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Christopher Fredericks
International Baccalaureate Academy Principal
CAS and Extended Essay Coordinator

Tiffany Hardy
Executive Principal, HHS

capThe International Baccalaureate Program is offered by Hampton City Schools to provide the opportunity for academic excellence for all students. The IB Program provides an internationally accepted qualification for entry into higher education and is recognized by universities worldwide. Hampton High School is authorized to offer the IB Program and is one of nearly 5,000 schools worldwide that offer an IB Program. Students that are accepted into the IB Program at Hampton High School participate in the HCS Pre-IB Program during the 9th and 10th grade years, which is designed as a preparatory program for the IB Diploma Program. Students are enrolled in the IB DIploma Program during the 11th and 12th grade year. Students who participate in the full IB DIploma Program are required to take courses in 6 different subject groups and also participate in a Theory of Knowledge course. Students at Hampton High School can also enroll as an IB Course/Certificate student during their 11th and 12th grade year if they do not participate in the full program. You can learn more about the IB Program by visiting the IB website at  For questions about the IB Program at Hampton High School, please contact the IB Program Coordinator, Christopher Fredericks, by either email ( or by phone (757-896-5745).

The International Baccalaureate Program encourages the development of universal human values as nations and peoples increasingly compete in a global marketplace. These universal human values are expressed in the Learner Profile as 10 attributes: inquirers, thinkers, communicators, risk-takers, knowledgeable, principled, caring, open-minded, balanced, and reflective.

The International Baccalaureate Program 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.

The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

As IB learners we strive to be:

  • Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
  • Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global signi­ficance.
  • Thinkers: We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
  • Communicators: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
  • Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
  • Open-Minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
  • Caring: We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
  • Risk-Takers: We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
  • Balanced: We understand the importance of balancing different aspects of our lives-intellectual, physical, and emotional-to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
  • Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

TRANSPORTATION Hampton City Schools provides transportation for students enrolled in Hampton High School’s Pre-IB Diploma Programme and IB Diploma Programme students at Hampton High School. Hampton High School’s Pre-IB Diploma Programme students and IB Diploma students zoned for other high schools in the district are contacted by transportation prior to the opening of school with the time and location of their pick up. If your phone number and address have changed, please contact Christopher Fredericks at 896-5745 prior to the opening of school. During the school year, contact the HHS Main Office at 825-4430for transportation issues. The HCS Transportation Department contact number is 757-727-1079.

ibThe IB Diploma Years Programme is offered at Hampton High School for grades 11 and 12.  Students interested in the IB Diploma Programme are required to complete an application process.  Most students apply during grade 8 but applications are accepted through grade 10.  Students pursuing the IB Diploma Programme participate in Hampton High School’s Pre-Diploma Program in grades 9 and 10 and begin the IB Diploma Programme in grade 11. Students accepted into Hampton High School’s Pre-Diploma Programme and the IB Diploma Programme will have transportation provided for them during the length of their time at Hampton High School.

The goals of the International Baccalaureate Program are to insure intellectual rigor and high academic standards, to teach young people to relate the experiences of the classroom to the real world, to become critical thinkers, to become lifelong learners, and informed participants in their communities and in the world. Students who successfully complete the program will earn the prestigious IB Diploma in addition to the Advanced Studies Diploma.

Requirements of the IB Diploma Programme include successful completion of six IB subjects: English (or the student’s native language), History, Math, Science, Foreign Language, and an IB elective. Three of these subjects must be taken at the Higher Level and three at the Standard Level, which is similar to having majors and minors. During these courses, students complete IB moderated Internal Assessments. At the completion of the coursework, students sit for external exams in each subject. These internal assessments and external exams are scored by international judges who assess IB students in America on the same standards as IB students in any other country in the world. In addition to the coursework, students must also take the seminar class Theory of Knowledge, submit the 4000 word Extended Essay on original research, and complete documented community, action, and service hours.

Students who graduate from the Programme may earn college credit, advanced standing, and/or advanced placement in many colleges or universities. The IB Organization lists college recognition policies on its website:

Each student who wishes to apply to attend the Magnet Center must submit a completed application. Applications are available in all middle school guidance offices and the IB Office at the Magnet Center in Hampton High School. Completed applications are due in the IB office at Hampton High School prior to students leaving for Winter Break. To be eligible for Hampton High School’s Pre-Diploma Program, it is highly encouraged that students complete Algebra I before the conclusion of their 8th grade year.:

All applicants will complete a writing assessment and student interview. Students will be notified about dates and times.

Criteria 1

• successful completion of Algebra 1
• pass Algebra I SOL test
• completion of French I or Spanish I is preferred

Criteria 2

• a minimum GPA of 3.0 or better in core classes

Criteria 3

• Writing Assessment

Criteria 4

• 5 teacher recommendations (8th grade teachers of English, Math, Science, Social Studies, and Foreign Language)

Criteria 5

• a personal interview

Criteria 6

• standardized test scores

Each student will be scored on a selection matrix with the possibility of 0 to 5 points for each of the categories in the criteria above. Interviews will be conducted at the applicant’s middle school. Following the personal interviews, the applications will be reviewed and Selection Matrix scores tallied by the Selection Panel. The applicants will then be placed on the Hampton High School’s Pre-Diploma Program Admissions List according to Selection Matrix scores. The ordered list will be used to offer admission into this program to the students with the highest Matrix scores. The remaining students will be placed on a waiting list for later notification in the event that a position opens in the IB Magnet Program.

The process has been modeled after selection processes used in other Hampton High School’s Pre-Diploma Program in the country and has proved to be successful in identifying the type of student who can succeed in this rigorous program.


The International Baccalaureate Magnet Center has an Academic Review Policy that governs eligibility of students. Student grades will be reviewed during the school year; and when necessary or upon request, conferences will be conducted to formulate Academic Plans. Every student is expected to maintain a GPA of 3.0. Tutoring and counseling will be available to assist students in achieving to their potential. Students whose GPA’s are below 3.0 will be required to arrange tutoring and to schedule parent/teacher conferences to assist in attaining the minimum GPA. All rising 10th graders will receive a letter in the summer informing them of their grade point averages (GPA). In most cases, students with a GPA below 3.0 will be notified that they have until the end of the first semester of their sophomore year to meet that requirement or they will be put on Academic Probation. Students on Academic Probation have one semester to meet the GPA requirement or face removal from the program at the end of their sophomore year.




Pre-DP English 9: Critical reading will be taught and implemented through class discussions, annotation studies and self-created and led monologues and presentations. The ability to prove comprehension and the ability to apply literary terms will take place within personal writing and analysis of genres including short stories, novels, drama and poetry. International literary works from the time of Sophocles to the present will provide a range of content, which will serve as a stem from which continued reading knowledge may expand.

PDP French II-IV: The course is designed for students to be able to communicate effectively in French, orally and in writing. Students continue to develop their proficiency in interactions with other speakers of French, understanding oral and written messages in French, and making oral and written presentations in French. Through these activities, students begin to show a greater level of accuracy when using basic language structure.

PDP Spanish II-IV: The Pre-DP Spanish II course is offered to Pre-DP students during their 9th grade year after having completed one year of prior study. The course is designed for students to be able to communicate effectively in Spanish, orally and in writing, in various formal and informal settings. The course is designed to continue to develop the students’ skills in the areas of speaking, listening, reading, writing, and knowledge of Spanish-speaking cultures and contributions. 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 cultures.

PIB AP World History: This course is designed to prepare students for the International Baccalaureate Program. This course is an analysis of world history beginning with foundations of civilization through the present. This course challenges students by incorporating extensive reading and writing assignments and helps to develop their analytical skills. Students are given a rigorous curriculum that focuses on the themes of world cultures, religions, politics, economics, philosophies, human interaction, and geography. Students will take the AP World History exam and the Virginia Standards of Learning test in World History II at the end of their ninth grade year.

PDP Biology: This introductory course to Biology is designed to provide students with an understanding of the past history and the current nature of biology. Students will be provided with a body of knowledge including facts and concepts, which will be based upon using the scientific method. The course also includes all information needed to pass the Virginia Standards of Learning test.

PDP Geometry: This course is designed for students who have successfully completed Algebra I. This course includes the deductive axiomatic method of proof to justify theorems and to tell whether conclusions are valid. Methods of justification includes paragraph proofs, flow charts, two-column proofs, indirect proofs, coordinate proof, and verbal arguments. Emphasis is places on two and three-dimensional reasoning skills, coordinate, and transformational geometry, and the use of geometric models to solve problems. A variety of applications and general problem-solving techniques will be used. Students will use calculators, computers and graphing utilities where feasible.

PDP Algebra II and Trigonometry: This course is designed for advanced students who are capable of a more rigorous course at an accelerated pace. Students enrolled in Pre-DP Algebra II and Trigonometry are assumed to have mastered those concepts outlined in the Algebra I and Geometry standards. A thorough treatment of advanced algebraic concepts is provided through the study of functions, polynomials, rational expressions, complex numbers, matrices, and sequences and series. Emphasis should be placed on practical applications and modeling throughout the course of study.

PDP Inquiry: The Inquiry course is designed to develop the critical, analytical, and logical thinking skills necessary to succeed in the IB Program. Using a question based and student centered approach, Inquiry challenges the individual to investigate topics and construct their own knowledge. This interdisciplinary course is also intended to support, enhance, and demonstrate relationships among the six IB Subject Groups. To do so a continual emphasis is placed on the development of study skills, time management strategies, and goal setting. Experiential learning is the primary mode of instruction. Guest speakers visit the classes, and students will take trips to museums, performances, and lectures.


PDP English 10: An intensive course for students who have been accepted into the International Baccalaureate Magnet Program. This course covers all of the SOL's for English 10 and 11 as well as a comprehensive introduction to literary analysis, writing techniques for composing commentary, and spontaneous critical thinking.

PDP French III-V: The course is designed for students to be able to communicate effectively in French, orally and in writing. Students continue to develop their proficiency in interactions with other speakers of French, understanding oral and written messages in French, and making oral and written presentations in French. Students communicate using more complex structures in French on a greater variety of topics.

PDP Spanish III-V: The Pre-DP Spanish III course is offered to Pre-DP students during their 10th grade year after having completed two years of prior study. The course is designed to continue to develop the students’ skills in the areas of speaking, listening, reading, writing, and knowledge of Spanish-speaking cultures and contributions. Students communicate using more complex structures in Spanish in a variety of topics, including some of an abstract nature, such as social rights and responsibilities. Spanish is used almost exclusively in the class and students develop the ability to discuss topics related to historical and contemporary events and issues.

Advanced Placement United States Government and Politics: This course is a one-semester college level course designed to prepare the enrollees to successfully complete the Advanced Placement Examination, administered by the College Board and the Educational Testing Service. This college level course is also designed to encourage more reading, more complex analyses and reasoning, and skill development. Ultimately, the course is designed to help students understand the intricacies of the American political process. Both the multiple choice and essay questions on tests and the AP exam require students to use critical reasoning and higher level thinking skills. These course requirements will be completed during the tenth grade year for students seeking placement in the International Baccalaureate Program.

PDP Chemistry: This course is an advanced level chemistry course taught in 10th grade that provides students with the fundamental knowledge chemistry, using analytical and critical thinking and the inquiry approach to scientific investigation.

Pre-Calculus: This course is designed for advanced students who are capable of a more rigorous course at an accelerated pace. Students enrolled in Pre-DP Pre-Cal are assumed to have mastered those concepts outlined in the Algebra and Trigonometry standards. Pre-Cal is intended not only to extend students' knowledge of function characteristics but also to introduce them to another mode of mathematical reasoning.


GRADES 11 & 12

HL and SL

SL - Standard Level courses are rigorous IB courses. Students who earn a 4, 5, or 6 on an end-of-course IB Standard Level exam usually score a 3, 4 or 5 on an AP exam in the same course.

HL – Higher Level courses are taught at a higher level of depth and complexity.

Students are required to take 3 SL’s and 6 HL’s in their junior and senior years. Students may take more than 3 courses at the HL level with approval by the teacher and the IB Coordinator

IB English 11 & 12 (HL): The study of IB English Higher Level includes the creation, presentation and evaluation of persuasive oral presentations. Appreciation for literature is enhanced by studying classic and contemporary American and world literary selections. Identification of prevalent themes and characterizations present in American and international literature is reflective of history and culture.

IB French IV - VII (SL/HL): The course is taught as a second language at both the Standard Level and the Higher Level so that students who complete 5 years of an IB language will be fluent speakers and writers of that language. The Higher Level adds an emphasis on literature and literary criticism. At levels IV and V, students continue to develop their proficiency in interactions with other speakers of French, understanding oral and written messages in French, and making oral and written presentations in French. Students are able to exchange and support opinions on a variety of topics related to contemporary and historical events and issues.

IB ab initio German: This accelerated 3-year course is taught over 2 years, and is designed for students to be able to communicate effectively in German, orally and in writing, in various formal and informal settings. The course is designed to develop the students’ skills in the area of speaking, listening, reading, writing, and knowledge of German-speaking cultures and contributions.

IB Spanish IV - VII (SL/HL): The IB Spanish IV and V courses, taught on the Standard and Higher Level, are offered to IB Diploma candidates during their 11th and 12th grade years after having completed three and four years of prior study. The Higher Level includes all SL subjects as well as focusing on literary analysis. Students use Spanish to access information in other subject areas and to compare and contrast cultural elements of countries where Spanish is spoken with their own. Spanish is used exclusively in all classroom interactions and instruction. The Spanish V course seeks to develop language skills that are useful in themselves and that can be applied to various activities and disciplines rather than the mastery of any specific subject matter.

IB History of the Americas/20th Century World History Topics: This course is part of a two-year course, which will culminate in history examinations for the IB diploma at the end of the 12th grade. At the end of the 11th grade, students will take the Standards of Learning (SOL) test in Virginia/U.S. history. The course is a survey of 400 years of U.S. History as well as an in-depth study of 100 years of U.S. history based on themes such as the Civil War and reconstruction, foreign policy, and the Cold War.

IB Psychology SL: This 1-year course is a systematic study of behavior and experience with attention to cultural variables to study the diversity of human behavior in a more comprehensive way. The goal is the possible improvement of individual life as well as the understanding of the social conditions that affect the individual. The rapid increase in globalization and the use of technology calls for greater insights into how individuals interpret meanings, relationships and health. Psychology addresses these complex issues so that students can develop an understanding of themselves and others. It, therefore, offers the opportunity to focus on individuals and societies in the context of a social science which is an integral part of the Diploma Program.

IB Biology SL/HL: This course, taught over a 2 year period, is designed to be the equivalent of the first-year college general biology course. It is taught at the Higher Level for those students who wish to specialize in biology. It provides students with an understanding of the past history and the current nature of biology, as well as a body of knowledge that includes topics such as anatomy and physiology, which will enable them to appreciate the global university of biological concepts. HL includes coverage of extension topics and material for the student who desires a career in medicine or in other biological science fields.

IB Chemistry SL/HL: This course is designed to be the equivalent of the first-year college general chemistry course. The primary goal of IB Chemistry is for students to achieve a deep conceptual understanding of its content and unifying concepts. It is taught over a 2-year period for those students desiring to focus on this aspect of science.

IB Physics SL: This course is designed for students to explore the study of matter and energy and the relationships between them through theory and experimentation. Over a two-year academic period, students obtain a comprehensive foundation of the core topics of physical measurement, mechanics, thermal physics, waves, modern physics, and electricity and magnetism. Additionally they study two of the following optional topics; quantum and nuclear physics, biomedical physics, relativity, astrophysics, optics and the history of physics. A mechanics or an energy extension may also be chosen as an optional topic. Students comprehend, analyze, apply, evaluate and synthesize physics theories and laws and perform scientific investigations that complement one another. Understanding is enhanced through problem solving and laboratory work.

IB Mathematics Higher Level: The highest level of IB math, this 2-year course is designed for advanced students who are capable of a more rigorous course at an accelerated pace. The course emphasize a multi-representational approach to higher level mathematics, with concepts, results, and problems being expressed geometrically, numerically, analytically, and verbally. Higher Level is intended not only to extend students' knowledge of function characteristics but also to introduce them to other modes of mathematical reasoning. Students enrolled in Higher Level are assumed to have mastered algebra, geometry, and pre-calculus.

IB Mathematics Standard Level: This 2-year course is designed for advanced students who are capable of a more rigorous course at an accelerated pace. The course emphasizes a multi-representational approach to higher level mathematics, with concepts, results, and problems being expressed geometrically, numerically, analytically, and verbally. Mathematics Methods is intended not only to extend students' knowledge of function characteristics but also to introduce them to other modes of mathematical reasoning. Broad concepts and widely applicable methods are emphasized. Through the use of the unifying themes the course becomes a cohesive whole rather than a collection of unrelated topics.

IB Mathematical Studies: This 2-year course is designed for students who are humanities oriented and chose to take a less rigorous mathematics course. The course will emphasize a multi-representational approach to mathematics, with concepts, results, and problems being expressed geometrically, numerically, analytically, and verbally. Math Studies is intended to extend students' knowledge of function characteristics and to widely apply real-life applications. This course reinforces the relationships among the multiple representations of topics. Students enrolled in Mathematics Studies are assumed to have mastered algebra and geometry.

IB Visual Arts: IB Visual Arts is a two-year study of the importance of art in the daily life of man. The first year acquaints students not only with the appreciation of great works, but also allows them the opportunities to experiment in the various media and styles used by artists while studying cultures and world events that have influenced artistic expression. The course is designed to foster artistic growth of the student through recorded research (Research Workbook) and experimentation. The HL course, of two years adds a second year where students still experiment, but also hone their skills and styles by working in those media in which they are the strongest, and producing art that deals with a deeper understanding of the influence of the artist in the culture.

IB Components:

IB Theory of Knowledge: Theory of Knowledge (ToK) is a year long course offered the second semester of the junior year and the first semester of the senior year. ToK is a critical thinking course in which IB students analyze knowledge and information with regard to source, intellectual bias, assumptive basis, proof, interpretation, social construct, opposition, and rationality. The ToK student examines the philosophical framework of each academic discipline while learning to reflect critically and logically on ideas originating in the other courses.

CAS: Creativity, Action, and Service is fundamentally an experimental learning component of the diploma and the IB Organization stresses great importance on CAS as an integral element of the IB curriculum and for successful award of the diploma. IB Diploma students design and complete150 CAS hours - 75 hours for community service, 50 hours for a personal activity, and 25 hours for a creative activity. While the Creativity and Action components of CAS are largely met through curricular and extracurricular programs, the Service component is the responsibility of the student. The services will be rendered individually and in groups. Students may begin to accumulate CAS hours the summer after tenth grade and must complete all requirements by January of their senior year.

Extended Essay

The Extended Essay (4000 words) is an in-depth study of a limited topic chosen from one of the six groups of the IB curriculum. It is designed to provide the candidate the opportunity to engage in independent research. Students are encouraged to pursue an area of special interest to them. In the junior year, the student decides on a topic and seeks the sponsorship of a faculty advisor. Students are expected to begin work on the project during the junior year and the summer between the junior and senior years under the supervision of an advisor. The Extended Essay is not a scheduled course.

Hampton High School IB exam registration is completed by October 31 in the year of examination - the junior and/or senior year. The Conditions for Enrollment are given to students in September and must be returned for the student to be registered for exams. Please take time to read the documents.

Diploma Programme assessment 
Sample examination papers are available on the IB website:

The International Baccalaureate (IB) assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme courses.

The Diploma Programme goals provide students with:

• a broad and balanced, yet academically demanding, programme of study
• the development of critical-thinking and reflective skills
• the development of research skills
• the development of independent learning skills
• the development of intercultural understanding
• a globally recognized university entrance qualification.

Diploma Programme assessment procedures measure the extent to which students have mastered advanced academic skills in fulfilling these goals, for example:

• analyzing and presenting information
• evaluating and constructing arguments
• solving problems creatively

Basic skills are also assessed, including:

• retaining knowledge
• understanding key concepts
• applying standard methods
• In addition to academic skills, Diploma Programme assessment encourages an international outlook and intercultural skills where appropriate.

Assessment tasks are designed to support and encourage good classroom teaching and learning.

Student results are determined by performance against set standards, not by each student’s position in the overall rank order.


A variety of different methods are used to measure student achievement against the objectives for each course.

External assessment
Examinations form the basis of the assessment for most courses because of their high levels of objectivity and reliability. They include:

• essays
• structured problems
• short-response questions
• data-response questions
• text-response questions
• case-study questions
• multiple-choice questions (limited use of these).

There are also a small number of other externally assessed pieces of work, for example, theory of knowledge essays, extended essays and world literature assignments. These are completed by students over an extended period under teacher supervision instead of examination conditions, and are then marked by external examiners.

Internal assessment

Teacher assessment is also used for most courses. This includes:

• oral work in languages
• fieldwork in geography
• laboratory work in the sciences
• investigations in mathematics
• artistic performances.

Internal assessments are checked by external examiners and normally contribute between 20 and 30 per cent of the total mark.

Some of the arts courses, for example, music, theatre arts and visual arts, have assessment of a major practical component, which can account for as much as 50 per cent of the total mark.


Issue of results

Students will take their IB external assessments in May and scores will be released during the first week of July.
Following release of results, they can immediately be distributed by the IB to universities and university admission bodies around the world.

Diploma Programme students follow six courses at higher level or standard level. The grades awarded for each course range from 1 (lowest) to 7 (highest). Students can also be awarded up to three additional points for their combined results on theory of knowledge and the extended essay. Therefore, the highest total that a Diploma Programme student can be awarded is 45 points.

Students must earn a total score of 24 points on their IB exams and a grade no lower than a D on the TOK essay and the extended essay in order to be awarded the IB diploma.

College Credits:
Students may earn college credit for their IB coursework while at Hampton High School.  Colleges and universities award credit based on the score received on the IB exam(s).  Each college and university is an independent institution and makes their own policies in regards to awarding college credit.  Please check with individual colleges and universities to determine how college credit is awarded to IB exams and scores.

Re-marking and feedback
After the results have been issued, schools can request re-marks for particular students if they feel the result is undeserved. Schools can also receive a range of different types of feedback on their students’ performance.

Each student who wishes to apply to attend the Magnet Center must submit a completed application. Applications are available in all middle school guidance offices and the IB Office at the Magnet Center in Hampton High School. You can also view, download and print the application below.

IB Student Application (pdf) 


©2018 HAMPTON CITY SCHOOLS All rights reserved - One Franklin Street, Hampton Virginia 23669 - 757-727-2000

HCS does not discriminate on the basis of race, color, national origin, sex, disability, age or other protected classes in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the non-discrimination policies: Robbin G. Ruth, Executive Director, Human Resources, One Franklin Street, Hampton, VA 23669 757-727-2000. 

As stated in School Board Policy AC, Hampton City Schools (“HCS”) does not discriminate on the basis of race, color, religion, national origin, sex, gender, age, disability or other protected class in its programs, activities and employment practices and provides equal access to the Boy Scouts and other designated youth groups.  HCS also prohibits retaliation under School Board Policy GBAH for the purpose of interfering with a person’s rights and/or privileges under federal civil rights laws, which can include: (i) raising concerns with Division personnel about a civil rights violation; (ii) asserting a right or advocating for the rights of a student or employee under federal civil rights laws; or (iii) participating in a complaint investigation or related proceedings. 

All individuals are encouraged to promptly report any incident they believe to be discrimination, harassment or retaliation in violation of HCS School Board Policy.  All reports should be made to the HCS Compliance Officer, who also serves as the HCS Executive Director of Human Resources.  Upon receiving a report of alleged discrimination, harassment or retaliation, the Compliance Officer shall promptly authorize an investigation into the complaint, determine whether the alleged act occurred, and determine whether any action must be taken to end or prevent further harassment, discrimination, or retaliation.  For more information about this process, please review School Board Policy GBAB-R.    

Should you have any questions about these procedures or the contents of this notice, please contact Hampton City Schools Compliance Officer at: One Franklin Street, Hampton, VA  23669 or (757) 727-2300.  



Hampton City Schools (HCS) is committed to making its website accessible for all, including individuals with disabilities, and strives to ensure accessibility currently and as new technologies emerge.  The division welcomes questions and feedback on the site’s accessibility at each development phase.  By clicking on “Contact” at the upper right of the main webpage, all users are able to “Help Resolve a Concern,” “Share a Story,” “Provide Feedback,” and “Ask a Question.”  Additionally, the Contact Us page provides direct email access to HCS Webmaster Vickie Carper,


HCS’s computer systems and networks include all of the computer hardware, operating system software, application software, stored text, data files, electronic mail (email), local databases, externally accessed databases, CD-ROM, optical media, clip art, digital images, digitized information, communications technologies, and new available technologies.

Please note that some pages on the HCS website contain links to third-party sites.  HCS is not responsible for the content, facts, opinions or accessibility of third-party sites.


The majority of pages in our site are available in HTML format that can be deciphered by screen readers. Some documents are in Portable Document Format (PDF), which require Adobe Acrobat Reader to view.

  • To download this free program, visit the Adobe website.
  • To read PDF documents with a screen reader, please link to the Access Adobe website, which provides useful tools and resources.

Also, many popular browsers contain built-in accessibility tools, and there are other plug-ins that make websites more accessible.

The HCS website is designed and monitored by HCS Webmaster Vickie Carper, who serves as the gatekeeper for website content and accessibility.   The Webmaster is under the direction of the Executive Director of Public Relations and Marketing, supervised by the Director of Graphics.
Web visitors using assistive technology who may have trouble accessing information on the website may contact the HCS Webmaster,, the Executive Director of Public Relations and Marketing, and/or the Director of Graphics,

When submitting a question or concern via email, “accessibility” should be included in the subject line.  Every reasonable attempt will be made to address the user’s concern within twenty-four hours.  To assist HCS in responding appropriately, all inquiries should include the following information:

  • A description of the accessibility concern or question;
  • The webpage address of the requested material;
  • The format in which the user prefers to receive the material;
  • The user’s contact information, including preferred method of contact.


HCS monitors all technology resource activity and requires all employees, students and individuals with access to HCS computer systems and networks to annually read and sign an Acceptable Use Policy.  See School Board Policy IIBEA for Students; School Board Policy GBBB for Employees.

Our continuing goal is for the HCS website to be accessible to individuals with disabilities in compliance with the requirements of Section 504 of the Rehabilitation Act of 1973 and that statute's implementing regulations at 34 C.F.R. Part 104, and Title II of the Americans with Disabilities Act of 1990 and that statute's implementing regulations at 28 C.F.R. Part 35.

Good faith efforts are being made to ensure that our website complies with web accessibility standards. In addition to the federal regulations above, we are actively working to conform to level AA of the World Wide Web Consortium (W3C) Web Content Accessibility Guidelines (WCAG) 2.0.
Prior to posting new website content, the HCS Webmaster determines if the proposed content meets the criteria of the World Wide Web Consortium (W3C).  Periodically the HCS Webmaster checks the website with a recognized website checker such as 508 Checker and WAVE.  If the audit identifies issues of concern or content errors that impede accessibility to any user, the concerns/errors are evaluated and remedied within a six-week period.


HCS’s website and computer systems and networks are provided on an “as available” basis.  HCS makes no warranties, expressed or implied, without limitation, regarding the fitness for a particular purpose regarding any service provided by the system and any information contained or software used therein.  The division uses hardware and software provided by third-party technology vendors.  Therefore, the division does not warrant that the functions or services performed by, or that the information or software on the system, will meet the user’s requirements.