MDUSD
High School
Course Catalog
2026-2027
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Created by Aline H. Lee, School Support Administrator and the Educational Services Team
Samantha Allen, Chief of Educational Services Christina Filios, Assistant Director Instructional Support Ruth Steele, Director of Secondary Support Chris Clausen, School Support Administrator Secondary Heather Fontanilla, Director of College & Career Readiness Kathryn Fireman, Director of Multilingual Learners Chitra Bhardwaj, Assistant Director of Multilingual Learners Amy Fritz, Secondary EL Support Teacher Megan Gerdts, Curriculum Specialist Susan Hartwig, Curriculum Specialist Kellie Hoover, Curriculum Specialist
UNDER THE GUIDANCE AND LEADERSHIP OF
Dr. Adam Clark, Ed.D., Superintendent
Debra Mason, President, Board of Education
Keisha Nzewi, Vice President, Board of Education
Brian Lawrence, member, Board of Education
Linda Mayo, member, Board of Education
Thomas McDougall, member, Board of Education
Alan Barrera Orellana, student trustee, Board of Education
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Table of Contents
Mt. Diablo Unified School District Policies
1 - MDUSD Mission Statement Slide 6/Section Page #1
and LCAP Goals
2 - Grading Practices Slide 8/Section Page #3
3 - Courses of Study Policy & Regulations Slide 9/Section Page #4
4 - High School Graduation Requirements Slide 19/Section Page #14
5 - Options for a Diploma or Slide 26/Section Page #21
Certificate of Completion
6 - Graduation Requirement Charts & Options Slide 34/Section Page #29
7 - Guidance for Selecting Classes Slide 37/Section Page #32
8 - Scheduling Requirements & Changes Slide 38/Section Page #33
9 - MDUSD Enrollment Policy Slide 39/Section Page #34
College Eligibility
1 - UC/CSU Comparison Chart Slide 40/Section Page #1
2 - Verification Grades (see chart) Slide 41/Section Page #2
3 - Application Qualification Slide 42/Section Page #3
4 - Community College Information Slide 43/Section Page #4
Instructional Programs
1 – AVID Slide 45/Section Page #1
2 – Advanced Placement Slide 46/Section Page #2
3 – College Now Slide 47/Section Page #3
4 – Concurrent & Dual Enrollment Slide 48/Section Page #4
5 – CTE Programs Slide 50/Section Page #6
6 – International Baccalaureate Slide 51/Section Page #7
7 – Multilingual Learners Slide 52/Section Page #8
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Table of Contents
8 – Special Education Slide 53/Section Page #9
9 – STEM Slide 55/Section Page #11
10 – Alternative Education Slide 56/Section Page #12
MDUSD Course Descriptions
1 - List of District Courses Slide 58/Section Page #1
2 - Math Progression Chart Slide 72/Section Page # 15
3 - World Language Progression Chart Slide 103/Section Page# 46
4 - Physical Education Chart Slide 170/Section Page# 113
Comprehensive High Schools
1 - School Information Slide 192/Section Page #1
2 - College Park High Slide 193/Section Page #2
2 - Concord High Slide 196/Section Page #5
3 - Mt. Diablo High Slide 203/Section Page #12
4 - Northgate High Slide 206 /Section Page #15
5 - Ygnacio Valley High Slide 209 /Section Page #18
Appendix & Index
1 - NCAA Eligibility Requirements Slide 214/Section Page #1
2 - PE Waiver Slide 215/Section Page #2
3 - Recovery Credits Apex Slide 219/Section Page #6
- Summer School Programming Slide 220/Section Page #7
4 - AP Course Contract Example Slide 221 /Section Page #8
5 - Parent Override Waiver Slide 222 /Section Page #9
6 - CCGI Slide 223 /Section Page#10
7 - Online Course Request Instructions Slide 224/Section Page#11
Via Homelink/Aeries
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Table of Contents
8 - Creative Arts Honor Roll Slide 227/Section Page #14
9 - Index of Course Descriptions Slide 228/Section Page #1
10 - Acknowledgements Slide 239/Section Page #12
Mt. Diablo Unified School District Title IX Non-Discrimination Statement
For questions, concerns or complaints regarding student harassment, discrimination, intimidation and bullying, please contact Samantha Allen, Chief of Educational Services
at allens@mdusd.org or by phone at (925) 682-8000 ext. 4016. For questions, concerns, or complaints regarding compliance
with Title IX employee issues, please contact Kristy Avila, Title IX Coordinator by email at avilak@mdusd.org or by phone at (925) 682-8000 ext. 4291.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
MDUSD Policies
MDUSD Mission Statement and LCAP Goals
Mt. Diablo Unified has a moral imperative to prepare all students for post-secondary success upon graduation by providing high expectations and a rigorous instructional program in a safe, supportive, and inclusive environment.
LCAP Goals
LCAP stands for Local Control and Accountability Plan, a three-year strategic plan required for all California school districts, county offices of education, and charter schools. It outlines how districts use state funding to achieve annual goals for all students, focusing on specific actions and expenditures to address state and local priorities like pupil achievement, parental involvement, and school climate. The plan is updated annually and requires approval from the local school board and county board of education.
Goal 1: All students will receive a high quality education in a safe and welcoming environment with high expectations and rigorous instruction in the California State Standards that prepare them for college and career. All students will demonstrate growth meeting standards in English, English language development, and mathematics.
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MDUSD Policies - page 2
LCAP Goals (Con’t)
LCAP Goal 2: Highly qualified, culturally proficient, and responsive staff will create a safe and engaging learning environment respectful of all students’ backgrounds ensuring they are college and career ready when they graduate. There will be an increase in the percentage of classrooms where standards-based instruction is being observed. LCAP Goal 3: Families and community members will be informed, and empowered as partners with Mt. Diablo Unified to support student learning and improve student outcomes. There will be an increase in the percentage of families reporting that they feel they are an active partner with the school in educating their child. LCAP Goal 4: Focal scholars, specifically African American students, Foster Youth, students experiencing homelessness, students with IEPs and multilingual students, will experience culturally responsive practices and be provided rigorous instruction within an educational environment that builds trust and inclusive partnerships between students, families, and staff. LCAP Goal 5: All students at Crossroads High School and Olympic High School will demonstrate a 6% increase in attendance rate and a 6% increase in on-pace graduation rate by June 2026, leading to an increase of 6% in graduation rates. All students at Glenbrook Academy will demonstrate a 3% increase in attendance rate and a 3% increase in on-pace graduation rate by June 2026.
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MDUSD Policies - page 3
Grading Policies
Board Policy
To search MDUSD board policies and administrative regulations, use this link.
Regulation 5121: Grades/Evaluation of Student Achievement
The Superintendent or designee shall inform teachers of the district's policy regarding grading, including expectations that grades shall be based on factors that directly measure students' knowledge and skills in the content area and shall not include non-academic factors.
Each teacher, Transitional Kindergarten-12, at the beginning of a school year or semester, shall inform students and/or parents of the grading criteria which shall include but not be limited to standards, procedures and regulations of the class. Grading criteria shall be provided in writing and schools will assist parents/ guardians in gaining access to view grades electronically. All schools shall use the District's student information system to process progress reports and report cards.
Report cards displaying students' grades in each subject or course shall be distributed to parents/guardians at the end of each grading period. Parents/guardians shall be offered an opportunity to meet with their child's teacher(s) to discuss the grades and strategies to improve their child's performance.
Whenever it becomes evident to a teacher that a student is in danger of failing a course, the teacher shall arrange a conference with the student's parent/guardian or send the parent/guardian a written report. (Education Code 49067).
Parent notification in writing or by a documented conference is required when a student is receiving a grade of D or F or is experiencing difficulty with grade level standards. Each secondary student in danger of failing shall be notified in writing. This applies to each marking or grading period. A student cannot receive an F without prior written notification.
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Courses of Study
Board Policy
The Governing Board recognizes that a well-aligned sequence of courses fosters academic growth and provides for the best possible use of instructional time. The district's course of study shall provide students with opportunities to attain the skills, knowledge, and abilities they need to be successful academically, professionally, and personally.
The Superintendent or designee shall establish processes for ensuring the articulation of courses across grade levels within the district. As necessary, the Superintendent or designee shall work with representatives of appropriate area districts and post-secondary institutions to ensure articulation of courses with other institutions to which district students may matriculate. The sequence of courses shall be designed to ensure that each course provides adequate preparation for the next course in the sequence, only utilizes prerequisites that are essential to success in a given program or course, avoids significant duplication of content, and allows for reinforcement and progression in the subject matter.
The district shall not provide any course separately or require or refuse participation by any student on the basis of the student's actual or perceived sex, sexual orientation, gender, gender expression, gender identity, ethnic group identification, immigration status, race, ancestry, national origin, religion, color, or mental or physical disability or any other characteristic listed in Education Code 200 and 220, Government Code 11135, or Penal Code 422.55, or the student's association with a person or group with one or more of such actual or perceived characteristics. Education Code 200, 220: Government Code 11135: Penal Code 422.55: 5 CCR 4940)
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Courses of Study
Board Policy
Secondary Grades
The district shall offer all otherwise qualified students in grades 6-12 a course of study that prepares them, upon graduation from high school, to meet the requirements and prerequisites for admission to California public colleges and universities and to attain entry-level employment skills in business or industry. The district's course of study may provide for a vigorous academic curriculum that integrates academic and career skills, includes applied learning across all disciplines, and prepares all students for high school graduation and career entry. (Education Code 51228)
In addition, the course of study for students in grades 9-12 shall include instruction in skills and knowledge for adult life, career technical training, and a timely opportunity for all otherwise qualified students to enroll, within four years, in each course necessary to fulfill the requirements and prerequisites for admission to California public colleges and universities prior to graduation. (Education Code 51224, 51228)
The Superintendent or designee shall develop a process by which courses that meet California college admission criteria (referred to as "A-G" course requirements) are submitted to the University of California for review and certification. The Superintendent or designee shall maintain an accurate list of all current high school courses that have been so certified, shall ensure that the list is provided annually to all students in grades 9-12 and their parents/guardians, and shall make updated lists readily available. (Education Code 51229, 66204)
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Courses of Study
Board Policy
Regulation 6143: Courses of Study
Grades 6-12
Courses of study for grades 6 -12 shall include the following:
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Courses of Study
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Regulation 6143: Courses of Study .
b. The American legal system, the operation of the juvenile and adult criminal justice systems, and the rights and duties of citizens under the criminal and civil law and the state and federal constitutions��c.This course may include participation in a teen court or peer court program. (Education Code 51220.2)
d.The development of the American economic system, including the role of the entrepreneur and labor
e. The relations of persons to their human and natural environments, including the wise use of natural resources (Education Code 51221)
f. Eastern and western cultures and civilizations
g. Human rights issues, with particular attention to the study of the inhumanity of genocide (which may include, but is not limited to, the Armenian, Cambodian, Darfur, and Rwandan genocides), slavery, and the Holocaust
h. Contemporary issues
2. World language(s): understanding, speaking, reading, and writing, beginning not later than grade 7 (Education Code 51220)�
3. Physical education: with emphasis on physical activities conducive to health and vigor of body and mind, as required by Education Code 51222 (Education Code 51220)�
4. Science: physical and biological aspects; emphasis on basic concepts, theories, and processes of scientific investigation and on the place of humans in ecological systems; appropriate applications of the interrelation and interdependence of the sciences (Education Code 51220)�
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Courses of Study
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Regulation 6143: Courses of Study
5. Science: physical and biological aspects; emphasis on basic concepts, theories, and processes of scientific investigation and on the place of humans in ecological systems; appropriate applications of the interrelation and interdependence of the sciences (Education Code 51220)
6. Mathematics: mathematical understandings, operational skills, and problem-solving procedures; algebra (Education Code 51220, 51224.5)
7. Visual and performing arts: dance, music, theatre, and visual arts, with emphasis upon development of aesthetic appreciation and creative expression (Education Code 51220)
8. Applied arts: consumer education, family and consumer sciences education, industrial arts, general business education, or general agriculture (Education Code 51220)
9. Career technical/vocational-technical education: in the occupations and in the numbers appropriate to the personnel needs of the state and community served and relevant to the career desires and needs of students (Education Code 51220)
10. Comprehensive sexual health and HIV prevention (Education Code 51225.36, 51934)
11. Personal and public safety, accident prevention and health, including instruction in: (Education Code 51202, 51203)
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Courses of Study
Board Policy
Regulation 6143: Courses of Study
i. Defining the signs and symptoms of common mental health challenges.
ii. Explaining evidence-based services and supports that effectively help individuals manage mental health challenges.
iii. Promoting mental health wellness and protective factors, including positive development, social and cultural connectedness and supportive relationships, resiliency, problem solving skills, coping skills, self-esteem, and a positive school and home environment in which students feel comfortable.
iv. Identifying warning signs of common mental health problems in order to promote awareness and early intervention so that students know to take action before a situation turns into a crisis, including how to obtain assistance from the district or the community for themselves or others and evidence-based and culturally responsive practices that are proven to help overcome mental health challenges.
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Courses of Study
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Regulation 6143: Courses of Study
v. Connecting the importance of mental health to overall health and academic success and to co-occurring conditions, such as chronic physical conditions, chemical dependence, and substance abuse.
vi. Conveying an awareness and appreciation about the prevalence of mental health challenges across all populations, races, ethnicities, and socioeconomic statuses, including the impact of race, ethnicity, and culture on the experience and treatment of mental health challenges.
vii. Understanding the stigma surrounding mental health challenges and what can be done to overcome stigma, increase awareness, and promote acceptance, including, to the extent possible, classroom presentation of narratives by trained peers and other individuals who have experienced mental health challenges and how they coped with their situations, including how they sought help and acceptance.
a. Mental health instruction offered by the district shall: (Education Code 51926)
1. Be appropriate for use with students of all races, genders, sexual orientations, ethnic and cultural backgrounds, students with disabilities, and English learners.
2. Be accessible to students with disabilities, including, but not limited to, providing a modified curriculum, materials, and instruction in alternative formats, and auxiliary aids.
3. Not reflect or promote bias against any person on the basis of any category protected by Education Code 220.
4. Be coordinated with any existing on-campus mental health providers including, but not limited to, providers with a pupil personnel services credential, who may be immediately called upon by students for assistance.
Students receiving mental health instruction shall not be required to disclose their confidential health or mental health information at any time in the course of receiving the instruction. (Education Code 51927)
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Courses of Study
Board Policy
Regulation 6143: Courses of Study
12. Violence awareness and prevention
13. Ethnic studies Commencing in the 2025-26 school year, the district shall offer not less than one semester course in ethnic studies as specified in Education Code 51225.3 [Please Note: This is not a graduation requirement class.]
High schools shall offer automobile driver education that includes instruction in: (Education Code 51220, 51220.1, 51220.4)
Certification of College Preparatory Courses
The Superintendent or designee shall identify district courses that may qualify for designation as "A-G" college preparatory courses, including courses in history-social science, English, mathematics, laboratory science, languages other than English, visual and performing arts, career technical education, and college preparatory electives. The Superintendent or designee shall submit any necessary information regarding each identified course to the University of California (UC) for "A-G" designation.
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Courses of Study
Board Policy
Regulation 6143: Courses of Study
Notification and Information to Students in Grades 9-12
At the beginning of each school year, the Superintendent or designee shall provide written notice to parents/guardians of students in grades 9-12 that, to the extent possible, shall not exceed one page in length and that includes all of the following: (Education Code 51229)
The Superintendent or designee shall provide information to students and parents/guardians regarding the completion and submission of the Free Application for Federal Student Aid (FAFSA) and/or the California Dream Act Application (CADAA) at least once before grade 12. (Education Code 51225.8)
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Courses of Study
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Regulation 6143: Courses of Study
Financial Aid Requirements for Students in Grade 12
The Superintendent or designee shall ensure that each student in grade 12 completes and submits a FAFSA to the U.S. Department of Education or, if a student is exempt from paying nonresident tuition, a CASAA to the Student Aid Commission (CSAC), unless either: (Education Code 51225.7)
1. The student's parent/guardian, emancipated minor, or student age 18 years or older submits an adopt-out form to the district.
2. If the district determines that a student is unable to complete a requirement of Education Code 51225.7, the district shall exempt the student or the student's parent/guardian from completing the FAFSA, CADAA, or opt-out form and shall complete and submit an opt-out form on the student's behalf.
The Superintendent or designee shall ensure that each high school student in grade 12, and if applicable, the student's parent/guardian, be directed to any support and assistance necessary to complete the FAFSA and/or CADAA that may be available through outreach programs, including, but not limited to, programs operated by CSAC, postsecondary immigration resource centers, college readiness organizations, community-based organizations, and/or legal resource organizations. (Education Code 51225.7)
Information shared by students and parents/guardians in completing and submitting the FAFSA and/or CADAA shall be handled in compliance with the federal Family Rights and Privacy Act and applicable state law, regardless of any person's immigration status or other personal information. (Education code 51225.7)
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High School Graduation Requirements
Board Policy
Policy 6146.1: High School Graduation Requirements
The Governing Board desires to prepare all students to successfully complete the high school course of study and obtain a diploma that represents their educational achievement and increases their opportunities for postsecondary education and employment.
District students shall complete graduation course requirements as specified in Education Code 51225.3 and those adopted by the Board. Unless exempted as provided in "Exemptions from District-Adopted Graduation Requirements,", district students shall also complete other course requirements adopted by the Board. Students who are exempted from district-adopted graduation requirements shall be eligible to participate in any graduation ceremony and school activity related to graduation in which other students are eligible to participate.
Course Requirements
To obtain a high school diploma, students shall complete the following courses in grades 9-12, with each course being one year unless otherwise specified:
At least one mathematics course, or a combination of the two mathematics courses, shall meet or exceed state academic content standards for Algebra I (or its equivalent). Completion of such coursework prior to grade 9 shall satisfy the Algebra I or Mathematics I requirement, but shall not exempt a student from the requirement to complete three mathematics courses in grades 9-12. (Education Code 51224.5)
Students may be awarded up to one mathematics course credit for successful completion of an approved computer science course that is classified as a "category C" course based on the University of California (UC) and California State University (CSU) "A-G" admission requirements shall be counted towards the satisfaction of additional graduation requirements in mathematics. (Education Code 51225.3, 51225.35)
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High School Graduation Requirements
Board Policy
Policy 6146.1: High School Graduation Requirements
3. Two courses in science, including biological and physical sciences (Education Code 51225.3)
4. Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics; and a one-semester course in economics (Education Code 51225.3)
5. Two courses in visual or performing arts, and/or world language, and/or career technical education (CTE). For purposes of this requirement, a course in American Sign Language shall be deemed a course in world language. (Education Code 51225.3) To be counted towards meeting graduation requirements, a CTE course shall be aligned to the CTE model curriculum standards and framework adopted by the State Board of Education. (Education Code 51225.3)
6. Two courses in physical education, unless the student has been otherwise exempted pursuant to other sections of the Education Code (Education Code 51225.3)
7. A student shall complete 60 elective credits toward graduation to earn a high school diploma.
8. Beginning with the 2029-30 school year, a one-semester or year-long course in ethnic studies. (Education Code 51225.3) [Please note that this portion of the board policy has been temporarily suspended by the California Department of Education. Ethnic Studies is not a required elective that students must take currently or in the 2029-2030 school year to graduate.]
Because the prescribed course of study may not accommodate the needs of some students, the Board shall provide alternative means for the completion of prescribed courses in accordance with law.
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High School Graduation Requirements
Board Policy
Policy 6146.1: High School Graduation Requirements
Exemptions from District-Adopted Graduation Requirements
Additionally, a student with disabilities shall be eligible for exemption from all coursework and other requirements adopted by the Board in addition to the statewide course requirements for high school graduation, if the student's IEP provides for both of the following requirements: (Education Code 51225.31)
1. That the student is eligible to take the alternate assessment as described in Education Code 60640.
2. That the student complete state standards aligned coursework to meet the statewide coursework specified in Education Code 51225.3.
The district's responsibility to provide a free, appropriate public education shall not terminate when a student with a disability who is exempted from district-adopted graduation requirements participates in graduation activities unless the IEP team, which includes the parent/guardian and student, has determined that the student has completed the high school experience. (Education Code 51225.31)
Annually, the Superintendent or designer shall report to the California Department of Education, in accordance with Education Code 51225.1, the number of students graduating from the fourth or fifth year of high school who, for the prior school year, graduated with an exemption from district-established graduation requirements that are in addition to statewide coursework requirements.
A foster youth, student experiencing homelessness, former juvenile court school student, child of a military family, or migrant student who transfers into the district or between district schools any time after completing the second year of high school, or a newcomer student who is in the third or fourth year of high school shall be exempted from any graduation requirements adopted by the Board that are in addition to statewide course requirements. This exemption shall not apply if the Superintendent or designee makes a finding that the student is reasonably able to complete the additional requirements in time to graduate by the end of the fourth year of high school.
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High School Graduation Requirements
Board Policy
Policy 6146.1: High School Graduation Requirements
Within 30 days of the transfer into a school by the foster youth, student experiencing homelessness, former juvenile court school student, child of a military family, migrant student, or newcomer student, as applicable, the Superintendent or designee shall notify any eligible student, and others as required by law, of the availability of the exemption from local graduation requirements and whether the student qualifies for it. (Education Code 51225.1)
The Superintendent or designer shall not require or request the foster youth, student experiencing homelessness, former juvenile court school student, child of a military family, migrant student, or newcomer student who is exempted from district-established graduation requirements and who completes the statewide coursework requirements before the end of the fourth year of high school, and would otherwise be entitled to remain in school, to graduate before the end of the student's fourth year of high school. (Education Code 51225.1)
If the foster youth, student experiencing homelessness, former juvenile court school student, child of a military family, migrant student, or newcomer student was not properly notified of an exemption, declined the exemption, or was not previously exempted, the student of the student's educational rights holder may request the exemption and the Superintendent or designee shall exempt the student within 30 days of the request. Any such student who at one time qualified for the exemption may request the exemption even if the student is no longer eligible. (Education Code 51225.1)
Retroactive Diplomas
Any student who completed grade 12 in the 2003-04 through 2014-15 school year and met all applicable graduation requirements other than the passage of the high school exit examination shall be granted a high school diploma. (Education Code 51413)
In addition, the district may retroactively grant high school diplomas to former students who: (Education Code 48204.4, 51430, 51440)
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High School Graduation Requirements
Board Policy
Policy 6146.1: High School Graduation Requirements
Persons may be considered to have departed California against their will if they were in custody of a government agency and were transferred to another state, were subject to a lawful order from the court or government agency that authorized their removal from California, were subject to lawful order and were permitted to depart California before being removed from California pursuant to the lawful order, were removed or were permitted to depart voluntarily pursuant to the federal Immigration and Nationality Act, or departed due to other circumstances determined by the district that are consistent with the purposes of Education Code 48204.4.��In determining whether to award a diploma under these circumstances, the Superintendent or designee shall consider any coursework that may have been completed outside of the U.S. or through online or virtual courses.
2. Were interned by order of the federal government during World War II or are honorably discharged veterans of World War II, the Korean War, or the Vietnam War, provided that they were enrolled in a district high school immediately preceding the internment or military service and did not receive a diploma because their education was interrupted due to the internment or military service in those wars.��Deceased former students who satisfy these conditions may be granted a retroactive diploma to be received by their next of kin.
3. Are veterans who entered the military service of the U.S. while in grade 12 and who had satisfactorily completed the first half of the work required for grade 12 in a district school.
4. Are former members of the military, a resident of California, and received an honorable discharge, or, are current members of the military, a resident of California, and a resident of California when entering the military.��
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High School Graduation Requirements
Board Policy
Policy 6146.1: High School Graduation Requirements
In determining whether to award a diploma under these circumstances, the Superintendent or designee shall evaluate classes completed in any high school, community college, or state college, grant credit toward graduation for military service and training received while in the military, and if satisfied that the person has completed the equivalent of the requirements for graduation from high school, grant the person a diploma of graduation.
�5. Were in their senior year of high school during the 2019-20 school year, were in good academic standing and on track to graduate at the end of the 2019-20 school year as of March 1, 2020, and were unable to complete the statewide graduation requirements as a result of the COVID-19 crisis.
�Honorary Diplomas
The Board may grant an honorary high school diploma to: (Education Code 51225.5)
The honorary diploma shall be clearly distinguishable from the regular diploma of graduation awarded by the district. (Education Code 51225.5)�
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High School Graduation Requirements
Board Policy
Regulation 6146.1: High School Graduation Requirements
Notifications
Requirements for graduation and specified alternative means for completing the prescribed course of study shall be made available to students, parents/guardians, and the public. (Education Code 51225.3)
In the annual notification sent to parents/guardians pursuant to Education Code 48980, the Superintendent or designee shall include the following: (Education Code 48980)
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Options for a Diploma or Certificate of Completion
Board Policy
Policy 6146.4: Differential Graduation And Competency Standards For Students With Disabilities
The Governing Board recognizes that students with disabilities are entitled to a course of study that provides them with a free and appropriate public education (FAPE), and that modifications to the district's regular course may be needed on an individual basis to provide FAPE. In accordance with law, each student's individualized education program (IEP) team shall determine the appropriate goals, as well as any appropriate individual accommodations necessary for measuring the academic achievement and functional performance of the student on state and district wide assessments.
Exemption from District-Established Graduation Requirements
The district's responsibility to provide FAPE shall not terminate when a student with a disability who is exempted from district-adopted graduation requirements participates in graduation activities unless the student's IEP team, which includes the parent/guardian and student, has determined that the student has completed the high school experience. (Education code 51225.31)
District students shall complete all course requirements for high school graduation as specified in Board Policy 6146.1 - High School Graduation Requirements. However, a student with a disability may be exempted from all coursework and other requirements adopted by the Board, which are in addition to the statewide course requirements for high school graduation if the student's IEP provides for both of the following requirements: (Education Code 51225.31).
1. That the student is eligible to take the alternate assessment aligned to alternate achievement standards in grade 11 as described in Education Code 60640.
2. That the student complete state standards aligned coursework to meet the statewide coursework specified in Education Code 51225.3
Any such exempted student shall receive a diploma and be eligible to participate in any graduation ceremony and school activity related to graduation in which a student of similar age without a disability would be eligible to participate. (Education Code 51225.31)
MDUSD Policies
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
MDUSD Policies - page 22
Options for a Diploma or Certificate of Completion
Board Policy
Policy 6146.4: Differential Graduation And Competency Standards For Students With Disabilities
The Governing Board recognizes that students with disabilities are entitled to a course of study that provides them with a free and appropriate public education (FAPE), and that modifications to the district's regular course may be needed on an individual basis to provide FAPE. In accordance with law, each student's individualized education program (IEP) team shall determine the appropriate goals, as well as any appropriate individual accommodations necessary for measuring the academic achievement and functional performance of the student on state and district wide assessments.
Exemption from District-Established Graduation Requirements
The district's responsibility to provide FAPE shall not terminate when a student with a disability who is exempted from district-adopted graduation requirements participates in graduation activities unless the student's IEP team, which includes the parent/guardian and student, has determined that the student has completed the high school experience. (Education code 51225.31)
District students shall complete all course requirements for high school graduation as specified in Board Policy 6146.1 - High School Graduation Requirements. However, a student with a disability may be exempted from all coursework and other requirements adopted by the Board, which are in addition to the statewide course requirements for high school graduation if the student's IEP provides for both of the following requirements: (Education Code 51225.31).
1. That the student is eligible to take the alternate assessment aligned to alternate achievement standards in grade 11 as described in Education Code 60640.
2. That the student complete state standards aligned coursework to meet the statewide coursework specified in Education Code 51225.3
Any such exempted student shall receive a diploma and be eligible to participate in any graduation ceremony and school activity related to graduation in which a student of similar age without a disability would be eligible to participate. (Education Code 51225.31)
MDUSD Policies
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
MDUSD Policies - page 23
Options for a Diploma or Certificate of Completion
Board Policy
Policy 6146.4: Differential Graduation And Competency Standards For Students With Disabilities
Certificate of Educational Achievement or Completion
Instead of a high school diploma, a student with disabilities may be awarded a certificate or document of educational achievement or completion if the student has met one of the following requirements: (Education Code 56390)
A student with a disability who meets any of the criteria specified above shall be eligible to participate in any graduation ceremony and any school activity related to graduation in which a graduating student of similar age without disabilities would be eligible to participate. Education Code 56391
MDUSD Policies
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
MDUSD Policies - page 24
Options for a Diploma or Certificate of Completion
Board Policy
Policy 6146.11: Alternative Credits Toward Graduation
In order to meet individual student needs and encourage all students to complete their high school education, the Governing Board desires to provide flexibility in the completion of prescribed courses in accordance with law.
With the active involvement of parents/guardians, administrators, teachers, and students, the Board shall adopt alternative means for students to complete the prescribed course of study required for high school graduation. These alternative means shall be made available to students, parents/guardians, and the public. (Education Code 51225.3)
Students may fulfill any course requirement for graduation through the following:
MDUSD Policies
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
MDUSD Policies - page 25
Options for a Diploma or Certificate of Completion
Board Policy
Policy 6146.11: Alternative Credits Toward Graduation
Upon receiving advance, written application by the student or his/her parent/guardian, the Superintendent or designee shall determine whether completion of the proposed alternative means would satisfy course requirements for graduation and what documentation shall be required, if any, to verify the student's successful completion. The Superintendent or designee shall make the final determination as to whether the student's completion of an alternative means is sufficient to satisfy the district's graduation requirements.
As appropriate, the Superintendent or designee shall determine the grade to be assigned to students for the completion of any of the above alternative means. When a grade is assigned by a private school, postsecondary institution, or other educational institution for completion of coursework, that same grade shall be awarded by the district provided that the Superintendent or designee has determined the alternative course to be substantially equivalent to a district course.
MDUSD Policies
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
MDUSD Policies - page 26
Options for a Diploma or Certificate of Completion
Board Policy
Regulation 6146.11: Alternative Credits Toward Graduation
Definitions
A semester period is one period of 40 to 60 minutes of instructional time per week throughout one semester of at least 17 weeks, or a minimum of 12 clock hours of instructional time provided during the academic year or in summer school. While the content to be covered is planned within these time frames, a student may be granted one semester period of credit even though the student spends less than the aforementioned amount of time in completing the necessary work. (5 CCR 1600)
Private Instruction
A student who is regularly enrolled and in attendance at a high school shall receive credit toward high school graduation for private instruction under the following conditions: (5 CCR 1631)
Correspondence Instruction
Prior to registering for a correspondence course, the student or his/her parent/guardian shall obtain verification from the Superintendent or designee that the course is essentially equivalent to the high school curriculum and meets district graduation requirements. The number of semester credits assigned to the course shall be determined before the student begins coursework.
The district shall grant credit toward graduation for correspondence instruction if all of the following conditions are met: (Education Code 51740, 51741; 5 CCR 1633)
MDUSD Policies
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
MDUSD Policies - page 27
Options for a Diploma or Certificate of Completion
Board Policy
Regulation 6146.11: Alternative Credits Toward Graduation
Military Service and Training
Credit toward graduation shall be granted for military service and training received while in the military service of the United States, within the maximum limits established in 5 CCR 1634. A person is eligible for this credit if he/she is either: (Education Code 51440; 5 CCR 1634)
The Superintendent or designee shall keep a permanent record of the credit allowed for military service or training. (5 CCR 1634)
MDUSD Policies
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
MDUSD Policies - page 28
Options for a Diploma or Certificate of Completion
Board Policy
Regulation 6146.11: Alternative Credits Toward Graduation
Private Foreign Language Instruction
The district shall grant credit for foreign language studies successfully completed in a private school and shall apply the credit toward meeting any foreign language requirement prescribed for grades 9-12, provided that all of the following conditions are met: (Education Code 51243-51245; 5 CCR 1632)
MDUSD Policies
Appendix & Index
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MDUSD Policies
MDUSD Policies - page 29
• To graduate from Mt. Diablo Unified School District students must earn a minimum of 220 credits. • All students must enroll in six (6) courses each semester. Seniors may have a 5-period day if they need only 40 credits to graduate at the beginning of their senior year.
• Students earn five (5) credits for every semester course they complete with a “D” or better.
The following specific requirements must be included:
Please Note: This is a SAMPLE SCHEDULE for reference purposes only.
(*Ethnic Studies becomes a graduation requirement for the 2029-2030 school year.)
MDUSD Policies
High School Graduation Requirements
SUBJECT | | UNITS | Grade 9 | Grade 10 | Grade 11 | Grade 12 |
English | | 40 | English I | English II | English III | English IV |
Social Science World History US History US Gov / Economics | 10 10 10 | 30 | | World History | US History | US Government and Economics/ Financial Literacy |
Mathematics* | | 30 | Algebra I or Geometry or Alg II/Trig | Geometry or Algebra II / Alg II/Trig or Pre-Calc | Geometry or Algebra II / Alg II/Trig/ Financial Alg or Pre-Calc | Pre-Calc or Data Science or Statistics |
Visual & Performing Arts** World Languages** Career Technical Ed** | 10 and/or 10 and/or 10 | 20 | Visual or Performing Art or World Language or CTE | Visual or Performing Art or World Language or CTE | | |
Science Life Science Physical Science | 10 10 | 20 | Living Earth | Chemistry of the Earth Systems | Physics of the Universe | |
Physical Education*** | | 20 | PE 9 | PE | | |
Electives**** | | 60 | | | | |
TOTAL 220 | ||||||
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
MDUSD Policies - page 30
MDUSD Policies
Options for a High School Diploma or Certificate of Completion
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
MDUSD Policies - page 31
MDUSD Policies
Options for a High School Diploma or Certificate of Completion
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
MDUSD Policies - page 32
Academic planning is essential in the student scheduling process. Prior to requesting courses for the following school year, students should discuss their goals with their school counselor, administrator, teachers, case managers, and parents. Students should consider the following when choosing their classes:
1. Graduation requirements – Carefully compare course choices with required classes to earn a high school diploma.
2. College Eligibility – Consider taking suggested academically challenging and rigorous courses that fulfill a college or university entrance requirement.
3. Vocational Eligibility Requirements – Compare your choices to trade school requirements or career skills needed.
4. Interest – Find classes that you are interested in and that will be college and career relevant.
5. Academic Rigor – Weight the merits of the student schedule you are building and how does it compare to your 4-year academic plan.
6. Teacher and School Counselor Guidance – Seek the input from your teachers, school counselor, college and career advisor, administrators about a class schedule. Make an appointment to meet with them. Use CCGI as your academic planning guide.
7. Parent/Guardian Approval – Discuss your choices with your parents/guardians and compare alternative options before making your final decision.
MDUSD Policies
Guidelines in Selecting a Class
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
MDUSD Policies - page 33
There are a variety of factors that contribute to student scheduling: interest, popular classes, new high school graduation requirements, cored/teamed classes, class size limits, staffing, and facility constraints. Meet with your school counselor, college and career advisor, teachers, and parents/guardians to throughout weight your course selections and your alternative choices.
Please note the following:
MDUSD Policies
Student Scheduling Requirements and Changes
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
MDUSD Policies - page 34
High School Enrollment Considerations
Mt. Diablo Unified School District uses a centralized enrollment system for all new school students. Families should begin the process by visiting our Enrollment Services website to locate the Aeries Online Enrollment link and review the student information requirements.
Families should use our School Finder to identify their resident high school. Once the resident school is confirmed, please review the district’s enrollment requirements, including age-appropriate placement guidelines, immunization requirements, documents needed for address verification, and other required enrollment documents.
Important for Current MDUSD Families:
Students currently attending an MDUSD middle school do not need to complete Aeries online enrollment when transitioning to 9th grade. However, families must complete Address Verification prior to entering high school. Students will be automatically pre-enrolled at their resident high school unless an Intradistrict Transfer has been approved.
Alternative Education or Small Necessary High School Transfers
MDUSD offers alternative education options for students who may benefit from a smaller learning environment or need additional support with credit recovery. These programs are available to students who are at least 16 years old and enrolled in 10th grade or higher.
Students and families interested in exploring these options should contact their academic counselor or school administrator to apply or to receive more information about eligibility and placement.
MDUSD Policies
MDUSD Enrollment Policy
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
College Eligibility Requirements
UC and CSU Comparison of Minimum Eligibility Requirements
*Full charts can be found at:
https://admission.universityofcalifornia.edu/counselors/_files/documents/csu-uc-comparison-matrix.pdf
College Eligibility
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
College Eligibility Requirements - page 2
*Full charts can be found at:
https://admission.universityofcalifornia.edu/counselors/_files/documents/csu-uc-comparison-matrix.pdf
College Eligibility
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
College Eligibility Requirements - page 3
The UC A-G requirements are a set of college-preparatory courses needed for UC and CSU admission. They include a minimum of two years of history/social science, four years of English, three years of math, two years of science (including biology, chemistry, or physics), two years of a foreign language, one year of visual/performing arts, and one year of a college-prep elective. For UC, students must earn a grade of "C" or better in all A-G courses and have a minimum GPA of 3.0 for California residents (3.4 for nonresidents) in these courses taken during the 10th and 11th grades. For CSU, students must have a minimum GPA of 2.5 GPA (3.0 GPA for nonresidents).
A-G course requirements
Other requirements:
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Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
College Eligibility Requirements - page 4
Community College Requirements
Community colleges provide affordable and a high quality educational option for students. There are 116 accredited community colleges in the state of California that many MDUSD student alumni choose to attend to begin their post-secondary education and careers. Community college students may earn the following degrees:
Community colleges may assist with achieving your postsecondary educational goals:
California community colleges are required to admit California residents with a high school diploma or the equivalent. Minors who do not have a high school diploma may attend a California community college as a special, part-time student. Current MDUSD students are required by the California Community College system to have a high school administrator approve any request to enroll in a community college course.
In order for students to incorporate community college grades towards possible high school graduation, administrative permission must be ascertained prior to submitting transcripts of community college grades to the high school.
See the concurrent enrollment policy.
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Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
College Eligibility Requirements - page 5
Since 1949, Contra Costa College (CCC) has provided exemplary educational services to hundreds of thousands of residents from the greater West County area. The college has superior faculty and staff members and a learning environment that maximizes the potential of students. Technology is available throughout the institution and connects students to the world to ensure a relevant exchange of ideas. The college is proud of its diverse student body and commitment to individual student success. Excellent programs such as the Center for Science Excellence, The Advocate newspaper, the green Automotive Services program, the Nursing program, and the Culinary Arts program are known throughout the state and the nation. A model of excellence, CCC prides itself on being one of the finest community colleges in the country.
Diablo Valley College (DVC) has distinguished itself as one of the nation's most successful community colleges by offering incomparable transfer opportunities and exceptional career-technical programs and degrees to a diverse student body, while responding to an evolving need for robust adult basic skills and ESL programs. At both the Pleasant Hill and San Ramon locations, local and international students engage with high-quality instruction and support services designed for student learning and success. Faculty from DVC's various career-technical programs are in continuous dialog with our surrounding community to keep pace with emerging technologies and new skill requirements our students need to be successful in any job market. The college's unparalleled transfer programs prepare our students in large numbers to be successful in four-year colleges and universities all over the state and the country. DVC continuously ranks among the top transfer pathways to UC Berkeley.
Los Medanos College (LMC) provides excellent transfer and innovative career-technical opportunities in East Contra Costa County. A focus on student learning and success helps students build their abilities and competencies as lifelong learners, and provides critical educational preparation to help them to succeed in their career endeavors. Special opportunities include the only honors program certified as part of the UCLA Transfer Alliance, and learning communities supported by faculty and staff. With programs like Engineering, Nursing, Communication Studies, Child Development, Instrumentation Technology, Mathematics, and Process Technology, students receive the resources they need to excel in today's competitive workforce and at four-year colleges. LMC's main campus is located in Pittsburg, with a center in Brentwood.
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Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Instructional Programs
1 – AVID
Nationally-renowned Advancement Via Individual Determination (AVID) program
The AVID Elective is the core of AVID Secondary. It targets students in the academic middle with the desire to go to college and be career ready, and the willingness to work hard. Often, AVID Elective students will be the first in their families to attend college or be career ready, and come from groups traditionally underrepresented in higher education. These are students who are capable of completing rigorous curriculum with the support of the AVID Elective class.
The AVID Elective class places these students on the college track, requiring students to enroll in the most rigorous courses that are appropriate for them, such as Honors and Advanced Placement®. To support them in the rigorous coursework, AVID students learn organizational and study skills, develop critical thinking, learn to ask probing questions, receive academic help from peers and college tutors, and participate in enrichment and motivational activities to make their college and career readiness dreams reality.
AVID’s proven learning support structure, known as WICOR, incorporates teaching/learning methodologies in the critical areas of Writing to Learn, Inquiry, Collaboration, Organization, and Reading to Learn. WICOR provides a learning model that educators can use to guide students in comprehending concepts and articulating ideas at increasingly complex levels (scaffolding) within developmental, general education, and discipline-based curricula.
Furthermore, the WICOR model reflects and promotes the expertise and attitudes that will serve students well in their academic lives and careers.
Across all content areas, AVID’s research-based strategies and curriculum develop students’ academic skills such as: reading, writing, and critical thinking. Academic . ……………………… behaviors, including organization, time management, and goal ……………………… setting, are also taught as part of the AVID System. The AVID ……………………… curriculum was developed by elementary, middle, and high school ……………………… educators in collaboration with college professors. Driven by the … WICOR method, and based on rigorous standards, AVID’s ……………………… curriculum supports high levels of academic achievement for all ……………………… students and aligns to state and national content standards.
Instructional Programs
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Instructional Programs - page 2
2 – Advanced Placement
The Advanced Placement (AP) Program is a college-level curriculum and exam system for high school students, developed by the College Board. By taking AP courses and earning qualifying scores on the end-of-course exams, students can potentially earn college credit and/or advanced placement at a college or university. This allows students to get a head start on their college education, potentially graduate early, and pursue more specialized classes in college sooner.
Enroll in a course: Students sign up for AP courses offered at their high school, which cover subjects like arts, English, history, math, science, and world languages. These courses are designed to be academically rigorous, similar to introductory college classes.
All enrolled students must sign a school AP course contract.
AP Exams for college/university credit are scored on the following scale:
* Please see the Northgate High School AP student course policy on slide 170.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Instructional Programs - page 3
3 – College Now
College Now Program
College Now, launched in the fall semester of 2016, is a middle college program, housed on Diablo Valley College’s campus, serving MDUSD 11th and 12th graders. Through the College Now program, students have the opportunity to take college classes, earning both high school and college credits for those classes. Students take a core set of high school classes and then take college classes, chosen to help them meet both graduation and a-g requirements. Students can get a jump start on college in a supportive environment and they can start to develop those skills that will help them be successful in college or whatever post secondary education and/or training they pursue.
College Now is an exciting opportunity for MDUSD students. In 2026-2027, the College Now class capacity will be 60 juniors and 60 seniors. Any interested MDUSD student is welcomed and encouraged to apply. The next application process will take place in February, 2026 for classes beginning in August of 2026. Please read the information provided here and talk to your high school counselor about eligibility requirements.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Instructional Programs - page 4
4 – Concurrent & Dual Enrollment
Concurrent Enrollment
Concurrent enrollment is when an MDUSD student takes a class at one of the local community colleges on their own. Beginning in 2025-2026, MDUSD will allow up to 4 concurrent enrollment classes to be added to their MDUSD transcript, receiving both high school and college credit for those classes. These classes cannot be used to satisfy graduation requirements, except world languages. Interested students should fill out the interest form and work with their site counselors on registering for the class. Students should be ready for the academic rigor of college classes and are responsible enough to monitor and manage their own grades.
MDUSD Board Policy - 6172.1 - Concurrent Enrollment In College Classes
The Governing Board desires to provide opportunities for eligible district students to enroll concurrently in courses offered at postsecondary institutions in order to foster individual student achievement, increase opportunities for students to complete college preparatory course requirements and/or participate in career technical education (CTE), and prepare students for a smooth transition into college by providing exposure to the collegiate environment.
When it is determined that the postsecondary course in which the student intends to enroll is substantially equivalent to a course provided by the district, the student may receive credit toward high school graduation requirements in addition to credit received from the college. The Superintendent/ designee may issue high school credit for college courses not offered by the high school.
Approval of Concurrent Enrollment
The Board may approve a limited number of students of any age or grade level to apply for part-time or full-time concurrent enrollment in a community college or four-year college when it is determined to be in the student's best interest and the student is adequately prepared for such coursework.
Upon recommendation of the principal and with parent/guardian consent, the Board may authorize a student to attend a community college during any session or term as a special part-time or full-time student and to undertake one or more courses of instruction offered at the community college level. (Education Code 48800)
Within the enrollment limits and exceptions allowed by law, the principal may recommend a student for community college summer session if that student demonstrates adequate preparation in the discipline to be studied and exhausts all opportunities to enroll in an equivalent course, if any, at the school of attendance. (Education Code 48800)
A student's parent/guardian, regardless of the student's age or grade level, may petition the Board to authorize
special full-time attendance at a community college on the ground that the student would benefit from advanced scholastic or career technical work that would be available. If the petition is denied, an appeal may be filed with the County Board of Education. (Education Code 48800.5)
If the Board denies a request for special part-time or full-time enrollment at a community college for a student who is identified as highly gifted and talented, the Board shall issue its written recommendation and the reasons for the denial at its next regularly scheduled Board meeting that falls at least 30 days, but within 60 days, after the request has been submitted. (Education Code 48800, 48800.5)
The Board may authorize a student who is pursuing a high school diploma or a high school equivalency certificate through an adult education program, upon recommendation of the administrator of the student's adult school, to attend a community college during any session or term as a special part-time student. (Education Code 52620)
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Instructional Programs - page 5
4 – Concurrent & Dual Enrollment
Dual Enrollment
In partnership with Diablo Valley College, MDUSD offers college classes on several of its high school campuses, where students can earn both high school and college credit. Many of these classes are aligned to Mt. Diablo Unified School District’s career pathways and, when combined with articulation credit, may meet requirements for a degree and/or a certificate.
The benefits of dual enrollment are numerous: students can get a head start on their college education and potentially save time/money by completing college credits early. Dual enrollment also provides exposure to the rigor of college coursework and helps students transition more smoothly to higher education.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Instructional Programs - page 6
5 – CTE
High school Career and Technical Education (CTE) courses are classes that teach technical and industry-specific skills to prepare students for college and careers through specialized programs and sequences of courses. Examples include pathways in industries like patient care, engineering, digital media, and residential construction, often integrating academic knowledge with real-world applications. These programs offer hands-on experience, internships, and industry certifications, and can provide a pathway to postsecondary education or direct entry into a skilled occupation.
Why Choose a Career Pathway?
MDUSD has pathways in the following industry sectors: Digital Media • Automotive Technology • Building Trades • Education • Engineering • Health Care • Hospitality & Tourism • Information & Communication Technology
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Instructional Programs - page 7
6 – International Baccalaureate
International Baccalaureate (IB) Programme leads international education focusing on developing inquiry skills, critical thinking skills, confidence building, communication skills, global mindfulness, and caring amongst student learners. IB has for over 50 years provided a consistent curriculum framework infused with the common CORE state standards using the learner profile traits and the approaches to learning that incorporates flexibility to tailor to students' voice, choice, and ownership so that students have a say in their own educational journey according to their culture and context. The IB mission is to develop inquiring, knowledgeable, and caring skills in students to help them create a better and more peaceful world through education that builds intercultural understanding and respect. MDUSD has adopted and partnered with the IB organization to design a continuum through the Primary Years Programme (PYP) for elementary school years, the Middle Years Programme (MYP) for middle school years, and the Diploma Programme (DP) for high school years at Ygnacio Valley High School to develop well-rounded individuals who respond to modern challenges with optimism and open-mindedness. The IB Programmes (PYP, MYP, and DP) will enable teachers to develop resilient, self-motivated students who have the knowledge, skills, and sense of purpose needed to thrive throughout their lives and contribute to making the world a better place for all. The Diploma Programme (DP) curriculum is made up of six subject groups and the DP core, comprising theory of knowledge (TOK), creativity, activity, service (CAS) and the extended essay. Through the Diploma Programme (DP) core, students reflect on the nature of knowledge, complete independent research and undertake a project that often involves community service. The IB's Diploma Programme (DP) is recognized and respected by the world’s leading universities, and evidence suggests that higher rates of DP students go on to university and higher education study than non-IB students.
To earn a full-diploma, normally, three subjects (and not more than four) are taken at higher level (HL), and the others are taken at standard level (SL). The IB recommends 240 teaching hours for HL subjects and 150 hours for SL. Subjects at HL are studied in greater depth and breadth than at SL. In addition, three core elements—the extended essay, theory of knowledge and creativity, activity, service—are compulsory and central to the philosophy of the programme. Students are encouraged to participate in IB courses without having to earn a full-diploma. Juniors and seniors at YVHS take IB for all through their English classes.
For the high school Diploma Programme please visit the Ygnacio Valley . High School website: Ygnacio Valley High School IB DP
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Instructional Programs - page 8
7 – Multilingual Learners
English Learner Course Progression Generally, students progress one course level per school year until they meet reclassification requirements.
*Ten (10) credits of ELD/ALD may be used to meet the graduation requirement of 40 English credits.
Adopted Curriculum Textbook and Scope/Sequence for each course
Reclassification as Fluent English Proficient
Students who meet the following requirements no longer require the extra support of an ELD or ALD course: Reclassification Requirements
AB2121 Credit Exemption
Students considered newcomer pupils, or those participating in migrant education programs, may be eligible for a credit exemption under AB2121. They may also be eligible to attend high school for a fifth year in order to complete graduation requirements.
Assembly Bill 2121 CDE FAQs
MDUSD Credit Exemption Documentation
California State Seal of Biliteracy
The State Seal of Biliteracy (SSB), marked by a gold seal on the diploma or transcript, recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English. SSB Requirements for Students and Families
California Practitioner's’ Guide for Educating English Learners with Disabilities Handbook
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Instructional Programs - page 9
8 – Special Education
The California State Board of Education adopted the Master Plan for Special Education in 1974, and enacted Assembly Bill 1250 in 1977 which provides for statewide implementation of the Master Plan in California public schools. A major concept in the Master Plan for Special Education is that public education must offer special assistance to exceptional individuals in a setting, which promotes maximum interaction with the general school population, generally referred to as the “least restrictive environment.” There is a formal referral process. However, by high school, most students have already been identified. The goal at College Park High School is to make every effort to comply with the American with Disabilities Act of 2004.
Related Services
These services are provided by specialists and include specific services not normally given in a regular classroom and are supportive of the student’s total educational program. They include, but are not limited to, Related Services student services in speech and language, and Adaptive Physical Education.
Full Time/Part Time Specialized Instruction Services
The program provides, directly or indirectly, instructional and other services for students whose needs have been identified by the Individualized Education Plan (IEP) team as being exceptional. Students are assigned to regular classroom teachers for the majority of the school day, services are determined by students’ IEP. Please refer to your case manager for course selection.
Special Day Classes – SDC
These classes provide services to a student who have more moderate to severe needs. Students are enrolled for a majority of the school day and grouped according to similar instructional needs.
Further to the Mt. Diablo Unified School District’s Parent Handbook -- Special Education and Manual Para Padres -- Transporte de Educacion Especial for guidance on special education transportation.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Instructional Programs - page 10
8 – Special Education
The district will refine its delivery of special education services to strengthen communication with families, improve assessment of the needs of children, and improve implementation of special education services. The district will provide in-service training to benefit administrators, teachers and assistants to establish a climate of acceptance for students with specials needs and to foster integration
Mt. Diablo provides special education services along a continuum designed to provide educational benefit based on each individual student's unique needs.
The high school special education includes programming for resource, mild/moderate, and moderate/severe students with disabilities.
The following chart reflects their high school programming:
Academic Success is a course aligned to the Transition Framework which provides students with skills for success in school and post school settings including transition planning services.
Dynamic courses are offered to students with the most significant cognitive disabilities in accordance with their individual educational programs.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Instructional Programs - page 11
9 - STEM
STEM is an acronym for Science, Technology, Engineering and Math education. These areas are emphasized together not only because each discipline provides essential skills and knowledge for student success, but also because they are deeply interconnected in the real world and in the ways students learn most effectively. STEM is an interdisciplinary and applied approach that is coupled with hands-on, problem-based learning.
STEM will provide:
EQUITY: STEM education is for All
SUCCESS: STEM knowledge is key to success in the 21st century
IMPACT: Strong partnerships create lasting impact
LEARNING: STEM is an engine for continuous, lifelong learning
CHANGE: Bold problem-solving and support are key
STEM programs at College Park High School include:
Project Lead-the-Way (PLTW) in Biomedicine
Sophomores will take Chemistry of the Earth Systems or AP Chemistry
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Instructional Programs - page 12
10 – Alternative Education
ALTERNATIVE SCHOOLS & PROGRAMS
Bridge Program The BRIDGE Program is for persons 18-22 with disabilities who have completed four years of high school, and may be working towards the Alternative Pathway Diploma.
The goal of the BRIDGE Program is to provide individuals with the knowledge and skills they need in order to make a successful transition to adult life. The BRIDGE Program assists individuals to increase independence and to access vocational, social, and recreational opportunities in the community.
Components of the program include: Goals/objectives, curriculum, instruction and activities are developed in the following domains according to each individual’s needs, family and individual values and goals, and the student’s personal interests:
College Now Program Please refer to slide 22 (page 3 of instructional programs).)
Crossroads Crossroads is an alternative school program for pregnant or parenting teens living within the Mt. Diablo Unified School District. The curriculum is based on the needs and interest of the parent and full school credit is given. Contact your Student Services Coordinator for more information and enrollment procedures, or you may contact the program directly. (689-6852)
Glenbrook Academy Glenbrook Academy is an Intensive Social Emotional Educational Collaborative (SEEC) program with two classrooms, supported by a school psychologist and three mental health clinicians specialists. Mental health and social emotional support are offered to students daily.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Instructional Programs - page 13
10 – Alternative Education
ALTERNATIVE SCHOOLS & PROGRAMS
Home and Hospital The purpose of home and hospital instruction is to provide instruction to a student with a temporary disability in the student’s home or in a hospital or other residential health facility, excluding state hospitals. A temporary disability is defined as a physical, mental or emotional disability incurred while a student is enrolled in regular day classes or an alternative education program, and after which the student can reasonably be expected to return to regular day classes or the alternative education program without special intervention. A temporary disability does not include a disability for which a student is identified as an individual with exceptional needs pursuant to California Education Code (EC) Section 56026.
Horizons: CIS Horizons Center for Independent Study is part of the Mt. Diablo Unified School District. It is a fully WASC-accredited high school, staffed with fully accredited teachers. It has a UC/CSU approved college preparatory program. The standards in Independent Study meet all the requirements for graduation from the Mt. Diablo Unified School District.
Horizons Center for Independent Study is a program for students who want to do high school on their own. The heart of Independent Study is the student learning at home, teaching him/herself independent of teacher or school. Students meet with their teacher/case manager once a week for 1-3 hours to discuss their progress. Each week the student hands in the previous week’s assignments, completed projects, and receives new assignments for the following week.
Olympic Olympic High School is a California Model Continuation School recognized for its strong credit-recovery program, robust alternative learning pathways, and integrated social-emotional supports that run parallel to its academic instruction. We serve students ages 16 and older who are credit-deficient and need a personalized, accelerated pathway to earn their high school diploma. Olympic’s graduation requirements and academic course offerings mirror those of all other high schools within Mt. Diablo Unified, with the exception of requiring 20 fewer Physical Education credits.
Prospect Prospect High School is an alternative to the regular high school program providing opportunities to students who are significantly credit deficient, a flexible schedule in order to work, or a more individualized instructional program. The academic classes required for graduation are the same as other high schools in the district. Please contact your student’s counselor for more information about enrollment.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions
Course Descriptions
World History 003490
Grade: 10
Course Prerequisite(s): None
UC/CSU: 🗹
This course begins with a snapshot examination of global government systems in 1750. The course then covers a period of more than 250 years and highlights the intensification of a truly global history as people, products, knowledge, and ideas increasingly spread around the world. It examines dynamic forces such as democracy, nationalism, and economic competition and how these forces impacted the modern world. The course also considers the themes of war and conflict resolution, inclusiveness of governance, the concept of justice, and the growing importance of individual rights and liberties. The course ends with the continued evolution of a global society as shaped by globalization, terrorism, and technology. Throughout the course, students develop reading, writing, speaking, and listening skills to enhance their understanding of the content. Students engage with history as an investigative discipline, one that is continually reshaped based on inquiry, primary and secondary source research, and multiple new perspectives. Students will gain an appreciation of history and become more informed citizens in their community, country, and the world. This course seeks to present non-European perspectives, primary sources, and texts as a means of shifting the narrative.
Available at: CPHS CHS MDHS NHS YVHS
AP World History 003540
Grade: 10
Prerequisite(s): AP course contract
UC/CSU: 🗹
In AP World History:Modern,students investigate significant events,individuals, developments, and processes from 1200 to the present. Students develop and use the same skills,practices,and methods employed historians:analyzing primary and secondary sources; developing historical arguments; making historical connections; andutilizingreasoningaboutcomparison,causaion,andcontinuityandchangeovertime.The course provides six themes that students explore throughout the course in order to makeconnectionsamonghistoricaldevelopmentsindifferenttimesandplaces:humansandthe environment, cultural developments and interactions, governance, economic systems, social interaction and organization,and technology and innovation
Available at: CPHS CHS MDHS NHS YVHS
Please note that this section is organized by UC/CSU subject area courses.
High school abbreviations denote the following : CPHS – College Park High; CHS – Concord High; MDHS – Mt. Diablo High; NHS – Northgate High; and
YVHS – Ygnacio Valley High
(a. History/Social Science - 2 years)
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 2
American Threads/Social Studies 003080
Grade: 11
Prerequisite(s): English II
Co-requisite(s): Must be enrolled simultaneously in American Threads/ English
UC/CSU: 🗹
This course series fulfills both the junior English and U.S. History requirements through an interdisciplinary approach, which emphasizes the multicultural nature of American society. The course combines these two primary disciplines while weaving other elements of the humanities into the curriculum. Students will gain a holistic sense of the American experience.
Available at: CPHS NHS
US History 003530
Grade: 11
Prerequisite(s): None
UC/CSU: 🗹
United States History is a survey course of late nineteenth through twenty-first century American history, starting with a brief review of democratic foundations and the impact of the Civil War. Students will analyze turning points and themes related to American identity, the role of the government, and the American experience. Skills such as critical reading, writing, speaking and listening, research, and media literacy will be emphasized. Aligning with the California History-Social Sciences Framework, students will engage with the content, practice inquiry skills, improve literacy, and develop values of citizenship through this course.
Available at: CPHS CHS MDHS NHS YVHS
AP United States History 003531
Grade: 11
Prerequisite(s): World History and AP course contract
UC/CSU: 🗹
In AP U.S.History,students investigate significant events,individuals,developments,and processes in nine historical periods from approximately 1491 to the present. Students developandusethesameskillsandmethodsemployedbyhistorians:analyzingprimary and secondary sources; developing historical arguments; making historical connections; andutilizingreasoningaboutcomparison,causation,andcontinuityandchange.Thecourse also provides eight themes that students explore throughout the course in order to make connectionsamonghistoricaldevelopmentsindifferenttimesandplaces:Americanand national identity; work, exchange, and technology; geography and the environment; migration and settlement; politics and power; America in the world; American and regional culture; and social structures.
Available at: CPHS CHS MDHS NHS
(a. History/Social Science - 2 years)
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 3
(a. History/Social Science - 2 years)
IB History Higher Level Year 1 340230
Grade: 11
Prerequisite(s): None
UC/CSU: 🗹
The DP history course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility. The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past. Teachers explicitly teach thinking and research skills, such as comprehension, text analysis, transfer, and use of primary sources. There are six key concepts that have particular prominence throughout the DP history course: change, continuity, causation, consequence, significance and perspectives.1 The emphasis of the IB History HL Year 1 is History of the Americas.
Available at: YVHS
IB History High Level Year 2 350230
Grade: 12
Prerequisite(s): IB History HL Y1
UC/CSU: 🗹
The DP history course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility. The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past. Teachers explicitly teach thinking and research skills such as comprehension, text analysis, transfer, and use of primary sources. There are six key concepts that have particular prominence throughout the DP history course: change, continuity, causation, consequence, significance and perspectives. The IB History HL Year 2 course emphasizes 20th century conflicts, including the socio-economic contexts of the time.
Available at: YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 4
(a. History/Social Science - 2 years)
AP European History 003510
Grade: 10 - 12
Prerequisite(s): AP course contract
UC/CSU: 🗹
AP European History focuses on topics in modern European history from the mid-15th century through 21st century,and AP European History Exam assesses understanding of only those topics. However, to gain a deeper appreciation of the themes and patterns European history,many teachers find it useful to introduce the course with elements of earlier periods, such as ancient, classical, or medieval history. Information on Greek and Roman attitudes, for example, would help students understand the significance of how
Renaissance artists and scholars made use of ancient thought in their work. Similarly, a discussion of Catholic theology from Augustine through the late middle ages would help students appreciate the impact of such thought on later European intellectual, cultural,
social,andpoliticalbeliefsaswellasreligiousconflictsduring the Reformation and the wars of religion. Exposure to primary and secondary sources in these periods would also give students more practice with the skill of analyzing historical evidence.Using Earlier Periods To Establish The Thematic foundations of the course can help students deepen their understanding of modern Europe’s history. Topic covered: Renaissance and Exploration, Age of Reformation, Absolutism and Constitutionalism, Scientific, Philosophical, and Political Developments, Conflict, Crisis, and Reaction in the Late 18th Century, Industrialization and Its Effects, 19th-Century Perspectives and Political Developments, 20th-Century Global Conflicts, and Cold War and Contemporary Europe.
Available at: NHS
US Government 003280
Grade: 12
Required Course
Prerequisite(s): AP Course Contract
UC/CSU: 🗹
United States Government is a study of the institutions of the American government. The course focuses on the executive, judicial and legislative branches of the federal government, the election process, and political parties. There is an emphasis on the concepts of constitutionalism, representative democracy, separation of powers, checks and balances, and federalism.
Available at: CPHS CHS MDHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 5
(a. History/Social Science - 2 years)
AP (US) Government Politics 003262
Grade: 12
Required Course
Prerequisite(s): US History and AP course contract
UC/CSU: 🗹
AP U.S. Government and Politics provides a college-level, nonpartisan introduction to key political concepts, ideas, institutions, policies, interactions, roles, and behaviors that characterize the constitutional system and political culture of the United States. Students will study U.S. foundational documents, Supreme Court decisions, and other texts and visuals to gain an understanding of the relationships and interactions among political institutions, processes, and behaviors. Underpinning the required content of the course are several big ideas that allow students to create meaningful connections among concepts throughout the course. Students will also engage in skill development that requires them to read and interpret data, make comparisons and applications, and develop evidence-based arguments. In addition, they will complete a political science research or applied civics project.
Available at: MDHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 6
(b. English - 4 years)
English I 000010
Grade: 9
Required Course
Prerequisite(s): None
UC/CSU: 🗹
English I is a required one-year freshman course designed to help students continue development in the language arts. This course focuses on the study of reading, writing, language, and speaking and listening. The skills and strategies are taught in an integrated way to be mutually reinforcing and to align with the state and district adopted standards. There is an emphasis on critical thinking, increasingly complex texts, informational texts and nonfiction, integrating technology, and academic vocabulary. The range of texts includes canonical authors, as well as writers from diverse backgrounds.
Available at: CPHS CHS MDHS NHS YVHS
English II 000060
Grade: 10
Prerequisite(s): English I
UC/CSU: 🗹
English II is a required one-year sophomore course designed to help students continue development in the language arts. This course focuses on the study of reading, writing, language, and speaking and listening. The skills and strategies are taught in an integrated way to be mutually reinforcing and to align with the state and district adopted standards. There is an emphasis on critical thinking, increasingly complex texts,
informational texts and nonfiction, integrating technology, and academic vocabulary. The range of texts includes canonical authors, as well as writers from diverse backgrounds.
Available at: CPHS CHS MDHS NHS YVHS
AP Seminar 000220
Grade: 10 - 12
Course may be taken in lieu of English II or as elective credits.
Prerequisite(s): English I and AP course contract
UC/CSU: 🗹
AP Seminar is a foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives. Using an inquiry framework, students practice reading and analyzing articles, research studies, and foundational, literary, and philosophical texts; listening to and viewing speeches, broadcasts, and personal accounts; and experiencing artistic works and performances. Students learn to synthesize information from multiple sources, develop their own perspectives in written essays, and design and deliver oral and visual presentations, both individually and as part of a team. Ultimately, the course aims to equip students with the power to analyze and evaluate information with accuracy and precision in order to craft and communicate evidence-based arguments
Available at: NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 7
(b. English - 4 years)
Exploration of Child and Adolescent Literature 000219
Grade: 11
Prerequisite(s): Must be enrolled in the Education Academy
UC/CSU: 🗹
Exploration of Child and Adolescent Literature is a grade 10
English Language Arts college preparatory course integrated with the Education
Pathway standards. Students synthesize their knowledge of the developmental stages
of physical, intellectual, social, and emotional (PIES) development with their
understanding of appropriate teaching materials and readings for each of the stages
(will be addressed in each unit). In addition, students evaluate how familial and cultural
influences affect the themes and development of child and adolescent literature and
why those themes are crucial to the educational progress of children and adolescents.
Students conduct research, closely read and analyze complex texts, evaluate the
components of effective child and adolescent literature, create a digital portfolio (e-
portfolio) of original work, and maintain a reflective log/notebook.
Available at: YVHS
English III 000130
Grade: 11
Prerequisite(s): English I
UC/CSU: 🗹
English III is a required one-year junior course designed to help students continue development in the language arts. This course focuses on the study of reading, writing, language, and speaking and listening. The skills and strategies are taught in an integrated way to be mutually reinforcing and to align with the state and district adopted standards. There is an emphasis on critical thinking, increasingly complex texts, informational texts and nonfiction, integrating technology, and academic vocabulary. The range of texts includes canonical authors, as well as writers from diverse backgrounds.
Available at: CPHS CHS MDHS NHS
American Threads/English 003070
Grade: 11
Prerequisite(s): English II
Co-requisite(s): Must be simultaneously enrolled in American Threads/Social Studies
UC/CSU: 🗹
This course fulfills both the junior English and U.S. History requirements through an interdisciplinary approach, which emphasizes the multicultural nature of American society. The course combines these two primary disciplines while weaving other elements of the humanities into the curriculum. Students will gain a holistic sense of the American experience.
Available at: CPHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 8
(b. English - 4 years)
AP English Language and Composition 000126
Grade: 11
*Please Note: Course at NHS taken during the 12th grade.
Prerequisite(s): English II or equivalent and AP course contract
UC/CSU: 🗹
The AP English Language and Composition course focuses on the development and revision of evidence-based analytic and argumentative writing, the rhetorical analysis of nonfiction texts, and the decisions writers make as they compose and revise. Students evaluate, synthesize, and cite research to support their arguments. Additionally, they read and analyze rhetorical elements and their effects in nonfiction texts—including images as forms of text— from a range of disciplines and historical periods.
Available at: CPHS CHS MDHS NHS
IB Language & Literature Higher Level Year 1 340100
Grade: 11
Required Course
Prerequisite(s): English II
UC/CSU: 🗹
The language A: literature aims at exploring the various manifestations of literature as a particularly powerful mode of writing across cultures and throughout history. The course aims at developing an understanding of factors that contribute to the production and reception of literature—the creativity of writers and readers, the nature of their interaction with their respective contexts and with literary tradition, the ways in which language can give rise to meaning and/or effect, and the performative and transformative potential of literary creation and response. Through close analysis of a range of literary texts in a number of literary forms and from different times and places, students will consider their own interpretations as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts. Normally, three subjects (and not more than four) are taken at higher level (HL). The IB recommends 240 teaching hours for HL subjects. In addition, three core elements—the extended essay, theory of knowledge and creativity, activity, service—are compulsory and central to the philosophy of the programme. In year 1, students will analyze and exam anthologies and a selection of literary texts.
Available at: YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 9
(b. English - 4 years)
English IV 000190
Grade: 12
Prerequisite(s): English III
UC/CSU: 🗹
English IV is a required one-year senior course designed to help students continue development in the language arts. This course focuses on the study of reading, writing, language, and speaking and listening. The skills and strategies are taught in an integrated way to be mutually reinforcing and to align with the state and district adopted standards. There is an emphasis on critical thinking, increasingly complex texts, informational texts and nonfiction, integrating technology, and academic vocabulary. The range of texts includes canonical authors, as well as writers from diverse backgrounds.
Available at: CPHS CHS MDHS NHS YVHS
ERWC 000195
Grade: 12
Prerequisite(s): English III or its equivalent
UC/CSU: 🗹
The grade 12 Expository Reading and Writing Course (ERWC) engages students in the discovery of who they are as persons, the realization of the ways in which they can participate in society, and their development as critical consumers and effective communicators within society. Teachers and schools build and personalize the yearlong course by selecting from approximately 40 modules (instructional units) to meet rigorous, college-preparatory learning goals in reading, writing, listening, and speaking for all students while promoting student interest and motivation. Employing a rhetorical, inquiry-based approach that fosters critical thinking, student agency, and metacognition, the course includes five to six full-length modules drawn from three categories: 1) Shakespeare drama; 2) full-length books; and 3) contemporary issues (three to four modules). In addition, the course includes two short portfolio modules and at least three mini-modules that address transferable skills applicable to conceptual development and practice across all modules, e.g., genre awareness, goal setting and self-assessment, rhetorical situation, Aristotelian appeals. The core structure of all the modules—the Assignment Template—progresses along an “arc” from reading rhetorically (preparing to read, reading purposefully, and questioning the text) to preparing to respond (discovering what you think) to writing rhetorically (composing a draft, revising rhetorically, and editing). By the end of the course, students will have read a range of literary and nonfiction text genres and produced 10-12 culminating projects, including academic essays, creative writing and performances, and multimedia presentations/research reports, from initial draft to final revision and editing.
Available at: CPHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 10
(b. English - 4 years)
Advanced English & Public Health 000217
Grade: 12
Prerequisite(s): English III or its equivalent
UC/CSU: 🗹
Advanced English and Public Health is a college and career preparatory English course
which integrates both the Common Core Standards for ELA and the CTE standards for
the Health Science & Medical Technology industry sector. Advanced English and Public
Health is focused on the unifying theme of Public Health and related issues. It requires
students to answer numerous essential questions divided by thematic CTE units -- health ethics, communication, health care, epidemiology and careers -- while applying their developing knowledge and skills in reading, writing, listening, and speaking. Upon
completion of the Advanced English and Public Health course, students will have
answered numerous unit-based essential questions. As an example, students will be
guided in determining the variables affecting making an informed decision on a given
current healthcare issue, requiring them to determine which actions should be taken for
appropriate health care from the perspective of the culture, society, family, and individual
(as deliverer or receiver). Essential questions address foundational health care standards necessary for a comprehensive understanding of Public Health and the surrounding issues within today’s society.
Available at: YVHS
AP English Literature and Composition 000216
Grade: 12
*Please Note: Course at NHS taken during the 11th grade.
Prerequisite(s): English III or its equivalent and AP course contract
UC/CSU: 🗹
In the AP English Literature and Composition course, students devote themselves to the study of literary works written in—or translated into—English. Careful reading and critical analysis of such works of fiction, drama, and poetry, selected locally by responsible educators, provide rich opportunities for students to develop an appreciation of ways literature reflects and comments on a range of experiences, institutions, and social structures. Students will examine the choices literary writers make and the techniques they utilize to achieve purposes and generate meanings.
Available at: CPHS CHS MDHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 11
(b. English - 4 years)
IB Language & Literature Higher Level Year 2 350100
Grade: 12
Prerequisite(s): IB Lang Lit HL Y1
UC/CSU: 🗹
The language A: literature aims at exploring the various manifestations of literature as a particularly powerful mode of writing across cultures and throughout history. The course aims at developing an understanding of factors that contribute to the production and reception of literature—the creativity of writers and readers, the nature of their interaction with their respective contexts and with literary tradition, the ways in which language can give rise to meaning and/or effect, and the performative and transformative potential of literary creation and response. Through close analysis of a range of literary texts in a number of literary forms and from different times and places, students will consider their own interpretations as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts. The IB recommends 240 teaching hours for HL subjects. In addition, three core elements—the extended essay, theory of knowledge and creativity, activity, service—are compulsory and central to the philosophy of the programme. In year 2, students will analyze and exam a variety of literary texts.
Available at: YVHS
IB Language & Literature Standard Level Year 1 350205
Grade: 12
Prerequisite(s): IB Lang Lit HL Y1
UC/CSU: 🗹
The language and literature course aims to develop skills of textual analysis and the understanding that texts, both literary and non-literary, can relate to culturally determined reading practices, and to encourage students to question the meaning generated by language and texts. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. Helping students to focus closely on the language of studied texts and to become aware of the role of wider context in shaping meaning is central to the course. The study of literature in translation from other cultures is especially important to IB DP students because it contributes to a global perspective. Texts are chosen from a variety of sources, genres and media.
Available at: YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 12
(b. English - 4 years)
English Language Development I 000271
Grade: 9 - 12
Prerequisite(s): Placement by ELD/CELDT Assessment
UC/CSU: 🗹
This course is designed for English learners at CELDT level 1 (Beginning) or CELDT
level 2 (Early Intermediate) who have been in the United States less than a year and have literacy skills in their primary language. The direct English instruction contained in this course will move students from Beginner (CELDT level 1) and Early Intermediate
(CELDT level 2) to Intermediate (CELDT level 3).
The course objectives include basic communication skills in listening, speaking, reading,
and writing through lessons and activities that promote and allow students to demonstrate mastery of basic grammar, vocabulary, and other language elements in various receptive and productive contexts. Students will gain an awareness of a variety of career opportunities as they learn the English Language. Students will receive ten credits for English Language Arts and ten credits for Electives towards high school graduation requirements.
Available at: CPHS CHS MDHS NHS YVHS
English Language Development II 000272
Grade: 9 - 12
Prerequisite(s): Placement by ELD/CELDT Assessment
UC/CSU: 🗹
This course is designed for English learners at CELDT level 3. The direct English
instruction contained in this course will move students from Intermediate (CELDT level
3) to Early Advanced (CELDT level 4). The course objectives include communication
skills in listening speaking, reading, and writing through lessons and activities that
promote and allow students to demonstrate master of intermediate grammar, vocabulary,
and other language elements in various receptive and productive contexts. Students will
gain an awareness of a variety of career opportunities as they learn the English Language.
Available at: CPHS CHS MDHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 13
(b. English - 4 years)
English Language Development III 000273
Grade: 9 - 12
Prerequisite(s): Placement by ELD/CELDT Assessment
UC/CSU: 🗹
This course is designed for English Learners at CELDT level 4. The direct English
instruction contained in this course will move students from Early Advanced (CELDT
level 4) to Advanced (CELDT level 5). The course objectives include communication
skills in listening, speaking, reading, and writing through lessons and activities that
promote and allow students to demonstrate mastery of early advanced grammar,
vocabulary, and other language elements in various receptive and productive contexts.
Students will gain an awareness of a variety of career opportunities as they learn the
English Language.
Available at: CPHS CHS MDHS NHS YVHS
English Language Development IV 000274
Grade: 9 - 12
Prerequisite(s): Placement by ELD/CELDT Assessment
UC/CSU: 🗹
This course is designed for English Learners at CELDT level 5 (Advanced). The direct
English instruction contained in this course will prepare students to exit the English
Language Development Program. The course objectives include advanced
communication skills in listening, speaking, reading, and writing through lessons and
activities that promote and allow students to demonstrate mastery of grammar,
vocabulary, and other language elements in various receptive and productive contexts.
Students will develop an understanding of a variety of career opportunities as they learn
the English Language.
Available at: CPHS CHS MDHS NHS YVHS
English Learner Academic Language Development (ALD) Course A 000690
Grade: 9 - 12
Prerequisite(s): Placement by ELD/CELDT Assessment
UC/CSU: 🗹
English Learner Academic Language Development (ALD) Course A is designed to teach Long-term English Learners the academic language necessary for the academic success that leads to reclassification. The course uses Constructing Meaning instructional units, Determining an Identity and Recognizing Acts of Heroism, to teach portable academic language and to guide reflection on academic identity. Students in this class also read and discuss culturally relevant novels and work with their teacher to set personal academic goals and monitor their progress toward them.
Available at: CPHS CHS MDHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 14
(b. English - 4 years)
English Learner Academic Language Development (ALD) Course B 000691
Grade: 9 - 12
Prerequisite(s): Placement by ELD/CELDT Assessment
UC/CSU: 🗹
English Learner Academic Language Development (ALD) Course B is designed to teach Long-term English Learners the academic language necessary for the academic success that leads to reclassification. The course uses Constructing Meaning instructional units, Determining an Identity and Recognizing Acts of Heroism, to teach portable academic language and to guide reflection on academic identity. Students in this class also read and discuss culturally relevant novels and work with their teacher to set personal academic goals and monitor their progress toward them.
Available at: CPHS CHS MDHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 15
(c. Mathematics - 3 years)
Suggested Math Progression of Classes
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 16
(c. Mathematics - 3 years)
Algebra I 001310
Grade: 8 - 12
Prerequisite(s): Math 8 or equivalent placement
UC/CSU: 🗹
Algebra I provides the transition from simple computation and problem solving into understanding the dynamic changes and relationships in the world, and universe, around us. The class aims to provide a symbolic understanding of the natural objects and events and how they relate to each other by understanding constants and formulaic relationships. Students will relate systems of equations to each other to find solutions in multiple ways and identify which process is best. An understanding of quadratic functions and equations will be developed through integration with technology and applications with real life examples across various methods to find solutions. This will be contrasted with exponential functions, radical functions, and geometric series.
Students are expected to work together on explorations, to make conjectures, to construct viable arguments, and to critique the reasoning of others. Explaining their thinking is a goal in their development early on in this course.
In addition to the California Common Core State Standards for Mathematics, students will experience and gain fluency with the 8 Standards for Mathematical Practice:
Overall, the quality of a learning environment depends on the extent to which it provides opportunities for students along the following five dimensions:
Available at: CPHS CHS MDHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 17
(c. Mathematics - 3 years)
Geometry 001320
Grade: 9 - 12
Prerequisite(s): Successful completion of Algebra I.
Concurrent support recommended for students who received a D in Algebra I.
UC/CSU: 🗹
This Geometry course is designed to develop critical thinking and problem solving skills through the study of the basic elements of geometry and geometric concepts. In this course, students learn to use geometric reasoning as a method for problem solving. The course begins with an introduction to the basic tools of geometry: the structure of a mathematical system, connecting definitions, postulates, logical reasoning, and theorems. From there students move on to proofs, parallel and perpendicular lines, congruence and relationships in triangles and quadrilaterals, proportions and similarity, right triangles and trigonometry, transformations and symmetry, measurements of circles, surface area and volume, and probability and measurement.
In addition to the California Common Core State Standards for Mathematics, students will experience and gain fluency with the 8 Standards for Mathematical Practice:
Overall, the quality of a learning environment depends on the extent to which it provides opportunities for students along the following five dimensions:
Available at: CPHS CHS MDHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 18
(c. Mathematics - 3 years)
Algebra II 001330
Grade: 8 - 12
Prerequisite(s): Successful completion of Geometry
UC/CSU: 🗹
In this course, students expand understanding of expressions including rewriting, interpreting and examining rational, radical, polynomial expressions and deriving the formula of the sums of finite geometric series. Students continue expanding their knowledge of rational, polynomial, radical, exponential and logarithmic functions. They learn to represent functions algebraically, graphically, in numerical tables and by verbal descriptions.
Students will extend their knowledge of functions by examining domains, various discontinuities, and through the use of advanced theorems such as the binomial expansion theorem, Descartes rules of signs, and the conjugate root theorem. Students will also be exposed to more sophisticated and complex applications.
Special emphasis in this course is given to the expansion of trigonometric topics including degree to radian conversion, to interpreting radian measure of angles in the unit circle, graphing all six trigonometric functions, modeling the periodic phenomena of trig functions, and proving/evaluating trig identities. Students in this course will spend additional time working with trigonometric applications and inverse trigonometric functions, as well as solving trigonometric equations which require proficiency with identities. Students will also be using modeling to represent real-world applications.
Students continue expanding their knowledge of statistics by summarizing, representing, and interpreting data using the normal distribution. Moreover, students make inferences and justify conclusions based on sampling, experiments and observational studies
In addition to the California Common Core State Standards for Mathematics, students will experience and gain fluency with the 8 Standards for Mathematical Practice: 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Look for and make sure of structure 5. Look for and express regularity in repeated reasoning
Overall, the quality of a learning environment depends on the extent to which it provides opportunities for students along the following five dimensions: 1. The richness of disciplinary concepts and practices (“the content”) available for learning; 2. Meaningful and equitable access to concepts and practices for all students; 3. Means for constructing positive disciplinary identities through presenting, discussion and refining ideas; and 4. The responsiveness of the environment to student thinking.
Available at: CPHS CHS MDHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 19
(c. Mathematics - 3 years)
Algebra II/Trigonometry 001340
Grade: 10 - 12
Prerequisite(s): Successful completion of Geometry with a C or better
UC/CSU: 🗹
In this course, students expand understanding of expressions including rewriting, interpreting and examining rational, radical, polynomial expressions and deriving the formula of the sums of finite geometric series. Students continue expanding their knowledge of rational, polynomial, radical, exponential and logarithmic functions. They learn to represent functions algebraically, graphically, in numerical tables and by verbal descriptions. Students will extend their knowledge of functions by examining domains, various discontinuities, and through the use of advanced theorems such as the binomial expansion theorem, Descartes rules of signs, and the conjugate root theorem. Students will also be exposed to more sophisticated and complex applications.
Special emphasis in this course is given to the expansion of trigonometric topics including degree to radian conversion, to interpreting radian measure of angles in the unit circle, graphing all six trigonometric functions, modeling the periodic phenomena of trig functions, and proving/evaluating trig identities. Students in this course will spend additional time working with trigonometric applications and inverse trigonometric functions, as well as solving trigonometric equations which require proficiency with identities. Students will also be using modeling to represent real-world applications.
Students continue expanding their knowledge of statistics by summarizing, representing, and interpreting data using the normal distribution. Moreover, students make inferences and justify conclusions based on sampling, experiments and observational studies.
In addition to the California Common Core State Standards for Mathematics, students will experience and gain fluency with the 8 Standards for Mathematical Practice: 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Look for and make sure of structure 5. Look for and express regularity in repeated reasoning Overall, the quality of a learning environment depends on the extent to which it provides opportunities for students along the following five dimensions: 1. The richness of disciplinary concepts and practices (“the content”) available for learning; 2. Meaningful and equitable access to concepts and practices for all students; 3. Means for constructing positive disciplinary identities through presenting, discussion and refining ideas; and 4. The responsiveness of the environment to student thinking. Available at: CPHS CHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 20
(c. Mathematics - 3 years)
Financial Algebra 001350
Grade: 11 - 12
Alternate to: Algebra II or Alg II/Trig
Prerequisite(s): Algebra I
UC/CSU: 🗹
Advanced algebra with financial applications is a mathematical modeling course that is algebra-based, applications oriented, and technology-dependent. The course addresses college preparatory mathematics topics from advanced algebra, statistics, probability, precalculus, and calculus under seven financial umbrellas: banking, investing, credit, employment and income taxes, automobile ownership, independent living, and retirement planning and household budgeting. The course allows students to experience the interrelatedness of mathematical topics, find patterns, make conjectures, and extrapolate from known situations to unknown situations. Students are encouraged to use a variety of problem solving skills and strategies in real-world contexts, and to question outcomes using mathematical analysis and data to support their findings. The course offers students multiple opportunities to use, construct, question, model, and interpret financial situations through symbolic algebraic representations, graphical representations, geometric representations, and verbal representations. It provides students a motivating, young- adult centered financial context for understanding and applying the mathematics they are guaranteed to use in the future, and is thusly aligned with the recommendations of the Common Core State Standards, as stated in this excerpt: “...all students should be strongly encouraged to take math in all years of high school. As indicated in the Common Core State Standards, this course will provide an array of challenging options that will keep math relevant for students, and give them a new set of tools for their futures. Available at: CPHS CHS MDHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 21
(c. Mathematics - 3 years)
Data Science and Statistics: A Modeling Approach 001510
Grade: 11 - 12
Prerequisite(s): Algebra I and Geometry
UC/CSU: 🗹
This course will develop skills in data science and statistics by emphasizing a modeling approach. The General Linear Model (GLM) is used as a major connecting principle among the many concepts covered in this course. Students will learn to use data and modeling to answer questions and to critically evaluate information. This is achieved, in part, by embedding opportunities for students to engage in productive struggle, deliberate practice, and practicing explicit connections between concepts into the structure of the course and its online textbook.
This course is divided into 6 units:
Available at: CPHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 22
(c. Mathematics - 3 years)
Statistics 001520
Grade: 11 - 12
Prerequisite(s): C or better in Algebra II or Algebra II /Trig
UC/CSU: 🗹
Statistics is an activity and project-based class that will familiarize students with the collection and analysis of current real-world data. Students will learn reliable methods for obtaining sample data from a population, as well as various methods of visual and numerical description of the findings. Measuring the probability of an event, interpreting probability, and using probability in decision making are central themes of the course. Emphasis will be placed on forming original hypotheses, testing them, and then constructing formal written presentations of their methods, results, and conclusions. Students will discover throughout the year how careful critical analysis is essential to gaining statistical proficiency.
Through project-based assignments, students will learn how to apply statistical concepts to better understand their world. Students will make informed mathematical predictions, test hypotheses and use findings to justify conclusions. Mathematical modeling is essential to this course as students apply the rules of statistics to real-world situations. Students will not only develop a fluency in statistical concepts, they will learn how to use tools such as graphing calculators to manipulate and present statistical data and conclusions.
In addition to the California Common Core State Standards for Mathematics, students will experience and gain fluency with the 8 Standards for Mathematical Practice:
Overall, the quality of a learning environment depends on the extent to which it provides opportunities for students along the following five dimensions:
Available at: CPHS CHS MDHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 23
(c. Mathematics - 3 years)
AP Statistics 001530
Grade: 11 - 12
Prerequisite(s): Algebra II or its equivalent and AP course contract
UC/CSU: 🗹
The AP Statistics course introduces students to the major concepts and tools for collecting, analyzing,and drawing conclusions from data.There are four themes videntinthe content, skills, and assessment in the AP Statistics course: exploring data, sampling and experimentation, probability and simulation, and statistical inference. Students use technology, investigations, problem solving, and writing as they build conceptual understanding. Available at: CPHS CHS MDHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 24
(c. Mathematics - 3 years)
Pre-Calculus 001390
Grade: 11 - 12
Prerequisite(s): Required - C or better Algebra II or Algebra II/Trig and/or Teacher Recommendation
UC/CSU: 🗹
Pre-Calculus focuses on the study of families of functions, their application in mathematical modeling, and the use of equivalence to rewrite expressions to reveal important features. Students analyze features of a variety of functions and their graphs, connect different representations, and identify and apply transformations of equations and graphs. To solve problems using function models, students choose among function families, fit linear and nonlinear functions to data, and interpret, apply, and evaluate the resulting models. The study of functions in this course includes strengthening of concepts and skills from prior courses, fuller development of equivalent forms of functions, and an in-depth study of trigonometry and its applications. In addition to the California Common Core State Standards for Mathematics, students will experience and gain fluency with the 8 Standards for Mathematical Practice:
Overall, the quality of a learning environment depends on the extent to which it provides opportunities for students along the following five dimensions:
Available at: CPHS CHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 25
(c. Mathematics - 3 years)
AP PreCalculus 001410
Grade: 11 - 12
Prerequisite(s): Required - C or better Geometry and Algebra II or its equivalent
UC/CSU: 🗹
AP Precalculus centers on functions modeling dynamic phenomena. This research-based exploration of functions is designed to better prepare students for college-level calculus and provide grounding for other mathematics and science courses. In this course, students study a broad spectrum of function types that are foundational for careers in mathematics, physics, biology, health science, business, social science, and data science. Furthermore, as AP Precalculus may be the last mathematics course of a student’s secondary education, the course is structured to provide a coherent capstone experience rather than exclusively focusing on preparation for future courses.
Throughout this course, students develop and hone symbolic manipulation skills, including solving equations and manipulating expressions, for the many function types throughout the course. Students also learn that functions and their compositions, inverses, and transformations are understood through graphical, numerical, analytical, and verbal representations, which reveal different attributes of the functions and are useful for solving problems in mathematical and applied contexts. In turn, the skills learned in this course are widely applicable to situations that involve quantitative reasoning.
AP Precalculus fosters the development of a deep conceptual understanding of functions. Students learn that a function is a mathematical relation that maps a set of input values— the domain—to a set of output values—the range—such that each input value is uniquely mapped to an output value. Students understand functions and their graphs as embodying dynamic covariation of quantities, a key idea in preparing for calculus. With each function type, students develop and validate function models based on the characteristics of a bivariate data set, characteristics of covarying quantities and their relative rates of change, or a set of characteristics such as zeros, asymptotes, and extrema. These models are used to interpolate, extrapolate, and interpret information with different degrees of accuracy for a given context or data set. Additionally, students also learn that every model is subject to assumptions and limitations related to the context. As a result of examining functions from many perspectives, students develop a conceptual understanding not only of specific function types but also of functions in general. This type of understanding helps students to engage with both familiar and novel contexts.
Available at: CPHS CHS MDHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 26
(c. Mathematics - 3 years)
IB Analysis and Approaches Standard Level 1/Standard Level 350263/350264
Grade: 11 - 12
Course: 2 year sequence
Prerequisite(s): Successful completion of Algebra II or its equivalent
UC/CSU: 🗹
Individual students have different needs, aspirations, interests and abilities. For this reason there are two different DP subjects in mathematics, Mathematics: analysis and approaches and Mathematics: applications and interpretation. Each course is designed to meet the needs of a particular group of students. Both courses are offered at SL and HL. The IB DP Mathematics: applications and interpretation course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. Students are encouraged to solve real-world problems, construct and communicate this mathematically and interpret the conclusions or generalizations. Students should expect to develop strong technology skills, and will be intellectually equipped to appreciate the links between the theoretical and the practical concepts in mathematics. All external assessments involve the use of technology. Students are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments. The internally assessed exploration allows students to develop independence in mathematical learning. Throughout the course students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas.
IB Mathematics: Analysis and Approaches SL is designed for students who want to study mathematics at a solid and challenging level, without the additional depth required at Higher Level. The course develops students’ ability to apply mathematical methods to both real-world and abstract problems, with a focus on logical reasoning, problem-solving and generalisation.
This course is well suited to students who enjoy analytical thinking and who may go on to study subjects with a strong mathematical background at university, such as economics, geography or chemistry. Alongside subject knowledge, learners strengthen transferable skills like critical thinking, persistence and creativity - attributes central to the IB Learner Profile. Available at: YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 27
(c. Mathematics - 3 years)
IB Analysis and Approaches Higher Level 1/Higher Level 2 350268/350269
Grade: 11 - 12
Course 2 year sequence
Prerequisite(s): Successful completion of Algebra II/Trig or its equivalent
UC/CSU: 🗹
Individual students have different needs, aspirations, interests and abilities. For this reason there are two different DP subjects in mathematics, Mathematics: analysis and approaches and Mathematics: applications and interpretation. Each course is designed to meet the needs of a particular group of students. Both courses are offered at SL and HL. The IB DP Mathematics: applications and interpretation course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. Students are encouraged to solve real-world problems, construct and communicate this mathematically and interpret the conclusions or generalizations. Students should expect to develop strong technology skills, and will be intellectually equipped to appreciate the links between the theoretical and the practical concepts in mathematics. All external assessments involve the use of technology. Students are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments. The internally assessed exploration allows students to develop independence in mathematical learning. Throughout the course students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas.
IB Mathematics: Analysis and Approaches HL is designed for students who want to study mathematics in depth and gain a strong formal understanding of the subject. The course emphasises abstract reasoning, logical problem-solving and mathematical generalisation, while also exploring real-world applications of advanced mathematics. This course is best suited to students who enjoy analytical thinking and who may go on to study mathematics, engineering, physical sciences, economics or other subjects with a significant mathematical component at university. Alongside technical mastery, students also develop critical thinking, creativity and resilience, attributes central to the IB Learner Profile and essential for success in higher education and beyond. Available at: YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 28
(c. Mathematics - 3 years)
AP Calculus AB 001375
Grade: 11 - 12
Prerequisite(s): Successful completion of Pre-calculus or its equivalent and AP course contract
UC/CSU: 🗹
AP Calculus AB focus on students’ understanding of calculus concepts and provide experience with methods and applications. Through the use of big ideas of calculus (e.g., modeling change, approximation and limits, and analysis of functions), each course becomes a cohesive whole, rather than a collection of unrelated topics. Both courses require students to use definitions and theorems to build arguments and justify conclusions. The courses feature a multi-representational approach to calculus, with concepts, results, and problems expressed graphically, numerically, analytically, and verbally. Exploring connections among these representations builds understanding of how calculus applies limits to develop important ideas, definitions, formulas, and theorems. A sustained emphasis on clear communication of methods, reasoning, justifications, and conclusions is essential. Teachers and students should regularly use technology to reinforce relationships among functions, to confirm written work, to implement experimentations, and to assist in interpreting results.
AP Calculus AB is designed to be the equivalent of a first semester college calculus course devoted to topics in differential and integral calculus. Available at: CPHS CHS MDHS NHS
AP Calculus BC 001376
Grade: 11 - 12
Prerequisite(s): AP course contract; May take AP Calculus AB prior
UC/CSU: 🗹
AP Calculus AB and AP Calculus BC focus on students’ understanding of calculus concepts and provide experience with methods and applications. Through the use of big ideas of calculus (e.g., modeling change, approximation and limits, and analysis of functions), each course becomes a cohesive whole, rather than a collection of unrelated topics. Both courses require students to use definitions and theorems to build arguments and justify conclusions. The courses feature a multi-representational approach to calculus, with concepts, results, and problems expressed graphically, numerically, analytically, and verbally. Exploring connections among these representations builds understanding of how calculus applies limits to develop important ideas, definitions, formulas, and theorems. A sustained emphasis on clear communication of methods, reasoning, justifications, and conclusions is essential. Teachers and students should regularly use technology to reinforce relationships among functions, to confirm written work, to implement experimentations, and to assist in interpreting results.
AP Calculus BC is designed to be the equivalent to both first and second semester college calculus courses. AP Calculus BC applies the content and skills learned in AP Calculus AB to parametrically defined curves, polar curves, and vector-valued functions; develops additional integration techniques and applications; and introduces the topics of sequences and series. Available at: CPHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 29
(c. Mathematics - 3 years)
AP Computer Science A 006030
Grade: 11 - 12
Prerequisite(s): Algebra I and AP course contract
UC/CSU: 🗹
AP Computer Science A introduces students to computer science through programming. Fundamental topics in this course include the design of solutions to problems, the use of data structures organize largest data, the development and implementation of algorithms to process data and discover new information, the analysis of potential solutions, and the ethical and social implications of computing systems. The Course Emphasizes Object-oriented programming and design using the Java programming language.
AP Computer Science A is equivalent to an introductory college course in computer science.
The AP Computer Science A course requires that solutions of problems be written in the Java programming language. Because the Java programming language is extensive, with far more features than could be covered in a single introductory course, the AP Computer Science A Exam covers a subset of Java.
The AP Computer Science A course must include minimum 20 hours hands-on, structuredlabexperiencestoengagestudentsinindividualorgroupproblem-solving.Thus, each AP Computer Science A course includes a substantial lab component in which students design solutions to problems, express their solutions precisely (e.g., in the Java programming language), test their solutions, identify and correct errors (when mistakes occur), and compare possible solutions. College Board has developed several labs that are aligned to the course framework that fulfill the 20-hour requirement. The class period recommendations provided in the unit guides account for the time needed to complete each lab activity as described in the lab guide. Available at: CPHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 30
(d. Science - 2 years of laboratory science in at least two of these three disciplines: biology, chemistry, or physics)
Living Earth 002930
Grade: 9
Required Course for 9th grade
Prerequisite(s): Science 8
Corequisite(s): Algebra I
UC/CSU: 🗹
The Living Earth course is based on the CA 3-course model which integrates both Life Science and Earth and Space Science Performance Expectations, the Science and Engineering Practices, the Cross-Cutting Concepts and the CA Environmental Principles and Concepts using the 5 E instructional model. Using evidence from experiments, research, and observations, students will learn how to formulate questions, evaluate and develop claims backed by evidence and reasoning, and develop models to make interpretations and investigate the natural world and the interactions between the biotic and abiotic systems of the earth. Topics will include: Ecosystems Interactions and Energy, History of Earth’s Atmosphere: Photosynthesis and Respiration, Evidence of Evolution, Inheritance of Traits, Structure, Function, and Growth (from cells to organisms) and Ecosystem Stability and the Response to Climate Change.
Available at: CPHS CHS MDHS NHS YVHS
Chemistry of the Earth Systems 002940
Grade: 10
Prerequisite(s): Living Earth
Corequisite(s): Algebra I
UC/CSU: 🗹
Chemistry in the Earth System is a laboratory-based college-preparatory course that applies the foundations of chemistry to help students understand the chemical processes that drive the Earth systems. The instructional segments of this course are based on the CA NGSS three course model which integrates some of the Physical Science and Earth and Space Science Performance Expectations, composed of the Disciplinary Core Ideas, Science and Engineering Practices and the Cross-Cutting Concepts. Students will develop critical thinking skills and apply chemistry principles to solve real world problems in preparation for their college and career experience. Topics include Combustion, Heat and Energy in the Earth System, Atoms Elements and Molecules, Chemical Reactions, Chemistry of Climate Change, and Dynamics of Chemical Reactions and Ocean Acidification. Upon completion of the course students will have explored the fundamentals of chemistry and essential roles that these processes play in Earth’s solid geosphere, its liquid hydrosphere, and its gaseous atmosphere.
Available at: CPHS CHS MDHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 31
(d. Science - 2 years of laboratory science in at least two of these three disciplines:
biology, chemistry, or physics)
Physics of the Universe 002950
Grade: 10 - 12
Prerequisite(s): Living Earth or Chemistry of the Earth Systems
Corequisite(s): Algebra I
UC/CSU: 🗹
Physics of the Universe is a Next Generation Science Standards integrated course that explores the way in which physical processes govern the universe. Throughout the course, students will learn how to formulate questions, evaluate claims, use mathematical and computational thinking, and develop models to make interpretations and investigate the origins of the universe, space and earth through the lens of studying matter, energy, forces, and their interactions. Available at: CPHS CHS MDHS NHS
AP Biology 002044
Grade: 11 - 12
Prerequisite(s): Living Earth and Chemistry of the Earth Systems
Corequisite(s): Algebra II
UC/CSU: 🗹
Given the speed with which scientific discoveries and research continuously expand scientific knowledge, educators are faced with the challenge of balancing breadth of content coverage with depth of understanding. The AP Biology course outlined in this framework embraces this challenge deemphasizing traditional“content coverage” model of instruction in favor of one that focuses on essential, conceptual understandings and the content that supports them. This approach enables students to spend less time on factual recall and more time on inquiry-based learning essential concepts, helping them develop the reasoning skills necessary to engage in the science practices used throughout their study of AP Biology. To foster this deeper level of learning, the breadth and depth of content in the AP Biology course define concepts,science practices,and understandings required by representative colleges and universities for granting college credit and/or placement.Illustrative Examples Provide To Offer a variety of optional instructional contexts to help students achieve deeper understanding. Content that is outside the scope of the course and exam is alsoidentifiedwithintheexclusionstatementsinthe framework. This framework encourages student development of inquiry and reasoning skills, such as designing a plan for collecting data,analyzing data,applying mathematical routines, and justifying arguments using evidence. The result will be readiness for the study of advanced topics in subsequent college courses—a goal of every AP course.
Available at: CPHS CHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 32
(d. Science - 2 years of laboratory science in at least two of these three disciplines: biology, chemistry, or physics)
IB Biology Higher Level Year 1/Year 2 340240/350240
Grade: 11 - 12
Course 2 year sequence
Prerequisite(s): Living Earth, Chemistry of the Earth Systems, and Algebra I
Corequisite(s): Algebra II
UC/CSU: 🗹
As one of the three natural sciences in the IB Diploma Programme, biology is primarily concerned with the study of life and living systems. Biologists attempt to make sense of the world through a variety of approaches and techniques, controlled experimentation and collaboration between scientists. At a time of global introspection on human activities and their impact on the world around us, developing and communicating a clear understanding of the living world has never been of greater importance than it is today. Through the study of DP biology, students are empowered to make sense of living systems through unifying themes. By providing opportunities for students to explore conceptual frameworks, they are better able to develop understanding and awareness of the living world around them. This is carried further through a study of interactions at different levels of biological organization, from molecules and cells to ecosystems and the biosphere. Integral to the student experience of the DP biology course is the learning that takes place through scientific inquiry. With an emphasis on experimental work, teachers provide students with opportunities to ask questions, design experiments, collect and analyze data, collaborate with peers, and reflect, evaluate and communicate their findings. DP biology enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies Climate Change.
Through the overarching theme of the nature of science, the course aims to enable students to: 1. develop conceptual understanding that allows connections to be made between different areas of the subject, and to other DP sciences subjects
2. acquire and apply a body of knowledge, methods, tools and techniques that characterize science
3. develop the ability to analyse, evaluate and synthesize scientific information and claims
4. develop the ability to approach unfamiliar situations with creativity and resilience
5. design and model solutions to local and global problems in a scientific context
6. develop an appreciation of the possibilities and limitations of science
7. develop technology skills in a scientific context
8. develop the ability to communicate and collaborate effectively
9. develop awareness of the ethical, environmental, economic, cultural and social impact of science.
Available at: YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 33
(d. Science - 2 years of laboratory science in at least two of these three disciplines: biology, chemistry, or physics)
Chemistry I Honors 002280
Grade: 10 - 12
Prerequisite(s): Living Earth
Corequisite(s): Algebra II or its equivalent
UC/CSU: 🗹
Chemistry is the study of the structure of matter – atoms, molecules, crystals, solutions and how that structure is related to the properties and behavior of matter. A quantitative approach is used to investigate the processes that occur during chemical change, when matter changes its form, and with the energy that is always involved with those processes. Basic principles of chemistry are developed and applied to help understand real life situations.
Chemistry I Honors differs from Chemistry I in that the pace of instruction is
faster, additional topics are included, and many topics are treated in greater
depth and with more application of mathematics. Chemistry I Honors meets the
criteria set forth by the University of California and California State
Universities and Colleges for a laboratory science honors course.
Available at: NHS YVHS
AP Chemistry 002281
Grade: 11 - 12
Prerequisite(s): Living Earth, Chemistry of the Earth Systems, Algebra I, and Algebra II
UC/CSU: 🗹
The AP Chemistry course provides students with college-level foundation support future advanced coursework in chemistry. Students cultivate their understanding of chemistry through inquiry-based investigations,as they explore content such as:
§ Atomic Structure and Properties
§ Compound Structure and Properties
§ Properties of Substances and Mixtures
§ Chemical Reactions
§ Kinetics
§ Thermochemistry
§ Equilibrium
§ Acids and Bases
§ Thermodynamics and Electrochemistry
TheAPChemistrycourseprovidesstudentswithacollege-levelfoundationtosupportfuture advanced coursework in chemistry. Students cultivate their understanding of chemistry through inquiry-based investigations,as they explore content such as: § Atomic Structure and Properties § Compound Structure and Properties § Properties of Substances and Mixtures § Chemical Reactions § Kinetics § Thermochemistry § Equilibrium § Acids and Bases § Thermodynamics and Electrochemistry
Available at: CPHS CHS MDHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 34
(d. Science - 2 years of laboratory science in at least two of these three disciplines: biology, chemistry, or physics)
IB Chemistry Higher Level Year 1/Year 2 350258/350259
Grade: 11 - 12
Course 2 year sequence
Prerequisite(s): Living Earth, Chemistry of the Earth Systems, and Algebra I
Corequisite(s): Algebra II
UC/CSU: 🗹
As one of the three natural sciences in the IB Diploma Programme, chemistry is primarily concerned with identifying patterns that help to explain matter at the microscopic level. This then allows matter’s behaviour to be predicted and controlled at a macroscopic level. The subject therefore emphasizes the development of representative models and explanatory theories, both of which rely heavily on creative but rational thinking. DP chemistry enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies and beyond. Integral to the student experience of the DP chemistry course is the learning that takes place through scientific inquiry both in the classroom and the laboratory.
Through the overarching theme of the nature of science, the course aims to enable students to: 1. develop conceptual understanding that allows connections to be made between different areas of the subject, and to other DP sciences subjects
2. acquire and apply a body of knowledge, methods, tools and techniques that characterize science
3. develop the ability to analyze, evaluate and synthesize scientific information and claims
4. develop the ability to approach unfamiliar situations with creativity and resilience
5. design and model solutions to local and global problems in a scientific context
6. develop an appreciation of the possibilities and limitations of science
7. develop technology skills in a scientific context
8. develop the ability to communicate and collaborate effectively
9. develop awareness of the ethical, environmental, economic, cultural and social impact of science.
The DP chemistry course promotes concept-based teaching and learning to foster critical thinking. The DP chemistry course is built on: • approaches to learning • nature of science • skills in the study of chemistry. These three pillars support a broad and balanced experimental programme. As students progress through the course, they become familiar with traditional experimentation techniques, as well as the application of technology. These opportunities help them to develop their investigative skills and evaluate the impact of error and uncertainty in scientific inquiry. The scientific investigation then places a specific emphasis on inquiry-based skills and the formal communication of scientific knowledge. Finally, the collaborative sciences project extends the development of scientific communication in a collaborative and interdisciplinary context, allowing students to work together beyond the confines of chemistry.
Available at: YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 35
(d. Science - 2 years of laboratory science in at least two of these three disciplines: biology, chemistry, or physics)
Physics Honors 002725
Grade: 11 - 12
Prerequisite(s): Living Earth, Chemistry of the Earth Systems, successful completion of Algebra II or its equivalent and AP course contract
UC/CSU: 🗹
Honors Physics is an intensive study into the physical phenomena that govern the
events that occur in the world around us. Mathematical analysis and problem
solving approaches are emphasized. Laboratory exercises will require students to
apply knowledge to new situations and require them to work in situations that
require unique and imaginative solutions. Honors Physics is intended for the
serious student with an interest in the sciences or science-related careers.
Topics discussed are mechanics, vectors, forces, gravity, energy, thermodynamics,
gas laws, waves, electromagnetism, nuclear physics, and modern physics.
Available at: NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 36
(d. Science - 2 years of laboratory science in at least two of these three disciplines: biology, chemistry, or physics)
AP Physics 1: Algebra-based 002726
Grade: 11 - 12
Prerequisite(s): Living Earth, Chemistry of the Earth Systems, Algebra I, Geometry, & Algebra II, in addition to an AP course contract
Please note that although AP Physics 1 course includes basic use of trigonometric functions, this understanding can be gained either in the concurrent math course or in the AP Physics 1 course itself.
UC/CSU: 🗹
AP Physics 1 Algebra-based,introductory college-level physics course.Students cultivate their understanding of physics by developing models of physical phenomena through inquiry-based investigations. Students build their understanding of physical models as they explore and solve problems in these content areas:
§ Kinematics
§ Forces and Translational Dynamics
§ Work, Energy, and Power
§ Linear Momentum
§ Torque and Rotational Dynamics
§ Energy and Momentum of Rotating Systems
§ Oscillations
§ Fluids
The AP Physics 1 course outlined in this framework reflects a commitment to what physics teachers, professors, and researchers have agreed is the main goal of a college-level physics course: to help students develop a deep understanding of the foundational principles that shape classical mechanics. By confronting complex physical situations or scenarios, the course is designed to enable students to develop the ability to reason about physical phenomena using important science practices, such as explaining relationships, applying and justifying the use of mathematical routines, designing experiments, analyzing data, and making connections across multiple topics within the course. To foster this deeper level of learning, the AP Physics 1 course defines concepts,science practices,and understandings required by representative colleges and universities for granting college credit and/or placement. Students will practice reasoning skills used by physicists by discussing and debating, with peers, the physical phenomena investigated in class, as well as by designing and conducting inquiry-based laboratory investigations to solve problems through first-hand observations,data collection,analysis,and interpretation.
Available at: CHS MDHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 37
(d. Science - 2 years of laboratory science in at least two of these three disciplines: biology, chemistry, or physics)
AP Physics C: Mechanics 002728
Grade: 11 - 12
Prerequisite(s): Students should have taken, or be concurrently taking, calculus (AP Calculus AB and concurrently enrolled in AP Calculus BC); Physics of the Universe; plus an AP course contract
UC/CSU: 🗹
AP Physics:Mechanics is a calculus-based introductory college-level physics course. Students cultivate their understanding of physics by developing models of physical phenomena through inquiry-based investigations. Students build their understanding of physical models as they explore and solve problems in these topics:
§ Kinematics
§ Forces and Translational Dynamics
§ Work, Energy, and Power
§ Linear Momentum
§ Torque and Rotational Dynamics
§ Energy and Momentum of Rotating Systems
§ Oscillations
The AP Physics C: Mechanics course outlined in this framework reflects a commitment to what physics teachers, professors, and researchers have agreed is the main goal of a college-level physics course: to help students develop a deep understanding of the foundational principles that shape classical mechanics. By confronting complex physical situations or scenarios, the course is designed to enable students to develop the ability to reason about physical phenomena using important science practices, such as explaining relationships, applying and justifying the use of mathematical routines, designing experiments, analyzing data, and making connections across multiple topics within the course. To foster this deeper level of learning, the AP Physics C:Mechanics course define concepts,skills,and understandings required by representative colleges and universities for granting college credit and/or placement. Students will practice reasoning skills used by physicists by discussing and debating, with peers, the physical phenomena investigated in class, as well as by designing and conducting inquiry-based laboratory investigations to solve problems through first-hand observations,data collection,analysis,and interpretation.
Available at: CPHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 38
(d. Science - 2 years of laboratory science in at least two of these three disciplines: biology, chemistry, or physics)
AP Computer Science Principles 006029
Grade: 11 - 12
Prerequisite(s): Living Earth, Chemistry of the Earth Systems, Algebra I, and Algebra II, plus an AP course contract
UC/CSU: 🗹
AP Computer Science Principles introduces students to breadth in the field of computer science. In this course, students will learn to design and evaluate solutions and to apply computer science to solve problems through the development of algorithms and programs. They will incorporate abstraction into programs and use data to discover new knowledge. Students will also explain how computing innovations and computing systems, including the Internet, work, explore their potential impacts, and contribute to a computing culture that is collaborative and ethical. It is important to note that the AP Computer Science Principles.
Computer science involves problem-solving, hardware, and algorithms that help people utilize computers and incorporate multiple perspectives to address real-world problems in contemporary life. As the application of computer science is integrated into more aspects of our lives, it is important to understand the impact of computer science and how to maintain privacy, safety, and security not only when using computers but also while being the innovators of new computing applications. The course strives to engage all students, including those who have traditionally been underrepresented in computer science—such as female students, students of color, students with disabilities, and rural students—by allowing them to discover the power of computer science through rewarding yet challenging concepts.
A well-designed AP Computer Science Principles course that includes opportunities for students to collaborate to solve problems of their choice can help address traditional issues of equity and access. Such a course can broaden participation in computing while providing a strong and engaging introduction to the breadth of topics in the discipline. The AP Computer Science Principles course reflects what computer science teachers, professors, and researchers have indicated are the main goals of an introductory,college-level computer science course:
§ Computational Solution Design—Design and evaluate computational solutions for a purpose. § Algorithms and Program Development—Develop and implement algorithms.
§ Abstraction in Program Development—Develop programs that incorporate abstractions.
§ Code Analysis—Evaluate and Test Algorithms and programs.
§ Computing Innovations—Investigate Computing innovations.
§ Responsible Computing—Contribute To An inclusive, safe, collaborative, and ethical computing culture.
Students practice their computer science skills when designing and developing programs that address real world problems and when investigating computing innovations they use or are interested in better understanding.
Available at: CPHS MDHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 39
(d. Science - 2 years of laboratory science in at least two of these three disciplines: biology, chemistry, or physics)
AP Environmental Science 002362
Grade: 11 - 12
Prerequisite(s): Living Earth, Chemistry of the Earth Systems, and Algebra I, plus an AP course contract
UC/CSU: 🗹
The AP Environmental Science course is designed to engage students with the scientific principles, concepts, and methodologies required to understand the interrelationships within the natural world. The course requires that students identify and analyze natural and human-made environmental problems, evaluate the relative risks associated with these problems, and examine alternative solutions for resolving or preventing them. Environmental science is interdisciplinary, embracing topics from geology, biology, environmental studies, environmental science, chemistry, and geography.
The AP Environmental Science course outlined in this framework reflects learning that analyzes environmental concepts and processes to achieve understanding in order to propose and justify solutions to environmental problems. The course teaches students how to apply science to the solutions of important social problems. It also provides opportunities to practice applying scientific methods to practical, real-life problems. The AP Environmental Science course provides students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world. The course helps students identify and analyze natural and human-induced environmental problems. It enables them to learn how to assess the risks associated with these problems and evaluate alternative solutions for resolving and preventing them. To accomplish this goal, the AP Environmental Science Course and Exam Description defines concepts, skills, and understandings required by representative colleges and universities for granting college credit and placement.
Available at: MDHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 40
(d. Science - 2 years of laboratory science in at least two of these three disciplines: biology, chemistry, or physics)
Biotechnology 002250
Grade: 11 - 12
Prerequisite(s): Living Earth and Algebra I
UC/CSU: 🗹
Biotechnology allows advanced biology students to further their study in the specific areas of genetics, microbiology, and molecular biology. The course will be current, in-depth and provide practical applications and will include trends, issues and employment opportunities in these areas of science. Included are the study inheritance, physiology of genetic diseases, the human immune system, and the relationship of technology with human affairs, medicine and industry. Science attitudes, thinking process and skills and applications of science and technology to social problems are emphasized.
Available at: CHS MDHS
Engineering Essentials 007765
Project Lead the Way
Grade: 9 - 12
Prerequisite(s): Living Earth, Chemistry of the Earth Systems, Algebra I, and Algebra II
UC/CSU: 🗹
In Engineering Essentials (EES), students explore the work of engineers and their role in the design and development of solutions to real-world problems. The course introduces students to engineering concepts applicable across multiple engineering disciplines and it empowers them to build technical skills through the use of a variety of engineering tools, such as geographic information systems (GIS), 3D solid modeling software, and prototyping equipment.
Students learn and apply the engineering design process to develop mechanical, electronic, process, and logistical solutions to relevant problems across a variety of industry sectors, including health care, public service, and product development and manufacturing.
Available at: MDHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 41
(d. Science - 2 years of laboratory science in at least two of these three disciplines: biology, chemistry, or physics)
Honors Computer Integrated Manufacturing 007120
Project Lead the Way
Grade: 12
Prerequisite(s): Algebra I and Engineering Essentials or Principles of Engineering
Corequisite(s): Algebra II or its equivalent
UC/CSU: 🗹
Manufactured items are part of everyday life, yet few people understand the excitement and innovation that transforms ideas into products. This course provides an opportunity for students to recognize many of the exciting career opportunities in the manufacturing industry.
Computer-integrated manufacturing (CIM) is the capstone course in the YVHS PLTW engineering program. The course deepens the skills and knowledge of an engineering student within the context of efficiently creating the products that are all around us. Students build upon their computer-aided design (CAD) experience by using computer-aided manufacturing (CAM) software. This course also introduces students to robotics, automation and programming.
Available at: YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 42
(d. Science - 2 years of laboratory science in at least two of these three disciplines: biology, chemistry, or physics)
IB Design Technology Standard Level 357725
Grade: 11 - 12
Prerequisite(s): None
UC/CSU: 🗹
The Diploma Programme design technology course aims to develop internationally minded people whose enhanced understanding of design and the technological world can facilitate our shared guardianship of the planet and create a better world. Inquiry and problem-solving are at the heart of the subject. DP design technology requires the use of the design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution. A solution can be defined as a model, prototype, product or system that students have developed independently. DP design technology achieves a high level of design literacy by enabling students to develop critical-thinking and design skills, which they can apply in a practical context. While designing may take various forms, it will involve the selective application of knowledge within an ethical framework. Through the overarching theme of the nature of design, the aim of the DP design technology course is to enable students to develop:
1. a sense of curiosity as they acquire the skills necessary for independent and lifelong learning and action through inquiry into the technological world around them
2. an ability to explore concepts, ideas and issues with personal, local and global significance to acquire in-depth knowledge and understanding of design and technology
3. initiative in applying thinking skills critically and creatively to identify and resolve complex social and technological problems through reasoned ethical decision-making
4. an ability to understand and express ideas confidently and creatively using a variety of communication techniques through collaboration with others
5. a propensity to act with integrity and honesty, and take responsibility for their own actions in designing technological solutions to problems
6. an understanding and appreciation of cultures in terms of global technological development, seeking and evaluating a range of perspectives
7. a willingness to approach unfamiliar situations in an informed manner and explore new roles, ideas and strategies to confidently articulate and defend proposals
8. an understanding of the contribution of design and technology to the promotion of intellectual, physical and emotional balance and the achievement of personal and social well-being
9. empathy, compassion and respect for the needs and feelings of others in order to make a positive difference to the lives of others and to the environment 10.skills that enable them to reflect on the impacts of design and technology on society and the environment in order to develop their own learning and enhance solutions to technological problems.
Available at: YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 43
(d. Science - 2 years of laboratory science in at least two of these three disciplines: biology, chemistry, or physics)
Human Body Systems 002257
Honors Human Body Systems 002258
Project Lead the Way
Grade: 11 - 12
Prerequisite(s): Living Earth, Chemistry of the Earth Systems, and Principles of Biomedical Science
UC/CSU: 🗹
This is the second of the 3 year series investigating the integration of the body systems, health conditions and related careers. Students examine the interactions of human body systems as they explore identity, 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 manikin, work through interesting real world cases and often play the roles of biomedical professionals to solve medical mysteries.
Available at: CPHS
Medical Interventions 002254
Honors Medical Interventions 002256
Project Lead the Way
Grade: 12
Prerequisite(s): Living Earth, Chemistry of the Earth Systems, Principles of Biomedical Sciences and Human Body Systems/Honors Human Body Systems
UC/CSU: 🗹
This is the final class of the 3 year series investigating the integration of the body systems, health conditions and related careers. Students investigate a variety of interventions involved in the prevention, diagnosis and treatment of disease as they follow the life of a fictitious family. The course is a “How-To” manual for maintaining overall health and homeostasis in the body. Students explore how to prevent and fight infection; screen and evaluate the code in human DNA; prevent, diagnose and treat cancer; and prevail when the organs of the body begin to fail. Through these scenarios, students are exposed to a range of interventions related to immunology, surgery, genetics, pharmacology, medical devices, and diagnostics.
Available at: CPHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 44
(d. Science - 2 years of laboratory science in at least two of these three disciplines: biology, chemistry, or physics)
Physiology 002840
Grade: 10 - 12
Prerequisite(s): Living Earth, Chemistry of the Earth Systems, and Algebra I
UC/CSU: 🗹
This is a laboratory course that includes a detailed and comprehensive study of the structure
and function of cells, tissues, organs and systems of the human body. It is an advanced
biology course designed for college prep students focusing on human anatomy and
physiology. The course focuses on understanding the role of the major body systems in
maintaining homeostasis as well as how the structure of different cells, tissues, organs relate
to their function in the different organ systems of the body. Science attitudes, thinking
processes, laboratory and communication skills and technology are incorporated. Personal as
well as global health issues are emphasized. Students will also explore diseases and disorders
that arise when each system is studied. This course qualifies as a laboratory science in
meeting University of California entrance requirements.
1. Students will learn how to design, conduct and report on scientific experiments as
they relate to the human body and homeostasis.
2. Students will describe the human body’s level of organization from functional units,
to organ, to organ system, to organisms.
3. Students will describe the functions of the main organ systems in the human body,
and identify the contribution of each main organ to their respective systems.
4. Students will use scientific inquiry to gain a better understanding of the structures
and functions of the human body.
5. Students will describe how organ systems work together to maintain homeostasis in
the body and how an imbalance in homeostasis results in disease as well as possible
treatments and preventions of those diseases.
6. Students will use medical and biological terminology to describe how the body works.
7. Students will be able to articulate understanding to an audience.
8. Students will analyze and extract information from credible scientific sources to
develop an understanding of current research and debate.
Available at: CPHS CHS MDHS NHS YVHS
Physiology Honors I 002785
Grade: 10 - 12
Prerequisite(s): Living Earth, Chemistry of the Earth Systems, and Algebra I
UC/CSU: 🗹
This is a laboratory course that includes a detailed and comprehensive study of the structure and
function of cells, tissues and the organ systems of the human body. Concepts from the physical
sciences are developed and applied as needed. Science attitudes, thinking processes, laboratory and communication skills and applications of science to social problems and personal decision making are emphasized. This course qualifies as a laboratory science in meeting University of California entrance requirements. (Included in all of the units are college level laboratory experiences which incorporate qualitative and quantitative problem solving processes unique to most high school physiology classes.Also biotechnology equipment will be used to enhance the students experience of physiological
systems and the human genome.)
Available at: NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 45
(d. Science - 2 years of laboratory science in at least two of these three disciplines: biology, chemistry, or physics)
Principles of BioMedical Science 002255
Project Lead the Way
Grade: 9
Course may take the place of Living Earth
Corequisite(s):Algebra I
UC/CSU: 🗹
This course is the first in a 3 year series involving the investigation of body systems, health conditions and related careers. Principles of Biomedical Science (PBS) is a full-year high school course in the PLTW Biomedical Science Program. This course serves to provide foundational knowledge and skills in fields such as biology, anatomy & physiology, genetics, microbiology, and epidemiology as well as engage students in how this content can be applied to real world situations, cases, and problems. Through both individual and collaborative team activities, projects, and problems, students will tackle real-world challenges faced by biomedical professionals in the field. They will work with the same tools and equipment used in hospitals and labs as they engage in relevant hands-on work. Students will develop skill in technical documentation to represent and communicate experimental findings and solutions to problems. In addition, students will explore how connections to other disciplines such as computer science and engineering shape the future of medicine and practice collaboration techniques that will help them connect with professionals across any field. This course is designed to provide the scientific foundation for the subsequent Biomedical Science pathway courses (Human Body Systems and Medical Interventions). Most students who enroll in this class are interested in health careers.
Available at: CPHS
Zoology 002920
Grade: 10 - 12
Prerequisite(s): Living Earth, Chemistry of the Earth Systems, and Algebra I
UC/CSU: 🗹
This is a laboratory course that includes a detailed and comprehensive study of the structure and function of cells, tissues and the organ systems of the human body. Concepts from the physical sciences are developed and applied as needed. Science attitudes, thinking processes, laboratory and communication skills and applications of science to social problems and personal decision making are emphasized. This course qualifies as a laboratory science in meeting University of California entrance requirements. (Included in all of the units are college level laboratory experiences which incorporate qualitative and quantitative problem solving processes unique to most high school physiology classes.Also biotechnology equipment will be used to enhance the students experience of physiological systems and the human genome.)
Available at: CPHS CHS MDHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 46
(e. Foreign Language/World Languages - 2 years in the same language)
Suggested World Language Progressions
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 47
(e. Foreign Language/World Languages - 2 years in the same language)
American Sign Language I 005901
Grade: 9 - 12
Prerequisite(s): None
UC/CSU: 🗹
Level 1 ASL is a communication/performance based course in which students use receptive and expressive ASL skills to begin to develop fluency. Students learn to use these skills while exploring a variety of themes and topics. They begin to recognize similarities and differences between the target culture and the hearing culture.
Students will communicate within the context of learned vocabulary and structure. In a learning environment that is supportive of and conducive to the development of new perspectives, students may acquire intercultural awareness and experience personal and academic growth through positive personal interactions. Students will develop confidence in moving between an aural/oral language and a visual/gestural language. Receptive and expressive skills are still emergent.
Available at: CHS
American Sign Language II 005902
Grade: 9 - 12
Prerequisite(s): American Sign Language I
UC/CSU: 🗹
Level II ASL is a communication/performance-based course in which students hone their
receptive and expressive ASL skills to expand fluency. Students apply these skills and learn more advanced skills while exploring a variety of themes and topics. They compare and contrast similarities and differences between the target culture and the hearing culture. In doing so, they develop cultural sensitivity and awareness of appropriate behaviors and attitudes within the target culture.
Students will meet the expectations of the communicative functions within the context of
familiar vocabulary and structures. In a learning environment that continues to be supportive of and conducive to the development of new perspectives, students acquire intercultural awareness and experience personal and academic growth through positive personal interactions.
Available at: CHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 48
(e. Foreign Language/World Languages - 2 years in the same language)
American Sign Language III 005903
Grade: 9 - 12
Prerequisite(s): American Sign Language II
UC/CSU: 🗹
Level III ASL is a communication/performance-based course in which students deepen their receptive and expressive ASL skills to expand fluency. Students apply these and more advanced skills in exploring a variety of topics and special projects. They reinforce their understanding of the similarities and differences between the target culture and the hearing culture. In doing so, they strengthen their cultural sensitivity and awareness of appropriate behaviors and attitudes within the target culture.
Students meet the expectations of the communicative functions within the context of familiar vocabulary and structures. They communicate in a manner that is comprehensible to most native
speakers. In a learning environment that continues to be supportive of and conducive to the development of new perspectives, students acquire intercultural awareness and experience personal and academic growth through positive personal interactions.
Available at: CHS
French I 005050
Grade: 9 - 12
Prerequisite(s): None
UC/CSU: 🗹
Level I French is a performance-based course in which students use listening, speaking, and writing skills to begin to develop fluency in French. While using these skills in exploring a variety of familiar themes or topics, students build confidence and a solid foundation for future language learning. Students will communicate within the context of learned vocabulary and structure. They begin to understand the nature of language and recognize similarities and differences between target culture(s) and American culture. In a learning environment that is supportive of and conducive to the development of new perspectives, students may acquire intercultural awareness and experience personal and academic growth through positive personal interactions.
Available at: CPHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 49
(e. Foreign Language/World Languages - 2 years in the same language)
French II 005060
Grade: 9 - 12
Prerequisite(s): French I (French 1a & 1b in middle school)
UC/CSU: 🗹
Level II French is a performance-based course in which students use listening, speaking, reading and writing skills to continue to develop fluency in French. While using these skills in a variety of familiar themes or topics, students continue to build confidence and a solid foundation for future language learning. Students communicate within the context of expanded vocabulary and structure. They expand their understanding of the nature of language and target culture(s). In a learning environment that continues to be supportive of and conducive to the development of new perspectives, students acquire intercultural awareness and experience personal and academic growth through positive personal interactions.
Available at: CPHS YVHS
French III 005070
Grade: 9 - 12
Prerequisite(s): French II
UC/CSU: 🗹
Level I French is a performance-based course in which students use listening, speaking, and writing skills to begin to develop fluency in French. While using these skills in exploring a variety of familiar themes or topics, students build confidence and a solid foundation for future language learning. Students will communicate within the context of learned vocabulary and structure. They begin to understand the nature of language and recognize similarities and differences between target culture(s) and American culture. In a learning environment that is supportive of and conducive to the development of new perspectives, students may acquire intercultural awareness and experience personal and academic growth through positive personal interactions.
Available at: CPHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 50
(e. Foreign Language/World Languages - 2 years in the same language)
AP French 005150
Grade: 11 - 12
Prerequisite(s): French III and AP course contract
UC/CSU: 🗹
The AP French Language and Culture course emphasizes communication(understanding and being understood by others) by applying interpersonal, interpretive,and presentational skills in real-life situations. This includes vocabulary usage, language control, communication strategies, and cultural awareness. The AP French Language and Culture course strives not to overemphasize grammatical accuracy at the expense of communication. To best facilitate the study of language and culture, the course is taught almost exclusively in French. The AP French Language and Culture course engages students in an exploration of culture in both contemporary and historical contexts. The course develops students’ awareness and appreciation of cultural products (e.g., tools, books, music, laws, conventions, institutions), practices (patterns of social interactions within a culture), and perspectives (values, attitudes, and assumptions). In today’s global community, competence in more than one language is an essential part of communication and cultural understanding. Study of another language not only provides individuals with the ability to express thoughts and ideas for their own purposes but also gives them access to perspectives and knowledge that are only available through the language and culture. Advanced language learning offers social, cultural, academic, and workplace benefits that will serve students throughout their lives. The proficiencies acquired through the study of languages and literatures endow language learners with cognitive, analytical, and communication skills that carry over into many other areas of their academic studies. The three modes of communication—Interpretive, Interpersonal,and presentational —defined in the World Readiness Standards for Learning Languages, are foundational to the AP French Language and Culture course. The AP course provides students with opportunities demonstrate their proficiency in each of the three modes in the Intermediate to Advanced range, as described in the ACTFL Performance Descriptors for Language Learners. As such, the course has been designed to provide advanced high school students with a rich and rigorous opportunity to study the language and culture of the French speaking world. The AP French Language and Culture course takes holistic approach to language proficiency and recognize the complex interrelatedness of comprehension and comprehensibility, vocabulary usage, language control, communication strategies, and cultural awareness. Students should learn language structures in context and use them to convey meaning.In standards-based world language classrooms, the instructional focus is on function and not the examination of irregularity and complex grammatical paradigms about the target language. Language structures should be addressed according to how they serve the communicative task and not as an end goal unto themselves. The AP French Language and Culture course strives to promote both fluency and accuracy in language use and avoid overemphasis on grammatical accuracy at the expense of communication. In order to best facilitate the study of language and culture, the course should be taught primarily in the target language. Available at: CPHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 51
(e. Foreign Language/World Languages - 2 years in the same language)
French Honors 005139
Grade: 9 - 12
Prerequisite(s): AP French
UC/CSU: 🗹
French V Honors exposes students to selected French pieces of literature across several centuries as they develop an advanced sensitivity to the nuance of the language and shades of meaning found not only in literary text, but on the continuum of fluency in the language. Grammatical and phonological errors, when present, are addressed in ways that promote student confidence and do not stifle communication. Student communication is comprehensible to most native speakers. This course offers a challenge to the students who see themselves as mature and ready for critical thinking and cultural understanding.
Available at: CPHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 52
(e. Foreign Language/World Languages - 2 years in the same language)
IB French Standard Level Year 2 350220
Grade: 11 - 12
Prerequisite(s): French Honors
UC/CSU: 🗹
Language acquisition consists of two modern language courses— language ab initio and language B—designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. Language B is a language acquisition course designed for students with some previous experience of the target language. Students further develop their ability to communicate through the study of language, themes and texts. There are five prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet. Both language B SL and HL students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive and interactive skills. At HL the study of two literary works originally written in the target language is required and students are expected to extend the range and complexity of the language they use and understand in order to communicate. Students continue to develop their knowledge of vocabulary and grammar, as well as their conceptual understanding of how language works, in order to construct, analyse and evaluate arguments on a variety of topics relating to course content and the target language culture(s). The following language acquisition aims are common to both language ab initio and language B.
• Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance.
• Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes.
• Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.
• Develop students’ understanding of the relationship between the languages and cultures with which they are familiar.
• Develop students’ awareness of the importance of language in relation to other areas of knowledge.
• Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills.
Available at: YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 53
(e. Foreign Language/World Languages - 2 years in the same language)
German I 005280
Grade: 9 - 12
Prerequisite(s): None
UC/CSU: 🗹
Level I German is a performance-based course in which students use listening, speaking, reading and writing skills to begin to develop fluency in German. While using these skills in exploring a variety of familiar themes or topics, students build confidence and a solid foundation for future language learning. Students will communicate within the context of learned vocabulary and structure. They begin to understand the nature of language and recognize similarities and differences between target culture(s) and American culture. In a learning environment that is supportive of and conducive to the development of new perspectives, students may acquire intercultural awareness and experience personal and academic growth through positive personal interactions.
Available at: CPHS NHS
German II 005290
Grade: 9 - 12
Prerequisite(s): German I (or German 1a and German 1b (middle school 2-year sequence)
UC/CSU: 🗹
Level II German is a performance-based course in which students use listening, speaking, reading and writing skills to continue to develop fluency in German. While using these skills in a variety of familiar themes or topics, students continue to build confidence and a solid foundation for future language learning. Students communicate within the context of expanded vocabulary and structure. They expand their understanding of the nature of language and target culture(s). In a learning environment that continues to be supportive of and conducive to the development of new perspectives, students acquire intercultural awareness and experience personal and academic growth through positive personal interactions.
Available at: CPHS NHS
German III 005300
Grade: 10 - 12
Prerequisite(s): German II
UC/CSU: 🗹
Level III German is a performance-based course in which students progress on the continuum of developing fluency in German. Students participate in activities spanning a variety of themes and topics. They begin to transition from topics of the immediate environment to those of more global perspective. They communicate with increasing fluency and control of vocabulary and structure. As they begin the study of literature of the target cultures, they expand their intercultural knowledge and awareness and experience personal and academic growth through positive personal interactions.
Available at: CPHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 54
(e. Foreign Language/World Languages - 2 years in the same language)
German Honors 005384
Grade: 11 - 12
Prerequisite(s): German III or AP German Language and Culture
UC/CSU: 🗹
German Honors is a modern, performance-based course in which students’ progress on the language continuum of developing fluency in German. Students engage in interpreting a variety of authentic cultural sources including film, music, literature, art and other media as they pursue their own interests in the language. They become independent users of the language as they participate in a variety of communicative activities. They transition from topics of the immediate environment to those of more global perspectives. While improving their ability to communicate, students will increase their listening, speaking and writing confidence levels. As they continue their study of the target cultures, they further expand their intercultural knowledge and awareness. Students will develop both practical and long-range intellectual benefits.
Available at: CPHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 55
(e. Foreign Language/World Languages - 2 years in the same language)
AP German Language and Culture 005380
Grade: 11 - 12
Prerequisite(s): German III or German Honors
UC/CSU: 🗹
The AP German Language and Culture course emphasizes communication(understanding and being understood by others) by applying interpersonal, interpretive,and presentational skills in real-life situations. This includes vocabulary usage, language control, communication strategies, and cultural awareness. The AP German Language and Culture course strives not to overemphasize grammatical accuracy at the expense of communication. To best facilitate the study of language and culture, the course is taught almost exclusively in German. The AP German Language and Culture course engages students in an exploration of culture in both contemporary and historical contexts. The course develops students’ awareness and appreciation of cultural products (e.g., tools, books, music, laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions).
In today’s global community, competence in more than one language is an essential part of communication and cultural understanding. Study of another language not only provides individuals with the ability to express thoughts and ideas for their own purposes but also provides them with access to perspectives and knowledge that are only available through the language and culture. Advanced language learning offers social, cultural, academic, and workplace benefits that will serve students throughout their lives. The proficiencies acquired through the study of languages and literatures endow language learners with cognitive, analytical, and communication skills that carry over into many other areas of their academic studies.
The three modes of communication—interpretive, interpersonal,and presentational—defined in the World Readiness Standards for Learning Languages, are foundational to the AP German Language and Culture course. The AP course provides students with opportunities demonstrate their proficiency in each of the three modes in the Intermediate to Advanced range, as described in the ACTFL Performance Descriptors for Language Learners. As such, the course has been designed to provide advanced high school students with a rich and rigorous opportunity to study the language and culture of the German speaking world. The AP German Language and Culture course takes a holistic approach to language proficiency and recognize the complex interrelatedness of comprehension and comprehensibility, vocabulary usage, language control, communication strategies, and cultural awareness. Students should learn language structures in context and use them to convey meaning. In standards-based world language classrooms, the instructional focus is on function and not the examination of irregularity and complex grammatical paradigms about the target language. Language structures should be addressed in as much as they serve the communicative task and not as an end goal unto themselves. The AP German Language and Culture course strives to promote both fluency and accuracy in language use and avoid overemphasis on grammatical accuracy at the expense of communication. In order to best facilitate the study of language and culture, the course should be taught primarily in the target language.
Available at: CPHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 56
(e. Foreign Language/World Languages - 2 years in the same language)
Spanish I 005700
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
Level I Spanish is a performance-based course in which students use listening, speaking, reading and writing skills to begin to develop fluency in Spanish. While using these skills in exploring a variety of familiar themes or topics, students build confidence and a solid foundation for future language learning. Students will communicate within the context of learned vocabulary and structure. They begin to understand the nature of language and recognize similarities and differences between target culture(s) and American culture. In a learning environment that is supportive of and conducive to the development of new perspectives, students may acquire intercultural awareness and experience personal and academic growth through positive personal interactions.
Available at: CPHS CHS MDHS NHS YVHS
Spanish for Spanish Speakers I 005701
Grade: 6 - 12
Prerequisite(s): Oral proficiency in Spanish
UC/CSU: 🗹
Spanish for Spanish Speakers is a language arts course in which students improve their language skills in listening and speaking, and concentrate on expanding the skills of reading and writing proficiency. Students expand these skills while exploring a variety of themes and topics. They begin to recognize similarities and differences between cultures and to appreciate the contributions of Spanish speaking peoples.
This course is an alternative to Spanish as a world language for credit purposes and prepares students for higher level Spanish courses.
Available at: CPHS CHS YVHS
Spanish II 005710
Grade: 9 - 12
Prerequisite(s): Spanish I or its equivalent (Spanish 1a & Spanish 1b – middle school)
UC/CSU: 🗹
Level II Spanish is a performance-based course in which students use listening, speaking, reading and writing skills to continue to develop fluency in Spanish. While using these skills in a variety of familiar themes or topics, students continue to build confidence and a solid foundation for future language learning. Students communicate within the context of expanded vocabulary and structure. They expand their understanding of the nature of language and target culture(s). In a learning environment
that continues to be supportive of and conducive to the development of new perspectives, students acquire intercultural awareness and experience personal and academic growth through positive personal interactions.
Available at: CPHS CHS MDHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 57
(e. Foreign Language/World Languages - 2 years in the same language)
Spanish for Spanish Speakers II 005702
Grade: 7 - 12
Prerequisite(s): Oral proficiency in Spanish and Spanish for Spanish Speakers I (Spanish for Spanish Speakers 1a and Spanish for Spanish Speakers 1b–middle school)
UC/CSU: 🗹
Spanish for Spanish Speakers is a language arts course in which students improve their language skills in listening and speaking, and concentrate on expanding the skills of reading and writing proficiency. Students expand these skills while exploring a variety of themes and topics. They begin to recognize similarities and differences between cultures and to appreciate the contributions of Spanish speaking peoples.
This course is an alternative to Spanish as a world language for credit purposes and prepares students for higher level Spanish courses.
Available at: CPHS CHS MDHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 58
(e. Foreign Language/World Languages - - 2 years in the same language)
Spanish III 005720
Grade: 10 - 12
Prerequisite(s): Spanish II
UC/CSU: 🗹
Level III Spanish is a performance-based course in which students progress on the continuum of developing fluency in Spanish. Students participate in activities spanning a variety of themes and topics. They begin to transition from topics of the immediate environment to those of more global perspectives. They communicate with increasing fluency and control of vocabulary and structure. As they begin the study of literature of the target cultures, they expand their intercultural knowledge and awareness.
Available at: CPHS CHS MDHS NHS YVHS
Spanish Honors 005841
Grade: 10 - 12
Prerequisite(s): Spanish III or AP Spanish Language and Culture
UC/CSU: 🗹
Spanish Honors is a performance-based course in which students progress on the continuum of developing fluency in Spanish, as they pursue their own interests in the language. They become independent users of the language as they participate in activities spanning a variety of themes and topics. They transition from topics of the immediate environment to those of more global perspectives. They begin to adapt vocabulary to personal needs. As they continue the study of literature of the target cultures, they further expand their intercultural knowledge and awareness. Students will develop both practical and long-range intellectual benefits.
Available at: CPHS CHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 59
(e. Foreign Language/World Languages - - 2 years in the same language)
AP Spanish Language and Culture 005840
Grade: 11 - 12
Prerequisite(s): Spanish I, Spanish II, and Spanish III or Spanish Honors
UC/CSU: 🗹
The AP Spanish Language and Culture course emphasizes communication (understanding and being understood by others) by applying interpersonal, interpretive,and presentational skills in real-life situations. This includes vocabulary usage, language control, communication strategies, and cultural awareness. The AP Spanish Language and Culture course strives not to overemphasize grammatical accuracy at the expense of communication. To best facilitate the study of language and culture, the course is taught almost exclusively in Spanish. The AP Spanish Language and Culture course engages students in an exploration of culture in both contemporary and historical contexts. The course develops students’ awareness and appreciation of cultural products (e.g., tools, books, music, laws, conventions, institutions), practices (patterns of social interactions within a culture), and perspectives (values, attitudes, and assumptions).
In today’s global community, competence in more than one language is an essential part of communication and cultural understanding. Study of another language not only provides individuals with the ability to express thoughts and ideas for their own purposes but also gives them access to perspectives and knowledge that are only available through the language and culture. Advanced language learning offers social, cultural, academic, and workplace benefits that will serve students throughout their lives. The proficiencies acquired through the study of languages and literatures endow language learners with cognitive, analytical, and communication skills that carry over into many other areas of their academic studies.
The Three Modes of Communication—Interpretive, Interpersonal,and Presentational—defined in the World Readiness Standards for Learning Languages, are foundational to the AP Spanish Language and Culture course. The AP course provides students with opportunities to demonstrate their proficiency in each of the three modes in the Intermediate to Advanced range, as described in the ACTFL Performance Descriptors for Language Learners. As such, the course has been designed to provide high school students with a rich and rigorous opportunity to study the language and culture of the Spanish speaking world. The AP Spanish Language and Culture course takes a holistic approach to language proficiency and recognize the complex interrelatedness of comprehension and comprehensibility, vocabulary usage, language control, communication strategies, and cultural awareness. Students should learn language structures in context and use them to convey meaning.In Standards-based world language classrooms, the instructional focus is on function and not the examination of irregularity and complex grammatical paradigms about the target language. Language structures should be addressed according to how they serve the communicative task and not as an end goal unto themselves. The AP Spanish Language and Culture course strives to promote both fluency and accuracy in language use and avoid over emphasis on grammatical accuracy at the expense of communication. In order to best facilitate the study of language and culture, the course should be taught primarily in the target language.
Available at: CPHS CHS MDHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 60
(e. Foreign Language/World Languages - 2 years in the same language)
IB Spanish Language and Culture Higher Level Year 1/High Level Year 2 340210/350210
Grade: 11 - 12
Course: 2 year sequence
Prerequisite(s): Spanish I, Spanish II, and Spanish III
UC/CSU: 🗹
Language acquisition consists of two modern language courses— language ab initio and language B—designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. Language B is a language acquisition course designed for students with some previous experience of the target language. Students further develop their ability to communicate through the study of language, themes and texts. There are five prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet. Both language B SL and HL students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive and interactive skills. At HL the study of two literary works originally written in the target language is required and students are expected to extend the range and complexity of the language they use and understand in order to communicate. Students continue to develop their knowledge of vocabulary and grammar, as well as their conceptual understanding of how language works, in order to construct, analyse and evaluate arguments on a variety of topics relating to course content and the target language culture(s). The following language acquisition aims are common to both language ab initio and language B. • Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance. • Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes. • Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures. • Develop students’ understanding of the relationship between the languages and cultures with which they are familiar. • Develop students’ awareness of the importance of language in relation to other areas of knowledge. • Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills. • Provide students with a basis for further study, work and leisure through the use of an additional language. • Foster curiosity, creativity and a lifelong enjoyment of language learning.
Available at: YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 61
(f. Visual and Performing Arts - 1 year)
Introduction 2D Digital Animation 004433
Grade: 9 - 12
Prerequisite(s): None
UC/CSU: 🗹
Introduction to Animation is a class that introduces students’ to the elements and principles of design, and the skills necessary to create character animation. Students learn animation theory, script development, storyboarding and basic animation tools. Computer graphics and illustration will also be introduced. The principles of animation are introduced through lecture and guided practice. Students explore how to create the illusion of weight, movement, perspective, and synching drawing to sound using digital animation software.
.This course is articulated with Ohlone College (DVC). Students who earn a B or better in the course and a B or better on the final exam will earn 3.0 units of Ohlone credit for DAID-115 2d Animation.
Available at: NHS
Intermediate 2D Digital Animation 004434
Grade: 10 - 12
Prerequisite(s): Intro to 2D Digital Animation
UC/CSU: 🗹
Intermediate 2D Animation is a 2nd level course that will strengthen a student’s ability to evaluate, analyze and create original animations using the principles of animation and design. Multimedia projects, wherein the students will take on the roles of animators, renderers, and storyboard artists, will be used to sequence, define, and identify animated story lines.
Students will become proficient in the 2D animation programs Adobe Flash and Photoshop. They will work both individually and with design teams to solve design problems. Students will study the history and making of animation to analyze animation studio choices and styles. Project will challenge students to make design choices on how to run, script, and storyboard independent and group animations.
Available at: NHS
Animation III 004436
Grade: 11 - 12
Prerequisite(s): Intro to 2D Digital Animation and Intermediate 2D Digital Animation
UC/CSU: 🗹
Animation III is the capstone course in a high school course series (introduction to 2D Animation and Intermediate Animation) to complete a comprehensive animation and multimedia design training. This course provides a hands-on studio environment for in-depth exploration of advanced digital animation production techniques. This is a project-based course focusing on the use of current industry software in digital animation. Units will be designed around the creation of projects for students to design, build, create or perform. To be successful in arts-related careers, self-discipline is a requirement.
In this course, students work in a collaborative studio environment to create group films, taking on the roles that mirror those in an actual industry studio. Students pitch their own projects to be green-lit and recruit fellow students for various positions on their production team. The use of technology throughout this course allows students to practice 21st century skills as they relate to the field of animation.
Available at: NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 62
(f. Visual and Performing Arts - 1 year)
Art I 004130
Grade: 9 - 12
Prerequisite(s): None
UC/CSU: 🗹
Art I is a class that introduces students to the elements of art and principles of design. The history and criticism of visual arts are presented through the use of projects, lectures, films, and slides. This class provides a basic understanding of how to see, evaluate, and interpret experience through a variety of media. The student will respond to, analyze, and make judgements about form, content, techniques, and purpose in works of art as evidenced by creation/evaluation of portfolios. Basic tools and techniques are explained, demonstrated, and practiced to promote creative expression through active student participation. Work outside of class is required, for example: portfolio or project preparation, reading, writing, or critical viewing where appropriate. This course supports cross-curricular learning and basic school-to-career awareness. Art I is designed for all students with or without previous experience in the visual arts and can prepare students for more advanced classes.
Available at: CPHS CHS MDHS NHS YVHS
Art II 004140
Grade: 10 - 12
Prerequisite(s): Art I
UC/CSU: 🗹
This is an advanced drawing and painting class that expands students’ knowledge and abilities in the fundamentals and principles of two-dimensional art forms. The history and criticism of these forms are presented through the use of projects, lectures, and visual materials. This class provides an expanded understanding of how to see, evaluate, and interpret experience through projects such as pencil, ink, watercolor, acrylic, tempera, oil, collage, pastels, charcoal, and clay. The students will respond to, analyze, and make judgments about form, content, technique, and purpose in works of art as evidenced by the SScreation and evaluation of portfolios. Related tools and techniques are explained, demonstrated and practiced to promote creative expression through active student participation. Work outside of class is required, for example: portfolio or project preparation, reading, writing, or critical viewing where appropriate. This course continues cross-curricular and school to career awareness. This class is designed for students with previous experience in the visual arts who are prepared for an advanced level of art.
Available at: CPHS MDHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 63
(f. Visual and Performing Arts - 1 year)
Art II Graphic Design 004150
Grade: 10 - 12
Semester courses
Prerequisite(s): Art I or equivalent experience with instructor approval
UC/CSU: 🗹
This is an advanced class that expands students’ knowledge and abilities in the fundamentals and principles of design and illustration. The history and criticism of aers communication are presented through the use of projects, lectures, and visual materials. This class provides an expanded understanding of how to see, evaluate, and interpret experience through projects such as posters, jacket covers, logos, fashion illustration, cartooning, package design, flyers, and computer generated camera-ready art. The students will respond to, analyze, and make judgments about form, content, technique, and purpose in works of art as evidenced by the
creation and evaluation of portfolios. Related equipment, tools, and techniques are explained, creation and evaluation of portfolios. Related equipment, tools and techniques are explained, demonstrated, and practiced to promote creative expression through active student participation. Work outside of class is required, for example: portfolio or project preparation, reading, writing, or critical viewing where appropriate. This course continues cross-curricular and school to career awareness.
Available at: CPHS CHS NHS
Art Advanced 004120
Grade: 10 - 12
Semester courses
Prerequisite(s): Successful completion of Art I and Art II, equivalent courses or instructor approval
UC/CSU: 🗹
This is an advanced course of study in art with the intent of developing a portfolio of work that exhibits an in-depth understanding of visual relationships, aesthetics, and a variety of media. Students will develop their own projects with the approval and direction of the instructor. Art of regional civilizations as well as contemporary art will be explored. Works of art will be examined in terms of their historical precedents and their elements and principles of design. Students will also investigate the influence of new technology and materials on works of art and experiment with technological development. This course enhances cross-curricular experiences and school to career opportunities. Students who repeat this course for credit will demonstrate higher levels of investigation and study in each repeated semester.
Available at: CPHS CHS NHS
Art II Drawing & Painting 004150
Grade: 10 - 12
Semester courses
Prerequisite(s): Art I or equivalent experience with instructor approval
UC/CSU: 🗹
This is an advanced drawing and painting class that expand students’ knowledge and abilities in the fundamentals and principles of two-dimensional art forms. The history and criticism of these forms are presented through the use of projects, lecture, and visual materials. This class provides an expanded understanding of how to see, evaluate, and interpret experience through drawing and painting styles and techniques such as perspective, contour, gesture, portrait. Figure. Landscape, non-objective, and abstract. The students will respond to, analyze, and make judgements about form, content, technique, and purpose in works of art as evidenced by the creation and evaluation of portfolios. Related tools and techniques are explained, demonstrated, and practiced to promote creative expression through active student participation. Work outside of class is required, for example: portfolio or project preparation, reading, writing, or critical viewing where appropriate. This course continues cross-curricular and school to career awareness.
Available at: CPHS CHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 64
Art Design A 004241
Art Design B 004242
Grade: 9 - 12
Semester courses designed to be taken consecutively
Prerequisite(s): none
UC/CSU: 🗹
This course introduces students to the fundamentals and principles of visual arts. This class provides a basic understanding of how to see, evaluate, and interpret experience through a variety of media such as wire, glass, wood, leather, plaster, computer graphics, etc. Basic tools are explained and demonstrated and techniques are practiced to promote creative expression through active student participation. The history and criticism of visual arts are presented through the use of projects, films, videos, and slides. Work outside of class is required, for
example: portfolio or project presentation, reading, writing, or critical viewing where appropriate. This class is designed for all students with or without previous experience in the visual arts and prepares students for more advanced art classes.
Available at: CPHS CHS NHS
AP Studio Art: Drawing 004282
Grade: 11 - 12
Semester courses
Prerequisite(s): Art II and/or Art Advanced or the equivalent of 2 years of high school 2-dimensional art
UC/CSU: 🗹
This course requires the student to show a high level of competence and range of understanding in visual concerns and methods of drawing. Through the creation of a drawing portfolio students develop: a sense of quality work, concentration on a particular visual interest of problem, need of breadth of experience in the formal, technical, and expressive means of the artist. Maintaining a sketchbook or journal is a necessary component of instruction, along with ongoing critical analysis through individual critiques. Students are expected to work not only in the classroom, but a significant amount outside of the classroom as well.
Studio Art AP – Drawing is for highly motivated students who are seriously interested in the study of art and offers the challenge of a rigorous academic curriculum.
This course is aligned with the MDUSD Visual and Performing Arts curriculum.
Available at: CPHS CHS NHS
(f. Visual and Performing Arts - 1 year)
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 65
AP Studio Art: 3D Design 004281
Grade: 11 - 12
Semester courses
Prerequisite(s): Art II and/or Art Advanced or the equivalent of 2 years of high school 3-dimensional art
UC/CSU: 🗹
This course requires the student to show a high level of competence and range of understanding in visual concerns and methods. Through the creation of a 3-dimensional portfolio students develop: a sense of quality work, concentration on a particular visual interest or problem, need for breadth of experience in the formal, technical, and expressive means of the artist. Maintaining a sketchbook or journal is a necessary component of instruction, along with ongoing critical analysis through individual critiques. Students are expected to work not only in the classroom, but a significant amount outside of the classroom as well.
Studio Art AP – 3-Dimensional Design is for highly motivated students who are seriously interested in the study of art and offers the challenge of a rigorous academic curriculum.
This course is aligned with the MDUSD Visual and Performing Arts standards.
Available at: CHS NHS
AP Studio Art: 2D Design 004280
Grade: 11 - 12
Semester courses
Prerequisite(s): Art II and/or Art Advanced or the equivalent of 2 years of high school 2-dimensional art
UC/CSU: 🗹
This course requires the student to show a high level of competence and range of understanding in visual concerns and methods. Through the creation of a 2-dimensional portfolio students develop: a sense of quality work, concentration on a particular visual interest or problem, need for breadth of experience in the formal, technical, and expressive means of the artist. Maintaining a sketchbook or journal may be a necessary component of instruction, along with ongoing critical analysis through individual critiques. Students are expected to work not only in the classroom, but a significant amount outside of the classroom as well.
Studio Art AP is for highly motivated students who are seriously interested in the study of art and offers the challenge of a rigorous academic curriculum.
This course is aligned with the MDUSD Visual and Performing Arts standards.
Available at: CPHS CHS NHS
(f. Visual and Performing Arts - 1 year)
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 66
(f. Visual and Performing Arts - 1 year)
IB Visual Arts Higher Level Year 1 340290
IB Visual Arts Higher Level Year 2 350290
Grade: 11 - 12
Prerequisite(s): None
UC/CSU: 🗹
The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to further study of visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts. The role of visual arts teachers should be to actively and carefully organize learning experiences for the students, directing their study to enable them to reach their potential and satisfy the demands of the course. Students should be empowered to become autonomous, informed and skilled visual artists. The aims of the arts subjects are to enable students to: 1. enjoy lifelong engagement with the arts 2. become informed, reflective and critical practitioners in the arts 3. understand the dynamic and changing nature of the arts 4. explore and value the diversity of the arts across time, place and cultures 5. express ideas with confidence and competence 6. develop perceptual and analytical skills. In addition, the aims of the visual arts course at SL and HL are to enable students to: 7. make artwork that is influenced by personal and cultural contexts 8. become informed and critical observers and makers of visual culture and media 9. develop skills, techniques and processes in order to communicate concepts and ideas.
Available at: YVHS
Ceramics I 004250
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
Ceramics I is a class that introduces students to the fundamentals and principles of the visual arts and is open to any student in grades 9-12. The history and criticism of visual arts are presented through the use of projects, lectures, films and slides. This class provides a basic understanding of how to see, evaluate and interpret experience through a variety of media. Basic tools and techniques* are explained, demonstrated and practiced to promote creative expression through active student participation. This class is designed for all students with or without previous experience in the visual arts and can prepare students for more advanced classes.
*techniques are pinch, coil, slab, wheel, sculpture, decorating, and glazing works made of clay.
Available at: CPHS CHS MDHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 67
(f. Visual and Performing Arts - 1 year)
Ceramics II 004260
Grade: 10 - 12
Prerequisite(s): Ceramics I
UC/CSU: 🗹
Ceramics II is an advanced class that expands students’ knowledge and abilities in the
fundamentals and principles of three-dimensional visual art forms. The history and criticism of ceramics are presented through the use of projects, lectures, and visual arts materials. This class provides understanding of how to see, evaluate and interpret experience through projects such as:
wheel throwing, casting, slab, coil, sculpting, glazing, painting, and firing methods. Related tools and techniques are explained, demonstrated and used to promote creative expression through active student participation. Work outside of class is required, for example: project preparation, reading, writing, or critical viewing where appropriate. This class is designed for all students with successful experience in Ceramics I who are prepared for a more advanced level of ceramics.
Available at: CPHS CHS MDHS NHS YVHS
Ceramics Advanced 004270
Grade: 11 - 12
Prerequisite(s): Ceramics II
UC/CSU: 🗹
Advanced Ceramics is an advanced class that expands students’ knowledge and abilities in the fundamentals and principles of three-dimensional visual art forms. Students must demonstrate the ability to work independently in areas of special interest. The history and criticism of ceramics are presented in greater depth through the use of projects, lectures, and visual arts materials. This class expands and deepens understanding of how to see, evaluate and interpret experience through projects such as: wheel throwing, casting, slab, pinch, coil, sculpting, glazing, decorating, and ceramic firing methods. Specialized tools and techniques are explained, demonstrated, and used to promote individual creative expression through active student participation. Work outside of class is required, (e.g., project preparation, reading, writing, research, critical viewing, and exhibiting). Students will explore possibilities of higher education and/or career opportunities in ceramics. This class is designed for motivated students who are prepared for a more advanced level of ceramics.
Available at: CPHS CHS NHS YVHS
Exploring Art 004020
Grade: 9 - 12
Course for alternative education settings only.
Prerequisite(s): none
UC/CSU: 🗹
Exploring Art is a one-semester survey course covering art of the 20th century. Works of art will be examined in terms of their historical precedents, their interrelationship with the social conditions in which they exist, and their elements and principles of design. Students will also investigate the influence of new technology and materials on works of art.
Available at: Alt Ed schools
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 68
(f. Visual and Performing Arts - 1 year)
Glass I 004210
Grade: 9 - 12
Prerequisite(s): None
UC/CSU: 🗹
Glass I (introduction to glass) is a class with an all glass format. Students are taught glass terms and the four components of glass are explored: stained glass using the lead and foil method, etching and sandblasting, hot bead glass, and fusing and slumping in a glass kiln. Students will have writing assignments and study the state framework in art relating to the history of glass from the 17th century to present. Assessment is done through a portfolio format. This course would usually provide an introduction to the basics, with advanced techniques and deeper knowledge being taught in subsequent classes, such as "Advanced Glass Art" or similar courses. Available at: CPHS
Advanced Glass 004220
Grade: 10 - 12
Prerequisite(s): None
UC/CSU: 🗹
The Advanced Glass Arts course offers students the opportunity to explore complex glassworking techniques, building on foundational skills learned in introductory courses. This hands-on, project-based class introduces students to more advanced methods of working with glass, including Etching and Sandblasting,Stained Glass, lampworking, kilnforming, and cold working. Emphasis is placed on both technical proficiency and artistic expression, encouraging students to create unique, functional, and decorative glass pieces while developing a deeper understanding of the material and its properties.This course is a year long course that may be repeated up to Two years for credit. Available at: CPHS
Multimedia I 009122
Grade: 10 - 12
Prerequisite(s): None
UC/CSU: 🗹
Multimedia I is a one-year course that introduces the computer as a tool for art. Students practice art/design principles and arts/media/entertainment career skills while using new media (computers, digital cameras, tablets, scanners, etc.) to produce their own original art projects. In this hands-on studio class, students learn to manipulate various technologies to create beginning level graphics, design, film and audio. Students will: begin to manipulate photography and other raster graphics; model basic objects in three-dimensions; shoot and edit basic film projects; plan, create and produce beginning digital audio projects; begin to create illustrations; design, stylize and manipulate text for print or digital distribution.
Throughout the course, students develop as graphic designers, filmmakers, artistic
collaborators and visual storytellers.
Available at: MDHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 69
(f. Visual and Performing Arts - 1 year)
Multimedia II 009125
Grade: 11
Prerequisite(s): Multimedia I
UC/CSU: 🗹
Multimedia II is a one-year course that furthers students understanding of the computer as a tool for art. Students practice art/design principles and arts/media/entertainment career skills while using new media (computers, digital cameras, tablets, scanners, etc.) to produce their own original art projects. In this hands-on studio class, students learn to manipulate various technologies to create intermediate level graphics, photographs, design, film and audio. Students will: begin to manipulate light to take photography; continue to manipulate photography and other raster graphics; continue to shoot and edit film projects; begin to edit and add film effects; plan, create and produce intermediate digital audio projects; continue to create illustrations; design,stylize and manipulate text for print, digital distribution and the web. Throughout the course, students develop as graphic designers, filmmakers, artistic collaborators and visual storytellers.
Available at: MDHS
Multimedia III 009126
Grade: 12
Prerequisite(s): Multimedia II
UC/CSU: 🗹
Multimedia III is a one-year course that furthers students understanding of the computer as a tool for art. Students practice art/design principles and arts/media/entertainment career skills while using new media (computers, digital cameras, tablets, scanners, etc.) to produce their own original art projects. In this hands-on studio class, students learn to manipulate various technologies to create advanced level graphics, photographs, design, film and audio. Students will: manipulate light to take advanced photography; continue to manipulate photography and other raster graphics; continue to shoot and edit film projects; continue to edit and add film effects; continue to create illustrations; continue to design, stylize and manipulate text for print, digital distribution and the web. Throughout the course, students develop as graphic designers, filmmakers, artistic collaborators and visual storytellers. Available at: MDHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 70
(f. Visual and Performing Arts - 1 year)
Photography I 007741
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
Photography I is a sequential course, covering introductory skills of digital photography. Students will learn about camera functions, shooting skills, and how to process images with digital software. Creativity, composition, design principles, and lighting are emphasized as students gain hands-on experience with industry-relevant techniques, equipment, and editing programs. This course also introduces the basics of digital editing, printing and presenting their finished artwork. In instructions and projects, students will explore the history of photography, contemporary photography and its societal role, including social media, advertising, portraiture, photojournalism, and fine art. A key element of the course is exposure to the various careers and industry uses of photography, as well as the professional photographers who inspire today’s trends. Students have access to cameras, a photography studio, and editing software during school hours, and will develop and curate their own digital portfolio/website.Multimedia II is a one-year course that furthers students understanding of the computer as a tool for art. Students practice art/design principles and arts/media/entertainment career skills while using create illustrations; design,stylize and manipulate text for print, digital distribution and the web. Throughout the course, students develop as graphic designers, filmmakers, artistic collaborators and visual storytellers.
Available at: CPHS CHS NHS YVHS
Photography II 007742
Grade: 10 - 12
Prerequisite(s): Photography I
UC/CSU: 🗹
This is an advanced photography course for students who have successfully completed Photography I. The students will expand upon the Adobe Photoshop, Lightroom, and camera skills they learned in Photography I. The course focus will include image capture and post-processing techniques in the lab. The projects will be both fine art and career based. The students will explore studio and on-location lighting techniques to enhance their photography in advertising and product photography, portraiture, fashion, nature and landscape, photojournalism, lifestyle, action, experimental techniques, and photography for fine art purposes. The students will explore alternative processes for creating images. The class will research various photographers in these fields, emulating their styles while designing and creating their own vision and personal style with increased complexity, visual metaphors, and emotions, as demonstrated through technically demanding projects. They will critique their work and their peers' work and create a website and portfolio of work that will demonstrate their aesthetic. Students will create portfolios. Each student will present their portfolio at the end of the year and discuss future endeavors in photography.
Available at: CPHS CHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 71
(f. Visual and Performing Arts - 1 year)
Photography Advanced 007743
Grade: 11 - 12
Prerequisite(s): Photography I and Photography II
UC/CSU: 🗹
Advanced Photography will continue the exploration of Photography. The industry of Photography is changing and some companies are expecting employees to have more than one expertise. In doing so students will have the ability to continue to deepen and broaden their knowledge of Photography. Students will create a portfolio on one theme. They will work on composition, angles, light and what is effective for photography. The course will cover the history of photography. The students will learn the skills of photography by applying them in elements of art, principles of design, and integration of technology into photography.
Available at: CPHS CHS NHS YVHS
The Art of Film I 000846
Grade: 10 - 12
Prerequisite(s): None
UC/CSU: 🗹
This course engages the study of film through the lens of Visual and Performing Arts.
Film is one of the major collaborative and literary art forms of the 20th and 21st centuries. This course examines the many aspects of this art form, such as the history and aesthetics of film and other moving images. Students will learn the language of cinema and have continuing practice in addressing and experiencing the creation of film in terms of the following: criticism, production elements, genre, collaboration, acting, sound design, historical and cultural context, and career opportunities.
Available at: CPHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 72
(f. Visual and Performing Arts - 1 year)
The Art of Film II 000847 Grade: 11 - 12 Prerequisite(s): The Art of Film I UC/CSU: 🗹 This course engages the study of film through the lens of Visual and Performing Arts.
This course is designed for students who have a serious interest in cinema as a major art form of the 20th and 21st centuries. Students will use the language and tools learned in The Art of Film I to focus on the work of outstanding directors of the past and present. All of the directors studied have made significant contributions to the development of film, have a compelling vision and unique style, and have a personal stamp that cuts across films, genres, and decades.
“In films, the person responsible for the creative aspects of a motion picture is the director. In addition to orchestrating the action in front of the camera and guiding the acting and dialogue, the film director controls camera position and movement, sound, lighting, and all the other ingredients that contribute to the final look of a motion picture… It is the director who has the final word on all aspects of production during filming.” from The Film Encyclopedia by Ephraim Katz
Available at: CPHS
Video Production 009101
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
This class includes advanced instruction in all aspects of video/audio production, from
techniques for on-camera talent (as a spokesperson, news anchor, and dramatic performer), to script writing, storyboarding, studio operation, directing, producing, linear and digital editing of video productions. Students will develop a portfolio (demo reel) of their work as well as other projects. The Video II students will work with the instructor on refining techniques and on major video projects. Theme-based projects skills will support other curricular areas and serve as a link from school to professional careers. The class stresses the practical use of communication (speech, language, and writing), computer, and organizational skills. This course includes aesthetics, cultural aspects, and the history of television and video production and is aligned to the Mt. Diablo Unified School District Visual and Performing Arts standards.
Available at: MDHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 73
(f. Visual and Performing Arts - 1 year)
Dance I –Arts 000943
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
Dance I is a course designed to give students the opportunity to learn the elements of dance, kinesiology and physical education in a program that is aligned with the California Content Standards for Physical Education and the Visual & Performing Arts. Emphasis will be placed on rhythms and dance movement, with analysis of qualities of movement and the incorporation of expression into arts. Units of instruction include contemporary or modern, ballet skills, jazz, Broadway, hip hop, social dance, choreography, and dance history.
Additionally, this course helps students learn the basic skills of dance with a focus on
technique, poise, self-confidence, creative ability, and elements of choreography for
individuals and groups. Students will learn several dance pieces in various styles as well as choreograph pieces and dance in class presentations. This course is designed for all students with or without previous experience in dance and can prepare students for more advanced classes. Students will gain an awareness of career opportunities in Dance.
Available at: CPHS CHS NHS
Dance II–Arts 000944
Grade: 9 - 12
Prerequisite(s): Dance I or by audition
UC/CSU: 🗹
Dance II is an intermediate course designed to continue studying the history, style, and
influence of a variety of dance forms. Students will continue their study of fundamental techniques taught in Dance I. Students will expand their choreographic experience to include such forms as ballet, jazz and lyrical jazz, modern, tap and improvisation. Students will gain performance and/or technology experience by participating in the mandatory spring dance concert. Students will develop an understanding of the career opportunities available through dance.
Available at: CPHS CHS NHS
Dance III–Arts 000945
Grade: 10 - 12
Prerequisite(s): Dance I and Dance II, or by audition
UC/CSU: 🗹
Dance III is an advanced course designed to build upon the techniques taught in Dance II orin previous training. Students will demonstrate an understanding of technique,choreography, and production, with a particular emphasis on dance performance and production. Students will demonstrate knowledge and appreciation of dance history, culture and influence in a variety of dance forms. Students will apply performance and production experience with the opportunity to choreograph for mandatory productions. Students will demonstrate an understanding of the career opportunities available through dance. This course is repeatable for credit.
Available at: CPHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 74
(f. Visual and Performing Arts - 1 year)
Dance III–Art Honors 000946
Grade: 10 - 12
Prerequisite(s): Dance I and Dance II, or placement audition by teacher
UC/CSU: 🗹
Dance III Honors is an advanced level physically active class that focuses on performance and production. Dance III Honors is a course open to our most advanced and dedicated dancers. Students will continue to refine dance techniques and skills previously taught in Dance I/II and develop their appreciation for the art, history and cultures of dance. All Dance III Honors students, whether singly or with colleagues, will be expected to choreograph dances throughout the year for various productions, school assemblies, the MDUSD Dance Exchange and capstone projects. Students in this course may be given the opportunity to participate in the National Honor Society for Dance Arts for the opportunity to graduate with Dance Honors. The curriculum is based on the California State Content Standards for Dance. Students will build on lessons, projects, technique and vocabulary learned from Dance I/II and maintain their educational awareness of the cultural and historical aspect of dance. Dance III Honors students will be given the opportunity to perform in on and off campus events, within the community. This class is designed to prepare student performers to pursue the art of dance after high school and become aware of the various job opportunities and professions relating to dance, competitive dance, theater, stage production, commercial work, traveling companies etc. Students must audition for Dance III placement and receive teacher approval to become a part of this course. Auditions for the upcoming year are usually held in spring the prior year. Students must attend every day of auditions which could run 1-4 days.
Available at: CPHS NHS
Drama I 000900
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
Drama I is a beginning class open to all students grades 9-12. Students will practice the techniques of acting and perform scenes. Play production, theatre history, and theatre of other cultures are also introduced. Students will also develop the ability to evaluate the different aspects of theatre.
Available at: CPHS CHS MDHS NHS
Drama II 000910
Grade: 9 - 12
Prerequisite(s): Drama I or teacher recommendation
UC/CSU: 🗹
Students will expand the practice of the techniques of acting and perform advanced
scenes. Play production, theatre history, and theatre of other cultures will be studied in
greater depth. Students will improve and refine their ability to evaluate the different
aspects of theatre. Students will apply what is learned to other art forms, subject areas,
and careers.
Available at: CPHS MDHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 75
(f. Visual and Performing Arts - 1 year)
Drama III 000920
Grade: 10 - 12
Prerequisite(s): Dance I and Dance II, or placement audition by teacher
UC/CSU: 🗹
Drama III places stress on the refinement and development of the principles learned in Drama I and Drama II. Advanced students are expected to participate in all major productions. Senior drama students are expected to either act in and/or direct one-act plays, plus advance scenes from classical and contemporary theatre.
Available at: CPHS NHS
Advanced Drama Honors 000970
Grade: 10 - 12
Prerequisite(s): Drama I and Drama II, and or by teacher appointment by audition
UC/CSU: 🗹
Advanced Drama/Honors will prepare students for a future pursuit of theatre, placing particular emphasis on directing, playwriting, dramaturgy, and production management.. Students in the honors course will participate in the same projects as their peers but will take leadership roles and complete a capstone project that includes a rigorous writing component in both semesters. All students will build upon and synthesize their previous skills and experience in order to demonstrate their advanced-level abilities as theatre artists. They will have multiple opportunities to engage in and develop theatrical production units. All of the units below will be formally documented in the Directing/Playwriting Portfolio.
Available at: CPHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 76
(f. Visual and Performing Arts - 1 year)
Stagecraft 000950
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
This is a class designed to teach the art of theatrical design, implementation, and production to students who are interested in set construction and decoration, lighting, sound, properties,costumes, company or stage management, and arts administration. Each student will be able to demonstrate a mastery of the fundamental principles of technical production work. When competencies are evaluated and strengths and interests are found each student will specialize in one or two of these areas and pursue major projects and research sharing this knowledge and skill with the class culminating with the successful production of three main stage productions and multiple student projects. This class will also be responsible for running and maintaining the theatre complex for the other performing arts disciplines, the school, and the community. This course provides a bridge between practical skills (construction, sound mixing, electrical work) and design concepts (mood, modes of artistic expression, etc.). It gives many students a foray into artistic expression that are interested in modes of expression outside of performance. It also serves to connect a wide array of our students at varying levels of academic achievement and school connectedness.
For the past 5 years, a district wide collaboration process has refined the course to align with Common Core ELA standards as well as further support college and career readiness. The purpose of this course is to arm students with the practical skills they need to implement design in a theatrical or cinematic context and also provide them with the context for developing a design aesthetic that will allow them to create and implement cogent, artistically sound, meaningful work and enable them to be successful in career and college.
Available at: CPHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 77
(f. Visual and Performing Arts - 1 year)
Stage Band – Instrumental 004710
Grade: 9 - 12
Prerequisite(s): Instrumental Music I or equivalent experience with teacher recommendation; audition required
UC/CSU: 🗹
Stage Band– Instrumental Music II is an introductory course in playing jazz.. Students
must be able to play their instrument with a fair degree of skill. The music will consist of different styles of commercial music and jazz. Students will begin to develop the skills
of improvisation and knowledge of harmony. The stage band will make a number of
public performances during the year. Membership in the group is by teacher
recommendation to insure that the students have sufficient skills in playing their
instrument to benefit from the class and to maintain a balanced instrumentation.
Available at: NHS
Jazz Band 004700
Grade: 9 - 12
Prerequisite(s): Instrumental Music I and Instrumental Music II with teacher recommendation
UC/CSU: 🗹
Jazz Band – Instrumental Music III is an advanced course in jazz. Students must be able to play their instrument with a high degree of skill. The music will consist of
professional level commercial and jazz music. Students will be expected to improvise
with some skill and to know and understand the harmonic structure of the music that is played. Students will be encouraged to write for this ensemble. The jazz band will
perform on many occasions for the general public at music festivals. Membership in the group is by teacher recommendation to ensure that the students have a high level of musical skill and to maintain a balanced instrumentation.
Available at: CPHS CHS NHS YVHS
Jazz Band Honors 004800
Grade: 9 - 12
Prerequisite(s): Stage Band or Jazz Band with teacher recommendation
UC/CSU: 🗹
Jazz Band Honors is open to students with exceptional facility on a jazz instrument by audition only. Jazz Band Honors is the most advanced of the jazz performance classes offered in the Mt. Diablo Unified School District, and is designed for students who are highly competent performers.
Available at: CPHS CHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 78
(f. Visual and Performing Arts - 1 year)
Concert Band – Instrumental II 004690
Grade: 9
Prerequisite(s): Instrumental Music I
UC/CSU: 🗹
Concert Band – Instrumental Music II is open to students in grades 9-12 by teacher
recommendation. Students will learn proper instrumental techniques and rehearse and perform instrumental music of different styles, cultures, and periods. Performances for school, the community, and music festivals are an important part of the program. This class is designed for all students with some previous experience in instrumental music and can prepare students for more advanced classes. Marching band will be a part of the activity of this band. The music teacher can supply additional information regarding this part of the program.
Available at: CPHS NHS
Symphonic Band – Instrumental III 004720
Grade: 10 - 12
Prerequisite(s): Instrumental Music II or teacher recommendation
UC/CSU: 🗹
Symphonic Band-Instrumental Music III is an advanced instrumental music class.
Students must be able to play their instrument with a high degree of skill, and teacher
recommendation is required for enrollment in this class. This band will give a number of performances for the general public and at music festivals. Marching band will be a part of the activity of this band. The music teacher can supply information regarding this part of the program. Membership in this band is by teacher recommendation.
Available at: CPHS CHS MDHS NHS
Wind Ensemble Instrumental Music III 004810
Grade: 9 - 12
Prerequisite(s):
UC/CSU: 🗹
Wind Ensemble – Instrumental Music III is an advanced instrumental music class open to any students in grades 9 - 12. Students will learn proper instrumental techniques and rehearse and perform music of an advanced degree of difficulty and of different styles, cultures, and periods. Performances for school, the community, and music festivals are an important part of the program. Students may enroll only with teacher permission. The music teacher can supply additional information regarding this class.
Available at: CPHS MDHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 79
(f. Visual and Performing Arts - 1 year)
Wind Ensemble Honors 004815
Grade: 10 - 12
Prerequisite(s): Concert Band–Instrumental Music II, Symphonic Band–Instructional Music III, and/or Wind Ensemble–Instrumental Music III and with teacher recommendation
UC/CSU: 🗹
Wind Ensemble Honors is open to students with exceptional facility on a wind or percussion instrument by audition only. Wind Ensemble Honors is the most advanced of the wind and percussion ensembles offered in Mt. Diablo Unified School District, and is designed for students who are highly competent performers. Available at: CPHS MDHS NHS YVHS
Orchestra–Instrumental Music II 004980
Grade: 9 - 12
Prerequisite(s): Instrumental Music I and with teacher recommendation
UC/CSU: 🗹
Orchestra is an intermediate instrumental course in the study of the performance techniques of orchestral instruments. Students will master skills of technique, musicianship, bowing, rhythm reading, pitch matching, intonation, music notation, expression and music theory topics. Students will rehearse and practice every class session, with the goal of improving both individual and group performance skills to perform in small and large ensembles for concert performances. Orchestral instruments include: violin, viola, cello, and string bass (acoustic double-bass). School instruments are provided to students if they cannot provide one on their own.
Available at: CPHS CHS MDHS NHS YVHS
Orchestra Honors–Instrumental Music IV 004995
Grade: 11 - 12
Prerequisite(s): Orchestra–Instrumental Music II and with teacher recommendation
UC/CSU: 🗹
Orchestra Honors is open to students with exceptional facility on a string instrument by audition only. Orchestra Honors is the most advanced of the orchestra classes offered in MDUSD and is designed for students who are highly competent performers.
Available at: CPHS CHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 80
(f. Visual and Performing Arts - 1 year)
Drumline 004685
Grade: 9 - 12
Prerequisite(s): Instrumental Music I and with teacher recommendation
UC/CSU: 🗹
The drumline course serves to provide students with a systematic approach to developing the skills necessary for, and theories and vocabulary surrounding, performance in a battery ensemble for students with and without prior percussive training. Through planned activities including practice management assessment, performance for peer and non-peer audiences, music analysis, music composition, and historical exploration of drumming, students will engage in critical analysis surrounding percussion performance, advance percussion abilities for use in and outside of school community ensembles, and articulate the various performance and composition methods implemented to advance percussion instrumentation and performance throughout the context of musical history. Within each activity, students will also be provided the opportunity to assess oneself on live performance and presentations via a provided rubric containing elements of technique, expression, and application of rhythmic intent, in addition to delivering and receiving constructive criticisms to and from peers. The drumline class aims to deepen the theoretical and self-expressive elements of music performance through both individual work and collective collaboration. Upon completion of the drumline course, students will:
A. Develop the necessary skills and techniques related to successful musical and percussive performance practice.
B. Develop a strong foundation of music theory and music history.
C. Develop the necessary vocabulary and theoretical understanding of musical and percussive performance practice to articulate comprehension and commentary on assessment of themselves, individuals, ensembles, or percussive-related topics.
D. Develop the skills related to goal-setting and organization necessary for successful performance practice and lifelong learning.
E. Develop a foundational understanding of music composition to advance individual creation and articulation of original ideas in various musical ensemble forms.
Available at: CHS MDHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 81
(f. Visual and Performing Arts - 1 year)
Guitar – Beginning 004740
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
Guitar - Beginning is a course open to students in grades 9-12. Students will learn basic comprehensive skills and applications that relate to the overall concepts of guitar technique, performance, responsiveness, and discrimination. They will address criteria for critically judging the quality of performances and compositions that derive from social and historical influence. Work outside of class involves project preparation, written assignments, and exploration of school-to-career possibilities.
Available at: CPHS NHS YVHS
Guitar – Advanced 004770
Grade: 10 - 12
Prerequisite(s): Guitar – Beginning and/or teacher recommendation
UC/CSU: 🗹
Guitar - Advanced is a course open to students in grades 10-12. Students will use the skills and knowledge acquired in Guitar - Beginning and Guitar - Intermediate to advance the overall concepts of guitar technique, performance, responsiveness, and discrimination. They will address criteria for critically judging the quality of performances and compositions that derive from social and historical influence. Work outside of class involves project preparation, written assignments, and exploration of school-to-career possibilities.
Available at: NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 82
(f. Visual and Performing Arts - 1 year)
Piano I 004730
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
Instrumental Music 1 - Piano I, is an introductory course for students with skill levels of Beginning to Developing. Piano I will develop the students Artistic Skills in the areas of Artistic Perception, Creative Expression, Historical & Cultural Context, Aesthetic Valuing, Connections/Relationships/Applications, Creativity, Performing/Presenting/Producing, Responding, and the Connecting of music through study and performance. Emphasis will be placed on musicianship skills which include: Aural Skills (Internal & External Hearing (perceiving sound) & Listening (processing sound)) Visual Skills (Musical Literacy (reading, writing, thinking & creating in the language of music)), and Kinesthetic Skills (Performance Abilities (Study of Body Movement & the Perception of one's own Body Movement)) required to perform on the piano. This course will further advance the students 21st Century Life Skills in the areas of Creativity & Innovation, Critical Thinking & Problem Solving, Communication & Collaboration. Piano I is connected to a sequence of courses which includes Piano I, Piano II, Piano III and is part of the Mt. Diablo Unified School District's Visual and Performing Arts Pathway. This course develops the knowledge and skills necessary for success in this class and course sequence within the VAPA Pathway in Music.
Available at: CPHS CHS YVHS
Piano II 004735
Grade: 10 - 12
Prerequisite(s): Completion of Piano I with a grade of "C" or higher; completion of a Vocal Music I or Instrumental Music I with permission of Music Educator; or by permission of Music Educator based on prior music and/or performance skills on the piano.
UC/CSU: 🗹
Instrumental Music II - Piano II, is the second course in the piano sequence for students with skill levels of Proficient to Accomplished. Piano II will continue to develop the students Artistic Skills in the areas of Artistic Perception, Creative Expression, Historical & Cultural Context, Aesthetic Valuing, Connections/Relationships/Applications, Creativity, Performing/Presenting/Producing, Responding, and the Connecting of music through study and performance. Continued emphasis will be placed on musicianship skills which include: Aural Skills (Internal & External Hearing (perceiving sound) & Listening (processing sound)) Visual Skills (Musical Literacy (reading, writing, thinking & creating in the language of music), and Kinesthetic Skills (Performance Abilities (Study of Body Movement & the Perception of one's own Body Movement)) required to perform on the piano. This course will further advance the students 21st Century Life Skills in the areas of Creativity & Innovation, Critical Thinking & Problem Solving, Communication & Collaboration. Piano II is connected to a sequence of courses which includes Piano I, Piano II, Piano III and is part of the Mt. Diablo Unified School District's Visual and Performing Arts Pathway. This course develops the knowledge and skills necessary for success in this class and course sequence within the VAPA Pathway in Music.
Available at: CPHS CHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 83
(f. Visual and Performing Arts - 1 year)
Vocal Music I Treble Clef Choir 004870
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
Treble Choir - Vocal Music I is a class open to students in grades 9-12 who are enthusiastic about singing and whose voice range is soprano, alto, or unchanged. Students will learn the elements of vocal techniques and music reading, and sing a wide variety of selections representing different styles, cultures, and periods. Performances for school, community and music festivals are part of the class instruction. This course will help a student prepare for levels II and III.
Available at: YVHS
Vocal Music I Mixed Choir 004890
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
Mixed Choir – Vocal Music I is a class open to any student in grades 9-12. Students will learn vocal techniques, the elements of music, and rehearse and perform choral music of different styles, cultures and periods. Performances for school, community and music festivals are an important part of the class instruction. Mixed Choir will help a student prepare for Levels II and III. Participation in performances is required.
Available at: CPHS CHS
Vocal Music II Treble Clef Choir II 004880
Grade: 9 - 12
Prerequisite(s): Vocal Music I with teacher recommendation or audition.
UC/CSU: 🗹
Treble Choir - Vocal Music II is a class open to students in grades 9-12 who are enthusiastic about singing and whose voice range is soprano, alto, or unchanged. Students will learn the elements of vocal techniques and music reading, and sing a wide variety of selections representing different styles, cultures, and periods. Performances for school, community and music festivals are part of the class instruction. This course will help a student prepare for level III.
Available at: CPHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 84
(f. Visual and Performing Arts - 1 year)
Vocal Music II Mixed Clef II 004910
Grade: 9 - 12
Prerequisite(s): Vocal Music I with teacher recommendation or audition.
UC/CSU: 🗹
Students will learn proper vocal techniques, the elements of music to a greater degree of difficulty than in Mixed Chorus, and rehearse and perform choral music of different styles, cultures and periods. Performances for school, community and music festivals are an important part of the class instruction. Concert Choir will help a student prepare for Vocal Ensemble.
Membership is by audition or teacher recommendation.
Available at: CHS
Vocal Music II Bass Clef II 004860
Grade: 9 - 12
Prerequisite(s): Vocal Music I and Vocal Music II with teacher recommendation or audition.
UC/CSU: 🗹
Vocal Music II - Bass Clef Choir II, is the second course in the Bass Clef Choir sequence for students with skill levels of Proficient to Accomplished. Bass Clef Choir II will continue to develop the students Artistic Skills in the areas of Artistic Perception, Creative Expression, Historical & Cultural Context, Aesthetic Valuing, Connections/Relationships/Applications, Creativity, Performing/Presenting/Producing, Responding, and the Connecting of music through study and performance. Emphasis will be placed on musicianship skills which include: AuralSkills (Internal & External Hearing (perceiving sound) & Listening (processing sound)) Visual Skills (Musical Literacy (reading, writing, thinking & creating in the language of music)), and Kinesthetic Skills (Performance Abilities (Study of Body Movement & the Perception of one's own Body Movement)) required to perform vocal music. This course will further advance the students 21st Century Life Skills in the areas of Creativity & Innovation, Critical Thinking & Problem Solving, Communication & Collaboration. Bass Clef Choir II is connected to a sequence of courses which includes Bass Clef Choir I, Bass Clef Choir II, Bass Clef Choir III and is part of the Mt. Diablo Unified School District’s Visual and Performing Arts Pathway. This course develops the knowledge and skills necessary for success in this class and course
sequence within the VAPA Pathway in Music.
Available at: CPHS NHS
Vocal Music III Mixed Clef III 004920
Grade: 9 - 12
Prerequisite(s): Vocal Music I and Vocal Music II with teacher recommendation or audition.
UC/CSU: 🗹
Vocal Music III - Mixed clef III is a course open to students in grades 9-12 by teacher recommendation and who can demonstrate advanced skill and knowledge of vocal techniques, elements of music, and interpretation of musical styles, periods, and cultures. The Ensemble performs on many occasions for school and community and at music festivals.
Available at: CHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 85
(f. Visual and Performing Arts - 1 year)
Vocal Ensemble–Vocal Music III 074920
Grade: 9 - 12
Prerequisite(s): Vocal Music I with teacher recommendation or audition.
UC/CSU: 🗹
Vocal Ensemble - Vocal Music III is a course open to students in grades 9-12 by teacher recommendation and who can demonstrate advanced skill and knowledge of vocal techniques, elements of music, and interpretation of musical styles, periods, and cultures. The Ensemble performs on many occasions for school and community and at music festivals.
Available at:
Vocal Music III Honors 004925
Grade: 9 - 12
Prerequisite(s): Vocal Music I with teacher recommendation or audition.
UC/CSU: 🗹
Vocal Music III - Honors is an advanced ensemble for students who demonstrate previous vocal experience or completion of Vocal Music II. Enrollment in Vocal Music III - Honors is by prerequisite, audition, and/or instructor permission. Students receive continuing instruction and practice in voice development and ensemble based singing. Students continue to develop proper breathing, tone production, diction, sight reading, and intermediate to advanced music theory. Core curriculum of this course is developed through selected repertoire. Students will sing a wide range of music, including, but not limited to popular music, multicultural world music, and western classical music. Students will be expected to attend all scheduled performances.
Available at: CPHS CHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 86
(f. Visual and Performing Arts - 1 year)
Instrumental Music IV AP Music Theory 004985
Grade: 9 - 12
Prerequisite(s): Vocal Music I with teacher recommendation or audition.
UC/CSU: 🗹
Instrumental Music IV, AP Music Theory, is an advanced course for students with skill levels of Accomplished to Advanced. AP Music Theory will continue to develop the students Artistic Skills in the areas of Artistic Perception, Creative Expression, Historical & Cultural Context, Aesthetic Valuing, Connections/Relationships/ Applications, Creativity, Performing/Presenting/Producing, Responding, and the Connecting of music through study and performance. Continued emphasis will be placed on musicianship skills which include: Aural Skills (Internal & External Hearing (perceiving sound) & Listening (processing sound)) Visual Skills (Musical Literacy (reading, writing, thinking & creating in the language of music)), and Kinesthetic Skills (Performance Abilities (Study of Body Movement & the Perception of one's own Body Movement)) required to have a theoretical knowledge of the creation and performance of music. Emphasis will also be placed on the Mastery of Rudiments and Terminology of Music, Sophisticated and Creative Tasks, and Aural and Visual Identification Procedures. This is a capstone course in music and is part of the Mt. Diablo Unified School District's Visual and Performing Arts Pathways. AP Music Theory continues to develop and advance the knowledge and skills necessary for success in this class and course sequence within the VAPA Pathway in Music.
Available at: CPHS CHS
Digital Music 004990
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
In Digital Music, students explore the creation of audio elements for multimedia, with an emphasis on the design and production of a quality audio product. Students go through the process of producing audio that is compatible with various forms of delivery, from DVD to the Internet. Students will focus on composition techniques and song writing skills while learning elements of computer based music and digital editing. Students gain the skills required to produce quality audio elements digitally through the use of current computer programs. This course is an introductory course in the fundamentals of recording and music production. In addition, students will learn the history of electronic music and how this form of music has evolved in the 21st century. Available at: CPHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 87
(f. Visual and Performing Arts - 1 year)
Exploring Music 004670
Grade: 9 - 12
Course Length: One semester
Course for alternative education settings only.
Prerequisite(s): none
UC/CSU: 🗹
Exploring Music is a one-semester survey course covering the development of music in the 20th century. Music will be examined in terms of its historical precedents, interrelationship with the social conditions in which it exists, and its musical and textural components. Students will also investigate the influence of electronics on the music industry.
Available at: Alt Ed schools
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 88
(f. Visual and Performing Arts - 1 year)
IB Music Composition Standard Level 350280
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
The Diploma Programme Music course (for first teaching from 2020) has been designed to prepare the 21st century music student for a world in which global musical cultures and industries are rapidly changing. The course is grounded in the knowledge, skills and processes associated with the study of music and offers a strengthened approach to student creativity through practical, informed and purposeful explorations of diverse musical forms, practices and contexts. The course also ensures a holistic approach to learning, with the roles of performer, creator and researcher afforded equal importance in all course components. The aims of the music course are to enable students to: z explore a range of musical contexts and make links to, and between, different musical practices, conventions and forms of expression z acquire, develop and experiment with musical competencies through a range of musical practices, conventions and forms of expression, both individually and in collaboration with others z evaluate and develop critical perspectives on their own music and the work of others.
The new course seeks to be inclusive of students with wide-ranging personal and cultural musical backgrounds. In place of prescribed musical content, students and teachers in the new course have the agency to personalise unique approaches to musical forms, genres and pieces. The exploration of diverse musical material is focused through the lenses of four areas of inquiry. z Music for sociocultural and political expression z Music for listening and performance, z Music for dramatic impact, movement and entertainment z Music technology in the electronic and digital age.
What do students do in a music classroom? Engage with a diverse range of music that will broaden their musical horizons and provide stimuli to expand their own music-making. Connect theoretical studies to practical work to gain a deeper understanding of the music they engage. Communicate and present music as researchers, creators and performers.
How are music students assessed? Students at SL and HL submit the following common assessment tasks. An exploration portfolio: Written work demonstrating engagement with, and understanding of, diverse musical material, along with practical exercises in creating and performing An experimentation report: Written work in the form of a rationale and commentary that supports practical musical evidence of experimentation in creating and performing A musical presentation: Finished works in creating and performing, supported by programme notes. In addition, HL students will submit the following project. A collaborative project: A continuous multimedia presentation documenting a real-life project, containing evidence of the project proposal, the process and evaluation, and the realized project, or curated selections of it. By the end of the course students will have: 1. broadened their musical horizons through engagement with diverse musical material 2. analysed a wide range of music 3. engaged with music technology as a compulsory part of the course 4. gained confidence in the essential processes associated with music-making 5. developed as holistic musicians with experience as creators and performers 6. developed both independent and collaborative working skills 7. honed their inquiry, reflection and critical thinking skills. The course is ideal for students who … 1. are interested in both the practical and theoretical aspects of music-making 2. respond to a creative approach to composition and performance 3. value collaboration 4. wish to experience a DP arts course 5. plan to study music in university or college. Available at: YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 89
(g. Electives - 1 year)
AP Macroeconomics 003140
Grade: 12
Prerequisite(s): AP course contract
UC/CSU: 🗹
AP Macroeconomics is a college-level course that introduces students to the principles that apply to an economic system as a whole. The course places particular emphasis on the study of national income and price-level determination. It also develops students’ familiarity with economic performance measures, the financial sector, stabilization policies, economic growth, and international economics. Students learn to use graphs, charts, and data to analyze, describe, and explain economic concepts.
The AP Macroeconomics course outlined in this framework reflects a commitment to what economics teachers, professors, and researchers have agreed is the main goal of a college-level macroeconomics course: to introduce students to the principles that apply to an economic system as a whole.
The AP Macroeconomics Course and Exam Description defines concepts, skills, and understandings required by representative colleges and universities for granting college credit or placement. The course prepares students to think like economists by using principles and models to describe economic situations and predict and explain outcomes. Like economists, students do so by using graphs, charts, and data. Although the course framework is designed to provide a clear and detailed description of the course content and skills, it is not a curriculum. A college-level textbook that covers required course content should be used, and teachers create their own curricula to meet the needs of their students and any state or local requirements.
Available at: MDHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 90
(g. Electives - 1 year)
AP Microeconomics 003141
Grade: 12
Prerequisite(s): AP course contract
UC/CSU: 🗹
AP Microeconomics is a college-level course that introduces students to the principles of economics that apply to the functions of individual economic decision-makers.The course also develops students’ familiarity with the operation of product and factor markets, distributions of income, market failure, and the role of government in promoting greater efficiency and equity in economy.Students Learn Tous Graphs,charts,and data to analyze,describe,and explain economic concepts.
The AP Microeconomics course outlined in this framework reflects a commitment to what economics teachers, professors, and researchers have agreed is the main goal of a college-level microeconomics course: to introduce students to the principles that apply to individual economic decision-makers.
The AP Microeconomics Course and Exam Description defines concepts,skills,and understandings required by representative colleges and universities for granting college credit and placement. The course prepares students to think like economists by using principles and models to describe economic situations and predict and explain outcomes. Like economists, students do so by using graphs, charts, and data. Although the course framework is designed to provide a clear and detailed description of the course content and skills,it is not a curriculum.A College-level textbook that covers the required course content should be used, and teachers create their own curricula to meet the needs of their students and any state or local requirements.
Available at: CHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 91
(g. Electives - 1 year)
ASB Leadership 009210
Grade: 9 - 12
Prerequisite(s): elected office and application process
UC/CSU: 🗹
A year course that develops those unique characteristics, attitudes, and skills which empower a person to make significant changes in self and to move a group of people in new and positive directions.
When a student is enrolled beyond one year, he or she has been elected or appointed to an office with increased scope and responsibility. In addition to refining the skills learned previously, the student will be expected to complete more difficult projects, prepare and provide peer instruction, and do additional reading, interviewing, and research in the areas of leadership and group process.
Available at: CPHS CHS MDHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 92
(g. Electives - 1 year)
AVID– 9 (Advancement Via Individual Determination) 099202
Grade: 9
Prerequisite(s): none
UC/CSU: 🗹
Advancement Via Individual Determination (AVID) is an academic elective course that prepares students for college readiness and success, and it is scheduled during the regular school day as a year-long course. Each week, students receive instruction that utilizes a rigorous college-preparatory curriculum provided by AVID Center, tutor-facilitated study groups, motivational activities, and academic success skills. In AVID, students participate in activities that incorporate strategies focused on writing, inquiry, collaboration, organization, and reading to support their academic growth. Additionally, students engage in activities centered around exploring
college and career opportunities and their own agency.
Available at: CPHS CHS
AVID– 10 (Advancement Via Individual Determination) 039202
Grade: 10
Prerequisite(s): none
UC/CSU: 🗹
Advancement Via Individual Determination (AVID) is an academic elective course that prepares students for college readiness and success, and it is scheduled during the regular school day as a year-long course. Each week, students receive instruction that utilizes a rigorous college-preparatory curriculum provided by AVID
Center, tutor-facilitated study groups, motivational activities, and academic success skills. In AVID, students participate in activities that incorporate strategies focused on writing, inquiry, collaboration, organization, and reading to support their academic growth. Additionally, students engage in activities centered around exploring
college and career opportunities and their own agency.
Available at: CPHS CHS
AVID– 11 (Advancement Via Individual Determination) 049202
Grade: 11
Prerequisite(s): none
UC/CSU: 🗹
Advancement Via Individual Determination (AVID) is an academic elective course that prepares students for college readiness and success, and it is scheduled during the regular school day as a year-long course. Each week, students receive instruction that utilizes a rigorous college-preparatory curriculum provided by AVID Center, tutor-facilitated study groups, motivational activities, and academic success skills. In AVID, students participate in activities that incorporate strategies focused on writing, inquiry, collaboration, organization, and reading to support their academic growth. Additionally, students engage in activities centered around exploring
college and career opportunities and their own agency.
Available at: CPHS CHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 93
(g. Electives - 1 year)
AVID– 12 (Advancement Via Individual Determination) 059202
Grade: 12
Prerequisite(s): none
UC/CSU: 🗹
Advancement Via Individual Determination (AVID) is an academic elective course that prepares students for college readiness and success, and it is scheduled during the regular school day as a year-long course. Each week, students receive instruction that utilizes a rigorous college-preparatory curriculum provided by AVID Center, tutor-facilitated study groups, motivational activities, and academic success skills. In AVID, students participate in activities that incorporate strategies focused on writing, inquiry, collaboration, organization, and reading to support their academic growth. Additionally, students engage in activities centered around exploring
college and career opportunities and their own agency.
Available at: CPHS CHS
Careers in Teaching 006990
Grade: 10 - 12
Prerequisite(s): none
UC/CSU: 🗹
This course is designed to provide students with knowledge of career opportunities in the field of teaching and other school site educational professions. Active class participation is enhanced by field work at school sites and a variety of educational settings,under the guidance of a mentor teacher. All students are required to observe and/or participate in a variety of settings and classrooms at the primary/elementary, middle/junior high, or secondary levels. The course helps prepare students for entry into college or university teacher training programs. Integrated throughout the course are career technical education standards which include basic academic skills, communication, career planning, technology, problem solving, safety, responsibility, ethics, teamwork, and technical knowledge. Available at: NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 94
(g. Electives - 1 year)
Citizen Law AB 003690
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
This course is an introduction to the American Justice System. The course presents basic fundamentals of criminal and civil law. It also addresses trial procedures and the major institutions of the justice system. The course emphasizes an understanding of our legal system and an appreciation for its effectiveness. Students develop a framework for intelligent decision-making, leadership, and responsibility as citizens in society.
Available at: CPHS NHS
Coding and Gaming 009140
Grade: 10 - 12
Prerequisite(s): none
Recommended: Algebra I
UC/CSU: 🗹
This course is an introductory programming and game development course for students with little or no experience. Using engineering, physics and mathematics concepts critical to game development, they will work individually and in collaborative teams to design digital games. Students will learn technical skills like programming, graphic design and animation, testing, debugging, and other skills that are needed for game development. Available at: NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 95
(g. Electives - 1 year)
College & Career Readiness: Consumer Services II 008334
Grade: 12
Course for alternative education settings only.
Length of Course: Semester
Prerequisite(s): none
UC/CSU: 🗹
This senior-only semester course is the second in the Career Technical Education (CTE) Consumer Services pathway, designed to deepen career readiness through immersive, real-world experiences. Students will participate in interest-based internships, dedicating 8–16 hours weekly to exploring their passions across a variety of industries. The course emphasizes self-directed learning, critical reflection, and the application of workplace skills in authentic business environments. Through portfolio development and regular reflections, students will prepare for a final Capstone Project—an exhibition of learning that integrates their internship experience, personal growth, and career goals into a meaningful contribution that gives back to their school or broader community. This course is uniquely student-driven, empowering learners to build a professional network, gain hands-on experience, and turn their knowledge into impact. Available at: Alt Ed Schools
College & Career Readiness: Consumer Services 008333
Grade: 10 - 12
Course for alternative education settings only.
Prerequisite(s): none
UC/CSU: 🗹
This College and Career Readiness course is designed to help students learn and practice valuable skills to prepare them to be college and career ready. The Consumer Services emphasis allows for the introduction and study of the disciplines in the field of consumer services. In conjunction with this there will be a significant role of life management supporting how to interview and apply to jobs, maintain work responsibilities and create a foundation for further studies in industry-related Consumer and Family Sciences Fields. Additionally students will demonstrate their understanding of career paths and opportunities through a variety of assessments, projects, job simulations, speeches, research assignments, and an exhibition of learning. Students will identify academic interests, skills, values and personality types, research employers and industries, learn goal setting, and focus on expanding their own knowledge of themselves. The culmination of the course will be an exhibition of learning. A presentation done through a medium chosen by the student to a panel of industry professionals, peers, and educators on skills acquired through the course and their projected use in the students’ future. Available at: Alt Ed Schools
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 96
(g. Electives - 1 year)
Computer Integrated Manufacturing 007719
Grade: 10 - 12
Prerequisite(s): none
Recommended: Algebra II, Principles of Engineering or Introduction to Engineering Design
UC/CSU: 🗹
Computer Integrated Manufacturing (CIM) is the use of computer techniques to integrate manufacturing activities. This course will examine the key elements of manufacturing and product development from the inception the concept through design and all the way to final production. Students Will Interpret Blueprints and select appropriate materials for final production. The use of computer software will help students understand the science behind pneumatics, sensors and materials testing that will set the foundation for the appropriate use of robotics,computer numerical control (CNC),computer-assisted design(CAD),and computer assisted manufacturing(CAM),and computer integrated manufacturing(CIM). Quality Control and precision measurement will become critical components the student's projects. Students Will Use state-of-the-arts rapid prototyping machines,3D Printer,and CNC Milling Router produce a 3D prototype for projects. This course will enable students to experience the process of translating an idea into a finished product. Appropriate selection and identification of materials, recommend processes to treat and test materials will be necessary. Students must practice safe shop techniques and practices operating shop equipment.
The course explores manufacturing history, individual processes, systems, and careers. In addition to technical concepts, the course incorporates finance, ethics, and engineering design. These reflect the integrated approach that leading manufacturers have adopted to improve safety, quality, and efficiency.
Utilizing the activity-project-problem-based (APPB) teaching and learning pedagogy, students will analyze, design, and build manufacturing systems. While implementing these designs, students will continually hone their interpersonal and collaborative skills, creative abilities, and understanding of the design process. Students apply knowledge gained throughout the course in a final open-ended problem to build a factory system.
Available at: CHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 97
(g. Electives - 1 year)
Construction I 007970
Grade: 9 - 12
Prerequisite(s): none
Recommended: Algebra II, Principles of Engineering or Introduction to Engineering Design
UC/CSU: 🗹
Construction One will be an overview of the construction trades. Since modern systems and technology serve to move the industry into the next generation, students will be exposed to the vocabulary and processes involved in construction technology, engineering, and architectural design. Students will engage with a hands-on, project-based approach to content focused on learning basic computer-aided design (CAD), hand and machinery tool use and safety, basic building systems, building codes, and regulations. Students master measurement systems with integrated geometry content, calculation, and characteristics of materials, basic carpentry, and framing. Students will learn scale modeling, sketching, and basic blueprint creation/reading. Students will learn about construction careers. Students will demonstrate responsibility for personal, occupational safety on the job site and will obtain OSHA 10 certification
Available at: CHS MDHS
Construction Technology 007975
Grade: 9 - 12
Prerequisite(s): none
Recommended: Algebra II, Principles of Engineering or Introduction to Engineering Design
UC/CSU: 🗹
Students have hands-on opportunities to learn all phases of basic residential construction, including carpentry, drywall, electrical, flooring, painting, plumbing, roofing, masonry, and reading blueprints. During the first part of the course, students learn about construction safety, foundations, framing, and proper use of tools. Then students have the opportunity to make practical application of their classroom studies on a construction project. Projects may include building sawhorses, scale model houses, storage sheds, remodeling (on or off-site), simulated bathroom construction, and other projects as available. This competency-based course prepares students for entry-level positions in the construction industry. Integrated throughout the course are career technical education standards, which include basic academic skills, communication, career planning, technology, problem solving, safety, responsibility, ethics, teamwork, and technical knowledge.
Available at: CHS MDHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 98
(g. Electives - 1 year)
Creative Writing 000650
Grade: 9 - 12
Prerequisite(s): none
Recommended: Algebra II, Principles of Engineering or Introduction to Engineering Design
UC/CSU: 🗹
Creative Writing is a seminar-style course for students interested in writing. Through whole class instruction, small group work, and individual instruction, students will develop their own voices and styles in writing, and gain skill and confidence in utilizing a writing process in a variety of genre. Students will read a variety of literary selections to use as models and stimuli for writing.
(This course is aligned with the MDUSD Language Arts Content Standards.)
Available at: CPHS CHS
Culinary Arts 008271
Grade: 9 - 12
Corequisite(s): Algebra I, English I
Recommended: Previous enrollment in a college preparatory science course
UC/CSU: 🗹
This course is a hands-on entry level culinary course that introduces students to a professional kitchen. Culinary is designed to prepare students to be ready to embark upon a career in food service, but students will find that the skills learned in class can be used to prepare foods at home, as well. Students will learn food safety and sanitation, how to use professional kitchen equipment, basic cooking techniques (including knife skills), and culinary terminology. A focus on nutrition, the politics and ethics of food sourcing and production, and the life of a professional cook will be a major aspect of the curriculum. Safety and sanitation is paramount and applied in a classroom laboratory setting.
Through reading expository and non-fiction articles, writing, listening and speaking students will develop the ability to research, collect data, analyze information, report findings and evaluate food products. This course meets common core academic standards along with the standards in the area of Hospitality, Tourism and Recreation (HTR) Industry Sector per the California Department of Education (CDE) in Consumer and Family Studies established for Food and Nutrition.
Available at: MDHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 99
(g. Electives - 1 year)
Culinary Arts and Management 008272
Grade: 10 - 12
Prerequisite(s): none
UC/CSU: 🗹
Culinary Arts and Management will build upon the foundation techniques of Culinary Arts which allowed students to utilize a hands-on laboratory learning environment to begin to build industry driven culinary and baking skills. Throughout this course, students will continue to collaborate to develop an understanding of the historical and cultural influences on global cuisine, the science of culinary processes, and engage in analyzing the contents and properties of food.
Available at:
Digital Innovation and Design 009142
Grade: 12
Prerequisite(s): none
Recommended: Algebra I, Coding and Gaming, and Webpage Design
UC/CSU: 🗹
Students will explore the potential of technology to solve modern human problems by applying design principles used in art and business. They will design, field test, and evaluate their own projects that use technology to solve local problems. The course will examine the “magic” of how computers and the Internet work, and how logic helps digital devices communicate and understand one another. The course will strengthen students’ critical thinking and logic skills as they evaluate the effective use of technology and weigh the legal and ethical questions that may occur with technological solutions. Students will be exposed to a range of professions that use digital technology. Available at: MDHS
Economics 003150
Grade: 12
Prerequisite(s): none
UC/CSU: 🗹
Economics is the study of how individuals and societies make decisions given scarce resources. Areas of study include supply and demand, inflation and recession, money and credit, the banking system, labor and wages, managing the nation’s economy, and economic theory. Available at: CPHS CHS MDHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 100
(g. Electives - 1 year)
Environmental Science 002360
Grade: 9 - 12
Course for alternative education settings only.
Prerequisite(s): none
UC/CSU: 🗹
Culinary Arts and Management will build upon the foundation techniques of Culinary Arts which allowed students to utilize a hands-on laboratory learning environment to begin to build industry driven culinary and baking skills. Throughout this course, students will continue to collaborate to develop an understanding of the historical and cultural influences on global cuisine, the science of culinary processes, and engage in analyzing the contents and properties of food.
Available at: Alternative Education schools
Ethnic Studies 003497
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
The Ethnic Studies course examines race and intersecting identities rooted in the experiences of four groups: Indigenous peoples, African Americans, Asian American Native Hawaiian Pacific Islanders (including Arab Americans), and Chicanx/Latinx communities. The course explores histories of racism, privilege, and oppression, alongside resistance, and social movements, in order to foster respect, empathy, and solidarity. Students engage with concepts of justice, self-determination, and the legacy of ethnic studies to understand how the past shapes today's world and contributes to democracy and community building. Available at: CPHS CHS MDHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 101
(g. Electives - 1 year)
Film Appreciation I 000842
Grade: 10 - 12
Prerequisite(s): none
UC/CSU: 🗹
This course engages the study of film through the lens of Visual and Performing Arts. Film is one of the major collaborative and literary art forms of the 20th and 21st centuries. This course examines the many aspects of this art form, such as the history and aesthetics of film and other moving images. Students will learn the language of cinema and have continuing practice in addressing and experiencing the creation of film in terms of the following: criticism, production elements, genre, collaboration, acting, sound design, historical and cultural context, and career opportunities.
Available at: NHS
Film Appreciation II 000843
Grade: 11 - 12
Prerequisite(s): Film Appreciation I
UC/CSU: 🗹
Film Appreciation II is a general elective course for students who have a serious interest in cinema as a major art form of the 20th and 21st centuries. This course closely examines various aspects of this art form, including the history and aesthetics of film. Students will further their understanding of the language of cinema and have continuing practice in addressing films in terms of the following: production elements, genre, collaboration, acting, sound design, historical and cultural context, and career opportunities. “What is drama but life with the dull bits cut out? That’s why I love movies—they’re a concentrated form of life.” – Alfred Hitchcock
Available at: NHS
Health Science Emergency Medicine 008506
Grade: 12
Prerequisite(s): none
UC/CSU: 🗹
The course begins with basic knowledge of anatomy and physiology, first aid, CPR, data collection, and safety practices and ends with a thorough understanding of medical emergencies. The course presents the tools for students to understand the importance of pre-hospital care and delivers a thorough understanding of the prope ruse of medical equipment necessary to provide appropriate care. The competencies in this course are aligned with the National Standard Curriculum, Common Core State Standards, and the California Career Technical Education Model Curriculum Standards. There is also an emphasis on college and career readiness skills such as teamwork effective communication, professionalism, and medical ethics. Available at: MDHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 102
(g. Electives - 1 year)
International Relations 003495
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
This course introduces students to the study of international politics and the problems which surface in international relations. These include the global politics of war, peace, poverty, and prosperity. Students will understand what it means to build social science theories that describe and define those problems, while surveying some of the major theories in international relations. They will also apply these theories to historical and contemporary case studies. Another major focus is how the end of the Cold War and recent developments in world politics, including the “war against terrorism,” affect current thinking about international relations and possibilities for the future of the state system.
Available at: NHS
Introduction to Engineering Design 007716
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
Introduction to Engineering Design (IED) is a one year Project Lead the Way course in the Pathway to Engineering program. IED uses a design development process to enrich problem solving skills through a combination of activities-based, project-based, and problem-based (APPB) learning while creating and analyzing models using specialized computer software. APPB learning prepares students to: solve problems, participate as part of a team, lead teams, speak to a public audience, conduct research, understand real-world impacts, analyze data, and learn outside the classroom. High school students involved in PLTW strive to complete a minimum of the three foundation courses, one specialization course, and the capstone course. The Pathway To Engineering system works in any standard four-year sequence and prepares students for two- or four-year college studies in engineering and E/T by exposing them to the true scope of the field.
Available at: CHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 103
(g. Electives - 1 year)
Link Crew 089220
Grade: 11 - 12
Prerequisite(s): none
UC/CSU: 🗹
Link Crew Leadership is a year-long course that combines high-level critical thinking, writing, analytical skills with mentorship and entrepreneurial project experiences and implementation. As positive role models, Link Crew Leaders are mentors and student leaders who guide 9th graders to discover what it takes to be successful during the transition to high school and, through a variety of activities and events, help facilitate 9th-grade success. Link Crew’s goal is to provide structure in which students make real connections with each other. The Link Crew class is based on the seven units of students developed by the Boomerang Project. With that being said, there will be long-term benefits: increased attention and retention, improved academic performance, improved social behaviors, and improved social climate.
Available at: CHS MDHS NHS
Medical Science and Terminology 008504
Grade: 10
Prerequisite(s): Living Earth
UC/CSU: 🗹
This course covers the basic medical terminology for Allied Health exploratory students. It covers the most common word parts, from prefixes, word roots and combining forms and suffixes for all the human systems. The distribution of topics includes words like looks alike and sound alike. Abbreviations acronyms, antonyms, synonyms are addressed. Anatomy, Physiology, Pathology, Diagnostic and the most common therapeutic procedures are also included in this course. Prognosis and rehabilitation techniques are fully described using the correct terminology for students win no previous knowledge of these topics. Basic pharmacology for health-related careers in general is also a topic included in this course.
Available at: MDHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 104
(g. Electives - 1 year)
Personal Finance 006041 (Special Education programming only–year long course)
Personal Finance OX6041 (Alt Ed only semester course–available online only)
Grade: 11 - 12
Prerequisite(s): none
UC/CSU: 🗹
This comprehensive course covers career exploration, basic mathematical concepts, personal money management skills with introduction to applicable technology, research techniques, and problem-solving skills as each relates to personal finance. Specific topics include, but are not limited to, budgeting, tax preparation, banking, credit, purchasing a car, home ownership, insurance and investments. Students will leave this course with the knowledge and tools to be successful in their personal finances involving careers and everyday life. Available at: CHS Alternative Education schools
Psychology 003770
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
The major goal of psychology is to systematically study individual behavior and human mental processes to gain an understanding of the self and others. The course will explore cognitive aspects of the mind, or how humans think and feel about the world around them, The course will provide opportunities for students to become knowledgeable and the importance of attitudes, feelings, a dn value for themselves and others in determining human behavior; the scientific basis of behavior; the process of human development as a lifelong journey.
Available at: CPHS CHS MDHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 105
(g. Electives - 1 year)
AP Psychology 003774
Grade: 11 - 12
Prerequisite(s): AP course contract
UC/CSU: 🗹
The AP Psychology course introduces students to the systematic and scientific study of human behavior and mental processes. While considering the studies that have shaped the field,student explorean apply psychological theories,key concepts,and phenomena associated with major units of study, including biological bases of behavior, cognition, development, learning, social psychology, personality, and mental and physical health. Throughout the course, students apply psychological concepts and employ psychological research methods and data interpretation to evaluate claims, consider evidence, and effectively communicate ideas.
The AP Psychology framework is aligned with content and skills used in college-level courses and recommended by the American Psychological Association (APA) Introductory Psychology Initiative. The framework is organized into five units that mirror the content organization recommended by the APA. This framework integrates key skills throughout the course that students need to be successful in subsequent courses in psychology. The focus of the framework is to provide the student with a learning experience that supports learning of introductory psychology content and skills.
Available at: CPHS CHS MDHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 106
(g. Electives - 1 year)
IB Psychology Standard Level 353770
Grade: 10
Prerequisite(s): Living Earth
UC/CSU: 🗹
The Diploma Programme (DP) psychology course aims to develop students’ knowledge and understanding of psychological concepts, content and contexts, as well as the models and theories associated with these areas. Through the course, students will develop the ability to engage in critical thinking, assess evidence and acknowledge the evolving nature of knowledge. They will acquire the ability to seek new information and generate understanding by employing research methodologies. The goal of the DP psychology course is not to create psychologists, but to promote psychological literacy. The aims of the psychology course are for students to: • develop knowledge and understanding of psychological concepts, content and contexts including models and theories • think critically and creatively about behaviour and cognitive processes • engage with problems facing individuals, groups and societies using psychological understanding and skills.
The DP psychology course focus is on conceptual understanding and the ability to apply concepts across a variety of contexts as opposed to simple memorization of theories supporting studies. Framing the psychology course through concepts, content and context allows for the development and application of psychological knowledge when studying the contexts.
Concepts, content and contexts are meant to be integrated when investigating human behaviour. The content provides the psychological terminology and theories needed to understand how the biological, cognitive and sociocultural approaches assist in understanding behaviour in different contexts while using a variety of research methodology. Concepts provide a framework through which specific content is considered and contexts provide the real-world setting in which concepts and content are applied. Standard level (SL) and higher level (HL) students will investigate four contexts using psychological content and concepts relevant to that area of study. The internal assessment will require SL and HL students to create a research proposal to investigate a topic with a population of interest. Reading empirical research and everyday claims in the media are opportunities to identify concepts and further the knowledge of psychological content applied within a context. Students will be required to think critically about data analysis and interpretation in psychological research and everyday claims (for example, in social media). HL students will have the opportunity to study four extensions: the role of culture, motivation and technology in shaping human behaviour, and data analysis and interpretation.
Available at: YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 107
(g. Electives - 1 year)
Public Speaking 000860
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
Public Speaking I is an elective course designed to help students develop oral language skills in a variety of planned and spontaneous public speaking situations, and to gain research, organizational, and technology skills necessary for a variety of oral presentations.
Available at: YVHS
Sociology 003870
Grade: 10 - 12
Prerequisite(s): none
UC/CSU: 🗹
Sociology is the behavioral science that studies human society and social behavior. This course will make students aware of sociological forces that shape the structure of life in the United States and the world. The students will examine concepts such as family structure, culture, crime, adolescents, aging, and religion. They will also explore concepts relating to social change and world population.
Available at: NHS
Sports Medicine I 008502
Grade: 10 - 12
Prerequisite(s): none
UC/CSU: 🗹
This course is designed to explore human anatomy and physiology, and lays the foundation for further study of these sciences. Students learn how systems of the body function and interact through physical activity, and develop a thorough understanding of the studente and function of the musculoskeletal system,. This knowledge serves as a platform for understanding the physiological response to injury and improving performance. Student taking this class may be eligible for an after-school sports medicine practicum with the school’s athletic teams integrated throughout the course are career technical education standards which include basic academic skills, communication, career planning, technology, problem solving, safety, responsibility, ethics, teamwork, and technical knowledge.
Available at: MDHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 108
(g. Electives - 1 year)
Sports Medicine II 008503
Grade: 11 - 12
Prerequisite(s): Sports Medicine I
UC/CSU: 🗹
Sports Medicine II builds on the skills learned in Sports Medicine I, focusing on practical application and advanced first responder skills. Students explore advanced concepts in biomechanics, kinesiology, and the physiological adaptations to exercise, injury, and rehabilitation. Students delve deeper into how body systems interact dynamically during physical activity and are introduced to advanced diagnostic techniques and treatment protocols for common sports-related injuries. The course emphasizes the role of the nervous and cardiovascular systems in optimizing athletic performance and recovery.
Eligible students may participate in an immersive after-school practicum, working alongside athletic trainers and medical professionals to support the school’s athletic trams, gaining hands-on experience in sports medicine practices and reinforcing professional readiness for careers in the field.
Available at: NHS
IB Theory of Knowledge 1 340295
IB Theory of Knowledge 2 340296
Grade: 11 - 12
Required Courses for the Diploma Track Program
Prerequisite(s): none
UC/CSU: 🗹
The theory of knowledge (TOK) course plays a special role in the DP by providing an opportunity for students to reflect on the nature, scope and limitations of knowledge and the process of knowing. In this way, the main focus of TOK is not on students acquiring new knowledge but on helping students to reflect on, and put into perspective, what they already know. TOK underpins and helps to unite the subjects that students encounter in the rest of their DP studies. It engages students in explicit reflection on how knowledge is arrived at in different disciplines and areas of knowledge, on what these areas have in common and the differences between them.
The aims of the TOK course are: • to encourage students to reflect on the central question, “How do we know that?”, and to recognize the value of asking that question • to expose students to ambiguity, uncertainty and questions with multiple plausible answers • to equip students to effectively navigate and make sense of the world, and help prepare them to encounter novel and complex situations • to encourage students to be more aware of their own perspectives and to reflect critically on their own beliefs and assumptions • to engage students with multiple perspectives, foster open-mindedness and develop intercultural understanding • to encourage students to make connections between academic disciplines by exploring underlying concepts and by identifying similarities and differences in the methods of inquiry used in different areas of knowledge • to prompt students to consider the importance of values, responsibilities and ethical concerns relating to the production, acquisition, application and communication of knowledge.
Available at: YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 109
(g. Electives - 1 year)
Transportation Technology I 007030
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
Automotive Technologies I, is an introductory course in the Systems Diagnostic, Service and Repair Pathway designed to integrate academic and technical preparation, focus on career awareness, career exploration, and skill preparation for the Transportation Industry. Through project based learning, hands on, highly engaging activities, students enrolled in Automotive Technologies I, will begin to build a foundational understanding of the Automotive Industry.
Classroom, laboratory, and hands-on contextual learning; project- and work-based instruction is used to introduce students to automotive careers, automotive safety, maintenance, electrical systems, lubrication expectations, cooling, and fuel systems. Students will also review and demonstrate learning on the following automotive systems: brakes, steering and suspension, front end alignment, power train. Upon the completion of this course students will be prepared to advance to Automotive Technologies II, transition to post secondary career training, and or be prepared for an entry level position in today's automotive service industry.
Students in Automotive Technologies I engage in applying and extending concepts studied in their math and science courses including: algebra, arithmetic, physics, chemistry, and computer science. In addition students conduct research, engage in expository and reflective writing assignments aligned with common core standards.
Available at: CHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 110
(g. Electives - 1 year)
Transportation Technology II 007031
Grade: 10 - 12
Prerequisite(s): none
UC/CSU: 🗹
Automotive Technologies II, is the capstone course in the Systems Diagnostic, Service and Repair Pathway of the Transportation Sector designed to integrate academic and technical preparation, and focus on deepening skill preparation for possible careers in the Transportation Industry. Through project based learning, hands-on, highly engaging activities students enrolled in Transportation Technology II will build a more in-depth foundational understanding of the Automotive Industry. Classroom, laboratory, and hands-on contextual learning; project- and work-based instruction is used to allow students further exploration of automotive careers, automotive safety, maintenance, electrical systems, lubrication systems, cooling, and fuel systems. Students will examine internal combustion engine internals, and the importance of precision measurement. Students will also review and demonstrate learning on the following automotive systems: brakes, steering and suspension, front end alignment, power train. Upon the completion of this course students will be prepared to transition to post secondary career training, and/or be prepared for an entry level position in today's automotive service industry.
Students in Automotive Technology II engage in applying and extending concepts studied in their math and science courses including: algebra, arithmetic, physics, chemistry, and computer science. In addition students conduct research, engage in expository and reflective writing assignments aligned with common core standards.
Available at: CHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 111
(g. Electives - 1 year)
Woodworking Technology I 007930
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
Woodworking Technology I introduces students to the basic elements and skills used in cabinet making, furniture making, and carpentry. Students will be able to demonstrate knowledge of safe and practical hand and power tool operation and will be taught elements of good design, craftsmanship, construction techniques, and green technologies. Students will be taught to identify and choose appropriate materials for projects and become informed about being critical consumers of wood products.
Available at: MDHS
Advanced Woodworking Technology 347940
Grade: 10 - 12
Prerequisite(s): Woodworking Technology I
UC/CSU: 🗹
Advanced Woodworking Technology will build upon skills developed in Woodworking Technology I. Students will create more intricate and complicated projects using current technologies including computer aided design and computer controlled machines. Using problem solving and critical thinking techniques the course is designed to help develop college and work ready students.
Available at: MDHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 112
(g. Electives - 1 year)
Yearbook 000810
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
Yearbook is a year-long course designed to have students understand the role of visual art and design, and its impact on society and culture, particularly in publication mediums. The course may be retaken each of the four years. The course will focus on students understanding a designer's target audience and stimulating creativity through a variety of two-dimensional media. Then, students will apply this artistic process to create designs for the yearbook publication. Finally, they will maintain the integrity of design through the editing process, while collaborating and communicating with their colleagues on the yearbook staff. The assignments in the course will demonstrate a student's ability to apply the principles of design and effectively communicate their message. Assignments will also have students process, respond to, and judge design works using their knowledge of the elements of art and the principles of design. Students will also have opportunity to apply skills in financing a publication through fundraising, promotion, and advertising sales.
Available at: CPHS CHS MDHS NHS YVHS
Yearbook Honors 000820
Grade: 10 - 12
Prerequisite(s): none
UC/CSU: 🗹
Yearbook Honors: Advanced Media Leadership is a year-long capstone option in which students undertake editorial positions, which teach leadership skills. Editors in this class have successfully completed pre-requisites in design, photography and journalism production and writing. This leads to a year of serving in a design leadership role in the production team for the student yearbook, as well as studying college and career options and preparing for the future.
Leadership options will range from serving as the chief design organizer and planner of story teams to serving as editors over larger staffs. In this course, students will demonstrate mastery of all publication design principles, eDesign, through planning a comprehensive design scheme for print production of the school yearbook. Available at: CPHS CHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 113
(Other: PE - 2 years)
* Please Note: Students attending Northgate are not limited to taking Personal Fitness L1 . or Team Sports L1 in the 10th grade.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 114
Physical Education - 2 year high school graduation requirement
P E 9 008520
Grade: 9
Required course
Prerequisite(s): none
UC/CSU: ☐
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 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 developing a personalized fitness program for a healthy lifestyle. Units of instruction may include: introduction to kinesiology and physical education, fitness (including fitness technology), individual and dual activities, team sports, rhythms/dance and aquatics. Students will gain an awareness of the career paths related to sports and fitness.
Available at: CPHS CHS MDHS NHS YVHS
Personal Fitness Level 1 008930
Grade: 10 - 12
Prerequisite(s): none
UC/CSU: ☐
This course is designed to give students the opportunity to learn fitness concepts and
conditioning techniques used for obtaining optimal physical fitness. Students will
benefit from comprehensive weight training and cardio-respiratory endurance activities.
Students will learn the basic fundamentals of strength training, aerobic training and
overall fitness training and conditioning. Course includes both lecture and activity
sessions. Students will learn how to make wise choices, meet challenges, and develop
positive behaviors in fitness, wellness, and movement activity for a lifetime. Students
will gain an awareness of the career paths related to personal fitness and conditioning.
Available at: CPHS MDHS YVHS
Personal Fitness Level 2 008940
Grade: 9 - 12
Prerequisite(s): Personal Fitness Level 1
UC/CSU: ☐
This course is designed to give students the opportunity to further their learning of
fitness concepts and conditioning techniques taught in Physical Fitness, Level I. Students will take part in comprehensive weight training and cardio-respiratory endurance activities. Students will demonstrate an understanding of intermediate fundamentals of strength training, aerobic training and overall fitness training and conditioning. Course includes both lecture and activity sessions. Students will develop an understanding of how to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. Students will demonstrate an understanding of the career paths related to personal fitness and conditioning.
Available at: YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 115
Physical Education - 2 year high school graduation requirement
Aerobics L1 008970
Grade: 10 - 12
Prerequisite(s): P E 9
UC/CSU: ☐
This course is designed to give students the opportunity to learn aerobic routines and
training techniques used for achieving optimal physical fitness. Students will benefit
from comprehensive weight training and cardio-respiratory endurance activities.
Students will learn basic aerobic steps as well as simple and complex aerobic dance
combinations. Course includes both lecture and activity sessions. Students will be
empowered to make wise choices, meet challenges, and develop positive behaviors in
fitness, wellness, and movement activity for a lifetime. Students will gain an awareness
of the career paths related to group exercise and fitness.
Available at: NHS
Advanced Basketball 008875
Grade: 10 - 12
Prerequisite(s): P E 9
UC/CSU: ☐
Advanced Basketball is the examination of advanced mental and physical fundamentals of the game of basketball. Students will learn how to play the game of basketball offensively, as well as how to play team defense. Physical fundamentals will include form shooting and specific drills related to dribbling and passing.
Available at: CPHS CHS
Dance I (HS) PE 008710
Grade: 10 - 12
Prerequisite(s): P E 9
UC/CSU: ☐
Dance I is a course designed to give students the opportunity to learn the elements of dance, kinesiology and physical education in a program that is aligned with the California Content Standards for Physical Education and the Visual & Performing Arts. Emphasis will be placed on rhythms and dance movement, with analysis of qualities of movement and the incorporation of expression into arts. Units of instruction include contemporary or modern, ballet skills, jazz, Broadway, hip hop, social dance, choreography, and dance history.
Additionally, this course helps students learn the basic skills of dance with a focus on
technique, poise, self-confidence, creative ability, and elements of choreography for
individuals and groups. Students will learn several dance pieces in various styles as well as choreograph pieces and dance in class presentations. This course is designed for all students with or without previous experience in dance and can prepare students for more advanced classes. Students will gain an awareness of career opportunities in dance.
Available at: CPHS CHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 116
Physical Education - 2 year high school graduation requirement
Dance II PE 008680
Grade: 10 - 12
Prerequisite(s): Dance I or audition
UC/CSU: ☐
Dance II is an intermediate course designed to continue studying the history, style, and
influence of a variety of dance forms. Students will continue their study of fundamental
techniques taught in Dance I. Students will expand their choreographic experience to include such forms as ballet, jazz and lyrical jazz, modern, tap and improvisation. Students will gain performance and/or technology experience by participating in the mandatory spring dance concert. Students will develop an understanding of the career opportunities available through dance.
Available at: CPHS CHS NHS
Dance III PE 008690
Grade: 10 - 12
Prerequisite(s): Dance II or audition
UC/CSU: ☐
Dance III is an advanced course designed to build upon the techniques taught in Dance II or in previous training. Students will demonstrate an understanding of technique,
choreography, and production, with a particular emphasis on dance performance and
production. Students will demonstrate knowledge and appreciation of dance history, culture and influence in a variety of dance forms. Students will apply performance and production experience with the opportunity to choreograph for mandatory productions. Students will demonstrate an understanding of the career opportunities available through dance. This course is repeatable for credit.
Available at: CPHS NHS
Racketball Level I 008800
Grade: 10 - 12
Prerequisite(s): P E 9
UC/CSU: ☐
This course is designed to give students the opportunity to learn racquetball skills and
techniques used for obtaining optimal physical fitness. Students will participate in
comprehensive racquetball skills and cardio-respiratory endurance activities. Students
will learn basic to intermediate fundamentals and overall fitness training and
conditioning. Students will develop the skills needed to make wise choices, meet
challenges, and develop positive behaviors in fitness, wellness, and movement activity
for a lifetime. Students will gain an awareness of the career paths related to racquetball
and fitness.
Available at: CPHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 117
Physical Education - 2 year high school graduation requirement
Soccer 008810
Grade: 10 - 12
Prerequisite(s): P E 9
UC/CSU: ☐
This course is designed to give students the opportunity to learn and develop fundamental and advanced skills and strategies of soccer activities, as well as fitness concepts and conditioning techniques used for achieving and maintaining optimal physical fitness. Students will benefit from comprehensive team activities and cardiorespiratory activities. Students will learn basic fundamentals and advanced techniques of soccer, aerobic training, and overall fitness training and conditioning. Course includes both lecture and activity sessions. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in team activities, aerobic fitness, wellness, and movement activity for a lifetime.
Available at: CHS MDHS YVHS
Team Sports Level I 008870
Grade: 10 - 12
Prerequisite(s): P E 9
UC/CSU: ☐
This course is designed to give students the opportunity to learn team sports and
techniques used for obtaining optimal physical fitness. Students will participate in
comprehensive team sports as well as cardiorespiratory endurance activities. Students
will learn basic to intermediate fundamentals and overall fitness training and
conditioning. Students will be empowered to make wise choices, meet challenges, and
develop positive behaviors in fitness, wellness, and movement activity for a lifetime.
Students will gain an awareness of the career paths related to team sports and fitness.
Available at: CPHS CHS NHS
Team Sports Level II 008990
Grade: 11 - 12
Prerequisite(s): Team Sports Level I
UC/CSU: ☐
This course is designed to give students the opportunity to further their knowledge of
team sports and techniques used for obtaining optimal physical fitness. Students will
practice comprehensive team sports and cardio-respiratory endurance activities. Students will build upon the skills learned in Team Sports I. Students will further their learning of intermediate to advanced fundamentals and overall fitness training and conditioning.
Students will demonstrate how to make wise choices, meet challenges, and develop
positive behaviors in fitness, wellness, and movement activity for a lifetime. Students
will develop an understanding of the career paths related to team sports and fitness.
Available at: NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 118
Physical Education - 2 year high school graduation requirement
Weight Training I 008890
Grade: 10 - 12
Required course
Prerequisite(s): P E 9
UC/CSU: ☐
This course is designed to give students the opportunity to learn weight training concepts and techniques used for obtaining optimal physical fitness. Students will participate in comprehensive weight training and cardio-respiratory endurance activities. Students will learn the basic fundamentals of weight training, basic introduction of anatomy of movement as related to weight training, strength training, aerobic training, overall fitness training and conditioning. Students will be empowered to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activity for a lifetime. Students will gain an awareness of the career paths related to weight training and fitness.
Available at: CPHS CHS MDHS NHS
Weight Training II 008480
Grade: 11 - 12
Required course
Prerequisite(s): Weight Training I
UC/CSU: ☐
This course is designed to give students the opportunity to learn weight training concepts and techniques used for obtaining optimal physical fitness. Students will develop an understanding of comprehensive weight training and cardio-respiratory endurance activities. Students will advance their fundamental skills of weight training, apply anatomy of movement as related to weight training, strength training, aerobic training, overall fitness training and conditioning. One focus of this course will be to advance the skills and techniques taught in Weight Training 1. Students will demonstrate how to make wise choices, meet challenges, and develop positive behaviors in fitness, wellness, and movement activities for a lifetime. Students will develop an understanding of the career paths related to weight training and fitness.
Available at: NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 119
Physical Education - 2 year high school graduation requirement
Unified Sports 008960
Grade: 10 - 12
Prerequisite(s): P E 9
UC/CSU: ☐
Unified Sports includes three primary units of study: Soccer, Basketball, and Track and Field. The intent of the class is to provide inclusive opportunities for general and special education students to participate as teammates in a competitive setting. The class is designed to prepare the students for competition with other Unified Sport programs in the area.
Available at: CHS MDHS NHS
Yoga 008880
Grade: 10 - 12
Prerequisite(s): P E 9
UC/CSU: ☐This course provides an exercise experience using a non-competitive approach. The primary physical activities involve experiences in yoga, Pilates and other whole-life fitness programming. Students will establish a set of personal fitness goals. One course goal is to harmonize the body, mind, and spirit through a combination of physical movement, yoga postures, breathing and biofeedback techniques.
Available at: CHS MDHS NHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 120
At-Large
APEX Learning A9xxxx and AXxxxx FOR SCHOOL COUNSELOR USE ONLY
(Online Credit Recovery 009005)
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: 🗹
Apex Learning ensures credit and graduation success for grade 9–12 learners through scaffolded, active learning that supports high-quality programs for first-time credit, credit recovery, and expanded course access. Our robust catalog comprises core, Advanced Placement®, career and technical education, elective, and world languages courses.
Please note that school sites denote Apex online learning sections differently on their schedules–some use Apex and others use online credit recovery as monikers for Apex–they are the same courses.
Available at: CPHS CHS MDHS NHS YVHS
Advanced Sports Medicine 008507
Grade: 11 - 12
Prerequisite(s): Sports Medicine I and Sports Medicine II
UC/CSU: ☐ Course NOT UC Approved
Advanced Sports Medicine builds on the skills learned in Sports Medicine, and articulates with the DVC course of the same curriculum, awarding 3 college credits upon completion. Students will mentor Level 1 students, researching and creating lessons for their peers, and serving as lead student trainers for internships. This class meets Mondays, Tuesdays, and Thursdays.
Please note that a MDUSD advancement concurrent enrollment form is required; students coordinate with school counselor or school registrar.
Available at: NHS
Education I 008331
Grade: 10
Prerequisite(s): membership in the Education Academy
UC/CSU: ☐
Education I is a one-year course, which allows students to explore careers related to education through the study of learning styles, cultural differences, child development, and career options. Through research, exploration and self-study, students develop the capabilities to recognize the qualities of an effective educator. The students will develop an understanding of themselves and their career options.
Available at: YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 121
At-Large
JROTC 009300
Grade: 9 - 12
Prerequisite(s): none
UC/CSU: ☐
The JROTC program is designed to help develop strong leaders and model citizens. As a first year Cadet, students will be introduced to content that will help the leader within them emerge. The knowledge, skills, and abilities students will acquire will encompass team building, health and fitness.
Students will be trained and certified in first aid and CPR. Students will participate in a ropes course, orienteering (campus and map work), and other military based problem solving experiences that ultimately allow students to lead others through a reactionary course by planning, and executing a course of action.
Available at: MDHS
Leadership – Renaissance 089210
Grade: 9 - 12
Course may be taken for repeated credit.
Prerequisite(s): Required for elected or appointed student body and class officers.
UC/CSU: ☐
A one year course which develops those unique characteristics, attitudes, and skills which empower a person to make significant changes in self and to move a group of people in new and positive directions.
When a student is enrolled beyond one year, he or she has been elected or appointed to an office with increased scope and responsibility. In addition to refining the skills learned previously, the student will be expected to complete more difficult projects, prepare and provide peer instruction, and do additional reading, interviewing, and research in the areas of leadership and group process.
Available at: CPHS CHS MDHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 122
At-Large
Reading 009810
Grade: 9 - 12
Intervention Course Only
Prerequisite(s): Students with IEPs
UC/CSU: ☐
Reading is an intervention course designed for students identified as those who need targeted reading supports. Students will engage with grade-level texts in various genres, including fiction (drama, poetry, novels, and short stories) and non-fiction texts (expository, argumentative, instructional, and narrative writings) in order to develop literacy, textual analysis, and critical thinking skills. Students will complete various formal and informal reading and writing assignments for various purposes and audiences, making conscientious choices about style, conventions, and rhetorical strategies. Students will progress through the various steps of the writing process, including invention, drafting, editing, revision, and publication. Students will participate in individual and collaborative activities that develop fundamental reading skills in order to promote content area literacy.
Available at: CPHS
Service Learning 008335
Grade: 9 - 12
Course for alternative education settings only.
Prerequisite(s): none
UC/CSU: ☐
This course is designed for English Learners at CELDT level 5 (Advanced). The direct
English instructionstrate mastery of grammar,
vocabulary, and other language elements in various receptive and productive contexts.
Students will develop an understanding of a variety of career opportunities as they learn
the English Language.
Available at: Alt Ed schools
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 123
At-Large
Strategic Support - Directed RTI 009801 FOR SCHOOL COUNSELOR USE ONLY
Grade: 9 - 12
Intervention Course Only
Prerequisite(s): none
UC/CSU: ☐
Students participate in this designated time during the school day to receive academic support via a response to intervention model. The response to intervention process focuses on improving academic performance. To assist students, the RTI framework incorporates core components, such as an universal screener, progress monitoring, multi-level preventions, and data-based decision making. Tiered instruction is implemented at every level based on student data collected and analyzed:
–Tier 1: High-quality core teaching for all students
–Tier 2: Supplemental, small-group interventions for struggling learners
–Tier 3: Intensive, individualized support for students with significant identified needs.
Differentiated instruction is explored as a fundamental component of the intervention processes inside and out of the classroom, whereby students may ask clarifying questions, make up assessments, or work collaboratively with peers to advance or improve their academic standing.
Available at: CPHS CHS MDHS NHS YVHS
Work Experience Education S1 019400
Work Experience Education S2 029400
Grade: 9 - 12
Prerequisite(s): Paid or unpaid employment to meet program standards with parental approval; Work Permit; application process
UC/CSU: ☐
Work Experience Education is an instructional program that combines in-school learning with on-the-job training in the community. Students attend weekly seminars which cover areas of job search, survival and advancement; economic, career and self awareness; and other meaningful career related information. Coupled with the related instruction is actual on-the-job training. Students learn many skills while they are compensated for their efforts through employment in the business community.
Available at: CPHS CHS MDHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 124
At-Large
Teacher Aide 009500
Teachers Aide Period 1 019500
Teachers Aide Period 2 029500
Teachers Aide Period 3 039500
Teachers Aide Period 4 049500
Teachers Aide Period 5 059500
Teachers Aide Period 6 069500
Grade: 11 - 12
Course may be taken for repeated credit; limited to 20 credits.
Prerequisite(s): Application Process; TA Contract that includes instructor permission, administrative approval, and signing of Code of Conduct contract.
UC/CSU: 🗹
This program is designed to allow a student to work as an instructional aide under the direct supervision of a teacher. It is the responsibility of the student to find a teacher to TA for. Duties involve tutoring individuals or small groups of students and assisting teachers with the mechanics of instruction. Office aides work in various service capacities in the school. Placement may be made to locations such as: Student Services, Attendance Office, Main Office, Career Center, book room, library, PE classrooms, and teacher classrooms.
Available at: CPHS CHS MDHS NHS YVHS
Open 009290
Grade: 12 Only
Prerequisite(s): 180 credits earned; application process
UC/CSU: ☐
Seniors may apply to have an open period in their class schedule during either 1st, 2nd, 5th, or 6th period depending on the bell schedule of their particular school site. Seniors must remain off campus during their granted open period.
Please Note: Open periods are not recommended for students applying to a 4-year college or university, whereas post secondary schools would like to see evidence of academic rigor during a student’s 12th grade year.
Available at: CPHS CHS MDHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 125
Special Education Mild Moderate Courses of Study
Coursework available based on special education program per site and the needs of students based on their individual educational programs:
Academic Success 000682
Grade: 6 - 12
Prerequisite(s): IEP (Resource)
UC/CSU: 🗹
This course will help students enhance personal responsibility and interpersonal skills while focusing on academic success. This course incorporates the four pillars of transition as students move into post K-12 systems. Students will receive instruction in the areas of employment, education, training and independent living skills. Students will engage with the content as they increase their ability to live as independent, contributing members of society.
This class addresses themes such as respect, integrity, goal setting, team building, and organizational skills.
Available at: CPHS CHS MDHS NHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 126
Special Education Moderate Severe Courses of Study
Dynamic courses are designed to meet the needs of students with the most significant cognitive disabilities in accordance with their individual education programs. Listed below are the links to the full courses of study of the dynamic program courses:
Available at: CPHS CHS MDHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 127
Special Education Moderate Severe Courses of Study
Dynamic English I 700010
Grade: 9
Prerequisite(s): IEP qualification
UC/CSU: ☐
Dynamic English I is a required one-year freshman course designed for students with significant cognitive disabilities who are anticipated to earn an Alternative High School Diploma in accordance with California Education Code 51225.31.
This course focuses on the study of reading, writing, language, and speaking and listening. The skills and strategies are taught in an integrated way and align with the state and district adopted standards. There is an emphasis on critical thinking, informational texts and nonfiction, integrating technology, and academic vocabulary. The range of texts includes a wide variety of authors from diverse backgrounds.
Available at: CPHS CHS MDHS YVHS
Dynamic English II 700060
Grade: 10
Prerequisite(s): 9th Grade Dynamic English
UC/CSU: ☐
Dynamic English II is a required one-year course designed for students with significant cognitive disabilities who are anticipated to earn an Alternative High School Diploma in accordance with California Education Code 51225.31.
This course focuses on the study of reading, writing, language, and speaking and listening. The skills and strategies are taught in an integrated way and align with the state and district adopted standards. There is an emphasis on critical thinking, informational texts and nonfiction, integrating technology, and academic vocabulary. The range of texts includes a wide variety of authors from diverse backgrounds.
Available at: CPHS CHS MDHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 128
Special Education Moderate Severe Courses of Study
Dynamic English III 700130
Grade: 11
Prerequisite(s): Dynamic English/Language Arts II
UC/CSU: ☐
Dynamic English/Language Arts III is a required one-year course designed to help students with significant cognitive disabilities who are anticipated to earn an Alternative High School Diploma in accordance with California Education Code 51225.31.
This course focuses on the study of reading, writing, language, and speaking and listening. The skills and strategies are taught in an integrated way to be mutually reinforcing and to align with the state and district adopted standards. There is an emphasis on thinking, increasingly complex texts, informational texts and nonfiction, integrating technology, and academic vocabulary. The range of texts includes canonical authors, as well as writers from diverse backgrounds.
Available at: CPHS CHS MDHS YVHS
Dynamic English IV 700190
Grade: 12
Prerequisite(s): Dynamic English III
UC/CSU: ☐
Dynamic English IV is a required one-year senior course designed to help students with significant cognitive disabilities who are anticipated to earn an Alternative High School Diploma in alignment with education code 51225.31.
This course focuses on the study of reading, writing, language, and speaking and listening. The skills and strategies are taught in an integrated way to be mutually reinforcing and to align with the state and district adopted standards. There is an emphasis on thinking, increasingly complex texts, informational texts and nonfiction, integrating technology, and academic vocabulary. The range of texts includes canonical authors, as well as writers from diverse backgrounds.
Available at: CPHS CHS MDHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 129
Special Education Moderate Severe Courses of Study
Dynamic World History 703490
Grade: 10
Prerequisite(s): None
UC/CSU: ☐
Dynamic World History is a required one-year course designed to help students with significant cognitive disabilities who are anticipated to earn an Alternative High School Diploma In accordance with California Education Code 51225.31, access core content aligned subject matter material.
This course begins 1750, then covers a period of more than 250 years and highlights the global history as people, products, knowledge, and ideas increasingly spread around the world. It examines dynamic forces such as democracy, nationalism, and economic competition and how these forces impacted the modern world. The course also considers the themes of war and conflict resolution, inclusiveness of governance, the concept of justice, and the growing importance of individual rights and liberties. The course ends with the evolution of a global society. Throughout the course, students develop reading, writing, speaking, and listening skills to enhance their understanding of the content. Students will gain an appreciation of history and become more informed citizens in their community, country, and the world. This course seeks to present non-European perspectives, primary sources, and texts as a means of shifting the narrative.
Available at: CPHS CHS MDHS YVHS
Dynamic United States History 703530
Grade: 11
Prerequisite(s): None
UC/CSU: ☐
Dynamic United States History is a survey course for students with significant cognitive disabilities who are anticipated to earn an Alternative High School Diploma in accordance with California Education Code 51225.31.
This course reviews US History from the late nineteenth through twenty-first century American history, starting with a brief review of democratic foundations and the impact of the Civil War. Students will analyze turning points and themes related to American identity, the role of the government, and the American experience. Skills such as reading, writing, speaking and listening, research, and media literacy will be emphasized. Aligning with the California History-Social Sciences Framework, students will engage with the content, practice inquiry skills, improve literacy, and develop values of citizenship through this course.
Available at: CPHS CHS MDHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 130
Special Education Moderate Severe Courses of Study
Dynamic Economics 703150
Grade: 12
Prerequisite(s): None
UC/CSU: ☐
Dynamic Economics is a required one-semester course designed for students with significant cognitive disabilities who are anticipated to earn an Alternative High School Diploma in accordance with California Education Code 51225.31.
The course will allow students to access core content aligned subject matter material. The course will cover how individuals and societies make decisions given scarce resources. Areas of study include supply and demand, inflation and recession, money and credit, the banking system, labor and wages, managing the nation’s economy, and economic theory.
Available at: CPHS CHS MDHS YVHS
Dynamic Government 703280
Grade: 12
Prerequisite(s): None
UC/CSU: ☐
Dynamic United States Government is a study of the institutions of the American government. The course, designed for students with significant cognitive disabilities who are anticipated to earn an Alternative High School Diploma in accordance with California Education Code 51225.31.
The course focuses on the executive, judicial and legislative branches of the federal government, the election process, and political parties. There is an emphasis on the concepts of constitutionalism, representative democracy, separation of powers, checks and balances, and federalism.
Available at: CPHS CHS MDHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 131
Special Education Moderate Severe Courses of Study
Dynamic Algebra I 771310
Grade: 8-12
Prerequisite(s): None
UC/CSU: ☐
Dynamic Algebra I is intended for students with significant cognitive disabilities who are anticipated to earn an Alternative High School Diploma through the alternative pathway in accordance with California Education Code 51225.31.
The course provides the transition from computation and problem solving into understanding the dynamic changes and relationships in the world, and universe, around us. Students will relate systems of equations to each other to find solutions in multiple ways. An understanding of content will be developed through integration with technology and applications with real life examples.
In addition to the California Common Core State Standards for Mathematics, students will experience and gain fluency with the 8 Standards for Mathematical
Practice:
Overall, the quality of a learning environment depends on the extent to which it provides opportunities for students along the following five dimensions:
Available at: CPHS MDHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 132
Special Education Moderate Severe Courses of Study
Dynamic Algebra Concepts & Skills 701056
Grade: 9-12
Prerequisite(s): None
UC/CSU: ☐
This course is designed for students with significant cognitive disabilities who are anticipated to earn an Alternative High School Diploma in accordance with California Education Code 51225.31.
The course will develop an understanding of function, algebra, geometry, statistics and probability, measurement, number, logic and language. The emphasis of this course is to provide the concepts and skills necessary to meet the district's rigorous academic standards in mathematics. (This course is aligned with the MDUSD adopted Math Content Standards.)
Available at: CHS MDHS YVHS
Dynamic Personal Finance 706041
Grade: 9-12
Prerequisite(s): Dynamic Algebra
UC/CSU: ☐
Dynamic Personal Finance is a course for students with significant cognitive disabilities who are anticipated to earn a high school diploma through the alternative pathway in accordance with California Education Code 51225.31.
A comprehensive course that covers career exploration, personal money management skills, introduction to applicable technology, research techniques, and problem-solving skills as each relates to personal finance. Specific topics include but are not limited to budgeting, tax preparation, banking, credit, purchasing a car, home ownership, insurance and investments. Students will leave this course with the knowledge and tools to be successful in their personal finances involving their careers and everyday life
Please note that course may be offered at the following school as needed:
Available at: CPHS CHS MDHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 133
Special Education Moderate Severe Courses of Study
Dynamic Chemistry of the Earth System 702940
Grade: 9-12
Prerequisite(s): None
UC/CSU: ☐
Dynamic Chemistry of the Earth System is a survey course for students with significant cognitive disabilities who are anticipated to earn an Alternative High School Diploma in accordance with California Education Code 51225.31.
The course applies the foundations of chemistry to help students understand the chemical processes that drive the Earth systems. Students will apply chemistry principles to solve real world problems. Upon completion of the course students will have explored the fundamentals of chemistry and essential roles that these processes play on Earth.
Available at: CPHS CHS MDHS YVHS
Dynamic Living Earth 702930
Grade: 9-12
Prerequisite(s): None
UC/CSU: ☐
Dynamic Living Earth is a survey course for students with significant cognitive disabilities who are anticipated to earn an Alternative High School Diploma in accordance with California Education Code 51225.31.
The course is will allow students to use evidence from experiments, research, and observations, to evaluate and develop claims backed by evidence and reasoning, and develop models to investigate the natural world.
Available at: CPHS CHS MDHS YVHS
Dynamic Physics of the Universe 702950
Grade: 9-12
Prerequisite(s): None
UC/CSU: ☐
Dynamic Physics of the Universe is a survey course for students with significant cognitive disabilities who are anticipated to earn an Alternative High School Diploma in accordance with California Education Code 51225.31.
Dynamic Physics of the Universe, a course based on the Next Generation Science Standards, explores the way in which physical processes govern the universe. Physics is the study of matter, forces, and their interactions. By using evidence from experiments, research, and observations, students will learn how to investigate the natural world.
Available at: CHS MDHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
District Course Descriptions - page 134
Special Education Moderate Severe Courses of Study
Dynamic Healthy Living 802907
Grade: 9-12
Prerequisite(s): None
UC/CSU: ☐
Dynamic Healthy Living is a course for students with significant cognitive disabilities who are anticipated to earn an Alternative High School Diploma in accordance with California Education Code 51225.31.
This course provides for development, delivery, and evaluation of a developmentally appropriate, comprehensive health curriculum. It is designed to positively influence student’s health literacy through access to knowledge, attitudes, skills, and behaviors related to health.
Please note that course may be offered at the following school as needed:
Available at: CPHS CHS MDHS YVHS
Dynamic Transition 709796
LS – Transition 009897 (Concord High Special Ed Program Only)
Grade: 9-12
Prerequisite(s): None
UC/CSU: ☐
Dynamic Transition is a course for students with significant cognitive disabilities who are anticipated to earn an Alternative High School Diploma through the alternative pathway in accordance with California Education Code 51225.31.
This course incorporates the four pillars of transition as students move into post K-12 systems. Students will receive instruction in the areas of employment, education, training and independent living skills. Students will engage with the content as they increase their ability to live as independent, contributing members of society.
Please note that course may be offered at the following school as needed:
Available at: CPHS CHS MDHS YVHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools
Welcome to Mt. Diablo Unified School District!
1936 Carlotta Drive, Concord, California 94519, 925.682.8000
The Mt. Diablo Unified School District (MDUSD) is proud to offer and service its 30,000+ students an academically rigorous and relevant education that promotes equity, safety, and positive behavior. Mt. Diablo Unified has 50+ schools located in Contra Costa County and encompasses the cities of Clayton, Concord, Pleasant Hill; portions of Martinez, Pittsburgh and Walnut Creek; and unincorporated communities of Bay Point, Lafayette, and Pacheco. As part of a richly diverse community, MDUSD families represent numerous ethnic communities, speaking nearly 50 different languages and dialects.
MDUSD consists of 5 comprehensive high schools:
College Park High School Concord High School
Home of the Falcons Home of the Bears
201 Viking Drive 4200 Concord Boulevard
Pleasant Hill, CA 94523 Concord, CA 94521
925.682.7670 925.687.2030
Principal: Dr. Ronald Richardson Principal: Julene MacKinnon
Mt. Diablo High School
Home of the Red Devils
2450 Grant Street
Concord, CA 94520
925.682.4030
Principal: Dr. Markell McCain
Northgate High School Ygnacio Valley High School
Home of the Broncos Home of the Wolves
425 Castle Rock Road 755 Oak Grove Road
Walnut Creek, CA 94598 Concord, CA 94518
925.938.0900 925.685.8418
northgatehighschool.org yvhs.mdusd.org
Principal: Kelly Cooper Intrm Prin: Mandi Loushin
High Schools
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools - page 2
1 - College Park High
ADMINISTRATION/COUNSELORS
Dr. Ronald Richardson Principal� Neal Finch Vice Principal� Stephanie Marple Vice Principal
Nashon Williams Vice Principal
Morgan Gillette School Counselor
Mitzi Chacon School Counselor
Tamara Prosise School Counselor
Magali Mercado School Counselor
Jennifer Ramirez School Counselor
Marcela Ardema Social Work Specialist/
Wellness Administrator
OFFICE STAFF
Kay Payne Office Manager
Julie Hood Registrar
Erica Medow Secretary
Elsa Guerra Administrative Secretary
(Student Activities)
Lennette Gargalikis Administrative Secretary
(Athletics)
Johanna Zamora Attendance Secretary� Kiana Quinn Treasurer� Ashanti Starks Student Resource Technician
David Walters College & Career Advisor
TBD Instructional Media Assistant
Stephanie Harrington & Izac Parra School Psychologists Megan LaMantia-Bishop Speech & Language
Pathologist
Diana Pimentel Burton Speech & Language
Pathologist
Anureet Sandhu Mental Health Clinician, LMFT
Marianne Johnson School Nurse
Carrie Austin Cafeteria Manager
Joe Bautista & Lance Hurtado Athletic Directors
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools - page 3
1 - College Park High
SCHEDULE CHANGES
It is crucial that serious consideration be given to each course that a student requests to enroll in as course request changes will not be considered after the first week of school Students and parents should consider the expectations of each class requested, especially Honors and Advanced Placement (AP) courses, in terms of level of interest, student time, and other commitments such as athletics, work, or other out of school activities.
The submission of Course Requests in Homelink constitutes a contract between student, parent or guardian, and College Park High School. The master schedule of all classes and the staffing of teachers to teach those classes is based on the courses that students request to enroll in the following year.
POLICY FOR DROPPING A CLASS
The Mt. Diablo Unified School District expects all students to enroll in six classes each semester. Seniors are required to enroll in at least five classes. Students wishing to DROP a class must do so during the first week of school in the Fall semester due to impacted enrollment. The last day to request a schedule change will be at the end of the day on Friday during the first week of school. Schedule changes can create significant problems for students. The master schedule of classes and the assignment of teachers to teach those classes are based on courses students chose.
Transfers to lower-level courses (such as Algebra II/Trig to Algebra II) may be possible with the approval from all teachers, parent/s or guardian/s, and an administrator within the first 20 school days. The student’s academic average/grade at withdrawal to date will be carried forward to the new class.
At the beginning of the spring semester, schedule changes are only made within the first 2 days for academic misplacements, computer errors, or those with a missing class required for graduation.
Classes will not be changed due to teacher preferences. Only when a parent or guardian, student, teacher, and administrator are in agreement that a change is in the best interest of a student, will a change be made. In those special cases, the following process will be:
First Step Parent/Teacher/Student Conference
Second Step Meet with the student’s School Counselor
Third Step Counselor/Vice Principal/Department Chair/Teacher/Parent/Student Conference
Vice Principal/Department Chair advises the Principal of recommendation to change or not to change.
Vice Principal informs Teacher/Parent regarding decision
Fourth Step Parent can appeal decision to Principal
Schedule changes will only be granted for academic level misplacement, repeated courses, m missing credits, required for graduation, and computer errors ONLY..
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools - page 4
1 - College Park High
CPHS is proud of its specialized biomedical program. Take the opportunity to study the science through a medical lens.
Career Technical Education (CTE)
Courses at College Park
Digital Design Pathway
Photo Pathway
Biomedical Sciences
Project Lead the Way
College Park High school offers a health career pathway that consists of three consecutive courses. These courses complement traditional science courses and are designed to prepare students to pursue a post-secondary education and careers in the biomedical sciences.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools - page 5
2 - Concord High
ADMINISTRATORS
Julene MacKinnon Principal�Raymond Lenard Vice Principal�Megan O’Malley Vice Principal
Megan Estenson Program Specialist
Sara Cabezas SEEC Administrator
Dr. Karla Monique Veal Social Work Specialist/
Wellness Administrator
COUNSELORS
Tyshawn Turner All 9th grade
Laura Siragusa 10th – 12th grade Last names A-G
Becky Heindel 10th – 12th grade Last names H-P
& AVID
Meg Yagi 10th – 12th grade Last names Q-Z
& Newcomers
OFFICE and SUPPORT STAFF
Minna Banuelos Office Manager
Jane Kwiatkowski Registrar
Brenda Urias Front Office Secretary
Fabiola Canales Attendance Secretary�Andrew Kubak Treasurer
Shika Acolatse Student Services Secretary
Evelyn Howard Student Resource Technician
Sheila Bergum College & Career Advisor
Angela Page Instructional Media Assistant
Eric Diamond School Psychologist
Rebecca Ainsworth School Psychologist
Rachel Pipa Speech & Language Pathologist
Sevana Hovsepyan School Nurse
Pam Bostwick Cafeteria Manager
Matt Harrod Athletic Director
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools - page 6
2 - Concord High
PROGRAMMING AND CLASS SCHEDULING
Students select their class schedule for the next school year during the winter. The availability of classes is determined by student needs and interests; availability of appropriately credentialed faculty, facilities, materials, and funds; state and district, policies, regulations and requirements; UC/CSU a-g requirements for college/post-secondary education; and CTE pathway sequence requirements.
Every student is guaranteed placement in the courses required for graduation. It is not possible to guarantee placement in elective classes. Students are encouraged to carefully consider their alternative selections in the event their first choices are either full, do not fit into their schedule due to a conflict with another class, or are cancelled due to low student enrollment. It is crucial that serious consideration be given to each of the courses a student selects. Students and caregivers should consider the expectations of each class requested, especially Advanced Placement courses. Every student needs to plan his/her course of study while keeping in mind additional personal interests and commitments such as sports, work, and family responsibilities. The completion of the course request process in HomeLink constitutes a contract between the student and Concord High School. The Master Schedule, and possible hiring of teachers to teach those classes, is based on the courses students select in the winter prior to the start of the new school year.
SCHEDULING OVERVIEW
● Review your transcript and check graduation requirements – make sure you have the classes you need.
● Check course prerequisites. Sign up ONLY for the classes for which you meet the prerequisites.
● Check the college admission requirements to assure a-g completion.
● Check courses needed to complete a CTE pathway.
● If needed, make an appointment to meet with your academic counselor.
● Thoroughly READ your scheduling information and review materials provider by the counseling team.
● Enter course selections on HomeLink with the student’s account.
● Current Concord High students will complete their Course Selections during class with the guidance of
a school counselor and enter their choices in their HomeLink accounts. Any alterations or additions to
course requests after the window closes will need to be processed by a counselor or administrator.
● Students requesting a schedule change must complete a Schedule Change Request form: this form is
available in all counselor offices and the Student Services Office.
POLICY FOR DROPPING/CHANGING A CLASS
The Mt. Diablo Unified School District requires all students to enroll in six classes each semester. Seniors may petition the principal for a 5-period day if specific criteria are met. Students wishing to DROP a class must do so during the first two weeks of the semester with parental and administrative approval. The only acceptable reasons for a schedule change request are if student’s schedule does not reflect a 6-period day, if the student has already passed a course shown on the schedule, or in cases of academic misplacement or computer error. A change will be made only when a parent or guardian, student, teacher, and administrator are in agreement that a change is in the best interest of the student.
Classes will not be changed due to teacher preferences. Only when a parent or guardian, student, teacher, and administrator are in agreement that a change is in the best interest of a student, will a change be made. In those special cases, the following process will be:
First Step Parent/Teacher/Student Conference
Second Step Meet with the student’s School Counselor
Third Step Counselor/Vice Principal/Department Chair/Teacher/Parent/Student Conference
Vice Principal/Department Chair advises the Principal of recommendation to
change or not to change. Vice Principal informs Teacher/Parent regarding decision.
Fourth Step Parent can appeal decision to Principal
AP or Honor Courses
Students enrolled in Advanced Placement (AP) or Honors courses must remain enrolled in
those classes for the entire year. Students MUST complete the AP/Honors Contract stating that they understand the rigor of the advanced classes and that they will not drop the course/s once enrolled.
Schedule changes will only be granted for academic level misplacement, repeated courses, missing
credits required for graduation, and computer errors ONLY.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools - page 7
2 - Concord High
AVID
Concord High School offers Advancement Via Individual Determination (AVID) to help students (often academically middle-ground) develop college readiness, critical thinking, and strong WICOR (Writing, Inquiry, Collaboration, Organization, Reading) skills, aiming to get them into four-year colleges by providing support, rigorous coursework, and college exposure.
What AVID Is at CHS:
A College-Readiness System: AVID closes achievement gaps by preparing students for college success in a global society.
An Elective Class: It's a dedicated course, often taken in high school, that teaches essential academic skills.
Focus on WICOR: Emphasizes Writing, Inquiry, Collaboration, Organization, and Reading skills.
Support for Potential: Targets students in the academic middle who have the potential for rigorous courses (Honors/AP) but need skills development.
Key Goals:
o Increase enrollment in challenging courses.
o Provide systems to support student success.
o Get students into four-year colleges.
o Who it's for (Typical AVID Student):
o Students with a GPA of 2.0-3.5.
o Students who may be underrepresented in four-year colleges or
come from disadvantaged backgrounds.
o Students committed to their own academic growth.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools - page 8
2 - Concord High
CTE Pathways at CHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools - page 9
2 - Concord High
CTE Pathways at CHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools - page 10
2 - Concord High
CTE Pathways at CHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools - page 11
2 - Concord High
CTE Pathways at CHS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools - page 12
3 - Mt. Diablo High
ADMINISTRATORS
Dr. Markell McCain Principal�Josie Kirkland Vice Principal�Elizabeth Mangelsdorf Vice Principal
Nadia Visaya Vice Principal
Dr. Liza Estupin-Mendoza Program Specialist
Carrie Buchek SEEC Administrator
Chris Carlay Social Work Specialist/
Wellness Administrator
COUNSELORS
Mala Datta Last names A-F
Leidi Arias Last names G-H-I & Newcomers
Brian Rodda Last names J-P
Yaretzie Amaya Last names R-Z
OFFICE and SUPPORT STAFF
Deberal Hickey Office Manager
Yarel Ruiz-Lopez Registrar
Geysol Torres Secretary
Alejandra Montenegro Attendance Secretary�Cyndie Gega Treasurer
Kellie Morales Vice Principal Secretary
Paige Brown-Chatman Student Resource Technician
Erika Ramos College & Career Advisor
Isadora Lambert Instructional Media Assistant
Alisa Fallon School Psychologist
Simone Hernandez School Psychologist
Kevin English Speech & Language Pathologist
Deborah Sproule School Nurse
Jean Malinasky Librarian
Gavino Webb Cafeteria Manager
Fetuao Mua Athletic Director
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools - page 13
3 - Mt. Diablo High
PROGRAMMING AND CLASS SCHEDULING
Students select their class schedule for the next school year during the winter. Students are placed in specific classes and periods based on the classes available and sections created in the Master Schedule. The availability of classes is determined by student needs and interests; availability of appropriately credentialed faculty, facilities, materials, and funds; state and district, policies, regulations and requirements; UC/CSU a-g requirements for college/post-secondary education; and CTE pathway sequence requirements.
Every student is guaranteed placement in the courses required for graduation. It is not possible to guarantee placement in elective classes. Students are encouraged to carefully consider their alternative selections in the event their first choices are either full, do not fit into their schedule due to a conflict with another class, or are cancelled due to low student enrollment. It is crucial that serious consideration be given to each of the courses a student selects. Students and caregivers should consider the expectations of each class requested, especially Advanced Placement courses. Every student needs to plan his/her course of study while keeping in mind additional personal interests and commitments such as sports, work, and family responsibilities. The completion of the course request process in HomeLink constitutes a contract between the student and Mt. Diablo High School. The Master Schedule, and possible hiring of teachers to teach those classes, is based on the courses students select in the winter prior to the start of the new school year.
SCHEDULING OVERVIEW
● Review your transcript and check graduation requirements – make sure you have the classes you need.
● Check course prerequisites. Sign up ONLY for the classes for which you meet the prerequisites.
● Check the college admission requirements to assure a-g completion.
● Check courses needed to complete a CTE pathway.
● If needed, make an appointment to meet with your academic counselor.
● Thoroughly READ your scheduling information and review materials provider by the counseling team
● Enter course selections on HomeLink with the student’s account.
● Current Mt. Diablo students will complete their Course Selections during class with the guidance of a school counselor and enter their choices in their HomeLink accounts. Any alterations or additions to course requests after the window closes will need to be processed by a counselor or administrator.
● Students requesting a schedule change must complete a Schedule Change Request form: this form is available in all counselor offices, the College and Career Center, and the Main Office.
POLICY FOR DROPPING/CHANGING A CLASS
The Mt. Diablo Unified School District requires all students to enroll in six classes each semester. Seniors may petition the principal for a 5-period day if specific criteria are met. Students wishing to DROP a class must do so during the first two weeks of the semester with parental and administrative approval. Students dropping a class while maintaining a passing grade will receive a “No Credit” or “Withdrawal” on their records.
A student/parent/teacher/administrator conference may be required prior to allowing a student to drop a class. The only acceptable reasons for a schedule change request are if student’s schedule does not reflect a 6-period day, if the student has already passed a course shown on the schedule, or in cases of academic misplacement or computer error. A change will be made only when a parent or guardian, student, teacher, and administrator are in agreement that a change is in the best interest of the student.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools - page 14
3 - Mt. Diablo High
Mt. Diablo High is very proud of our strong Career Technology Education programs. CTE courses play an important role in preparing our students with the knowledge and skills they need to succeed in college, career, and civic life. Each of these CTE pathways includes an introductory course and an advanced capstone course. Completion of a full CTE pathway is a California state indicator of College and Career Readiness..
Students enrolled in the Construction Pathway engage in an instructional program that integrates academic and technical preparation and focuses on career awareness, career exploration, and skill preparation in the Building and Construction Trades industry sectors. Students in these pathways leave prepared for technical training, postsecondary education, and/or entry to a career. Students can engage with a number of industry partners to explore opportunities in residential and commercial construction and manufacturing.
The Culinary Pathway prepares students for high-skill, high-demand careers in the culinary and hospitality industries. This pathway combines rigorous academic coursework with hands-on experiences, allowing students to develop essential skills in areas such as culinary arts, kitchen management, food safety, and sustainable food systems. Students engage in practical learning through activities such as operating a student-run kitchen, preparing diverse menus, and participating in internships with local restaurants and culinary organizations. The Culinary Pathway equips students with the technical expertise, professional skills, and real-world experience needed to pursue immediate employment opportunities or continue their education in culinary arts and related fields..
The Engineering Technology Pathway provides students with a strong foundation in engineering principles and technical skills, integrating academic learning with hands-on experiences, emphasizing career awareness, exploration, and preparation in the field of engineering and advanced manufacturing. Students gain valuable skills through projects such as robotics competitions and other real-world design challenges that foster creativity, problem-solving, and collaboration. Upon completion, students are prepared for technical training, postsecondary education, and entry into engineering-related careers. Industry partners, including ENGEO, Marathon Petroleum, and Chevron, provide students with opportunities to connect classroom learning to professional experiences in the field.
The Multimedia Arts Pathway lets students explore their creative, communication, and critical thinking skills. This pathway in the digital arts industry sector requires strong cross-disciplinary interaction because the work in this sector is largely project-based, requiring both independent work and interdependent management skills for career success. Students develop a strong foundation that combines academic learning, hands-on creative practice, and the development of essential twenty-first-century skills needed to to meet the demands of today’s creative industries. This pathway equips them not only with the technical expertise to produce high-quality digital work, but also with the confidence and versatility needed to succeed in college, the workforce, and an ever-changing digital landscape.
The Patient Care Pathway at MDHS equips students with the academic knowledge, technical training, and hands-on experience needed to pursue a wide range of careers in health science and medical technology. This pathway prepares students for both entry-level positions and advanced career opportunities in the healthcare field by emphasizing patient-centered skills, medical knowledge, and professional certifications. Students in the pathway earn certifications in first aid, CPR, HIPAA, and CERT, building a strong foundation for future success. We partner with local organizations providing valuable industry connections and opportunities for career exploration.
The Transportation Technology Pathway equips students with the skills and knowledge necessary for careers in the automotive and transportation industries. The program begins with foundational auto tech skills in the first year, progressing to advanced diagnostics and repair techniques in the second year. Students gain hands-on experience using state-of-the-art tools and technologies, aligning their learning with current industry standards. MDHS collaborates with local businesses and community colleges to provide students with opportunities for internships, site visits, and potential college credit, thereby enhancing their readiness for both higher education and immediate employment in the automotive sector.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools - page 15
4 - Northgate High
NORTHGATE HIGH SCHOOL
Home of the Broncos
ADMINISTRATION and COUNSELING
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools - page 16
4 - Northgate High
BEFORE YOU SCHEDULE
• Check your graduation requirements – make sure you have all the classes you need.
• Check course prerequisites. Sign up ONLY for the classes for which you meet the prerequisites.
• Check the college admission requirements.
• Be mindful of the AP course max, a total of 7 in high school for all students.
• If needed, make an appointment to meet with your school counselor:
Leanne Owen ( A-D) Maria Torres Shahan (E-K)
Khushnuma Driver (L-Ri) Lauren Mercado (Ro—Z)
SUCCESSFUL EDUCATIONAL PLANNING
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools - page 17
4 - Northgate High
CTE PATHWAYS
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools - page 18
School Administration
Mandy Loushin - Interim Principal
Rimmy Dhillon - Vice-Principal (A-GA)
Kevin Honey - Vice-Principal (GE- N)
Laura Castillo - Vice- Principal (O-Z)
Deone Wesley - Wellness Center Coordinator
School Counselors
Kelly Pham - Students Last Name (A-D)
Leah Wilson - Students Last Names (E-H)
Taylor Sukoski - Students Last Names (I-O)
Kayla Hinojosa - Students Last Names (P-Z)
Maria Cordova - College and Career Advisor
School Office Team
Eugenia Behair - Office Manager
Allison Curtis - VP Secretary
Marcella Sosa - Community Liaison (Spanish)
Azam Rousili - Community Assistant (Middle East)
Marcia Palacios - CRT
Kim Tutino - Front Office Secretary
Haley Legge - School Registrar
Adriana Perkins - Attendance Office
Trevor Perkins - Instructional Media Assistant (IMA)
Sandra Martinez - School Treasurer
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools - page 19
5 - Ygnacio Valley High
Schedule Changes and Level Changes
The master schedule of classes and the assignment of teachers to teach those classes are based on student course requests, collected in January, 2026. The sooner a student’s request comes in, the better. Requests for specific classes cannot be guaranteed after January 31, 2026.
Students wishing to DROP a class must do so during the first three weeks of the first semester of a year-long class, with parental and administrative approval. This change will only be made if the student schedule and master schedule contractual limits permit. A change will only be made when a parent, student, teacher, counselor and administrator are all in agreement that a change is in the best interest of a student.
Classes will not be changed during the school year due to teacher preferences or low grades.
8th Grade Parent Planning
Parent, student and 8th grade teacher participation is necessary for the correct 9th grade course selections. To standardize the requirements for 8th graders to select math, science and foreign language classes at the high school level, the Administration from Ygnacio Valley will articulate with the feeder schools.
Ygnacio Valley High School remains impacted and many classes run at capacity, or over, each year which limits movement after the start of the school year. This means that pre-planning for your child’s selections is critical and that changes are rarely possible after the start of school.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools - page 20
5 - Ygnacio Valley High
International Baccalaureate Program (IB)
Ygnacio Valley High School is proud and excited to offer International Baccalaureate Diploma Programme courses. These courses are for 16 to 18 year-olds, taken in the 11th and 12th grades. IB courses emphasize critical thinking and understanding content from an international as well as local perspective. All IB courses provide a thorough preparation for college-level academics by developing critical thinking skills. IB also aims to develop other aspects of creating lifelong learners such as community engagement, creative pursuits, and maintaining an active lifestyle.
Like all courses at Ygnacio Valley High School, IB teachers honor accommodations described in IEPs, 504s, and the varying language levels of English Learners. IB courses are for all students.
All IB courses fulfill both graduation and CSU/UC entry requirements. The IB courses replace other required courses. For example, students can take IB Language and Literature Higher Level in 11th and 12th grades instead of English III and ERWC.
Like AP courses, IB courses offer a GPA boost as well as possible college credit, depending on the score of the final assessment at the end of the course.
Note: Many IB courses are two-year courses. Opportunity to sit for the final exam occurs at the end of the second year.
At YVHS, there are two programs to choose from, each offering different advantages that should meet most students’ academic goals and needs.
COURSE CANDIDATE (no path to International Baccalaureate Diploma)
We encourage every 11th and 12th grader to take at least one IB course. Many students take two, three, or more! Students who choose this option sit side-by-side with Diploma Programme students and will receive a highly rewarding, challenging, and rigorous academic experience.
DIPLOMA PROGRAMME CANDIDATE (path to International Baccalaureate Diploma)
This is the full IB experience. DP candidates take six IB courses. Generally, three of the courses are Standard Level, while three of the courses are Higher Level. ALL courses are two years long (with the exception of Language & Literature SL, Music, Psychology, and Environmental Science & Systems). Students receive academic credit for each semester taken, just as regular classes at YV.
Besides the six courses, there is the required DP Core:
Note: The IB Diploma is awarded after graduation when the final results of the external exam are released. Even if students do not earn an IB Diploma, they still graduate from YVHS with a MDUSD diploma upon successful completion of required courses.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools - page 21
5 - Ygnacio Valley High
Education Academy (CTE)
This is a college prep, career-oriented three-year program for students interested in the education field. Students need to be motivated and attend class regularly. There is a special emphasis on exploration of career and college choices.
Applications for this program are accepted in Fall/Winter for incoming 10th and 11th grades.
Please see each department for a description of the Education Academy courses.
This is a college prep, career-oriented three-year program for students interested in the education field. Students need to be motivated and attend class regularly. There is a special emphasis on exploration of career and college.
Health Pathway (CTE)
This is a college prep, career-oriented two-year pathway for students interested in the healthcare field. Students need to be motivated and attend class regularly. Medical Science & Terminology is a prerequisite for Health Science Emergency Medicine.
Additional Healthcare-related courses offered at Ygnacio Valley High School are:
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Comprehensive High Schools - page 20
5 - Ygnacio Valley High
PLTW ENGINEERING
The Project Lead the Way (PLTW) engineering program at Ygnacio Valley High School was designed to build a strong foundation for college and career for students interested in engineering and trades. The program’s course engages students in compelling, real-world challenges that not only build knowledge and skills in engineering, but also empower students to develop essential skills such as problem solving, critical and creative thinking, communication, collaboration and perseverance.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Appendix & Index
1 - NCAA Eligibility Requirements
To meet NCAA initial eligibility requirements, student-athletes must graduate from high school, complete 16 NCAA-approved core courses, and earn a qualifying GPA in those courses. They must also register with the NCAA Eligibility Center, meet specific core-course progression rules, and receive final amateurism certification.
NCAA Academic Requirements
Appendix & Index
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Appendix - page 2
2 - PE Waiver
High school graduation requirement includes 20 units of PE.
However, a common reason a waiver may be applied for is when a student is
How to Request a Waiver (General Steps)
Policy 6142.7: Physical Education and Activity
The Governing Board recognizes the positive benefits of physical activity on student health, well-being, and academic achievement. The district shall provide all students the opportunity to be physically active on a regular basis through high-quality physical education instruction and may provide additional opportunities for physical activity throughout the school day. The district's physical education and activity programs shall support the district's coordinated student wellness program and encourage students' lifelong fitness.
Physical education classes shall be conducted in the coeducational, inclusive manner prescribed by law. The district shall provide instruction in physical education that provides equal access and equal opportunities for participation for all students in grades 1-12 regardless of gender, gender expression, sexual orientation, and mental or physical disability. (Education Code 220, 221.5, 33352; 5 CCR 4900, 4930, 4931, 4940, 4960; 34 CFR 106.33, 106.34, 300.108)
The district's physical education program shall provide a developmentally appropriate sequence of instruction aligned with the state's model content standards and curriculum framework.
The district's physical education program shall engage students in age-appropriate moderate to vigorous physical activity, as defined in the accompanying administrative regulation, including aerobic, muscle-strengthening, and bone-strengthening activities. The Superintendent or designee shall develop strategies to monitor the amount of moderate to vigorous physical activity that takes place in the physical education instructional program.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Appendix - page 3
2 - PE Waiver
Policy 6142.7: Physical Education and Activity Continued
The district's physical education program shall provide a developmentally appropriate sequence of instruction aligned with the state's model content standards and curriculum framework.
The district's physical education program shall engage students in age-appropriate moderate to vigorous physical activity, as defined in the accompanying administrative regulation, including aerobic, muscle-strengthening, and bone-strengthening activities. The Superintendent or designee shall develop strategies to monitor the amount of moderate to vigorous physical activity that takes place in the physical education instructional program.
Students with disabilities shall be provided instruction in physical education in accordance with their individualized education program or Section 504 accommodation plan.
During air pollution episodes, extreme weather, or other inclement conditions, physical education staff shall make appropriate adjustments to the program or shall seek alternative indoor space to enable students to participate in active physical education.
Physical Fitness Testing
The Superintendent or designee shall annually administer the physical fitness test designated by the State Board of Education (FITNESSGRAM) to students in grades 5, 7, and 9. (Education Code 60800; 5 CCR 1041)
Temporary Exemptions
The Superintendent or designee may grant a student a temporary exemption from physical education under either of the following conditions: (Education Code 51241)
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Appendix - page 4
2 - PE Waiver
Policy 6142.7: Physical Education and Activity Continued
Two-Year Exemptions
With the student's consent, the Superintendent or designee may exempt a student from physical education courses for any two years during grades 10-12 provided that the student has satisfactorily met at least five of the six standards of the FITNESSGRAM in grade 9. (Education Code 51241)
Upon request by students and/or their parents/guardians, the Superintendent or designee may administer the FITNESSGRAM to students in grades 10-12 who need to pass the test in order to qualify for a two-year exemption from physical education courses.
Students in grades 10-12 who have been granted a two-year exemption shall be offered a variety of elective physical education courses of not less than 400 minutes each 10 school days. (Education Code 33352, 51222)
Such students shall not be permitted to attend fewer total hours of courses and classes than they would have attended if enrolled in a physical education course. (Education Code 51241)
Permanent Exemptions
The Superintendent or designee may grant a student a permanent exemption from physical education under any of the following conditions: (Education Code 51241)
Students who have been granted a permanent exemption shall be offered a variety ….. of elective physical education courses of not less than 400 minutes each 10 ….. school days. (Education Code 33352)
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Appendix - page 5
2 - PE Waiver
Policy 6142.7: Physical Education and Activity Continued
Other Exemptions
The Superintendent or designee may grant a student an exemption from physical education under the following special circumstances:
Program Evaluation
The Superintendent or designee shall annually report to the Board each school's FITNESSGRAM results for each applicable grade level. The Superintendent or designee shall also report to the Board regarding the number of instructional minutes offered in physical education for each grade level, the number of two-year and permanent exemptions granted pursuant to Education Code 51241, and any other data agreed upon by the Board and the Superintendent or designee to evaluate program quality and the effectiveness of the district's program in meeting goals for physical activity and student well-being.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Appendix - page 6
3 - Recovery Credits:
- Apex
Apex Learning is a fully accredited, private online school (K–12) and digital curriculum provider offering flexible, self-paced learning for credit recovery, in some cases for original credit with prior administrative approval, featuring interactive, standards-based courses for diverse student needs with certified teacher support. It allows students to learn online focusing on active engagement, core subjects, electives, AP courses, and career readiness, all through a research-backed platform.
Key Features
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Appendix - page 7
3 - Recovery Credits:
- See Apex Summer School course offering sample below:
*Please note that Apex PE is a live in-person course.
** Applications for summer school begin in April–please ….. contact your school counselor/Apex site coordinators for …. more information.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Appendix - page 8
4 - AP Course Contract EXAMPLE
A signed and dated AP course contract by student and parent/guardian is required to enroll in an AP course MDUSD schools.
AP English Literature and Composition Contract
AP English Literature is probably the most difficult class you can sign up for. You will have to abandon all the ideas you ever had about good writing and good reading. You will have all the help you need to become a mature read and writer, prepared far beyond what most colleges expect. However, you must decide that you want to learn the things this class has to offer you.
By registering for Advanced Placement English Literature and Composition you are agreeing to make your best effort in all of the following areas. Your signature is not required. If you are in the class, that is your bond. By registering, you are also expressing your consent to be graded on the basis of these same criteria. Please be aware that I call home when students have consecutive low quiz scores or missed assignments, and I use all the disciplinary tools available in this school to make sure that you are doing the basic things that are the foundation for your success and the success of the class.
Read this sheet carefully and make your decision now because ONCE YOU ARE IN THIS CLASS, I WILL NOT ALLOW YOU TO LEAVE IT AND I WILL NOT GIVE UP TRYING TO GET YOU TO SUCCEED, NO MATTER HOW PAINFUL OR IRRITATING THAT IS TO YOU. This may sound funny, but it is no joke. You will find this class to be torture if you just want to be left alone.
I__________________________ have read and understand the requirements above. I accept that I am responsible for making a good faith effort to fulfill all of these to the best of my ability. I am enrolling in AP English Literature because I want to be pushed beyond my limits and to help others to achieve their best as well. I also understand that I cannot drop this class once the school year starts.
______________________________ ____________________________________________ _____________
STUDENT Signature PARENT/GUARDIAN Signature Date
THIS CONTRACT MUST BE TURNED IN WITH YOUR COURSE CARD IN ORDER TO BE ELIGIBLE TO ENROLL IN THIS COURSE.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Appendix - page 9
5 - Parent Override Form
In order to take a course that a student may not be recommended to enroll in if the student does not meet the minimum prerequisites required, then a parent override form must be completed. Meeting with a school counselor, teacher, and/or administrator is highly recommend prior to submitted this parental waiver. See form below:
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Appendix - page 10
6 - CCGI
The State of California’s Official College and Career Planning Platform
California students deserve a seamless path from K-12 to fulfilling careers. The California College Guidance Initiative (CCGI), which manages CaliforniaColleges.edu, is a legislatively authorized service provider to all California school districts as established in California Education Code Section 60900.5.
CaliforniaColleges.edu is California’s state-funded, comprehensive, digital platform with the tools students need to develop their college and career plans, available at no cost to students, educators, and parents/guardians in public school districts.
Mt. Diablo has partnered with CCGI to encourage college and career options, launch their college and financial aid applications, and cess financial aid lessons. Parents/Guardians may view and monitor their student’s progress and cess information on career planning, college options and applications, and financial aid.
CCGI provides a digital college and career plan for students and their families. Student academic records transfer to college/university and financial aid applications. The digital planner is accessible, easy=to-use and has tools and lessons in nearly every language. This is a state-funded and free tool for California’s public school districts for students in the 6-12 grades.
Works with your school counselors to get started today.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Appendix - page 11
4. - Adding course requests through the Aeries Homelink portal
Instructions for HomeLink Student or Parent Portal Online Course Requests:
Sign in to the Aeries HomeLink Portal.
Password requirements have been strengthened and users will be prompted to choose a new password upon login. Need help? Go to:
Please note: If you do not have your HomeLink welcome letter with verification ID for signing up, please contact your school directly for sign-up information.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Appendix - page 12
4. - Adding course requests through the Aeries HomeLink portal
Students and/or parents/guardians may choose and enter their course requests in HomeLink
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Appendix - page 13
4. - Adding course requests through the Aeries Homelink portal
Instructions for HomeLink Student or Parent Portal Online Course Requests:
Please note that your listed course requests are not your class schedule for the following school year, but rather the courses you are letting the school know what you wish your schedule to be. Unfortunately, NO course requests are guaranteed. Please make sure you pick and manage your alternative choices well.
Video Tutorial on How to Schedule Your Online Course Requests:
If link above does not work, cut and paste this address into your browser:
https://www.loom.com/share/b199aac6c1a54a2bba8d25695732df8a?sid=66f2c506-1b02-407f-86f4-e68e9448b6f2
5
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Appendix - page 14
4. - Creative Arts Honor Roll Information
MDUSD High School Creative Arts Honor Roll
In 2015 the federal government named the creative arts as a “core academic subject area,” and MDUSD is on the forefront of school districts placing a renewed emphasis on its visual and performing arts programs. Employees with strong creative skills are highly sought after in the modern workforce, and the creative economy is now a leading driver of job growth in the state of California. Collaborative skills honed in many arts classes are broadly applicable to other disciplines, and continuous, four-year enrollment in art and music programs is a widely acknowledged asset on college admissions applications.
Mt. Diablo Unified School District is proud to recognize and honor the achievements of high school students who sustain a commitment to excellence in the arts with our Creative Arts Honor Roll. The program offers two different levels of recognition, as follows:
1. CREATIVE ARTS HONOR ROLL. For students who have successfully completed 3 consecutive years of enrollment (grades 9-11) in college preparatory arts classes with an average GPA of 3.5 or above, and an overall academic GPA of 2.5 or above. Students may use this honor roll distinction on college and scholarship applications.
2. CREATIVE ARTS GRADUATION HONOR. For high school students who successfully complete their fourth year of enrollment in college preparatory arts classes with a GPA of 3.5 or above, and an overall academic GPA of 2.5 or above. Students who earn this level of distinction receive a silver honor cord to wear at graduation, and will be recognized in the commencement program.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Index
Appendix & Index
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Index- page 2
Appendix & Index
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Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
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Appendix & Index
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Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
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Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
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Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
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Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
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Appendix & Index
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Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
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Appendix & Index
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Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
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Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
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Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Index- page 11
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
Index- page 12
Special Acknowledgements
Special Thanks to all who contributed to this publication:
Angela Pak, Senate District 9 Representative
Christina Filios, Assistant Director Instructional Support Heather Fontanilla, Director of College & Career Readiness Kathryn Fireman, Director of Multilingual Learners Amy Fritz, Secondary EL Support Teacher Kellie Hoover, Curriculum Specialist
Susan Hartwig, Curriculum Specialist
Megan Gerdts, Curriculum Specialist
Wendi Aghily, Chief of Pupil Services
Amy Sudrla, Director of Special Education
Aurelia Buscemi, Director of Enrollment
Linda C. Pete, Director of Strategic Support and Interventions
Laura Juranek, Executive Assistant to the Superintendent
Victoria Gali, Administrative Secretary II, School Support for Secondary
Kelly Cooper, Principal
Julene MacKinnon, Principal
Josie Kirkland, Vice Principal
Kevin Honey, Vice Principal
Tabatha Box, IB Coordinator
Stephanie Marple, Vice Principal
Dr. Ronald Richardson, Principal
Andrea Ramirez, SIS/CALPADS Manager
Kristi Kaufenberger, Program Administrator Enrollment Services
David Lewis, Program Specialist
Courtney Lyon, Principal
Coleen Martin, Vice Principal
Joel Miner, Program Specialist
Megan O’Malley, administrator
Erin Vallejo Educational Technology Coordinator
Carmen Lopez, Translator/Interpreter Services
Lorena Miranda, Secretary Translator/Interpreter Services
Leticia Quezada, Translator//Interpreter Services
Sofia Soto, Translator//Interpreter Services
District Support Staff and High School Sites
Thank you for all your assistance, contribution, expertise, collaboration, dedication, and above all your patience, thoughtfulness, and kindness.
Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
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Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies
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Appendix & Index
High Schools
Course Descriptions
Instructional Programs
College Eligibility
MDUSD Policies