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El Distrito Escolar Unificado de Pleasanton Catálogo y Cursos para la Escuela Preparatoria y

Guía de Planificación para la Universidad/Carrera 2014-15

Junta Directiva

Jamie Hintzke, Presidente Joan Laursen, Vicepresidente

Valerie Arkin Jeff Bowser Chris Grant

Administración del Distrito Parvin Ahmadi, Superintendente

Luz T. Cázares, Diputado Superintendente de Servicios Comerciales Odie J. Douglas, Ed.D., Superintendente Auxiliar, Servicios de Educación

Bill Faraghan, Ed.D., Superintendente Auxiliar, Recursos Humanos Kevin Johnson, Director Principal de Servicios Estudiantiles

Información de Contacto 4665 Bernal Avenue, Pleasanton, CA 94566-7498

Phone: 925.462.6500 pleasantonusd.net

Administración de las Escuelas Preparatorias

Amador Valley High School Tom Drescher, Principal

Sebastian Bull, Vice Principal Rick Sira, Vice Principal Lori Vella, Vice Principal

1155 Santa Rita Road Pleasanton, CA 94566 Phone: 925.461.6100 amadorvalleyhs.org

Foothill High School Jason Krolikowski, Principal

Jennifer Friesen, Vice Principal Richard Gorton, Vice Principal

Leslie Heller, Vice Principal

4375 Foothill Road Pleasanton, CA 94588 Phone: 925.461.6600

foothillfalcons.org

Educación Alternativa Village High School

Horizon High School Dana Chavez, Principal

Julie Calderón, Vice Principal

4645 Bernal Ave Pleasanton, CA 94566 Phone: 925.426.4260

pleasanton.k12.ca.us/village/

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Tabla de contenidos Información General 3 Introducción 3

Requisitos de Graduación del Distrito Escolar Unificado Pleasanton 4 Información de Programación de Horarios y Normas 8 Normas de Asistencia 9 Boleta de Calificaciones y Reporte de Progreso 10 Escuela de Verano 10

Información Universitaria 11 Colegios de la Comunidad 11

Pruebas de Admisión a la Universidad 11 Cursos requeridos "a-g" para Universidades Públicas de California 12 Universidad del Estado de California 13 Universidad de California 15

Cursos que PUSD Ofrece que cumplen Requisitos "a-g" del UC / CSU 16 Colegios Privados y Colegios Publicos Fuera del Estado 17 Ayuda Financiera 18

Asociacion Atletica Colegial Nacional (NCAA) 18 Programas 19 Honores 19 Colocación Avanzada 19 AVID (Avancamiento Vía Determinación Individual) 19 Educación Especial 19 Academias de Carreras 20 Programa Regional Ocupacional 25 Planificación de Cuatro Años 27 Descripción de los cursos 31 Educación Profesional y Técnica 32

Inglés 42 Matemáticas 47 Educación Física 51 Ciencia 53 Ciencias Sociales 56 Educación Especial 60 Artes Visuales y Escénicas 62 Idiomas del Mundo 70 Otros Cursos 75

Programas de Educación Alternativa 78 Village High School 78 Programa de Estudios Independientes 80 Horizon (Programa de Padres de Edad Escolar) 81

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INFORMACIÓN GENERAL

El propósito de esta guía es ayudar a los estudiantes y padres de familia en la selección de clases apropiadas, la planificación de una experiencia de escuela preparatoria éxitosa y prepararse para un futuro lleno de retos. Esta guía describe los programas de las escuelas preparatorias, tanto en Amador Valley High School y Foothill High School. La guía para la Escuela Preparatoria Village sigue la guía de programas de las escuelas preparatorias. Las páginas introductorias describen los requisitos de graduación del distrito, los requisitos de ingreso a la universidad y otros programas del distrito. Los cursos ofrecidos son descritos por departamento con anotaciones en cuanto a qué escuela secundaria ofrece cada programa. La información relativa a los programas especializados que se ofrecen en cada escuela preparatoria también se incluye. Los estudiantes y los padres deben leer el contenido de esta guía cuidadosamente para descubrir los cursos y programas que interesarán y desafian el intelecto del estudiante. Esta guía le ayudará a seleccionar un programa académico riguroso con el fin de desarrollar el potencial de cada estudiante. Le invitamos a ponerse en contacto con nuestros consejeros que están disponibles para ayudar a los estudiantes con la planificación académica y profesional, así como las preocupaciones personales.

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Por favor de elegir cursos con cuidado. Transcripciones, prerrequisitos y plan de cuatro años del estudiante deben ser revisados antes de la selección final. Debido a que el horario de clases de cada escuela es construida sobre la base de las solicitudes de cursos de los estudiantes y las clases están previstas a su máxima capacidad, los cambios de horario son a menudo imposibles de satisfacer. REQUISITOS DE GRADUACIÓN DEL DISTRITO ESCOLAR UNIFICADO DE PLEASANTON

Area de estudio Creditos

Requirid0s Detalles

Inglés 40 Curso completo cada año Matemáticas 20 Debe completar por lo menos

Álgebra I o su equivalente Ciencia 20 Ciencias de la Vida - 10 créditos

Ciencias Físicas - 10 créditos Ciencia Social 35 Estudios Globales - 5 créditos

Historia Universal - 10 créditos Historia de los EE.UU. - 10 créditos

Civismo - 5 créditos Economía - 5 créditos

Educación Física 20 Por lo general en los grados 9 y 10 ( información más abajo)

Artes Visuales y Escénicas / Idioma Extranjero

10 Un año, en una de las dos materias

Educación de Salud 5 Grado 9 Electivos 80

Total De Créditos Requeridos Para Graduación

230

Cinco créditos se ganan por cada curso en cada semestre para los estudiantes que obtengan una calificación de D-o superior. Además de satisfacer los requisitos del curso y de crédito anterior, se requiere lo siguiente para recibir un diploma de la escuela:

• La aprobación de ambas secciones de Artes del Lenguaje Inglés de Matemáticas del Examen de Egreso de la Escuela Preparatoria de California • Completar con éxito Álgebra I o su equivalente • 20 horas de servicio durante el último año, o en el verano antes de el último año con aprobación previa • La aprobación de la prueba de aptitud de discurso del distrito, dada en clase de inglés • Dominio de Tecnología, demostrada mediante el cumplimiento de las normas de funcionamiento de la tecnología PUSD 12 º grado

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Alternativas y Opciones para Recibir Crédito en la Preparatoria-Se requiere que todos los estudiantes, por las Normas del Consejo, ser inscrito en el equivalente a seis clases o treinta unidades durante cada semestre de sus cuatro años de escuela preparatoria. Hay clases/programas disponibles para los estudiantes de preparatoria que se pueden tomar como alternativas a tomar clases durante el día escolar regular. Una breve descripción de cada una de estas alternativas se describe abajo. Los estudiantes pueden recibir información adicional sobre cada una de las alternativas de sus consejeros de las escuelas preparatorias. Algunas de las opciones que se indican a continuación requieren costos adicionales, que son la responsabilidad del estudiante. Antes de inscribirse en cualquiera de las opciones indicadas a continuación, los estudiantes deben consultar con sus consejeros con el fin de seguir los procedimientos adecuados para la pre-aprobación de cursos alternativos. El no obtener la aprobación previa resultara que las clases no sean aceptadas para crédito.

Dia de 7 Períodos- Debido al hecho de que no esperamos ser capaces de proporcionar un día de siete periodos para todos los estudiantes de la escuela preparatoria el próximo año, un horario de séptimo período no se está planificando en este momento. Por lo tanto, para el año escolar 2014-15, se les pide a los estudiantes a inscribirse en seis (6) ofertas de cursos. Como fue el caso en el año escolar 2013-14, un pequeño número de secciones adicionales pueden asignarse en una fecha futura a las escuelas preparatorias con el fin de proporcionar una cierta flexibilidad en la programación de los estudiantes. Las escuelas mantendrán los estudiantes y padres al día sobre cualquier información adicional relacionada con esto.

• Contrato de Aprendizaje Independiente - Un estudiante que está interesado en la búsqueda de un interés especial o único, un estudiante que ha tenido dificultades con el plan de estudios regular, un estudiante con problemas de agenda, un estudiante talentoso que le gustaría investigar un tema en profundidad, o un estudiante con problemas médicos puede desarrollar un Contrato de Aprendizaje Independiente. Con el fin de desarrollar un Contrato de Aprendizaje Independiente el estudiante debe de:

o Desarrollar un plan de curso o Identificar un miembro del personal certificado que se compromete a supervisar el proyecto o Presentar el plan y recibir la aprobación del Director de la Preparatoria y el Director de Currículo

• Colegio Comunitario - Los estudiantes han sido capaces de tomar cursos de colegios de la comunidad sobre una base inscripción simultánea. Los cursos se toman durante las horas fuera del horario escolar regular. Disponibilidad de las clases puede ser limitado para estudiantes de preparatoria. Por favor, consulte con su consejero antes de inscribirse. Cursos de la universidad no son incluidos en las transcripciones del PUSD . • Clases en línea - Hay algunas clases que se ofrecen en línea que se pueden tomar para obtener crédito de la escuela preparatoria. Consulte con su consejero antes de inscribirse para obtener la solicitud de aprobación del curso .

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• Clases de Correspondencia - Hay algunas clases por correspondencia que se pueden tomar para obtener crédito de la escuela preparatoria. Por favor, consulte con su consejero antes de inscribirse para obtener la solicitud de aprobación del curso . • Programa Ocupacional Regional (ROP) - Los estudiantes pueden ser capaces de inscribirse en clases patrocinadas por el Programa Ocupacional Regional Tri -Valley durante el período de inscripción anual. Los estudiantes pueden aplicar para créditos universitarios a través de muchas clases de ROP, Si se elige esta opción, la mayoría son de la CSU unidades transferibles. • Otras Opciones - Puede haber otras opciones disponibles para recuperar los créditos deficientes. Vea a su consejero de la escuela para más información.

Al seleccionar las opciones de arriba, por favor tenga en cuenta que los cursos realizados a través de instituciones distintas de PUSD o ROP sólo se sumarán a las transcripciones del PUSD si es necesario para cumplir con los requisitos de graduación o los requisitos mínimos de elegibilidad para una universidad de 4 años. Mientras PUSD puede aprobar las opciones de cursos alternativos para satisfacer los requisitos de graduación, es posible que el sistema de UC / CSU, colegios y universidades privadas, instituciones de fuera del estado, y / o la NCAA no pueda aceptar el mismo curso para cumplir con los requisitos de elegibilidad. Asegúrese de consultar con un oficial de admisiones o la página web de cada escuela a la que va a aplicar.

Requisitos FITNESSGRAM y Educación Física- La ley estatal requiere que los estudiantes tomen dos años de educación física para poder graduarse de la escuela preparatoria. Las normas del distrito establecen que todos los estudiantes de primer año de las preparatoria deben inscribirse en un curso de educación física. También se requiere que todos los estudiantes de primer año tomen el Examen de Condición Física de California, o FITNESSGRAM, con el fin de cumplir con los requisitos de educación física de la escuela preparatoria. Si los estudiantes no obtienen una calificación aprobatoria en la evaluación FITNESSGRAM, al lograr al menos cinco de las seis zonas de condición física en el primer año, se les pedirá que se inscriban en un segundo año de educación física antes de graduarse. La evaluación se da al menos una vez al año en la primavera. Una variedad de cursos de educación física se ofrecen como parte del horario regular de clases en cada una de nuestras escuelas preparatorias. Alternativas y Opciones para Estudiantes de Segundo, Tercer y Cuarto año de Esuela Preparatoria para el requisito de Educación Física - Los estudiantes que pasan la prueba FITNESSGRAM tienen alternativas y opciones disponibles después del primer año con el fin de cumplir o reducir el requisito de educación física. Un máximo de diez unidades de educación física se pueden sustituir. Los estudiantes pueden recibir información adicional sobre cada una de las alternativas y opciones por sus consejeros de escuelas preparatorias. Algunas de las opciones que se enumeran a continuación son de costo adicional, que es responsabilidad del estudiante.

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Todas las opciones que se indican a continuación requieren aprobación previa. Por favor, consulte con su consejero de la escuela con el fin de determinar los procedimientos que se deben seguir para la pre-aprobación. Si no se siguen los procedimientos correctos dará lugar a la negación de crédito para la actividad.

• Cursos de Correspondencia/Por Internet- Cursos de correspondencia y por internet están disponibles para cumplir con el requisito de educación física. Consulte con su consejero para averiguar cuales cursos de educación física se han aprobado y para completar un formulario de inscripción antes de inscribirse en la institución por internet o correspondencia. • Participación en Deportes Interescolar- Dos temporadas de cualquier deporte patrocinado por la escuela cumple 5 créditos de educación física. Temporadas deportivas se pueden aplicar de cualquier año. 10 créditos (un año) son el máximo que puede ser cumplida por éste proceso. Para solicitar esta opcion vea a su consejero para la forma apropiada.

Actividad Física Fuera de la Escuela- Los estudiantes que participan en una actividad física aprobada fuera de la escuela, que cumple con los criterios y objetivos que figuran en el programa de educación física, pueden cumplir hasta diez unidades de la educación física. Póngase en contacto con el subdirector que supervisa el programa de educación física para ser considerado para esta opción. Factores a tener en cuenta son: o Debe coincidir con ocho áreas del Marco Estatal para educación física, o Debe ser por lo menos 400 minutos de actividad cada diez días o deben ser previamente aprobado por el comité local de educación física,

Contrato de Aprendizaje Independiente - Un estudiante que está participando en una actividad de "corto plazo" fuera de la escuela puede recibir crédito de Educación Física para la actividad después del primer año. No más de 10 créditos de los 20 créditos requeridos de Educación Física se pueden obtener con esta opción. El estudiante debe crear un esquema del curso y presentarlo a un comité local para su aprobación con el fin de recibir el crédito.

Banda de Marcha/ Guardia de Honor- Crédito de Educación Física se puede dar por Banda de Marcha o Guardia de Honor. No más de 10 créditos de los 20 créditos requeridos del Educación Física se pueden obtener con esta opción.

Razón Médica/Aplazamiento – Si un estudiante tiene una discapacidad o una enfermedad a largo plazo, el/ella puede posponer el curso de Educación Física o pueden tener el requisito de educación física reducido. El estudiante debe obtener una declaración escrita de un médico. El estudiante puede ser asignado a un programa de educación física individualizado determinado por el profesor de Educación Física. Si el director determina que un programa individualizado no se puede realizar debido a la gravedad de la lesión o enfermedad, el director puede reducir el requisito de educación física.

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INFORMACIÓN DE PROGRAMACIÓN DE HORARIOS Y NORMAS

Los estudiantes reciben información y tiempo desde los finales de enero y principios de febrero para consultar con los maestros y padres de familia y tomar decisiones sobre los cursos que desean tomar el próximo año. El horario de cursos entonces se construye alrededor de las peticiones de los estudiantes. Cursos y profesores se asignan en consecuencia. Se harán todos los esfuerzos posibles para asegurar que los estudiantes están matriculados en las clases que lo soliciten. Sin embargo, debe entenderse que las cuestiones que figuran a continuación pueden afectar el desarrollo de el horario. Alteraciones y/o reducciones de personal pueden requerir cambios de horario individuales para estudiantes. Estos cambios se mantienen al mínimo, pero los estudiantes y los padres deben reconocer que existirá la posibilidad de algunos cambios.

• Los presupuestos de las Escuelas Preparatorias, Distrito Escolar y del Estado de California no pueden ser finalizados hasta los meses de verano. • Las necesidades del personal, credenciales, jubilaciones, u otros factores que no se pueden resolver hasta una fecha posterior. • Solicitudes de estudiantes (o la falta de peticiones) para los cursos pueden dar lugar a cambios en la oferta de cursos .

Los primeros días de cada semestre es un período en la que sólo se pueden solicitar cambios en el horario con errores evidentes de programación o para estudiantes que necesitan un curso obligatorio de graduación o la universidad. Un período de cambio de horario general seguirá después de estos primeros cambios. La mayoría de las solicitudes de cambio durante el período de cambio de horario requieren revisión y aprobación por el consejero del estudiante y/o el subdirector. Formularios para cambio de horario estarán disponibles en la oficina de consejería durante el periodo de cambio de horario. Después del período de cambio de horario, los estudiantes estarán obligados a permanecer en clases por el resto del semestre, a menos que circunstancias extraordinarias requieren un cambio de horario después de todas las demás opciones se hayan agotado. Los maestros, consejeros y administradores de la escuela serán consultados y participaran en cualquier cambio de horario después del período de cambio de horario. Dia de 6 Períodos – Las normas del Distrito Escolar de Pleasanton requieren que todos los alumnos deben de matricularse en un total de seis clases cada semestre. Los seis cursos típicamente se toman en el campus. Sin embargo, es posible que los estudiantes, con aprobación, puedan inscribirse en cursos de Colegio Comunitario, cursos por internet o períodos de la cooperativa de ROP para completar el requisito de los seis períodos. Los estudiantes deben mantener un mínimo de cuatro clases en el campus. Repetición de Cursos - Los estudiantes deben repetir los cursos requeridos para la graduación en la que reciben una calificación de " F", y puede que tenga que repetir un curso que ya pasó con el propósito de cumplir con un requisito de elegibilidad de la universidad, o para cumplir con el requisito de "C" para el avance al siguiente nivel de la clase. Al finalizar el curso repetido, tanto el grado inicial y el grado repetido van aparecer

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en la transcripción. Si una calificación de " D" se gana en el curso inicial tomada, el crédito obtenido se eliminará, como el crédito se otorgará una sola vez para la realización de un curso. Los cursos pueden ser repetidos en la escuela de verano o durante el año escolar. En la decisión de repetir un curso durante el día escolar regular, la pérdida de crédito debe ser considerado de manera que no sea de crédito deficiente para la graduación. El Sistema de UC / CSU sólo permite repetir un curso si la nota inicial fue " D" o " F". Si la calificación obtenida es una " C" o superior, el grado repetida no se utilizará en el cálculo de la GPA para la elegibilidad a la UC / CSU o del Distrito Escolar de Pleasanton. El número mínimo de créditos que deben ser obtenidos al final de cada semestre a través de la escuela secundaria es el siguiente:

Grado 9 Grado 10 Gradeo 11 Grado 12 Semestre 1 25 80 140 200 Semestre 2 50 110 170 230

Los Cursos Tomados en los Colegios Comunitarios, Colegios o Universidades u Otros Programas Educativos - Estudiantes del Distrito Escolar de Pleasanton pueden mejorar su experiencia educativa a través de la inscripción en cursos en otras instituciones. Al término de este curso, es la responsabilidad del estudiante hacer arreglos para una transcripción de trabajo terminado para ser enviado a su registrador de la escuela preparatoria para la adición a su expediente académico sólo si el curso se va a incluir en el expediente académico de la escuela para cumplir con requisitos de graduación, mínimo UC/CSU u otros requisitos de ingreso a universidades de cuatro años. Estos cursos deben ser previamente aprobados por su consejero y un administrador. Grados universitarios no están incluidos en las transcripciones del Distrito Escolar de Pleasanton. Por favor, tenga en cuenta que los alumnos deben matricularse en cursos de nivel de grado para la graduación en la escuela preparatoria hasta que la escuela preparatoria reciba una transcripción que documenta la prueba de pasar un curso alternativo aprobado de la otra institución.

NORMAS DE ASISTENCIA La expectativa del Distrito Escolar de Pleasanton es que los estudiantes asistan a la totalidad de la jornada escolar todos los días de instrucción con excepciones limitadas (por ejemplo, enfermedad, funerales). Es imposible replicar la experiencia en el aula para los estudiantes que están ausentes, así que por favor evite las ausencias electivas, teniendo en cuenta el bienestar educativo de su hijo en las decisiones de ausencia electivas. Muchas ausencias electivos se consideran " injustificadas " por el Estado de California, incluso cuando excusado por los padres, como los fines de semana extendidos y viajes familiares. Los estudiantes con 10 o más ausencias injustificadas por semestre en cualquier clase individual pueden estar sujetos a pérdida de crédito por el curso y la transferencia a un programa alternativo en el distrito. Además, el Distrito Escolar de Pleasanton pierde

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ingresos por cualquier ausencia, incluyendo las ausencias justificadas. Durante los últimos años, hemos pedido a los padres que consideren realizar contribuciones voluntarias para reembolsar al Distrito por los ingresos perdidos. Por favor, póngase en contacto con la oficina principal de la escuela de su hijo si usted desea hacer una donación para compensar la ausencia de su estudiante. Tenga en cuenta, los estudiantes deben asistir por lo menos cuatro períodos para ser elegible para participar en cualquier actividad patrocinada por la escuela ese día.

BOLETA DE CALIFICACIONES Y REPORTE DE PROGRESO Los padres deben esperar una boleta de calificaciones al final del primer y tercer trimestres, que es la novena semana de cada semestre. Las calificaciones del trimestre reflejan el progreso hasta la fecha en un curso particular. Las calificaciones del semestre son las calificaciones finales obtenidos en cursos de estudio y son los grados que se anotarán en el registro/transcripción de cada alumno. Boletas de calificaciones del semestre se emiten aproximadamente dos semanas después del final del los semestres de otoño y de primavera y se enviarán por correo a casa. Por favor de llamar por teléfono a la oficina de consejería si usted no recibe un informe de calificaciones. A la mitad de trimester, informes de progreso de D-F normalmente se envían en la quinta semana de cada trimestre. Marque su calendario cada cinco semanas de clases. Los grados están disponibles en la oficina de consejeros para los estudiantes que desean obtener una facturación actualizada de grado en alguna o todas las clases en otras ocasiones.

ESCUELA DE VERANO A través del Distrito Escolar Unificado de Pleasanton, los estudiantes tendrán la oportunidad de tomar un máximo de dos clases de un semestre en la escuela de verano para sustitución o para subir un grado necesario para la graduación o ingreso a la universidad. Un plan de cursos limitado es disponible en áreas académicas. Se recomienda que cualquier estudiante que pierde una clase o crédito durante el año escolar asista a la escuela de verano para compensar la deficiencia. Aplicaciones de la Escuela de Verano están normalmente disponibles en la primavera, y están disponibles a través de nuestros sitios de red y los departamentos de orientación. Los consejeros hacen todo lo posible para ponerse en contacto con los padres y los estudiantes para recomendar la escuela de verano, sobre todo cuando los estudiantes se consideran en riesgo académicamente.

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INFORMACIÓN DE LA UNIVERSIDAD

COLEGIOS COMUNITARIOS Los colegios comunitarios son instituciones de dos años que preparan a los estudiantes para la transferencia a un colegio o universidad de cuatro años o de varias carreras. California tiene el mayor sistema de colegio comunitario en la nación con 112 sedes en todo el estado y una matrícula de más de 2.4 millones de estudiantes cada año. Los ejemplos de los campus universitarios de la comunidad son Las Positas CC (Livermore), Ohlone CC (Fremont), Diablo Valley College (Concord), Chabot CC (Hayward), Cuesta CC (San Luis Obispo), Columbia CC (Sonora), Colegio de la ciudad de Santa Barbara , Colegio de San Mateo, y Cabrillo CC (Santa Cruz). Para inscribirse en un colegio comunitario, los estudiantes deben tener 18 años de edad o graduados de escuela preparatoria que puedan demostrar que pueden beneficiarse de una educación de colegio comunitario. También es posible entrar en un colegio comunitario con un examen de equivalencia en lugar de un diploma. No hay cursos específicos que los estudiantes deben completar, grado necesario, ni tampoco un resultadode SAT o ACT con el fin de ser elegible para admisión. Sin embargo, antes de la inscripción, los estudiantes deben tomar exámenes de colocación para determinar el nivel de Matemáticas e Inglés en la que van a empezar. Muchos estudiantes asisten a los colegios de la comunidad con un plan para transferirse a una universidad de cuatro años. Después de completar 60 unidades de cursos de división regular, los estudiantes pueden solicitar entrar en la universidad de su elección como estudiante de tercer año. Los estudiantes que no planean transferirse pueden obtener un título AA o un certificado, en uno de los muchos campos de formación profesional con el objetivo de entrar en el mundo del trabajo inmediatamente después de su experiencia en un colegio comunitario. Las Positas ofrece un Programa de Admisión Temprana para estudiantes de primer año. El registro en marzo permite a los estudiantes seleccionar cursos temprano para recibir orientación y asistencia especiales de asesoramiento. (www.cccapply.org)

PRUEBAS PARA ADMISIÓN A LA UNIVERSIDAD

Las siguientes pruebas son evaluaciones estandarizadas a nivel nacional, las cuales, junto con los cursos tomados y GPA, se utilizan para determinar la elegibilidad del estudiante para el ingreso y / o beca para la mayoría de los colegios y universidades de cuatro años. PSAT : La Prueba Preliminar SAT y Clasificación para Beca Nacional de Mérito está diseñada para que los jóvenes se prepararen para el examen del SAT, los introduzca a concurso de becas y para recibir información de las universidades. Estudiantes de primer y Segundo año pueden también querer tomar el PSAT si están interesados en ser

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introducidos en el proceso de pruebas de admisión a la universidad, y les animamos a hacerlo. Como prueba de práctica, se ha dictaminado que estos resultados no son necesarios para la elegibilidad de admisión/beca. Esta prueba se administra una vez al año, en octubre, en las dos escuelas preparatorias. La inscripción para estas pruebas se realiza a través de cada escuela. La información estará disponible poco después del comienzo del año escolar. La mayoría de colegios y universidades de cuatro años requieren los resultados de cualquiera de las dos pruebas siguientes:

• SAT: Un examen de 45 minutos a 3 horas que mide lectura crítica, escritura y matemáticas. Este es un examen de opción múltiple con un ensayo escrito en 25 minutos. (www.sat.org ) Amador Valley High School es un centro de pruebas para las pruebas SAT.

O

• ACT: Un examen de opción multiple de 3 horas. Mide la capacidad de razonar, así como conocimiento de contenido específico en Inglés, matemáticas, lectura y razonamiento científico. El estudiante puede tomar el examen opcional de redacción, que es requerido por la UC . ( www.act.org ) . California State University, East Bay es un centro de pruebas para las pruebas de ACT .

Además, el sistema de la UC puede recomendar, y otras escuelas más competitivas pueden requerir SAT Subject Tests, que son exámenes que miden los conocimientos en áreas específicas y cómo un estudiante puede aplicar ese conocimiento para resolver problemas. UC ya no requieren de exámenes de materias para las admisiones. Sin embargo, algunas de las UC’s pueden recomendar que tome un examen de temas específicos para una área de estudio. Consulte con la UC o la otra escuela competitiva a la que usted está solicitando para ver si recomiendan algún exámenen de materias específicas. Sólo Matemáticas II se cuenta para el sujeto de la prueba de matemáticas para las UC. Por favor, consulte los sitios del red para más información y fechas de administración de las pruebas SAT y el ACT. Tenga en cuenta que la universidad del sistema de California requiere que todas las pruebas estén terminadas en diciembre del último año.

CURSOS REQUERIDOS “a – g” PARA LAS UNIVERSIDADES

PÚBLICAS DE CALIFORNIA

Tanto la Universidad de California y el Sistema Universitario Estatal de la Universidad de California requieren a los solicitantes de primer año completar, con una calificación de C o mejor en cada curso, 15 unidades integrales "a - g". Una unidad equivale a un año académico o dos semestres de estudio. La intención del requisito "a - g" es asegurar que los estudiantes puedan participar plenamente en el programa de primer año en la universidad en una amplia variedad de campos de estudio. El sistema de la Universidad de California requiere que los estudiantes tengan 11 de estas unidades terminadas antes del comienzo de su último año de preparatoria.

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Mientras que los cursos de "a - g" se requieren para la admisión de estudiantes al sistema de UC/ CSU, a todos los estudiantes del PUSD se les recomienda completar los requisitos "a - g".

Cursos

Requiridos

“a-g”

Tema UC/CSU

a Historia y Ciencias Sociales (incluido 1 año de la historia de EE.UU. o 1 semestre de la historia de EE.UU. y 1 semestre de civismo o gobierno americano Y 1 año de ciencias sociales)

2 unidades

b Inglés (4 años de preparación para la universidad composición y literatura Inglés)

4 unidades

c Matemáticas (4 niveles recomendados) incluyendo Álgebra I, Geometría, Algebra II, o las matemáticas superiores (Matemáticas I-IV es aceptable para cumplir con el requisito de 3 unidades)

3 unidades

d Laboratorio de ciencias (incluyendo 1 ciencia biológica y 1 ciencia física)

2 unidades

e Idioma que no sea Inglés (2 niveles de un mismo lenguaje; lenguaje de señas americano es aplicable en algunos colegios y universidades

2 unidades

f Artes visuales y escénicas (un año consecutivo de la danza, teatro, música o artes visuales)

1 unidad

g Electivo de preparación universitaria (año adicional elegido de la lista "a-g")

1 unidad

Total 15 unidades

UNIVERSIDAD ESTATAL DE CALIFORNIA (CSU)

La Universidad Estatal de California es un sistema de 23 campus, y con una matrícula de 437,000, es el sistema estatal universatario más grande del país. Los campus incluyen Bakersfield, Islas del Canal, Chico, Domínguez Hills, Fresno, Fullerton, Hayward, Humboldt, Long Beach, Los Angeles, Monterey Bay, Northridge, Pomona, Sacramento, San Bernardino, San Diego, San Francisco, San José, San Luis Obispo, San Marcos, Sonoma, Stanislaus y la Academia Marítima. La mayoría de los solicitantes que son admitidos cumplen con los estándares en cada una de las siguientes áreas:

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• Completar con éxito los requisitos "a - g" • Los grados de calificación en los cursos "a-g" y resultados de exámenes • Graduación de la escuela preparatoria

Muchos planteles CSU tienen estándares más altos para asignaturas particulares o para estudiantes que viven fuera del área de admisión local. Debido a la cantidad de alumnos que desean ingresar, varios campus pueden tener estándares más altos (criterios de admisión complementarios) para todos los solicitantes, y aún más si los campus están impactados con más solicitantes calificados que puestos disponibles. Muchos planteles de la CSU utilizan reglas de garantía de admisión local para los estudiantes que se gradúan o se transfieren de escuelas preparatorias y universidades de la comunidad que están a cargo de un plantel escolar de la CSU en esa región. La Ciudad de Pleasanton y el condado de Alameda son atendidos por la Universidad Estatal de California, East Bay. Las calificaciones que obtengas en la escuela preparatoria son un factor importante en las decisiones de admisión de CSU. Su promedio de calificaciones de la escuela preparatoria se calcula utilizando sus calificaciones en todas su preparación para la universidad "a-g" terminadas después del noveno grado. La CSU utiliza un cálculo llamado índice de elegibilidad que combina su promedio de calificaciones de la escuela secundaria con la puntuación que gana en cualquiera de los SAT o el ACT (las secciones de lectura crítica y matemáticas solamente). A continuación se muestra la tabla de índice de elegibilidad utilizado actualmente por el sistema CSU para los residentes de California. Incluso si usted tiene un GPA por encima de 3.0, es útil tomar ya una SAT o ACT como la puntuación puede indicar si usted no tiene que tomar las pruebas de nivel de matemáticas y Inglés y despues de su admisión y antes de que se inscriba en el CSU. Más información está disponible en www.csumentor.edu.

Si el GPA del estudiante es:

Total mínimo del SAT debe ser:

Mínimo ACT debe ser:

3.0 No se requiere de calificacion mínima

2.9 580 12

2.8 660 14

2.7 740 16

2.6 820 18

2.5 900 20

2.4 980 22

2.3 1060 24

2.2 1140 26

2.1 1220 28

2.0 1300 30

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LA UNIVERSIDAD DE CALIFORNIA

La Universidad de California se compone de diez campus en todo el estado, incluyendo Berkeley, Davis, Irvine, Los Angeles, Merced, Riverside, San Diego, San Francisco, Santa Bárbara y Santa Cruz, y sirve a 234,000 estudiantes.

Para ser elegible para la admisión a la UC en su primer año, los estudiantes deben

• completar los cursos "a - g"

• obtener un promedio de calificaciones de por lo menos 3.0 en los - cursos de "a- g", sin una nota menos de C. La UC da puntos extra para los grados recibidos en cursos de honores y cursos de nivel AP identificados en la tabla que sigue, hasta un máximo de ocho semestres, incluyendo no más de dos cursos realizados en el décimo grado.

• Cumplir con el requisito de examen, tomando el ACT Plus Writing o el Examen de Razonamiento SAT en diciembre del último año. Aunque no se requiere que los exámenes de materias SAT, ciertos programas en algunos planteles los recomiendan, y se pueden utilizar exámenes de materias para satisfacer los requisitos "a-g" mencionadas anteriormente.

Los estudiantes que cumplan los requisitos mínimos, pero no son admitidos en cualquier campus de la UC al que se aplican se les ofrecerá un lugar en otra escuela, si el espacio está disponible a través del programa de "Elegible en el Contexto Local", proporcionando que:

• El estudiante se ubica en la parte superior de nueve por ciento de los estudiantes de preparatoria de California, de acuerdo con el índice de admisiones de la UC, o

• El estudiante se ubica en la parte superior del 9 por ciento de su clase que se graduó en la escuela secundaria.

El sistema de la Universidad de California también utiliza un sistema de "Examen General" para seleccionar candidatos para la inscripción. Los factores incluidos en el examen amplio se pueden ver en www.universityofcalifornia.edu. Los estudiantes y padres deben revisar el sitio red para los planteles particulares de interés para obtener más información y para seguir vigilando estos sitios red con frecuencia durante su carrera en la preparatoria.

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CURSOS que el Distrito Escolar de Pleasanton Ofrece que Cumplen con los Requisitos "a - g" del UC/CSU

NOTA: No todos los cursos están disponibles en las dos escuelas preparatorias Cursos subrayados a continuación están ponderados por la UC/CSU

Busca actualizaciones en www.ucop.edu a. - Historia Estudios Globales; Honores Estudios Globales Historia Universal 2-3; Honores Historia Universal 2-3 AP Historia Universal Historia de EE.UU. AP Historia de EE.UU. Estudios Sociales resguardadas (Cuenta como Historia de los EE.UU. solamente) Educación cívica AP EE.UU. Gobierno y Política Honores Civismo "We the People" *, ** AP Geografía Humana b. – Inglés Inglés de primer año ; Honores Inglés de primer año Inglés de Segundo año ; Honores Inglés segundo año Inglés tercer año ; Honores Inglés de tercer año AP Inglés y Composición Inglés Modificado (Máximo 10 créditos) Inglés Literatura Lectura y escritura expositiva Exploración de conocimientos La literatura y la dinámica de la Justicia Social Literatura Mundial AP Inglés Literatura y Composición c. – Matemáticas Matemáticas I, II, III, IV, V Geometría; Honores Geometría Algebra Intermedia; Honores Álgebra Intermedia Pre-Cálculo; Honores Pre-Cálculo * Análisis Matemático AP Cálculo AB AP Cálculo BC Estadística AP Cálculo multivariable d. – El Laboratorio de Ciencias Física Conceptual biología química física Anatomía y Fisiología Anatomía y Fisiología para profesionales de salud ** botánica biotecnología zoología Biología AP Química AP Física AP AP Ciencias Ambientales (ROP) Investigación de la Ciencia en la Escuela Superior ** Sistemas del cuerpo humano (ROP) Principios de la Ciencia Biomédica (ROP) e. – Idioma distinto del Inglés Lengua de Señas Americana I, II, III, IV Chino, II, III, IV (mandarín) Francés I, II, III; Francés AP IV Honores Literatura Francesa V Alemán I, II, III; Idioma Alemán AP IV Honores Lengua Alemana V Japonés, II, III; AP Japonesa IV Japonesa V Honores

Latín I, II, III, IV AP América Español, II, III, IV, AP Español Idioma IV AP Literatura Española V f. - Artes visuales y escénicas Arte 1, 2, 3 Historia del Arte AP Cerámica 1, 2, 3 Concierto del Coro Coro Treble Coro de Cámara Banda de Concierto Banda Sinfónica Conjunto de viento Teoría de la Música AP ** Vientos, bronces, percusión Jazz 1, 2 Orquesta de Cuerdas ** Orquesta Sinfónica ** Fotografía 1, 2, 3 ** Arte digital Drama 1, 2, Drama Avanzada Producción Teatral Danza Dibujo 1, 2 AP Estudio de Arte - Dibujo AP Estudio de Arte - Diseño 2D AP Estudio de Arte - Diseño 3D Producción 1, 2, 3 Comunicación Visual I (ROP) g. - Electivas Energía alternativa / renovable ( ROP) Introducción a las Ciencias Ambientales ( ROP) Ciencias Ambientales ( ROP) Estudio Comparado de las Religiones del Mundo Economía Derecho y Sociedad AP Macroeconomía Introducción a la Psicología Temas Especiales en Psicología AP Psicología Ciencias de la Computación AP Ciencias de la Computación Seminario de Cuarto Año AVID Escritura creativa Crecimiento y Desarrollo Infantil Debate 1 , 2 , 3 , 4 Psicología del Desarrollo de la Niñez I, II ( ROP) Economía de los Negocios Propiedad ( ROP) Periodismo Resolución de Problemas Publicaciones Medicina del Deporte - Entrenador de Atletismo (ROP ) Principios de Diseño de Interiores ** Introducción al Diseño de Ingeniería Principios de Ingeniería Electrónica Digital ** Ingeniería Civil y Arquitectura (ROP ) Fabricación Integrada por Computadora (ROP )

* Honores Civismo "We the People", Honores Inglés Tercer Ano y Honores Pre-Cálculo no será ponderado en el expediente académico de la escuela, pero se ponderará en el cálculo de la GPA para admisión a la universidad. ** Honores Cívica "We the People", Fotografía 3,

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Anatomía y Fisiología para profesionales de salud, Investigación en Ciencias en la Escuela Secundaria, Principios de Diseño de Interiores, Teoría de la Música AP, Orquesta de Cuerdas, Orquesta Sinfónica y Electrónica Digital están pendientes de aprobación por UC / CSU.

COLEGIOS PRIVADOS Y PÚBLICOS FUERA DEL ESTADO

Hay más de 4,000 colegios y universidades en los Estados Unidos para que los estudiantes consideren al seleccionar y aplicar a las universidades. Muchos estudiantes del Distrito Escolar de Pleasanton cada año aplican a las escuelas privadas de todo el país, así como a las universidades públicas y universidades de otros estados.

Cada una de estas escuelas tiene una personalidad propia en base a factores tales como la selectividad, el tamaño, los programas, el entorno geográfico y la vida del campus. Algunos son instituciones de investigación, mientras que otros son las universidades comprensivas mientras que otros se consideran instituciones de artes liberales. Hay escuelas de orientación religiosa, colegios de mujeres y escuelas especializadas de prestigio, como la Academia Americana de Arte Dramático. Es tarea de cada estudiante buscar una universidad que va a ser una buena opción y que reunirá los criterios considerados importantes por ese estudiante en particular.

La admisión a Universidades y Colegios Independientes varía mucho. Los requisitos de admisión varían desde muy exigente a menos estrictas. En las escuelas independientes, la admisión no puede limitarse estrictamente a las calificaciones y resultados de exámenes. El plan de estudios de la escuela preparatoria, las actividades extracurriculares, honores, cartas de recomendación, los intereses especiales, talentos y potencial personal juegan un papel importante en las decisiones de admisión.

Colegios públicos Fuera del Estado en estados con excepción de California proporcionan opciones adicionales para los estudiantes del Distrito Escolar de Pleasanton. Como las instituciones públicas, una lista específica de las materias requeridas, resultados de exámenes y promedios de calificaciones está generalmente disponible. En muchos casos, el requisito para los estudiantes de fuera del estado es ligeramente superior a la de los residentes.

Se insta a los estudiantes a buscar sitios web específicos de cualquier colegio o universidad en la que tengan un interés. Los requisitos de admisión serán enumerados, así como recorridos virtuales, especializaciones disponibles, ayuda financiera, e información general y noticias sobre la universidad.

Los estudiantes pueden llamar, escribir, o por correo electrónico a las aplicaciones de solicitud de las escuelas individuales; muchas aplicaciones se pueden descargar directamente desde la página web. Muchas universidades utilizan aplicaciones en línea, incluyendo www.commonapp.com y www.sendedu.org. Los estudiantes pueden visitar el centro de la carrera para obtener información adicional acerca de estos campus, y visite los siguientes sitios web para obtener más información: www.californiacolleges.edu o www.collegeview.com.

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AYUDA FINANCIERA

La ayuda financiera para los gastos universitarios y universitarias se otorgan en base a mérito (logros académicos), necesidad financiera, o alguna combinación de ambos. Algunas escuelas ofrecen becas por mérito para atraer a los estudiantes con alto rendimiento en relación con grupo de solicitantes de la escuela. Pocas escuelas mantienen admisiones "necesidad-ciega", lo que significa que los solicitantes son admitidos sin tener en cuenta su capacidad de pago. Escuelas que mantienen admisiones de “necesidad-ciega” lo indicarán en su información sobre la ayuda financiera.

Muchos de los estudiantes solicitan ayuda financiera. Las universidades son las mayores fuentes de ayuda financiera, ya que distribuyen el dinero puesto a disposición a través del gobierno de los EE.UU. La ayuda de los colegios se concede generalmente como un paquete que consta de:

• Becas: Regalos que no hay que devolver

• Préstamos para estudiantes: Debe ser pagado por el estudiante

• Estudio y Trabajo: Una oportunidad de trabajo remunerado en el campus

La FAFSA, Solicitud Gratuita de Ayuda Federal para Estudiantes, es requerido por todos los colegios con el fin de solicitar ayuda financiera. Los estudiantes interesados deben ir a www.fafsa.ed.gov, donde se puede solicitar un número PIN, el cual será enviado por correo. Este proceso tarda de uno a cinco días. La FAFSA no se puede presentar hasta después del 1 de enero del año en la que el estudiante planea asistir a la universidad. No hay que pagar para presentar la FAFSA. Las universidades también pueden requerir el CSS College Board, que ofrece a través del Servicio de Becas Universitarias, la división de la ayuda financiera de la Junta Universitaria. Más información está disponible en www.collegeboard.com. Hay una tarifa asociada a esta presentación. Instituciones individuales también pueden requerir su propia forma de ayuda financiera. Asegúrese de consultar con las universidades a las que usted está solicitando para asegurarse de que haya completado todos los formularios necesarios. Por favor, tenga en cuenta que los plazos de ayuda financiera difieren de una universidad a otra.

La Comisión de Ayuda Estudiantil de California administra el programa Cal Grant para proporcionar becas a los residentes de California para las universidades de California y las universidades en función de su necesidad y el rendimiento académico. Varios plazos aplican. Más información está disponible en www.calgrants.org.

ASOCIACIÓN ATLÉTICA COLEGIAL NACIONAL

La NCAA es una organización sin fines de lucro, incluyendo a más de 1,200 colegios, universidades, conferencias y otras organizaciones. Todos los estudiantes que deseen competir en el atletismo a nivel universitario deben inscribirse en la NCAA con el fin de ser considerado un atleta elegible. Los cursos de preparatoria requeridos por la NCAA pueden variar de los requisitos generales de la universidad. Es importante que cualquier estudiante que desee competir en el nivel universitario se refiera a la página web de la NCAA

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Clearinghouse al http://web1.ncaa.org/ECWR2/NCAA_EMS/NCAA.jsp. El sitio web le dará información importante sobre cursos, resultados de exámenes, GPA y mucho más. Los estudiantes deben inscribirse en la NCAA lo más pronto posible, a más tardar en la primavera del tercer año de preparatoria, con el fin de tener la información necesaria para determinar su elegibilidad.

PROGRAMAS

CURSOS DE HONORES

Ambas escuelas secundarias ofrecen diversos cursos de honor en varias áreas temáticas. Estos cursos ofrecen una mayor profundidad y amplitud en el tema dado. La información específica sobre cada curso está en las descripciones de los cursos. El plan de estudios para estos cursos es desarrollado por el Distrito Escolar de Pleasanton. Algunos de estos cursos pueden tener una puntuación ponderada por los colegios y universidades, incluyendo los sistemas de UC/CSU.

CURSOS DE NIVEL AVANZADO

Colocación Avanzada (AP) son clases de nivel universitario impartidos en el campus de la escuela preparatoria. El Consejo Universitario desarrolla el plan de estudios. Son muy difíciles, requieren un compromiso de tiempo adicional, y exigen mucho más trabajo que las clases regulares de la escuela preparatoria. Los cursos AP están disponibles para todos los estudiantes, y le animamos a considerar la adopción de una o más clases de AP durante su carrera en la preparatoria con el fin de prepararse mejor para el rigor de nivel universitario. Sin embargo, también animamos a los estudiantes y familias a considerar el compromiso necesario para tener éxito en los cursos anteriores a la inscripción. Debido a la disponibilidad de espacio, tal vez no sea posible que un estudiante cambie de una clase de AP después de que se ha solicitado. Los cursos AP, tendrán una calificación ponderada de las transcripciones de A = 5 puntos, B = 4 puntos, C = 3 puntos de los estudiantes. Los estudiantes deben tomar el examen estandarizado dado en todo el mundo en mayo de cada año para cada curso tomado.

PROGRESO A TRAVÉZ DE DETERMINACIÓN INDIVIDUAL (AVID)

AIVD es un sistema de preparación para la universidad que está diseñado para aumentar el aprendizaje y el rendimiento escolar. AVID acelera el aprendizaje del estudiante, utiliza métodos de investigación basados en la enseñanza efectiva, ofrece aprendizaje profesional y motivadoras, y actúa como un catalizador para una reforma sistémica y de cambio. AVID ayuda a más de 700,000 estudiantes en más de 4.900 escuelas y 28 instituciones de educación superior en 46 estados, el Distrito de Columbia y en 16 otros países / territorios. Ambas escuelas preparatorias del Distrito Escolar de Pleasanton son sitios certificados AVID. Se espera que los estudiantes en el programa AVID se inscriban en el curso electivo AVID en cada uno de sus cuatro años de escuela preparatoria, a tomar por lo menos dos

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cursos de nivel superior, como los cursos de AP o de la universidad, y que aplican a un colegio o universidad de cuatro años durante su carrera en la preparatoria. Las solicitudes de admisión en el programa están disponibles durante el proceso de selección de cursos.

EDUCACIÓN ESPECIAL

Clases de educación especial están disponibles para los estudiantes elegibles inscritos en los Programas Especialista de Recursos (RSP) y Clase Especial Diaria (SDC). Vea un subdirector para información de elegibilidad.

Los servicios del Programa de Recursos Especiales (RSP) identifican a los estudiantes que necesitan algunos cursos que se imparten en grupos pequeños. Los estudiantes trabajan con su maestro de recursos de una o dos sesiones diarias de instrucción en Matemáticas Inglés o Ciencias Sociales, o para el apoyo tutorial en una clase de laboratorio de aprendizaje. Algunas clases básicas pueden ser ofrecidos como un período de colaboración donde la clase es enseñada como equipo con un maestro de educación regular y una maestra de educacion especial. Estos cursos varían de año en año. Los estudiantes de RSP se "integran" en las clases de educación general para la mayoría de la jornada escolar.

Clase Especial Diaria (SDC), los estudiantes pasan la mayor parte de su jornada escolar en un grupo pequeño. El maestro de SDC proporciona instrucción individualizada y en pequeños grupos durante gran parte del plan de estudios en todas las áreas académicas. Además, los estudiantes de la SDC con desventajas de aprendizaje severas (programa SLH) reciben instrucción especializada en habilidades de la vida funcional y la formación vocacional.

Todos los estudiantes de educación especial, tanto en los programas de la SDC y RSP cuentan con Programas de Educación Individual, que se revisan al menos anualmente.

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Academias de Carreras

Profesionales

Earn more than a

High School Diploma

Start participating in

your College future now

Learn professionalism

by working with professionals

When

can I

Start?

Academias de Carreras Profesionales del Distrito Escolar Unificado de Pleasanton proporciona a los estudiantes oportunidades y motivación para participar de manera efectiva en entornos de trabajo independientes y colaborativos. Los estudiantes desarrollan habilidades profesionales y personales que los preparan para la educación universitaria y el futuro éxito profesional.

Descripción de los Estudiantes de la

Academia de Carrera Profesional:

Unirse Voluntariamente al Programa

Seleccione 5 cursos aprobados conectados a la

Academia

Participar en actividades relacionadas con la carrera:

• Aula de Altavoces

• Excursiones

• Centro de Carreras y Recursos

• Observación de Profesionales

• Clubes

Pude obtener el reconocimiento de la Academia para

la graduacion y que se ve muy bien en las solicitudes

universitarias

Puede empezar a tomar clases y asistir a las actividades de la academia ya como estudiante de primer año! Declare su selección de academia y participe en excursiones y prácticas completando una Solicitud de la Academia

Profesional de Carrera! Una vez aceptado en la Academia, el Consejero de la Academia, junto con su consejero le ayudará a comenzar a

planear un camino a la educación superior que se adapte a sus intereses y metas profesionales.

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Academias de Carrera Profesional

Tenga en cuenta, no todos los programas y cursos de la Academia están disponibles en cada escuela Opciones de trayectoria

profesional Cursos Relacionados Clubs

Negocios Trayectoria de Carreras Financiera • Contador • Economista • Planificador Financiero Trayectoria de Empresario • CEO • El comprador • Dueño de Franquicia • Empresario Trayectoria de Comercialización, Ventas y Servicios de Empleo • Relaciones Públicas • Gerente de Comercialización / Ventas • Corredor de Bienes Raíces/ Agente • Promocion Deportivo • Reclutador Personal / Entrenador • Corredor de Viaje / Agente

Elegir 3 de las de abajo, más 2 (*) cursos (5 en total) • Derecho y Sociedad • Comercialización (ROP) * • Comercialización de Deportes y Entretenimiento (ROP) • Economía de Propiedad de un Negocio (ROP) * • Arte Digital • Idiomas del Mundo (1 año) • Psicología o AP Psicología • Composición Avanzada • AP Ciencias de la Computación • AP Macroeconomía • Estadística AP • Lectura y escritura expositiva • Debate • Publicaciones / Anuario • Servicio de comidas • Animación y Gráficas (ROP) • Arte • Telas y Moda • Los directores de Diseño de Interiores • Liderazgo • Literatura y la dinámica de la Justicia Social • Multimedia I o II (ROP) • Producción de Video I • Comunicaciones Visuales I (ROP)

• Asociación de Estudiantes de

Comercialización(DECA)

Salud y Biociencia

Trayectoria de Carreras de Servicios Terapéuticos • Ingeniero Bio • Dietista • EMT • Enfermera • Fisioterapeuta • Técnico Quirúrgico • Veterinario • Médico

Elija 3 de cualquier a continuación más 1 (*) curso (4 en total) • Salud y Sociedad • Ocupaciones Médicas (ROP) * • Carreras de Enfermería (ROP) * • Medicina del Deporte / Preparador Físico (ROP) * • Biología • Biología AP • Biotecnología • Química • Química AP • Anatomía y Fisiología • Zoología • Psicología o AP Psicología • Temas Especiales en Psicología • Crecimiento y Desarrollo Infantil • Habilidades Culinarias • Artes Culinarias • Introducción a las Ciencias de la Salud

Estudiantes Interesados en las Ciencias Médicas

(SIMS)

Artes Culinarias Trayectoria Para Carreras de Servicio de Alimentos y Hospitalidad • Servicio de Comidas • Chef • Estilista de Alimentos • Desarrollo de Productos • Directora de Servicio de Comida • Propietario de restaurante • Dietista • Nutricionista

Elija 4 de cualquier a continuación más 1 (*) curso (5 en total) • Habilidades Culinarias • Artes Culinarias • Servicio de Comidas * • Química • Química AP • Botánica • Fotografía • Francés •Español • Economía de Propiedad de un Negocio (ROP)

Club para hornear Club de venta de

alimentos

23

• Comercialización (ROP) • Arte • Anatomía y Fisiología

Opciones de trayectoria profesional

Cursos Relacionados Clubs

Artes, Medios de Comunicación y Entretenimiento

Trayectoria de Carreras de Medios de Comunicación y Artes de Diseño • Artista • Artista Gráfico • Arquitecto • Diseñador de Interiores • Diseñador de Producto • Diseñador Web • Illustrador • Escritor • Diseñador de moda • Cinematografía • Fotógrafo • Iluminación / Técnico de Sonido • Animación 2D/3D Carácter

Elija 4 de cualquiera a continuación más 1 (*) curso (5 en total) Trayectoria de Carreras Multimedia y Artes de Diseño • Arte. I, II, III * • Cerámica I, II, III * • Fotografía I, II, III * • Arte Digital • Dibujo I, II • AP Arte de Estudio de dibujo *, 2-D, 3-D * • Historia del Arte AP * • Gráficos Comunicación Visual Impresión (ROP) * • Animación / Gráficos de Movimiento (ROP) * • Diseño de Interiores • Producción de Video I, II, III * • Producción de Televisión (ROP) * • Publicaciones / Anuario • Periodismo • Inglés Literatura • Literatura Mundial • Expositiva Lectura y Escritura • Mercadeo • Geometría • Anatomía / Fisiología • CAD y Diseño •Escritura Creativa /Religiones Mundiales • AP del Idioma Inglés

Cursos de Artes Escénicas • Banda de Marcha • Percusión • Banda de Concierto • Conjunto de Viento * • Banda de Jazz A *, B • Banda Sinfónica I, II • Cadena y Orquesta Sinfónica • Drama • Teatro Intermedio • Teatro avanzada * • Producción de cine • Danza • Cosmetología (ROP) • Telas y Moda • Concierto del Coro • Agudos Coro * • Coro de Cámara *

Cursos Producción y Artes Gerencial Los cursos enumerados anteriormente son

elegibles.

Arte Júbilo

Guitarra Hip Hop

Lyrics Hablar en Público

Escritores Artes, Drama

Toque de Musica PASO

Grupo de Danza Musica en Area de la

Bahía Anime

Artes Digitales Discurso y Debate El Don Escuadrón

Ingeniería Trayectoria a Carreras de Ingeniería *Diseño • Arquitecto •topógrafo • Redactor • Especialista en CAD / CAM • Ingeniero o Civil o mecánico o eléctrico o química

Elegir 3 cursos de las de abajo, más 2 (*) cursos (5 en total) • Introducción al Diseño de Ingeniería * • Directores de Ingeniería * • Electrónica digital • Arte. I, II • Dibujo I, II • Física Conceptual • Física •AP Física • Estadística AP • Cálculo AP A / B, B / C

Club de Matemáticas Club de Ingeniería Club de Robótica

VEX Equipo de Robótica

24

• AP Ciencias de la Computación • Economía de Propiedad de un Negocio • AP Ciencias Ambientales (ROP) • Control de la Contaminación del Agua (ROP) • Alternativa de Energía Renovable (ROP)

Opciones de trayectoria profesional

Cursos Relacionados Clubs

Servicios Públicos y Humanos

Trayectoria de Carreras de Servicios Legales y Gubernamentales • Fiscal • Político • Abogado de la Ciudad • Gerente de la Ciudad Trayectoria de Carreras de Educación y Desarrollo Infantil • Director preescolar, profesor o ayudante • Consejero • Maestro de Primaria o Escuela Secundaria • Psicólogo Trayectoria de Carreras de Servicios de Protección • Responsable de Política • Bombero • Agente del FBI

Elija cualquier 4 a continuación más 1 (*) curso (5 en total) • Crecimiento Infantil y Desarrollo * • Psicología del Desarrollo de la Niñez I & II (ROP) * Trayectoria de Carreras de Ley y Protectora • Derecho y Sociedad * • Justicia Penal e Investigation de escena del crimen(ROP) * • AP Gobierno de los EE.UU. y la política * Otros Cursos Elegibles • Lenguaje de Señas Americano (1 año) • Español (1 año) • Tutor AVID • Química • Debate • Liderazgo • Literatura y la dinámica de la Justicia Social • Psicología • AP Psicólogo • Tutor de Educación Especial • Temas Especiales en Psicología

Derechos Humanos y Simulacro de Juicio ASL UNICEF Best Buddies Amnistía Internacional Key Club Teens Reaching Out Debate Nuestro Movimiento

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PROGRAMA OCUPACIONAL REGIONAL

Programa Ocupacional Regional Tri-Valley (ROP) ofrece clases para estudiantes preparatoria en el tercer y cuarto año y adultos mayores para desarrollar las habilidades necesarias para empleos. Clases ROP estan en concordancia directamente con educacion de negocios, la industria y/o educación continua después de la finalización de la escuela preparatoria. Clases de ROP son clases de carreras técnicas, que ganan crédito de la misma manera que las otras clases optativas de la escuela preparatoria. El Tri-Valley ROP ofrece clases en las Escuelas Preparatorias de Amador Valley, Dublín, Foothill, Granada y Livermore, así como Canal de TV 30, Distrito de Servicios del Fondo Regional de Tratamiento de Aguas Residuales de Dublín-San Ramón, y Colegio de Belleza Dublín . Las clases de ROP se describen en la sección correspondiente en éste manual del curso. Crédito Por Examen en Colegio Comunitario: Muchos cursos de ROP se articulan con Colegios Comunitarios como Las Positas y Chabot y permiten a los estudiantes obtener créditos universitarios al completar con éxito el curso ROP. Los estudiantes deben obtener una calificación de B o mejor en cada semestre para calificar para crédito por examen. Las unidades universitarias pueden ser transferibles a los sistemas UC y CSU como crédito electivo. Explicación adicional/información está disponible con los Especialistas de Educación de Carrera en el Centro de Carrera de cada escuela, y en la página web ROP, www.tvrop.org De Escuela a Carrera: Los cursos de Tri-Valley ROP han modificado directrices, a lo largo de la Escuela a la Carrera, para integrar las competencias académicas y profesionales mediante la infusión de las matemáticas aplicadas, la comunicación y/o principios de la tecnología en ellos. Los resultados de rendimiento y aprendizaje en el trabajo son destacados. Registro y elegibilidad: Estudiantes de tercer y cuarto año, así como estudiantes de segundo año de 16 años, son elegibles y se les anima a inscribirse en clases de ROP. Los estudiantes de preparatoria seleccionan las clases de ROP utilizando el mismo procedimiento utilizado para inscribirse en otras clases en las escuelas. Los estudiantes se comprometen a inscribirse por la duración de la clase. Los Especialistas en Educación de Carreras en el Centro de Carreras y el consejero de la escuela están disponibles para responder a preguntas sobre las clases de ROP, el registro y la programación. Clases ROP cumplen con todos los mandatos de la Ley Pública 101476. Tipos de Clases de ROP

Aula/Laboratorio: Ambiente de aprendizaje escolar, que incluyen instalaciones de conferencias, laboratorios de actividad y taller de instalaciones.

• Aulas de Comunidad: Combina la educación presencial y prácticas de formación no remunerado. Después de seis a doce semanas de instrucción en el aula, los estudiantes se colocan en un sitio de trabajo de capacitación comunitaria. Una vez que se coloca un estudiante, el estudiante pasa dos a cuatro días por semana en su sitio de entrenamiento de prácticas asignado. El estudiante pasa por lo menos la misma cantidad de tiempo por día en el centro de formación de prácticas que la clase y puede aumentar las horas para créditos adicionales. Por ejemplo, una clase

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puede reunirse 2 horas el lunes y el miércoles, y luego se reúne 2 horas los martes, jueves y viernes en el lugar de trabajo . Educación Cooperativa (Co-Op): Implica aprendizaje en el aula y la formación basada en el trabajo remunerado. La capacitación en el lugar de trabajo es similar al programa comunitario, pero la clase se reúne en el sitio cada día y capacitación en el lugar de trabajo es por lo general después de las horas escolares. En el programa de Co-Op el estudiante obtiene salarios y créditos adicionales. Tanto los programas de Aula Comunitaria y Educación Cooperativa se adhieren estrictamente a las reglas y regulaciones del lugar de trabajo. Cualquier desviación puede resultar en que el estudiante sea removido de la clase. Los estudiantes deben proporcionar su propio transporte a los sitios de entrenamiento.

Politica de Asistencia: Se requiere que los estudiantes de la escuela preparatoria asistan a clases todos los días, de acuerdo con el calendario del distrito escolar. Se les pedirá a los estudiantes que viajan a una clase de ROP fuera del sitio, de seguir las normas de asistencia de las clases ROP que pueden variar de vez en cuando de la programación de la escuela preparatoria, es decir, días festivos y días de trabajo de los maestros. Los estudiantes suspendidos de su escuela también están suspendidos de su clase ROP.

Transferencias y Abandono: A los estudiantes que deben aboandonar o cambiar una sección de clase debido a un cambio en las circunstancias deben de hablar con el instructor ROP y deben obtener permiso de su consejero escolar o administrador. El consejero de la escuela o el administrador verificará con el instructor ROP y notificará al Especialista de Educación Profesional de cualquier cambio de horario del estudiante.

Política de Repetir: El crédito se concede para las clases de ROP en la misma manera que todos los créditos de la escuela secundaria. Clases ROP no se pueden repetir para crédito. La repetición no le será permitido para el enriquecimiento o para subir un grado de la letra de acuerdo con la política de la escuela. Asignaturas de ROP designadas como programas de I y II años permiten a los estudiantes recibir crédito en ambos años.

Créditos de Preparatoria: Crédito para cursos de ROP se determina por el número de horas en las que está matriculado el estudiante. Un curso de dos períodos equivale a 20 créditos por año, mientras que un período de un curso equivale a 10 créditos por año. Algunas clases de ROP se han aprobado para requisitos de la materia de graduación. Estas clases se observan "crédito de graduación alternativo".

Tiempo de Viaje: Los estudiantes que viajan entre las escuelas preparatorias se les permite el tiempo suficiente para informar a las clases en forma oportuna. Los instructores determinarán el tiempo de viaje. Los pases de autobús están disponibles para los estudiantes en los centros de desarrollo profesional y de la oficina de ROP para viajar entre las escuelas.

Carrera y Organizaciones de Estudiantes Técnicos: Los estudiantes de ROP se les anima a participar en sus respectivas carreras y Organizaciones de Estudiantes Técnicos (CTSOs). A través de su participación, los estudiantes cuentan con oportunidades de establecer contactos con otros estudiantes, competir en eventos organizados, y desarrollar habilidades de liderazgo. Los ejemplos de estas

27

organizaciones son DECA-una asociación de estudiantes de mercadeo, y FFA-Futuros Agricultores de America.

PLANIFICACIÓN DE CUATRO AÑOS

Selección de cursos durante la escuela preparatoria es mucho más que simplemente la planificación de las clases del próximo año. Es importante ver la escuela preparatoria como cuatro años durante los cuales se encontrará con una gran variedad de objetivos personales: la graduación, la elegibilidad a la universidad, la educación técnica y carrera del desarrollo de habilidades. Esté al tanto de los requisitos para cada uno de sus objetivos, y desarrolle un plan de cuatro años para asegurar que todos los cursos necesarios se completen antes de la graduación

Los siguientes son algunos ejemplos de planes de cuatro años, diseñados para cumplir con diferentes objetivos. Ninguno de estos planes será perfecto para cualquier estudiante. Más bien, ellos tienen el propósito de servir como ejemplos de cómo los cursos pueden ser seleccionados y programados para alcanzar diversos objetivos.

Utilice estas páginas como una guía para comenzar a planear tu propio curso personal del estudio. Revise las muestras proporcionadas e identifique los cursos que cumplan con los requisitos que son más importantes para usted.

• Planee primero los requisitos que debe cumplir para graduarse.

• Agregar los requisitos adicionales para la universidad, la NCAA, o la planificación de carrera que desea seguir.

• Balancee la carga académica con cuidado para que un año no sea excesivamente exigente, mientras que otro año requiera de poco esfuerzo.

• Utilice restantes asignaturas optativas para reforzar una habilidad, explorar una nueva área, o aún más perseguir un área que le guste.

MUESTRA Programa de Cuatro Años para la Graduación

9th Grado 10th Grado 11th Grado 12th Grado

Los Temas Requeridos Créditos

requeridoss

Totales

de Tema

Estudios Sociales 35 Estudios Globales

Historia del Mundo

Historia de EE.UU.

Civismo/ Economía

35

Inglés

40 Inglés

primer año Inglés

segundo año Inglés

tercer año Lit. Mundial 40

Matemáticas 20 Matemáticas I Matemáticas

II Matemáticas

III 30

Ciencia 20 Biología Química 20

28

Idioma distinto del Inglés O Artes Visuales/ Escena

10 Drama Drama

Intermedio Ceramica 1 30

Educación Física 20 Educación

Física1

Educación Física -Team

Sports

Educación

Física- Bowling 30

Educación de Salud 5 Educación de

Salud 5

Electivas 80 Tejidos y

Moda Apoyo

Académico ROP Mercadeo

ROP Econ del negocio /

Principios de Diseño

dInteriores

50

Totals 230 minimum

60 60 60 60 240

MUESTRA Programa de Cuatro Años: Elegibilidad Básica para Colegio

9th Grado 10th Grado 11th Grado 12th Grado

Los Temas Requeridos Créditos

requerido Totales

de Tema

Estudios Sociales 35 Estudios Globales

Historia del Mundo

Historia de EE.UU.

Civismo/ Economía

45

Inglés

40 Inglés

Primer año Inglés

segundo año Inglés

tercer año

Lectura y Escritura

Expositiva

40

Matemáticas 20 Matemáticas

I Geometría

Álgebra Intermedia

30

Ciencia 20 Biología Química 20

Idioma distinto del Inglés O Artes Visuales/ Escena

10 ASL I

ASL II

Concierto de Coro

Coro de Cámara

Coro de Cámara Artes Digitales

50

Educación Física 20 Educación

Física1

Educación Física- Equipo

Sports

20

Educación de Salud 5 Educación de Salud

5

Electivas 80 Apoyo

Académico

ROP Mercadeo de

Deportes

ROP Economía de Empresa

30

Totals 230 minimum

60 60 60 60 240

Muestra Programa de Cuatro años: Preparación Standard para Colegio

9th Grado 10th Grado 11th Grado 12th Grado

Los Temas Requeridos Créditos

requerido Totales de Tema

Estudios Sociales 35 Estudios Globales

Historia del Mundo

Historia de EE.UU.

AP Gobierno AP

MacroEconomia 35

Inglés

40 Inglés

Primer Año

Honor Inglés Segundo Año

AP Inglés Tercer Año

Composición Avanzada/Inglés

Lit

40

29

SAMPLE

Matemáticas 20 Geometría Álgebra

Intermedia Honores Pre-

Calculo AP Estadística 40

Ciencia 20 Biología Química Física 30

Idioma distinto del Inglés O Artes Visuales/ Escena

10 Español I

Arte 1 Español II Español III AP Español 50

Educación Física 20 Educación

Física1

Educación Física 2

Team Sports

20

Educación de Salud 5 Educación de

Salud 5

Electivas 80 Psicología /

Escritura creativa

Arte Culinario

Totals 230 min. 60 60 60 60 240

Muestra Programa de Cuatro años: Preparación con nível más alto para Colegio

9th Grado 10th Grado 11th Grado 12th Grado

Los Temas Requeridos

Créditos requeridos

Totales de Tema

Estudios Sociales 35 Honores Estudios Globales

AP Historia Universal

AP Historia de EE.UU.

AP Gov/ AP Macro

35

Inglés

40 Honores Inglés

Primer Año

Honores Inglés Segundo Año

AP Inglés Tercer Año

AP Inglés Cuarto Año

40

Matemáticas 20 Honors

Geometría Honors Int

Algebra Honors

Precálculo *AP Calculus

*Ciencia computación 50

Ciencia 20 Biología Química Física AP Biología 40

Idioma distinto del Inglés o Artes Visuales/ Escena

10 Francés II Francés III AP Francés Fotografía 1 40

Educación Física 20 Educación

Física1

Educación Física-

Entrenamiento con pesas

20

Educación de Salud 5 Educación de

Salud 5

Electivas 80

Derecho y Sociedad

10

Totals 230 min. 60 60 60 60 240

Naviance

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Se motiva a los estudiantes a utilizar su cuenta de Naviance para investigar universidades, explorar carreras, diseñar una hoja de vida, grabar y modificar el plan de cuatro años, los objetivos e intereses de registro y llevar un registro de la experiencia y los logros de la escuela preparatoria del estudiante. Vaya a https://succeed.naviance.com/ para ingresar a su cuenta.

No Discriminación

Los programas y actividades del distrito deberán proveer igualdad de acceso y no podrán discriminar ilegalmente

por motivos de raza real, color, ascendencia, origen nacional, grupo étnico, religión, estado civil o de paternidad,

incapacidad física o mental, sexo, orientación sexual, género, identidad de género o expresión, o de la información

genética, la percepción de una o más de tales características, o asociación con una persona o grupo con una o más

de estas características reales o percibidas y en contra de los estudiantes que son miembros de las poblaciones

especiales. Poblaciones especiales incluyen, pero no se limitan a, los estudiantes con discapacidades, estudiantes de

familias económicamente desfavorecida, incluidos los jóvenes de crianza; estudiantes que se preparan para los

campos no tradicionales; padres solteros y mujeres solteras embarazadas, amas de casa, y estudiantes con una

habilidad limitada del Inglés. (20 USC 2302, 2354, 2373)

(cf. 0410 - No discriminación en los Programas y Actividades del Distrito )

(cf. 1312.3 - Procedimientos Uniformes de Quejas )

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COURSE DESCRIPTIONS

32

CAREER AND TECHNICAL EDUCATION

ARTS, MEDIA AND ENTERTAINMENT

ANIMATION & MOTION GRAPHICS I (R.O.P): One-year course. Two hours/day (20 credits). Open to Grades 11, 12. School Site: Dublin High School. Students will explore the art and science of visual motion by creating animated videos. The eleven principles of animation will be put into practice through Toon Boom Studio professional animation software. Students will work through a professional animation work-flow. Students have access to state-of-the-art equipment including 24” High Definition computer monitors and Wacom drawing tablets. Students design projects for such media as the Internet, DVD, TV, and Film, iPod, cell phones and other mobile devices. Material/Lab donations may be requested for the cost of items taken home, such as items fabricated by students, or for replacement of lost items assigned to a student. ANIMATION & MOTION GRAPHICS II (R.O.P): One-year course. Two hours/day (20 credits). Open to Grades 11, 12. Prerequisite Animation & Motion Graphics I. School Site: Dublin High School. This course is for students wishing to pursue a career in the area of Animation, Motion Graphics or Visual Effects. Students will work on advanced long-term projects refining and applying their skills. Students will act as peer mentors to students in Animation and Motion Graphics 1. Students will work on professional projects for local businesses. They will collaborate across the ROP Media Arts Department with other level II students in the Multi-Media and Visual Communications classes to form complete media teams. Students will complete the class with a portfolio of both personal and professional projects suitable for acceptance into post-secondary schools and job placement. Material/Lab donations may be requested for the cost of items taken home, such as items fabricated by students, or for replacement of lost items assigned to a student.

VIDEO GAME ART & DESIGN (ROP): One-year course. Open to Grades 11, 12. School Site: Dublin High School. Students get hands-on experience designing, drawing, animating, and programming their own video games. Students will explore the creative aspects of game design, its history and place in our society, its potential as both a creative and communications medium, and how to make it a career. Students learn the foundation of character development, environmental design, plot building, and game play through 2D games. Drawing, movement, sound, and programming are covered in the process of creating simple games both individually and as teams. Second semester introduces more advanced concepts including artificial intelligence, multi-user game design, game engines, and 3D game design. Students will develop a portfolio of their work to use in seeking internships, or to gain admission into port-secondary game design programs. VISUAL COMMUNICATIONS I (R.O.P.): One-year course. Two hours/day (20 credits). Open to Grades 11, 12. This course meets the UC/CSU “f” requirement for Visual and Performing Arts. School site: Dublin High School. Visual Communications (Print Graphics) offers both a theoretical and applied academic foundation to graphic art and traditional art. This comprehensive program emphasizes the fundamentals of the elements of art and design. The ability to plan and create original works of art will be developed through research, analysis, and critique. Students will express their original creativity visually and develop and showcase their ability to communicate ideas through visual arts communications. Students will have the opportunity to design and produce projects for clients using computer graphic design software. A portfolio will be generated that can be used to demonstrate their abilities for college entrance or employment in the visual arts field. Employment opportunities include desktop publisher, graphic designers, and illustrators. Material/Lab donations may be requested for the cost of items taken home, such as items fabricated by students, or for replacement of lost items assigned to a student. This course is articulated with Las Positas College and students may receive college credits with a grade of B or better for each semester.

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EDUCATION, CHILD DEVELOPMENT AND FAMILY SERVICES

CHILD GROWTH AND DEVELOPMENT: One-year course. Open to Grades 10, 11, 12. This course meets the UC/CSU “g” requirement for Electives. This course is a study of the developmental stages of children from conception through adolescence, personal development, the role of the family and life cycle, and dating and marriage. The course will provide the student with knowledge of the principle theories of child growth and development and their application. The emphasis is on scientific method, research strategies, historical overview and social and cultural content. Students will participate in simulations using the Empathy Belly and Baby Think It Over. Class discussion and in class activities will connect the curriculum to student’s own lives. Careers involving children and families will be covered. Students may participate in a mentoring program with a local elementary school. Students will be paired with an elementary student for the school year.

DEVELOPMENTAL PSYCHOLOGY OF CHILDREN I (R.O.P.): One-year course. Two hours/day (20 credits). Open to Grades 11, 12. Prerequisite: Student must provide proof of a current TB test in order to work in the community. Students must provide their own transportation to the internship site. This course meets the UC/CSU “g” requirement for Electives. This course provides a comprehensive introduction to child development, education, care, and guidance. Students will explore the major child development theorists and their contributions to child development. Classroom instruction is combined with Community Classroom (non-paid) internships or Co-op (paid) internships at local elementary schools, preschools, or daycares. Students apply knowledge and skills learned to provide conscientious care to children and to facilitate learning activities at their community placements. Upon completion of the program students may apply for entry-level child care positions. Cooperative vocational education opportunities are available. This course is articulated with Las Positas College and students may receive college credits with a grade of B or better for each semester.

DEVELOPMENTAL PSYCHOLOGY OF CHILDREN II (R.O.P.): One-year course. Two hours/day (20 credits). Open to Grade 12. Student must provide proof of a current TB Test in order to work in the community. Students must provide their own transportation to the internship site. This course meets the UC/CSU “g” requirement for Electives. Developmental Psychology of Children II is an advanced class in child development and education. Students increase their knowledge, experience, and job skills at either a Community Classroom (non-paid) or Co-op (paid) internship placement. Advanced projects further develop skills. Students will focus on observation of children and programs; communicating with children, staff, and parents; planning age-appropriate curriculum; and understanding the history, theories, philosophies, and legal aspects of careers related to children. This course can fulfill the Public & Human Services Academy recognition course. This course is articulated with Las Positas College and students may receive college credits with a grade of B or better for each semester.

ENERGY AND UTILITIES ALTERNATIVE/RENEWABLE ENERGY (R.O.P.): One-year course; School site: Dublin. Open to Grades 11, 12. May be available after school 3:00-4:00. Alternative & Renewable Energy is an introduction to energy resources used in today’s world and an exploration of resources being developed now and in the future. This includes study of the use of fossil fuels and nuclear energy, as well as providing students with the opportunity to explore the uses, efficiencies, and future social, economic and environmental implications of developing energy resources other than those based on fossil fuel. Students will explore the controversies of our human impact on this planet with our fuel demands and possible solutions to our energy needs. Students will learn about bio-fuels, hydrogen fuel cells, geothermal heat transfer, wind energy, and solar as a source of both heat and electric power. Fieldtrips and student led projects will provide real world application of our studies. Students will gain a broad understanding of energy efficiencies and cost-benefit analysis of resource use as well as a sound practical application of general energy principles. Career exploration in the growing field of alternative energy will be emphasized.

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ENVIRONMENTAL SCIENCE (R.O.P.): One-year course. Two hours/day (20 credits). School site: Dublin. Open to Grades 11, 12. Prerequisite: Algebra I or equivalent with "C" or better. This course meets the graduation requirement of 10 credits for Life Science and 10 credits for Physical Science. This course fulfills UC/CSU “g” requirement for Electives. Gain the knowledge and skills to understand cause and management of environmental problems. Learn basic laboratory and field techniques including specimen sampling and processing, site monitoring, documentation, inspection and emergency response. Become familiar with the Geographic Information Systems (GIS). Incorporate academic rigor with practical application by exploring the links between environment, politics, and economics. Gain a broad awareness of environmental science and technological career opportunities through involvement with local environmental businesses, educational research institutes, and national labs. Motivated students are encouraged to take part in job shadowing and additional outdoor activities. Successful students will lay the foundations for further environmental studies or continued preparation for technical environmental areas. Material/Lab donations may be requested for cost of items taken home, such as items fabricated by students, or for replacement of lost items assigned to a student. AP ENVIRONMENTAL SCIENCE (R.O.P): One-year course. School site: Dublin. Two hours/day (20 credits). Open to Grades 11, 12. Recommended: Geometry or Intermediate Algebra with a "B" or better, plus one other UC/CSU approved Laboratory Science with a B or better. This course meets the UC/CSU “d” requirement for ten credits in Laboratory Science. In addition to the core requirements outlined for Environmental Science, Advanced Placement Environmental Science students can enrich their learning potential with job shadowing, internships, community service, and career mentoring. Units designed to provide students with an academic experience parallel to that of the college level, while promoting critical thinking skills involved in independent research studies. Material/Lab donations may be requested for cost of items taken home, such as items fabricated by students, or for replacement of lost items assigned to a student. WATER POLLUTION CONTROL (R.O.P.): One-year course. School site: Dublin San Ramon Services District. Open to Grade 12. Recommendation: Completion of Algebra I and Chemistry. Must attend pre-enrollment orientation. College Credit – CSU Sacramento Certificate –Operation of Wastewater Treatment Plants I & II. State Water Resource Control Board Certificate- Operator in Training-Grade 1.

Job shadow: 72 hours of job shadow is a required component of the program and students must provide their own transportation.

*Internship: Community Classroom (non-paid internship) To earn up to 20 additional credits, students who are at least 18 will have the opportunity to complete a non-paid internship. Students must provide their own transportation. Students are encouraged to work 10-15 hours per week at teacher-approved sites. Internship leads and guidance will be provided. Students will earn 1 credit for every 18 hours they are at an internship site. Learn the basic principles of how to operate and maintain a domestic wastewater treatment plant under the direction of licensed plant personnel. Gain knowledge of the various machinery, computer systems and equipment connected with biological treatment processes; read and interpret charts, process flow meters, and gauges; collect samples; perform process tests; and related duties. Completion of this course prepares students for certification as wastewater treatment plant operators and entry-level employment. Program is helpful for students who wish to enter maintenance, laboratory, collection system, or water distribution work.

ENGINEERING AND DESIGN ALTERNATIVE/RENEWABLE ENERGY (R.O.P.): (See Energy and Utilities)

CIVIL ENGINEERING AND ARCHETECTURE (R.O.P.): Two-trimester course (Ten credits). School site: Livermore. Prerequisite: Completion of foundation engineering pathway classes. This course meets the UC/CSU “g” requirement for Electives. Students learn about various aspects of civil engineering and architecture and apply their knowledge to the design and development of residential and commercial properties and structures. In addition, students use

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3D design software to design and document solutions for major course projects. Students communicate and present solutions to their peers and members of a professional community of engineers and architects. This course is a specialization-level course designed to follow the Project Lead the Way Engineering foundation courses. COMPUTER INTEGRATED MANUFACTURING (R.O.P): One-year course. School site: Dublin. Prerequisite: Completion of foundation engineering pathway classes. This course meets the UC/CSU “g” requirement for Electives. How are things made? What processes go into creating products? Is the process for making a water bottle the same as it is for a musical instrument? How do assembly lines work? How has automation changed the face of manufacturing? While students discover the answers to these questions, they’re learning about the history of manufacturing, robotics and automation, manufacturing processes, computer modeling, manufacturing equipment, and flexible manufacturing systems. This course is a specialization-level course designed to follow the Project Lead the Way Engineering foundation courses.

INTRO TO ENGINEERING DESIGN: One-year course. Grades 9, 10, 11, 12. This course meets the UC/CSU “g” requirement for Electives. Introduction to Engineering Design TM is intended to serve as a foundation course within the Project Lead The Way® course sequence. All of the topics learned in this course will be used in future courses. Ever tried to design something new or draw up an idea you wanted to share with your friends and wondered how you could communicate your idea? Or, have you wondered how someone designed that new MP3 player or sleek new phone? Then Introduction to Engineering Design TM is the course for you. The major focus of the course is learning how to take an idea through a design process that will eventually be manufactured or produced. As you learn about various aspects of engineering and engineering design, such as how engineers communicate through drawing, you will apply what you learn through various activities, projects, and problems. For example, after learning about the different techniques engineers use in determining how to design a product, you and your teacher will have the flexibility to explore the design and engineering processes to solve problems that are of interest to you. The course covers the following: The Role of an Engineer, The Design Process, Product Design, Product Analysis and Improvement and Designing as an Engineer. In addition, you will use Inventor, which is a state of the art 3-D design software package from Autodesk, to help you design solutions to different design projects. Working in teams, you will learn about documenting your solutions, solving problems, and communicating your solutions to other students and members of the professional community of engineering and engineering design. PRINCIPLES OF ENGINEERING: One-year course (AVHS Only). Open to Grades 10, 11, 12. Prerequisite: 2.0 Cumulative G.P.A., C or better in Introduction to Engineering Design (IED). This course meets the UC/CSU “g” requirement for Electives. This second-year foundation course of engineering exposes students to some of the major concepts they’ll encounter in a postsecondary engineering course of study. Students employ critical thinking, creativity, innovation and engineering concepts in the solution of engineering design problems. Principles of Engineering Design ™ (POE) follows a proven hands-on, real-world problem-solving approach to learning, engaging students on multiple levels and exposing them to areas of study that they might not otherwise pursue. They discover the answers to questions like how are things made and what processes go into creating products? Students have an opportunity to investigate engineering and high-tech careers and to apply their knowledge of research and design to create solutions to various challenges. Students will continue to use industry-recognized 3D modeling software learned in IED in the previous year. They’ll design, test and construct devices – think machines and robotics. Topics include mechanisms, energy, statics, materials, and kinematics. Throughout POE, students apply the design process, acquire strong teamwork and communication proficiency and develop organizational, critical-thinking, and problem-solving skills. Students also learn how to document their work and communicate their solutions to peers and members of the professional community. To be successful in POE, students should be concurrently enrolled in college preparatory mathematics and science. POE is intended to serve as a second of two foundation courses within the Project Lead The Way® course sequence.

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DIGITAL ELECTRONICS: One-year course (AVHS Only). Open to Grades 11, 12. Prerequisite: Successful completion of Introduction to Engineering Design (IED) and Principles of Engineering (POE) and enrollment or completion of college preparatory math and science courses. This course meets the UC/CSU “g” requirement for Electives. Digital electronics is the foundation of all modern electronic devices such as mobile phones, MP3 players, laptop computers, digital cameras, and high definition televisions. Students are introduced to the process of combinational and sequential logic design, engineering standards and technical documentation. The course exposes students to some of the major concepts that they will encounter in a postsecondary engineering course of study in the area of digital electronics. While this is one of several courses that allow students to further their engineering studies in a specific field or specialty, the logic design skills learned here are highly transferable to other engineering disciplines.

FASHION AND INTERIOR DESIGN FABRICS, FASHION AND SEWING: One-year course. (FHS Only) Open to Grades 9, 10, 11, 12. Course may be repeated for credit. Students learn to use computerized sewing machines and sergers to create a wide variety of clothing and design projects. This class is open to all levels of expertise. Students who have never used a sewing machine, or have created and constructed their own clothing, complete projects that are engaging, worthy, and allow for much creativity. Through sample projects, students learn to master many fundamental techniques of sewing. Other topics include the study of fibers and textiles, guest speakers, careers in the fashion and design industries, famous designers and quilt making. This class may be repeated for credit and an individualized course of study will be developed for that student. Material/Lab donations may apply for the cost of items taken home, such as items fabricated by students, or for replacement of lost items assigned to a student.

PRINCIPLES OF INTERIOR DESIGN: One-year course. (FHS Only) Open to Grades 9, 10, 11, 12. Pending approval for UC/CSU “g” requirement for Electives. This course is an historical study of the development of interior styles, and the trends of architecture and furnishings in our society and other cultures. Students will know the places, people, and events that shaped our living environments. They will research, analyze, write and speak about period styles, their own designs and the designs of others. Creative ideas for designs of historical interiors through the ages and from different countries and cultures will be expressed through multimedia presentations and various projects and design boards. Material/Lab donations may apply for the cost of items taken home, such as items fabricated by students, or for replacement of lost items assigned to a student. This course is articulated with Las Positas College and students may receive college credits with a grade of B or better for each semester.

FINANCE AND BUSINESS ECONOMICS OF BUSINESS OWNERSHIP (R.O.P.): One-year course. Open to Grades 11,12. Note: (up to 30 with Co-op*) Co-op: Average 10 hours/week. Meets the UC/CSU “g” requirement for Electives. Learn the process of starting and managing a business. Students with an entrepreneurial interest learn skills related to organization, planning, research, effective decision making, and goal setting. Students develop comprehensive business plans including research & development of ideas, product planning, operation, finance and marketing. Students learn how marketing, management, social responsibility, ethics and communication all play an important part in business success. Students will gain practical experience by managing a student-run business. Students will also receive training in constructing resumes, employment applications, cover letters and references, in addition to interviewing skills. Students will complete a career portfolio to prepare for entry into the job market with a competitive edge. Business concepts and leadership skills are reinforced through co-curricular participation in the Career and Technical Student Organization, DECA**. DECA is an integral component to this program and provides additional focus for developing written and oral presentation skills, as well as leadership, social and professional skills that will build self-confidence for college and career success. This course is articulated with Las Positas College and students may receive college credits with a grade of “B” or better for each semester.

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Economics of Business Ownership is a cooperative work-based learning class, in which the curriculum is directly associated with on-the-job experience. Students receive variable credits based on the number of "on-the-job" hours worked. Students are encouraged to work 10-15 hours per week at teacher approved sites in the Tri-Valley geographical area with their current job, or employment leads and guidance will be provided. *Co-op students can earn 1 credit for every 18 hours they work, up to 10 credits per semester. A job is required for earning the additional credits, and students must provide their own transportation. **DECA, www.deca.org, prepares emerging leaders and entrepreneurs in marketing, finance, hospitality and management. DECA offers the opportunity for students to participate in competitive events throughout the year, in a variety of locations at local, state and international levels. Students will also have the opportunity to receive recognition, awards and scholarships. DECA is endorsed by the United States Department of Education and the California Department of Education.

HEALTH SCIENCE AND MEDICAL TECHNOLOGY HEALTH EDUCATION: One-semester course. Open to Grade 9. Students will study the physical, mental, emotional and social factors of health. They will focus on learning the role students can play in maintaining their own health and well being through deliberate behaviors and responsible decision-making. Topics will include life management skills; the areas of health, alcohol, tobacco and other drugs; nutrition and physical activity; growth, development and sexual health; injury prevention and safety, and personal and community health. HEALTH AND SOCIETY I: One-year course. Open to Grade 11, 12. This course is for students that enjoyed 9th grade health class and/or are interested in a health or medical career. We will examine a range of health issues including the topics from Health 9 as well as medical ethics, alternative medicine, and public health concerns. Career preparation activities include portfolio development, guest speakers, and job shadowing. Students participate in a variety of field trips including observing a gastric bypass surgery. This course fulfills the Health and Bioscience Academy recognition course. This course is articulated with Las Positas AND Chabot Colleges and students may receive college credits with a grade of B or better for each semester. MEDICAL OCCUPATIONS (R.O.P.): One-year course. Two hours/day. Open to Grades 11, 12. Prerequisite for Internship: Two-step TB clearance, current immunization record, CPR training (Adult/Child/Infant). These prerequisites must be completed prior to the first day of school with the exception of the flu shot (required for all students per hospital policy) administered in October. Spring orientation is required to become enrolled in the program and must be attended by the student and parent(s). Community Classroom (unpaid internship – additional units may be earned). School site: Granada High School. Medical Occupations provides introduction and exploration into the medical field. Students are instructed with a focus on career areas such as medical assisting, emergency medicine, sports medicine, veterinary medicine, dental assisting/hygienist, geriatric assistant, pharmacy technician, physical therapy, surgical technician and nursing. After completion of the course, students are eligible to take the California certification exam for Medical Assistants and become a California Certified Medical Assistant—Administrative (CCMA-A). Students are placed in clinical internships at local medical facilities with teacher approval. Work site facility health requirements include CPR, complete immunization records and TB clearance. Clinical internships require that students provide their own transportation. Student uniform required (navy blue polo and navy blue scrub pants/slacks). Identification badge and lanyard provided by Tri-Valley ROP. This course is articulated with Las Positas College and students may receive college credits with a grade of “B” or better for each semester. NURSING CAREERS (R.O.P.): One-year course. Two hours/day. Open to Grades 11, 12. Prerequisite for Internship: Work site facility health care requires two-step TB clearance, current immunization record, CPR training (Adult/Child/Infant) for clinical internships. These prerequisites must be completed prior to the first day of school with the exception of the flu shot (required for all students per hospital policy) administered in October. Community Classroom (unpaid internship- additional units may be earner. Clinical internships require that students provide their own transportation and be available 1:00 –- 5:00 p.m. during the

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weekdays for community classroom/internship scheduling. Spring orientation is required to become enrolled in the program and must be attended by the student and parent(s). Meets the Life Science graduation requirement. School site: Foothill. This course is an introduction to a career in the field of Nursing where overall job opportunities are expected to be excellent. Studies include a basic understanding of the systems of the body with associated medical terminology and diseases, basic patient care, taking vital signs, charting, medical ethics as well as understanding patient privacy laws. Learn about the various nursing specialties while studying the care of patients and the role nurses provide in a variety of healthcare settings. Activities include internships at local hospitals, clinics and physician offices. This course can fulfill the Health and Bioscience Academy recognition course. This course is articulated with Las Positas or Chabot Colleges and students may receive college credits with a grade of “B” or better for each semester.

SPORTS MEDICINE/ATHLETIC TRAINER (R.O.P.): One-year course, 15 credits. Open to Grades 11, 12. This course fulfills UC/CSU “g” requirement for Electives. Sports medicine/athletic training is an exciting, growing field with employment opportunities in athletic training, sports medicine, and physical therapy aide. Units include anatomy and physiology, medical terminology, Kinesiology (interrelationship of the physiological processes and anatomy of the human body with respect to movement), classification, assessment and prevention of injuries, modalities and procedures, rehabilitation, nutrition, pharmacology, safety factors related to sports medicine and training room procedures. Additional supervised work-based learning is required outside of the classroom. 90 hours of Community Classroom (unpaid) Internship is a required component of the program and students must provide their own transportation, as necessary. Up to 5 additional units may be earned for a total of 20 credits – 1 unit for every 18 hours of internship beyond the required 90 hours. This course can fulfill the Health and Bioscience Academy recognition course. PRINCIPLES OF BIOMEDICAL SCIENCE (R.O.P.): One-year course. School site: Foothill. This course meets the UC/CSU “d” requirement in Laboratory Science. Students investigate various health conditions including heart disease, diabetes, sickle-cell disease, hypercholesterolemia, and infectious diseases. They determine the factors that led to the death of a fictional person, and investigate lifestyle choices and medical treatments that might have prolonged the person’s life. The activities and projects introduce students to human physiology, medicine, and research processes. HUMAN BODY SYSTEMS (R.O.P.): One-year course. School Site: Foothill. Prerequisite: Successful completion of Biology and Algebra II or Math IV. This course meets the UC/CSU “d” requirement in Laboratory Science. Students examine the interactions of body systems as they explore identity, communication, power, movement, protection, and homeostasis. Students design experiments, investigate the structures and functions of the human body, and use data acquisition software to monitor body functions such as muscle movement, reflex and voluntary action, and respiration. Exploring science in action, students build organs and tissues on a skeletal mannequin, work through interesting real world cases, and often play the role of biomedical professionals to solve medical mysteries.

HOSPITALITY, TOURISM AND RECREATION CATERING: One-year course. Open to grades 10, 11, 12. In this foods class, students will operate an on campus business. Students will utilize food preparation techniques while exploring speed and quantity food preparation skills. All aspects of setting up and operating a catering company, including advertising, promotion, long-range planning, and accounting will be covered. There will be an emphasis on developing teamwork, leadership skills, creativity, and professionalism. This is a course for students interested in the culinary arts and hospitality industry (caterer, chef, sports nutrition, food writer, restaurant/hotel manager, baker, health inspector, food service director, food technologist, etc.) as well for students who want to explore the realities of small business ownership. This course can fulfill the Culinary Arts Professional Career Academy recognition course. This course is articulated with Diablo Valley College and students may receive 2.5 units of college credit with a grade of B or better and passing the final exam for DVC Courses CULN 105 and CULN 153 with a score of 80% or higher.

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CULINARY SKILLS: One-year course. Open to Grades 9, 10, 11, 12. Culinary Skills is a cooking class appropriate for students with all levels of experience in the kitchen. New foods and flavor combinations are discovered as students learn the science behind the process and ingredients. Nutrition is emphasized as students learn how to prepare any food to be healthy and delicious at the same time. All categories of foods are prepared. Examples are baked goods, breakfast foods, homemade soups, chili, cakes, pies, ethnic foods, barbecue, soft pretzels, Chinese chicken salad, stir-fry, pizza, and microwave apple crisp. Instruction in the kitchen focuses on equipment use, safety, and professionalism. Students work with partners and in small groups to prepare and enjoy food several times every week. Culinary Skills counts as one of the courses in the Culinary Professional Career Academy. CULINARY ARTS: One-year course; Open to Grades 11, 12. This is a foods class for students who want to expand their knowledge about food. Cooking with limited time and money and cooking with recipes designed to impress your family, future roommates and guests will be emphasized. You’ll learn to outfit your kitchen, use convenience products wisely and be smart about nutrition. You will also have the opportunity to expand your horizons by traveling the world in this course, learning about different cultures and cuisines. Learn to prepare foods from your favorite countries along with food from the United States. Cooking will include brunches, BBQ, party foods, fancy desserts, cashew chicken, enchiladas, fresh pasta and pizza, etc., as well as some new foods too. Culinary Arts counts as one of the courses in the Culinary Professional Career Academy.

MARKETING, SALES AND SERVICE COSMETOLOGY (R.O.P.): One and one-half year course. 3.5 hours/day and 8 hours/Saturday, includes summer vacation and holidays for a total of 1600 hours. 45 Credits. Recommended: Summer start in after junior year. Prerequisite: Positive attendance must be demonstrated for consideration. Pre-screening is required. School site: Dublin Beauty College. Learn the beautification of the hair, skin and nails. Units include giving shampoos, scalp treatments, hair styling, permanent waving, manicuring, highlighting and hair coloring. Understand the history of beauty culture with an emphasis on concepts, current techniques and customer care. Instruction is designed to qualify students for the California Board of Barbering and Cosmetology licensing examination. Tri-Valley ROP offers this class through Dublin Beauty College, a private institution. Professional kit ($700 + tax), registration ($75) and uniform are required. Saturday class attendance is required. Cost of completing the program will be the responsibility of the student upon high school graduation. NOTE: A student must be 17 years of age to take the California State examination and be licensed.

MARKETING (R.O.P.): One-year course. Co-op: 10-15 hours/week, Up to 30 credits with Co-op*. Open to Grades 11, 12. Learn about the field of marketing and the vast career opportunities within this industry. Explore areas such as market research, product development, pricing, promotion, distribution, personal selling, visual merchandising, presentation and project management through a variety of hands-on projects. Bring your ideas and creativity! Students receive training in constructing resumes, employment applications, cover letters and references, in addition to interviewing skills. Students will complete a career portfolio to prepare for entry into the job market with a competitive edge. Marketing concepts and leadership skills are reinforced through co-curricular participation in the Career and Technical Student Organization, DECA**. DECA is an integral component to this program and provides additional focus for developing written and oral presentation skills, as well as leadership, social and professional skills that will build self-confidence for college and career success. This course is articulated with Las Positas College and students may receive college credits with a grade of “B” or better for each semester.

SPORTS AND ENTERTAINMENT MARKETING (R.O.P.): One-year course. Up to 30 credits with Co-op*. Open to Grades 11, 12. School site: Amador Valley High School. Learn what it takes to have a career in sports and entertainment marketing. Learn and understand marketing concepts and strategies focused on sports and entertainment; discover the elements of professional, college and amateur sports and the related sports products; plan and utilize marketing research; develop promotion

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and marketing materials for sports and entertainment events; and improve leadership skills through co-curricular participation in the Career and Technical Student Organization, DECA**. Students have the opportunity for internships with professional sports and entertainment organizations. DECA is an integral component to this program and provides additional focus for developing written and oral presentation skills, as well as leadership, social and professional skills that will build self-confidence for college and career success. *Marketing & Sports and Entertainment Marketing are cooperative (co-op) work-based learning classes, in which the curriculum is directly associated with on-the-job experience. Students receive variable co-op credits based on the number of "on-the-job" hours worked. Students are encouraged to work 10-15 hours per week at teacher- approved sites in the Tri-Valley geographical area with their current job, or employment leads and guidance will be provided. Students can earn 1 credit for every 18 hours they work, up to 10 credits per semester. A job is required for earning the additional credits, and students must provide their own transportation. **DECA, www.deca.org, prepares emerging leaders and entrepreneurs in marketing, finance, hospitality and management. DECA offers the opportunity for students to participate in competitive events throughout the year, in a variety of locations at local, state and international levels. Students will also have the opportunity to receive recognition, awards and scholarships. DECA is endorsed by the United States Department of Education and the California Department of Education.

PUBLIC SERVICE CRIMINAL JUSTICE AND CRIME SCENE INVESTIGATION (R.O.P.): One-year course. Open to Grades 11, 12. This course will provide students with a strong overview of Law Enforcement as a career. The student will obtain a general understanding of the Criminal Justice System and the many career opportunities available, including but not limited to Police Officer, Lawyers, and Correctional Personnel. They will gain an understanding of the importance of evidence for Crime Scene Investigation and how evidence is used in the Criminal Justice System. Both objectives will be tied together using mock crime scenes for evidence gathering and analysis, mock trials, and other practical exercises. An emphasis is placed on presenting information in a clear, concise manner, both verbally and in writing. By becoming proficient in the skills taught in this course, students will have the ability to both decide if Law Enforcement is the career for them and help them obtain employment. This course can fulfill the Public & Human Services Academy recognition course. This course is articulated with Las Positas College and students may receive college credits with a grade of “B” or better for the full year.

TRANSPORTATION TECHNOLOGY AUTO COLLISION REPAIR AND REFINISHING I (R.O.P.): One-year course. Two hours/day (20 credits). Open to Grades 11, 12. School Site: Livermore. Examine the world of auto collision repair and refinishing and learn industry skills necessary to for a successful career in the field. Learn to rebuild and repaint auto bodies, replace panels, apply paint to new parts, and detail cars. Identify auto body damage and the relationship to cost estimation. This program is being reorganized with the addition of a new water-based paint booth. Material/Lab donations may be requested for cost of items taken home, such as items fabricated by students, or for replacement of lost items assigned to a student. AUTOMOTIVE SPECIALIST (R.O.P.): One-year course. Two hours/day (20 credits). Open to Grades 11, 12. School Site: Livermore. This course is hands-on course in automotive education. Learn employer desired shop practices and advanced automotive theory used in the industry. Students will learn automotive skills, safety, the use of service publications, and develop technical knowledge in all areas of the vehicle. Gain skills in tire repair, changing and high-speed tire balancing, brake and wheel bearing inspection; measuring and repairing, and front and four-wheel alignment. Additional units include lubrication, cooling, electrical, and ignition systems.

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The topics covered in more depth are steering and suspension, brakes, electrical, maintenance, engine diagnostics and repair, rear axle, automatic transmissions, and emission controls. Understand good business practices for the business owner, practice test preparation and procedures for Automotive Service Excellence (ASE) certification, and learn the benefits of gaining ASE certifications. Students may work on their own or family automobile with approval of instructor. This course is articulated with Las Positas College and students may receive college credits with a grade of “B” or better for all semesters.

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ENGLISH

All courses are offered at both high schools unless otherwise noted.

FRESHMAN ENGLISH: One-year course. Open to Grade 9. Meets the “b” UC/CSU Requirement for English. This is a standards based course that examines the genres of the novel, non-fiction, poetry, drama, short story and the epic. Standards emphasize greater sophistication in the analysis and evaluation of literature and informational materials as well as nuance and complexity in writing and oral presentations. Readings include the core works Of Mice and Men, The Odyssey, The Tragedy of Romeo and Juliet, and mythology. Listening and speaking strands include delivery of narrative, descriptive and expository presentations, interviewing techniques, delivery of oral response to literature and delivery of persuasive arguments. The writing strand focuses on response to literature, autobiographical incident, analytical essay, research report, persuasive composition, the business letter and a technical document. HONORS FRESHMAN ENGLISH: One-year course. Open to Grade 9. Recommendation: B or higher in 8th Grade English; Summer reading assignments may be required. Meets the “b” UC/CSU Requirement for English. Freshman English Honors is an enriched class for intellectually motivated students. We study the core and supplemental literary works with a heavy emphasis on writing about literature. This program is designed for those students who wish to seek a rigorous academic challenge. SOPHOMORE ENGLISH: One-year course. Open to Grade 10. Meets the “b” UC/CSU Requirement for English. This is a standards based course, which continues the examination of the novel, poetry, drama, short story, and non-fiction. Readings include two core works, William Shakespeare’s The Tragedy of Julius Caesar and Harper Lee’s To Kill A Mockingbird, as well as non-fiction and additional supplemental works. Skills addressed include critical thinking and comprehension, word analysis, fluency, and text-based vocabulary, reading strategies, and literary response and analysis. HONORS SOPHOMORE ENGLISH: One-year course. Open to Grade 10. Recommendation: B or higher in Honors Freshman English; Summer reading assignments may be required. Meets the “b” UC/CSU Requirement for English. Sophomore English Honors is an enriched class for intellectually inquisitive and motivated students. The literature and composition assignments in this class are more extensive and more frequent than those in Sophomore English.

JUNIOR ENGLISH: One-year course. Open to Grade 11. Meets the “b” UC/CSU Requirement for English. This is a standards based survey of American literature, which continues the examination of the genres of the novel, poetry, drama, short story, and non-fiction. Emphasis is on those standards that best prepare student for the broadest variety of post-secondary pursuits. Students will explore American literary works from the Colonial period through modern times. Core works include F. Scott Fitzgerald’s The Great Gatsby and Arthur Miller’s The Crucible. Skills addressed include complex critical thinking and comprehension, word analysis, fluency and systematic text-based and SAT-related vocabulary, rhetorical reading strategies, and sophisticated literary response and analysis with an emphasis on argument.

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HONORS JUNIOR ENGLISH: One-year course. (FHS Only) Open to Grade 11. Recommendation: B or higher in Honors Sophomore English; Summer reading assignments may be required. Meets the “b” UC/CSU Requirement for English. This course caters to those students who have demonstrated excellence in the past in both literature and composition skills and who plan to attend college. The course is based on studies in American Literature, rigorous practice in strengthening expository writing skills, and preparation activates for the College Board (SAT) Exam which include improving sentence structure, vocabulary and grammar usage. One of the prime challenges of the course is to improve critical thinking skills necessary to a successful college career. All students will study the central works listed for the eleventh grade. AP ENGLISH LANGUAGE AND COMPOSITION: One-year course. Open to Grade 11. Recommendation: B or higher in Honors Sophomore English; Summer reading assignments may be required. Meets the 11th Grade English requirement. Meets the “b” UC/CSU Requirement for English. The AP course in English Language and Composition engages students in becoming skilled readers of prose written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects, as well as the way genre conventions and the resources of language contribute to effectiveness in writing. A survey of American literature, both fiction and non-fiction, provides the literary basis of the course. Core works include F. Scott Fitzgerald’s The Great Gatsby and Arthur Miller’s The Crucible. This course prepares the student for the AP English Language and Composition Examination given in May, for which the student may receive college credit.

SENIOR ENGLISH COURSES ADVANCED COMPOSITION: One-semester course. (AVHS Only) Requirement: Exempt status on EAP Exam. Meets the 12th Grade English requirement. Meets the “b” UC/CSU Requirement for English. This rigorous course is designed to prepare students for college and career level writing styles and expectations. The class will focus primarily on expository and persuasive writing, but will also include observation and reflection. Students will build vocabulary, logic and critical thinking through the writing, research and revision processes. Class discussion, peer response and editing procedures, and classroom learning activities will be supplemented with primary source and library research and with a great deal of outside student writing and revision. ENGLISH LITERATURE: One-semester or one-year course. Requirement: Exempt status on EAP Exam. Meets the 12th Grade English requirement. Meets the “b” UC/CSU Requirement for English. English Literature is a chronological survey of literature of the British Isles from Beowulf (ca 445 A.D.) through Shakespeare, John Donne and the metaphysical poets in the early 1600’s to the present. Experience stunning changes our language has undergone as a result of historic and demographic shifts. Core and supplemental works vary by semester, and may include Shakespeare’s the Tragedy of Macbeth, George Orwell’s Animal Farm, Chaucer’s The Canterbury Tales, Mary Shelley’s Frankenstein, and Aldous Huxley’s Brave New World. This course is commonly referred to as British Literature. EXPLORING KNOWLEDGE: One-semester or One-year course. Requirement: Exempt status on EAP Exam. Meets the 12th Grade English requirement. Meets the “b” UC/CSU Requirement for English. This course is a multidisciplinary survey of knowledge and its creation and includes extensive reading in various genres, including literature, the creative and fine arts, philosophy, ethics, psychology, history, the sciences and mathematics and metaphysics. The course emphasizes self-inquiry and will establish the types of and foundations for knowledge, with frequent practice in both informal and formal written expression. Core texts include Smart’s World Philosophies. Lightman’s Einstein’s Dream, Barnet and Bedau’s Current Issues and Enduring Question: A Guide to Critical Thinking and Argument, Camus’ The Plague, Hammett’s The Maltese Falcon, as well as a wide array of supplemental materials.

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EXPOSITORY READING AND WRITING: One-year course. Meets the 12th Grade English Requirement. Meets the “b” UC/CSU Requirement for English. Contemporary Controversy and Nonfiction invites students to consider and debate provocative issues in current Western culture. The course emphasis will foster the students’ ability to argue from informed perspectives and to extend their understanding of complex reading material in timed and extended writing assignments. Essential to the curriculum is the deepening of students’ critical reading, writing and thinking skills as they deal with expository prose. Based on the California State University’s Twelfth Grade Expository Reading and Writing Course, this rhetoric and composition course for seniors will enable them to meet college-level literacy demands. The course is built around in-depth studies of various expository, analytic, and argumentative writing on nonliterary, controversial issues taken from respected news journals and magazines. Core works will include Krakauer’s Into the Wild and other non-fiction publications. LITERATURE AND THE DYNAMICS OF SOCIAL JUSTICE- A FACING HISTORY AND OURSELVES ENGLISH CLASS: One-year course. Requirement: Exempt status on EAP Exam. Meets the 12th Grade English requirement. Meets the “b” UC/CSU Requirement for English. Lit and Social Justice includes extensive reading of a variety of literary genres, especially nonfiction, and substantial, recurrent practice in writing. The course is designed to emphasize civic education, and to promote the values and beliefs needed to build and sustain a democratic society. By studying the historical development and lessons surrounding collective violence, genocide, and institutionalized racism, students make the essential connection between history and the moral choices they confront in their own lives. Students will study literature, history, art and film to examine issues of identity, membership in society, the legacies of “hard history”, and participation in democracy. As students study the contributions and heroism of particular citizens in many arenas, they discover the power of the individual to make a difference. Readings may include Beal’s Warriors Don’t Cry, Wiesenthal’s The Sunflower, Mathabane’s Kaffir Boy and Boyle’s Tortilla Curtain, as well as various other works. TECHNICAL ENGLISH: One-year course. Meets the 12th Grade English graduation requirement. Note: This course does not meet the UC/CSU “b” requirement for English. This course is intended for students who are entering directly into the work environment, vocational education or the military. It covers basic speaking, reading and writing skills; the usage and dialects of English and the traditional rhetorical categories and devices as applied to speaking and writing situations; effective communication to target audiences; general English vocabulary through Etymology studies and the history of English; specific vocational and technical vocabularies and jargon; marketing and business language and techniques; propaganda and persuasion in various media; technology in work and everyday life; critical and analytical thinking skills. Texts include Terkel’s Working, Lutz’ Doublespeak, and the grammar workbook Fog City Fundamentals. WORLD LITERATURE: One-semester or one-year course. Requirement: Exempt status on EAP Exam. Meets the 12th Grade English requirement. Meets the “b” UC/CSU Requirement for English. World Literature reaches out to the corners of the globe and mines the history of man to illuminate the student with varied and exciting literature. The course takes the reader from the works of the ancient world through the cornerstones of western civilization and from Greek Literature through the masterpieces of the Western world into contemporary global literature. Core and supplemental works vary by semester, and may include Sanders’ The Epic of Gilgamesh, Hesse’s Siddhartha, Lao-Tzu’s Tao Te Ching, Homer’s The Iliad, Ibsen’s A Doll’s House, Dante’s The Inferno, and Shakespeare’s The Tragedy of Hamlet or Othello.

AP ENGLISH LITERATURE AND COMPOSITION: One-year course. Recommendation: A or B in Honors Junior English (FHS), or AP English Language and Composition. Summer reading assignments may be required. Meets the 12th Grade English requirement. Meets the “b” UC/CSU Requirement for English. English Language and Composition engages students in becoming skilled readers of prose written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects, as well as the way genre conventions and the resources of language contribute to effectiveness in writing. the purpose of the AP English Language and Composition course is to

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enable students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively with mature readers. The course emphasizes this process, asking students to write essays that proceed through several stages or drafts, with revision aided by teacher and peers. Although these extended, revised essays are not part of the AP Exam, the experience of writing them will help make students more self-aware and flexible writers and thus may help their performance on the exam itself. Core works include Perrine’s Sound and Sense, Sophocles’ Oedipus the King, and Shakespearean Sonnets. Other works are studied as identified by the College Board each year. This course prepares the student for the AP English Literature and Composition Examination given in May, for which the student may receive college credit.

OTHER ENGLISH COURSES

SHELTERED ENGLISH: One-year course. (AVHS Only) Open to Grades 9, 10, 11, 12. Up to 10 credits may be used to fulfill the UC/CSU “b” requirement for English. Meets the 9, 10, 11 and/or 12 English requirement. This course is designed for the beginning to advanced English language learner. This class integrates literature, writing and numerous speaking opportunities with an emphasis on language acquisition. Language exercise, vocabulary, process writing and life skills are also taught. The course covers curriculum taught in regular classes at an adapted level. CREATIVE WRITING: One-semester course. (AVHS Only) Open to Grade 12 students. Meets the “g” UC/CSU Requirement for Electives. Throughout this course, students will study examples of master writers in an attempt to develop and sophisticate their own sense of style. Fiction, drama, poetry and nonfiction writing styles will be the focus of exploration and creation. Students will be involved in individual writing projects, group collaborations, peer critiquing, and oral presentations. Through breaking writing styles into their myriad components, students will learn to further develop and improve their own creative styles. DEBATE: One-semester course. May be repeated up to four semesters as Debate 1,2,3,4. Open to Grades 9, 10, 11, 12. Meets the “g” UC/CSU Requirement for Electives up to four semesters. Debate concerns itself with physical, physiological, psychological, sociological, economic, historical, and rhetorical factors involved in speaking and listening. Speech communication pervades all human activity. It crosses all academic disciplines and underlies all learning. Confronted with sophisticated media, today’s youngster more than ever is reached through oral means. Hence instruction in Debate focuses on a major function of oral instruction that is important to the life of man as a human being and a contributing citizen. JOURNALISM: One-semester or one-year course. Open to Grades 9, 10, 11, 12. Recommendation: C or better in English. Meets the “g” UC/CSU Requirement for Electives up to two semesters. This is a survey course which introduces students to a wide range of journalism topics including the history of media in America, law and ethics, the functions of the newspaper, interviewing, reporting the news, feature, sports and editorial writing, world processing, desktop publishing, photography, layout theory and design, sales and teamwork. Students produce the school newspaper and explore and produce broadcast journalism. PUBLICATIONS: One-year course. Open to grades 9, 10, 11, 12. Requirement: 2.5 GPA or higher. Recommendation: C or better in English. Application required. Meets the “g” UC/CSU Requirement for Electives. Applications are available in the spring and selected applicants will be contacted by the adviser for an interview. Incoming sophomores, juniors and seniors are encouraged to apply. Incoming freshmen interested in taking the course need to meet with the adviser prior to the beginning of the fall term. Enrollment allowed only with permission of instructor. Students in this class will produce the school yearbook. The course is run like a small business. Staff members must demonstrate a high level of responsibility, maturity and organization. Students will learn all facets of publishing, including reporting, writing, editing, photography, graphic design, layout, advertising, distribution, ethics, leadership skills and the importance of teamwork.

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READING IMPROVEMENT: One-semester course. (FHS Only) Open to Grade 9. Course may be repeated one additional semester for credit. Students will focus on enhancing many different reading skills, forming a lifelong love of reading and realizing that reading can be enjoyable. They will also develop basic reading skills such as reading comprehension and vocabulary enrichment, study skills, and technical reading skills. .

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MATHEMATICS

All courses are offered at both high schools unless otherwise noted.

Current math teachers will recommend courses for the following year to students during the scheduling process. It is highly encouraged that these recommendations are followed, as their current teacher is most familiar with each student’s skills, abilities and work ethic; all of which will predict the student’s level of success in the next math level. The Math I-IV program presents the principles and concepts of algebra, geometry, and second-year algebra in a four-year college preparatory pathway. Satisfactory completion of each of the course in the Math I-IV sequence satisfies the UC/CSU Intermediate Algebra level math entrance requirement for entering freshmen. MATH I: One-year course. Open to Grades 9, 10. Meets the “c” UC/CSU Requirement for Mathematics. This course focuses on the essential standards for Algebra I. Successful completion of this course satisfies the PUSD and state Algebra I graduation requirements. Topics for Math I include exploring and communicating mathematics, identifying relations and functions, solving linear and quadratic equations and linear systems of equations and exploring graphical relationships, solving linear inequalities both algebraically and graphically, performing operations with polynomials, and manipulating rational expressions. MATH II: One-year course. Open to Grades 9, 10, 11, 12. Recommendation: C or higher in Math I. Meets the “c” UC/CSU Requirement for Mathematics. This is an integrated course in planes, solids, and the coordinate system. The concepts of mathematical proof, logical reasoning, and problem solving are addressed, but not emphasized until Math IV. Topics include lines in a plane, congruent triangles, properties of triangle, polygons, transformations, similarity, right triangles, basic trigonometry, circles, planar and space measurements. MATH III: One-year course. Open to Grades 10, 11, 12. Recommendation: C or higher in Math II. Meets the “c” UC/CSU Requirement for Mathematics. Emphasis in Math III is on the essential Intermediate Algebra II standards. The course is designed to enhance Algebra I skills and to introduce Algebra II concepts and their applications. Symbolic reasoning and calculations with symbols are central in basic and advanced algebra. In the Math III course, students will develop a better understanding of the symbolic language of the mathematics and the relationship of algebra to the sciences. Algebraic skills and concepts will be used in a wide variety of problem solving situations. MATH IV: One-year course. Open to Grades 11, 12. Recommendation: C or higher in Math III. Meets the “c” UC/CSU Requirement for Mathematics. The Math IV course is designed to enhance and expand the mathematical content and concepts of geometry presented in Math II and intermediate algebra II presented in Math III. Topics for Math IV include mathematical proofs, logical reasoning and problem solving, exploring volumes and surface areas of 3-dimentional solids, geometric constructions, properties of triangles, special right triangles, transformations, planer measurements, rational expressions and functions, logarithmic and exponential functions, conic sections, induction, sequences and series, probability and statistics, and data analysis. MATH V: One-year course. (FHS Only) Open to Grades 11, 12. Recommendation: C or higher in Math IV or Algebra II. Meets the “c” UC/CSU Requirement for Mathematics. Topics in this course include functions, linear relations and functions, systems of linear equations and inequalities, the nature of graphs, polynomial and rational functions, conics, exponential and logarithmic functions, combinatorics and probability, statistics and data analysis, trigonometric functions, and graphs of trigonometric functions. Math V combines algebraic,

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geometric, and trigonometric techniques, thereby strengthening conceptual understanding, mathematical reasoning, and processing skills. GEOMETRY: One-year course. Open to Grades 9, 10, 11, 12. Prerequisite: C or better in Algebra. Meets the “c” UC/CSU Requirement for Mathematics. Geometry is an integrated course in plane, solid and coordinate geometry. The concepts of mathematical proof, logical reasoning and problem solving are emphasized. Topics include lines in a plane, analysis, inductive and deductive reasoning, congruent triangles, properties of triangles, polygons, transformations, similarity, right triangles, circles, parallel lines, planar measurements, space measurements, constructions with compass and straightedge and basic trigonometric functions. HONORS GEOMETRY: One-year course. Open to Grades 9, 10. Prerequisite: B or better in Honors Algebra (8th Grade) or A in Algebra IB. Meets the “c” UC/CSU Requirement for Mathematics. This course is a challenging, in-depth, integrated course in plane, solid, and coordinate geometry. The concepts of mathematical proof, logical reasoning and problem solving are emphasized. Topics include lines in a plane, proof, parallel and perpendicular lines, compass and straightedge constructions, congruent triangles, properties of triangles, quadrilaterals, transformations, similarity, right triangles and trigonometry, circles, area, space measurements, and the concept of locus. INTERMEDIATE ALGEBRA: One-year course. Open to Grades 9, 10, 11, 12. Prerequisite: C or better in Geometry. Meets the “c” UC/CSU Requirement for Mathematics. This second-year algebra course is a further exploration of the real number system with extension into the complex numbers. Students analyze and formulate appropriate solutions, manipulate algebraic expressions to put them in more useful forms, extend the use of trigonometry to the laws of sines and cosines, connect right triangle definitions with trigonometric functions and further develop the ability to construct convincing arguments and to support or prove assertions. Topics include linear and quadratic functions, inequalities, logarithms and exponents, equations in more than one variable, conic sections probability, and sequence and series. A scientific calculator is required. A graphing calculator is used intermittently through the curriculum. HONORS INTERMEDIATE ALGEBRA: One-year course. Open to Grades 9, 10, 11, 12. Prerequisite: C or better in Honors Geometry. Meets the “c” UC/CSU Requirement for Mathematics. This challenging discipline complements and expands the mathematical content and concepts of Algebra I and geometry through in-depth explorations and rigorous study. It is most rigorous and presents students with learning challenges of greater depth and complexity than Intermediate Algebra II. Students who master Honors Intermediate Algebra II will gain experience with algebraic solutions of problems in various content areas, including the solution of systems of quadratic equations, logarithmic and exponential functions, the binomial theorem, the complex number system, and trigonometry. PRE-CALCULUS: One-year course. Open to Grades 10, 11, 12. Prerequisite: C or better in Intermediate Algebra or Math IV. Meets the “c” UC/CSU Requirement for Mathematics. This course combines the trigonometric, geometric, and algebraic techniques needed for preparation for the study of calculus, and strengthens conceptual understanding and mathematical reasoning when solving problems. The content will also provide students with a solid foundation in polynomial, trigonometric, exponential and logarithmic functions, Analytic Geometry, Discrete Mathematics, vectors and matrices, with an introduction to limits. HONORS PRE-CALCULUS: One-year course. Open to Grades 11, 12. Prerequisite: B or better in both semesters of Intermediate Algebra or Honors Intermediate Algebra. Meets the “c” UC/CSU Requirement for Mathematics. The Honors Pre-Calculus course covers much of the same math content of the regular Pre-Calculus course, but at a more difficult level and in more depth. This course combines the trigonometric, geometric, and algebraic techniques needed for preparation for the study of calculus, and strengthens conceptual understanding and mathematical reasoning when solving problems. The content will also provide students with a solid foundation in polynomial, trigonometric, exponential and logarithmic functions, Analytic Geometry, Discrete Mathematics, vectors and matrices, with an introduction to limits. In addition, the Honors Pre-Calculus course also addresses De Moivre’s Theorem and the “n”th roots in the area of vectors, parametric equations, polar equations, polar equations of conics in Analytic Geometry, mathematical induction in discrete mathematics and an introduction to Calculus including limits, derivatives and integrals.

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PROBLEM SOLVING: One-year course (AVHS Only). Open to Grades 11, 12. Prerequisite: Math IV or Intermediate Algebra. Meets the “g” UC/CSU Requirement for Electives. This course includes individual and small group problem solving geared towards real life situations and non-traditional problems. Problem solving strategies include: draw a diagram, eliminate possibilities, make a systematic list, look for a pattern, guess and check, solve an easier related problem, sub-problems, use of manipulatives, working backward, acting it out, unit analysis, use of algebra, finite differences, and many others. Divergent thinking and effective communications skills, both oral and written, will be emphasized and advanced. The class is designed to teach students to think more effectively and vastly increase their problem solving ability. MATH ANALYSIS: One-year course. Open to Grade 12. Prerequisite: Intermediate Algebra or Pre Calculus with a grade of C or better, or Math IV or V with a grade of B or better. Passage of Pre Calculus is highly recommended. Meets the “c” UC/CSU Requirement for Mathematics. This course covers two sets of math topics. One semester provides a basic introduction to Differential and Integral Calculus. This section of the course deals with continuity, Rates of Change, Limits, Techniques of Differentiation, fundamental Theorem of Calculus, and Applications of Integration. The other semester presents various “Real World” applications of mathematics: Management Science (Networks and Circuits, Task Scheduling, Critical Path Analysis), Game Theory, Fair Division of Assets, Political Apportionment, Time Value of Money and its applications to Investing and Borrowing and Decision Analysis (including Probability and Expected Value). This course is intended for students who seek a basic understanding of Calculus, but not the theoretical depth of an AP course. COMPUTER SCIENCE: One-year course. Open to Grades 9, 10, 11, 12. Prerequisite: Completion of Algebra or the equivalent. Meets the “g” UC/CSU Requirement for Electives. This course is an introductory course in computer science. The primary objectives of this course are to teach students how to write logically structured, well-documented computer programs. Included will be an overview of programming methodology, analysis and development of algorithms relevant to problem solving, and data structures and their applications such as, but not limited to, constants, variables, strings, vectors, structures/classes, and dynamic allocation. An understanding of the basic hardware and software components of computer systems and the responsible use of these systems are integral parts of the course. AP COMPUTER SCIENCE: One-year course. Open to Grades 10, 11, 12. Recommended: Completion of Computer Science with a grade of B or better or instructor approval. Meets the “g” UC/CSU Requirement for Electives. This course is an introductory course in computer science. Because the design and implementation of computer programs to solve problems involve skills that are fundamental to the study of computer science, a large part of the course is built around the development of computer programs that correctly solve a given problem. These programs are understandable, adaptable, and, when appropriate, reusable. The design and implementation of computer programs is used as a context for introducing other important aspects of computer science, including the development and analysis of algorithms, the development and use of fundamental data structures, the study of standard algorithms and typical applications, and the use of logic and formal methods. In addition, the responsible use of these systems is an integral part of the course. The course is intended to serve both as an introductory course for computer science majors and as a course for people who will major in other disciplines that require significant involvement with technology. This course prepares the student for the AP Computer Science A Examination given in May, for which the student may receive college credit. AP STATISTICS: One-year course. Open to Grades 11, 12. Recommended: “B” or better in Intermediate Algebra. Meets the “c” UC/CSU Requirement for Mathematics. The topics for AP Statistics are divided into four major themes: Exploratory Analysis- 20–30 percent of the AP exam, Planning and Conducting a Study- 10–15 percent of the AP exam, Probability- 20–30 percent of the AP exam, and Statistical Inference- 30–40 percent of the AP exam. Exploratory analysis of data makes use of graphical and numerical techniques to study patterns and departures from patterns. Planning and Conducting a Study looks at how data must be collected according to a well-developed plan if valid information is to be obtained. Probability is the tool used for anticipating what the distribution of data should look like under a given model. Statistical inference guides

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the selection of appropriate models. This course prepares the student for the AP Statistics Examination given in May, for which the student may receive college credit. AP CALCULUS AB: One-year course. Open to Grades 9, 10, 11, 12. Recommended: Completion of Pre-Calculus with a grade of B or higher. Meets the “c” UC/CSU Requirement for Mathematics. Calculus AB is primarily concerned with developing the students’ understanding of the concepts of calculus and providing experience with its methods and applications. The courses emphasize a multi-representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. The connections among these representations also are important. The course is intended to be challenging and demanding. Topics include Functions, Graphs and Limits, Derivatives and Integrals. The focus of the course is neither manipulation nor memorization of an extensive taxonomy of functions, curves, theorems, or problem types. This course prepares the student for the AP Calculus AB Examination given in May, for which the student may receive college credit. AP CALCULUS BC: One-year course. Open to Grades 9, 10, 11, 12. Recommended: Completion of Pre-Calculus with a grade of B or higher. Meets the “c” UC/CSU Requirement for Mathematics. Calculus BC is an extension of Calculus AB rather than an enhancement; common topics require a similar depth of understanding. The course is intended to be challenging and demanding. The course covers all topics listed in the Calculus AB course with more depth. Additionally, the topic of Polynomial Approximations and Series is covered. This course prepares the student for the AP Calculus BC Examination given in May, for which the student may receive college credit. MULTIVARIABLE CALCULUS: One-year course. Open to Grade 12. Prerequisite: Completion of Calculus BC with a grade of C or higher. Meets the “c” UC/CSU Requirement for Mathematics. This course is intended for those who intend to go on to pursue a degree in mathematics or engineering. It is meant to deepen a student’s understanding of calculus concepts and have them be able to apply this knowledge to functions of multiple variables. Since there is no AP exam for the class, it is recommend students who enroll should attempt to earn credit by examination through the college they decide to attend. ALGEBRA ESSENTIALS: One-year course. Open to Grades 11, 12. Prerequisite: Previous enrollment in Algebra (or the equivalent). Meets the Algebra graduation requirement. Note: This course does not meet the UC/CSU “c” Requirement for mathematics. This course presents the essential principles and concepts of algebra, including linear and quadratic equations, graphical relationships, linear inequalities, polynomials and manipulating rational expressions.

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PHYSICAL EDUCATION

All courses are offered at both high schools unless otherwise noted. PE COURSE 1 – FRESHMEN: One-year course. Open to Grade 9. This course is designed to give students the opportunity to learn through a comprehensive, sequentially planned kinesiology and 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. Emphasis is placed on students analyzing skills for effective movement. Units of instruction include introduction to advanced kinesiology and physical education principles, fitness (including fitness technology), aquatics, rhythms, dance, and individual and dual activities. The FITNESSGRAM test will be administered to all students during the spring quarter. PE COURSE 2- TEAM SPORTS: One-semester course. Open to Grades 10, 11, 12. Prerequisite: PE Course 1- Freshmen. Course may be repeated for credit. This course is designed to give students the opportunity to learn through a comprehensive, sequentially planned kinesiology and physical education program in accordance with the California Model Content Standards for Physical Education. Students will continue to be empowered to make choices, meet challenges and develop positive behaviors in fitness, wellness and movement activity for a lifetime. This course will build upon the skills gained from PE Course 1. Emphasis is placed on students analyzing skills for effective movement. Units of instruction include team sports, introduction to advanced kinesiology and physical education principles, fitness (including fitness technology), gymnastics/tumbling, and combatives. PE COURSE 2- LIFETIME FITNESS: One-semester course. Open to Grades 10, 11, 12. Prerequisite: PE Course 1- Freshmen. Course may be repeated for credit. This course is designed to give students the opportunity to learn through a comprehensive sequentially planned kinesiology and physical education program in accordance with the California Model Content Standards for Physical Education. Students will continue to 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 analyzing skills for effective movement. Units of instruction include introduction to advanced kinesiology and physical education principles, fitness (including fitness technology), team activities, group fitness, nutrition, gymnastics/tumbling, aquatics and combatives. PE COURSE 2- WEIGHT TRAINING & CONDITIONING: One-year course. Open to Grades 10, 11, 12. Prerequisite: PE Course 1- Freshmen. Course may be repeated for credit. This course is designed to give students the opportunity to learn through a comprehensive, sequentially planned kinesiology and physical education program in accordance with the California Model Content Standards for Physical Education. Students will continue to be empowered to make choices, meet challenges and develop positive behaviors in fitness, wellness and movement activity for a lifetime. This course will build upon the skills gained from PE Course 1. Emphasis is placed on students analyzing skills for effective movement. Units of instruction include weight training and conditioning, introduction to advanced kinesiology and physical education principles, fitness (including fitness technology), gymnastics/tumbling, aquatics, and combatives.

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PE COURSE 2- ATHLETIC PE: One-year course. Open to Grades 10, 11, 12. Prerequisite: PE Course 1- Freshmen and current participation on an interscholastic sport. Course may be repeated for credit. This course is designed to give students the opportunity to learn through a comprehensive, sequentially planned kinesiology and physical education program in accordance with the California Model Content Standards for Physical Education. Students will continue to be empowered to make choices, meet challenges and develop positive behaviors in fitness, wellness and movement activity for a lifetime. This course will build upon the skills gained from PE Course 1. Emphasis is placed on students analyzing skills for effective movement. Students will be grouped together based on their participation in an interscholastic sport. Units of instruction include team sports, weight training, conditioning, introduction to advanced kinesiology and physical education principles, fitness (including fitness technology), gymnastics/tumbling, aquatics, and combatives. PE COURSE 3C BOWLING: One-semester course. (AVHS Only) Open to Grades 11, 12. Prerequisite: PE Course 1- Freshmen. Location: Granada Bowl, Livermore. Students must provide their own transportation to Granada Bowl. Course may be repeated for credit. This course is designed to give students the opportunity to learn through a comprehensive sequentially planned kinesiology and physical education program in accordance with the California Model Content Standards for Physical Education. This course will build upon standards in PE Course 1 and 2, and is designed as an elective PE class for students interested in the sport of bowling. Along with bowling, other units of study will include badminton and handball. DANCE: One-year course. (AVHS Only) Open to Grades 9, 10, 11, 12. Course may be repeated for PE credits. Students will have the option of receiving PE credit for Grades 10-12, or Visual and Performing Arts credit for Grades 9-12. Students will refine their physical conditioning and control of movement while expressing themselves rhythmically to music. Students will also analyze the function of dance in past and present cultures throughout the world as well as study and demonstrate vocabulary and movement in the areas of ballet, jazz, tap, hip hop, lyrical, musical theatre and cultural/folk dance.

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SCIENCE

All courses are offered at both high schools unless otherwise noted.

LIFE SCIENCE BIOLOGICAL SCIENCE: One-year course. Open to Grades 9, 10, 11, 12. Meets the Life Science graduation requirement. Note: This course does not meet the UC/CSU “d” requirement for Laboratory Science. This course introduces students to the study of living things, the characteristics and needs that all living things have in common, the changes and ways that all living things depend upon Earth and its resources. Nature of science, cells and heredity, life over time, diversity of living things, ecology and human biology are all topics that will be studied in this course. It integrates the study of earth science and chemistry into the study of biological science where appropriate. BIOLOGY: One-year course. Open to Grades 9, 10, 11, 12. Prerequisite: Completion of One-year or concurrent enrollment in Algebra. Meets the UC/CSU “d” requirement for Laboratory Science. This course introduces students to the study of life with an emphasis on investigation and experimentation. The major concepts studies include the as a whole, and how continuity in the biosphere is maintained through cells, DNA, genetics, heredity and evolution. Molecular biology through biotechnology techniques will be addressed. The course includes critical biological issues, which profoundly affect the biosphere such as global warming, waste management and pollution. Students are expected to read at or above grade level and to be capable of independent as well as meaningful collaborative work. ANATOMY AND PHYSIOLOGY: One-year course. Open to Grades 11, 12. Recommended: Biology or Chemistry with a grade of B or better. Meets the UC/CSU “d” requirement for Laboratory Science. Students will study the major human body systems. The course focuses on how anatomical structure relates to physiological function. Topics of study will include how the human body systems interact to maintain the health of the body as a whole. Laboratory dissection will be required, including a six week comparative anatomy dissection using the cat. Throughout the year, students will explore related health careers utilizing field trips and guest speakers. ANATOMY AND PHYSIOLOGY FOR HEALTH CARE PROFESSIONALS: One-year course (AVHS Only). Open to Grades 11, 12. Prerequisite: Completion of Biology with a grade of B or better. Pending approval to meet the UC/CSU “d” requirement for Laboratory Science. Preference will be given to Health and Bioscience Academy students. Students will study the organization and function of the human body systems. There will be an emphasis on skeletal, muscular, and visceral systems. This course will also focus on career planning and management, developing effective communication skills, and preparation for a career in a health and/or medical field. Students cannot get credit for both this course and Anatomy-Physiology. This course can be used as the capstone class for Health & Bioscience Academy recognition but any student interested in a health or medical field is welcome.

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BIOTECHNOLOGY: One-year course. (AVHS Only) Open to Grades 10, 11, 12. Prerequisite: Completion of Biology or Biological Science with a grade of B or better, and Chemistry with a grade of C or better or concurrent enrollment. Meets the UC/CSU “d” requirement for Laboratory Science. Biotechnology is a lab-intensive course designed to combine molecular biology with practical applications. Students will be exposed to DNA fingerprinting, gene mapping, electrophoresis and DNA spooling, as well as activities that relate biotechnology to daily life. Students will also have the opportunity to address social and ethical issues surrounding biotechnology. This course offers the student an opportunity to experience the basics of microbiology, human genetics, biotechnology, and exploration of bioethical issues. This course will encourage students to take more science in high school. Students will learn valuable skills that are transferable to biotechnology related technical fields and/or college lab science jobs. This course is articulated with the Ohlone College Associate of Science Biotechnology program. BOTANY: One-year course. (AVHS Only) Open to Grades 10, 11, 12. Prerequisite: Completion of Biology with a grade of C or better. Meets the UC/CSU “d” requirement for Laboratory Science. Students will utilize sound scientific investigative techniques to study aspects of the botanical world. Individual and laboratory/field work will be emphasized as students explore plant anatomy and physiology, plant nutrition, plant genetics, plant reproduction and development, plant evolution, plant taxonomy, and plant ecology. ZOOLOGY: One-year course. Open to Grades 10, 11, 12. Prerequisite: Completion of Biology with a grade of C or better, or Biological Science with a grade of B or better. Meets the UC/CSU “d” requirement for Laboratory Science. This course covers the Animal Kingdom, including the major phyla. This course will study each phylum, including classification, ecology, environmental issues, behaviors, relationships, anatomy, and physiology. The unity and diversity of animal life and the manner in which structure and function complement each other are basic themes. The course places a strong emphasis on comparative anatomy and dissection of preserved organisms as a part of the expected laboratory experiences. AP BIOLOGY: One-year course. Open to Grades 11, 12. Recommendation: Completion of Biology and Chemistry with a grade of B or better. Students are encouraged to take Physics. Meets the UC/CSU “d” requirement for Laboratory Science. This course is designed to be equivalent to a college introductory biology course. This course will differ significantly from the first biology course with respect to the level of the textbook used, the range and depth of topics covered, the kind of laboratory work done by the students, and the time and effort required of the students. The text used will be the same as those used by college biology majors. The labs will be close to those done by college students. This course prepares the student for the AP Biology Examination given in May, for which the student may receive college credit. SCIENCE RESEARCH: One-year course. (AVHS Only) Open to Grades 10, 11, 12. Recommendation: Completion of Algebra or Math I, Biology, and either Chemistry, Conceptual Physics or Physics with a grade of C or better. Pending approval to meet the UC/CSU “d” requirement for Laboratory Science. Students in the course will experience the research process and learn skills such as literature analysis, hypothesis formation, experimental design, data collection, data analysis, scientific writing, ethics of scientific research, scientific collaboration, peer review process, research funding and presentation skills. Students will have an opportunity to choose their area of focus for their long-term research projects. Research topics may include both the biological and physical sciences. Students will be expected to participate in science fair or similar events.

PHYSICAL SCIENCE PHYSICAL SCIENCE: One-year course. Open to Grades 9, 10, 11, 12. Meets the Physical Science graduation requirement. Note: This course does not meet the UC/CSU “d” requirement for Laboratory Science. This course provides an introduction to the physical world around us by combining elements of physics, chemistry, and earth science. The major emphasis of this course is tools and nature of science, properties and structure of matter, energy and earth and space science.

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CONCEPTUAL PHYSICS: One-year course. Open to Grades 9, 10, 11, 12. Prerequisite: Completed or concurrent enrollment in Algebra (or the equivalent). Meets the UC/CSU “d” requirement for Laboratory Science. This course is a laboratory-based science course for ninth graders. It will provide basic knowledge in the concepts of physics, which are more than a part of physical science. Physics is the most basic of all sciences and in this course it is melded in a way to stimulate student interest. This course will build a conceptual base in physics concepts, which can then be applied to other sciences such as chemistry and biology. This course will provide students with a strong foundation in physics for future work in other sciences. It will also reinforce the fundamentals of algebra. CHEMISTRY: One-year course. Open to Grades 9, 10, 11, 12. Prerequisite: Completion of Algebra (or the equivalent) with a grade of C or better. Meets the UC/CSU “d” requirement for Laboratory Science. Chemistry deals with the nature of materials in our world and how they change and combine. This course ties basic chemistry principles to contemporary societal and technological issues. Students will gain insight into the interdisciplinary and the thematic nature of chemistry. Topics include the atomic model of matter, chemical reactions, chemical equilibrium, thermo chemistry, kinetics, stoichiometry, bonding and molecular structure. Laboratory experiments and demonstrations are used to introduce and support concepts. Mathematics processes, including basic algebra, are utilized throughout the course. Students should expect to spend time outside of class, especially in the areas of reading, problem solving, and preparation of lab reports. PHYSICS: One-year course. Open to Grades 9, 10, 11, 12. Prerequisite: Completion of Algebra and Geometry (or the equivalent) with a grade of B or better. Recommendation: Concurrent enrollment in Pre-Calculus. Meets the UC/CSU “d” requirement for Laboratory Science. Physics is concerned with describing the relationship between matter and energy. Topics include: motion and the relationship of force and motion; thermodynamics; wave behavior (light, sound, etc.); electric and magnetic concepts. AP CHEMISTRY: One-year course. Open to Grades 11, 12. Recommendation: Completion of Chemistry with a grade of B or better, or completion or concurrent enrollment in advanced math and Physics. Meets the UC/CSU “d” requirement for Laboratory Science. This is a college level course. It will be rigorous and careful preparation will be required. The course will extend and deepen those concepts developed in the first year chemistry class. This course prepares the student for the AP Chemistry Examination given in May, for which the student may receive college credit. AP PHYSICS: One-year course. Open to Grades 11, 12. Recommendation: Completion of Physics with at grade of B or better and concurrent enrollment in AP Calculus. Meets the UC/CSU “d” requirement for Laboratory Science. This course covers the equivalent of the mechanics and the electricity and magnetism portions of a calculus-based physics course. These are the two main portions of the first year sequence of introductory college physics. Many first year college courses include other topics that are not included in this course. A college level text and college level lab experiences will be part of the course. This course prepares the student for college or university–level physics and the AP Physics C- Electricity and Magnetism Examination given in May, for which the student may receive college credit.

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SOCIAL SCIENCE

All courses are offered at both high schools unless otherwise noted.

GLOBAL STUDIES: One-semester course. Open to Grade 9. Meets the UC/CSU “a” requirement for History/Social Science. This one-semester course is required for all ninth grade students. Geography and cultural studies are integrated into each unit as appropriate. Emphasis is placed on the unresolved problems of the modern world. HONORS GLOBAL STUDIES: One-semester course. Open to Grade 9. Recommended: Grade of B or higher in previous Social Science courses. Meets the UC/CSU “a” requirement for History/Social Science. This course is an enriched class for very able and well-motivated students. It follows the same curriculum outline as Global Studies, but is taught at a faster pace and will require students to examine unresolved problems in more depth. Assignments in the course are more demanding than those in the Global Studies course. A research project and presentation on an unresolved problem in the modern world is required. WORLD HISTORY 2/3: One-year course. Open to Grade 10. Meets the UC/CSU “a” requirement for History/Social Science. This course will examine the major turning points that shaped the modern world from the late 18th century to the present. HONORS WORLD HISTORY 2/3: One-year course. Open to Grade 10. Recommendation: Completion of Global Studies with a grade of A or higher or a grade of B or higher in Honors Global Studies. Summer coursework may be required. Meets the UC/CSU “a” requirement for History/Social Science. This course covers themes and topics of World History 2/3 in more depth and detail. The greater variety and complexity of original source materials, more challenging research projects and more thorough investigation of various controversies in historical perspective and interpretation will enable students to better prepare for further work in honors and AP level history and social science. AP WORLD HISTORY: One-year course. Open to Grade 10. Recommendation: Completion of Global Studies with a grade of A or higher or a grade of B or higher in Honors Global Studies. Summer coursework may be required. Meets the UC/CSU “a” requirement for History/Social Science. The AP World History course content is structured around the investigation of five course themes and 19 key concepts in six different chronological periods, from approximately 8000 B.C.E. to the present. The course provides a clear framework of six chronological periods viewed through the lens of related key concepts and course themes, accompanied by a set of skills that clearly define what it means to think historically. This course prepares the student for the AP World History Examination given in May, for which the student may receive college credit. US HISTORY: One-year course. Open to Grade 11. Meets the UC/CSU “a” requirement for History/Social Science. The emphasis of this year-long course is on United States history in the 20th century. Included in the course is a review of the ideals shaping the nation’s beginnings and it’s history to 1900. Major topics include the Progressive Era, the Jazz Age, the Great Depression, World War II, the Cold War, hemispheric relationships in the postwar period, the civil rights movement, American society in the postwar era, and the United States in recent times. Literature and primary source documents will be used throughout the course.

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AP US HISTORY: One-year course. Open to Grade 11. Recommendation: Completion World History with a grade of A, Honors World History with a grade of B or higher, or AP World History with a grade of C or higher. Summer coursework may be required. Meets the UC/CSU “a” requirement for History/Social Science. This course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in U.S. history. It prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full year introductory college courses. Students should learn to assess historical materials - their relevance to a given interpretive problem, reliability, and importance - and to weigh the evidence and interpretations presented in historical scholarship. Students develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format. This course prepares the student for the AP U.S. History Examination given in May, for which the student may receive college credit. CIVICS: One-semester course. Open to Grade 12. Meets the UC/CSU “a” requirement for History/Social Science. Civics is a required one-semester course open to all seniors. The course is designed to give students the opportunity to better understand how government works, how it is a dynamic and exciting process, and how it impacts each student. Units of study will include democracy, federalism, elections and politics, a study of the three branches of government, state and local government, comparative government, and civil liberties and civil rights. ECONOMICS: One-semester course. Open to Grade 12. Meets the UC/CSU “g” requirement for Electives. This course is a study of basic economic theory. It includes a study of the laws of supply and demand, price, unions, government fiscal policies, money supply, banking, unemployment, inflation, stock markets and foreign trade. SHELTERED SOCIAL STUDIES: One-semester or One-year courses. Open to Grades 9, 10, 11, 12. One-year fulfills the UC/CSU “a” requirement for History/Social Science. Sheltered Global Studies: Open to Grade 9 (semester) Sheltered World History: Open to Grade 10 (year) Sheltered U.S. History: Open to Grade 11 (year) Sheltered Civics/Economics: Open to Grade 12 (year) The objective of these classes for English learners is to provide “sheltered” instruction in English for the curriculum of each level of Social Studies. The courses use various methods to enhance the material with sheltering techniques such as visual cues, revision, and mapping. Another objective of these classes is to enhance English proficiency and fluency through listening, speaking, reading, and writing exercises which focus on Global Studies, World History, U.S. History, Civics, and Economics as the content. HONORS CIVICS: One-year course. (AVHS Only) Open to Grade 12. Prerequisite: Enrollment by application. Summer coursework may be required. Pending approval to meet the UC/CSU “a” requirement for History/Social Science. The Honors Civics course (“We the People” emphasis) is a One-year course designed for the highly motivated and orally proficient student. Students participate in “We the People”, the citizen and the constitution competition, run by the Center for Civic Education. The students may compete on the District, Regional, State and National levels in this competition. This course involves both the study of general concepts used to interpret U.S. policies and analysis of specific case studies. It also requires familiarity with the various institutions, groups, beliefs and ideas that make up the American political reality.

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AP U.S. GOVERNMENT AND POLITICS (“WE THE PEOPLE” EMPHASIS): One-semester course. (FHS Only) Open to Grade 12. Prerequisite: Enrollment by application. Summer work may be required. Meets the UC/CSU “a” requirement for History/Social Science. This course is a One-semester course designed for the highly motivated and orally proficient student who wishes to earn college credit in government through the Advanced Placement Examination process. In addition, all students will participate in “We the People”, the Citizen and the Constitution Competition run by the Center for Civic Education. Students will compete on the District, Regional, State and National levels in this competition. The course is designed to give students a critical perspective on the Constitution, government and politics of the United States. This course involves both the studies of general concepts used to interpret U.S. policies and the analysis of specific case studies. It also requires familiarity with the various institutions, groups, beliefs, and ideas that make up the American political reality. This course prepares the student for the AP U.S. Government and Politics Examination given in May, for which the student may receive college credit. AP U.S. GOVERNMENT AND POLITICS/AP MACROECONOMICS: One-year course. Open to Grade 12. Recommendation: Completion of U.S History with a grade of A, or AP U.S. History with a grade of B or higher. Summer coursework may be required. Meets the UC/CSU “a” requirement for History/Social Science (AP U.S Government and Politics) and the UC/CSU “g” requirement for Electives (AP Macroeconomics). AP U.S. Government and Politics is designed for the highly motivated and orally proficient student who wishes to earn college credit in government through the Advanced Placement Examination process. It involves both the studies of general concepts used to interpret U.S. policies and the analysis of specific case studies. It also requires familiarity with the various institutions, groups, beliefs, and ideas that make up the American political reality. AP Macroeconomics gives students a thorough understanding of the principles of economics that apply to an economic system as a whole. The course places particular emphasis on the study of national income and price-level determination, and also develops students’ familiarity with economic performance measures, the financial sector, stabilization policies, economic growth, and international economics. This course prepares the student for the AP U.S. Government and Politics Examination, and the AP Macroeconomics Examination given in May, for which the student may receive college credit.

SOCIAL SCIENCE ELECTIVES AP HUMAN GEOGRAPHY: One-year course. Open to Grades 11, 12. Recommendation: Completion of prior Social Science course with a grade of B or better. Meets the UC/CSU “a” requirement for History/Social Science. The aim of this course is to provide students with a learning experience equivalent to that obtained in most college-level introductory human geography courses. The course introduces students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students learn to employ spatial concepts and landscape analysis to examine human socioeconomic organization and its environmental consequences. They also learn about the methods and tools geographers use in their research and applications. This course prepares the student for the AP Human Geography Examination given in May, for which the student may receive college credit. AP PSYCHOLOGY: One-year course. Open to Grades 11, 12. Recommendation: Completion of prior Social Science course with a grade of B or better. Meets the UC/CSU “g” requirement for Electives. The AP Psychology course is designed to introduce students to the systematic and scientific study of the 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 subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice. This course prepares the student for the AP Psychology Examination given in May, for which the student may receive college credit. COMPARATIVE STUDY OF WORLD RELIGIONS: One-semester course (FHS Only). Open to Grades 11, 12. Prerequisite: Completion of World History 2/3. Meets the UC/CSU “g” requirement for Electives. Students will explore the belief systems, history and Weltaschauung of the major religions as well as those of Native American, sub-Saharan African and Asian subcultures. Emphasis will be placed upon the similarities

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and differences among religions, with particular consideration given to the concept of tolerance of others’ beliefs and practices. INTRODUCTION TO PSYCHOLOGY: One-semester course. Open to Grades 11, 12. Meets the UC/CSU “g” requirement for Electives. This is a one-semester course studying the puzzles of human behavior using an eclectic approach for the exploration of historical and contemporary models of personality, development and consciousness from biological and environmental perspectives. At AVHS, this course is offered in conjunction with Creative Writing. LAW AND SOCIETY: One-semester course (FHS Only). One-year course (AVHS Only). Open to grades 9, 10, 11, 12. One-year course meets the UC/CSU “g” requirement for Electives. This course will introduce students to the legal system and will provide a historical and comparative perspective of the law. Students will study the differences and importance of criminal, civil, and juvenile law. Legal ideas and the development of legal reasoning are emphasized. The course will also examine law and the Supreme Court as mechanisms for social change in the areas of civil rights and liberties. In the year-long course, students will also use these skills to apply legal concepts to current real-world social problems, as well as anticipate those of tomorrow. Students will have opportunities for career exploration in the field of law. SPECIAL TOPICS IN PSYCHOLOGY: One-year course. (AVHS Only) Open to Grade 12. Prerequisite: Completion of AP Psychology. Meets the UC/CSU “g” requirement for Electives. This course is designed for the student who has completed AP Psychology and is interested in continuing his/her study of specialized disciplines such as social psychology, psychopathology and treatment, health psychology, and developmental psychology. Using the coursework in AP Psychology as a foundation, students will explore each of the selected disciplines in greater depth and with the opportunity for personal, social and cultural applications. Additionally, each area will be examined from a neuroscience perspective, emphasizing the relationship between brain and behavior. The culminating activity of the course will be a comprehensive project demonstrating the student’s ability to design, implement, and evaluate psychological research using sound scientific and psychological principles.

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SPECIAL EDUCATION

Note: Courses in this department meet graduation requirements, however they do not meet UC/CSU requirements. Students with current Individual Education Plans are eligible to take courses in this

department. All courses are offered at both high schools unless otherwise noted.

FUNDAMENTALS OF ALGEBRA 1A: One-year course. Open to Grades 9, 10, 11. Prerequisite: Algebra Readiness. This is the first course in a two year course series. Successful completion of Fundamentals of Algebra IA and Fundamentals of Algebra 1B meets the Algebra graduation requirement. FUNDAMENTIALS OF ALGEBRA 1B: One-year course. Open to Grades 10, 11, 12. Prerequisite: Successful completion of Fundamentals of Algebra 1A. This course includes review and further application of algebraic concepts and problems presented in Fundamentals of Algebra 1A. Successful completion of Fundamentals of Algebra 1B meets the Algebra graduation requirement. RSP/SDC ENGLISH: One-year course. Open to Grades 9, 10, 11, 12. Instruction is provided in the areas of writing, reading, vocabulary development, grammar, spelling, listening, oral expression, and study skills. Students will analyze grade level core curriculum texts. SDC MATHEMATICS: One-year course. Open to grades 9, 10, 11, 12. Course work may include an introduction to and/or review of basic whole number operations, fractions, decimals, percents, measurement, number theory, word problems, and practical applications and pre-algebraic and algebraic concepts. The goal of SDC math is to ready students for RSP math. SDC GLOBAL STUDIES: One-semester course. Open to Grade 9. This geography course utilizes relevant reference materials, vocabulary, and concepts to study how the physical world affects people and how people affect their environment. SDC HEALTH EDUCATION: One-semester course (AVHS Only). Open to Grade 9. The course covers all curriculum taught in the general education classroom. Students will study the physical, mental, emotional, and social factors of health. There is a focus on learning the role students can play in maintaining their own health through deliberate behaviors and responsible decision making. Topics include life management skills; mental and emotional well being; diseases and disorders; substances and abuse; nutrition and physical fitness; family life education; HIV/AIDS: injury prevention and first aid; and careers in the health field. RSP/SDC WORLD HISTORY: One-year course. (RSP World History- AVHS only) Open to Grade 10. This course is designed for students who require a modified presentation of Western European and Non-Western history and cultures including geographical, social, economic and political systems. RSP/SDC U.S. HISTORY: One-year course. (RSP U.S. History- AVHS only) Open to Grade 11. This course is a modified survey of United States political, social, and economic history covering the same time period and standards as the general education U.S. History class.

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RSP/SDC GOVERNMENT (CIVICS): One-semester course. (RSP Government- AVHS only) Open to Grade 12. This course is designed for students requiring a modified approach to the study of the Constitution, the branches of government, political parties, laws and rights, government systems, state and local government, and the responsibilities of citizenship. RSP/SDC ECONOMICS: One-semester course (RSP Economics- AVHS only) Open to Grade 12. This course is designed for students requiring a modified approach to the study of systems of exchange, economic institutions, the role of government, markets, including the effect of economics on international relations. RSP/SDC LEARNING LAB: One-semester course. Open to Grades 9, 10, 11, 12. Classes are designed to meet the needs of resource and special day class students who are main-streamed or for some classes. Instruction is provided in areas of time management, study skills, career planning, and coping with disabilities. Support for mainstream classes is provided; however, this is not a study hall. This course may be repeated as determined by the Individual Education Plan. INTRODUCTION TO LIFE SKILLS: One-semester course. Open to Grades 9, 10, 11, 12. This course is a basic overview of the elements in adult life including the following: work, recreation/leisure, home/independent living, community and post-secondary training options. Students will go through an assessment of their current life skills and employment readiness. Students will become aware of their learning styles, intelligence strengths, disabilities, personalities and values. Understanding of, and participation in, the development of their Individual Education Plan will be incorporated.

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VISUAL & PERFORMING ARTS

All courses are offered at both high schools unless otherwise noted.

VISUAL ARTS ART 1: One-year course. Open to Grades 9, 10, 11, 12. Meets the UC/CSU “f” requirement for Visual and Performing Arts. This course introduces students to major periods in the history of art, the elements of art, the principles of design, and basic art vocabulary through projects and assignments using a variety of media and a sequenced approach to instruction. Observation of forms in the natural and human environments and artwork using these forms will be the basis for understanding design and composition. Using both verbal and written forms of expression, students will view, describe, interpret and analyze work of the cultures, artists and art movements whose ideas have most shaped the visual arts today. Students will also learn to describe, analyze and evaluate their own artwork and the artwork of other students. Students will do some research into careers in fine and commercial art. ART 2: One-year course. Open to Grades 10, 11, 12. Prerequisite: Completion of Art 1. Meets the UC/CSU “f” requirement for Visual and Performing Arts. Advanced art students will continue their exploration of artistic perception, art production, art history and aesthetic valuing introduced in Art 1. Students will deepen their understanding of the Elements of Art and Principles of Design through structured, academic studies. Students will be expected to apply previously taught concepts in new and innovative ways. The curriculum emphasizes challenging, open-ended artistic problems requiring independent creative thinking. Using both verbal and written forms of expression, students will view, describe, interpret and analyze work of the cultures artists and art movements whose ideas have most shaped the visual arts today. Students will also learn to describe, analyze, evaluate, and defend their artwork and the artwork of others. Students will research careers in fine and commercial art. ART 3: One-year course. Open to Grades 11, 12. Prerequisite: Completion of Art 2. Meets the UC/CSU “f” requirement for Visual and Performing Arts. Advanced Art students will continue their exploration of artistic perception, art production, art history and valuing art. Part of the program includes a student and teacher collaborative that writes a series of assignment (unit) contracts targeted to specific areas of interest to the student. These areas may include, but are not limited to, fine arts, commercial arts, museum or gallery management or some other area of career interest. Each contract will involve a topic, selected goals which advance the student’s artistic perception, art production skills, knowledge of historical background of topic and strategies to analyze and evaluate the topic assignment. In each contracted area of study, students will use research skills, writing, presentation techniques, and developing production skills to create an in-depth class presentation of the chosen area. A lab donation is requested for materials and equipment. PHOTOGRAPHY 1: One-year course: Open to Grades 9, 10, 11, 12. Meets the UC/CSU “f” requirement for Visual and Performing Arts. This course will begin with an introduction to the basic fundamentals of black and white photography, including digital. Students will learn camera mechanics and handling, correct exposure, processing, printing and composition. Students will be required to analyze and write descriptive responses to all work produced in the class. The class will emphasize hands-on projects but will include tests and quizzes as well as other written work. In addition to traditional photographic processing, students will be given the opportunity to

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use computers for creating digital images. The course will also explore the history of photography and career opportunities. A lab donation is requested for materials and equipment. PHOTOGRAPHY 2: One-year course. Open to Grades 10, 11, 12. Prerequisite: Completion of Photography 1. Meets the UC/CSU “f” requirement for Visual and Performing Arts. This course is designed for the student interested in furthering his/her personal photographic vision. It will require a high degree of independent outside work as well as classroom lab time. A much greater emphasis will also be placed on developing computer skills necessary for image manipulation. Areas of study will include composite photography, still life arrangements, and selective focus, extended time exposures, self-portraits, artificial light and multiple exposures. Self-evaluations including analysis and descriptive reporting will be required. A career search and the exploration of the historical significance of photography will also be part of the curriculum. A lab donation is requested for materials and equipment. PHOTOGRAPHY 3: One-year course. Open to Grades 11, 12. Prerequisite: Completion of Photography 2. Pending approval to meet the UC/CSU “f” requirement for Visual and Performing Arts. This advanced course covers more complex areas in the study of design and in the technical aspects of film and digital photography. Students will explore the progression of their work thus far and determine and area of concentration for their assignments and projects. They will look to historical and contemporary examples of quality photography for inspiration. In groups, they will examine the power of images and the role they play in our changing, visually-dense world. Students will build on their basic understanding of the history of photography. They will now analyze the progression of ideas and techniques to discover and predict the future and significance of images in our daily lives. Students will also look at a variety of career opportunities in traditional and non-traditional settings. A lab donation is requested for materials and equipment. AP STUDIO ART- 2-D DESIGN: One-year course. Open to Grades 11, 12. Recommended: Completion of Art 2 or Photography 2. Meets the UC/CSU “f” requirement for Visual and Performing Arts. Students will continue their exploration of artistic perception, art production, art history and valuing art under the parameters of the requirements for the Advanced Placement Studio Art portfolio. The student submits this portfolio for adjudication during the time of the AP testing schedule in May. The student’s goal in taking this course is to experience a college level art program and to develop a portfolio of sufficient quality to earn credits towards university matriculation. A lab donation is requested for materials and equipment. DIGITAL ART: One-year course. Open to Grades 9, 10, 11, 12. Meets the UC/CSU “f” requirement for Visual and Performing Arts. This course incorporates both a theoretical and applied knowledge to graphic art and traditional art. This comprehensive program emphasizes the fundamentals of the elements and principles of art and design. The ability to plan and create original works of art will be developed through research, analysis, and critique. Students will develop integrated skill sets that will empower them to utilize visual design. A portfolio will be generated that can be used to demonstrate their abilities for college entrance or employment in the visual arts field. A lab donation is requested for materials and equipment. CERAMICS 1: One-year course. Open to Grades 9, 10, 11, 12. Meets the UC/CSU “f” requirement for Visual and Performing Arts. This course introduces students to the fundamentals of hand-built and thrown ceramics. Students will analyze and evaluate their work and the work of others using the vocabulary and language unique to visual arts. Students will study a variety of cultures, from the past to the present and gain an understanding of ceramics within diverse historical and cultural contexts. A lab donation is requested for materials and equipment. CERAMICS 2: One-year course. Open to Grades 10, 11, 12. Prerequisite: Completion of Ceramics 1. Meets the UC/CSU “f” requirement for Visual and Performing Arts. This course expands on the concepts covered in Ceramics 1, including the fundamentals of hand-built and thrown ceramics. Students will continue to analyze and evaluate their work and the work of others using the vocabulary and language unique to the visual arts. Students will study a variety of cultures, from the past to the present, and gain an understanding of ceramics within diverse historical and cultural contexts. A lab donation is requested for materials and equipment.

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CERAMICS 3: One-year course. Open to Grades 11, 12. Prerequisite: Completion of Ceramics 2. Meets the UC/CSU “f” requirement for Visual and Performing Arts. Students will continue their exploration of artistic perception, art production, art history and valuing art. The program is driven by the student and teacher collaborating to write a series of assignment contracts targeted to specific areas of interest to the student. The areas of study will expand what was covered in Ceramics 2, including a more advanced and individualized study of hand-built and thrown ceramics. Students will explore the progression of their work thus far and determine an area of concentration for their assignments and projects. Students will continue to analyze and evaluate their work and the work of others using the vocabulary and language unique to the visual arts. A lab donation is requested for materials and equipment. AP STUDIO ART- 3-D DESIGN: One-year course. Open to Grades 11, 12. Recommended: Completion of Ceramics 2. Meets the UC/CSU “f” requirement for Visual and Performing Arts. Students will continue their exploration of artistic perception, art production, art history and valuing art under the parameters of the requirements for the Advanced Placement Studio Art portfolio. The student submits this portfolio for adjudication during the time of the AP testing schedule in May. The student’s goal in taking this course is to experience a college level art program and to develop a portfolio of sufficient quality to earn credits towards university matriculation. A lab donation is requested for materials and equipment. DRAWING 1: One-year course. (AVHS only) Open to Grades 9, 10, 11, 12. Meets the UC/CSU “f” requirement for Visual and Performing Arts. This course is designed for the student interested in the basic techniques and skills used in observational and expressive drawing. Students will be exposed to a wide variety of drawing tools. The course will challenge students using a variety of projects that will encourage student self-expression, and enhance student knowledge of art process and production. Students will develop the ability to perceive their environment in greater depth and with greater sensitivity. Students will be introduced to Art History and explore career pathways. Additional outside work is required which will include writing, reading and research. A lab donation is requested for materials and equipment. DRAWING 2: One-year course. (AVHS only) Open to Grades 10, 11, 12. Prerequisite: Completion of Drawing 1. Meets the UC/CSU “f” requirement for Visual and Performing Arts. This is an advanced course building upon successful completion of drawing foundation objectives. There is a continued emphasis upon visual problem solving, creative growth, and the use of concepts and media skills for technical expertise and personal expression. There will be increased opportunity for students to exercise aesthetic judgment. Advanced drawing will allow more time for pursuing individual projects, for exploration of art media and techniques, and for developing advanced drawing skills. A lab donation is requested for materials and equipment. AP STUDIO ART: DRAWING: One-year course. Open to Grades 11, 12. Recommended: Completion of Art 2 or Drawing 2. Meets the UC/CSU “f” requirement for Visual and Performing Arts. Students will continue their exploration of artistic perception, art production, art history and valuing art under the parameters of the requirements for the Advanced Placement Studio Art portfolio. The student submits this portfolio for adjudication during the time of the AP testing schedule in May. The student’s goal in taking this course is to experience a college level art program and to develop a portfolio of sufficient quality to earn credits towards university matriculation. A lab donation is requested for materials and equipment. AP ART HISTORY: One-year course. Open to Grades 11, 12. Recommended: College-level reading, writing and research skills. Meets the UC/CSU “f” requirement for Visual and Performing Arts. This course provides secondary students the same learning opportunities as those provided to college students in an introductory college course in art history. AP Art History also provides schools an opportunity to strengthen an area neglected in most curricula. Students in this course gain an understanding of architecture, sculpture, painting, and other art forms within diverse historical and cultural contexts. Students study a variety of cultures, analyzing major forms of artistic expression from the past to the present. Students learn the fundamentals of visual analysis with emphasis on understanding works in context, considering such

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issues as patronage, gender, and the functions and effects of works of art. This course requires a high degree of commitment to academic work and to the purposes of a program designed to meet college standards. This course prepares the student for the AP Art History Examination given in May, for which the student may receive college credit. VIDEO PRODUCTION 1: One-year course. Open to Grades 9, 10, 11, 12. Recommended: One-year of visual art. Meets the UC/CSU “f” requirement for Visual and Performing Arts. Students learn basic composition and will learn to integrate narrative, audio and visual elements into a series of production assignments. During the course of the year, students will build skills in the following three areas of production: pre-production, including planning, storyboarding and scriptwriting; production, including filming, audio recording and lighting; and post-production, including editing, critique and animation. Students will be expected to develop a sense of professional behavior and ethics as they learn about intellectual property rights and responsibilities as well as career opportunities. A lab donation is requested for materials and equipment. VIDEO PRODUCTION 2: One-year course. Open to Grades 10, 11, 12. Prerequisite: Completion of Video Production 1. Meets the UC/CSU “f” requirement for Visual and Performing Arts. Students continue learning composition and will learn to integrate narrative, audio and visual elements into a series of production assignments. During the course of the year, students will build skills in the following three areas of production: pre-production, including planning, storyboarding and scriptwriting; production, including filming, audio recording and lighting; and post-production, including editing, critique and animation. Students will be expected to develop a sense of professional behavior and ethics as they learn about intellectual property rights and responsibilities as well as career opportunities. A lab donation is requested for materials and equipment. VIDEO PRODUCTION 3: One-year course. Open to Grades 11, 12. Prerequisite: Completion of Video Production 2. Meets the UC/CSU “f” requirement for Visual and Performing Arts. Students learn more advanced composition and will learn to integrate narrative, audio and visual elements into a series of production assignments. During the course of the year, students will build skills in the areas of production outlined in Video Production 1 and 2. Additionally, students will learn motion graphic creation, audio production and editing and DVD authoring. Students will be expected to develop a sense of professional behavior and ethics as they learn about intellectual property rights and responsibilities as well as career opportunities. A lab donation is requested for materials and equipment.

PERFORMING ARTS CONCERT CHOIR: One-year course. Open to Grades 9, 10, 11, 12. Course may be repeated for credit. One year meets the UC/CSU “f” requirement for Visual and Performing Arts. (Large Ensemble) Singers receive instruction in vocal technique, reading music and basic music theory. A variety of choral literature, music styles and periods, both sacred and secular, are presented. Students learn stylistic interpretation, as well as development of vocal and musical skills. Open to piano accompanists with audition. Weekend tours may occur as well as clinics, music festivals, evening rehearsals and performances. All performances are mandatory. TREBLE CHOIR: One-year course. Open to Grades 9, 10, 11, 12. Course may be repeated for credit. Prerequisite: Vocal and musical skills audition. One year meets the UC/CSU “f” requirement for Visual and Performing Arts. (Small Ensemble) Singers receive intermediate-level instruction in voice, reading music and basic music theory. A variety of treble choral literature, music styles and periods, both sacred and secular, are presented. Students learn stylistic interpretation, as well as development of vocal and musical skills. Most music sung in class will be used for performances. Open to piano accompanists with audition. Weekend tours may occur as well as clinics, music festivals, evening rehearsals and performances. All performances are mandatory.

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CHAMBER CHOIR: One-year course. Open to Grades 9, 10, 11, 12. Course may be repeated for credit. Prerequisite: Vocal and musical skills audition. One year meets the UC/CSU “f” requirement for Visual and Performing Arts. (Small Ensemble) Singers receive advanced instruction in vocal technique, reading music and advanced music theory. A variety of choral literature, music styles and period, both sacred and secular, are presented. Students learn stylistic interpretation, as well as development of vocal and musical skills. Open to piano accompanists with audition. Weekend tours may occur as well as clinics, music festivals, evening rehearsals and performances. All performances are mandatory. DANCE: One-year course. (AVHS Only) Open to Grades 9, 10, 11, 12. Course may be repeated for PE credits. Students will have the option of receiving PE credit for Grades 10-12, or Visual and Performing Arts credit for Grades 9-12. Students will refine their physical conditioning and control of movement while expressing themselves rhythmically to music. Students will also analyze the function of dance in past and present cultures throughout the world as well as study and demonstrate vocabulary and movement in the areas of ballet, jazz, tap, hip hop, lyrical, musical theatre and cultural/folk dance. DRAMA 1: One-year course. Open to Grades 9, 10, 11, 12. Meets the UC/CSU “f” requirement for Visual and Performing Arts. Students learn the basics of dramatic performing, technical theatre and gain exposure to some historical drama. Students will learn the foundations of performance, improvisation, technical theatre, voice, diction and movement. Students will complete a variety of performances and written assignments that will demonstrate practical and critical thinking skills and performance criteria. DRAMA 2: One-year course. Open to Grades 10, 11, 12. Prerequisite: Completion of Drama 1. Meets the UC/CSU “f” requirement for Visual and Performing Arts. This performance-oriented course is designed to allow the experienced performer to practice his/her skills with more complex acting styles and materials. This course covers backstage and technical aspects of theater, the study of Shakespeare’s comedic style, and research, rehearsal and performance of contemporary scenes and monologues. Students are required to see one live theater performance each semester. THEATRE PRODUCTION: One-year course. Open to Grades 9, 10, 11, 12. (AVHS Only) Meets the UC/CSU “f” requirement for Visual and Performing Arts. This course is centered around theatre design and script analysis in conjunction with learning stage craft technique. Students learn to design and build sets, costumes, lights, and sound for the theatre. This is hands-on experience in all theatrical production elements, with much of the work being used for Amador Drama productions. Students are required to complete 20 hours of outside technical production hours over the entire year. Students will also need to see one live theater performance and write a production critique each semester. ADVANCED DRAMA: One-year course. Open to Grades 11, 12. Prerequisite: Completion of Drama 2. Meets the UC/CSU “f” requirement for Visual and Performing Arts. This class is for the serious drama student and is a continuation of the skills and projects learned in beginning and intermediate drama, with additions in the area of film studies and career preparation in the acting/production industries. Outside hours for internships in the community and school productions will be required of the student. JAZZ 2 (JAZZ BAND “B”): One-year course. Open to Grades 9, 10, 11, 12. Prerequisite: One-year of playing experience and performance audition. Meets the UC/CSU “f” requirement for Visual and Performing Arts. This performance-based class is designed for intermediate students with experience on saxophone, trumpet, trombone, guitar, piano, percussion, drum set, or bass. Knowledge of major/minor scales is required. Students will learn intermediate improvisational techniques and rehearse and perform jazz music in all styles and genres. Music theory and music history are components of this class. The jazz band will perform at festivals, concerts, and community events throughout the year. Attendance at performances is a required portion of the class.

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JAZZ 1 (JAZZ BAND “A”): One-year course. Open to Grades 9, 10, 11, 12. Prerequisite: Two years of playing experience and performance audition. Meets the UC/CSU “f” requirement for Visual and Performing Arts. This performance-based class is designed for advanced students with experience on saxophone, trumpet, trombone, guitar, piano, percussion, drum set, or bass. Knowledge of blues scales, all modes, and major/minor scales is required. Students will learn advanced improvisational techniques and rehearse and perform jazz music in all styles and genres. Music theory and music history are components of this class. The jazz band will perform at festivals, concerts, and community events throughout the year. Attendance at performances is a required portion of the class. MARCHING BAND: One-semester course. (FHS Only) Open to Grades 9, 10, 11, 12. Two semesters of this course will satisfy ten P.E. credits. Ten units of the required twenty units in P.E. may be satisfied in the music department. Note: This course does not meet the UC/CSU “f” requirement for Visual and Performing Arts. This course is designed for the performance-minded music student. The band performs at some home football games, local parades, band reviews, field shows, concerts, celebrations, winter guard shows, and national events. Students are exposed to compositions of various stylistic periods which they perform. Please note: Students will be concurrently enrolled in Marching Band and another school band such as Concert Band, Wind Ensemble, Percussion, Jazz Band 1 or Jazz Band 2. Individual exceptions may be made for students with schedule conflicts or other individual circumstances which may make fulfilling this requirement unfeasible for the student. Attendance at all performances required. CONCERT BAND: One-year course. (FHS Only) Open to Grades 9, 10, 11, 12. Course may be repeated for credit. Recommended: previous experience on a symphonic band musical instrument. Instructor approval. Students must have concurrent enrollment with Marching Band. Individual exceptions may be made for students with schedule conflicts or other individual circumstances which may make fulfilling this requirement unfeasible for the student. One year meets the UC/CSU “f” requirement for Visual and Performing Arts. This is a performance-oriented class designed to allow the intermediate musician to improve and maximize their capabilities on their given instruments. Students will learn and perform music of the concert/symphonic band literature. Performances will include a winter and spring concert and various concert festivals and competitions in which the ensemble is entered. Attendance at all performances required. WIND ENSEMBLE: One-year course (FHS Only) Open to Grades 9, 10, 11, 12. Course may be repeated for credit. Prerequisite: Students must have previous experience on a symphonic band musical instrument. Instructor approval and audition are required to enroll in class. The audition will include a prepared solo, knowledge of all major minor scales, arpeggios, rhythm, and sight reading. Knowledge of musical terminology is required. Students must have con- current enrollment with Marching Band. Under normal circumstances students will be concurrently enrolled in Marching Band. However, individual exceptions may be made for students with schedule conflicts or other individual circumstances which may make fulfilling this requirement unfeasible for the student. One year meets the UC/CSU “f” requirement for Visual and Performing Arts. This year-long course is a performance-oriented class designed to allow experienced musicians to improve and maximize their capabilities on their given instruments. Students will learn and perform advanced music of symphonic band literature. Performances will include a winter and spring concert and various concert festivals and competitions in which the ensemble is entered. Attendance at all performances is required. PERCUSSION BAND: One-year course. (FHS Only) Open to Grades 9, 10, 11, 12. Course may be repeated for credit. Prerequisite: Basic knowledge of percussion instruments and techniques. Instructor approval required. Under regular circumstances, students will be concurrently enrolled in Marching Band and Percussion Band. However, individual exceptions may be made for students with schedule conflicts or other individual circumstances which may make fulfilling this requirement unfeasible for the student. One year meets the UC/CSU “f” requirement for Visual and Performing Arts.

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Percussion is a performance-oriented class with an emphasis on percussion instruments and techniques. Students will learn music terminology, music reading skills and ensemble performance techniques as it relates to percussion. Literature will include concert band, large ensemble, small ensemble and marching arrangements. Performances may include a winter and spring concert, outdoor pageantry events, and small ensemble festivals. Attendance is required at all performances. COLOR GUARD: One-year course. (FHS Only) Open to Grades 9, 10, 11, 12. Course may be repeated for credit. Prerequisite: Instructor approval required. Two semesters of this course will satisfy ten P.E. credits. Ten units of the required twenty units in P.E. may be satisfied in the music department. Note: This course does not meet the UC/CSU “f” requirement for Visual and Performing Arts. This is a performance-oriented class designed to allow students to learn movement through dance. Students will also learn to use props and equipment (flags, rifles, sabers) in a way that will enhance and supplement the school’s marching band program. The color guard will also learn and perform a competitive show that allows them to combine the qualities of dance and athleticism in a unique blend. MARCHING BAND/SYMPHONIC BAND: One-year course. (AVHS Only) Open to Grades 9, 10, 11, 12. Course may be repeated for credit. Recommended: previous experience on a symphonic band musical instrument. Instructor approval. The first semester of this course will satisfy five P.E. credits. Ten units of the required twenty units in P.E. may be satisfied in the music department. FIRST SEMESTER: This course is designed for the performance-minded music student. The band performs at some home football games, local parades, band reviews, field shows, concerts, celebrations, winter guard shows, and national events. Students are exposed to compositions of various stylistic periods which they perform. SECOND SEMESTER: This is a performance-oriented class designed to allow the intermediate musician to improve and maximize their capabilities on their given instruments. Students will learn and perform music of the concert/symphonic band literature. Performances will include a winter and spring concert and various concert festivals and competitions in which the ensemble is entered. Attendance at all performances required. MARCHING BAND/WIND ENSEMBLE: One-year course. (AVHS Only) Open to Grades 9, 10, 11, 12. Course may be repeated for credit. Prerequisite: Students must have previous experience on a symphonic band musical instrument. Instructor approval and audition are required to enroll in class. The audition will include a prepared solo, knowledge of all major minor scales, arpeggios, rhythm, and sight reading. Knowledge of musical terminology is required. The first semester of this course will satisfy five P.E. credits. Ten units of the required twenty units in P.E. may be satisfied in the music department. FIRST SEMESTER: This course is designed for the performance-minded music student. The band performs at some home football games, local parades, band reviews, field shows, concerts, celebrations, winter guard shows, and national events. Students are exposed to compositions of various stylistic periods which they perform. SECOND SEMESTER: This course is a performance-oriented class designed to allow experienced musicians to improve and maximize their capabilities on their given instruments. Students will learn and perform advanced music of symphonic band literature. Performances will include a winter and spring concert and various concert festivals and competitions in which the ensemble is entered. Attendance at all performances is required. SYMPHONIC BAND: One-year course. (AVHS Only) Open to Grades 9, 10, 11, 12. Course may be repeated for credit. Recommended: previous experience on a symphonic band musical instrument. Instructor approval. One year meets the UC/CSU “f” requirement for Visual and Performing Arts. FIRST SEMESTER: This course is designed for the performance-minded music student. The band performs at some home football games, local parades, band reviews, field shows, concerts, celebrations, winter guard shows, and national events. Students are exposed to compositions of various stylistic periods which they perform. SECOND SEMESTER: This is a performance-oriented class designed to allow the intermediate musician to improve and maximize their capabilities on their given instruments. Students will learn and perform music of the concert/symphonic band literature. Performances will include a winter and spring concert and various concert festivals and competitions in which the ensemble is entered. Attendance at all performances required.

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Under regular (normal) circumstances symphonic students will be concurrently enrolled in marching band and Symphonic Band. However, individual exceptions may be made for students with schedule conflicts, or other individual circumstances, which may make fulfilling this requirement unfeasible for the student WIND ENSEMBLE: One-year course. (AVHS Only) Open to Grades 9, 10, 11, 12. Course may be repeated for credit. Prerequisite: Students must have previous experience on a symphonic band musical instrument. Instructor approval and audition are required to enroll in class. The audition will include a prepared solo, knowledge of all major minor scales, arpeggios, rhythm, and sight reading. Knowledge of musical terminology is required. One year meets the UC/CSU “f” requirement for Visual and Performing Arts. FIRST SEMESTER: This course is designed for the performance-minded music student. The band performs at some home football games, local parades, band reviews, field shows, concerts, celebrations, winter guard shows, and national events. Students are exposed to compositions of various stylistic periods which they perform. SECOND SEMESTER: This course is a performance-oriented class designed to allow experienced musicians to improve and maximize their capabilities on their given instruments. Students will learn and perform advanced music of symphonic band literature. Performances will include a winter and spring concert and various concert festivals and competitions in which the ensemble is entered. Attendance at all performances is required. Under regular (normal) circumstances wind/percussion students will be concurrently enrolled in marching band and Wind Ensemble. However, individual exceptions may be made for students with schedule conflicts, or other individual circumstances, which may make fulfilling this requirement unfeasible for the student. STRING ORCHESTRA: One-year course. Open to Grades 9, 10, 11, 12. Course may be repeated for credit. Prerequisite: Two years of playing experience or instructor approval. One year meets the UC/CSU “f” requirement for Visual and Performing Arts. String Orchestra is a performance-based class designed for students with experience on violin, viola, cello, bass, or piano. String and full orchestra music from all major music periods will be rehearsed, analyzed, and performed. Music theory and music history are components of this class. The orchestra will perform at festivals, concerts, and community events throughout the year. Attendance at performances is a required portion of the class. SYMPHONY ORCHESTRA: One-year course. Open to Grades 10, 11, 12. Course may be repeated for credit. Prerequisite: Completion of String Orchestra, Three years of playing experience, or instructor approval. One year meets the UC/CSU “f” requirement for Visual and Performing Arts. Symphony Orchestra is a performance-based class designed for students with extensive experience on violin, viola, cello, bass, or piano. Advanced string and full orchestra music from all major music periods will be rehearsed, analyzed, and performed. Advanced music theory and music history are components of this class. The orchestra will perform at festivals, concerts, and community events throughout the year. Attendance at performances is a required portion of the class.

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WORLD LANGUAGES

All courses are offered at both high schools unless otherwise noted. AMERICAN SIGN LANGUAGE I: One-year course. Open to Grades 9, 10, 11, 12. Meets the UC/CSU “e” requirement for Language Other than English. This course covers the beginning fundamental principles of American Sign Language (ASL) and introduces basic information about the Deaf community and Deaf culture. It covers basic ASL skills, both receptive (seeing and understanding) and expressive (signing) as well as basic conversation skills, emphasizing vocabulary building and correct use of signs. ASL, sometimes referred to as “the language of the deaf”, will be particularly useful to persons with interest in better, more effective communications with deaf individuals, and for those interested in eventually interpreting. AMERICAN SIGN LANGUAGE II: One-year course. Open to Grades 9, 10, 11, 12. Prerequisite: Completion of ASL I with a grade of C- or better. Meets the UC/CSU “e” requirement for Language Other than English. This course covers the fundamental principles of Level II American Sign Language and introduces more advanced information about the Deaf community and Deaf culture. It covers ASL skills, both receptive (seeing and understanding) and expressive (signing) as well as conversation skills, emphasizing vocabulary building and pragmatics. Understanding and expressing yourself in an ASL conversation, including the use of facial expression and body language are important aspects of this course. ASL, sometimes referred to as “the language of the deaf”, will be particularly useful to per- sons with interest in better, more effective communications with deaf individuals, and for those interested in eventual interpreting. AMERICAN SIGN LANGUAGE III: One-year course. Open to Grades 11, 12. Prerequisite: Completion of ASL II with a grade of C- or better. Meets the UC/CSU “e” requirement for Language Other than English. This course focuses on translation with the ability to interpret any written story. The student will also begin to work on voice-translation as well as build on receptive skills in the language. Involvement in the deaf community is strongly encouraged in order to build vocabulary through socialization in the deaf community. Total class participation is required in order to do well in the class. AMERICAN SIGN LANGUAGE IV: One-year course. Open to Grades 11, 12. Prerequisite: Completion of ASL III with a grade of C- or better. Meets the UC/CSU “e” requirement for Language Other than English. This course covers the in-depth exposure and comparative analysis of the Deaf social and linguistic experience using American Sign Language. ASL will be particularly useful to persons with interest in better, more effective communications with deaf individuals, and for those interested in eventual interpreting. FRENCH I: One-year course. Open to Grades 9, 10, 11, 12. Recommended: Grade of C or better in prior year English course. Meets the UC/CSU “e” requirement for Language Other than English. French 1 is a communication-based foreign language course in which the students will listen, speak, read and write at a beginner level. Students will increase their awareness of French-speaking populations and cultures. In this course, students will learn to comprehend and react appropriately to oral and written prompts through the use of dialogue and audio/visual activities. FRENCH II: One-year course. Open to Grades 9, 10, 11, 12. Prerequisite: Grade of C- or better in French I. Meets the UC/CSU “e” requirement for Language Other than English. French II is a communication-based foreign language course in which the students will listen, speak, read and write at an intermediate level. Students will expand their knowledge of French-speaking populations and

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cultures. In this course, students will further develop their ability to comprehend, write, and communicate socially in the target language. FRENCH III: One-year course. Open to Grades 9, 10, 11, 12. Prerequisite: Grade of C- or better in French II. Meets the UC/CSU “e” requirement for Language Other than English. French III is a communication-based foreign language course in which the students will listen, speak, read and write at an intermediate level. Students will expand their knowledge of French-speaking populations and cultures. In this course, students will further develop their ability to comprehend, write, and communicate socially in the target language. AP FRENCH LANGUAGE IV: One-year course. Open to Grades 10, 11, 12. Recommended: Grade of B or better in French III. Meets the UC/CSU “e” requirement for Language Other than English. This course takes a holistic approach to language proficiency and recognizes the complex interrelatedness of comprehension and comprehensibility, vocabulary usage, language control, communication strategies, and cultural awareness. Students learn language structures in context and use them to convey meaning. In order to best facilitate the study of language and culture, the course is taught in the target language. This course prepares the student for the AP French Language and Culture Examination given in May, for which the student may receive college credit. HONORS FRENCH LITERATURE V: One-year course. Open to Grades 11, 12. Prerequisite: Grade of B or better in AP French Language IV. Meets the UC/CSU “e” requirement for Language Other than English. This course is designed for students wanting to continue their study of French. Emphasis will be on literary analysis and interpretation. Students will learn the techniques of literary analysis as well as basic vocabulary of critical terms. Class discussion and essay writing in French will be important components of the course. GERMAN I: One-year course. (FHS Only) Open to Grades 9, 10, 11, 12. Recommended: Grade of C or better in prior year English course. Meets the UC/CSU “e” requirement for Language Other than English. This course provides communication-based instruction in listening, speaking, reading, and writing German. Instruction implements the 5 C’s, which, as stated in the National Standards for Foreign Language Education, are the goals of world language instruction. By interweaving language and culture, this course seeks to develop students’ communication skills while also deepening their appreciation of the German culture. GERMAN II: One-year course. (FHS Only) Open to Grades 9, 10, 11, 12. Prerequisite: Grade of C- or better in German I. Meets the UC/CSU “e” requirement for Language Other than English. This course provides communication-based instruction in listening, speaking, reading, and writing German. Instruction implements the 5 C’s (communication, culture, connections, comparisons, and communities), which, as stated in the National Standards for Foreign Language Education, are the goals for world language instruction. By interweaving language and culture, this course seeks to develop students’ communication skills while also deepening their appreciation of the German culture. GERMAN III: One-year course. (FHS Only) Open to Grades 10, 11, 12. Prerequisite: Grade of C- or better in German II. Meets the UC/CSU “e” requirement for Language Other than English. Communication-based instruction will be continued in German III listening, speaking, reading, and writing German. More emphasis will be placed on personal issues as they reflect the culture of the students and of German speaking countries. Instruction will implement the 5 C’s (communication, culture, connections, comparisons and communities), which, as stated in the National Standards for Foreign Languages are the goals for world language instruction. AP GERMAN IV: One-year course (FHS Only) Open to Grades 11, 12. Recommendation: Grade of B or better in German III. Meets the UC/CSU “e” requirement for Language Other than English. This course takes a holistic approach to language proficiency and recognizes the complex interrelatedness of comprehension and comprehensibility, vocabulary usage, language control, communication strategies, and cultural awareness. Students learn language structures in context and use them to convey meaning. In order to best facilitate the study of language and culture, the course is taught in the target language. This course prepares the student for the AP German Language and Culture Examination given in May, for which the student may receive college credit.

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HONORS GERMAN LITERATURE V: One-year course. (FHS Only) Open to Grade 12. Prerequisite: Grade of B or better in AP German IV. Meets the UC/CSU “e” requirement for Language Other than English. Communication-based instruction will be continued in German V listening, speaking, reading, and writing German. More emphasis will be placed on personal issues as they reflect the culture of the students and of German speaking countries. Instruction will implement the 5 C’s (communication, culture, connections, comparisons and communities), which, as stated in the National Standards for Foreign Languages are the goals for world language instruction. JAPANESE I: One-year course. Open to Grades 9, 10, 11, 12. Recommended: Grade of C or better in prior year English course. Meets the UC/CSU “e” requirement for Language Other than English. Japanese I is an introduction to the language and culture of Japan obtained through listening, speaking, reading and writing. It is designed to build a foundation of the language with an emphasis in communication skills, while cultivating the desire to pursue Japanese studies for years to come. JAPANESE II: One-year course. Open to Grades 9, 10, 11, 12. Prerequisite: Grade of C- or better in Japanese I. Meets the UC/CSU “e” requirement for Language Other than English. Japanese II serves as a continuation to the foundation of language and culture of Japan obtained in Japanese I. Through communicative activities, Japanese II will foster the students’ understanding of the language and culture of Japan while also creating an interest in furthering their studies. JAPANESE III: One-year course. Open to Grades 10, 11, 12. Prerequisite: Grade of C- or better in Japanese II. Meets the UC/CSU “e” requirement for Language Other than English. Students will build upon their communication skills to develop more complex and interactive speaking ability. The course will continue to emphasize listening, speaking, reading and writing skills. As an understanding of Japanese culture is a key element in appreciating the language, culture study will be woven throughout this communication-based course. AP JAPANESE IV: One-year course Open to Grades 11, 12. Recommendation: Grade of B or better in Japanese III. Meets the UC/CSU “e” requirement for Language Other than English. This course is designed to be comparable to college/university Japanese courses that represent the point at which students complete approximately 300 hours of college-level classroom instruction. Like the corresponding college courses, this course supports students as they develop the productive, receptive, and cultural skills necessary to communicate with native speakers of Japanese. Students’ proficiency levels at the end of the course are expected to reach at least the Intermediate Low to Intermediate Mid range, as described in the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines. This course prepares the student for the AP Japanese Language and Culture Examination given in May, for which the student may receive college credit. JAPANESE V LANGUAGE (HONORS): One-year course. Open to Grade 12. Prerequisite: Grade of B or better in AP Japanese IV. Meets the UC/CSU “e” requirement for Language Other than English. This is a communication-based course in which the students will listen, speak, read and write at an intermediate level. Students will further develop vocabulary, Japanese grammar, and Kanji reading and writing skills. This will help prepare students to read Japanese newspapers, magazines and literature. Students analyze and express their personal opinions on literary texts that are introduced during class. Student will write poems - Haiku, Waka - and short stories in Japanese. In addition, Japanese culture will also be taught throughout the curriculum. LATIN I: One-year course. (FHS Only) Open to Grades 9, 10, 11, 12. Recommended: Grade of C or better in prior year English course. Meets the UC/CSU “e” requirement for Language Other than English. This course offers students an opportunity to learn a classical language as well as increase their understanding of English vocabulary and grammar. Students will read and write in Latin, learn about the cultural world of the Romans, and entertain the philosophies of the ancients. Students will learn an incredible number of words and word roots.

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LATIN II: One-year course (FHS Only) Open to Grades 9, 10, 11, 12. Prerequisite: Grade of C- or better in Latin I. Meets the UC/CSU “e” requirement for Language Other than English. This course offers a continuation of Latin studies. We will encounter more difficult grammatical constructions, increased vocabulary, and longer passages from Roman authors to whom we were introduced in first year Latin. Students will continue to enhance their understanding of the English language and word roots. LATIN III: One-year course (FHS Only) Open to Grades 11, 12. Prerequisite: Grade of C- or better in Latin II. Meets the UC/CSU “e” requirement for Language Other than English. Latin III is a literature-based course in which students move beyond the traditional instructional text to study whole literary works in Latin. Ancient Roman culture is a major component as well as grammar review, with some preparation for the fourth year Advanced Placement course. AP LATIN IV: One-year course (FHS Only) Open to Grades 11, 12. Recommendation: Grade of B or better in Latin III. Meets the UC/CSU “e” requirement for Language Other than English. This course is designed to provide advanced high school students with a rigorous Latin course, approximately equivalent to an upper-intermediate (typically fourth or fifth semester) college or university Latin course. Students who successfully complete the course are able to read, understand, translate, and analyze Latin poetry and prose. AP Latin students prepare and translate the required Latin readings and have regular practice at sight reading. Throughout the course, students develop their language skills through various activities: precise, literal translation of prepared poetry and prose; reading with comprehension of sight passages, both poetry and prose; and written analyses that demonstrate the results of critical reading in clear and coherent arguments supported by textual examples. Another important aspect of reading Latin lies in the mastery of the many terms that have been devised by scholars and teachers over the years to describe and analyze Latin grammar, syntax, and literary style. This course prepares the student for the AP Latin Examination given in May, for which the student may receive college credit. SPANISH I: One-year course. Open to Grades 9, 10, 11, 12. Recommended: Grade of C or better in prior year English course. Meets the UC/CSU “e” requirement for Language Other than English. This course provides basic instruction in listening, speaking, reading, and writing Spanish. In addition, students increase their awareness of Spanish speaking populations and cultures. The course content is communication-based so students are able to comprehend and react appropriately to oral and written messages. SPANISH II: One-year course. Open to Grades 9, 10, 11, 12. Prerequisite: Grade of C- or better in Spanish I or placement test. Meets the UC/CSU “e” requirement for Language Other than English. Students will learn and review vocabulary and grammar; expand their listening, speaking, reading, and writing skills; connect Spanish with science, math, history, and geography; read about people, places, and traditions from the Spanish-speaking world; read authentic literature: short stories, poems, autobiographies, legends, and song lyrics; communicate about what’s important to them: friends, relationships, leisure activities and future plans; communicate about contemporary topics: school life, special events, community, past and current events, nutrition, environment, and travel; and develop a strong foundation for the study of the Spanish language and culture. SPANISH III: One-year course. Open to Grades 9, 10, 11, 12. Prerequisite: Grade of C- or better in Spanish II or placement test. Meets the UC/CSU “e” requirement for Language Other than English. Students will learn and review vocabulary and grammar; expand their listening, speaking, reading, and writing skills; connect Spanish with science, math, history, and geography; read about people, places, and traditions from the Spanish-speaking world; read authentic literature: short stories, poems, autobiographies, legends, and song lyrics; communicate about what’s important to them: friends, relationships, leisure activities and future plans; communicate about contemporary topics: health, history, government, the arts and the environment; and develop a strong foundation for the study of the Spanish language and culture. SPANISH IV: One-year course. (FHS Only) Open to Grades 9, 10, 11, 12. Prerequisite: Grade of C- or better in Spanish III or placement test. Meets the UC/CSU “e” requirement for Language Other than English.

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Spanish IV is a college preparatory course for native speakers, students who have successfully completed Spanish III and wish to further their Spanish studies, and Dual Immersion Program students. The course emphasizes conversational and grammatical skills at an advanced level. Students focus on the verbal and auditory skills in a range of settings and situations for a variety of purposes. Cultural literacy and appreciation of Spanish and Spanish-speaking culture is incorporated into the coursework by sampling Spanish fiction, literary works of art, recordings, Spanish language television, films, newspapers, magazines, creative writing, reading for information and pleasure, and discussion. Particular attention is given to the teaching of language skills (listening, reading, speaking, and writing) and is instructed through the study of advanced oral and written texts. The course is instructed exclusively in Spanish. AP SPANISH LANGUAGE IV: One-year course. Open to Grades 9, 10, 11, 12. Recommended: Grade of B or better in Spanish III. Meets the UC/CSU “e” requirement for Language Other than English. This course takes a holistic approach to language proficiency and recognizes the complex interrelatedness of comprehension and comprehensibility, vocabulary usage, language control, communication strategies, and cultural awareness. Students learn language structures in context and use them to convey meaning. In order to best facilitate the study of language and culture, the course is taught in the target language. This course prepares the student for the AP Spanish Language and Culture Examination given in May, for which the student may receive college credit. AP SPANISH LITERATURE V: One-year course. Open to Grades 9, 10, 11, 12. Recommended: Completion of AP Spanish Language IV with a grade of B or better. Meets the UC/CSU “e” requirement for Language Other than English. This course is designed to provide students with a learning experience equivalent to that of an introductory college course in literature written in Spanish. The course introduces students to the formal study of a representative body of texts from Peninsular Spanish, Latin American, and U.S. Hispanic literature. The course provides opportunities for students to demonstrate their proficiency in Spanish across the three modes of communication- interpersonal, interpretive, and presentational. This course prepares the student for the AP Spanish Literature and Culture Examination given in May, for which the student may receive college credit.

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OTHER COURSES

All courses are offered at both high schools unless otherwise noted. ACADEMIC SUPPORT/STUDY SKILLS: One-year course. Open to Grades 9, 10, 11, 12. Course may be repeated for credit. The Academic Support/Study Skills course will focus on skills necessary to produce successful high school and college students. Students will receive training in study skills, note taking methods, organization, test preparation, test taking strategies, reading skills, memorization techniques, and the structure of writing. Academic support will be provided as students co-tutor one another on homework. Approximately 1/3 of the class time is devoted to teaching study skills, with the other 2/3 providing homework time and support. AVID 9: One-year course. Open to Grade 9. Prerequisite: Successful completion of 8th Grade AVID or application and interview process. This course is a college preparatory program for students who are college bound. While concurrently enrolled in a college-prep course of study, students learn strategies to enhance success. The AVID course emphasizes training in WICOR- Writing, Inquiry, Collaboration, Organization and Reading. Tutors will provide academic assistance using specific inquiry-based strategies. AVID 9 students investigate strategies for success in high school, and begin to discover college requirements. Curriculum includes preparation for college entrance exams. Students will also experience guest speakers from the community, visit college campuses, and perform community service to become well-rounded students. AVID 10: One-year course. Open to Grade 10. Prerequisite: Successful completion of AVID 9 or application and interview process. This course is a continuation of the college preparatory program for students who are college bound. While concurrently enrolled in a college-prep course of study, students learn strategies to enhance success. The AVID course emphasizes training in WICOR- Writing, Inquiry, Collaboration, Organization and Reading. Tutors will provide academic assistance using specific inquiry-based strategies. AVID 10 students continue to emphasize college and career preparedness, including practice in college entrance exams and college level vocabulary. Students will also experience guest speakers from the community, visit college campuses, and perform community service to become well-rounded students. AVID 11: One-year course. Open to Grade 11. Prerequisite: Successful completion of AVID 10 or application and interview process. This course is a continuation of the college preparatory program for students who are college bound. While concurrently enrolled in a college-prep course of study, students learn strategies to enhance success. Students enrolled in AVID 11 are encouraged to enroll in at least one Advanced Placement course of their choice. The AVID course emphasizes training in WICOR- Writing, Inquiry, Collaboration, Organization and Reading. Tutors will provide academic assistance using specific inquiry-based strategies. AVID 11 students refine study skills and test taking strategies, and begin to focus on specific colleges and universities as they plan their educational future. AVID 11 students wishing to enroll in AVID Senior Seminar will enroll in an Advanced Placement or other college level course during the junior year, and begin research on a famous leader in preparation for the AVID Senior Seminar project. There will continue to be opportunities to experience guest speakers from the community, visit college campuses, and perform community service to become well-rounded students. AVID 12: One-year course. Open to Grade 12. Prerequisite: Successful completion of AVID 11.

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The AVID 12 course is the culmination of a student’s years in the AVID program. As with all AVID courses, the AVID 12 course features tutorials where students participate in study groups to analyze subjects in which they are enrolled. Students also participate in Socratic Seminars, Philosophical Chairs, and other academic activities. AVID 12 students also continue to focus on WICOR- Writing, Inquiry, Collaboration, Organization and Reading. AVID 12 students work on skills to improve upon his or her performance on college entrance exams and complete college and financial assistance applications with the assistance of the instructor. AVID SENIOR SEMINAR: One-year course. Open to Grade 12. Prerequisite: Successful completion of AVID 11 including preparation for AVID Senior Seminar curriculum, enrollment in an AP or college level course in both 11th and 12th grade. Meets the UC/CSU “g” requirement for Electives. This course includes the curriculum outlined in AVID 12. In addition, students will produce a culminating research project organized around the theme of “Leadership as a Catalyst for Change in Society”. Students will study exceptional leaders in contemporary society and read works by and about a leader and complete a research project related to this important person. AVID TUTOR: One-year course. Open to Grades 11, 12. Prerequisite: Permission of AVID Coordinator and AVID instructors. Students act as tutors for AVID elective classes. The tutors are expected to tutor 5-7 students two times per week, and assist the teacher in providing academic and organizational skills to the students. The tutors are expected to be able to tutor in at least three subjects in which they have been successful at a high level, which include, but are not limited to foreign language, health, language arts, mathematics, science, and social science. Tutors will receive instruction in tutoring students using the inquiry method that encourages higher level thinking by the students who are being tutored. Some training will be completed outside of the school day. CONTRACT INDEPENDENT LEARNING: One-semester or One-year course. Open to Grades 9, 10, 11, 12. Prerequisite: Application process/approval of the Vice Principal and Director of Curriculum and Instruction. This is an alternate option for receiving high school credit. A student who is interested in pursuing a special or unique interest, a gifted student who would like to investigate a topic in-depth, or a student with medical or other issues that prevent the student from completing units at the comprehensive high school campus may develop an Independent Learning Contract. In order to develop an Independent Learning Contract a student must: 1) Develop a course outline, 2) Identify a certificated staff member to supervise the project, and 3) Submit the plan and receive approval from the principal and Director of Curriculum. ENGLISH LANGUAGE DEVELOPMENT: One-year course. Open to Grades 9, 10, 11, 12. Course may be repeated for credit. Prerequisite: Classification as English Language Learner. English Language Development is a course designed to provide beginning English language skills to speakers of other languages. The course teaches basic vocabulary about everyday topics. Students develop language abilities by reading, listening, speaking and writing in English. LEADERSHIP: One-year course. Open to Grades 9, 10, 11, 12. Course may be repeated for credit. Prerequisite: Application/interview process. The basic objective of the class is to offer student leaders an opportunity to develop leadership skills as they perform the responsibilities of the position they hold. The class is organized primarily as a workshop and deals with practical class work directly related to the individual's position of leadership, interests and initiative. Emphasis is on the development and completion of projects of benefit to the school and community. Students are expected to spend additional time fulfilling the responsibilities of their position outside of class. Elected and appointed officials are required to enroll in Leadership for the length of the term in which they hold office unless arrangements are made with the instructor prior to the start of the school year. SPECIAL EDUCATION TUTOR: One-year course. Open to Grades 11, 12. Course may be repeated for credit. Prerequisite: Approval of Vice Principal and Special Education Department Chairperson. Students must agree to sign a confidentiality agreement.

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Special Education Tutors provide assistance to students with special needs in either general education or special education classes. Students are expected to be responsible, compassionate, prepared to follow directions of instructors and aides, and willing to support students enrolled in the course. Students will be placed in courses based on individual strengths. This course is ideal for students interested in pursuing teaching as a career, particularly in special education. TEACHING ASSISTANT (TA): One-semester or One-year course. Open to Grades 11, 12. Course may be repeated for credit. Prerequisite: Staff or faculty approval. Students are assigned to staff members to assist with the operation of the school in places such as the attendance office, counseling office or the library. Students may also work for individual teachers.

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DISTRITO ESCOLAR UNIFICADO DE PLEASANTON Programas de Educación Alternativa

VILLAGE HIGH SCHOOL 4645 Bernal Ave

Pleasanton, CA 94566 Principal: Dana Chavez

Vice Principal: Julie Calderón Descripción del Programa: Village High School es el sitio del Distrito Escolar Unificado de Pleasanton que sirve a estudiantes de grados 10 a 12 que necesitan recuperar créditos, tener un ambiente de aprendizaje más pequeño debido a una variedad de cuestiones y/o para los estudiantes que han sido expulsados de Amador Valley o Foothill debido a acciones disciplinarias. Village es una escuela preparatoria acreditada por WASC y es reconocida como una de Modelo de Continuación en California. La escuela cuenta con muchos programas ejemplares como el de una empresa y un programa de servicio de comidas, y es el sitio para el programa de recuperación de crédito de la Academia Virtual en Línea en el Distrito. Proceso de Referencia: El consejero y/o administrador del estudiante referirán a los estudiantes para la inscripción en la Escuela Secundaria Village. El consejero en Amador o Foothill revisa el expediente del estudiante y busca las deficiencias de crédito, entonces se refieren el estudiante y sus padres para una entrevista con el director de Village y el Consejero. Estas entrevistas se llevan a cabo sobre una base trimestral o inmediatamente si el estudiante se presenta por razones de disciplina. El Director de Servicios Estudiantiles también coloca a los estudiantes en Village si el estudiante ha sido expulsado del Distrito o puede ser colocado por la Junta de Revisión de Asistencia Estudiantil debido a problemas de asistencia. Los estudiantes que se trasladan a Pleasanton desde fuera del distrito y tienen deficiencia de crédito, también se colocan en la Escuela preparatoria Village. Horario para el día y los créditos obtenidos : Los estudiantes comienzan cada día de escuela a las 8:30 am y terminan a las 2:10 si están tomando siete clases. La mayoría de los estudiantes serán programados con siete clases debido a la deficiencia de crédito. Cada clase es de 45 minutos de duración, con un descanso de almuerzo de 20 minutos después de la tercera clase. El consejero de Village revisa la transcripción de cada estudiante y los horarios de los estudiantes. Debido a la variedad de clases que se ofrecen, los estudiantes pueden ser programadas para más de una clase de Inglés, por ejemplo, si necesitan créditos adicionales de inglés. Créditos son ganados por un sistema de contratos y se les da en cada trimestre en lugar de cada semestre, como es el caso en las escuelas preparatorias. Todas las normas del PUSD se siguen, así como normas de calificación. Cada estudiante tiene un contrato dividido en los 45 días del trimestre y el trabajo será firmado por el profesor en cada clase. El estudiante

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debe estar presente en la clase, trabajando al máximo de su capacidad, y participar de manera positiva en la clase con el fin de recibir una firma del maestro cada día. Las pruebas, ensayos, pruebas y proyectos de clase son algunos de los instrumentos de evaluación utilizados para determinar la calificación del estudiante. Una calificación de "F " es igual a cero créditos. Variable de crédito se otorga a los estudiantes en función de su contrato con la meta de que cada estudiante obtenga tres créditos por clase, por trimestre. Por ejemplo, si un estudiante toma siete clases, ganando tres créditos por clase con una calificación de aprobado, el estudiante obtiene 21 créditos por trimestre o 42 créditos por semestre en lugar de ganar 30 créditos por semestre en las escuelas preparatorias . Requisitos de graduación: Todos los estudiantes de Educación Alternativa deben ganar 230 créditos, así como aprobar el Examen de Egreso de la Preparatoria de California, el requisito de Algebra y la Competencia de discurso de PUSD con el fin de obtener un diploma de PUSD. Los estudiantes graduados de educación alternativa son elegibles para colegios comunitarios y escuelas técnicas después de la graduación. Se ofrecen todos los requisitos de graduación sujetos, pero no todos los requisitos "a-g" de UC/CSU. La siguiente es una tabla de las ofertas de cursos:

Inglés-40 Créditos

Inglés de tercer año (P), Literatura y Justicia Social (P)e, Composición Avanzada (P), Escritura creativa (P), Inglés Técnico, segundo, tercer y cuarto año de Recursos de Inglés, Apoyo Académico Inglés

Matemáticas- 20 Créditos

Matemáticas I (P), Geometría (P), Apoyo Académico de Matemáticas

Ciencias - 20 Créditos

10 créditos de Ciencias Biológicas y 10 créditos de Ciencias Físicas

Educación Física -

Créditos

Educación Física 1, Educación Física 2

Ciencia Social- 35 Créditos

Historia Mundial 2/3 (P), Historia de Estados Unidos (P) – tercer y cuarto año, Civismo (P) el último año solamente, Economía (P) sólo ultimo año

Artes Visuales y Escénicas- 10 Créditos

Arte I (P), Arte Digital (P), Drama 1 (P)

Educación de Salud- 5 Créditos

Educación de Salud

Electivas- 80 Créditos

Clases virtuales en línea de la Academia, Manejo de Vida, Laboratorio de Aprendizaje (Solo estudiantes con sólo IEP), Alimentos, Liderazgo (por solicitud solamente), experiencia laboral general, preparación universitaria y profesional, Asistente de Maestro (aprobación del maestro solamente)

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PROGRAMA DE ESTUDIO INDEPENDIENTE 245 Abbie Street

Pleasanton, CA 94566 Principal: Dana Chavez

Vice Principal: Julie Calderón

Descripción del Programa: El Programa de Estudios Independientes del Distrito Escolar de Pleasanton es un programa de estudio en casa, lo que proporciona una alternativa a la enseñanza de la escuela preparatoria tradicional. Estudio Independiente ofrece un medio para la individualización del plan educativo para los alumnos cuyas necesidades pueden satisfacerse mejor mediante el estudio fuera del salón de clases regular. Los estudiantes trabajan bajo la supervisión de un maestro acreditado con los que se reúnen sobre una base semanal. Los libros de texto son suministrados por el Distrito Escolar de Pleasanton. No hay costo alguno a las familias para la inscripción en el programa de estudio independiente. A los estudiantes se les asigna un tiempo semanal para reunirse con su maestro supervisor para una sesión de una hora. El docente evalúa la calidad de los trabajos presentados, y proporciona asistencia en caso de necesidad. Tareas semanales deberán presentarse a tiempo, por contrato. Los estudiantes que faltan a sus citas, o que falten a tres asignaciones dentro de un período de 20 días, serán evaluados para su posible regreso a su escuela de residencia o a la Escuela Preparatoria Village. Proceso de Referencia: Los estudiantes pueden transferir al Estudio Independiente en cualquier momento durante el año escolar con la excepción de las últimas cuatro semanas del año escolar. Los padres deben ponerse en contacto con el consejero de la escuela de su estudiante o administrador para luego hacer que hagan una referencia a la Directora de Estudios Independientes. Una vez que la familia tiene una entrevista de admisión con la directora y aprobación se ha dado, el estudiante y los padres se reúnen con un maestro de programa para revisar el expediente del estudiante y para planificar un curso de estudio. El acuerdo tiene vigencia durante sólo un semestre y debe renovarse cada semestre. Los estudiantes deben estar inscritos por un mínimo de cuatro cursos por semestre para ser considerado un estudiante de tiempo completo. Requisitos de Graduación : Estudio Independiente ofrece la mayoría de las clases del plan de estudios disponibles en las escuelas preparatorias. Créditos optativos se pueden obtener en una variedad de maneras. Todos los cursos cumplen con los requisitos para el diploma de preparatoria del Distrito Escolar de Pleasanton. Los estudiantes tienen la opción de ganar grados de letra estándar o grados " Pasa/No Pasa " para cada materia. Trabajo " Pasado " se considera que es en un 80% . Para un grado de letra, los estudiantes deben cumplir todos los criterios necesarios para " pasear" y también tomar las pruebas de capítulo o de selección semanales proporcionados por editores de libros de texto. Las calificaciones de letras están determinadas por la calidad de los trabajos presentados y las puntuaciones de la prueba. Matemáticas avanzadas de preparación universitaria, ciencias de laboratorio y los idiomas

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del mundo no están disponibles actualmente a través del Programa de Estudios Independientes. Los estudiantes deben cumplir con todos los requisitos estatales y del distrito para obtener diploma, incluyendo pasar el Examen de Egreso de la Preparatoria de California. Siempre que un estudiante está en buena situación de acuerdo a las normas del distrito, él o ella puede participar en las actividades escolares como bailes, deportes, y la ceremonia de graduación en su escuela de residencia. Los graduados de éste programa recibirán un diploma de su escuela de residencia.

HORIZON (PROGRAMA PARA PADRES DE EDAD ESCOLAR) 245 Abbie Street

Pleasanton, CA 94566 Principal: Dana Chavez

Vice Principal: Julie Calderón Descripción del Programa: Horizon es un programa bajo la Escuala Secundaria Village que educa a los padres de los adolescentes y los padres-a-ser. El programa se ajusta a las políticas y procedimientos del Distrito Escolar Unificado de Pleasanton. Los estudiantes son referidos al programa desde la área Tri-Valley, así como de las ciudades periféricas en el Condado de Alameda. Las madres adolescentes y futuras madres puedan continuar sus estudios de su escuela de residencia y recibir educación de padres, guardería certificada, la universidad y la preparación profesional de maestros altamente calificados. Proceso de Referencia: Las adolescentes que están embarazadas o que tienen un niño y la necesidad de terminar su educación preparatoria tienen una entrevista de admisión con el subdirector. Al momento de inscribirse, se requiere una prueba de embarazo y si el niño ya ha nacido y menores de 3 años, el niño puede ser inscrito en el programa de cuidado de día. Requisitos de graduación: Al igual que con los otros programas de Educación Alternativa, estudiantes de Horizon deben ganar 230 créditos para obtener un diploma del Distrito Escolar Unificado de Pleasanton, así como aprobar el Examen de Egreso de California, el requisito de Algebra, y el requisito de Competencia de Discurso del Distrito Escolar Unificado de Pleasanton.