conferences with individual students, with parents, and/or with staff as needed concerning students’ personal, social, educational, and career development.

2. Distribute course selection information to students and parents and assist in scheduling the best program available for each child.

3. Provide information dealing with post high school planning, including education, financial aid, military opportunities, careers, the job market, and transition.

4. Disseminate information dealing with the Board-approved testing program, standardized testing programs required for post high school institutions, employers, and the military, etc. as well as resources available for academic enrichment and improvement.

5. Coordinate volunteer, career activities and credit recovery programs.

6. Counsel regarding summer school information and enrollment.

7. Advocate for individual students referred to MTSS, SAP, and community agencies.

8. Act as a liaison for students between the home and school.

9. Initiate referrals and coordinate supportive services, such as social work, Special Education, MTSS, and alternative education.

Student Assistance Program (SAP) - A student who is having academic, behavioral, attendance, emotional difficulties or exhibiting any at-risk behaviors may be referred to the SAP Team which can recommend actions to remediate the issue. A referral can be made by a student, staff member or parent.

Multi-Tiered Systems of Support (MTSS) – MTSS is a comprehensive, instructional framework that includes universal screening of all students, multiple tiers of instruction and support services, and an integrated data collection and assessment system to enable early identification and interventions for students academically at risk. MTSS also takes into consideration the social, emotional, and behavioral development of students. Students are given benchmark and diagnostic assessments (i.e. SRIs, IXL, CDTs, Cars and Stars) throughout the year to determine needs and eligibility, and core teachers of students at all levels utilize data to design strategic interventions and appropriate instruction. Assessments also aid in determining placement in specialized reading and/or math courses to support their identified academic needs.

Library Services - The school library exists to enrich and support the educational program of the school. The goal of the library is to provide a collection of print and electronic resources that supports the curriculum, stimulates research, and motivates independent reading. The library offers a variety of classroom and collaborative areas. Students will become skillful and discriminate users of information.

COURSE 7000: 7TH ADVISORY 1 Credit 6 Periods/Cycle/All Year

As students transition to the Junior/Senior High School, the Seventh Grade Advisory promotes meaningful relationships between staff and students, while providing academic supports. A personalized learning environment will afford students with a structure and set of practices for examining and encouraging academic progress. Advisory is an extension of our 4 main classes (English, math, science, and social studies). It is taught by our 7th Grade Team teachers together.

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Berks Career and Technology Center (BCTC)

BCTC is a premier career & technical education center with state-of-the-art learning labs. Teachers are experienced professionals with practical experience. Programs are reviewed and updated annually by local business and industry advisors.

OUR MISSION is to prepare all students for successful careers and higher education through a highly acclaimed, integrated academic and technical education experience

BCTC prepares YOU for:

Two or four-year college
Technical or trade school
Co-op, Internship, and Job-shadow
Military service
Direct entry into the workforce

BCTC also offers students the opportunity to be involved in career and technical student organizations including SkillsUSA, HOSA, National Technical Honor Society, PBA, and FFA. Such organizations provide personal growth, leadership and networking opportunities.

Berks Career & Technology Center consists of two campuses:
East Campus | 3307 Friedensburg Road | Oley, PA 19547 | 610-374-4073
West Campus| 1057 County Road | Leesport, PA 19533 | 610-374-4073
Visit us online at www.berkscareer.com

Seven Career Pathways

Nearly 40 Career and Technical Education Programs

5 Dual Enrollment Academies with Reading Area Community College:

4 Technical Academies and 1 Teacher Academy

3 Dual Enrollment programs with Penn College Dual Enrollment

Business & Information Technology

*Business Management & Entrepreneurship (W)

*Computer Systems Networking & Security (E)

*IT Programming (W)

Communications

***Advertising Art & Design Tech. (W)

Video & Media Content Production (W)

Construction

Building Construction Occupations (E)

Cabinetry & Wood Technology (E)

***Carpentry (E)

Electrical Occupations (W)

Heavy Equipment Operations (E)

***Horticulture (E)

HVAC / Refrigeration (E)

Masonry (E)

Painting & Decorating (E)

Plumbing & Heating (E)

Engineering & Manufacturing Technology

Drafting Design Technology (W)

Precision/Computerized Machining Technology (W)

Welding Technology (W)

*Mechatronics Engineering Technology (W)

Healthcare

Dental Occupations (E)

Health Occupations (W)

****Medical Health Professions (W)

Sports Medicine & Rehabilitative Therapy (E)

Services

Cosmetology (B)

Culinary Arts (B)

*****Early Childhood Education (B)Protective Services – Homeland Security (E)

Protective Services – Law Enforcement (E)

Service Occupations (E)

Transportation

Automotive Collision Repair Technology (B)

Automotive Technology (B)

Diesel Technology (E)

Heavy Equipment Technology (E)

Recreational & Power Equipment Technology (W)

Note:

(B) Offered at both campuses
(E) East Campus only
(W) West Campus

*Technical Academy Associates Degree Program with Reading Area Community College; RACC articulation with Bloomsburg University BAS degree in Technical Leadership offered on RACC’s campus.

***Penn College Dual Enrollment Articulation Agreement with Penn College of Technology.

****Senior Only Program, Based at Penn State Berks & Reading Hospital.

*****Teacher Academy Associates Degree Program with Reading Area Community College; RACC articulation with Kutztown University BSED (PreK-4 Certification) program offered on RACC’s campus.

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Dual Enrollment

RACC (at JSHS)

CHE 150 and CHE 155 - Chemistry I and II
MAT 210 - Statistics
PHY 240 - Physics I
ENG 125 - Introduction to Literature
DSC 180 - Introduction to Computer Programming
EDU 299 - Education Seminar
PSY 130 - General Psychology
POS 130 – American Government
COM 151 – Fundamentals of Speech
MAT 220 – Honors Calculus I

Alvernia University (at JSHS)

ED 110 - Introduction to the Teaching Profession

Is there a cost for me to take a Dual Enrollment course?
- Yes; however, the cost is significantly reduced from regular tuition fees.
  - For RACC courses held at JSHS, students can expect to pay approximately $99 per credit with no additional fees. Tuition is payable to RACC.
  - For Alvernia course (held at JSHS), the tuition rate is $80/credit.
  - For Albright course and lab, the tuition rate is $625/semester.
- Financial assistance is available for qualified students.

Will my Dual Enrollment credits transfer to my college of choice?
- RACC credit has transferred to over 1200 colleges, universities and technical schools; however, each college is different. Please check with your chosen college for more information to see if they have a transfer agreement or will accept RACC credit for your course.

Helpful Tips:
- Confirm with the colleges you plan to apply to that they will accept Dual Enrollment transfer credits from the Dual Enrollment programs you choose.
- Always refer to the dual enrollment courses using the college course titles and numbers when talking to target colleges for transfer credits.
- Ask if the school accepts dual enrollment courses taught by high school teachers.
- Ask what these credits will do for you (e.g. count towards general education requirements or electives, satisfy English, science, etc. requirements, enable you to take more advanced courses earlier, etc.) if you decide to attend their college.
- Ask for the name and contact information of the person you are speaking to. Document your conversations. You may want to do this via email so you have a record of the conversation.
- Check out www.patrac.org to learn more about transferring credits in Pennsylvania.

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What is the difference between AP and Dual Enrollment courses?

Both dual enrollment and AP courses are rigorous, college-level classes taught by certified Wyomissing Area teachers, and offer students an opportunity to earn college credit while in high school.

The primary difference between both is that AP courses prepare students to take the national AP exam in that subject, which is administered by the College Board. Colleges award credit based on exam scores (3 minimum but more selective colleges require 4 or 5 to award credit). Students can review score requirements for a particular school at: https://apstudents.collegeboard.org/getting-credit-placement/search-policies

Dual-enrollment courses are college-level courses taught by approved Wyomissing Area faculty for both high school and RACC college credit. Students must pass the course with a C or better to earn Dual Enrollment credit, which then can be transferred to their college of choice. Both AP and dual-enrollment courses are more rigorous than traditional high school courses and offer students an opportunity to have a heavier weight applied to their overall GPA.

Must I enroll at the university for Dual Enrollment credit?

Paperwork that must be completed once you decide to enroll in a Dual Enrollment course. The paperwork is due early in the school year.

Reading Area Community College Early Admissions Option

Highly motivated high school juniors and seniors who would like to get a jump on their post-secondary education and start earning college credits can choose from multiple programs at the Reading Area Community College.

How does it work?

Early Admissions students pay tuition and fees. Early Admission courses include RACC's online and campus-based courses. The program is for high school students who are academically ready for college and want to take college courses on campus or online.High school students interested in enriching their curriculum with college course work during their junior and senior year may request consideration for the Early Admission Program. Second-semester seniors with a minimum of a 2.8 GPA may also be considered for this opportunity.

RACC's Enrollment Services staff, in consultation with your student’s guidance counselor, evaluates each request on an individual basis. Students considering the Early Admission Program must exhibit maturity and demonstrate above average academic achievement (A/B average) to benefit from college-level courses. Early admission students are permitted to enroll in two (2) courses each semester and must meet the prerequisites for the courses they intend to take. Students are advised based on their academic record, intended future plans / major.

Admissions: Early Admission for High School Students | RACC

Course Catalog - RACC Self-service

Early Admission (EA) WASD credit values:RACC course = 1 elective credit
EA credits may count towards WASD elective credit requirements only.
All EA credits will be unweightedWASD elective credits.
EA credits can only be accumulated during the academic school year
- Any course taken over the summer will count as college credit only.
Students can accumulate a maximum 8 credits per academic year. 8 credits includes WASD courses + college courses.
Students must complete paperwork to designate which course(s) they are counting as EA vs. college credit upon registration.
RACC and WASD are collaborating to reduce the cost of these credits for WASD students. Students/parents will be responsible to pay $300 for a 3-credit course. Additional support may be available for students with financial need, please contact your guidance counselor for additional information.

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What is STEAM?

STEAM is an educational approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking.

The end results are students who take thoughtful risks, engage in experiential learning, persist in problem-solving, embrace collaboration, and work through the creative process. These are the innovators, educators, leaders, and learners of the 21st century.

The STEAM Model

STEAM is an integrated approach to learning which requires an intentional connection between standards, assessments and lesson design/implementation.

True STEAM experiences involve two or more standards from Science, Technology, Engineering, Math and the Arts to be taught AND assessed in and through each other. Inquiry, collaboration, and an emphasis on process-based learning are at the heart of the STEAM approach. Utilizing and leveraging the integrity of the arts themselves is essential to an authentic STEAM initiative.

The STEAM Process

STEAM’s foundations lie in inquiry, critical thinking, and process-based learning. The entire idea surrounding STEAM lessons and the STEAM approach is that it is based upon questioning and higher levels of critical thinking. Inquiry, curiosity, problem solving, and being creative in the finding of the solutions is at the heart of this approach.

STEAM Pathways

WASD has designed and developed specialized STEAM pathways that will allow students multiple options to acquire science, technology, engineering, arts, and mathematics knowledge and skills that will prepare them for college and/or career in a STEAM field. Through rigorous courses, innovative concepts, technology and collaboration with community partners STEAM pathways will prepare students to meet the needs of post-secondary education and the 21st century workplace.

Students interested in pursuing post-secondary education and/or a career in one of the fields below are encouraged to follow the pathways of course offerings. The *courses offer core content and skills and are recommended to be taken before graduation. Students should elect to take a combination of the elective courses of their intended pathway in addition to the core courses.

COMPUTER SCIENCE

ENGINEERING

BIOMEDICAL

APPLIED ARTS

Courses below offer core content and skills of each pathway and are strongly recommended.

*Intro to C.S.

(504)

*Physical Science (202 or 203)

*Biology

(201, 205, 206, 212, or 213)

*Drawing

(618)

*C.S. Games & Apps

(505)

*Chemistry

(204, 207, 210, or 238)

*Chemistry

(204, 207, 210, or 238)

*Computer Art

(617 or 618)

* Software Design(515, 516)

*Physics

(208, 209, or 214)

*Anatomy & Phys.

(220)

*Intro. To Art

(604 or 605)

*AP Java or AP CS Principles (509 or 510)

*Calculus

(010, 012, 020, or 021)

*Honors/AP Stats

(024 or 025)

*Multimedia I

(956)

* Essentials ofEngineering (250)

* Essentials ofEngineering (250)

*Physics

(208, 209, or 214)

*Multimedia II

(957)

*Advanced Engineering (251/252)

* Essentials of Engineering (250)

COMPUTER SCIENCE

ENGINEERING

BIOMEDICAL

APPLIED ARTS

Courses below are to be taken in support of and to enhance the core courses of each pathway.

AP Java

(509)

Princ. of Electricity

(285)

AP Biology

(213)

Mixed Media Craft

(622)

Computer Art

(617, 618)

Environmental Science (234 or 235)

AP Chemistry

(238)

Public Art

(620)

Digital Photography

(621)

Robotics

(518 or 520)

Forensics

(232)

Digital Photography

(621)

AP C.S. Principles

(510)

Computer Aided Drafting (950)

Drawing

(618)

Computer Aided Drafting (950)

Honors C.S. Capstone

(517)

Drawing

(618)

*Essentials of Engineering (250)

Multimedia III

(958 or 959)

Advanced Placement Courses

Since Advanced Placement (AP) courses are offered to prepare students for the Advanced Placement examination, students who enroll in AP courses must pay for and take the exam. Students needing financial assistance should see the AP Coordinator. The AP is based on the premise that secondary school students can learn college-level material. Participating colleges, in turn, grant credit and/or appropriate placement to students who have done well on the AP Examinations. A final grade of an A, B, or C gives an additional .25 to the GPA for AP courses. Students enrolled in an AP course may not drop that course after the second week of school when the drop/add window closes.

Students may take any AP exam without taking the AP course. Taking an AP test, however, cannot be substituted for course credit towards graduation.

In addition to receiving AP weight for AP courses, students who are enrolled in the Dual Enrollment program and taking college courses though the BCTC will also receive a .25 weighting for all final grades of A, B, or C.

AP Capstone is the College Board’s Advance Placement diploma program. A diploma program is a program that signifies a student has completed a certain set of requirements in high school to earn an advanced diploma. (This is in addition to your basic high school diploma.) Probably the most well-known advanced diploma program is the International Baccalaureate (IB) program.

Specifically, AP Capstone includes two foundation courses – AP Seminar (363) and AP Research (364) – to enhance four subject-specific AP courses (in any subject) for a total of six AP courses. Typically, students will choose AP classes that are interesting to them and treat them as totally separate entities. They do not have to make connections between their AP classes or the skills they require. By including AP Seminar and AP Research, the Capstone program aims to make AP a more cohesive high school program.

How AP Capstone Works

To get the AP Capstone diploma, student will schedule AP Seminar in 10th or 11th grade, followed by AP Research in the 11th or 12th grade. In addition to AP Seminar and AP Research, students will take AP classes of their choosing at any point in high school.

Students earning a 3 or higher on all these exams, will receive the AP Capstone Diploma. Students earning scores of 3 or higher in AP Research and AP Seminar, but do not take four other AP classes or do not score a 3 or better on the exams will receive the AP Seminar and Research Certificate, signifying they acquired college-level academic and research skill through the AP Program.

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Internship Program

COURSE: INT500 INTERNSHIP 1 Credit 6 Periods/Cycle/All Year

The Internship Program at Wyomissing Area School District is offered for students in grades 11-12. The purpose of this program is to provide students with the opportunity to participate in a professional work-based experience where they learn and apply employability skills while exploring a career of interest. In addition to participating in the workplace experience, students will communicate regularly with their assigned Internship Advisor, complete weekly reflective assignments, conduct professional interviews, and compare current literature about the career to learned skills. Opportunities in career areas such as a business, a non-profit organization, a K-8 educational setting, or some other workplaces are available through the Internship Program.

Internships can be completed through an adjusted academic schedule, after school or on the weekend. Credits will be based on length of assignment with a maximum of 3 credits per school year. Internship courses receive no more than an honors level .2 weighting for a full year placement. Any semester internship (or equilivant 90-day internships) receive a .1 weighting.

Course INT500 (Education Internship) is also offered as a Dual Enrollment course through Reading Area Community College. Students who enroll in a Dual Enrollment course pay the cost per credit to Reading Area Community College. Participating universities and colleges may grant transfer credit to students who earn a qualifying grade for the course. For more detailed information about Dual Enrollment, please refer to the opening pages of the Program of Studies.

COURSE: INT500 INTERNSHIP
Flexible Credits/Placement Dependent

The Internship Program is an honors weighted program offered for students in grades 11-12. The purpose of this program is to provide students with the opportunity to participate in a professional, work-based experience where they will learn and apply employability skills while exploring a career of interest. In addition to participating in a workplace experience, students will communicate regularly with the Internship Coordinator, complete reflective assignments and conduct professional interviews focused in their chosen placements. Interns will also be expected to present their relevant experiential objectives to a prescribed audience at the conclusion of the school year. Opportunities in career areas such as a business, government, a non-profit organization, a K-8 educational setting, or other workplace environments are available through the Internship Program.

Internships can be completed through an adjusted academic schedule, after school, or on the weekend. Credits will be based on length of assignment with a maximum of 3 credits per school year. Internship courses receive no more than an honors level .2 weighting for a full year placement. Any semester internship (or equivalent 90 day internships) receive a .1 weighting.

0.5 Credit = 6 periods/Cycle/ Semester

1 Credit = 6periods/cycle/All Year

2 Credits= 12periods/Cycle/All Year

3 Credits= 18 periods/Cycle/All Year

COURSE: T8060 DIVERSIFIED OCCUPATIONS 1 Credit
6 Periods/Cycle/All Year

Diversified Occupations (DO) combines hybrid instruction with on-the-job training that aligns with the career interest of high school seniors. This unique program furthers Wyomissing’s partnership with business and industry to foster the skills needed for today’s workforce. This experience is designed to integrate classroom study focused on 21st-century skills along with a planned, supervised, work experience. Career competencies and hands-on skills are developed at the job site under the direction of a designated supervisor. Related classroom theory is offered through a hybrid model of instruction through Schoology. Maintaining employment and class attendance is essential to the successful completion of course requirements.

Work experiences can be completed through an adjusted academic schedule, after school, or on the weekend. Students must work a minimum of 3 days/15 hours per week and supervised by a cooperating employer. Credits will be based on length of assignment with a maximum of 3 credits per school year.

Internship Guidelines

As a participant in the Wyomissing Area High School Internship Program, you will be expected to create a professional portfolio, which will include the following elements:

1. Career Objective

At the beginning of the internship, you will research and report on a desired Career Objective. Consider including personal skill development as well as interpersonal development and the application of the knowledge base you have currently obtained through your Wyomissing Area education. Through the internship period, come back to these objectives and comment regarding how you are (or are not) progressing on each one.

2. Course Content

Each week, we will cover course content that includes employability skills and topics necessary for successful employment in the future. These topics may include, but are not limited to:

Career Development & Planning
Employment Acquisition
Human Relations
Health & Safety
Employment Retention
Communications Development
Legal Awareness
Consumer Skills
Economics
Future Planning

3. Monthly Reflections

Each month, you will complete a reflective assignment related to the month’s course content. Please see examples below:

What safety hazards are present in your internship and how are they addressed? Is personal protective equipment (PPE) required? If so, what type(s) of PPE will you be using and what will it protect?

What types of communications skills are necessary to effectively perform the job you are exploring? Provide an example where either good or bad communication occurred this month. If bad communication occurred, explain how it was/will be addressed in the future.

4. Online Portfolio

During your internship, you will be responsible for creating and updating a professional online profile through LinkedIN. This is for you to utilize throughout your career after leaving high school.

You will also complete the following requirements as a part of the successful completion of the WAHS Internship Program

Internship Introduction - Before you begin your placement, you will attend a scheduled professional workshop to introduce you to the following applicable skills: characteristics of a responsible employee and workplace safety. Every effort will be made to schedule these sessions around existing athletic and extracurricular schedules, but your attendance is mandatory.

Mentor Evaluations - Mentors will evaluate your progress monthly and will provide feedback on your areas of strength and your opportunities for growth.

Attendance - Internship students are expected to report regularly and on-time to all scheduled work periods.

Quarterly Meetings - You will attend one meeting during the last week of each marking period to check-in on your progress and receive updates regarding your internship. You and your mentor(s) will be notified of these meetings well in advance to accommodate your schedule.

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Junior Reserves Training Corps (JROTC)

The Junior Reserve Officers' Training Corps (JROTC) is a federal program sponsored by the United States Armed Forces in high schools across the United States and United States military bases across the world. Beginning in the fall of 2020, Wyomissing students will be eligible to participate in JROTC though a cooperation agreement with the Wilson Area School District. Students will be transported to Wilson High School where they can participate in JROTC during period 11 as well as any after school activities.

More information about the Wilson H.S. JROTC program can be found at:
https://www.wilsonsd.org/wilson-high-school/special-programs-department/jrotc/

JROTC I 1 Credit
6 Periods/Cycle/All Year

The first year of Leadership, Education and Training (LET) course provides an introduction into the JROTC. The program’s mission is to motivate young people to be better citizens. Activities to develop leadership and management skills are stressed. This course uses military skills to teach self-discipline, confidence, and pride in communication skills, promotes and encourages citizenship through participation in community service projects, and develops leadership potential. Students are required to wear uniforms once a week.

JROTC II
1 Credit
6 Periods/Cycle/All Year

The second year of the Leadership, Education and Training (LET) course builds on what was learned during JROTC I, with an emphasis placed on further development of leadership ability, oral communications, drill and ceremonies, first aid skills and map reading. Students are placed in leadership positions and are expected to demonstrate the ability to work cooperatively with others. Course content prepares students to succeed both in school and after graduation. Students are required to wear uniforms once a week.

JROTC III
1 Credit
6 Periods/Cycle/All Year

The third year of the Leadership, Education, and Training(LET) course places more emphasis on leadership within the JROTC cadet battalion. By taking on added responsibility, students gain more leadership skills to help them succeed during and after high school. Duties and responsibilities of a leader are applied to the areas of drill and ceremonies and American citizenship. Career opportunities include ROTC scholarship and military academy programs.

JROTC IV
1 Credit
6 Periods/Cycle/All Year

The final year of the Leadership, Education, and Training (LET) course places primary emphasis on the practical application of the student's leadership duties and responsibilities with the cadet battalion. Students receive practical experiences in problem-solving, group management, and challenges in leadership. Students apply the principles of the planning process, decision-making/problem-solving process, and supervisory techniques in fulfilling
course requirements. The importance of American history through the 20th Century is covered. The course uses group dynamics to plan and conduct inspections and ceremonies. Continued emphasis is placed on community service projects.

Students are required to wear uniforms once a week for JROTC.
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Independent Study - Certain academic courses may be taken via independent study with teacher approval. Independent study is in lieu of regular class time and must substantially meet all course requirements in addition to other requirements, which the teacher may assign to make up for the lack of class time. Student work must be completed within the framework of the given academic year.

Independent Study (IS) Guidelines

IS classes must be in the approved program of studies in order to receive a grade and credit.
Students may not take and IS and receive a grade and credit for a class if they are already enrolled in that particular course.
Independent study courses are not offered for honors or AP weighted courses

Wyomissing AreaJunior Senior High School

JSHS Program of Studies