Wilson County Mission Statement

  • The mission of Wilson County Schools is to ensure an environment in which every student develops high personal expectations, knowledge, and skills necessary to be successful today and in the future.

    This mission will be accomplished by:

    • Setting high expectations for students, staff and community;
    • Expecting and supporting consistent, high student achievement;
    • Ensuring accountability through documenting and analyzing all that we do;
    • Providing an environment of challenges, support, and respect;
    • Sharing a commitment to our mission among students, staff and


  • Honors courses exceed the content standards, learning expectations, and performance indicators of standard courses. Teachers of honors courses model instructional approaches that facilitate maximum interchange of ideas among students: independent study, self-directed research and learning, and appropriate use of technology. All honors courses include multiple assessments exemplifying coursework (such as short answer, constructed response prompts, performance-based tasks, open-ended questions, essays, original or creative interpretations, authentic products, portfolios, and analytical writing). Additionally, an honors course includes a minimum of five of the following components:

    • Extended reading assignments that connect with the specified curriculum;
    • Research-based writing assignments that address and extend the course curriculum;
    • Projects that apply course curriculum to relevant or real-world situations;
    • Open-ended investigations in which the student selects the questions and designs the research;
    • Writing assignments that demonstrate a variety of modes, purposes, and styles;
    • Integration of appropriate technology into the course of study;
    • Deeper exploration of the culture, values, and history of the discipline;
    • Extensive opportunities for problem-solving experiences through imagination, critical analysis, and appreciation; and
    • Job shadowing experiences with presentations that connect class study to the world of

    Eligibility criteria may include local assessment scores, classroom performance and grades, TVAAS projection score (from a student’s Tennessee testing history), and teacher recommendation. If you have questions, please contact your school counselor or administrator.

    In addition, students enrolled in honors courses should:

    • Possess the interest, ability, and motivation to meet the challenges of Honors.
    • Be willing to take greater responsibility for their learning.
    • Aspire to an advanced level of learning through high quality work.
    • Complete assignments in a timely manner and produce quality work.
    • Be actively engaged in classroom activities and discussions.
    • Manage time well (juggle schoolwork, family obligations and extra-curricular activities).

Major Clarity

  • A career aptitude assessment is a tool used to help a student understand how a variety of skills and attributes impact the student's potential success and satisfaction with different career options and work environments. TCA 49-6-412 requires each LEA to administer a career aptitude assessment in grades seven or eight “in order to help inform a student's high school plan of study.”

    Our goal is to unveil various career fields to students so they can be better prepared to choose high school courses that are of interest to them and progress toward a successful and meaningful career and life.

    Aligned career pathways that begin in the 9th grade will ensure students are taking meaningful classes throughout their high school career. Using Major Clarity will assist the district in preparing students for post-secondary opportunities while simultaneously increasing the district's Ready Graduate Indicator on an annual basis.


  • A set time within the school’s daily schedule dedicated to the differentiated learning needs of all students. The targeted support time may include, but not be limited to, academic intervention, learning extension opportunities, behavioral support, and social-emotional needs.

Scheduling Policies

  • Not all middle schools offer all courses approved in the district's Program of Studies. Each middle school creates its own list of courses to be offered each year. A middle school builds its master schedule on students' requests for courses and on its ability to staff the courses students’ request. The registration process helps determine what courses the school will staff and offer in the following school year. Once each middle school establishes its master schedule, students are obligated to take the courses they requested or are assigned.

Academic Courses

  • English Language Arts

  • Mathematics

  • Science

  • Social Studies

  • Career & College Exploratory Pathways