SPA Family Handbook
2016-2017
SCHOOL INFORMATION
Contra Costa School of Performing Arts
Website: www.cocospa.org
Phone: 925-690-8600
SPA Handbook & Courses Catalog 2016-2017
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Message from Executive Director
Welcome to the Contra Costa School of Performing Arts!
Contra Costa County deserves a high-performing school that serves the
diverse needs of our community. The Contra Costa School of Performing
Arts (“SPA”) will do just that and more. Founded in a project based
curriculum that leverages instructional technology and non-traditional
pedagogy, students at SPA will be challenged and supported through a
RIGOROUS college and career readiness program. Learning plans will be
personalized and dynamic, allowing students to accelerate when
appropriate or providing for structured intervention when needed. From
day one, students will develop long term college and career goals and build
a strong sense of RESILIENCE that will serve them well, as they
work through their master plans. The curricular design will require
intense collaboration from all teachers in all subject matters for true artsintegrated instruction. Students will access all content through the lens of
performing arts, providing strong engagement and real-world
RELEVANCE. They will also have an unparalleled breadth and depth of
performing arts exposure, receiving pre-professional training far superior
to a typical middle or high school elective program. Finally, the SPA
community will develop a rich culture; one that celebrates diversity,
encourages RELATIONSHIPS with all stakeholders, and commits to a
heightened sense of civic duty and citizenship.
This Family Handbook will provide you with important information as well
as some helpful tips and tools for your time at SPA. I look forward to
working with you in the years to come and welcome you as partners on
this journey. Go SPA!
-
Neil McChesney
Mission
The mission of Contra Costa School of Performing
Arts is to provide a distinguished, pre-professional
experience in performing arts within a college and
career preparatory setting. We believe in fostering
a culture of excellence with the core values of
rigor, relevance, resilience, and relationships.
SPA Handbook & Courses Catalog 2016-2017
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Table of Contents
RIGOR &
RELEVANCE
Page #
SPA Core Values & Graduate Profile
What is Academic Rigor?
What is Relevance?
Curriculum
Academic Program
Scope and Sequence of Study: 6th – 12th grade
Middle School Course Catalog
Middle School Promotion Requirements
4
5
6
7
9
12
13
14
15
17
19
21
21
22
23
24
25
26
28
30
Social Science
English
Mathematics
Science
World Languages
Physical Education
Middle School Arts Scope and Sequence
Performing Arts: Dance
Performing Arts: Instrumental Music
Performing Arts: Production & Design
Performing Arts: Theatre
Performing Arts: Vocal Music
Performing Arts: Master Classes
RESILIENCE
RELATIONSHIPS
High School Course Catalog
High School Graduation Requirements
College Entrance Requirements
Social Science
English
Mathematics
Science
World Languages
Physical Education
Arts Major Progressions
Performing Arts: Dance
Performing Arts: Instrumental Music
Performing Arts: Production & Design
Performing Arts: Theatre
Performing Arts: Vocal Music
10 Ways to Build Resilience
Attendance
Extracurricular Eligibility
Restorative Practices
Student Behavior and Discipline
Behavior Consequences
Technology Use at SPA
How to Build Better Relationships
Directory
Admissions
Rights & Responsibilities
Campus Supervision
Other Important Information
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32
33
36
39
42
44
45
46
52
56
61
70
75
76
78
79
80
87
90
91
92
93
95
97
98
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SPA Core Values/Graduate Profile
Rigor
Relevance
Critical Thinker
Creator


Thinks critically and creatively to solve
problems effectively
Artistically literate citizens incorporate
a variety of artifacts, media, symbols
and metaphors
Problem Solver


Analyzes and evaluates information
sources
Integrates and evaluates concepts
across disciplines


Innovator


Cultivator


Takes agency to create and perform
work that expresses unique ideas
Participates in the arts as creators,
performers and audience members
Participates in the arts as creators,
performers and audience members to
enhance physical, mental and emotional
well being
Uses their artistic voice to engage in a
global dialogue
Embraces an experimental approach to
learning
Create and perform work that expresses
their unique identities, ideas and
passions
Entrepreneur


Applies 21st century skills in both
academics and the arts
Synthesizes knowledge with real world
situations
Resilience
Relationships
Initiator
Collaborator


Takes initiative to self-advocate
Develops personal/academic/technical
skill sets to adapt to change
Determined Achiever


Demonstrates a willingness to persist in
the face of adversity
Embraces failure as an opportunity to
develop self-adaptability


Civic Engager


Navigator


Balances physical, mental and
emotional health
Uses resources to make choices based
on integrity and self-reflection
Plays an active role in school, local, and
global communities
Works effectively within diverse teams
as contributors and leaders to
accomplish common goals
Communicator


SPA Handbook & Courses Catalog 2016-2017
Listens actively and respectfully to
opinions and perspectives of others
Celebrates diversity and cross-cultural
understanding
Writes and speaks clearly and
articulately for varied purposes and
audiences
Offers & accepts constructive criticism
& feedback
4
Rigor
What is Academic Rigor?
 Academic rigor is the degree to which students are being intellectually
challenged.
 Rigorous instruction should motivate each
Within classrooms, there
student to develop high expectations for
should be ample evidence
academic progress.
of students wrestling with
 Academic rigor is facilitated by well-planned
new content as they build
instruction but driven by student interest,
the stamina required to
learning styles, and vigorous effort.
reach higher levels of
 Rigor results in the development of critical and
thinking. Without the
creative thinking and problem-solving skills.
opportunity to struggle
 Rigorous instruction generates achievement,
with a problem or decision,
inquiry, and innovation.
for instance, students may
 Rigorous teaching and learning cultivates the
attain surface-level
capacity of children to set learning goals, selfknowledge of a concept,
monitor their learning, and persist through
but be unable to utilize
challenging academic tasks.
that knowledge in
 Rigorous instruction means engaging students in
meaningful ways.
developmentally appropriate content that allows
- Robert J. Marzano
them to connect prior knowledge with new
learning, and leads them to asking more
questions, and discovering more information.
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Relevance
What is Relevance?









Individual choices: A student with a personal interest
Relevance makes rigor
in hiking and the outdoors might select Theodore
possible.
Roosevelt to study because he was a naturalist and
conservationist who led scientific expeditions and helped
- Dr. Bill Dagget
establish the first national parks.
Product choices: A student interested in music and
Your purpose is to make your
technology might produce an audio podcast in the style of
audience see what you saw,
an old radio-news program or presidential address.
hear what you hear, feel
Varied content: Students might be allowed to choose
what you felt. Relevant
an area of personal interest—e.g., politics,
detail, couched in concrete,
environmentalism, science, technology—and monitor
colorful language, is the best
news reports in those areas as relevant events unfold.
way to recreate the incident
Cultural connections: During lessons on imperialism
as it happened and to picture
and colonialism, students from different cultural
backgrounds might choose to write essays that explore the it for the audience.
effects of imperialism and colonialism from the standpoint
- Dale Carnegie
of their racial, ancestral, or cultural heritage.
Skill acquisition: While students are learning history, science, or mathematics,
for example, they are also acquiring technology skills that will be useful in adult
life.
Practical context: Students might be asked to follow a favorite sports team and
conduct mathematical analyses using team statistics.
Current events: In a unit on presidential elections in a social-studies course,
students might be asked to monitor campaign advertising on radio, television, and
the internet, and then research the accuracy of the statements being made.
Community connections: Teachers might ask students to study local politics,
interview elected officials, and put together a citizen-action proposal that will be
presented to the city or town council.
Career aspirations: While learning about business and economics, students
also learn whether the career path is a good fit for them, and they acquire practical
skills that will help them when they enter the workforce.
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CURRICULUM
SPA offers a unique combination of a college preparatory curriculum and an immersive
arts education. SPA believes students benefit directly from arts integrated programs
due to the intrinsic demands of integrated coursework. When integration is intentional,
students must use creativity, problem solving, and collaboration to be effective in their
work. Integrated work is rigorous, demanding that a student be able to comprehend
multiple ideas and concepts in the creation of a summative outcome. Our curriculum is
founded in the following principles:
 Personalized Learning
 Personalized learning is intended to facilitate the academic success of each
student by first determining the learning needs, interests, and aspirations of
individual students, and then providing learning experiences that are
customized—to a greater or lesser extent—for each student. To accomplish this
goal, SPA teachers, counselors, and other educational specialists will employ a
wide variety of educational methods, from intentionally cultivating strong and
trusting student-adult relationships to modifying assignments and instructional
strategies in the classroom to entirely redesigning the ways in which students
are grouped and taught in a school. SPA will leverage the bell schedule and
educational technology to further enhance the personalized learning
opportunities during the school day.
 Arts Integration
 Arts Integration is an approach to teaching in which students construct and
demonstrate understanding through an art form. Students engage in a creative
process which connects an art form and another subject area and meets evolving
objectives in both. Arts integration provides multiple ways for students to make
sense of what they learn (construct understanding) and make their learning
visible (demonstrate understanding). It goes beyond the initial step of helping
students learn and recall information to challenging students to take the
information and facts they have learned and do something with them to build
deeper understanding.
 Project Based Learning
 PBL is a teaching method in which students gain knowledge and skills by
working for an extended period of time to investigate and respond to an
engaging and complex question, problem, or challenge. The project is focused on
student learning goals, including standards-based content and skills such as
critical thinking/problem solving, collaboration, and self-management. The
project features real-world context, tasks and tools, quality standards, or impact
– or speaks to students’ personal concerns, interests, and issues in their lives.
Students make some decisions about the project, including how they work and
what they create. Students give, receive, and use feedback to improve their
process and products. Students make their project work public by explaining,
displaying and/or presenting it to people beyond the classroom.
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SPA offers pre-professional style training in 5 Arts Majors: Dance, Instrumental Music,
Production and Design, Theatre and Vocal Music. SPA arts classes are led by highly skilled
and passionate Teaching Artists and are deeply rooted in the idea that all students can thrive
and succeed with proper training and opportunity. At SPA, we strive to create highly skilled
artists who are creative, passionate and contributing members to their craft and the world in
which they live.
Theatre – Students majoring in Theatre will be exposed to the foundations of the Theatre,
inclusive of its past and influences and relativeness to our world today. Students choose from
one of three tracks: Acting, Musical Theatre and Playwriting/Directing. Theatre majors will
take intensive core classes based on specific topics within their chosen track. Before students
graduate with a Theatre major, students will be able to generate and conceptualize artistic
ideas and work, develop and refine artistic work for presentation, interpret intent and
meaning in artistic work and relate artistic ideas and works with societal, cultural and
historical context to deepen understanding.
Dance – Students majoring in Dance will realize a classical approach to training, with Ballet
serving as the foundation of this highly disciplined and structured major. In addition, students
will be exposed to several Dance styles including: modern, contemporary, jazz, world dance
and dance for Musical Theatre. Dance students will also learn about the history of Dance and
its influence on culture and arts throughout history. Before students graduate from the Dance
major, students will refine and complete artistic work, convey meaning through the
presentation of artistic work, synthesize and relate knowledge and personal experiences to
make art, and understand and evaluate how dance conveys meaning.
Vocal Music – Student Vocal Music majors will develop skill as both independent artists and
as members of the choral ensemble. Students are exposed to a myriad of music influences and
styles from a global perspective.
Before students graduate from the Vocal major, they will be able to demonstrate an ability to
sight-read, hear, identify, and work conceptually with the elements of music such as rhythm,
melody, harmony, structure, timbre, and texture and express themselves artistically over a
cross-section of the repertory they have learned throughout their conservatory experience.
Instrumental Music – Students in The Instrumental Music major will be able to work
collaboratively and as leaders in musical interpretation, demonstrating an understanding of
compositional processes, aesthetic properties of music, and the ways these shape and are
shaped by artistic and cultural forces. Before students graduate from the Instrumental major,
they will be able to demonstrate an ability to sight-read, hear, identify, and work conceptually
with the elements of music such as rhythm, melody, harmony, structure, timbre, and texture
and express themselves artistically over a cross-section of the repertory they have learned
throughout their conservatory experience.
Production & Design – Student Production and Design majors will experience a program
of study intended to prepare them for production and design or theatre business
management majors in college in addition to pre-professional training for a career in design,
technology, or management in the entertainment industry. SPA’s Production and Design
majors will graduate critically engaged and technologically sophisticated students in the fields
of scenery, costumes, stage and theatre business management, lighting, and sound.
SPA Handbook & Courses Catalog 2016-2017
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Academic Program
SPA’s courses are based on state-approved curriculum and specified materials. Student
grades are based on their performance relative to this curriculum.
Mastery Learning
The goal of mastery learning approaches is to have all students learn instructional material
at roughly equivalent, high levels. Instructors break down course material into manageable
units and create formative tests for students to take on each of the units. Students receive
individualized instruction as necessary so that they all master course material. Allowing
students the opportunity to achieve mastery of content at different time intervals has proven
to be an effective method of increasing student learning. Mastery Learning maintains that
students must achieve a level of mastery (i.e. 80% on a knowledge test) in prerequisite
knowledge before moving forward to learn subsequent information. If a student does not
achieve mastery on the test, they are given additional support in learning and reviewing the
information, then tested again. This cycle will continue until the learner accomplishes
mastery, and may move on to the next stage.
Academic Advancement
Students must pass each class with a C- or above in order to earn course credit and to
advance to the next grade level. High school students who do not pass any core academic
class will be required to attend summer school or to makeup the course online. Parents and
students are responsible for making such arrangements and for the cost of these online
courses. School Administration must approve makeup courses.
Academic Advising and Support
The school administration provides academic counseling. Parental involvement is
encouraged. Meetings may be scheduled to advise students about their academic progress
and eligibility for college admission. Students should consult with their teachers for subject
specific academic support.
Books and Supplies
All books and supplies furnished by SPA will remain school property. Parents will be billed
for lost and/or damaged books and supplies. Additionally, students will be responsible for
providing personal supplies, such as paper, note pads, notebooks, pens, and
pencils. Students are also responsible for supplies for specific arts specialties, such as dance
shoes, musical instruments and visual arts supplies. Teachers will list of all required
materials in their course syllabi. Unpaid debts will result in the inability to register for
classes the following academic year or inability to participate in graduation activities at the
end of 12th grade.
Online Grading System
SPA utilizes an online grading system with our learning management system, the
“Personalized Learning Platform.” Both students and parents will have access to grades and
progress towards a student’s goals. There is an expectation that families keep track of their
child’s grades by accessing the PLP regularly.
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Grades show both the competencies students have as well as the growth they have made. We
believe that our students will be growing and improving in their abilities throughout the
year, and we want their grades to reflect and celebrate that. Thus:
 70% of a course's grade are graded based on a student’s cognitive skills in
projects. Students must complete every project to pass a class. If a student does not
complete a project or the cognitive skill average for a course is below 70%, then the
student will have an incomplete grade. He/she can change the Incomplete into a letter
grade by completing any overdue projects and improving in his/her cognitive skill
scores.
 30% of a student's grade reflects the mastery of content in a course. This is split
between Power Focus Areas (worth 21%) and Additional Focus Areas (worth 9%).
Students show mastery by passing content assessments. Students must pass all
content assessments in the Power Focus Areas to pass a class
Progress Reports/Report Cards
Progress reports will be mailed to families at the end of the first and third grading periods.
Progress reports are handed to students at school. Semester report cards will be mailed at
the end of the fall and spring semesters. Interim reports can be viewed daily in the PLP.
Incomplete Grades
In order for our students to receive credit for their courses from a university, they must
complete each course with a grade of C - or better. Consistent with our mission and vision, if
a student’s overall performance in any given term falls below the level of receiving credit
(C-), the student will earn a mark of "Inc" in the course. A grade of "Inc" in any course will
require the development of a Student Success Plan, which must be approved by the teacher,
parent, and administrator. Student Success Plans will be reviewed and updated on a regular
basis by the teacher and support team. When the student completes the work outlined on the
Student Success Plan, the student is assigned a grade for the course. However, if the scholar
leaves SPA, or two terms elapse after the development of the contract, the course grade will
be recorded as "F" and no credits will be awarded.
Academic Honesty
At SPA, we value academic integrity. All students are expected to complete their academic
assignments and examinations with honor. Unless a teacher gives explicit instructions to the
contrary, all assignments in class or out of class must be entirely the student’s own work.
Copying or sharing any assignment constitutes cheating and may result in failure on that
assignment for the student(s) involved. Plagiarism will also result in a failing grade on the
assignment. A student plagiarizes when he or she submits work as his or her own that is
taken from other sources without naming that source. There is no tolerance for cheating or
plagiarizing at SPA, and those students caught will be disciplined. Continued incidents may
result in course failure.
Modified Grading
SPA’s courses are based on state-approved curriculum and specified materials. Student
grades reflect their performance relative to this curriculum. From time-to-time, students may
need accommodations or modifications to SPA’s curriculum. This could be due to illness,
disability, approved extended absences and other circumstances.
SPA Handbook & Courses Catalog 2016-2017
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Social
Science
English
Math
Science
World
Languages
Physical
Education
Performing
Arts
MIDDLE SCHOOL PROMOTION
REQUIREMENTS
HIGH SCHOOL GRADUATION
REQUIREMENTS
Three years including Social Science
6, Social Science 7, and Social
Science 8 (30 units)
Three years including English 6,
English 7, and English 8 (40 units)
Three years including Math 6, Math
7/8, or Algebra I (30 units)
Three years including World
History, US History, US Government,
and Economics (30 units)
Four years (40 units)
Three years including Earth Science
6, Life Science 7, and Physical
Science 8 (30 units)
Two years of Spanish including
Spanish 1A and Spanish 1B (20
units)
One year (10 units)
Four quarter long elective courses
each year for three years (30 units)
Three years including Algebra I,
Geometry, and Algebra II (30
units)
Three years including one life
science and once physical science
(30 units)
Three years of Spanish including
Spanish I, II and III (30 units)
One year (10 units)
Four years of course work in chosen
major including SPA ARTS 500 &
501 (120 units)
Middle School Promotion Activities
In order to participate in middle school promotion activities, students shall have attained
passing grades in all courses. Promotion activities are considered a reward and privilege by
SPA. Excessive disciplinary referrals due to behavior or attendance problems could result in
a loss of some or all of the promotion activities.
High School Graduation Activities
In order to participate in high school graduation activities, students need to meet or exceed
SPA’s graduation requirements. Graduation activities are considered a reward and privilege
by SPA. Excessive disciplinary referrals due to behavior or attendance problems could result
in a loss of some or all of the graduation activities.
UC & CSU ADMISSION REQUIREMENTS
Graduating 12th graders wishing to qualify for regular admission to a California State
University must have the following:
 Qualifying eligibility index comprised of the GPA and test scores from the SAT I or
ACT;
 High school diploma, satisfactory GED scores or California Equivalency certificate;
 Satisfactory completion of the comprehensive pattern of college preparatory high
school subjects.
Students applying for admission to a University of California campus must complete the high
school coursework currently known as the “a-g” subjects.
SPA Handbook & Courses Catalog 2016-2017
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Scope and Sequence of Study:
6th – 12th grade
SUBJECT
6th grade
7th grade
8th grade
Social
Science
Social
Studies 6
Social
Studies 7
Social
Studies 8
English
English 6
English 7
English 8
9th grade
English
9
10th
grade
World
History
11th
grade
US
History
English
10
English
11
or
AP
Language
Algebra I Geometry Algebra II
or
or
or
Geometry Algebra II PreCalculus
12th
grade
Government
&
Economics
English
12
or
AP
Literature
Math
Math 6
or
Math 7
Math 7
or
PreAlgebra
PreAlgebra
or
Algebra I
Science
Earth
Science
Life
Science
Physical
Science
Biology
Chemistry
Physics
World
Language
Spanish
1A
Spanish
1B
4 Arts
Electives
4 Arts
Electives
Spanish
III or
Spanish
IV
Arts
Major
AP
Spanish
Performing 4 Arts
Arts
Electives
Spanish I Spanish II
or
or
Spanish II Spanish
III
Arts
Arts
Major
Major
Health &
Wellness
AP Art
History
AP
Electives
Mind &
Body
SPA Handbook & Courses Catalog 2016-2017
PreCalculus
or
AP
Calculus/
AP
Statistics
AP
Biology
Arts
Major
Psychology
12
Middle School Promotion Requirements
Subjects
Social Science
Required Courses
Units



Social Science 6
Social Science 7
Social Science 8
30 units
English



English 6
English 7
English 8
30 units
Mathematics



Math 6
Math 7 or Pre-Algebra
Pre-Algebra or Algebra I
30 units
Science



Earth Science 6
Life Science 7
Physical Science 8
30 units
World Languages


Spanish IA
Spanish IB
20 units
Performing Arts












Arts Elective 1
Arts Elective 2
Arts Elective 3
Arts Elective 4
Arts Elective 5
Arts Elective 6
Arts Elective 7
Arts Elective 8
Arts Elective 9
Arts Elective 10
Arts Elective 11
Arts Elective 12
30 units
Physical Education
Mind & Body
10 units
Total Units
SPA Handbook & Courses Catalog 2016-2017
180 units
13
Middle School Courses
SOCIAL SCIENCE
Course Title
Grade Level
Social Science 6
6
Requirements
Met
Course
Description
Social Science
Course Title
Grade Level
Social Science 7
7
Requirements
Met
Course
Description
Social Science
Course #
SOC006
Duration/Units 1 year – 10
Units
The integrated, activity-based 6th grade History-Social Science
curriculum begins with the study of early humans and focuses on
ancient civilizations, including the Near East and Africa, the Ancient
Americas, and the classical civilizations of China, India, Greece and
Rome. Students will study the significance of geographic place in
the development of human societies.
Course #
SOC007
Duration/Units 1 year – 10
Units
The integrated, activity-based 7th grade History-Social Science
curriculum focuses on history from the fall of the Roman Empire to
the Age of Reason in the beginning of the 18th century, and
includes Instruction on the Roman Empire; Medieval Europe; the
rise of Islam; Medieval Africa, Japan, and China; Mesoamerica;
Europe during the Renaissance; the Reformation and Scientific
Revolution, the Age of Exploration, and the Age of Reason.
Course Title
Grade Level
Social Science 8
8
Requirements
Met
Course
Description
Social Science
Course #
Duration/Units
SOC008
1 year – 10
Units
While studying historical events from the founding of the nation
through the Industrial Revolution, students in this integrated,
activity-based course will analyze the development of
Constitutional Democracy, with an emphasis on individual rights,
an understanding of the political system and ways in which
citizens can participate in and influence government. Students
examine the gradual expansion of the US and its subsequent
shaping and influence on foreign policy. Emphasis is on cause and
effect, chronology, and an appreciation for how the past
influences current events.
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14
ENGLISH
Course Title
Grade Level
English 6
6
Requirements
Met
Course
Description
English
Course Title
Grade Level
English 7
7
Requirements
Met
Course
Description
English
Course Title
Grade Level
English 8
8
Requirements
Met
Course
Description
English
Course #
ENG006
Duration/Units 1 year – 10
Units
The sixth grade English Language Arts class is a balanced program
of reading, writing, vocabulary, and English Language conventions
(grammar, punctuation, and spelling). Students read selected
literature in several genres, including novels, short fiction,
traditional literature, nonfiction, and poetry. Students learn reading
strategies to enhance their comprehension. They develop their
writing skills in the following genres: persuasive essays, literature
response, narrative writing, and research reports. They learn
strategies for planning and organizing their writing, editing and
revising their work. Listening and speaking strategies are
emphasized during class discussions and oral presentations.
Course #
ENG007
Duration/Units 1 year – 10
Units
The seventh grade English Language Arts class is a balanced
program of reading, writing, vocabulary, and English language
conventions. Students read literature relating to the study of
medieval world history. Students learn reading strategies to
enhance their comprehension. Students develop their writing skills
in the following genres: persuasive essays, summaries, literature
response, narratives, and research reports. They learn strategies
for planning, organizing, editing and revising their writing.
Listening and speaking strategies are emphasized during class
discussions and oral presentations. Vocabulary study focuses on
Greek and Latin roots and affixes.
Course #
Duration/Units
ENG008
1 year – 10
Units
The 8th Grade English -Language Arts class is a balanced program of
reading, writing, listening and speaking, vocabulary development,
and English language conventions. Students read a variety of
SPA Handbook & Courses Catalog 2016-2017
15
literature and informational materials, including novels, short
fiction, essays, and poetry. Students learn reading strategies and
develop their writing skills in the following genres: persuasive,
literature response, narrative, and technical writing. Vocabulary
study focuses on the history of the English language and word
origins, as well as the development of academic language. Listening
and speaking strategies are emphasized during class discussions
and oral presentations.
SPA Handbook & Courses Catalog 2016-2017
16
MATHEMATICS
Course Title
Grade Level
Math 6
6
Requirements
Met
Course
Description
Mathematics
Course Title
Grade Level
Math 7
7
Requirements
Met
Course
Description
Mathematics
Course Title
Grade Level
Pre-Algebra
7/8
Requirements
Met
Course
Description
Mathematics
Course #
MAT006
Duration/Units 1 year – 10
Units
Math 6 is a rigorous grade-level course designed to provide
students with a strong mathematical foundation to meet 6th grade
math standards. Areas of focus include (1) connecting ratio and
rate to whole number multiplication and division and using
concepts of ratio and rate to solve problems; (2) completing
understanding of division of fractions and extending the notion of
number to the system of rational numbers, which includes negative
numbers; (3) writing, interpreting, and using expressions and
equations; and (4) developing understanding of statistical thinking.
Course #
MAT007
Duration/Units 1 year – 10
Units
Math 7 is a grade level course designed to provide students with a
strong mathematical foundation to meet 7th grade math standards.
Areas of focus include (1) developing understanding of and
applying proportional relationships; (2) developing understanding
of operations with rational numbers and working with expressions
and linear equations; (3) solving problems involving scale drawings
and informal geometric constructions, and working with two- and
three-dimensional shapes to solve problems involving area, surface
area, and volume; and (4) drawing inferences about populations
based on samples.
Course #
MAT078
Duration/Units 1 year – 10
Units
A grade level course (or accelerated for 7th graders) designed to
provide students with a sufficient mathematical foundation to meet
the 8th grade national common core standards. Areas of focus
include (1) formulating and reasoning about expressions and
equations, including modeling an association in bivariate data with
a linear equation, and solving linear equations and systems of
linear equations; (2) grasping the concept of a function and using
SPA Handbook & Courses Catalog 2016-2017
17
functions to describe quantitative relationships; and (3) analyzing
two- and three-dimensional space and figures using distance, angle,
similarity, and congruence, and understanding and applying the
Pythagorean Theorem.
Course Title
Grade Level
Algebra I
8
Requirements
Met
Course
Description
Mathematics
Course #
Duration/Units
MAT010
1 year – 10
Units
The course content includes the essential learnings of working with
properties of real numbers, problem solving using real world
applications, solving and graphing linear equations and functions,
writing linear equations, solving and graphing linear inequalities,
solving systems of linear equations and inequalities, working with
exponents and exponential functions, quadratic equations and
functions, radicals and connections to Geometry. Prerequisite: C or
better in Pre-Algebra.
SPA Handbook & Courses Catalog 2016-2017
18
SCIENCE
Course Title
Grade Level
Earth Science 6
6
Requirements
Met
Course
Description
Science
Course Title
Grade Level
Life Science 7
7
Requirements
Met
Course
Description
Science
Course Title
Grade Level
Physical Science 8
8
Requirements
Met
Course
Description
Science
Course #
SCI006
Duration/Units 1 year – 10
Units
The focus of sixth grade science in accordance with the Next
Generation Science Standards (NGSS), is an integrated approach.
Students will explore the life, earth, and physical sciences through
hands-on, in depth units in three major focus areas: 1) Weather
and Water, 2) Human Systems Interactions, and 3) Diversity of Life.
Students will “do” science through collaborative, as well as
individual, investigation, inquiry, experimentation, engineering,
and design. Problem solving, communication, creativity, and the
use of technology and laboratory equipment will be emphasized.
Using the project-based learning model, students will integrate the
performing and visual arts into science.
Course #
Duration/Units
SCI007
1 year – 10
Units
The focus of seventh grade science in accordance with the Next
Generation Science Standards (NGSS), is an integrated approach.
Students will explore the life, earth, and physical sciences through
hands-on, in depth units in three major focus areas: 1) Chemical
Interactions, , 2) Earth History, and 3) Populations and Ecosystems.
Students will “do” science through collaborative, as well as
individual, investigation, inquiry, experimentation, engineering,
and design. Problem solving, communication, creativity, and the
use of technology and laboratory equipment will be emphasized.
Using the project-based learning model, students will integrate the
performing and visual arts into science.
Course #
Duration/Units
SCI008
1 year – 10
Units
The focus of eighth grade science in accordance with the Next
Generation Science Standards (NGSS), is an integrated approach.
Students will explore the life, earth, and physical sciences through
hands-on, in depth units in three major focus areas: 1) Heredity
SPA Handbook & Courses Catalog 2016-2017
19
and Adaptation, 2) Planetary Science, and 3) Waves. Students will
“do” science through collaborative, as well as individual,
investigation, inquiry, experimentation, engineering, and design.
Problem solving, communication, creativity, and the use of
technology and laboratory equipment will be emphasized. Using
the project-based learning model, students will integrate the
performing and visual arts into science.
SPA Handbook & Courses Catalog 2016-2017
20
WORLD LANGUAGES
Course Title
Grade Level
Spanish IA
7/8
Requirements
Met
Course
Description
Foreign Language
Course Title
Grade Level
Spanish IB
8
Requirements
Met
Course
Description
Foreign Language
Course #
SPN001
Duration/Units 1 year – 10
Units
In this course, students will continue an exploration of the Spanish
language and culture using a communicative approach. Students
will learn through a variety of formats, for example: reading,
writing, speaking, listening, singing, playing games, performing
skits, watching videos, doing projects, and experiencing cultural
activities. The IA and IB courses together are equivalent to the first
year of high school Spanish.
Course #
SPN002
Duration/Units 1 year – 10
Units
This course is the second of a two-year middle school program. In
this course, students will build upon prior knowledge of Spanish
language and culture using a communicative approach. Students
will continue to learn a through a variety of formats, for example:
reading, writing, speaking, listening, singing, playing games,
performing skits, watching videos, doing projects, and experiencing
cultural activities. The IA and IB courses together are equivalent to
the first year of high school Spanish (Spanish I).
PHYSICAL EDUCATION
Course Title
Grade Level
Mind & Body
6
Requirements
Met
Course
Description
Physical Education
Course #
Duration/Units
PED001
1 semester – 5
Units
The primary goal of the course is to introduce first year students to
life at SPA, promote a smooth transition to middle school, and to
help students develop a coherent plan for their education. Upon
completion of the course, students should have a greater
understanding of their responsibilities as a student and role as
citizens in the SPA community. This course will give students the
necessary skills for maximizing the academic performance, as well
as an appreciation for the relevance and importance of education.
SPA Handbook & Courses Catalog 2016-2017
21
Middle School Arts Scope and Sequence: 2016-2017
Theatre
Dance
Instrumental
Vocal
P&D
Master
Class
Master
Class
Q
1
Improv &
Clowning
Ballet
Intro to Music
Theory and
Music
Appreciation
Concert Choir
2D Design
World Music
Arts thru
Social Media
Q
2
Song as Story
Repertory
Orchestra
Intro to
Musicianship
3D Design
Stage Combat
Masks and
Puppets
Q
3
MultiCultural
Theatre
Contemporar
y
Instrumental
Class
Intro to
Vocal
Techniques
Figure
Drawing
Costume &
Make Up
Q
4
Audition
Technique
Dance
History
Chamber
Music
Seminar
Singing for
Change
Technical
Drawing
Finding your
Voice
through
Spoken Word
Technology
Arts
Integration
Hip Hop
Theatre
Middle School Arts Scope and Sequence: 2017-2018
Theatre
Dance
Instrumental
Vocal
P&D
Master
Class
Master
Class
Q1
A Survey in
Playwriting
Ballet
Music
Appreciation
Choir
Model
Building
TBD
TBD
Q2
Voice/
Movement
for Theatre
World &
Cultural
Dance
Orchestra
Musicianship
Photoshop
TBD
TBD
Q3
Devising
Conditioning
Performance
Jazz and
Broadway
Painting
Techniques
TBD
TBD
Q4
History of
Musical
Theatre
Hip Hop
Music Theory
Body
Music
Sculpture
TBD
TBD
Middle School Arts Scope and Sequence: 2017-2018
Theatre
Dance
Instrumental
Vocal
P&D
Master
Class
Master
Class
Q
1
A Survey in
Directing
Ballet
Music
Appreciation
Choir
Perspective
Drawing
TBD
TBD
Q
2
Storytelling
Modern
Orchestra
Musicianship
Exploring
Ballet Design
TBD
TBD
Q
3
Shakespeare
Choreograph
y
Performance
Indie/Pop
Rock/RB
Exploring
Opera Design
TBD
TBD
Q
4
Theatre for
Social Change
Dance and
Social
Change
Music Theory
Singing for
Change
Introduction
to Sound
TBD
TBD
SPA Handbook & Courses Catalog 2016-2017
22
PERFORMING ARTS: Dance
Course
Title
Grade Level
Course
Description
Course
Title
Grade Level
Course
Description
Course Title
Grade Level
Course
Description
Course
Title
Grade Level
Course
Description
Ballet
Course #
6/7/8
Duration/Units
Repertory
Course #
6/7/8
Duration/Units
Contemporary
6/7/8
Course #
Duration/Units
Dance History
Course #
6/7/8
Duration/Units
ART102
1 quarter – 2.5
Units
This class will explore fundamental, intermediate, and advanced
elements of ballet technique, with an emphasis on balance, musicality,
core strength, coordination, and proper physical alignment. The basis
for most dance forms, a strong foundation in ballet will give students
the freedom to explore – and feel confident in – a range of dance
genres.
ART202
1 quarter – 2.5
Units
Beginning with a simple ballet warm-up, students in this class will
learn classical, contemporary, and/or modern choreography, while
exploring elements of performance quality, personal expression, and
proper rehearsal etiquette. Repertory may involve solo, duet, or
group work.
ART302
1 quarter – 2.5
Units
Utilizing the strength and control of ballet technique, contemporary
dance permits a more liberal relationship to space, incorporating
elements of floor work, improvisation, and less adherence to classical
lines and positions. Students in this course will learn a new
contemporary dance combination each week, giving them time to
explore, revise, and hone their approach to the particular movement
given.
ART402
1 quarter – 2.5
Units
Designed to give students an appreciation for the dance techniques
they will be studying, this class will look at the history of Western,
canonized dance, from its early Russian and European roots, to the
development of classical, modern, and contemporary techniques
within North America and beyond.
SPA Handbook & Courses Catalog 2016-2017
23
PERFORMING ARTS: Instrumental Music
Course
Title
Grade Level
Course
Description
Course
Title
Grade Level
Course
Description
Course Title
Grade Level
Course
Description
Course Title
Grade Level
Course
Description
Intro to Music Theory and
Music Appreciation
6/7/8
Course #
Orchestra
Course #
ART301
Duration/Units 1 quarter – 2.5
Units
Intro to music theory class will focus on introduction to fundamental
musical elements such as notation, rhythm, and harmony. Music
appreciation portion of the class will focus on history of music,
information on composers, musical Instruments, and styles in
music. There will be much emphasis on listening and writing of
music.
ART302
6/7/8
Duration/Units 1 quarter – 2.5
Units
Orchestra class focuses on pure ensemble experience for students
who are proficient enough on their Instrument to play in a larger
group. Students will be highly interested in exploring orchestral
technique of playing with other orchestral Instruments and exploring
orchestral repertoire.
Instrumental Class
6/7/8
Course #
ART303
Duration/Units 1 quarter – 2.5
Units
Instrumental class focuses on learning string Instruments (violin,
viola, cello), and keyboard. Students will learn the makeup of the
Instruments and try to acquire sufficient technique to be able to
perform on these Instruments.
Chamber Music Seminar
6/7/8
ART304
1 quarter – 2.5
Units
Chamber music class focuses on students who already have chosen
Instruments and are interested in performing with other
Instrumentalists. Students in Chamber Music Seminar are interested
in learning about chamber music repertoire, makeup of ensembles,
and technique to rehearse and play with other Instrumental
musicians.
SPA Handbook & Courses Catalog 2016-2017
Course #
Duration/Units
24
PERFORMING ARTS: Production and Design
Course Title
Grade Level
Course
Description
Course Title
Grade Level
Course
Description
Course Title
Grade Level
Course
Description
Course Title
Grade Level
Course
Description
2D Design
6/7/8
Course #
ART501
Duration/Units 1 quarter – 2.5
Units
Through the art of creating comic strips, students will apply the
principles of two dimensional design, develop storytelling skills, and
create characters.
3D Design
6/7/8
Course #
ART502
Duration/Units 1 quarter – 2.5
Units
Using artistic inspirations, students will stage creative scenes to
photograph. Students will collaborate in teams through a quarter,
producing images that involve props, costumes, and backgrounds, as
well as integrating their fellow students.
Figure Drawing
6/7/8
Course #
ART503
Duration/Units 1 quarter – 2.5
Units
Students will create comic book heroes, fashion designs, and design
masks, using time tested techniques for rendering the human body,
hands, and head.
Technical Drawing
6/7/8
Course #
ART504
Duration/Units 1 quarter – 2.5
Units
Students will learn the concepts of scale, dimensions, and
architectural symbols, using them in computer aided drafting
programs to imagine designs for everything from spaceships to
gardens, and create layouts and elevations to communicate their
ideas.
SPA Handbook & Courses Catalog 2016-2017
25
PERFORMING ARTS: Theatre
Course Title
Grade Level
Course
Description
Course Title
Grade Level
Course
Description
Course Title
Grade Level
Course
Description
Improv and Clowning
6/7/8
Course #
Duration/Units
ART101
1 quarter – 2.5
Units
In this course students explore the worlds of improvisation and
physical comedy, focusing on corporeal mime from the work of
Jacques LeCoq and improvisation techniques from Spolin, Johnstone
and others. Through the discovery of improvisational play and its
rules, students will explore techniques for moving from physical to
dramatic expression; scales and levels; the linking of gesture and
voice; economy of movements, accidents and detours; status and
narrative. The course will end with a sharing of a short improv
sketch based on the student’s “clown.”
Song as Story
6/7/8
Course #
ART201
Duration/Units 1 quarter – 2.5
Units
Students develop the essential acting tool for musical theatre by
creating a compelling, dramatic story that connects with an
audience. Students engage in the rigorous process of analyzing,
crafting, and performing a song by selecting appropriate material;
developing strong characterizations and a personal relationship to
the material; articulating clear GOTE analysis (goals, obstacles,
tactics, and expectations); and setting performance
intentions. Students share their investigation in a culminating
“Performance Cabaret.”
Multi-Cultural Theatre
6/7/8
Course #
ART301
Duration/Units 1 quarter – 2.5
Units
The main focus of this course will be to explore multicultural
American dramatic art by surveying Asian American, Latino, African
American, LGBT theatrical production. As a class, we will
investigate dramatic art as a cultural and political force. We will
also consider theatre as a collaborative art drawing on the talents of
performers, directors, playwrights, and designers, and integrating
the skills and experiences of a diverse populations. We will explore
how artists and communities have used performance as a tool for
political activism, for the cultivation of cultural pride, and for
explorations of social issues too sensitive to be addressed in other
contexts.
SPA Handbook & Courses Catalog 2016-2017
26
Course Title
Grade Level
Course
Description
Audition Technique
6/7/8
Course #
ART401
Duration/Units 1 quarter – 2.5
Units
This course is designed as a professional audition technique class,
with focus on such topics as creating a powerful resume, writing
cover letters, approaching casting directors, and selecting a resume
photo. We will develop an audition portfolio of two pieces which
have been rigorously analyzed and rehearsed. Students learn how
to make strong choices, as well as how to adapt to direction within
the audition setting. Students also experience career workshops,
audition material adjudication, and techniques for building
confidence.
SPA Handbook & Courses Catalog 2016-2017
27
PERFORMING ARTS: Vocal Music
Course Title
Grade Level
Course
Description
Course Title
Grade Level
Course
Description
Course Title
Grade Level
Course
Description
Course Title
Grade Level
Course
Description
Concert Choir
6/7/8
Course #
Duration/Units
ART401
1 quarter – 2.5
Units
Concert Choir is the primary choral music performing ensemble for
student in sixth through eighth grade. Repertoire will consist of
early western classical music styles, folk, world music, Broadway,
and contemporary works written for up to three voice parts, both a
cappella and with Instrumental accompaniment. Students in
Concert Choir will be reexamined and reinforced in this class
according to the specific needs of each student, and as dictated by
the repertoire selected.
Intro to Musicianship
6/7/8
Course #
Duration/Units
Intro to Vocal Techniques
6/7/8
Course #
Duration/Units
Singing for Change
6/7/8
Course #
Duration/Units
ART402
1 quarter – 2.5
Units
Intro to Musicianship will immerse students in a myriad of aural
and sight-reading skills necessary for beginning to intermediate
vocal and choral music studies and performance. Students will learn
to utilize solfege, Curwen hand signs, and various forms of body
percussion as tools to aid in their musical literacy. A foundation in
music theory will also be obtained through written dictation
exercises, and in the exploration of music notation software.
ART403
1 quarter – 2.5
Units
Intro to Vocal Techniques is a course devoted to the preparation
and rehearsal of solo and small ensemble vocal music. Various
genres of music (classical, folk, world music, jazz, Broadway, and
popular) will be analyzed within their historical contexts, and
current performance practices will be observed. Skills learned in
Concert Choir will be expected and reinforced in this class according
to the specific needs of each student, and as dictated by the
repertoire selected.
ART404
1 quarter – 2.5
Units
Singing for Change is a unique course offering in which students will
study, perform, and record music with the intent of making either
small or large-scale social/political change within our community.
Specifically, a local charitable organization will be selected by the
class, and the combined efforts of each individual student will lead
SPA Handbook & Courses Catalog 2016-2017
28
towards raising funds for that organization, helping to establish
connects and relationships between our school and community.
SPA Handbook & Courses Catalog 2016-2017
29
PERFORMING ARTS: Master Classes
Course Title
Grade Level
Course
Description
Course #
ART601
Duration/Units 1 quarter – 2.5
Units
This quarter-long Master Class will survey music, its origins, forms,
influences and cultural impact on a global perspective. Students will
learn about significant musical styles and genres from the areas of
dance, Instrumental, vocal and composition that have played
important roles in our Arts and Cultural history.
Course Title
Grade Level
Arts Through Social Media
6/7/8
Course #
Duration/Units
Stage Combat
6/7/8
Course #
Duration/Units
Course
Description
Course Title
Grade Level
Course
Description
Course Title
Grade Level
Course
Description
Course Title
Grade Level
Course
Description
World Music
6/7/8
ART701
1 quarter – 2.5
Units
This quarter-long Master Class will investigate the impact of Social
Media and its use and how Artists can best use technology and
Social Media to create identity, marketing and career related
advancement of their chosen profession.
ART602
1 quarter – 2.5
Units
This quarter-long Master Class will teach fundamental technique in
unarmed stage combat and contemporary violence for the stage. The
main emphases of this class will be technique, safety, focus and
emotional commitment.
Masks and Puppets
6/7/8
Course #
ART702
Duration/Units 1 quarter – 2.5
Units
This quarter-long class will investigate the use of masks and
puppets as elements of storytelling. Students will learn various
forms and uses of masks and puppets throughout history and will
have the opportunity to create masks and puppets for stage use.
Finding your Voice
through Spoken Word
6/7/8
Course #
ART603
Duration/Units 1 quarter – 2.5
Units
Through areas of spoken word including: hip hop, theatre, stand-up
comedy, poetry, and everything in between, students will learn ways
to put their feelings, thoughts, opinions, stories and ideas on paper,
and then make them come to life with the tools and techniques of
spoken word. By the end of the course, a student can expect to have
SPA Handbook & Courses Catalog 2016-2017
30
a poem of their own committed to memory, and the confidence to
perform publicly, should they so choose, in a final performance.
Students should expect to conquer fear, appropriately speak their
mind, find their voice and have a bunch of fun doing it.
Course Title
Grade Level
Course
Description
Course Title
Grade Level
Course
Description
Course Title
Grade Level
Course
Description
Costume & Make Up
6/7/8
Course #
Duration/Units
ART703
1 quarter – 2.5
Units
In this survey course, students will learn fundamentals of makeup
and costume design, application and technique. Students will be
introduced to a variety of design and application models and survey
the history and influence costume and makeup has had in a variety
of performing arts areas.
Technology Arts
Integration
6/7/8
Course #
ART604
Duration/Units
1 quarter – 2.5
Units
In this Master Class students will be introduced to the cross-roads
of Technology and the Arts and where those two worlds intersect;
influencing and complementing each other. Students will be
introduced to ideas and practices that integrate technology and art
and how technology is being used across all areas of performing
arts to broaden and deepen the artistic medium and to heighten the
production and audience experience.
Hip Hop Theatre
6/7/8
Course #
ART704
Duration/Units 1 quarter – 2.5
Units
Students in this Master Class will be introduced to elements that
allow for creation and performance of Hip Hop theatre. Exploration
of the history and culture of Hip Hop through original written
material, live performance, music, film, video and web based
content will serve as models to inform students of the cultural and
artistic values of this performance medium.
SPA Handbook & Courses Catalog 2016-2017
31
High School Graduation Requirements
Subjects
Required Courses
Units
Social Science




World History
US History
Government
Economics
30 units
English




English 9
English 10
English 11 or AP Lang
English 12 or AP Lit
40 units
Mathematics



Algebra I (can be met in 7th/8th)
Geometry
Algebra II
30 units
Science



Biology
Chemistry
Physics or AP Bio
30 units
World
Languages



Spanish I
Spanish II
Spanish III
30 units
Physical
Education
Electives

Health and Wellness
10 units


SPA Arts 500
SPA Arts 501
120 units
Total Units
290 units
College Entrance Requirements
Subjects
(a-g)
CSU Entrance
Requirements
UC Entrance
Requirements
SPA Graduation
Requirements
Social
Science (a)
2 years
2 years
3 years
English (b)
4 years
4 years
4 years
Mathematics
(c)
3 years/4 recommended
3 years/4 recommended
3 years (or through
Algebra II)
Science (d)
2 years
2 years/3 recommended
3 years
Foreign
Language (e)
2 years
2 years/3 recommended:
3 years (or through
Spanish III)
Performing
Arts (f)
Electives (g)
1 year
1 year
1 year
SPA Electives
1 year or extra from the a- 1 year or extra from the a- 1 year
f list
f list
N/A
N/A
4 years
SPA Handbook & Courses Catalog 2016-2017
32
High School Courses
SOCIAL SCIENCE
Course Title
Grade Level
World History
10
Requirements
Met
Course
Description
CSU/UC: “a”
Course Title
Grade Level
US History
11
Requirements
Met
Course
Description
CSU/UC: “a”
Course Title
Grade Level
Government
12
Requirements
Met
Course
Description
CSU/UC: “a”
Course #
Duration/Units
WOH001
1 year – 10
Units
World History presents a narrative of world history from the roots
of democracy through the present. The course traces the
development of nations throughout the world. Themes include
political change, economic development, the growth of science and
technology, the effect of contact between cultures, Imperialism and
its effects on the imperialized, and creativity in the arts. Skill
emphasis will include reading, analysis, speaking, note-taking,
writing and research.
Course #
Duration/Units
USH001
1 year – 10
Units
US History is a survey course covering the major political,
economic, social, and cultural developments of United States
history. It will examine the major historical events in that period,
i.e. the forming of the colonies, Revolutionary War, the writing of
the Constitution, the Civil War, Immigration, the two World Wars,
the Great Depression, the Cold War, the Civil Rights Movement,
Vietnam War, and Watergate. A goal of this class is to see how one
period of time has influenced and shaped succeeding eras.
Course #
GOV001
Duration/Units 1 semester – 5
Units
This 12th grade course will examine the major principles of the
American political system. Particular attention will be paid to the
political decision making process employed by Federal, State and
local government. Students will also analyze the major Institutions
of the American political system, such as the Constitution,
Presidency, Congress, Supreme Court, political parties, voting,
elections, civil liberties and the media. Special emphasis will be
SPA Handbook & Courses Catalog 2016-2017
33
placed on helping the student understand his/her role within the
American political system.
Course Title
Grade Level
Economics
12
Requirements
Met
Course
Description
CSU/UC: “g”
Course Title
Grade Level
Requirements
Met
Course
Description
Course Title
Grade Level
Requirements
Met
Course
Description
Course #
Duration/Units
ECN001
1 semester – 5
Units
This 12th grade course examines the principles of the American
economic system. It includes a study of comparative economic
systems, economic policy-making and decision-making, and of
economic issues on a personal, national and international level.
This course includes principles of micro and macroeconomics.
AP Art History
Course #
APA001
11/12
CSU/UC: “a” or “g”
Duration/Units 1 year – 10 Units
This course is designed to give students the opportunity to
discover, appreciate, and acquire knowledge of art history through
the ages, from the Paleolithic era to contemporary times. Students
will learn to examine and critically analyze major forms of artistic
expression from diverse cultures and understand their
contributions to the arts. A variety of art media and styles will be
studied as the students look at architecture, manuscripts, painting,
drawing, printmaking and sculpture, as a reflection of a given
civilization and time period. This class will give students the
opportunity to use their prior knowledge of history, geography,
politics, religion, languages, literature, and the visual arts. It
expected that all students will take the AP exam in May.
Prerequisites: Completion of World History with a “B” or better
and/or Teacher Recommendation
AP Psychology
11/12
CSU/UC: “a” or “g”
Course #
Duration/Units
APP001
1 year – 10 Units
This class will challenge the student to study psychology at the
college level. It is a course designed to introduce students to the
systematic and scientific study of behavior and mental processes of
human beings and other animals. Students are exposed to the
psychological facts, principles, and phenomena associated with
each of the major sub fields within psychology. They also learn
about the ethics and methods psychologists use in their science and
SPA Handbook & Courses Catalog 2016-2017
34
practice. Units studied will include research methods,
consciousness, sensation and perception, neuroanatomy,
motivation and emotion, learning theory, mental illness,
personality theory, development, etc. It expected that all students
will take the AP exam in May. Prerequisites: Completion of Biology
with a “B” or better and/or Teacher Recommendation
SPA Handbook & Courses Catalog 2016-2017
35
ENGLISH
Course Title
Grade Level
English 9
9
Requirements
Met
Course
Description
CSU/UC: “b”
Course Title
Grade Level
English 10
10
Requirements
Met
Course
Description
CSU/UC: “b”
Course Title
Grade Level
English 11
11
Course #
Duration/Units
ENG009
1 year – 10
Units
Who are we and what do we contribute to the stage of life? In
Language Takes the Stage, we consider what theatre is and why we
feel compelled to create it. In this ninth grade, college preparatory
English class, the literature comes to life. In addition to analyzing,
researching, and writing about text, students take an active role in
transforming text to actual performances. Language, theatre,
culture, and self are the driving themes of this course. We compose
monologues, write narratives, act, argue character interpretation,
invent, improvise, and otherwise consider how the story is told
and how the story is used to influence and communicate with the
world around us. Our study of culture, literature, and style spans
the gamut from Tupac to Shakespeare, from the gods to GaGa.
Quite simply, we travel the path from page to stage.
Course #
ENG010
Duration/Units 1 year – 10
Units
Get Reel English Through Your Lens challenges 10th grade students
through the intensive analysis of text, including media,
informational writing, and fiction. Students learn to recognize
themselves as both products and members of society as they study
and create a variety of text, including narrative and analytical
writing, construct argument, visual mapping, multimedia, and video
messages. They understand that language is a powerful medium
when read, written, spoke and performed with purpose. While
students explore the universal themes of identity, power and
freedom, they acquire important technical skills needed to use
digital media tools for filming and editing. They gain the necessary
abilities for digital media production, while participating in a
rigorous, integrated creative English and media course that
provides real-world connections through extensive career and
technical content.
SPA Handbook & Courses Catalog 2016-2017
Course #
Duration/Units
ENG011
1 year – 10
Units
36
Requirements
Met
Course
Description
CSU/UC: “b”
Course Title
Grade Level
English 12
12
Requirements
Met
Course
Description
CSU/UC: “b”
Course Title
AP Language and
Composition
11
Grade Level
Requirements
Met
Course
Description
Arts in Civic Action is a college preparatory grade 11 English
course where students engage in close reading of complex texts,
analysis of historical and existing theatre applications and models,
and apply both to a focused social action arts project. Students
begin by acquiring performance and storytelling skills with social
impact. Once students have a basis for creating theatre for social
action, they will then begin to mobilize their cause by measuring
the potential impact of their performances. The course will
culminate in focused research and analysis of the effectiveness of
nonprofit arts organizations.
Course #
ENG012
Duration/Units 1 year – 10
Units
Social Action Theatre is a College Preparatory grade 12 English
course that emphasizes arts and social action. Students develop
and refine their personal and unique mission statement (credo)
and aesthetic, which will be reflected through their yearlong course
work including a personal monologue, reflective essay and
portfolio development. Additionally, students will apply their
personal credo to create individual proposals for a social action arts
organization. In groups, students will create and present a business
plan for one of the proposed social action performing arts
organizations, and design and perform a piece that would
exemplify work from said organization. This business plan will be
added to a digital portfolio created at the beginning of the course
and added to throughout the course. This digital portfolio is one
element, along with the final performance piece, which is presented
to a career readiness jury panel of professionals as a final
assessment.
Course #
ENG111
Duration/Units 1 year – 10
Units
CSU/UC: “b”
AP English Language is a rigorous, college level course emphasizing
expository writing and critical reading. Writing assignments
include in-class timed writings and out-of-class essays. The
analysis of many forms of literature (i.e. novels, non-fiction essays,
SPA Handbook & Courses Catalog 2016-2017
37
reflective essays, letters, etc.) focuses on how authors use language
and literary devices to inform or persuade. Students also continue
to work on grammar and vocabulary development. This is an
Advanced Placement course that prepares students to take the AP
Language and Composition exam in May. Prerequisite: Completion
of English 10 with a “B” or better and/or Teacher Recommendation
Course Title
Grade Level
Requirements
Met
Course
Description
AP Literature and
Composition
12
Course #
ENG112
Duration/Units 1 year – 10
Units
CSU/UC: “b”
AP English Literature is a rigorous, college level course focusing on
the study of significant literary works. Students analyze literature,
poetry, and essays in terms of concepts and the role of these
concepts in the development of the World. The reading list is
extensive and written work emphasizes a mature level of insight,
the development of careful and thorough analysis, and
sophisticated language use. Participation in class discussion is
essential. This is an Advanced Placement course that prepares
students to take the AP Literature and Composition exam in May.
Prerequisite: Completion of English 11 or AP Language with a “B”
or better and/or Teacher Recommendation
SPA Handbook & Courses Catalog 2016-2017
38
MATHEMATICS
Course Title
Grade Level
Algebra I
9
Requirements
Met
Course
Description
CSU/UC: “c”
Course Title
Grade Level
Geometry
9/10
Requirements
Met
Course
Description
CSU/UC: “c”
Course Title
Grade Level
Algebra II
10/11
Requirements
Met
Course
Description
CSU/UC: “c”
Course #
ALG001
Duration/Units 1 year – 10
Units
The Algebra I course content focuses on four critical areas: (1)
deepening and extending understanding of linear and exponential
relationships; (2) contrasting linear and exponential relationships
with each other and engaging in methods for analyzing, solving,
and using quadratic functions; (3) extending the laws of exponents
to square and cube roots; and (4) applying linear models to data
that exhibit a linear trend. Practical applications are addressed
through the solution of word problems or performance tasks.
Prerequisite: C or better in previous math course
Course #
Duration/Units
GEO001
1 year – 10
Units
The objective of the Geometry course is to help the student
understand plane and space relationships. Topics of focus include:
(1) establishing criteria for congruence of triangles based on rigid
motions; (2) establishing criteria for similarity of triangles based
on dilations and proportional reasoning; (3) informally developing
explanations of circumference, area, and volume formulas; (4)
applying the Pythagorean Theorem to the coordinate plane; (5)
proving basic geometric theorems; and (6) extending work with
probability. Practical applications are addressed through the
solution of word problems or performance tasks. Prerequisite: C or
better in Algebra 1
Course #
Duration/Units
ALG002
1 year – 10
Units
Algebra II complements and expands the mathematical concepts of
Algebra I and Geometry. Students gain experience in (1) relating
arithmetic of rational expressions to arithmetic of rational
numbers; (2) expanding understandings of functions and graphing
to include trigonometric functions; (3) synthesizing and
generalizing functions and extend understanding of exponential
SPA Handbook & Courses Catalog 2016-2017
39
functions to logarithmic functions; and (4) relating data display and
summary statistics to probability and explore a variety of data
collection methods. Graphing calculators are used to enhance
understanding. Prerequisite: C or better in Geometry
Course Title
Grade Level
Pre-Calculus
11/12
Requirements
Met
Course
Description
CSU/UC: “c”
Course Title
Grade Level
AP Calculus AB
11/12
Requirements
Met
Course
Description
CSU/UC: “c”
Course #
Duration/Units
PCL001
1 year – 10
Units
This is a course in functions, development of the trigonometric
functions through the use of the concept of circular functions,
graphical characteristics of the trigonometric functions-including
translations, amplitude, change of period, domain, range, and sums
and differences of functions, inverse trigonometric functionsnotations and graphs, trigonometric identities, including addition
and double-angle and half-angle formulas, use of degree and radian
measures, solution of trigonometric equations, polar coordinates
and vectors; solution of problems related to force/navigation,
matrices and determinants, higher degree equations, logarithmic
functions, rational functions, summation notation, the conic
sections (parabola, ellipse, hyperbola), translations and rotations of
the axes and curve sketching. Graphical calculator required (TI-84
recommended; TI-89 is not allowed on many exams).
Prerequisite: C or better in Algebra II
Course #
Duration/Units
APC001
1 year – 10
Units
All students interested in this course should sign up for Calculus.
Following the screening process, counselors will place qualified
students into AP Calculus AB. This course includes the following
topics: functions and graphs, limits, derivative, continuity and
sequences; differentiation of algebraic functions; and applications
of differential calculus; Rolles and Mean Value Theorems, graphing,
applied minima-maxima, concavity, differentials, related rates, antiderivatives, the theory and applications of integral calculus,
methods of integration, differentiation and integration of
transcendental functions. Problems requiring the use of graphical
calculators will be included in the curriculum. Graphical calculator
problems will also be on the AP Exam. (TI-84 recommended; TI-89
is NOT allowed on many exams). Prerequisite: Completion of PreCalculus with a “B” or better and/or Teacher Recommendation
SPA Handbook & Courses Catalog 2016-2017
40
Course Title
Grade Level
AP Statistics
11/12
Requirements
Met
Course
Description
CSU/UC: “c”
Course #
Duration/Units
APS001
1 year – 10
Units
This course prepares the student for basic (non-calculus) college
statistics. College statistics is necessary for many non-science
majors. The topics covered are those required for the Advanced
Placement Statistics Exam. Among the topics covered is
exploratory analysis of data (observing patterns and departures
from patterns while making use of graphical and numerical
techniques), planning a study (deciding what and how to measure),
anticipating patterns (producing models using probability theory
and simulation), and statistical inference (making inferences with
the z-test, t-test, chi-square procedure, and regression analysis). A
graphical calculator is required (TI-83 or Tl-84 is recommended.)
Prerequisite: Completion of Algebra II with a “B” or better and/or
Teacher Recommendation
SPA Handbook & Courses Catalog 2016-2017
41
SCIENCE
Course Title
Grade Level
Biology
9
Requirements
Met
Course
Description
CSU/UC: “d”
Course Title
Grade Level
Chemistry
10
Requirements
Met
Course
Description
CSU/UC: “d”
Course Title
Grade Level
Physics
11
Requirements
Met
Course
Description
CSU/UC: “d”
Course Title
Grade Level
AP Biology
12
Requirements
Met
CSU/UC: “d” or “g”
Course #
BIO001
Duration/Units 1 year – 10
Units
Biology is a year-long life science course based on the Next
Generation Science Standards (NGSS). Topics include Structures
and Processes of Cells and Organisms, Ecosystems, Heredity,
Evolution, and the Earth and Human Activity. Students will learn
through scientific inquiry and problem solving, collaborative
projects and real-world application of content.
Course #
CHM001
Duration/Units 1 year – 10
Units
Chemistry is a year-long physical science course based on the Next
Generation Science Standards (NGSS). Topics include Matter,
Energy and Earth Systems. Students engage with the content
through a curriculum that emphasizes real-world applications,
project-based learning and an inquiry approach to solving
problems.
Course #
Duration/Units
PHY001
1 year – 10
Units
Physics is a year-long physical science course based on the Next
Generation Science Standards (NGSS). Topics include Motion and
Stability, Energy, Waves and Their Applications and Earth’s Place in
the Universe. Students learn through an inquiry-based approach
that emphasizes scientific skills and real-world application and
problem solving.
SPA Handbook & Courses Catalog 2016-2017
Course #
Duration/Units
APB001
1 year – 10
Units
42
Course
Description
AP Biology is for students who have successfully completed Biology
and Chemistry and want the experience of a college level life
science course in high school. This course focuses on the four big
ideas that thematically weave together the content of the course Evolution, Cellular Processes: Energy and Communication, Genetics
and Information Transfer and Interactions. Scientific inquiry and
reason are emphasized along with course content and 25% of the
course is inquiry based laboratory science. This is a rigorous
course for students interested in future studies in science and is
expected that students will access some content outside of the
classroom through external sources of information and apply
content in the classroom on a regular basis. Students are strongly
encouraged to take the advanced placement exam in May which
may earn college/university credit. Prerequisite: Completion of
Biology and Chemistry with a “B” or better and/or Teacher
Recommendation
SPA Handbook & Courses Catalog 2016-2017
43
WORLD LANGUAGES
Course Title
Grade Level
Spanish I
9
Requirements
Met
Course
Description
CSU/UC: “e”
Course Title
Grade Level
Spanish II
9/10
Requirements
Met
Course
Description
CSU/UC: “e”
Course Title
Grade Level
Spanish III
10/11
Requirements
Met
Course
Description
CSU/UC: “e”
Course Title
Grade Level
Requirements
Met
Course
Description
Spanish IV
10/11
CSU/UC: “e”
Course #
Duration/Units
SPN001
1 year – 10
Units
This course is an introduction to the four basic language skills:
listening, speaking, reading and writing. Students will learn
cultural information about the Spanish-speaking world.
Course #
Duration/Units
SPN002
1 year – 10
Units
A continuation of the course of study of the Spanish language and of
the associated cultures started in Spanish I. Spanish II is designed
to develop the students' speaking and writing skills to a greater
extent, to reinforce correct pronunciation and intonation, and to
improve listening and reading comprehension. The grammatical
study of the language will also be increased. Prerequisite: C or
better in Spanish I
Course #
SPN003
Duration/Units 1 year – 10
Units
Continuation of basic grammar. Fundamentals are presented in the
form of moderately long reading passages and emphasis is placed
on reading and writing. Conversing in the Spanish language
becomes imperative and there are more advanced cultural
readings. Prerequisite: C or better in Spanish II
Course #
SPN004
Duration/Units 1 year – 10 Units
Emphasis of this class is Spanish for literature and communication.
Students will develop speaking skills through oral presentations
and class discussions on various topics. Throughout the year
students will read works of Spanish and Latin American authors.
Composition and literature assignments will provide the
SPA Handbook & Courses Catalog 2016-2017
44
opportunity to review grammar. The class is conducted completely
in Spanish. Enthusiasm for Spanish is a must. Prerequisite: C or
better in Spanish III
Course Title
Grade Level
Requirements
Met
Course
Description
AP Spanish Language and
Culture
11/12
CSU/UC: “e”
Course #
SPN005
Duration/Units
1 year – 10 Units
This is an intensive course designed to prepare students for the AP
Spanish test in May. Students will read from more complex
materials: short stories, novels, poetry excerpts and other
literature. Basic skills are reinforced through the reading with an
emphasis on speaking. By the year’s end, the students will be able
to understand the spoken language, be able to read and understand
literary excerpts, and be able to carry on advanced conversations
with few grammatical errors. Summer homework may be required.
Prerequisite: Completion of Spanish IV with a “B” or better and/or
Teacher Recommendation
PHYSICAL EDUCATION
Course Title
Grade Level
Requirements
Met
Course
Description
Health and Wellness
9
Course #
Duration/Units
H&W001
1 year – 10
Units
A required course for all 9th graders. An orientation and
introduction to high school physical education, wellness and
health. Students are provided with content and opportunities to
enable them as individuals and as members of society, to make
informed decisions, evaluate and modify behaviors, and increase
health literacy. The course topics include: Personal and
Community Health, Nutrition and Physical Activity, Mental,
Emotional, and Social Health, Alcohol, Tobacco, and other drugs,
Injury Prevention and safety, Growth, Development, and
Comprehensive Sexual Health Education. Activities will align with
the State Standards and Framework in both physical fitness and
health. This course will include the State Fitness Exam in the
spring.
SPA Handbook & Courses Catalog 2016-2017
45
DANCE
MAJOR PROGRESSION
Year DAN 100:
DAN 101: History and Appreciation
1
Ballet I
of Dance (T/Th)
DAN 102: World Dance and Culture
(T/Th)
Year DAN 200:
DAN 201:
2
Ballet II
Modern (T/Th)
Year DAN 300:
3
Ballet III
DAN 103: Repertory (W/F)
DAN 104: Contemporary (W/F)
DAN 202:
Contemporary and
Improvisation
(W/F)
DAN 204: Conditioning (W/F)
DAN 301: Dance and Social Change DAN 303: Dance and
(T/Th)
Choreography for the Stage
(W/F)
DAN 302: Composition/The
DAN 304: Speaking of Dance
Creative Process (T/Th)
(W/F)
SPA ARTS 500: Senior Thesis (M/W/F)
Year DAN 400:
4
Ballet (T/Th)
DAN 401:
SPA ARTS 501: The Artist as (T/Th) Entrepreneur
Modern
(W/F)
Course Title
Prerequisite
Ballet I
n/a
Requirements
Met
Course
Description
Major: Dance
Course Title
History and Appreciation of
Dance
n/a
Prerequisite
Requirements
Met
Course
Description
Course #
Duration/Units
DAN 100
1 year – 20
Units
This class will explore fundamental, intermediate, and advanced
elements of ballet technique, with an emphasis on balance,
musicality, core strength, coordination, and proper physical
alignment. The basis for most dance forms, a strong foundation in
ballet will give students the freedom to explore – and feel confident
in – a range of dance genres.
Course #
DAN 101
Duration/Units
1 semester
(T/Th) – 2.5
Units
Major: Dance
Designed to give students an appreciation for the dance techniques
they are studying, this class will look at the history of Western,
SPA Handbook & Courses Catalog 2016-2017
46
canonized dance, from its early Russian and European roots, to the
development of classical, modern, and contemporary techniques
within North America and beyond.
Course Title
Prerequisite
World Dance and Culture
Course #
DAN 102
n/a
Duration/Units
1 semester
(T/Th) – 2.5
Units
Requirements
Met
Course
Description
Major: Dance
Course Title
Prerequisite
Repertory
n/a
Requirements
Met
Course
Description
Major: Dance
Course Title
Prerequisite
Contemporary
n/a
Requirements
Met
Course
Description
Major: Dance
Looking beyond the worlds of ballet and modern dance, this class
will explore dance forms from around the globe, focusing on the
social and cultural contexts out of which they evolved. Examples
may include Japanese Butoh, Indian Kathak, and Spanish Flamenco
dance. Class work will involve reading, observing, and writing
about these particular dance forms, as well as learning very basic
elements of each technique.
Course #
DAN 103
Duration/Units 1 semester
(W/F) – 2.5
Units
Students in this class will learn classical, contemporary, and/or
modern choreography, while exploring elements of performance
quality, personal expression, and proper rehearsal
etiquette. Repertory may involve solo, duet, or group work. Placed
in the first semester, this course is meant to complement and
enhance the material learned in “History and Appreciation of
Dance.”
Course #
DAN 104
Duration/Units 1 semester
(W/F) – 2.5
Units
Utilizing the strength and control of ballet technique, contemporary
dance permits a more liberal relationship to space, incorporating
elements of floor work, improvisation, and less adherence to
classical lines and positions. Students in this course will learn a
new contemporary dance combination each week, giving them time
to explore, revise, and hone their approach to the particular
SPA Handbook & Courses Catalog 2016-2017
47
movement given. Additionally, this class will emphasize
improvisation, wherein students will learn tools to create
spontaneous rather than choreographed movement.
Course Title
Prerequisite
Ballet II
DAN 100
Requirements
Met
Course
Description
Major: Dance
Course Title
Prerequisite
Requirements
Met
Course
Description
Modern
DAN 100
Major: Dance
Course Title
Contemporary and
Improvisation
DAN 100
Prerequisite
Course #
Duration/Units
DAN 200
1 year – 20
Units
This class will explore fundamental, intermediate, and advanced
elements of ballet technique, with an emphasis on balance,
musicality, core strength, coordination, and proper physical
alignment. The basis for most dance forms, a strong foundation in
ballet will give students the freedom to explore – and feel confident
in – a range of dance genres.
Course #
DAN 201
Duration/Units 1 year – 5 Units
Structured around beginning, intermediate, and advanced levels of
this 20th century-style dance form, this class will draw from the
Cunningham, Graham, Limón, and/or Taylor techniques.
Requirements
Met
Course
Description
Major: Dance
Course Title
Prerequisite
Requirements
Met
Conditioning
DAN 100
Major: Dance
Course #
DAN 202
Duration/Units
1 semester – 2.5
Units
Utilizing the strength and control of ballet technique, contemporary
dance permits a more liberal relationship to space, incorporating
elements of floor work, improvisation, and less adherence to
classical lines and positions. Students in this course will learn a
new contemporary dance combination each week, giving them time
to explore, revise, and hone their approach to the particular
movement given. Additionally, this class will emphasize
improvisation, wherein students will learn tools to create
spontaneous rather than choreographed movement.
SPA Handbook & Courses Catalog 2016-2017
Course #
DAN 204
Duration/Units 1 year – 10 Units
48
Course
Description
A combination of stretching and strength training, this class will
incorporate elements of Pilates, Yoga, and other somatic
practices to help students gain greater physical awareness, prevent
injuries, and become familiar with body’s (versus the mind’s)
intelligence.
Course Title
Prerequisite
Requirements
Met
Course
Description
Ballet III
DAN 200
Major: Dance
Course Title
Prerequisite
Dance and Social Change
DAN 200
Requirements
Met
Course
Description
Major: Dance
Course Title
Composition and the
Creative Process
DAN 200
Prerequisite
Requirements
Met
Course
Description
Course #
Duration/Units
DAN 300
1 year – 20 Units
This class will explore fundamental, intermediate, and advanced
elements of ballet technique, with an emphasis on balance,
musicality, core strength, coordination, and proper physical
alignment. The basis for most dance forms, a strong foundation in
ballet will give students the freedom to explore – and feel confident
in – a range of dance genres.
Course #
DAN 301
Duration/Units 1 semester – 2.5
Units
This class will examine the relationship between dance and themes
of social justice – asking the larger question, what is the role of art
in our individual, social, and political lives?
Course #
DAN 302
Duration/Units
1 semester – 2.5
Units
Major: Dance
Exploring notions of creativity, invention, and movement
origination, students in this course will have the chance to
choreograph or “compose” their own solo, duet, and/or group
dance works. In addition to the dance component, class work may
involve reading, writing, and/or discussion of student experiences
and creative processes. Questions we might explore: where does
movement begin? Where does it end? What choreographic trends
work and don’t work?
SPA Handbook & Courses Catalog 2016-2017
49
Course Title
Prerequisite
Dance and Choreography
for the Stage
DAN 200
Course #
DAN 303
Duration/Units
1 semester – 2.5
Units
Requirements
Met
Course
Description
Major: Dance, Theatre/Musical Theatre
Course Title
Prerequisite
Speaking of Dance
DAN 200
Requirements
Met
Course
Description
Major: Dance
Course Title
Prerequisite
Requirements
Met
Course
Description
Ballet IV
DAN 300
Major: Dance
Course Title
Prerequisite
Requirements
Met
Course
Description
Modern II
DAN 201
Major: Dance
This class is a study of the use of the body on stage to communicate
character and action. Activities include exercises in body control,
body language, dance, and stage combat designed to provide
movement theatre skills for the student performer, as well as to
instill self-awareness, spatial awareness, and tools and techniques
for effective physical expression.
Course #
DAN 304
Duration/Units 1 semester – 2.5
Units
This course will explore how we “speak” about dance, including
one’s own personal experience while dancing, as well as the
observation of others’ work. Part dance criticism, part selfreflection, student outcomes in this class include the ability to
clearly speak and write about their art form.
Course #
Duration/Units
DAN 400
1 year – 10 Units
This class will explore fundamental, intermediate, and advanced
elements of ballet technique, with an emphasis on balance,
musicality, core strength, coordination, and proper physical
alignment. The basis for most dance forms, a strong foundation in
ballet will give students the freedom to explore – and feel confident
in – a range of dance genres.
Course #
Duration/Units
DAN 401
1 year – 10 Units
Structured around beginning, intermediate, and advanced levels of
this 20th century-style dance form, this class will draw from the
Cunningham, Graham, Limón, and/or Taylor techniques.
SPA Handbook & Courses Catalog 2016-2017
50
Course Title
Prerequisite
Requirements
Met
Course
Description
Senior Thesis
All level 300 courses
Major: all
Course Title
The Artist as
Entrepreneur
All level 300 courses
Major: all
Prerequisite
Requirements
Met
Course
Description
Course #
Duration/Units
SPA ARTS 500
1 year – 5 Units
A student selected project that will be fully produced in
collaboration with a subject area mentor, demonstrating creativity,
craftsmanship, and complexity to present as a professional
portfolio piece.
Course #
SPA ARTS 501
Duration/Units
1 year – 5 Units
Resumes, auditions, portfolios, a web presence – all are important
parts of how artists launch and maintain their careers. Students
will be prepared with sound advice and direction on creating a
professional image and ethic, where to look for work, how to get
the job, and how to support yourself and nurture yourself as an
artist.
SPA Handbook & Courses Catalog 2016-2017
51
INSTRUMENTAL MUSIC
MAJOR PROGRESSION
Year INS 100: Music Theory/
1
Music Appreciation/
World Culture I
Year INS 200: Music Theory/
2
Music Appreciation/
World Culture I
Year INS 300: Music Theory/
3
Music Appreciation/
World Culture I
Year INS 400: Composing
4
Course Title
Prerequisite
INS 101: Performance/
Applied Music I
INS 102: Orchestration,
Chamber & Ensemble I
INS 201: Performance/
Applied Music II
INS 202: Orchestration,
Chamber & Ensemble II
INS 301: Performance/
Applied Music III
INS 302: Orchestration,
Chamber & Ensemble III
INS 401: Performance/
Applied Music IV
SPA ARTS 500: Senior
Thesis (M/W/F)
SPA ARTS 501: The Artist
as Entrepreneur (T/Th)
Music Theory/ Music
Appreciation/ World Culture I
n/a
Requirements
Met
Course
Description
Major: Instrumental Music
Course Title
Performance/ Applied Music
I
n/a
Prerequisite
INS 100
Duration/Units
1 year – 10
Units
Music Theory/Music Appreciation/World Culture class focuses on
fundamental elements of music (notation, rhythm, and harmony),
composition of music, history of music, introduction to musical
styles from different era, and the cultures of the world influenced
by different musical styles and composers.
Requirements
Met
Course
Description
Major: Instrumental Music
Course Title
Orchestration, Chamber &
Ensemble I
n/a
Prerequisite
Course #
Course #
INS 101
Duration/Units
1 year – 10
Units
Performance/Applied Music class focuses on the student’s chosen
Instruments, acquiring and furthering their technique on these
Instruments, practice habits, and performance skills.
SPA Handbook & Courses Catalog 2016-2017
Course #
INS 102
Duration/Units
1 year – 10
Units
52
Requirements
Met
Course
Description
Course Title
Prerequisite
Major: Instrumental Music
Orchestral, Chamber Music, and Ensemble class focuses on
Instrumentalists acquiring ensemble skills with other fellow
Instrumentalists. We will focus on ensemble skills in an actual
orchestra, smaller chamber groups, and unique mixed
ensembles. Students will learn to play in harmony with other
Instrumentalists, learn to refine ensemble technique, and
conducting skills.
Music Theory/ Music
Appreciation/ World Culture
II
INS 100
Requirements
Met
Course
Description
Major: Instrumental Music
Course Title
Performance/ Applied Music
II
INS 101
Prerequisite
Major: Instrumental Music
Course Title
Orchestration, Chamber &
Ensemble II
INS 102
Requirements
Met
Course
Description
INS 200
Duration/Units
1 year – 10
Units
Music Theory/Music Appreciation/World Culture class focuses on
fundamental elements of music (notation, rhythm, and harmony),
composition of music, history of music, introduction to musical
styles from different era, and the cultures of the world influenced
by different musical styles and composers.
Requirements
Met
Course
Description
Prerequisite
Course #
Course #
INS 201
Duration/Units 1 year – 10
Units
Performance/Applied Music class focuses on the student’s chosen
Instruments, acquiring and furthering their technique on these
Instruments, practice habits, and performance skills.
Course #
INS 202
Duration/Units 1 year – 10
Units
Major: Instrumental Music
Orchestral, Chamber Music, and Ensemble class focuses on
Instrumentalists acquiring ensemble skills with other fellow
Instrumentalists. We will focus on ensemble skills in an actual
orchestra, smaller chamber groups, and unique mixed
ensembles. Students will learn to play in harmony with other
SPA Handbook & Courses Catalog 2016-2017
53
Instrumentalists, learn to refine ensemble technique, and
conducting skills.
Course Title
Prerequisite
Music Theory/ Music
Appreciation/ World Culture
III
INS 200
Requirements
Met
Course
Description
Major: Instrumental Music
Course Title
Performance/ Applied Music
III
INS 201
Prerequisite
Requirements
Met
Course
Description
Course Title
Prerequisite
Course #
INS 300
Duration/Units
1 year – 10
Units
Music Theory/Music Appreciation/World Culture class focuses on
fundamental elements of music (notation, rhythm, and harmony),
composition of music, history of music, introduction to musical
styles from different era, and the cultures of the world influenced
by different musical styles and composers.
Course #
INS 301
Duration/Units
1 year – 10
Units
Major: Instrumental Music
Performance/Applied Music class focuses on the student’s chosen
Instruments, acquiring and furthering their technique on these
Instruments, practice habits, and performance skills.
Orchestration, Chamber &
Ensemble III
INS 202
Requirements
Met
Course
Description
Major: Instrumental Music
Course Title
Prerequisite
Composing
INS 300
Requirements
Met
Major: Instrumental Music
Course #
INS 302
Duration/Units
1 year – 10
Units
Orchestral, Chamber Music, and Ensemble class focuses on
Instrumentalists acquiring ensemble skills with other fellow
Instrumentalists. We will focus on ensemble skills in an actual
orchestra, smaller chamber groups, and unique mixed
ensembles. Students will learn to play in harmony with other
Instrumentalists, learn to refine ensemble technique, and
conducting skills.
SPA Handbook & Courses Catalog 2016-2017
Course #
Duration/Units
INS 400
1 year – 10
Units
54
Course
Description
Students in this course will be equipped with fundamental musical
elements and music theory in order to try song writing and their
own compositions in music. They will be exposed to vast musical
history and styles to emulate the old masters (composers) and song
writers from different era and cultures.
Course Title
Performance/ Applied Music
IV
INS 301
Prerequisite
Requirements
Met
Course
Description
Major: Instrumental Music
Course Title
Senior Thesis
Prerequisite
All level 300 courses
Requirements
Met
Course
Description
Major: all
Course Title
The Artist as Entrepreneur
Prerequisite
All level 300 courses
Requirements
Met
Course
Description
Major: all
Course #
INS 401
Duration/Units
1 year – 10
Units
Performance/Applied Music class focuses on the student’s chosen
Instruments, acquiring and furthering their technique on these
Instruments, practice habits, and performance skills.
Course #
SPA ARTS
500
Duration/Units 1 year – 5
Units
A student selected project that will be fully produced in
collaboration with a subject area mentor, demonstrating creativity,
craftsmanship, and complexity to present as a professional
portfolio piece.
Course #
SPA ARTS
501
Duration/Units 1 year – 5
Units
Resumes, auditions, portfolios, a web presence – all are important
parts of how artists launch and maintain their careers. Students
will be prepared with sound advice and direction on creating a
professional image and ethic, where to look for work, how to get
the job, and how to support yourself and nurture yourself as an
artist.
SPA Handbook & Courses Catalog 2016-2017
55
PRODUCTION & DESIGN
MAJOR PROGRESSION
Year P&D 100: Art History
1
Year P&D 200: Intro to
2
Professions
P&D 202: Stage Design I
Year P&D 300: Stage
3
Management
P&D 302: Make Up &
Wigs
Year P&D 400: Projection
4
Design
P&D 402: Rigging
P&D 101: Stagecraft I
P&D 201: Stagecraft II
P&D 301: Stage Design II
P&D 303: Props
P&D 401: Internship
P&D 403: Internship
Course Title
Prerequisite
Art History
n/a
Requirements
Met
Course
Description
Major: Production & Design
Course Title
Prerequisite
Stagecraft I
n/a
Requirements
Met
Course
Description
Major: Production & Design
Course Title
Prerequisite
Intro to Professions
P&D 100
P&D 304: Costume
Construction
SPA ARTS 500:
Senior Thesis (M/W/F)
SPA ARTS 501:
The Artist as (T/Th)
Entrepreneur
Course #
P&D 100
Duration/Units 1 year – 10
Units
Students will be introduced to the great works of art, both modern
and traditional, design movements, motifs, and fashion throughout
history and gain a greater understanding of the people and
historical context that inspired them.
Course #
P&D 101
Duration/Units 1 year – 20
Units
Learning the terminology, tools, and techniques used to build
conventional scenery, students will create artwork for campus
events and productions. Simple hand tools, basic power tools, and
safety practices will be prominently discussed and carpentry and
painting will be the focus of this class.
SPA Handbook & Courses Catalog 2016-2017
Course #
P&D 200
Duration/Units 1 semester – 5
Units
56
Requirements
Met
Course
Description
Major: Production & Design
Course Title
Prerequisite
Stagecraft II
P&D 101
Requirements
Met
Course
Description
Major: Production & Design
Course Title
Prerequisite
Stage Design I
P&D 100
Requirements
Met
Course
Description
Major: Production & Design
Course Title
Prerequisite
Stage Management
P&D 202
Requirements
Met
Course
Description
Major: Production & Design
Course Title
Prerequisite
Stage Design II
P&D 202
A discussion of traditional theatre roles, typical organizational
structures, and different venues in which theatre artists work.
Students will be prepared by this class to plan for professional roles
that they may wish to fill and work opportunities they can pursue
going forward. (PROFESSIONAL PRACTICE CLASS)
Course #
Duration/Units
P&D 201
1 year – 20
Units
Learning the terminology, tools, and techniques used to build more
complex scenery, students will create artwork for campus events
and productions. Larger power tools, electrical theory, and
nontraditional materials and fabric will be the focus of this class.
Course #
Duration/Units
P&D 202
1 semester – 5
Units
A general knowledge class in which the basics of set, costume,
lighting, sound, and projection design will be introduced. Students
will design small projects in multiple areas over the course of the
class.
Course #
P&D 300
Duration/Units 1 semester – 5
Units
Students will learn management of theatre, from the rehearsal
room to performance. The communication, temperament, and
diplomacy required to keep a production on course will be
explored, and students will learn how to anticipate needs and
facilitate communication in the creative process. (PROFESSIONAL
PRACTICE CLASS)
SPA Handbook & Courses Catalog 2016-2017
Course #
Duration/Units
P&D 301
1 year – 10
Units
57
Requirements
Met
Course
Description
Major: Production & Design
Course Title
Prerequisite
Make Up & Wigs
P&D 202
Requirements
Met
Course
Description
Major: Production & Design
Course Title
Prerequisite
Props
P&D 202
Requirements
Met
Course
Description
Major: Production & Design
Course Title
Prerequisite
Costume Construction
P&D 202
Requirements
Met
Course
Description
Major: Production & Design
Course Title
Prerequisite
Projection Design
P&D 301
A more in-depth exploration of set, costume, lighting, sound, and
projection design projects. Students will do in depth analysis,
create communication documents, and design presentations on two
to three shows, and may either do all the projects in a single idiom
(all costume design, all set design, etc.,) or work in multiple
disciplines.
Course #
Duration/Units
P&D 302
1 semester – 5
Units
Students will take a fun look at character creation through learning
techniques of makeup application and working with headpieces
and wigs, from basic highlighting/shadowing and wig care to
fantasy makeup and basic prosthetics. (PROFESSIONAL PRACTICE
CLASS)
Course #
P&D 303
Duration/Units 1 semester – 5
Units
Script analysis and practical concerns meet creative solutions in
this class, where students will solve basic problems in prop design,
from creating place settings, bedding arrangements, and furniture
pieces to budgeting and planning. (PROFESSIONAL PRACTICE
CLASS)
Course #
P&D 304
Duration/Units 1 semester – 5
Units
The basics of garment creation such as hand sewing, machine
sewing, and pattern and drape drafting will be used to create
student cosplay projects, culminating in a fashion show of their
work (PROFESSIONAL PRACTICE CLASS)
SPA Handbook & Courses Catalog 2016-2017
Course #
P&D 400
Duration/Units 1 semester – 5
Units
58
Requirements
Met
Course
Description
Major: Production & Design
Course Title
Prerequisite
Internship I
P&D 301
Requirements
Met
Course
Description
Major: Production & Design
Course Title
Prerequisite
Rigging
P&D 301
Requirements
Met
Course
Description
Major: Production & Design
Course Title
Prerequisite
Internship II
P&D 301
Requirements
Met
Course
Description
Major: Production & Design
Course Title
Prerequisite
Requirements
Met
Course
Description
Senior Thesis
All level 300 courses
Major: all
Using Isadora projection software and video editing software,
students will design progressively more complex projection
projects, collaborating with performance students to support
monologues and scenes visually. (PROFESSIONAL PRACTICE
CLASS)
Course #
P&D 401
Duration/Units 1 semester – 5
Units
Students will be placed in technical support assignments with local
theatre producers to work alongside professionals in the
entertainment industry.
Course #
Duration/Units
P&D 402
1 semester – 5
Units
Learning from union-certified professionals, students interested in
advanced technical theatre will become certified in concert and
theatrical stage rigging. (PROFESSIONAL PRACTICE CLASS)
Course #
Duration/Units
P&D 403
1 semester – 5
Units
Students will be placed in technical support assignments with local
theatre producers to work alongside professionals in the
entertainment industry.
Course #
Duration/Units
SPA ARTS 500
1 year – 5 Units
A student selected project that will be fully produced in
collaboration with a subject area mentor, demonstrating creativity,
craftsmanship, and complexity to present as a professional
portfolio piece.
SPA Handbook & Courses Catalog 2016-2017
59
Course Title
Prerequisite
Requirements
Met
Course
Description
The Artist as
Entrepreneur
All level 300 courses
Major: all
Course #
SPA ARTS 501
Duration/Units 1 year – 5 Units
Resumes, auditions, portfolios, a web presence – all are important
parts of how artists launch and maintain their careers. Students
will be prepared with sound advice and direction on creating a
professional image and ethic, where to look for work, how to get
the job, and how to support yourself and nurture yourself as an
artist.
SPA Handbook & Courses Catalog 2016-2017
60
THEATRE
ACTING MAJOR PROGRESSION
THE/ACT 101:
Year THE/ACT 100:
Acting
&
Devising
I
History & Culture I
1
Year
2
Year
3
Year
4
THE/ACT 102:
Theatre of Social Change I
THE/ACT 200:
Acting & Devising II
THE/ACT 201:
History & Culture II
THE/ACT 202:
Theatre of Social Change II
THE/ACT 300:
Acting & Devising III
THE/ACT 301:
Performance Studio I
THE/ACT 302:
Theatre of Social Change III
THE/ACT 400:
Acting & Devising
THE/ACT 401:
Performance Studio II
SPA ARTS 500:
Senior Thesis (M/W/F)
SPA ARTS 501:
The Artist as (T/Th) Entrepreneur
MUSICAL THEATRE MAJOR PROGRESSION
THE/ACT 101:
Year THE/ACT 100:
Acting
&
Devising
I
History & Culture I
1
Year THE/ACT 200:
2 Acting & Devising II
Year THE/ACT 300:
3 Acting & Devising III
Year THE/ACT 400:
4 Acting & Devising IV
VOC 204: Voice for the Stage (W/F)
DAN 203: Dance and Choreography
for the Stage (T/Th)
VOC 305: Voice for the Stage (W/F)
DAN 303: Dance and Choreography
for the Stage (T/Th)
VOC 404: Voice for the Stage (W/F)
DAN 402: Dance and Choreography
for the Stage (T/Th)
THE/ACT 102:
Theatre of Social
Change I
THE/ACT 202:
Theatre of Social
Change II
THE/ACT 302:
Theatre of Social
Change III
SPA ARTS 500:
Senior Thesis (M/W/F)
SPA ARTS 501:
The Artist as (T/Th)
Entrepreneur
PLAYWRITING/DIRECTING MAJOR PROGRESSION
THE/ACT 101:
THE/ACT 102:
Year THE/ACT 100:
History & Culture I
Theatre of Social Change I
1 Acting & Devising I
THE/ACT 201:
THE/ACT 202:
Year THE/ACT 200:
Acting
&
Devising
II
History
&
Culture
II
Theatre of Social Change II
2
P&D 202:
THE/PD 301:
Year THE/PD 300:
Stage Design I
Playwriting & Directing Internship
3 Playwriting &
Directing:
An Examination
Year THE/PD 400:
4 Applied Playwriting &
Directing
P&D 301:
Stage Design II
SPA Handbook & Courses Catalog 2016-2017
SPA ARTS 500:
Senior Thesis (M/W/F)
SPA ARTS 501:
The Artist as (T/Th) Entrepreneur
61
Course Title
Prerequisite
Requirements
Met
Course
Description
Course Title
Prerequisite
Requirements
Met
Course
Description
Course Title
Prerequisite
Requirements
Met
Course
Description
Acting & Devising I
n/a
Course #
THE/ACT 100
Duration/Units 1 year – 10
Units
Major: Theatre/Acting, Theatre/Musical Theatre,
Theatre/Playwriting & Directing
Introduces the basic elements of “devising” theatrical material
through ensemble work and focus on space, time, story, voice,
shape and gesture, character, movement, and other “building
blocks” of theatre making. Students study and apply principles and
practices of Stanislavsky-based realistic acting, with focus on
developing the actor’s instrument (voice and body) and text
analysis. Students explore common texts, rehearse and create
scenes and monologues, and develop devised compositions via the
SPA’s “Creation Lab.”
History & Culture I
n/a
Course #
Duration/Units
THE/ACT 101
1 year – 10
Units
Major: Theatre/Acting, Theatre/Musical Theatre,
Theatre/Playwriting & Directing
Introduces theatre practice and culture at the individual, social, and
civic levels. Students learn the histories of various traditions of
dramatic art and their relationship to contemporary theatre, and
study the elements of dramatic art and the roles of the artists who
collaborate to create it. Students begin to develop critical thinking
skills, interpreting theatre practice as social and cultural
expression, and researching the ritual practices of a diversity of
cultures.
Theatre of Social Change I
n/a
Course #
THE/ACT 102
Duration/Units 1 year – 10
Units
Major: Theatre/Acting, Theatre/Musical Theatre,
Theatre/Playwriting & Directing
Considers the student artist as social actor, engaged with the
world. This course introduces students to improvisation and clown
work via principles of Augusto Boal and Jacques LeCoq, as well as
practitioners of community-based theatre, and forms of theatre
dedicated to education, empowerment and healing through the
arts. Students develop an awareness of the responsibilities of an
artist to society, and the responsibilities of a society to its artists,
and begin a process of self-reflection by identifying individual
developmental goals.
SPA Handbook & Courses Catalog 2016-2017
62
Course Title
Prerequisite
Requirements
Met
Course
Description
Course Title
Prerequisite
Requirements
Met
Course
Description
Course Title
Prerequisite
Requirements
Met
Course
Description
Acting & Devising II
THE/ACT 100
Course #
Duration/Units
THE/ACT 200
1 year – 10
Units
Major: Theatre/Acting, Theatre/Musical Theatre,
Theatre/Playwriting & Directing
Students apply introductory learning to explore common texts,
rehearse and create scenes and monologues, and develop devised
compositions via the SPA’s “Creation Lab II.” Continues
exploration of “devising” via the creation of compositions in groups,
based on thematic and textual source material. Students expand
their work on Stanislavsky-based methods for text analysis via
explorations of practitioners like Hagen, Meisner, M. Chekhov,
more, and develop their physical and vocal training to explore
complex and differentiated characters.
History & Culture II
THE/ACT 101
Course #
THE/ACT 201
Duration/Units 1 year – 10
Units
Major: Theatre/Acting, Theatre/Musical Theatre,
Theatre/Playwriting & Directing
Advances consideration of theatre practice and culture at the
individual, social, and civic levels. Students develop critical inquiry
skills by conducting primary and secondary research on topics of
theatre history, and considering classical and contemporary
performance theory and practice. Students explore theatre practice
as social and cultural expression via performance-studies analysis
of ritual and the impact of public engagement.
Theatre of Social Change II
THE/ACT 102
THE/ACT 202
1 year – 10
Units
Major: Theatre/Acting, Theatre/Musical Theatre,
Theatre/Playwriting & Directing
In the second sequence of theatre for social change, we move from
individual development into engagement with the world via
exploration of Multicultural Theatre. We will explore how theatre
artists representing diverse American perspectives have used
performance as a tool for political activism, for the cultivation of
cultural pride, and for explorations of social issues too sensitive to
be addressed in other contexts. We will read significant
multicultural plays from writers of color and the LGBT
communities, conduct local ethnographic research, and develop
short social-justice interactive theatre plays to address relevant
student concerns.
SPA Handbook & Courses Catalog 2016-2017
Course #
Duration/Units
63
Course Title
Prerequisite
Requirements
Met
Course
Description
Course Title
Prerequisite
Requirements
Met
Course
Description
Stage Design I
n/a
Course #
P&D 202
Duration/Units 1 semester – 5
Units
Major: Theatre/Playwriting & Directing, Production & Design
A general knowledge class in which the basics of set, costume,
lighting, sound, and projection design will be introduced. Students
will design small projects in multiple areas over the course of the
class.
Dance and Choreography
Course #
DAN 203
for the Stage I
n/a
Duration/Units 1 year – 5 Units
Major: Theatre/Musical Theatre, Dance
This class is a study of the use of the body on stage to communicate
character and action. Activities include exercises in body control,
body language, dance, and stage combat designed to provide
movement theatre skills for the student performer, as well as to
instill self-awareness, spatial awareness, and tools and techniques
for effective physical expression.
Course Title
Prerequisite
Requirements
Met
Course
Description
Voice for the Stage I
Course #
n/a
Duration/Units
Major: Theatre/Musical Theatre
Course Title
Prerequisite
Acting & Devising III
THE/ACT 200
Requirements
Met
Course
Description
VOC 204
1 year – 5 Units
This course gives students an overview of the Voice & Speech
issues faced by actors. Emphases will be on Voice & Breath, Speech
& Diction, Language & Text. The class will provide the actor with a
basis for the dynamic use of language in vocal production, and give
students a way of working on their voice & speech skills that will be
a foundation for the rest of their career.
THE/ACT 300
1 year – 10
Units
Major: Theatre/Acting, Theatre/Musical Theatre,
Theatre/Playwriting & Directing
In Acting III, students focus on classical and period texts, and
develop the tools needed to work on heightened language and
advanced period styles. Through scene work and focused lab
experiences, students are introduced to a range of techniques and
practitioners, building personal craft and deepening performative
connections to language. Text analysis connects to
SPA Handbook & Courses Catalog 2016-2017
Course #
Duration/Units
64
voice/movement studies, and also considers distinctions between
individual, social, and civic life.
Course Title
Prerequisite
Requirements
Met
Course
Description
Course Title
Prerequisite
Playwriting & Directing:
An Examination
THE/ACT 200
Course #
THE/PD 303
Duration/Units
1 year – 10
Units
Major: Theatre/Playwriting & Directing
Playwrights, directors and actors learn basic playwriting and
staging techniques common in text-based theatre. Students learn
principles of writing dramatic texts, character development,
staging techniques and blocking, auditions and casting, text
analysis, finding playable action, collaborative engagement with
the physical environment, communication with design
collaborators, writing for and working with actors, and
incorporating elements during technical rehearsals.
Playwriting & Directing
Internship
Teacher Recommendation
Course #
THE/PD 304
Duration/Units
1 year – 10
Units
Requirements
Met
Course
Description
Major: Theatre/Playwriting & Directing
Course Title
Prerequisite
Performance Studio I
THE/ACT 201
Requirements
Met
Course
Description
Explores the collaborative and developmental process of writing +
directing for the stage. Students will learn tools for developing
scripts; conducting rigorous dramaturgical research; developing a
production concept; collaborating with designers and actors;
utilizing compositional tools for creating stage environments;
crafting dialogue; developing writing and directing
“styles.” Students will direct short scenes from the world theatre
canon, and write + stage original scripts.
Course #
THE/ACT 301
Duration/Units 1 year – 10
Units
Major: Theatre/Acting, Theatre/Musical Theatre,
Theatre/Playwriting & Directing
A year-long exploration of a significant text of dramatic literature
from the canon of world theatre and performance. Students will
immerse themselves in the history, culture, social-norms, civicarenas, and theatrical conventions of the play, and create
compositions and performance material based on rigorous
engagement with the text. Students build relationships via group-
SPA Handbook & Courses Catalog 2016-2017
65
devised materials, and reflect on theatre and performance as they
impact local and national communities.
Course Title
Prerequisite
Requirements
Met
Course
Description
Course Title
Prerequisite
Requirements
Met
Course
Description
Stage Design II
P&D 202
Course #
P&D 301
Duration/Units 1 year – 10
Units
Major: Theatre/Playwriting & Directing, Production & Design
A more in-depth exploration of set, costume, lighting, sound, and
projection design projects. Students will do in depth analysis,
create communication documents, and design presentations on two
to three shows, and may either do all the projects in a single idiom
(all costume design, all set design, etc.,) or work in multiple
disciplines.
Theatre of Social Change III
THE/ACT 202
Course #
Duration/Units
THE/ACT 302
1 year – 10
Units
Major: Theatre/Acting, Theatre/Musical Theatre,
Theatre/Playwriting & Directing
The third year of TSC integrates and applies principles from first
two years of Acting + Devising, History + Culture, and Theatre for
Social Change. Students develop a year-long project culminating in
a devised social-justice performance work, based on a topic of the
class’ choosing. Acting, Musical Theatre, and Playwriting/Directing
students will collaboratively and collectively develop a process,
source material, create compositional “moments”, integrate
learning, and present their applied work in a 60-90-minute
performance piece.
Course Title
Prerequisite
Requirements
Met
Course
Description
Voice for the Stage II
Course #
VOC 304
VOC 204
Duration/Units 1 year – 5 Units
Major: Theatre/Musical Theatre
Course Title
Dance and Choreography
for the Stage II
DAN 203
Prerequisite
This course continues to address Voice & Speech issues faced by
actors. Emphases will be on Voice & Breath, Speech & Diction,
Language & Text. The class will provide the actor with a basis for
the dynamic use of language in vocal production, and give students
a way of working on their voice & speech skills that will be a
foundation for the rest of their career.
SPA Handbook & Courses Catalog 2016-2017
Course #
DAN 303
Duration/Units 1 year – 5 Units
66
Requirements
Met
Course
Description
Major: Theatre/Musical Theatre, Dance
Course Title
Prerequisite
Requirements
Met
Course
Description
Acting & Devising IV
Course #
THE/ACT 400
THE/ACT 300
Duration/Units 1 year – 10 Units
Major: Theatre/Acting, Theatre/Musical Theatre,
Theatre/Playwriting & Directing
The fourth course in Acting and Devising focuses on the students
"professional actor portfolio;" a comprehensive project that
includes audition monologues and songs; professional resume and
linked-in social media presence; online audition reel of film and
theatre work. In the devising units, students will create a Senior
Project devised piece acting as capstone experience in creating
collaborative material focusing on intentionality, immersion,
immediacy, and impact.
Course Title
Applied Playwriting &
Course #
THE/PD 402
Directing
THE/PD 303
Duration/Units 1 year – 10 Units
Major: Theatre/Playwriting & Directing
Prerequisite
Requirements
Met
Course
Description
Course Title
Prerequisite
Requirements
Met
Course
Description
This class is a study of the use of the body on stage to communicate
character and action. Activities include exercises in body control,
body language, dance, and stage combat designed to provide
movement theatre skills for the student performer, as well as to
instill self-awareness, spatial awareness, and tools and techniques
for effective physical expression.
Students apply techniques in a culminating project, performed in
community. Playwrights will work with Actors + Musical Theatre
students in THE/ACT 301: Performance Studio to create and
produce an original one-act play. Directing students select and
direct a one-act or full-length play to be presented in Festival
setting at the end of the year.
Performance Studio II
Course #
THE/ACT 401
THE/ACT 301
Duration/Units 1 year – 10 Units
Major: Theatre/Acting, Theatre/Musical Theatre,
Theatre/Playwriting & Directing
A second year-long exploration of a significant text of dramatic
literature from the canon of world theatre and
performance. Students will immerse themselves in the history,
culture, social-norms, civic-arenas, and theatrical conventions of
the play, and create compositions and performance material based
on rigorous engagement with the text. Students build relationships
SPA Handbook & Courses Catalog 2016-2017
67
via group-devised materials, and reflect on theatre and
performance as they impact local and national communities.
Course Title
Prerequisite
Voice for the Stage III
VOC 304
Requirements
Met
Course
Description
Major: Theatre/Musical Theatre
Course Title
Dance and Choreography
Course #
DAN 403
for the Stage III
DAN 303
Duration/Units 1 year – 5 Units
Major: Theatre/Musical Theatre, Dance
Prerequisite
Requirements
Met
Course
Description
This class is a study of the use of the body on stage to communicate
character and action. Activities include exercises in body control,
body language, dance, and stage combat designed to provide
movement theatre skills for the student performer, as well as to
instill self-awareness, spatial awareness, and tools and techniques
for effective physical expression.
Senior Thesis
All level 300 courses
Major: all
Course Title
The Artist as
Entrepreneur
All level 300 courses
Requirements
Met
Course
Description
VOC 404
1 year – 5
Units
This course continues to address Voice & Speech issues faced by
actors. Emphases will be on Voice & Breath, Speech & Diction,
Language & Text. The class will provide the actor with a basis for
the dynamic use of language in vocal production, and give students
a way of working on their voice & speech skills that will be a
foundation for the rest of their career.
Course Title
Prerequisite
Requirements
Met
Course
Description
Prerequisite
Course #
Duration/Units
Course #
Duration/Units
SPA ARTS 500
1 year – 5 Units
A student selected project that will be fully produced in
collaboration with a subject area mentor, demonstrating creativity,
craftsmanship, and complexity to present as a professional
portfolio piece.
Course #
SPA ARTS 501
Duration/Units
1 year – 5
Units
Major: all
Resumes, auditions, portfolios, a web presence – all are important
parts of how artists launch and maintain their careers. Students
will be prepared with sound advice and direction on creating a
SPA Handbook & Courses Catalog 2016-2017
68
professional image and ethic, where to look for work, how to get
the job, and how to support yourself and nurture yourself as an
artist.
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69
VOCAL MUSIC
MAJOR PROGRESSION
Year VOC 100:
1
Musicianship I
Year VOC 200:
2
Musicianship II
Year VOC 300:
3
Musicianship III
Year VOC 400:
4
Musicianship IV
VOC 101: Concert VOC 102: Vocal Technique (T/Th)
Chorale I
VOC 103: Recital Workshop (W/F)
VOC 201: Concert VOC 202: Vocal Technique II (T/Th)
Chorale II
VOC 203: Singing for Change (W/F)
VOC 301: Concert VOC 302: Vocal Technique III (T/Th)
Chorale III
VOC 303: Recital Workshop (W/F)
VOC 401: Concert SPA ARTS 500: Senior Thesis (M/W/F)
Chorale IV
SPA ARTS 501: The Artist as
Entrepreneur (T/Th)
Course Title
Prerequisite
Musicianship I
n/a
Requirements
Met
Course
Description
Major: Vocal Music
Course Title
Prerequisite
Concert Chorale I
n/a
Requirements
Met
Course
Description
Major: Vocal Music
Course Title
Prerequisite
Vocal Technique
n/a
Course #
Duration/Units
VOC 100
1 year – 10
Units
Musicianship will immerse students in a myriad of aural and sightreading skills necessary for advanced vocal and choral music
studies and performance. Students will learn to utilize solfége,
Curwen hand signs, and various forms of body percussion as tools
to aid in their musical literacy. A foundation in music theory will
also be obtained through written dictation exercises, and in the
exploration of music notation software.
Course #
VOC 101
Duration/Units 1 year – 10
Units
Concert Chorale is the primary choral music performing ensemble
for students in grades nine through twelve. Repertoire will consist
of early western classical music styles, folk, world music, Broadway,
and contemporary works written for up to four voice parts with
divisi, both a cappella and with Instrumental
accompaniment. Students in Concert Chorale will be expected to
perform frequently, from school concerts, to local community
events, festivals, and tours.
SPA Handbook & Courses Catalog 2016-2017
Course #
Duration/Units
VOC 102
1 year – 5 Units
70
Requirements
Met
Course
Description
Major: Vocal Music
Course Title
Prerequisite
Requirements
Met
Course
Description
Recital Workshop
n/a
Major: Vocal Music
Course Title
Prerequisite
Musicianship I1
VOC 100
Requirements
Met
Course
Description
Major: Vocal Music
Course Title
Prerequisite
Concert Chorale II
VOC 101
Requirements
Met
Course
Description
Major: Vocal Music
Vocal techniques is a course devoted to the preparation and
rehearsal of solo and small ensemble vocal music. Each quarter
will be devoted to the study of a particular genre of music (classical,
folk, world music, jazz, Broadway, popular), and with emphasis on
analyzing historical context and current performance
practices. Skills learned in Concert Chorale will be reexamined and
reinforced in this class according to the specific needs of each
student, and as dictated by the repertoire selected.
Course #
Duration/Units
VOC 103
1 year – 5 Units
Recital workshop gives students weekly opportunities to perform
solo and/or small ensemble repertoire in front of a live audience. A
large component of this class will be for students to develop an
understanding of how to appropriately assess live and recorded
performances (both video and audio-only recordings). Guest
artists from in and outside of our local community will be invited to
perform and speak with students regularly.
Course #
Duration/Units
VOC 200
1 year – 10
Units
Musicianship will immerse students in a myriad of aural and sightreading skills necessary for advanced vocal and choral music
studies and performance. Students will learn to utilize solfége,
Curwen hand signs, and various forms of body percussion as tools
to aid in their musical literacy. A foundation in music theory will
also be obtained through written dictation exercises, and in the
exploration of music notation software.
Course #
Duration/Units
VOC 201
1 year – 10
Units
Concert Chorale is the primary choral music performing ensemble
for students in grades nine through twelve. Repertoire will consist
of early western classical music styles, folk, world music, Broadway,
and contemporary works written for up to four voice parts with
SPA Handbook & Courses Catalog 2016-2017
71
divisi, both a cappella and with Instrumental
accompaniment. Students in Concert Chorale will be expected to
perform frequently, from school concerts, to local community
events, festivals, and tours.
Course Title
Prerequisite
Requirements
Met
Course
Description
Vocal Technique II
VOC 102
Major: Vocal Music
Course Title
Prerequisite
Requirements
Met
Course
Description
Singing for Change
VOC 103
Major: Vocal Music
Course Title
Prerequisite
Musicianship III
VOC 200
Requirements
Met
Course
Description
Major: Vocal Music
Course #
VOC 202
Duration/Units 1 year – 5 Units
Vocal techniques is a course devoted to the preparation and
rehearsal of solo and small ensemble vocal music. Each quarter
will be devoted to the study of a particular genre of music (classical,
folk, world music, jazz, Broadway, popular), and with emphasis on
analyzing historical context and current performance
practices. Skills learned in Concert Chorale will be reexamined and
reinforced in this class according to the specific needs of each
student, and as dictated by the repertoire selected.
Course #
Duration/Units
VOC 203
1 year – 5 Units
Singing for Change is a unique course offering in which students
will study, perform, and record music with the intent of making
either small or large-scale social/political change within our
community. Specifically, a local charitable organization will be
selected by the class, and the combined efforts of each individual
student will lead towards raising funds for that organization,
helping to establish connections and relationships between our
school and community.
Course #
VOC 300
Duration/Units 1 year – 10
Units
Musicianship will immerse students in a myriad of aural and sightreading skills necessary for advanced vocal and choral music
studies and performance. Students will learn to utilize solfége,
Curwen hand signs, and various forms of body percussion as tools
to aid in their musical literacy. A foundation in music theory will
also be obtained through written dictation exercises, and in the
exploration of music notation software.
SPA Handbook & Courses Catalog 2016-2017
72
Course Title
Prerequisite
Concert Chorale III
VOC 201
Requirements
Met
Course
Description
Major: Vocal Music
Course Title
Prerequisite
Requirements
Met
Course
Description
Vocal Technique III
VOC 202
Major: Vocal Music
Course Title
Prerequisite
Requirements
Met
Course
Description
Recital Workshop
VOC 203
Major: Vocal Music
Course Title
Prerequisite
Requirements
Met
Musicianship IV
VOC 300
Major: Vocal Music
Course #
VOC 301
Duration/Units 1 year – 10
Units
Concert Chorale is the primary choral music performing ensemble
for students in grades nine through twelve. Repertoire will consist
of early western classical music styles, folk, world music, Broadway,
and contemporary works written for up to four voice parts with
divisi, both a cappella and with Instrumental
accompaniment. Students in Concert Chorale will be expected to
perform frequently, from school concerts, to local community
events, festivals, and tours.
Course #
Duration/Units
VOC 302
1 year – 5 Units
Vocal techniques is a course devoted to the preparation and
rehearsal of solo and small ensemble vocal music. Each quarter
will be devoted to the study of a particular genre of music (classical,
folk, world music, jazz, Broadway, popular), and with emphasis on
analyzing historical context and current performance
practices. Skills learned in Concert Chorale will be reexamined and
reinforced in this class according to the specific needs of each
student, and as dictated by the repertoire selected.
Course #
Duration/Units
VOC 303
1 year – 5 Units
Recital workshop gives students weekly opportunities to perform
solo and/or small ensemble repertoire in front of a live audience. A
large component of this class will be for students to develop an
understanding of how to appropriately assess live and recorded
performances (both video and audio-only recordings). Guest
artists from in and outside of our local community will be invited to
perform and speak with students regularly.
SPA Handbook & Courses Catalog 2016-2017
Course #
VOC 400
Duration/Units 1 year – 10 Units
73
Course
Description
Musicianship will immerse students in a myriad of aural and sightreading skills necessary for advanced vocal and choral music
studies and performance. Students will learn to utilize solfége,
Curwen hand signs, and various forms of body percussion as tools
to aid in their musical literacy. A foundation in music theory will
also be obtained through written dictation exercises, and in the
exploration of music notation software.
Course Title
Prerequisite
Requirements
Met
Course
Description
Concert Chorale IV
VOC 301
Major: Vocal Music
Course Title
Prerequisite
Requirements
Met
Course
Description
Senior Thesis
All level 300 courses
Major: all
Course Title
The Artist as
Entrepreneur
All level 300 courses
Major: all
Prerequisite
Requirements
Met
Course
Description
Course #
Duration/Units
VOC 401
1 year – 10 Units
Concert Chorale is the primary choral music performing ensemble
for students in grades nine through twelve. Repertoire will consist
of early western classical music styles, folk, world music, Broadway,
and contemporary works written for up to four voice parts with
divisi, both a cappella and with Instrumental
accompaniment. Students in Concert Chorale will be expected to
perform frequently, from school concerts, to local community
events, festivals, and tours.
Course #
SPA ARTS 500
Duration/Units 1 year – 5 Units
A student selected project that will be fully produced in
collaboration with a subject area mentor, demonstrating creativity,
craftsmanship, and complexity to present as a professional
portfolio piece.
Course #
SPA ARTS 501
Duration/Units
1 year – 5 Units
Resumes, auditions, portfolios, a web presence – all are important
parts of how artists launch and maintain their careers. Students
will be prepared with sound advice and direction on creating a
professional image and ethic, where to look for work, how to get
the job, and how to support yourself and nurture yourself as an
artist.
SPA Handbook & Courses Catalog 2016-2017
74
Resilience
10 Ways to Build Resilience
1. Make connections. Good relationships with
If you think you can do a
close family members, friends or others are
thing or think you can’t do
important.
a thing, you’re right.
2. Avoid seeing crises as insurmountable
- Henry Ford
problems. You can't change the fact that highly
stressful events happen, but you can change how
The price of success is hard
you interpret and respond to these events.
work, dedication to the job
3. Accept that change is a part of
at hand, and the
living. Accepting circumstances that cannot be
changed can help you focus on circumstances that determination that
whether we win or lose, we
you can alter.
4. Move toward your goals. Develop some realistic have applied the best of
goals. Do something regularly — even if it seems
ourselves to the task at
like a small accomplishment — that enables you
hand.
to move toward your goals.
- Vince Lombardi
5. Take decisive actions. Take decisive actions,
rather than detaching completely from problems and stresses and
wishing they would just go away.
6. Look for opportunities for self-discovery. People often learn
something about themselves and may find that they have grown in
some respect as a result of their struggle with loss.
7. Nurture a positive view of yourself. Developing confidence in your
ability to solve problems and trusting your instincts helps build
resilience.
8. Keep things in perspective. Even when facing very painful events, try
to consider the stressful situation in a broader context and keep a longterm perspective.
9. Maintain a hopeful outlook. An optimistic outlook enables you to
expect that good things will happen in your life.
10.Take care of yourself. Taking care of yourself helps to keep your mind
and body primed to deal with situations that require resilience.
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75
ATTENDANCE
Absences
Regular attendance at school is necessary for academic achievement. All absences negatively
impact the educational progress of students. Classroom instruction, discussion, interaction,
and activities are critical components of learning and are difficult to adequately replace or
duplicate when a student is absent from school. Therefore, discretionary absences and
appointments should not be scheduled during school hours.
It is also important to mention that, like all public schools, SPA’s State funding is based on
Average Daily Attendance (“ADA”). The school ADA rate is negatively impacted every time a
student is absent from an entire day of school, regardless of whether the absence was
excused or unexcused (in other words, we lose money to support the school when a student
does not show up for at least part of the day). We greatly appreciate families bearing this in
mind when making plans.
Excusing Absences
Students are expected to provide communication (via phone call or email) from a
parent/guardian indicating the reason for the absence within 2 school days of their return to
school.
 925-690-8600
 [email protected]
You need to present the following information in your communication:
1. State if you are clearing an absence or tardy.
2. Give student’s name (please spell the last name).
3. Give student’s grade.
4. State your name and your relationship to student.
5. State the date(s) or time(s) of absence.
6. Give a specific reason for the absence.
7. Name the person picking up the student if it’s a request for early release.
All absences must be cleared within 48 hours (2 days). If the absence is not cleared within
48 hours, it will be recorded as an unexcused absence.
It is the responsibility of the family to contact teachers directly or utilize the PLP to obtain
missed work. All absences will be recorded, and can be checked, in PowerSchool.
If you receive a communication stating your student was absent in one or more classes on a
particular day and you believe there was an error, please contact the office via phone or
email ([email protected]).
Repeated absences may result in referral to the Student Attendance Review Board (SARB),
which will meet on a monthly basis to address attendance issues. Consequences may include,
SPA Handbook & Courses Catalog 2016-2017
76
but are not limited to, loss of school privileges, attendance contracts, schedule adjustments,
eligibility adjustments, and exploration of alternative educational opportunities.
Tardiness
Any student, who arrives to school or class after the start of the day and/or class, will be
marked “Tardy.” Tardiness will be recorded in PowerSchool.
Tardy #1:
Tardy #2:
Tardy #3:
Tardy #4:
Teacher provides a verbal warning to student
Teacher will call the home of the student in inform the parents of the
situation
Teacher will assign the student a teacher determined consequence
(including detention) and write a Log Entry in PowerSchool
Teacher will write a referral to the administration
Students who receive multiple referrals for tardies may be assigned in-school suspension by
the administration and a Parent conference will be held. An attendance contract may be
implemented.
Extended Absences
Extended absences during the school year are discouraged. If these are unavoidable, parents
must contact an administrator to make appropriate arrangements. The school reserves the
right to require enrollment in summer school and/or online courses to complete missed
course work. If a student is unable to complete necessary makeup work, he/she may not be
promoted to the next course level.
Leaving School Early/Removing Students from Class
Families are strongly discouraged from taking students out of school early. Families who
need their student to leave school early should contact the office via phone or email
([email protected]). The pre-approved designee will then be allowed to pick the
student up from SPA.
Make-Up Work
Students and parents can follow a student’s progress on the PLP even while absent. In the
event of an unplanned absence, upon a student’s return, he/she should meet with his/her
Spotlight Mentor to create goals around missed work and to remain on pace with the course.
Independent Study Contract Guidelines
It is imperative that students attend school daily. Lost classroom time is difficult to
replace. However, if students need an extended absence during the school year,
an Independent Study Contract must be requested. The contract prevents a student from
falling behind and gives him/her attendance credit. If work is not received by the scheduled
deadline, the contract will be considered incomplete and voided. The student will not
receive attendance credit. Parent must notify administration prior to the absence.
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77
Extracurricular Eligibility
SPA’s eligibility policy for extracurricular activities (such as productions, clubs and
organizations) will be based on Academic performance, Attendance and Citizenship. In
the case of productions, the eligibility policy will be used during the audition process,
rather than during the run of the production.

Academic Performance Eligibility:
 Students at SPA will be eligible to audition for performances and
participate in extracurricular activities provided they maintain
acceptable Academic standing in the quarter in which they are
auditioning. Acceptable Academic standing is defined as having
completed coursework in both their Academic and Arts classes for that
period, with a grade no lower than a “C-” in the previous quarter grade
report. Students receiving an “INC” in any Academic or Arts class will not
be allowed to audition.

Attendance Eligibility:
 Students at SPA are expected to attend both Academic and Arts regularly
and on time. Students will be eligible for extracurricular activities
provided they miss no more than 1 day in any particular quarter
(Administration reserves the right to evaluate ineligibility on a case by
case basis). These days are based on unexcused absences. Excessive
tardiness in any particular class will be evaluated on a case-by-case basis.

Citizenship Eligibility:
 Students at SPA are expected to be good citizens and follow the policies
and expectations described in the SPA Family Handbook. In addition,
students should follow the expectations and policies of their teachers.
Eligibility Waiver Policy:
Should a student find themselves in an ineligible status for any reason, they will be
afforded (1) one opportunity to appeal the eligibility decision during their time in both
the middle and high School. This appeal must be done in a formal manner as prescribed
in the Student Handbook, be made to the Artistic Director and be presented within 5
days of becoming ineligible. Each appeal will be handled on a case-by-case basis and the
appeal itself is in no way a guarantee of reversal. Each situation will be considered
carefully by an Eligibility Panel.
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78
Restorative Practices
Restorative Practices (RP) is a movement grounded in principles designed to create
powerful relationships, which are central to building and sustaining thriving
communities. RP represents a paradigm shift that, when wrongdoings occurs, focuses on
the harm done rather than the rule broken, and seeks the restoration of relationships. RP is
a reflective practice that encourages personal responsibility, giving voice both to the person
harmed as well as the person who caused the harm. RP aids in the embracing of cultural
differences by offering an equitable process whereby all members of a community feel
valued and heard, and in turn, are more likely to bring their “best self” to the community.
Of primary significance is the maintenance of positive relations between students, teachers,
and all school community groups at all times.
In particular, it is important that:
 Awareness is developed in students about the effects of their behavior on others
through the use of affective and restorative questions.
 Communication between students and teachers is conducted in a respectful manner.
 Students are actively involved in deciding how to repair potential harms caused.
Students are held accountable and are required to take responsibility for their
actions.
 A student’s dignity is recognized and maintained when behaviors are addressed.
 Situations involving conflict are viewed as opportunities to learn and grow through
collaborative problem solving.
When a disciplinary action is taken on a student, a form of restorative practices will take
place. Depending on the circumstances, these can either be through:
1. a restorative conference that addresses patterns of disruptive behaviors negatively
impacting the class learning environment and relationships
2. a structured formal conference that involves students, parents, and staff.
Wrongdoers are held accountable for their actions, those harmed are given a voice
and agreements are made to address needs, repair harms and prevent future
wrongdoing
3. Or a re-entry intentional effort to reintegrate students back into the school and
classroom after an office referral or out of school suspension to re-establish
connection with the community.
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Student Behavior and Discipline
The goal of the SPA behavior and discipline program is to ensure that student behavior
supports an environment in which academic achievement and artistic excellence can
flourish. SPA staff will communicate these expectations regularly at student meetings and
assemblies. Our application of “discipline” is not simply intended to deliver punishments
for breaking rules, it is founded on the practice of community building, self-assessment,
and self-discipline. All students will be afforded the full extent of their due process rights.
The site administrator will determine whether the consequence should include, but not be
limited to, home suspension, In-School Suspension, community service, or outside
counseling. Community service may include, but is not limited to, work performed on
school grounds during non-school hours in the areas of beautification, campus betterment,
and teacher or peer assistance programs.
Law enforcement agencies may be notified at the discretion of the administration.
If the nature of the offense makes an alternative education placement or expulsion
recommendation appropriate, the student will be suspended five days for the infraction.
A student may be suspended on the first offense if it is determined that the pupil's presence
causes a danger to persons or property or threatens to disrupt the instructional process.
The school suspension and expulsion policy (see SPA Charter Petition Element 10) closely
mirrors the language of Education Code Section 48900 et seq. SPA is committed to annual
review of policies and procedures surrounding suspensions and expulsions and, as
necessary, modification of the lists of offenses for which students are subject to suspension
or expulsion.
Suspended or expelled students shall be excluded from all school and school-related
activities.
A student identified as an individual with disabilities or for whom SPA has a basis of
knowledge of a suspected disability pursuant to the Individuals with Disabilities Education
Improvement Act of 2004 (“IDEIA”) or who is qualified for services under Section 504 of the
Rehabilitation Act of 1973 (“Section 504”) is subject to the same grounds for suspension and
expulsion and is accorded the same due process procedures applicable to general education
students except when federal and state law mandates additional or different procedures. SPA
will follow all applicable federal and state laws including but not limited to the California
Education Code, when imposing any form of discipline on a student identified as an
individual with disabilities or for whom SPA has a basis of knowledge of a suspected
disability or who is otherwise qualified for such services or protections in according due
process to such students.
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80
LEVEL 1 OFFENSES
Actions that can result in disciplinary consequences up to and including
suspension: Level one actions -- depending on the seriousness of the act, the
student may be recommended for additional suspension days, alternative
education placement, or expulsion on the first or succeeding offenses. (All
suspensions from school may result in 45-day activity suspension)
1. Possessing, using, or being under the influence of an alcoholic beverage or
intoxicant of any kind. Possessing not more than one ounce of
marijuana. Using or being under the influence of marijuana or any
controlled substance.
st
1
3-5-day suspension and notification of parents. May be assigned to a
Offense: substance abuse counseling program.
2nd
5-day suspension. Possible recommendation for expulsion, and
Offense: notification of appropriate law enforcement agency.
3rd
5-day suspension. Recommendation for Expulsion, and notification of
Offense: appropriate law enforcement agency.
2.
Possessing, offering, arranging, or negotiating to sell any drug
paraphernalia.
1st
5-day suspension and notification of appropriate law enforcement agency.
Offense: May be assigned to a substance abuse counseling program.
2nd
5-day suspension, possible recommendation for expulsion, and
Offense: notification of appropriate law enforcement agency.
3.
Activation of false alarms or tampering with emergency equipment,
fire-setting or attempted fire- setting.
1st
5-day suspension
Offense:
2nd
5-day suspension, recommendation for expulsion. Fire-setting of any
Offense: nature may lead to recommendation for alternative expulsion on the first
offense. Fire-setting is never considered to be a prank. The burning of
trash cans can lead to immediate and serious consequences.
4.
Harassing, threatening, or intimidating a student or witness in a school
disciplinary proceeding for the purpose of preventing that pupil from being a
witness or retaliating against that pupil for being a witness.
1st
5-day suspension and possible recommendation for expulsion
Offense:
2nd
5-day suspension, recommendation for alternative education
Offense: program or expulsion. Mandatory removal from campus
5.
Causing, attempting, threatening or engaging in a physical altercation.
1st
2-5 day suspension
Offense:
2nd
3-5 day suspension and possible recommendation for expulsion. Any act
Offense: committed against school staff shall warrant consequences starting at
SPA Handbook & Courses Catalog 2016-2017
81
Step 2. If a student caused serious physical injury (as defined in Penal
Code Section 243) to another person, except in self-defense, the executive
director must recommend expulsion or report in writing to the governing
board that expulsion is inappropriate due to the nature of the particular
circumstances which shall be indicated in the report of the incident. (E.C.
48915).
8.
Causing or attempting to cause damage to property--cutting, defacing,
or otherwise injuring any school district property, or the malicious injury or
destruction of any other person's real or personal property.
1st
1-3 day suspension. Suspension may be increased depending on severity
Offense: of the damage. Possible police notification
2nd
3-5 day suspension and possible recommendation for expulsion
Offense:
3rd
5-day suspension and recommendation for expulsion
Offense:
9.
Threatening, intimidating, menacing, bullying or harassing (including
sexual harassment) any other person, through all direct and indirect
communications including electronic mediums.
1st
2-3 day suspension
Offense:
2nd
3-5 day suspension and possible recommendation for alternative
Offense: education program or expulsion.
10.
Engaging in, or having any part in hazing or committing any act that
injures, degrades, or disgraces any other person attending school.
1st
3-day suspension
Offense:
2nd
5-day suspension and possible recommendation for expulsion
Offense:
3rd
5-day suspension and recommendation for expulsion
Offense:
11.
Stealing or attempting to steal school property or private property.
st
1
1-3-days suspension, possible police notification
Offense:
2nd
3-day suspension and possible recommendation for expulsion
Offense:
3rd
5-day suspension and recommendation for expulsion
Offense:
12.
Knowingly receiving stolen school property or private property.
1st
1-3-days suspension
Offense:
2nd
5-day suspension and possible recommendation for expulsion
Offense:
3rd
5-day suspension and recommendation for expulsion
Offense:
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13.
Committing an obscene act or engaging in habitual profanity
or vulgarity either verbally or in writing.
1st
Referral. Meeting with administration.
Offense:
2nd
In-School Suspension
Offense:
14.
Use of racial/ethnic slurs either verbally or in writing.
st
1
1-3 day suspension. Suspension may be extended depending on the nature
Offense: of the incident.
2nd
3-day suspension
Offense:
3rd
5-day suspension and possible recommendation for expulsion
Offense:
15.
Possessing any dangerous objects.
1st
Warning to student. Notification of parent and/or other alternative
Offense: consequences
2nd
Referral. Meeting with administration.
Offense:
3rd
Suspension
Offense:
16.
Forging, falsifying, altering documents, communications or body of
work.
1st
1-3 day In-School Suspension
Offense:
2nd
3-day Suspension
Offense:
3rd
5-day Suspension and possible recommendation for alternative education
Offense: program
17.
Possessing or using tobacco, nicotine products or paraphernalia.
st
1
Referral. Meeting with administration.
Offense:
2nd
In-School Suspension
Offense:
3rd
1-3 day Suspension
Offense:
18.
Lying, giving false information to school personnel or failing to identify
oneself. SPA students should have their ID with them at all times and provide
it immediately upon request from any school personnel.
1st
Referral. Meeting with administration. 10 hours of campus beautification
Offense:
2nd
1-3 day Suspension. 20 hours of campus beautification. Parent conference
Offense:
3rd
5-day Suspension and possible recommendation for alternative education
Offense: program. Parent Conference
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19.
Being out of class without proper authorization.
1st
Warning to student and/or alternative consequences
Offense:
2nd
Referral. Meeting with administration
Offense:
3rd
1-3 day suspension
Offense:
20.
Gambling and wagering, or habitually being present where gambling
and wagering are taking place.
1st
Warning to student and/or alternative consequences
Offense:
2nd
Referral. Meeting with administration.
Offense:
3rd
1-3 day suspension and possible recommendation for alternative
Offense: education program
21.
Loitering on or about any campus without apparent lawful purpose.
st
1
Warning to student and/or alternative consequences
Offense:
2nd
Referral. Meeting with administration.
Offense:
3rd
1-3 day suspension and possible recommendation for alternative
Offense: education program
22.
Wearing clothing or accessories that does not follow the SPA dress
code.
1st
Removal/replacement/covering of clothing article
Offense:
2nd
Removal/replacement/covering of clothing article, parent contact,
Offense: referral, meeting with administration
3rd
1-day In-School Suspension
Offense:
23.
Willful defiance or disobedience.
st
1
Parent contact, referral, meeting with administration.
Offense:
2nd
Possible in- school suspension
Offense:
3rd
1-5 days suspension
Offense:
24.
Interfering with the peaceful conduct of the campus or classroom.
st
1
Parent contact
Offense:
2nd
In-School Suspension. Parent contact
Offense:
3rd
1-3 day suspension
Offense:
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LEVEL 2 OFFENSES
Actions that will result in Suspension and the Recommendation for Expulsion.
Unless the Executive Director finds that expulsion is inappropriate, due to the
particular circumstance. (E.C. 48915 sub-section a)
1. Causing serious physical injury to another person, except in self-defense.
5-day suspension, possible recommendation for expulsion, and
Offense: notification of appropriate law enforcement agency
2nd
5-day suspension, recommendation for expulsion, and notification of
Offense: appropriate law enforcement agency
2.
Committing or attempting to commit robbery or extortion
st
1
5-day suspension, recommendation for expulsion, and notification of
Offense: appropriate law enforcement agency
3.
Committing assault or battery on school personnel
st
1
5-day suspension, recommendation for expulsion, and notification of
Offense: appropriate law enforcement agency
4.
Possessing, solling, or otherwise furnishing any firearm, knife,
explosive, or other dangerous object.
1st
5-day suspension, recommendation for expulsion, and notification of
Offense: appropriate law enforcement agency.
5.
Committing a terroristic threat including, but not limited to, a bomb
threat. This includes any threatening statement, written or oral, which
threatens death, great bodily injury or property damage even if there is
no intent of actually carrying it out.
1st
5-day suspension, recommendation for expulsion, and notification of
Offense: appropriate law enforcement agency
1st
LEVEL 3 OFFENSES
Actions that will result in the Recommendation for Expulsion as Mandated by
Law E.C. 48915 (c)
1. Possessing, selling, or otherwise furnishing a firearm.
1st
5-day suspension, recommendation for expulsion, and notification of
Offense: appropriate law enforcement agency
2.
Brandishing a knife at another person.
1st
5-day suspension, recommendation for expulsion, and notification of
Offense: appropriate law enforcement agency
3.
Unlawfully selling, offering, arranging, or negotiating to sell any
controlled substance.
1st
5-day suspension, recommendation for expulsion, and notification of
Offense: appropriate law enforcement agency
4.
Committing or attempting to commit a sexual assault.
st
1
5-day suspension, recommendation for expulsion, and notification of
Offense: appropriate law enforcement agency
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5.
Possession of an explosive.
1st
5-day suspension, recommendation for expulsion, and notification of
Offense: appropriate law enforcement agency
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Behavior Consequences
Cyber Bullying
Cyber Bullying is the use of electronic information and communication devices to
willfully and repeatedly harm either a person or persons through the medium of
electronic text, photos, or videos. Examples of this behavior include but are not limited
to:
 Sending false, cruel, vicious messages
 Creating websites that have stories, cartoons, pictures, and jokes ridiculing
others
 Breaking into an email account and sending vicious or embarrassing materials to
others
 Engaging someone in electronic communication, tricking that person into
revealing sensitive personal information and forwarding that information to
others
 Posting of student picture without their permission
Bullying of this nature creates a hostile, disruptive environment on a school campus
and is a violation of a student’s right to be safe and secure. Cyber Bullying and
Harassment will not be tolerated. Actions deliberately threatening, harassing,
intimidating an individual or group of individuals, placing an individual in reasonable
fear of harm or damaging the individual’s property, or disrupting the orderly operation
of the school, will not be tolerated.
The online activities and technologies often used by students engages in Cyber Bullying
include but are not limited to social networking sites, chat rooms and discussion
groups, instant messaging, text messaging, computers, cell phones and personal digital
devices, digital cameras, cellphone cameras, and webcams. As new technologies
emerge, they too may be included with the above forms of electronic communication.
If the conduct occurs off school grounds and causes or threatens to cause a substantial
disruption at school or interferes with the rights of students to be secure, school
administration may impose consequences. The Administration may also report the
Cyber Bullying or Harassment to the police.
Action Steps to Respond to Cyber Bullying or Harassment
 Save the evidence; print online harassing
 Identify the bully
 Clearly tell the bully to stop
 Ignore the bully by leaving the online environment and/or blocking
communications
 File a complaint with the Internet or cell phone company
 Contact the bully’s parents/guardians
 Contact the school administration
 Contact the police
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Detention of Students after School
Detention (Before, After or Lunch), lasting up to 60 minutes, may be assigned by individual
teachers as a consequence for inappropriate behavior in an individual classroom. Twentyfour hours’ notice will be given to the student for After-School Detention, and these
detentions are served under a teacher’s supervision. The Education Code allows for school
detention regardless of a student’s transportation constraints.
After-School Detention (ASD) may be assigned by administration/supervision in certain
instances. Failure to serve ASD will result in the assignment of an additional detention.
Failure to serve detentions will then result in Saturday school.
Dress Code
It is the intention of these guidelines that students be neat, clean and appropriately
attired so that they can take part in the regular activities of the school day. Students
should dress so as not to visually distract other students, nor disrupt the educational
experience. Clothing must be appropriately sized.
 Clothing may not contain words referencing profanity,
drug/alcohol/tobacco/weapons use, or contain offensive/inappropriate words or
statements.
 Clothing, pants/skirts, must be worn at the waist.
 Clothing must not be too short or revealing.
 Arts teachers may restrict accessories based on the requirements of the arts school.
Students will be asked to remove any headgear that covers the face.
 Theatre and Dance students will be required to wear their prescribed uniform daily
to enable proper body movement for instruction. Time will be given during class to
change.
Students who are in violation of the dress code will be loaned a change of clothes or
sent home. The SPA administration reserves the right to make adjustments to the Dress
Code in the spirit in which the guidelines were drafted. The SPA administration will use
their professional judgment in enforcing the dress code.
Four-Step Classroom Discipline Policy
The Four-Step Classroom Discipline Policy is applied when student behavior disrupts the
learning environment. Disruptive and defiant student behavior is defined as “any behavior
which actively disrupts the learning environment for other students and/or challenges,
refuses to obey, or respect the directive, authority or position of the classroom teacher.” In
the case of serious classroom disruption or defiance of authority, the teacher may proceed
directly to Step Four and submit a disciplinary referral to an administrator.



Step One: Teacher warns and counsels student regarding inappropriate behavior
Step Two: Teacher contacts parent/guardian and makes record of contact
Step Three: Teacher provides a teacher assigned disciplinary consequence inputs it
into PowerSchool
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
Step Four: Teacher submits a disciplinary referral (must be filled out completely) to
the appropriate administrator for administrative disciplinary action, which may
include student suspension from school
Restitution – School Property
(STATE EDUCATION CODE 48904) The following action is taken to recover loaned
school property or to seek restitution: that the School shall notify parent(s) of the
student in writing before taking any withholding action. When the student and
parent(s) are unable to pay for the damages or return the property, the School shall
offer a program of voluntary work in lieu of payment. Implementation of this policy
shall not be interpreted as denying the student a right to the normal use of texts and
other school property while actively enrolled in school.
Skateboards, Skates, Scooters and Bicycles
To ensure the safety of all students, skateboards, skates, scooters and bicycles may not
be used during school hours while on school grounds.
Suspension from Class / In-School Suspension (ISS)
Suspension from class is the temporary removal of a student from his/her regular classroom
by a teacher or administrator. A teacher shall send the pupil to the administration for
appropriate action.
As soon as possible, the teacher will contact the student’s parent/guardian regarding the
suspension. If an in-person conference is not feasible, a telephone conference may be
substituted. A school administrator will attend the conference if the teacher or
parent/guardian so request.
The pupil shall not be returned to the class during the period of suspension without the
concurrence of the teacher and the administration. A pupil suspended from a class shall not
be placed in another regular class during the period of suspension.
In-School Suspension takes place on campus in the in-school detention room. Out-of-School
Suspension requires the student to be removed from school and the student may not attend
any school events or activities during the time of suspension.
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Technology Use at SPA
Technology provides students with unique and powerful ways to enhance their
learning. Contra Costa School of Performing Arts (SPA) supports the use of technology
for the purpose of enhancing and supporting learning and is pleased to offer Users
access to computer networks so that they can access school-supplied technology to
enhance learning.
It is one of the technology goals of SPA to ensure that each User's interactions with
technology contribute positively to the learning environment both at school and in the
community. Negative use of technology through SPA-owned devices inside or outside
of our schools that degrades or defames other Users or members of our community is
unacceptable. SPA also recognizes that Users have widespread access to both
technology and the Internet; therefore, use of personal devices and connectivity is
considered to be included in the Responsible Use Policy (RUP).
Access to SPA's network is a privilege, not a right. The use of technology whether
owned by SPA or devices supplied by the Users entails personal responsibility. It is
expected that Users will comply with SPA rules, act in a responsible manner, and will
honor the terms and conditions set by the classroom teacher and SPA. Failure to
comply with such terms and conditions may result in temporary or permanent loss of
access as well as other disciplinary or legal action as necessary. In particular, students
will be held accountable for their actions and are encouraged to report any accidental
use immediately to their teacher or school administration.
Students are allowed to bring electronic devices onto campus; the school is not
responsible for the safety of these items. These items should not be used during class
time unless authorized by the designated faculty or staff member. Parents should not
call or text their students during class time. In case of an emergency, where you need to
contact your student, please call the school.
With the increased usage of free educational applications on the Internet, digital storage
areas, containing less sensitive User information, may or may not be located on
property of the school or county. In some cases, data will not be stored on local
servers. Therefore, Users should not expect that files and communication are
private. SPA reserves the right to monitor Users' online activities and to access, review,
copy, and store or delete any electronic communication or files and disclose them to
others as it deems necessary. Users should have no expectation of privacy regarding
their use of SPA property, network and/or Internet access or files, including email.
SPA has a private and secure system for sensitive school records, which will be
managed by SPA Information Technology Staff. Please see the SPA Website for the
complete Responsible Use Policy.
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Relationships
How to Build Better Relationships
 Be the CEO of your education. Send the message
Friendship is born at that
that you are worthy of respect.
moment when one person
 Embrace individuality. If we are honest with
says to another, “What!
ourselves, we must admit that embracing others
You too? I thought I was
for who they are is likely one of the toughest
the only one.”
challenges. Taking an interest in the lives of
- C.S. Lewis
others, their quirks and their desire to dance to
their own beat, is often the most powerful
For beautiful eyes, looks
strategy to open a door and reach another
for the good in others; for
person.
beautiful lips, speak only
 Create a community within the classroom. Get
words of kindness; and for
to know your fellow classmates. The sooner
everyone realizes that there are more similarities poise, walk with the
knowledge that you are
than differences among us, the more comfortable
never alone.
we will be with each other.
- Audrey Hepburn
 Let people get to know a part of you. Don't be
afraid to let your hair down and have a little F-UN.
 Learn names of new acquaintances within 48 hours. Many people
feel invisible as they walk down hallways and can literally go the entire
day without talking to anyone. Acknowledging an individual creates a
connection.
 Examine and improve nonverbal communication. Do your body
language, voice inflection, volume, and facial expressions convey a
sense of high energy, excitement, and relevance? Be brave—take the
plunge!
 Treat everyone with dignity and respect at all times. Maintain a
personal routine of exercise and healthy nutrition to decrease stress,
increase energy, and help maintain a positive attitude toward everyone.
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SCHOOL DIRECTORY
ADMINISTRATION
Neil McChesney
Gwen Agustin
Michael Berry
Lisa Kingsbury
Marisa Schulman
Executive Director
Director of Special
Education and Student
Services
Artistic Director
Director of Curriculum
and Integration
Director of
Administrative Services
OFFICE
Vanessa TownsendCrosby
Melissa Kirmsse
Jerrica Johnston
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
Office Manager
925-690-8600
Administrative Assistant
Campus Supervisor
[email protected]
[email protected]
[email protected]
Spanish
Education Specialist
Production & Design
English
Physical Education
Theater
Math
Education Specialist
Spanish
Social Science
Instrumental Music
Instructional Aide
Vocal Music
Social Science
Dance
Math
Science
Science
English
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
FACULTY
Michele Barker
Rachel Bertin
Robert Broadfoot
Enrique Coon
Jim Croy
Reid Davis
Brian Dea
Grace Douex
Irene Garcia
Amy Hiatt
Casey Hurt
Kayla Knowles
Joseph Lim
Karen Montgomery
Katherine Orloff
Vaishali Patel
Brittany Schlaegel
Jessica Valera
Veronica Woods
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Admissions
In addition to any other requirement imposed under law, SPA shall be nonsectarian in
its programs, admission policies, employment practices, and all other operations, shall
not charge tuition, and shall not discriminate against any pupil on the basis of ethnicity,
national origin, gender, gender expression, gender identity, disability, or any of the
characteristics listed in Education Code Section 220. Admission to SPA is open to any
resident of California that is of legal age to attend public school. SPA admits all pupils
who wish to attend as outlined in Education Code Section 47605(d)(2). SPA has no
requirements for admission.
The SPA Board of Directors shall ensure that student outreach activities and
information sessions, including but not limited to those activities as described in the
SPA Charter, which are designed to recruit a broad, diverse representation of students,
are conducted in accordance with the SPA Charter. There is no fee to apply to or attend
SPA.
Please see below for an overview of the admissions process or visit our website for the
full Enrollment and Public Random Drawing Policy.
Step 1: Intent to Enroll
Applications will be accepted during a publicly advertised open enrollment period each
year for enrollment in the following school year. Following the open enrollment period
each year, applications shall be counted to determine whether any grade level has
received more applications than availability. In the event that this happens, SPA will
hold a public random drawing to determine admission for the impacted grade level,
with the exception of existing students, who are guaranteed admission in the following
school year. Admission preferences in the case of a public random drawing shall be
given to the following students in the following order:
1. Siblings of enrolled students
2. Residents of the District
3. Children and dependents of Charter School employees
4. All other applicants
Step 2: Public Random Drawing
Public random drawing rules, deadlines, dates and times will be communicated in the
application form and on the SPA’s website. Public notice for the date and time of the
public random drawing will also be posted once the application deadline has passed.
The SPA will also inform parents of all applicants and all interested parties of the rules
to be followed during the public random drawing process via mail or email at least two
weeks prior to the lottery date. The SPA will conduct the lottery in the spring for
enrollment in fall of that year.
Step 3: Wait List
At the conclusion of the public random drawing, all students who were not granted
admission due to capacity shall be given the option to put their name on a wait list
according to their draw in the lottery. This wait list will allow students the option of
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enrollment in the case of an opening during the current school year. In no circumstance
will the wait list carry over to the following school year.
Step 4: Letter of Commitment
All students granted admission will receive a Letter of Commitment. Families will have
a defined period of time to consider admission and return the Letter of Commitment to
SPA.
Step 5: Registration
Upon receiving a student’s executed Letter of Commitment, students and parents will
be guided through the registration process which will complete their enrollment.
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Rights and Responsibilities
Rights of Students
 To attend school unless removed under due process as specified in school
policies.
 To attend school in a secure academic and social climate, free from
discrimination, harassment, and intimidation.
 To enjoy the full benefit of their teachers’ efforts.
 To have ready access to robust school services.
 To be fully informed of school rules and regulations.
Responsibilities of Students
 To attend school and classes regularly and on time.
 To be prepared for class with the appropriate materials and work.
 To know and obey school rules and regulations.
 To respect the rights of school personnel, fellow students, and the public in
general.
 To demonstrate pride in the appearance of school buildings and grounds.
 To resolve differences in a positive way and seek adult assistance and support
with resolving differences.
Rights of Parents
 To expect that their children will spend their time at school in a safe, wholesome,
stimulating atmosphere engaged in productive activity under the care, and
direction of a dedicated staff.
 To be informed of SPA policies and regulations and school rules.
 To review their child's record with a certificated staff member providing
assistance.
Responsibilities of Parents
 To visit school periodically to participate in conferences with teachers,
counselors or administrators regarding the academic and behavioral status of
their children.
 To provide supportive action by making sure that children have enough sleep,
adequate nutrition, and appropriate clothing before coming to school.
 To cooperate with the school in bringing about improvements designed to
enhance the educational program offered to students.
 To provide the school with current information regarding legal address, phone,
medical data, and other facts which may help the school to serve their children.
 To become familiar with SPA policies and school rules and regulations.
Rights of Teachers
 To expect and receive the attention, effort, and participation of the students
attending their classes.
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

To have parental and administrative backing when enforcing rules designed to
provide an optimum learning climate.
To enjoy the same level of respect and courteous treatment accorded members
of the class individually and collectively.
Responsibilities of Teachers
 To consider the personal worth of each individual student as a single, unique,
important human being.
 To attempt to equip each learner with the knowledge, skills, attitudes, and
values required for successful living.
 To hold students accountable for their actions at all times.
 To assess divergent ideas, opinions, and expressions objectively, and deal with
them in a balanced, unbiased manner.
 To keep parents and students informed with timely or periodic reports,
including all pertinent data related to the student's school experience.
 To consistently critique their own performance with the objective of an ever
growing professional stature.
 To initiate and enforce individual classroom rules consistent with school
policies.
Rights of Administrators
 To initiate such measures as needed to establish and maintain an environment
in which optimum learning and teaching conditions prevail.
 To make school decisions on the basis of what is best for the students.
 To hold students accountable for their conduct and to take prompt and
appropriate action.
 To expect that all school employees recognize and fulfill their role.
Responsibilities of Administrators
 To provide leadership that will establish, encourage, and promote good
teaching and effective learning.
 To establish, publicize, and enforce school rules that facilitate effective
learning and promote attitudes and habits of good citizenship among the
students.
 To request assistance from educational support services, community
agencies, and other resources in all cases indicating such action.
 To make a determined effort to stay attuned to expressions of
student/staff/parent/community concerns and to react with sensitivity
toward them.
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Campus Supervision
The Contra Costa School of Performing Arts has a duty of care to look after the safety
and well-being of students attending the School. Supervision is one of the key elements
in exercising this duty of care in order to maintain safety during the course of the school
day and school related activities. Staff is required to exercise their supervisory duties in
such a way that students are, as far as can be reasonably expected, safe and protected
from harm.
Staff is held to a high standard of care in relation to students. The duty requires staff to
take all reasonable steps to reduce risk, including:
 Provision of suitable and safe premises
 Provision of an adequate system of supervision
 Implementation of strategies to prevent bullying
 Ensuring that medical assistance is provided to a sick or injured student
Supervision will be provided as follows:
 30 minutes before the start of the school day
 30 minutes after the latest period of the school day
 Throughout the school day, including class, passing, and lunch periods
 During any formal extracurricular programming outside of school hours as
scheduled (e.g. performance rehearsal, student government, school dances, field
trips, etc.)
 For safety reasons, students are not allowed to remain on campus unsupervised
The School will ensure that:
 Parents/guardians are regularly informed about supervision
 Sufficient staff are available for supervision
 Staff are aware of their responsibility and properly trained to conduct said
supervision
Closed Campus
SPA operates as a “closed campus” facility. Upon arrival at school, students may not
leave until the school day concludes, unless signed out by an authorized parent or
guardian.
Visitors
All visitors must sign in at the SPA Front Desk and receive proper authorization to be on
the school campus. Visitors will be asked to display their pass. Student visitors must
have prior authorization from their parents as well as from the school administration
before entering the campus. A student visitor must follow the SPA rules during his/her
visit.
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Other Important Information
Campus Beautification
A clean and orderly learning facility promotes a healthy environment and can also lead
to student success. Clean, nice-looking facilities are a key component to this positive
learning environment. As such, students are expected to assist in maintaining a clean
and organized environment by taking responsibility for their waste products and their
personal spaces.
Complaints
The Contra Costa School of Performing Arts is committed to providing a safe,
welcoming, and legally compliant educational program and environment. If issues or
concerns arise, stakeholders are encouraged to communicate with school staff through
informal, or when necessary, formal means. If reasonably possible, complaints should
be resolved at the lowest possible level and with good faith effort. However, there are
instances where escalating issues through a formal process are necessary. Please see
the SPA Complaint Policies and Procedures on the SPA website, which includes the
following:
1. Uniform Complaint Procedures
2. Complaints Against Personnel
3. Complaints Regarding Unlawful Harassment
Emergency Procedures
SPA conducts regular emergency drills pursuant to the School Safety Plan. Information
concerning student safety will be distributed, as appropriate. Emergency Evacuation
Plans are posted in every classroom.
Field Trips, Art Events and Off-Campus Trips
First-hand experience and observation are fundamental to the SPA education. Field
trips provide opportunities to witness the application of theory and practice. Students
are strongly encouraged to attend such events (i.e. concerts, plays, exhibitions,
etc.). Participation will require a completed Permission Form.
Medical
SPA administration can dispense medication to students only if the parent or guardian
has completed appropriate documentation. Families should make an appointment with
the school to discuss any medical conditions that require assistance or special
accommodations. Legal requirements and medication issues will be finalized at that
time. Under no circumstance should medication be shared among students.
Non-Discrimination/Harassment Statement
The Contra Costa School of Performing Arts is committed to providing a working and
learning environment that is free from discrimination and harassment based on an
individual's sex, sexual orientation, gender, ethnic group identification, race, ancestry,
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98
national origin, religion, color or mental or physical disability or any other basis
protected by federal, state, local law, ordinance or regulation. Harassment under Title
IX (sex), Title VI (race, color, or national origin), and Section 504 and Title II of ADA
(mental or physical disability) is a form of unlawful discrimination that will not be
tolerated by the school. Harassment is intimidation or abusive behavior toward a
student/employee that creates a hostile environment, and that can result in disciplinary
action against the offending student or employee, or filing a report against a nonemployee. Harassing conduct can take many forms, including verbal acts, graphic and
written statements, or conduct that is physically threatening or humiliating. This
includes conduct that may be sexual in nature (sexual harassment).
More information can be found in the complaint policies. The school prohibits
retaliation against anyone who files a complaint or who participates in a complaint
investigation.
Notification of Rights under FERPA
The Family Educational Rights and Privacy Act (FERPA) affords parents and students
who are 18 years of age or older ("eligible students") certain rights with respect to the
student's education records. These rights are:
1. The right to inspect and review the student's education records within 5
business days after the day the Charter School receives a request for access.
Parents or eligible students should submit to the school principal or designee a
written request that identifies the records they wish to inspect. The school
official will make arrangements for access and notify the parent or eligible
student of the time and place where the records may be inspected.
2. The right to request the amendment of the student’s education records that the
parent or eligible student believes are inaccurate, misleading, or otherwise in
violation of the student’s privacy rights under FERPA.
Parents or eligible students who wish to ask the Charter School to amend a
record should write the school principal or designee, clearly identify the part of
the record they want changed, and specify why it should be changed. If the
school decides not to amend the record as requested by the parent or eligible
student, the school will notify the parent or eligible student of the decision and
of their right to a hearing regarding the request for amendment. Additional
information regarding the hearing procedures will be provided to the parent or
eligible student when notified of the right to a hearing.
3. The right to provide written consent before the school discloses personally
identifiable information (“PII”) from the student's education records, except to
the extent that FERPA authorizes disclosure without consent.
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One exception, which permits disclosure without consent, is disclosure to
school officials with legitimate educational interests. A school official is a
person employed by the school as an administrator, supervisor, instructor, or
support staff member (including health or medical staff and law enforcement
unit personnel) or a person serving on the school board. A school official also
may include a volunteer or contractor outside of the school who performs an
institutional service of function for which the school would otherwise use its
own employees and who is under the direct control of the school with respect
to the use and maintenance of PII from education records, such as an attorney,
auditor, medical consultant, or therapist; a parent or student volunteering to
serve on an official committee, such as a disciplinary or grievance committee;
or a parent, student, or other volunteer assisting another school official in
performing his or her tasks. A school official has a legitimate educational
interest if the official needs to review an education record in order to fulfill his
or her professional responsibility.
Upon request, the school discloses education records without consent to
officials of another school district in which a student seeks or intends to enroll,
or is already enrolled if the disclosure is for purposes of the student’s
enrollment or transfer.
4. The right to file a complaint with the U.S. Department of Education concerning
alleged failures by the Charter School to comply with the requirements of
FERPA. The name and address of the Office that administers FERPA are:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW Washington, DC 20202
FERPA permits the disclosure of PII from student’s education records, without consent
of the parent or eligible student, if the disclosure meets certain conditions found in
§99.31 of the FERPA regulations. Except for disclosures to school officials, disclosures
related to some judicial orders or lawfully issued subpoenas, disclosures of directory
information, and disclosures to the parent or eligible student, §99.32 of the FERPA
regulations requires the school to record the disclosure. Parents and eligible students
have a right to inspect and review the record of disclosures. A school may disclose PII
from the education records of a student without obtaining prior written consent of the
parents or the eligible student —
• To other school officials, including teachers, within the educational agency or
institution whom the school has determined to have legitimate educational
interests. This includes contractors, consultants, volunteers, or other parties to
whom the school has outsourced institutional services or functions, provided
that the conditions listed in §99.31(a)(1)(i)(B)(1) - (a)(1)(i)(B)(2) are met.
(§99.31(a)(1)).
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•
To officials of another school, school system, or institution of postsecondary
education where the student seeks or intends to enroll, or where the student is
already enrolled if the disclosure is for purposes related to the student’s
enrollment or transfer, subject to the requirements of §99.34. (§99.31(a)(2)).
• To authorize representatives of the U. S. Comptroller General, the U. S. Attorney
General, the U.S. Secretary of Education, or State and local educational
authorities, such as the State educational agency in the parent or eligible
student’s State (SEA). Disclosures under this provision may be made, subject to
the requirements of §99.35, in connection with an audit or evaluation of
Federal- or State-supported education programs, or for the enforcement of or
compliance with Federal legal requirements that relate to those programs.
These entities may make further disclosures of PII to outside entities that are
designated by them as their authorized representatives to conduct any audit,
evaluation, or enforcement or compliance activity on their behalf.
(§§99.31(a)(3) and 99.35).
• In connection with financial aid for which the student has applied or which the
student has received, if the information is necessary to determine eligibility for
the aid, determine the amount of the aid, determine the conditions of the aid, or
enforce the terms and conditions of the aid. (§99.31(a)(4)).
• To State and local officials or authorities to whom information is specifically
allowed to be reported or disclosed by a State statute that concerns the juvenile
justice system and the system's ability to effectively serve, prior to adjudication,
the student whose records were released, subject to §99.38. (§99.31(a)(5)). To
organizations conducting studies for, or on behalf of, the school, in order to: (a)
develop, validate, or administer predictive tests; (b) administer student aid
programs; or (c) improve instruction. (§99.31(a)(6)).
• To accrediting organizations to carry out their accrediting functions.
(§99.31(a)(7)).
• To parents of an eligible student if the student is a dependent for IRS tax
purposes. (§99.31(a)(8)).
• To comply with a judicial order or lawfully issued subpoena. (§99.31(a)(9)).
• To appropriate officials in connection with a health or safety emergency, subject
to §99.36. (§99.31(a)(10).
• Information the school has designated as “directory information” under §99.37.
(§99.31(a)(11)).
“Directory information” is information that is generally not considered harmful or an
invasion of privacy if released. Directory information can be disclosed to outside
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organizations without a parent's prior written consent. Outside organizations include,
but are not limited to, companies that manufacture class rings or publish yearbooks.
Charter School has designated the following information as directory information:
•
•
•
•
•
•
•
•
•
•
Student's name
Address
Telephone listing
Electronic mail address
Photograph
Dates of attendance
Grade level
Participation in officially recognized activities
Degrees, honors, and awards received
The most recent educational agency or institution attended
If you do not wish Charter School to disclose directory information from your child's
education records without your prior written consent, you must notify the Charter
School in writing at the time of enrollment or re-enrollment. Please notify the
administration.
Parent-Teacher Conferences
All SPA teachers will make themselves available outside their scheduled classroom time
to meet with parents. Conferences can be arranged directly with the teacher or through
the SPA office.
Parent Participation
A parent representative from each family is encouraged to participate in activities that
support the school, which include attending parent meetings, assisting faculty,
supporting fundraisers, and various volunteer activities.
ENSEMBLE
ENSEMBLE is a partnership between the parents, faculty and students of Contra
Costa School of Performing Arts; in conjunction with our local community. The
mission of ENSEMBLE is to work with all stakeholders to provide a
comprehensive support to our students both academically and artistically. It is
our aim to support students and staff at SPA with programming efforts, artistic
endeavors, capital campaign efforts and as general ambassadors of the school. As
a parent group, we strive to enrich the experience of all students and staff at SPA
through volunteerism, academic and artistic support and to act as a strong
liaison between families and SPA faculty.
ENSEMBLE is open and welcoming to the entire SPA family. It is only through
strong support of all families that our mission is reached. We encourage the
participation of each family throughout the year.
ENSEMBLE will meet on a monthly basis, in partnership with designated SPA
administration and staff, to progress the mission and vision of the school. Our
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town-hall style meetings are an opportunity for each SPA family to keep current
on events and initiatives taking place within the school and to lend their voice to
the conversation that moves us forward together.
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