Olympian High School
1925 Magdalena Ave., Chula Vista, CA
Phone No. (619) 656-2400 Fax No. (619) 217-0650
olh.sweetwaterschools.org/
Elaine Leano
Principal
Joe Lara, Alfonso Melendrez, Brahim Wahib
Assistant Principals
Lillian Grossman
Assistant Principal Student Activities
Julie Hitchcock
Head Counselor
Kristina Lopez
Librarian
Brenda Bird
School Nurse
TABLE OF CONTENTS
College Admissions and Graduation Requirements
………………………….
1
Compact for Success, Community Service … ………………………………..
2
CAHSEE, College Testing Information ………………………………………… 3
Academic Literacy Plan………………………………………………………….. 4
Class Recommendations & Programs…………………………………………….. 5
Grade Level Classification, GPA… ………………………………………………. 6
Honors Diploma, College Credit, On-line Courses ………………………………. 7
Counseling Services, CSF………………. ………………………………………
8
Class Change Policy, “A-G” Requirements ……………………………………..
9
Course Descriptions ……………………………………………………………..
9 – 19
Course Selection Forms …………………………………………………………. 20 - 23
M I SSI ON: Every graduate of Olym pian High School w ill qualify and be
academ ically prepared for success in a four year college or university.
THE CALIFORNIA STATE UNIVERSITY (CSU) &
UNIVERSITY OF CALIFORNIA (UC)
A-G ADMISSION REQUIREMENTS
THE FOLLOWING COURSES MUST BE COMPLETED WITH A GRADE OF “C” OR BETTER:
A.
History/Social Science: 2 years required
B.
English: 4 years required
C.
Mathematics: 3 years required, including Intermediate Algebra; 4
years recommended
D.
Laboratory Science: 2 years required, 3 years recommended
E.
Foreign Language: 2 years required, 3 years recommended
F.
Visual or Performing Arts: 1 year required
G.
College Preparatory Electives: 1 year required
SINCE COMPETITION TO THE UNIVERSITY OF CALIFORNIA IS INTENSE, STUDENTS INTERESTED IN
THE UC SYSTEM SHOULD PLAN TO TAKE THE RECOMMENDED COURSE WORK AND EARN A
MINIMUM GRADE OF “B.”
GRADUATION REQUIREMENTS – Class of 2016-18
English – grades 9-12
World Geography - grade 9
World History - grade 10
U.S. History – grade 11
U.S. Government – grade 12
Economics – grade 12
Comprehensive Health
Physical Education
Math (including Geometry & Intermediate Algebra)
Foreign Language
Visual/Performing Arts
Biology
Chemistry or Physics
Electives
8
semester credits
2
2
2
1*
1*
1
4**
6 ***
4
2
2
2
7
44 total credits
Complete 30 hours of community service
Pass state mandated exit exam (CAHSEE)
* Meets “g” requirement for college admission
** Physical performance test must be passed by 10th grade or 4 years of PE is required
*** Including a passing grade in Algebra 1 & 2 or Extended Algebra 1B & 2B
All Olympian High School students are enrolled in four years of math.
Seniors who are on-track with the a-g requirements may choose to have a 5 period day.
1
GRADUATION REQUIREMENTS – Class of 2015
English – grades 9-12
World Geography - grade 9
World History - grade 10
U.S. History – grade 11
U.S. Government – grade 12
Economics – grade 12
Comprehensive Health
Physical Education
Math
Foreign Language or Visual/Performing Arts
Life Science or Biology
Physical Science, Chemistry, or Physics
Electives
8
semester credits
2
2
2
1
1
1
4*
6 **
2
2
2
11
44 total credits
Complete 30 hours of community service
Pass state mandated exit exam (CAHSEE)
*Physical performance test must be passed by 10 th grade or 4 years of PE is required
** Including a passing grade in Algebra 1 & 2 or Extended Algebra 1B & 2B
All Olympian High School students are enrolled in four years of math.
Seniors who are on-track with the a-g requirements may choose to have a 5 period day.
STAYING “ON TRACK” FOR COLLEGE
THE COMPACT FOR SUCCESS
A Guaranteed Admissions program between San Diego State University and the Sweetwater Union High School District.
Student Academic BENCHMARKS FOR THE COMPACT FOR SUCCESS:
•
•
•
•
•
•
Continuous enrollment in SUHSD in grades 9-12 for Class of 2013- 2016. Continuous enrollment in grades 7-12
beginning with Class of 2017.
Complete all CSU a-g course requirements with a “C” grade or better
Attain a 3.0 GPA in a-g classes
Have taken the SAT Reasoning or ACT college entrance exams no later than November of the senior year
Pass the ELM (Entry Level Math) placement test or its equivalent
Pass the EPT (English Placement Test) or its equivalent
The Compact for Success is about increasing our students’ choices not their chances.
COMMUNITY SERVICE
All students must complete at least 30 hours of volunteer work in order to graduate. Social studies teachers at each grade
level are responsible for monitoring and verifying the hours. Students must obtain pre-approval and return the “Verification
of Community Service” to their social studies teacher. Forms are available on the school website and in the Counseling
Center. Acceptable activities include after-school tutoring, working at blood drives, performing graffiti removal, working on
school beautification programs, volunteering at recreation centers and libraries, and participating in beach clean-ups. Any
activity in which the student is paid is not acceptable.
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CALIFORNIA HIGH SCHOOL EXIT EAMINATION
Beginning with the 2005-06 school year, all California public school students are required to pass the California High School
Exit Examination (CAHSEE) to receive a high school diploma. This graduation requirement is mandated by state law. All
students, including English learners and students with disabilities, must first take the CAHSEE in the tenth grade. Students do
not need to pass both parts of the CAHSEE at the same administration in order to pass the CAHSEE. Students who do not
pass the exam in grade ten will have additional opportunities in grades eleven and twelve to retake the part(s) not passed. For
the latest information regarding the CAHSEE, please visit the California Department of Education’s CAHSEE Web site at
http://www.cde.ca.gov/ta/tg/hs.
What the CAHSEE Covers
The exam is divided into two parts: (1) English-language arts (reading and writing) and (2) mathematics. All questions are
aligned to California academic content standards adopted by the State Board of Education. Academic content standards
describe what students should know and be able to do at each grade level from kindergarten through grade twelve.
Testing Dates
The CAHSEE will be administered at the school site during regular school hours. As required by state law, students in grade
ten must take the CAHSEE in March. Students will receive additional instruction, if needed, to ensure success on this exam.
Grade eleven students who have not passed one or both parts of the CAHSEE will have two opportunities to take the
CAHSEE in their junior year and three
COLLEGE ENTRANCE EXAMS
All college-bound students intending to enroll in a four-year university must take one or more of the college entrance
exams: American College Test (ACT) or Scholastic Aptitude Tests (SAT). These exams measure the critical thinking
skills and educational progress in core subject areas needed for academic success in college. The best method of preparing
for these exams is to take the most rigorous course of study available in high school.
CSUs: SAT Reasoning or ACT college entrance exams required.
Refer to www.csumentor.edu for updated information and specific requirements.
UCs: SAT Reasoning or ACT with Writing Exam required.
Refer to www.universityofcalifornia.edu for updated information and specific requirements.
PRIVATE & OUT-OF-STATE COLLEGES: Refer to each individual college to learn their
specific requirements. Useful websites include www.collegeboard.com and
www.princetonreview.com.
Students are strongly encouraged to begin their college testing in the spring of their junior year. They may re-test through
December of their senior year of high school for most colleges. SDSU however accepts scores no later than November of
the senior year.
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OLYMPIAN HIGH SCHOOL
SCHOOL-WIDE ACADEMIC LITERACY PLAN
 Build Intellectual Perseverance (the persistent pursuit of knowledge)
• Promote the value of a strong work ethic
• Cultivate sustained effort through repeated practice
 Develop Metacognition
• Encourage thinking about the quality of one’s own and others’ thought processes
• Practice intellectual humility
• Become comfortable with the discomfort of ambiguity
School-Wide Focus
School-Wide Focus
College Readiness
~
Internalized Habits of Mind
Disciplinary Thinking
(in the content area)
Development of Academic Language to Support Conceptual Understanding
Standards
&
Objectives
Content Specific
Content Specific
 Create Intellectual Curiosity and Rigorous Engagement
• Foster a desire to know
• Require inquiry and investigation
 Critical Reading Skills – pre reading, reading and post reading
 Knowledge – describe using discipline-specific academic language
 Comprehension – summarize by distinguishing the main idea from supporting detail
 Application – relate/apply the appropriate tools/processes to new situations
 Analysis – compare and contrast in order to support inferences and draw conclusions
 Synthesis – combine ideas in order to develop new insights
School-Wide Focus
School-Wide Focus
College Readiness
~
Specifically Taught Academic Skills
 Evaluation – justify according to a set of standards or criteria
 Critical Writing Skills – connected to text and the development of critical reading
skills
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FRESHMAN PROGRAM
Making the transition from middle school to high school is an important step for all students. Increased responsibility is
placed on them for their academic progress in that they are held accountable for earning passing grades and credit in every
course that they attempt and in order to remain “on track” for the Compact for Success and high school graduation. Students
are not promoted from one grade to the next in high school; students must earn credit in specified subject areas in order to
graduate with their classmates. Because planning for graduation should not be a haphazard process, we hope you carefully
review the information in this handbook before making course selections for the freshman year.
Students who have struggled to complete homework and earn good grades in middle school will likely find high school to
present even greater academic challenges. For that reason, students at Olympian High School will have a series of support
programs imbedded within the student day, based on student need, such as AVID, English support, extended algebra, and
tutoring, as well as teacher and counselor interventions in place to ensure student success. NOTE: While expectations for
student success are high, supports for all students are extensive to make certain academic success is attainable.
Students’ official transcript begins with classes taken during the freshman year and their cumulative grade point average will
include grades earned in 9th grade. Considering the impact that freshman grades have on ones permanent record, students
will want to select classes which are a good match with his/her achievement level, natural talents, degree of motivation and
dedication, and extracurricular commitments.
All freshmen and their parents will be invited to establish a Four-Year Plan during the first semester of 9th grade. This plan
will be tailored to provide every student the ability to smoothly transition from high school to college. The goal of Olympian
High School is to provide every graduate with the opportunity to directly enter a four-year university, or should they choose,
a two-year community college or full-time work. Regardless of their personal decision, our graduates will have the academic
basis and work-ethic to become productive and successful citizens who are well-prepared to pursue their goals and dreams.
In the spring of 9th grade, all freshmen will take the Fitness Test in their physical education class. Students who do not pass
the test will take a Fitness for Life course in 10th grade.
During the second semester of 9th grade, all students and parents will be asked to participate in Student-led Conferences.
This is an opportunity for students to demonstrate and discuss with their parents the progress they are making in core
academic classes and to show mastery of content objectives. Students will organize a portfolio and select work samples that
show evidence of their understanding of the Habits of Mind and Academic Literacy Skills, as well as develop goals for future
learning. Student-led conferences lead to increased understanding, responsibility, and commitment to learning on the part of
teachers, parents, and students.
SOPHOMORE PROGRAM
During the tenth grade, students continue to build on their academic skills in the core subject areas. To remain “on track”
with the Compact for Success, sophomores are encouraged to enroll in either a world language or a science class if they have
not already done so in ninth grade. During the first semester, sophomores and their parents will be asked to attend the
Sophomore Readiness Meeting, to review progress towards graduation and college requirements and to prepare for future
testing requirements. During the spring of tenth grade, students will have their first opportunity to take the California High
School Exit Exam (CAHSEE). In sophomore English classes students will complete and maintain a literacy portfolio that
demonstrates their developing language skills.
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JUNIOR PROGRAM
Students in 11th grade typically have their first opportunity to explore the elective program based on their career and college
major interests. With only three classes required of all juniors (English, U.S. History, math) students can choose to extend
their studies in foreign language and science, complete their graduation and “a-g” college entrance requirements, as well as
take advantage of elective course offerings. However, beginning with the Class of 2011, students who have not yet passed the
Fitness Test in their physical education class will be required to take physical education in both 11th and 12th grade. In the
spring, juniors should begin taking either the SAT or ACT college entrance exams. Counselors meet with every junior to
review his/her progress towards completing requirements and to develop a plan for college admissions. A Junior Portfolio
is required of every student and shared with parents in an exhibition format in the spring. The portfolio presentation will
demonstrate the student’s preparedness for college and will identify areas that the student needs to work on during the senior
year in order to meet his/her goals.
SENIOR PROGRAM
The senior class schedule is designed to meet the specific needs of every student so as to lead them closer to achieving their
college and career goals. To give seniors a meaningful common experience that has the flavor and complexity of college
level work, all seniors will be required to read a common text. This experience creates a connection between Olympian High
and San Diego State University that is both physical and intellectual in terms of campus visits, interaction with college
students and assignments related to the book. In the spring, all seniors will participate in the Senior Showcase, demonstrating
to their parents and the Olympian community their commitment to the advancement of human rights as related to the theme
of their common text.
Seniors who are on-track with meeting their high school graduation requirements, have at least a 3.0 gpa, and the “a-g”
college entrance requirements will be given the option of having a five period day. In order to have a five period day the
second semester, students must also have their community service requirement completed..
GRADE LEVEL CLASSIFICATION
Students are expected to make regular progress in their classes, pass all courses, and earn a high school diploma in four years.
In order to remain on track for graduation, all students are required to earn the predetermined credits indicated:
To be a sophomore
To be a junior
To be a senior
minimum of 10 semester credits
minimum of 22 semester credits
minimum of 32 semester credits
GRADE POINT AVERAGE & WEIGHTED CLASSES
Grade point averages for each unit of credit are determined using a four point scale for standard courses: an “A” in
scholarship earns 4 points; a “B” earns 3 points; a “C” earns 2 points; a “D” earns 1 point; and an “F” earns zero points. A
five point scale is used for Advanced Placement and courses designated by the University of California as honors: an “A”
earns 5 points; a “B” earns 4 points; a “C” earns 3 points; a “D” earns one point; and an “F” earns zero points. Individual
colleges may determine grade point calculations differently; the UCs and CSUs limit the number of courses that can be
weighted. Southwestern College courses taught at Olympian also receive weighted credit.
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HONORS DIPLOMA REQUIREMENTS
Students have the opportunity to earn a special Honors Diploma when they graduate. The Honors Diploma was created to
provide an additional incentive for students to challenge themselves with rigorous courses and to reward those students who
perform well in challenging classes. To qualify for an Honors Diploma, students must complete seventeen semester credits
in grades 9 to 12 of accelerated, honors, or Advanced Placement courses with a grade of “A” or “B” by the seventh semester
of high school. At least two of the seventeen credits must be coursework completed by the first semester of the senior year.
In addition, the student must earn an least a cumulative 3.0 overall weighted grade point average in scholarship and a
cumulative 3.0 or higher citizenship grade point average. All requirements must be met by the end of the seventh semester of
high school.
EARNING COLLEGE CREDIT WHILE IN HIGH SCHOOL
All students at Olympian High School will be expected to complete at least one Advanced Placement (AP) course or college
level class during their four years of high school. AP courses are demanding and dynamic classes, with a rigorous curriculum
designed by the College Board. Taking AP courses gives students a head start on college while still in the supportive
environment of a high school classroom. Taking the end-of-course AP exam sends a powerful message to colleges that the
student is ready for college level work, and can enable the student to gain admission, college credit, and placement into
advanced courses. Olympian High School offers a variety of AP courses in many subject areas.
Students are also encouraged to take advantage of our close proximity to Southwestern Community College. Students fifteen
years and older have the opportunity to apply for concurrent enrollment at Southwestern and earn college credit while in high
school. Your counselor can provide you with information on the availability of classes, scheduling conflicts with the
different college calendar, and the application for enrollment.
In addition, Southwestern College offers certain college courses on Olympian’s campus through the College Bound program.
Students have the advantage of having their college fees waived and free textbooks as well as the ability to earn both college
and high school credit. Grades of C or better receive an extra grade point. Enrollment is limited to juniors and seniors only.
ON-LINE COURSE WORK
On-line courses provide an opportunity for students to expand their educational options, provide flexibility within a student’s
schedule, and allow students additional opportunities for advancement/recovery of coursework. Pursuant to Board Policy
6439 and Board Regulation No. 6439.1, the district shall grant credit for on-line courses only when the course curriculum has
been evaluated by the Office of Curriculum and Instruction as having met the district’s and state’s content standards. All
course providers must be WASC accredited institutions. Pursuing an on-line course is an option, not a mandate for students;
coursework is to be done independently from the school.
Prior to enrollment and commencement of an on-line course, parents/students shall verify that the course is on the
Sweetwater Union High School District approved list. If the course is not on the approved list, parents/students shall submit
to the district’s curriculum office for review the course syllabus and name and address of the institution providing the course
and await approval.
On-line coursework is recommended for students who demonstrate maturity and self-initiative; possess time management
skills, are independent learners and possess a GPA of 2.5 or higher. Instruction is self-guided--primarily involving
reading and test taking activities.
To ensure that a student’s schedule and course programming is on-track to meet graduation requirements and “a-g”
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requirements, prior approval must be obtained before enrolling in an on-line course (see attached On-Line Coursework
Authorization Request form). The process is initiated by the parent/student submitting the attached request to the school
counselor. Students shall be limited to taking one on-line course per semester, and must complete the course within
the semester.
The student shall be responsible for the following:
1.
Paying all fees and tuition associated with course.
2.
Adhering to the college’s or university’s regulations and timelines of enrollment, coursework and assessments.
3.
Ensuring student’s computer equipment is compatible with course requirements.
4.
Providing an official copy of the transcript to the school counselor for inclusion in the student’s academic history
file.
COUNSELING SERVICES
When students enter Olympian High School they are assigned a counselor according to an alphabetical distribution. In most
cases, the student will continue with that counselor until graduation from high school.
All counselors see their students on a regular basis in order to assess academic progress. As the educational advisor, the
counselor helps students plan their program of studies and advises them whenever adjustments in the program are necessary.
Students are encouraged to discuss personal and/or school problems with their counselors. They will respect the students’
confidences and assist them in reaching a solution to their problem. Students may come to the Counseling Center to schedule
an appointment before or after school, or at lunch; problems of a pressing nature will be handled by providing the student
with a call slip to give to the teacher at the time of appointment.
Counselors also help students in formulating and solidifying a career choice. Information is provided about colleges and
occupations so those students may prepare themselves intelligently to meet the requirements of their future goals, both
educationally and vocationally. College scholarship information is also made available to students.
Parents are welcome to visit the Counseling Center at any time, but it is best to schedule an appointment with the appropriate
counselor by telephone. Counselors will meet with students and contact parents when discipline, attendance, and/or
academic problems in any way jeopardize a student’s opportunity to be successful in school. Parents are encouraged to call
or email their child’s counselor with questions or to discuss concerns; we welcome parental involvement so that we can
work together as a team to help every student achieve success.
CALIFORNIA SCHOLARSHIP FEDERATION
The California Scholarship Federation is a statewide organization honoring outstanding high school students. CSF members
who qualify and register for four semesters of membership based on semester grades from 10th through 12th grade are
potentially eligible for CSF Life Membership. These students are honored at graduation and receive special recognition.
To be eligible for CSF, a student must earn ten CSF points on the semester report card. CSF points are granted based on the
following scale:
A = 3 points
B = 1 point
C = 0 points
One additional grade point shall be granted for a grade of “A” or “B” in an accelerated, honors, or AP class, up to a
maximum of two such points per semester. Any “D” or “F” grade on the semester report card (even in citizenship)
automatically disqualifies the student from membership for that semester.
The ten CSF points must be earned according to a specific list of courses. In general, the bulk of the points need to come
from academic classes. PE and student aide classes do not count towards CSF membership.
a.
b.
c.
d.
The first four points must be from CSF List I courses
The first seven points must be from CSF Lists I and/or II
The remaining points may come from CSF Lists I, II, or III
No more than five courses can be used to qualify.
8
CSF membership is neither automatic nor retroactive. CSF is not a passive organization. A student must take an active part
by applying for membership with the application period which generally begins three weeks after semester grades are issued,
and lasts for ten days. One objective of CSF is to teach responsibility, especially in meeting deadlines. Therefore,
membership may not be awarded if a student fails to apply by the deadline date.
CSF dues are used to help pay for the state charter dues, certificates and graduation stoles. Applications and CSF course lists
are available in the Counseling Center. Since eligibility for membership in CSF begins with the completion of the first
semester of 10th grade, 9th graders are not eligible for membership.
CLASS CHANGE POLICY
The best learning takes place when students are continuously enrolled in classes from the beginning through the end of each
semester. Class changes are discouraged as they interrupt the continuity of the curriculum and may be detrimental to student
success.
The state frameworks, which are tied into the school wide assessments, require that classroom instruction begin on day one of
the semester. Consequently, we do not allow students to make changes once the semester gets under way except for
purposes of balancing classes and those which are teacher initiated, such as moving a student to a higher level of math.
Students register for year-long courses. When students enter a year-long course, they are committed to finishing it. Students
who struggle in a particular course will be given many opportunities for support and assistance. The last day for student
changes will be before school starts in the fall and spring. Exceptions to this policy require principal approval.
COLLEGE PREPARATORY COURSES
The majority of Olympian High School’s course offerings have been certified by the University of California (UC) as
meeting “a-g” course requirements for freshman admission to the UCs and California State Universities (CSUs), provided
students complete the course with a “C” grade or better. These courses are noted in the following course descriptions as
“meets UC/CSU ‘a-g’ requirements.”
COURSE DESCRIPTIONS
“A” - SOCIAL SCIENCE
WORLD GEOGRAPHY (GRADE 9): This one-year course consists of an in-depth examination and study of physical
geography, cultural geography, and reading/interpreting various geographic maps, charts, and graphs. Students will acquire
knowledge about important geographic vocabulary terms and concepts as well as integrate the five fundamental themes of
geography into the content of each unit. Meets UC/CSU “a-g” requirements.
WORLD HISTORY & CULTURES ACCELERATED (GRADE 9): This one-year course prepares freshmen for AP
World History in 10th grade. The coursework is more rigorous and demanding than the regular World Geography class,
requiring writing and reading skills and activities that are above grade level. Students will study the chronology of world
events, the impact of those events on the present, and gain a perspective on the interrelatedness of the contemporary world.
Meets UC/CSU “a-g” requirements.
WORLD HISTORY & CULTURES (GRADE 10): This course addresses the topics of world history, culture, and
geography. After a review of ancient history (from prehistoric times to 1500), the course will emphasize major turning points
in the shaping of the modern world from the 19th century Middle Ages to the post-World War II era. The course will
culminate with an analysis of modern problems. Meets UC/CSU “a-g” requirements.
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ADVANCED PLACEMENT WORLD HISTORY (GRADE 10): This one-year course is a broad overview of the
development of civilizations from 800 BCE to the present. The course highlights the nature of change in international
frameworks and their causes and consequences, as well as comparisons among major societies. Students will develop their
understanding of the evolution of global processes in interaction with different types of human societies through a
combination of selective factual knowledge and analytical skills. Students are expected to register and take the AP exam in
May. Meets UC/CSU “a-g’ requirements.
UNITED STATES HISTORY (GRADE 11): In order to develop competent citizens in a democracy, it is critical that
students examine the key issues and turning points in American History. A careful investigation of the political, social, and
economic changes of this time period will allow students to better face our nation’s issues today. Students will examine the
expanding role of the federal government and federal courts, the emergence of modern corporate technology and the impact
of technology on American culture, changes in the ethnic composition of American society, movements toward equal rights
of racial minorities and women, and the role of the United States as a major world power. Using these themes, students will
also examine American culture by focusing on such aspects as religion, art, drama, architecture, education and the mass
media. Meets UC/CSU “a-g” requirements.
ADVANCED PLACEMENT UNITED STATES HISTORY (GRADE 11): This one-year course in United States history
emphasizes analytical skills and is equivalent to most college Introductory U.S. history courses. Students learn the analytic
skills and factual knowledge necessary to deal critically with the problems and materials in U.S. history, to assess historical
materials, and to weigh the evidence and interpretations presented in historical scholarship. The course covers the time
period from 1607 to the present and prepares students to take the Advanced Placement Exam for college credit in May. All
students are expected to register and take the AP exam in May. Meets UC/CSU “a-g” requirements.
UNITED STATES GOVERNMENT/ECONOMICS (GRADE 12): The one-semester government course is designed to
help students understand the workings of the American political system on the federal, state, and local level and to enable the
student to function as a participating individual within our nation. This course addresses the background and development of
American government; the structure and operation of political institutions; the role of the individual in government; the
acquisition and expansion of civil liberties and rights; and the role of the United States in a global political context. The onesemester economics course traces the development of fundamental economic concepts, comparative economic systems,
micro/macro economics, and international economic principles. Emphasis is on the understanding of basic principles and on
providing students with the analytical tools to make reasoned decisions on economic issues. Meets UC/CSU “a-g”
requirements.
ADVANCED PLACEMENT U.S. GOVERNMENT (GRADE 12): This course provides students with an analytical
perspective on government and politics in the United States similar to most introductory courses offered in college. It
includes both the study of general concepts used to interpret U.S. politics and the analysis of specific examples. It also
requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. politics. Students should
become acquainted with the variety of theoretical perspectives and explanations for various behaviors and outcomes.
Enrollment in this year long class also meets the economics graduation requirement. All students are expected to register and
take the AP exam in May. Meets UC/CSU “a-g” requirements.
ADVANCED PLACEMENT EUROPEAN HISTORY (GRADES 11/12): The study of European history since 1450
introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the
world in which they live. In addition to providing a basic narrative of events and movements, the goals of this elective course
are to develop an understanding of some of the principal themes in modern European history; an ability to analyze historical
evidence; and an ability to express historical understanding in writing. All students are expected to register and take the AP
exam in May. Meets UC/CSU “a-g” requirements.
PSYCHOLOGY (Grades 11/ 12): This one-semester elective course will introduces and develops basic concepts of
psychology. The course focuses on human development, learning, motivation, personality, mental illness, and altered states.
Students will learn the contributions and methods of major psychologists, such as Sigmund Freud, Abraham Maslow, Ivan
Pavlov, Carl Rogers and B.F. Skinner. Meets UC/CSU “a-g” requirements.
SOCIAL ISSUES IN FILM (Grades 11/12): Students will examine pertinent issues confronting our society as presented
through mainstream films in this one-semester elective. Students will study film as a visual art, the construction of movies
from a technical viewpoint, and as a basis to stimulate debate and discussion . Meets UC/CSU “a-g” requirements.
SOCIOLOGY (GRADES 11/12): One semester course designed to enhance student understanding of human social
behavior from a group perspective, including recurring patterns of attitudes and actions, how they vary among cultures,
across time, and through social groups. Meets UC/CSU “a-g” requirements.
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“B” - ENGLISH-LANGUAGE ARTS
ENGLISH 9 is a college preparatory, required language arts course. Students concentrate on developing skill in reading
literary and expository texts; writing, including narrative, expository, and persuasive composition; oral and written English
language conventions of grammar and format; and listening and speaking. Students work as individuals and as members of
groups. Students will complete a SUHSD required Language Arts portfolio based on CAHSEE writing genres. Meets
UC/CSU “a-g” requirements.
ENGLISH 9-ACCELERATED is a college preparatory, required language arts course specially designed to begin
preparation for students to enter Advanced Placement language and literature. Students will develop all of the skills noted
above, as well as the skill of close reading of literary and expository texts. Students work as individuals and as members of
groups. Students will complete a SUHSD required Language Arts portfolio based on CASHEE writing genres. Meets
UC/CSU “a-g” requirements.
ENGLISH 10 is a college preparatory, required language arts course designed to increase proficiency in reading, writing,
speaking, study and listening skills. Opportunities are provided for students to think critically about the material being
studied. The course encompasses a survey of world literature. The study of literature provides opportunities for improving
writing skills and mastering specific writing domains. CAHSEE writing genres will be entered into the students’ writing
portfolios. Meets UC/CSU “a-g” requirements.
ENGLISH 10 ACCELERATED is a college preparatory, required language arts course designed to enhance each student's
ability to communicate in both the oral and written forms. Emphasis is placed on analytical thinking, oral expression,
composition skills and research techniques. Classic and contemporary literature is read as a basis for continued study in the
AP program and preparation is given to assure success in the AP program. CAHSEE writing genres will be entered into the
students’ writing portfolios. Meets UC/CSU “a-g” requirements.
ENGLISH 11 is a college preparatory, required language arts course focused on ensuring state standards are met using
American Literature as a vehicle. The course surveys the literary history of the United States, beginning with colonial
America and continuing into the 20th century. Emphasis is placed on American classics as well as ethnic contributions to
American literature. Students complete a wide range of oral and written tasks utilizing many skills, such as analysis,
interpretation and research. Students add to their writing portfolios. Meets UC/CSU “a-g” requirements.
ADVANCED PLACEMENT ENGLISH LANGUAGE & COMPOSITION (GRADE 11): Prerequisite: A good
command of English grammar and considerable competence in listening, reading, speaking, and writing. Students become
skilled readers and interpreters of prose written in a variety of periods, disciplines, and rhetorical context. Writing in a
variety of modes and variety of purposes is emphasized. The connection between the reading and the writing highlights the
interaction between authorial purpose, audience need, the subject itself, generic conventions, and the resources of language:
syntax, word choice, imagery and tone. Students develop their proficiency in the English language and composition. Use of
language for active communication is emphasized. Students who show themselves qualified on the Advanced Placement
examination in May receive advanced placement and/or credit at many college and universities. This course will include
extensive homework including outside reading. Students are expected to register and take the AP exam in May. Meets
UC/CSU “a-g” requirements.
ENGLISH 12: Students analyze expository texts and apply various rhetorical strategies to writing. Since college writing
assignments are almost always related to reading assignments, the reading, writing, and inquiry in the class are interwoven
thematically. The two main objectives of this course are to enable the students to write effective prose and to equip them with
a core of critical reading and thinking strategies that can be applied to the wide variety of texts that will be encountered in
college and the workplace. Meets UC/CSU “a-g” requirements.
ADVANCED PLACEMENT ENGLISH LITERATURE and COMPOSITION (GRADE 12): Students become skilled
readers of prose written in a variety of periods, disciplines, and rhetorical contexts and study individual works to better
understand the language, characters, actions, and themes. Through writing, students become more aware of the resources of
language: connotation, metaphor, irony, syntax, word choice, and tone. Students develop their proficiency in analysis of
literature and development of writing skills. Use of language for active communication is emphasized. Students who show
themselves qualified on the Advanced Placement examination in May receive advanced placement and/or credit at many
colleges and universities. Students are expected to register and take the AP exam in May. Meets UC/CSU “a-g”
requirements.
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ENGLISH LANGUAGE DEVELOPMENT (ELD): Placement in ELD classes is determined by assessment instruments
approved by the district and is designed for the non-English speaking student. Students develop basic functional skills in
written and spoken English during a two hour block period.
ADVANCED JOURNALISM-NEWSPAPER (GRADES 10-12): Students must have good writing skills and apply for a
position on the newspaper staff. After an intense month of instruction and practice in journalistic style as well as the rights
and responsibilities of the high school press, the class produces an issue every month. The publication is designed, edited,
and prepared for printing by the staff. Application required.
ADVANCED JOURNALISM-YEARBOOK (GRADES 10-12): The yearbook class is a course in which students work
together to produce the school annual, which is the culmination and permanent record of the year's events. In this course,
students develop skills in layout design, copy writing, photography, and photo cropping. In addition, major emphasis is
placed on gaining computer expertise for both word processing and page design. Students develop skills to work
cooperatively to meet deadlines, sell advertisements, and explore public relations. Application and interview required.
“C” – MATHEMATICS – (4 Year Requirement at OHS)
INTEGRATED MATH I: The purpose of this course is to formalize and extend the math that students learned in middle
school, including number and quantity, algebra, functions, geometry, and statistics and probability. The focus is to learn
numerical manipulation to algebraic manipulation, synthesize understanding of function, deepen understanding of linear
relationships, apply linear models to data, establish criteria for congruence based on rigid motions, and apply the Pythagorean
Theorem to coordinate planes. Meets UC/CSU “a-g” requirements.
INTEGRATED MATH II; The focus of this course is on quadratic expressions, equation, and functions. Students learn to
extend the laws of exponents to rational exponents, compare characteristics of quadratic function, create and solve equations
and inequalities involving linear, exponential, and quadratic expressions, work with probability, and establish criteria for
similarity of triangles based on proportional reasoning. Meets UC/CSU “a-g” requirements.
MATH COURSE III: Students will integrate and apply the concepts they have learned in earlier courses. The major focus
is to apply methods from probability and statistics to draw inferences from data, expand understanding of functions to include
polynomial, rational, and radical functions, expand right triangle trigonometry, and consolidate functions and geometry to
create models and solve problems. Meets UC/CSU “a-g” requirements.
COMPACTED MATH COURSE III W/PRE-CALCULUS: This is an accelerated Math Course III class which includes
concepts covered in math analysis. Students who successfully complete this course with receive 4 high school credits and
will be placed in calculus the following year. Meets UC/CSU “a-g” requirements.
MATH ANALYSIS: This course covers advanced algebra and geometry topics as well as a significant amount of
trigonometry. This is the fourth course in the college preparatory math sequence, and is highly recommended for students
planning on entering a college or university upon graduation. Meets UC/CSU “a-g” requirements.
MATH ANALYSIS HONORS: This course will cover all of the material in Math Analysis, plus extended topics designed
to prepare students for Advanced Placement Calculus. Meets UC/CSU “a-g” requirements.
FINITE MATH: A one-year course covering topics such as linear relations, set theory, logic, statistics and probability. In
addition, the course will provide opportunities for review of previously learned college preparatory math skills from Algebra
1, Geometry, and Intermediate Algebra. It is recommended as an alternative to Math Analysis for seniors planning on
attending a college or university upon graduation, and who plan to pursue a non-mathematics based major. Meets UC/CSU
“a-g” requirements.
TRIGONOMETRY: This semester long course will cover Trigonometric topics normally covered in Math Analysis (Unit
Circle, right and non-right triangle trigonometry, identities, graphing, and inverse trigonometry) and expands on the
trigonometric topics covered in the Geometry course. This course can be taken in lieu of Math Analysis as a pre-requisite for
AP Calculus AB. Meets UC/CSU “a-g” requirements.
PROBABILITY & STATISTICS: This semester long course provides a strong foundation in probability and statistics.
Concepts include Combinatorics, Independent/Dependent Events, Conditional Probability, Variance and Standard Deviation,
and Normal Distribution. The emphasis is on data analysis skills and application. A graphing calculator is needed for this
course. Meets UCSU “a-g” requirements.
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CONCEPTS OF CALCULUS: A one-year course providing students with an introduction to topics in a traditional first
semester college level Calculus course. First semester will focus on differentiation and second semester will focus on
integration. The emphasis will be on the conceptual development of these topics as well as on strengthening trigonometric
and algebraic skills. Meets UC/CSU “a-g” requirements.
ADVANCED PLACEMENT CALCULUS AB: This course is comparable to a college course in calculus and related
topics usually offered the first year in college. Students gain an intuitive understanding of the concepts of calculus and
practical experience with its methods and applications. Students who show themselves qualified on the Advanced Placement
examination in May usually receive advanced placement and/or credit at many colleges and universities. Students are
expected to register and take the AP exam in May. Meets UC/CSU “a-g” requirements
ADVANCED PLACEMENT CALCULUS BC: This is the second in the sequence of college level calculus courses, and
follows AP Calculus AB. Students will build upon and extend their knowledge of derivatives and integrals, to include
parametric, vector and polar functions as well as sequences and series. Students are expected to register and take the AP
exam in May, and may earn advanced placement credit for a second course in college calculus at many colleges and
universities. Meets UC/CSU “a-g” requirements.
“D” - SCIENCE
BIOLOGY: Enrollment is recommended only after satisfactory completion or concurrent enrollment in algebra and grade
level reading comprehension. Major topics covered in the first semester include: scientific method, ecology, basic chemistry,
cell structure and function, cell energetics (photosynthesis and respiration), DNA/RNA and protein synthesis. Second
semester topics include: cell division (mitosis/meiosis), genetics, evolution, anatomy and physiology of the human body
systems, and biotechnology. Meets UC/CSU “a-g” requirements.
BIOLOGY ACCELERATED: This course is intended to be a more thorough and intense exposure to the Biology
concepts, factual knowledge, and analytical skills than Biology 1 & 2. It is intended for highly motivated students and
prepares students to take AP Biology as an upperclassman. Meets UC/CSU “a-g” requirements.
CHEMISTRY: Chemistry is a class which investigates the structure and properties of matter. It is an applied science/math
class with an emphasis on problem solving skills. There will also be an emphasis on laboratory skills. Concurrent
enrollment or successful completion of Formal Geometry is required. Meets UC/CSU “a-g” requirements.
CHEMISTRY HONORS: Students will become acquainted with the skills and concepts necessary to gain an understanding
of the chemical aspects of technology and society. Topics include atomic theory, chemical equations, organic and inorganic
chemistry, chemical equilibrium relationships, and simple nuclear reactions. Emphasis will be placed on the role of
mathematics in the physical sciences, the interrelationships between physics and chemistry, and the use of the laboratory.
Meets UC/CSU “a-g” requirements.
CHEMISTRY IN THE COMMUNITY (CHEMCOM): Chemistry in the Community was developed by the American
Chemical Society as a course to emphasize chemistry's impact on society. It has a student-centered, activity-based, issuesoriented curriculum that encourages small group learning. This class fulfills the UC and CSU requirement for lab science,
but is not appropriate for any student who is planning to take or major in laboratory science in college. Meets UC/CSU “a-g”
requirements.
ADVANCED PLACEMENT CHEMISTRY: Prerequisite: one year of high school chemistry. This course is the
equivalent of a general chemistry course usually taken the first year in college. Students learn the conceptual framework,
factual knowledge and analytical skill necessary to deal critically with chemical problems in the area of the structure of
matter, states of matter, reactions, descriptive chemistry, laboratory experiences, and chemical calculations. Students who
show themselves qualified on the Advanced Placement Examination in May usually receive advanced placement and/or
credit at many college and universities. Students are expected to register and take the AP exam in May. Meets UC/CSU “ag” requirements.
ADVANCED PLACEMENT BIOLOGY: Prerequisite: one year of high school biology. This course is equivalent to a
two-semester college introductory biology course usually taken by biology majors during their first year. Various levels of
inquiry are used to develop students’ critical thinking and problem solving skills, along with the application of seven science
practices as they develop essential knowledge of enduring understandings of Biology’s four “Big Ideas:” 1. The process of
evolution drives the diversity and unity of life. 2. Biological systems utilize free energy and molecular building blocks to
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grow, to reproduce and to maintain dynamic homeostasis. 3. Living systems store, retrieve, transmit and respond to
information essential to life processes. 4. Biological systems interact, and these systems and their interactions possess
complex properties. Students who show themselves qualified on the Advanced Placement examination in May usually
receive advanced placement and/or credit at many colleges and universities. Students are expected to register and take the
AP exam in May. Meets UC/CSU “a-g” requirements.
PHYSICS HONORS: Prerequisite: one year of intermediate algebra. Physics is a physical science that meets university
entrance requirements for a laboratory science. The course includes the following main areas of instruction: mechanics,
wave motion, sound, light, electricity, and magnetism. A major emphasis is placed on "doing" physics, rather than reading
or hearing about physics. Therefore a variety of hands-on activities and laboratory experiments are used to investigate real
world phenomena. Meets UC/CSU “a-g” requirements.
ADVANCED PLACEMENT PHYSICS: Prerequisite: one year of high school physics. AP Physics is the second year of a
two-year sequence of courses designed to prepare students for the AP Physics B or AP Physics C examinations given by the
College Board . Students are expected to register and take the AP exam in May. Meets UC/CSU “a-g” requirements.
HUMAN ANATOMY and PHYSIOLOGY HONORS: Prerequisite: one year of high school biology. Lab science course
designed to use analytical and practical approaches to study of the structure and function of the human body, providing
students with skills for identifying anatomical structures and associated disorders. Emphasis placed on the physiological
processes of the systems, organs, and tissues of the body and differential assessment between normal and abnormal forms.
Meets UC/CSU “a-g” requirements.
“E” - WORLD LANGUAGE
FOREIGN LANGUAGE 1/2: Prerequisites: Not open to native speakers. Students learn basic communication skills in
listening, reading, and writing in the target language. Course content emphasizes listening and speaking activities as well as
an awareness of the culture and social conventions of the target language. The California Foreign Language Framework
emphasizes that instruction be in the target language. (Italian, Spanish, Filipino,) Meets UC/CSU “a-g” requirements.
FOREIGN LANGUAGE 3/4: Prerequisites: Successful completion of Foreign Language 1and 2. In accordance with the
American Council on the Teaching of Foreign Language, the goal of proficiency-based instruction is to produce students who
can use the language appropriately in real-life situations. The four skills of listening, speaking, reading, and writing are
developed in accord with the level of foreign language instruction. The California Foreign Language Framework emphasizes
that instruction be in the target language. ( Spanish, Filipino, Italian) Meets UC/CSU “a-g” requirements.
FOREIGN LANGUAGE 5-6: Prerequisites: Successful completion of Foreign Language 3 and 4. Students continue to
develop and enhance integrated skills of listening, speaking, reading, and writing in the target language. Greater emphasis is
placed on reading, writing, and interpretation of literature. Course content also emphasizes the transition from a colloquial to
more formal command of the target language, a high level of communication proficiency, and an appreciation for the culture
and social heritage of the target language. (Filipino, Italian, Spanish) Meets UC/CSU “a-g” requirements.
FOREIGN LANGUAGE (SPANISH) 7-8: An advanced course which will continue to expand the students’ vocabulary and
include more emphasis on the ability to communicate at an advanced Spanish level. Approximately 1,000 new words will be
introduced in addition to verbs in the present perfect, future, present subjunctive, imperfect subjunctive, imperfect conditional
and the subjunctive. Students will also be expected to improve their grammar and reading skills through various oral
exercises. At the conclusion of this class students should be able to communicate at an intermediate level and ready to enter
AP courses. Meets UC/CSU “a-g” requirements.
SPANISH FOR SPANISH SPEAKERS 1/2: Students who already speak Spanish as native speakers continue developing
and improving integrated skills of listening, speaking, reading, and writing in the native language. Course content also
emphasizes the transition from a colloquial to more formal command of the Spanish language through the use of short stories,
poetry, essays and oral presentations. Meets UC/CSU “a-g” requirements.
SPANISH FOR SPANISH SPEAKERS 3/4: Successful completion of Spanish Speakers 1/2 or placement exam. Students
continue to develop and enhance integrated skills of listening, speaking, reading, grammar and writing in Spanish. More
emphasis is placed on reading and writing skills with short stories, poetry, essays, compositions and oral presentations.
Meets UC/CSU “a-g” requirements.
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SPANISH FOR SPANISH SPEAKERS 5/6: Successful completion of Spanish Speakers 5/6 or placement exam. This is a
Pre-AP class designed to prepare students for the AP Spanish Language and Literature classes. Students will develop a high
proficiency level of reading, writing and oral communication through the close reading of literary and expository text.
Students will work individually and in groups to perform class work and oral presentation. Meets UC/CSU “a-g”
requirements.
ADVANCED PLACEMENT SPANISH LANGUAGE AND COMPOSITION: Prerequisites: Successful completion of
Spanish for Spanish Speakers 5/6 or instructor's approval based on a good command of Spanish grammar and considerable
competence in listening, reading, speaking and writing. This course is comparable in content and difficulty to a full year
course at the third-year college level. Students develop their proficiency in Spanish language and composition through active
oral communication, detailed reading and purposeful essay writing. Students who show themselves qualified on the
Advanced Placement Examination in May may receive advanced placement and/or credit at many colleges and universities.
This course will include daily homework and outside reading. All students are expected to take the AP exam in May. Meets
UC/CSU “a-g” requirements.
ADVANCED PLACEMENT SPANISH LITERATURE AND COMPOSITION: Prerequisite: Successful completion of
Advanced Placement Spanish Language and Composition. Well-motivated students are challenged through advanced study
of authentic Spanish literature of moderate and mature content from the Medieval and Golden Age, 19th Century, 20th
Century to present times. Students will become skilled readers of Spanish prose, and will do literary analysis and express
oral and written critical opinions and judgments about Spanish novels, plays, and poetry. Students who show themselves
qualified on the Advanced Placement Examination in May may receive advanced placement and/or credit at many colleges
and universities. All students are expected to take the AP exam in May. Meets UC/CSU “a-g” requirements.
“F” - VISUAL & PERFORMING ARTS
COMPUTER ART (DIGITAL): This course covers creative experimentation with art, photography, and the computer.
Students are introduced to a range of digital media with the computer as the primary expressive tool. Students will also be
required to draw by hand, keep a sketchbook, and learn the art elements, principles of design and color theory. They will also
explore art history and arts from different cultures throughout their units of study. Digital illustrations, logo designs, CD
covers, collages, photo manipulations, and digital paintings are a few examples of work to be produced. All students are
required to have a 9x12” drawing sketchbook. Meets UC/CSU “a-g” requirements.
DRAMA 1: An introductory course in the basic concepts of dramatic language and action. Emphasis is placed on group
interaction and the development of self-confidence. Theatre games, improvisation, reading plays, and listening to music are
tools that will be used to stimulate the creative process. During the second semester students will focus on character
development through scene study, monologues, and one act plays. They will also study the fundamentals of play direction
and plot analysis. Meets UC/CSU “a-g” requirements.
DRAMA 2-8 ADVANCED: Each semester builds on previous activities. This is a performance class and the fundamentals
of play production are emphasized. Students will use and continue to develop the skills they learned in Drama 1. They will
have the opportunity to direct, write and act in school productions, district festivals, and state conferences. Meets UC/CSU
“a-g” requirements.
BEGINNING ART: This is an introductory year long course to the elements of art and principles of design through
drawing, painting, printmaking and design techniques. Students will acquire a variety of skills, techniques and knowledge in
a variety of media and disciplines to include pencil, watercolor, acrylics, charcoal, pen/ink, and printmaking. Students will
also explore art history and arts from different cultures throughout the year. All students are required to have a 9x12”
drawing sketchbook. Meets UC/CSU “a-g” requirements.
ADVANCED ART: Prerequisite: high school beginning art or instructor consent (submit art portfolio). In this course
emphasis is placed on continuing to improve compositional skills through the use and manipulation of the art elements and
principles of design. More challenging assignments and media are introduced. Focus is placed in developing an art portfolio
that demonstrates a variety of skills, techniques, media and knowledge. All students are required to have a 9x12” drawing
sketchbook. Students may take up to 8 semesters for credit. Meets UC/CSU “a-g” requirements.
AP STUDIO ART: Prerequisite: two semesters of Visual Arts in grades 9, 10, or 11 or permission of the art instructor.
Students will produce a portfolio of artwork that shows a fundamental competence and range of understanding in visual
concerns and methods. The student will demonstrate a depth of investigation and process of discovery as well as a serious
grounding in visual principles and material techniques. The student will also exhibit through this artwork a synthesis of form,
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technique and content. The acceptance by the College Board of the Student Portfolio offers the opportunity for the student to
waive certain elementary art courses in college. Students are expected to register and take the AP exam in May. Meets
UC/CSU “a-g” requirements.
DESIGN IN MIXED MEDIA: This introductory art course explores both two and three-dimensional design using various
media and topics, including printmaking, fiber, plaster, paper mache, graphic design and painting. No prerequisite required.
Meets UC/CSU “a-g” requirements.
AP ART HISTORY: This course is equivalent to an introductory college course in art history to develop an understanding
and enjoyment of architecture, sculpture, painting, and other forms of art within a historical and cultural context. Students
examine the major forms of artistic expression of the past and of distant cultures as well as those of the 20th century. They
learn how to look at works of art critically, through the use of lecture, slides, and film. Students who show themselves
qualified on the Advanced Placement Examination in May usually receive advanced placement and/or credit at many
colleges and universities. Students are expected to register and take the AP exam in May. Meets UC/CSU “a-g”
requirements.
BASIC DIGITAL PHOTOGRAPHY: Students will learn the basic principles of digital photography. Emphasis will be
placed on how the camera works, the menu selections, how to download images, make basic editing changes, and the
aesthetics of digital photography. Students will produce a digital portfolio. Meets UC/CSU “a-g” requirements.
BEGINNING/INTERMEDIATE DANCE (GRADES 10-11): Students develop grace, flexibility, muscle tone, and
cardiovascular fitness through creative expression using a variety of dance forms. Instruction includes the utilization of body
isolation movements, jazz, ethnic, and/or modern dance forms with contemporary, jazz or rock music. Students obtain an
advanced knowledge dance vocabulary, choreography techniques, dance history, and anatomy of a dancer and injury
prevention. Students participate in various performances. Meets UC/CSU “a-g” requirements.
ADVANCED DANCE CHOREOGRAPY: Prerequisites: An audition for this class is required. All students must have
proper dance clothes and shoes (these will be discussed at the first class meeting). Students develop grace, flexibility, muscle
tone, and cardiovascular fitness through creative expression using a variety of dance forms. Instruction includes the
utilization of body isolation movements, jazz, ethnic, and/or modern dance forms with contemporary, jazz, or rock music;
intermediate and advanced solo/ensemble performance; choreographed movement; simple costumes and make-up techniques;
and showmanship strategies. Performance for a variety of audiences is required as an essential element of evaluation for all
students enrolled in this course. Meets UC/CSU “a-g” requirements.
BALLET FOLKLORICO: Students develop grace, flexibility, muscle tone, and cardiovascular fitness through creative
expression using a variety of Mexican dance forms. Instruction includes the utilization of advanced knowledge of folklorico
dance movement, vocabulary, choreography techniques, dance history, anatomy of a dancer, and injury prevention. Students
participate in various schools and community performances. Meets UC/CSU “a-g” requirements.
CHOIR: A performance-oriented course designed for students who enjoy participation in group singing. Musicianship is
enhanced through rehearsal, analysis, and public performance of advanced choral literature involving a variety of styles.
Meets UC/CSU “a-g” requirements.
ADVANCED CHOIR: Prerequisite: completion of Choir 1/2 or by audition. This advanced performance-oriented course
includes instruction in intermediate and advanced solo/ensemble literature, microphone technique, costumes and make-up
techniques and showmanship strategies. Meets UC/CSU “a-g” requirements.
ADVANCED BAND (WIND EMSEMBLE): Designed for wind players with a minimum of two years of band experience.
Students admitted to the class based upon the recommendation of the middle school Band Director and/or audition. Concert
Band is an intermediate level-performing ensemble. Meets UC/CSU “a-g” requirements.
BEGINNING BAND (CADET): Designed for wind players with only one-year of band experience. Teaches individual and
group discipline, instrument care and use, study of ensemble and/or solo material, skills in ear training and sight reading,
study of various band works of appropriate difficulty, proper performance attitudes, and awareness of occupational
opportunities. Meets UC/CSU “a-g” requirements.
PERCUSSION: This class is designed to develop skills in all aspects of traditional percussion playing, including marching
and concert styles. Students in this class are required to participate in the marching and concert seasons in conjunction with
the other band classes. During the fall semester all students must be concurrently enrolled in either Marching Band or PE
Rhythm and Movement. Meets UC/CSU “a-g” requirements.
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JAZZ ENSEMBLE: Spring Semester only - Jazz Ensemble takes the place of the Marching Band. Membership in the Jazz
Ensemble is by audition. The Jazz Ensemble will perform in concert and at adjudicated festivals throughout Southern
California. Meets UC/CSU “a-g” requirements.
MARIACHI: Students will learn the history of Mexican Mariachi music, the vocabulary and pronunciation of various styles
of mariachi music, names of instruments and the part each one plays in the performance of various mariachi styles. Each
student will perform on his/her chosen instrument in the various song types, including the polka, waltz, ranchera, bolero,
cumbia, paso doble, corrido, and huapango. Meets UC/CSU “a-g” requirements.
ORCHESTRAL STRINGS: Students will be introduced to the study of instrumental music as they learn standard
performance practices on traditional orchestral string instruments. Areas of instruction will include instrument care,
techniques and fundamentals of musicianship, tone production, proper posture, and music literacy. Meets UC/CSU “a-g”
requirements.
AP MUSIC THEORY: The course provides a high level of study of the aural and written processes of music and will help
develop a student’s ability to recognize, understand, and describe the basic materials and processes of music that are heard or
presented in a score. This course will help further develop the student’s abilities in aural, sight-singing, written,
compositional, and analytical skills. Students will be required to read, notate, compose, perform, and listen to music. The
development of aural skills is a primary objective of the Advanced Placement Music Theory course. Students are expected to
register and take the AP exam in May. Meets UC/CSU “a-g” requirements.
PHYSICAL EDUATION
PHYSICAL EDUCATION COURSE 1 (Grade 9): This course is designed to give 9th graders the opportunity to learn
through a comprehensive sequentially planned Physical Education program in accordance with the Physical Education Model
Content Standards for California Public Schools. Students will be empowered to make choices, meet challenges and develop
positive behaviors in fitness, wellness and movement activity for a lifetime. Emphasis is placed on students developing a
personalized fitness program for a healthy life style and meets the requirements for the FITNESSGRAM. Units of instruction
will include: introduction to physical education, fitness (including fitness technology), individual and dual sports, and
rhythms/dance.
PHYSICAL EDUCATION COURSE II (Grade 10): This course is designed to give students the opportunity to learn
through a comprehensive sequentially planned Physical Education program in accordance with the California Model Content
Standards for Physical Education. Students will be empowered to make choices, meet challenges and develop positive
behaviors in fitness, wellness and movement activity for a lifetime. Course 2 addresses combatives, gymnastics/tumbling,
and team activities. The effects of physical activity on dynamic health and the mechanics of body movement are integrated
throughout the school year. Course 2 is designed to be taken after Course 1. Units of instruction include: introduction to
advanced physical education, fitness (including fitness technology), team activities, gymnastics/tumbling, and combatives.
WEIGHT TRAINING AND CONDITIONING (GRADES 11-12): The weight training classes are designed to stimulate
interest in our young adults about physical fitness. A life-long recreational sport, weight training is important in the upkeep
of our bodies as we mature through the years. Our circuit-training allows each student to familiarize himself/herself with the
different lifts and muscle groups they affect.
FITNESS FOR LIFE: This course is designed to give students the opportunity to learn through a comprehensive
sequentially planned Physical Education program in accordance with the California Model Content Standards for Physical
Education. Students will be empowered to make choices, meet challenges and develop positive behaviors in fitness, wellness
and movement activity for a lifetime. Fitness for Life emphasis is placed on students developing a personalized fitness
program for a healthy life-style. Units of instruction include: personal fitness concepts and techniques, cardiorespiratory
endurance training, strength and flexibility conditioning, nutrition, combatives, gymnastics/tumbling, and team activities. The
effects of physical activity on dynamic health and the mechanics of body movement are integrated throughout the school
year. This class is required for all students who have not passed the Fitnessgram.
PE RHYTHM & MOVEMENT: The primary purpose of the Color Guard and Drill Team is to perform in conjunction
with the school’s marching band. Students will develop skills and competencies in parade, field show and/or other indoor
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activities. Activities will build self-confidence, respect toward others and an appreciation of the benefits of teamwork as
students work to achieve common goals.
COMPREHENSIVE HEALTH
COMPREHENSIVE HEALTH (Semester): This required course for graduation presents information on the individual's
role in society and in personal relationships. Included in the curriculum are: values and decision-making , substance use and
abuse, emotional and physical development, male and female sexual development, interpersonal relationships,
responsibilities in marriage and parenting, suicide, teen pregnancy, sexually transmitted diseases, and maintaining health.
The emphasis of the course is on the transition from adolescence to adulthood.
INTERDISCIPLINARY SUBJECTS
ACADEMIC DECATHLON: Students will enhance and refine their knowledge of economics, mathematics, fine arts,
language and literature, science, social science, speech, the essay and interview through preparation for competition in
scholastic events sponsored by the United States Academic Decathlon Team.
ASSOCIATED STUDENT BODY LEADERSHIP: Student co-curricular activities are organized and/or supervised by the
ASB. In their leadership class, students learn basic characteristics and components of effective leadership. They learn active
communication skills, organizational skills, and project planning. They learn about values, goal setting, problem solving, and
compromise. Students also learn common business practices associated with inventory, mark-up, sales, budgeting, and
bookkeeping.
AUDIO TECHNOLOGY: This course provides entry level training in digital audio sound production. Students can expect
to receive beginning instruction in audio science, microphone placement and digital audio music production. Employment
possibilities include recording engineering technician, sound engineering technician, and audio & video equipment
technician. Instruction covers the following areas: musical instrument digital interface (MIDI), hardware systems with MIDI
production, electronic musical instruments, signal processing, synchronization, digital technology, mixing, and automation.
Students will sequence, record, mix, master, engineer, and produce their own music throughout the year.
AVID: This class will sharpen and refine attitudes, skills and knowledge to enter successfully and complete a 4-year college
program. Students will learn and apply study skills and learning strategies to improve performance in the content areas.
Note taking, outlining, writing, speaking, reading, test strategies including SAT preparation, and self-awareness are stressed.
The curriculum includes field trips to colleges, motivational guest speakers and college tutors. AVID may be chosen as an
elective but may also be required of students needing additional academic support.
AVID SENIOR SEMINAR: Students will culminate their years in AVID with the activities in the Senior Seminar. They
will be involved in perfecting the skills they have been practicing in the areas of analytical writing, preparation for college
entrance and placement exams, college study skills and test taking, note taking, and research. In general, they will polish the
skills learned in previous years of AVID to the degree necessary for success at a four-year university. Meets UC/CSU “a-g”
requirements.
CAHSEE SUPPORT CLASSES: Juniors and seniors who have not passed the CAHSEE need an academic intervention to
assist in meeting this high school graduation requirement. The English Language Arts and Math CAHSEE Support classes
provides students with specific academic strategies to develop their skills in English and/or math and targets areas of
individual need in order for students to pass the CAHSEE.
BUSINESS COMPUTER FUNDAMENTALS: This course provides entry level training in business and computer
applications. Instruction includes units in word processing, spreadsheet, and database presentation graphics, business
practices and workplace skills. Software includes Word, Excel, Access and PowerPoint.
MARCHING BAND: This course is designed for students enrolled in Cadet and Concert Band . Activities will promote
understanding of the “how and why” of movement as it relates to marching band, develop skill and competency in parade and
field band activities, build self-confidence, respect toward others and an appreciation of the benefits of teamwork.
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MEDICAL TERMINOLOGY (First Semester): Students will be introduced to the medical field by learning about basic
medical terminology, diagnostic procedures, bodily systems, and medical professions. Students learn systems of the body,
procedures such as MRIs, CAT Scans and x-rays, and pharmacology.
MULTIMEDIA: Instruction covers more advanced studies for students with some skill in computers. Studies include
computer graphics, desktop publishing, web page design, multimedia authoring and presentations and computer animation.
PEER COUNSELING BEGINNING: Through individual sharing and discussions and a variety of activities, students learn
interpersonal communication skills necessary to be an effective peer helper as well as an effective human being. In addition,
students will gain information on a variety of issues important to young adults.
PEER MEDIATION ADVANCED: Peer counseling training is open to selected students who have completed an
application and interview process. Students will work directly with students in the Counseling Center, under the direction of
the counselors. They will assist in mediations, orientations for new students, and one-on-one counseling.
PHYSICAL THERAPY/SPORTS MEDICINE (Second Semester): This course provides entry-level training in the
prevention and recognition of common athletic injuries, the theory and practice of emergency field care, and learning basic
human anatomy and physiology. The treatment and rehabilitation of athletic injuries will be discussed. Bandaging and/or
taping techniques will be practiced in the classroom. Upon completion of this course, students will receive First Aid and
CPR certification through the American Heart Association.
SPORTS MEDICINE ADVANCED: Students will build upon the knowledge and skills learned in medical terminology
and Physical Therapy. The class will go in depth into conducting orthopedic evaluations of the foot, ankle, knee, hip,
shoulder, wrist, hand, neck, and back. Students will learn orthopedic special tests for evaluation of common joint injuries and
specific manual muscle tests for evaluating musculoskeletal injuries. Students will learn to conduct neurological evaluations
of various neurological complications associated with sports injuries .The course will also discuss the different surgery
options and techniques associated with common athletic injuries. Upon completion of the course students will be able to
conduct a through patient evaluation including: History, Observation, Active and Passive Range of Motion, Special Tests,
Specific Manual Muscle Tests, Neurological, and Palpation.
SPORTS/CLINICAL MEDICINE PRACTICUM: Students will apply the knowledge gained in Medical Terminology,
Introduction to Physical Therapy, and Advanced Sports Medicine. Students will learn the advanced concepts in exercise
physiology and sports nutrition in the classroom two days a week and then apply this learning in their community based
internship. These internships provide students with a real life setting to apply their academic knowledge and to develop job
skills.
PRINCIPLES OF ENGINEERING: Available to students in grades 10-12. Through problems that engage and challenge,
students explore a broad range of engineering topics, including mechanisms, the strength of structures and materials, and
automation. Students develop skills in problem solving, research, and design while learning strategies for design process
documentation, collaboration, and presentation. Meets UC/CSU “a-g” requirements.
STUDENT AIDE (GRADES 11-12): Prerequisite: Students must have at least a 2.5 gpa in both scholarship and
citizenship. Students will develop and refine work-related attitudes, skills, and knowledge useful in many entry-level jobs.
Students work cooperatively with a teacher, a counselor, administrator, clerical staff member, or other adult supervisor to
plan, organize, and complete assigned duties and tasks related to an assigned work station. Students report to a specific work
station which may be in a classroom, the counseling center, an office, or other area and receive instruction, assignments, and
grades from the adult supervisor.
VIDEO TECH: Prerequisite: Successful completion beginning multimedia class. Students will use the tools and
techniques of video production typically encountered by professionals involved with industrial video, cable television and
broadcast television. Instruction covers storyboarding, video script writing, production lighting, field and studio
videography, linear and non-linear editing, video switching, sound mixing of live television broadcast, and professional
production terms. By producing short newscasts and short film projects, students will learn to use modern video production
equipment to creatively communicate to an audience.
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