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Course #Course NameGrad RequirementUC/CSULength of CourseGrade Level OptionsDescription
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90090AP Art HistoryAOne Year10, 11, 12Per the College Board, this course will explore topics such as the nature of art, its uses, its meanings, art making and responses to art. Students will investigate diverse artistic traditions of cultures from prehistory to the present which will foster an understanding of the history of art from a global perspective. Students will learn and apply multiple analytical skills to engage with a varieity of art forms, constructing understanding and interconnections of art-making processes and products throughout history. It is highly recommended that students take the Advanced Placement examination in May. Those who show themselves qualified on the AP exam may receive advanced placement and/or credit at many colleges and universities.
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92201AP BiologyDOne Year10,11,12Per the College Board, this course is equivalent to a two-semester, college-level course. This course is focused on conceptual understandings and content that supports them with an emphasis on science practices. Students will engage in inquiry-based learning of essential concepts that will help them develop the reasoning skills necessary to engage in the science practices used throughout the study of AP Biology. Studens will design plans for collecting and analyzing data, apply mathematical routines and connect concepts in and across domains. It is highly recommended that students take the Advanced Placement examination in May. Those who show themselves qualified on the AP exam may receive advanced placement and/or credit at many colleges and universities.
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92082AP Calculus ABCOne Year11, 12Per the College Board, AP Calculus AB is roughly equivalent to a first semester college calculus course devoted to topics in differential and integral calculus. The AP course covers topics in differential and integral calculus. The AP course covers topics in these areas, including concepts and skills of limits, derivatives, definite integrals, and the Fundamental Theorem of Calculus. The course teaches students to approach calculus concepts and problems when they are represented graphically, numerically, analytically, and verbally, and to make connections amongst these representations. Students learn how to use technology to help solve problems, experiment, interpret results and support conclusions. It is highly recommended that students take the Advanced Placement examination in May. Those who qualified on the AP exam may receive advanced placement and/or credit at many colleges and universities.
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92084AP Calculus BCCOne Year11, 12Per the College Board, AP Calculus BC is roughly equivalent to both first and second semester college calculus courses and extends the content learned in AP Calculus AB to different types of equations and introduces the topic of sequences and series. The AP course covers topics in differential and inegral calculus, including concepts and skills of limits, derivatives, definite integrals, the Fundamental Theorem of Calculus, and series. The course teaches students to approach calculus concepts and problems when they are represented graphically, numerically, analytically, and verbally, and to make connections amongst these representations. Students learn how to use technology to help solve problems, experiment, interpret results and support conclusions. It is highly recommended that students take the Advanced Placement examination in May. Those who qualified on the AP exam may receive advanced placement and/or credit at many colleges and universities.
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92199AP ChemistryDOne Year11,12Per the College Board, AP Chemistry is the equivalent of a first year college level chemistry course. It is focused on conceptual understandings and content that supports them with an emphasis on science practices. Students will engage in inquiry-based learning of essential concepts that will help them develop the reasoning skills necessary to engage in the science practices used throughout the study of AP Chemistry. Students will develop advanced inquiry and reasoning skills by designing data collection plans, analyzing data, applying mathematical routines and connecting concepts across domains while cultivating their understanding of chemistry through a variety of topics. Emphasis is placed on Science Practices. It is highly recommended that students take the Advanced Placement examination in May. Those who show themselves qualified on the AP exam may receive advanced placement and/or credit at many colleges and universities.
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91837AP Chinese Language & CultureEOne Year11, 12Per the College Board, this course is comparable in content and difficulty to a fourth semester college course in Mandarin Chinese. Students are required to demonstrate their level of proficiency across interpersonal, interpretive and presentational communicative modes in Chinese from the Intermediate to Advanced range of proficiency as described in the ACTFL Performance Descriptors for Language Learners. It also further develops student proficiency across the full range of language skills within a cultural frame of reference reflective of Chinese language and culture through the use of authentic content such as products and practices. Instruction is almost exclusively in the target language. It is highly recommended that students take the Advanced Placement examination in May. Students who show themselves qualified on the AP exam may receive advanced placement and/or credit at many colleges and universities.
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92957AP Computer Science PrinciplesDOne year9,10,11,12This course is a FUN and EXCITING course that will inspire you to learn about Computer Science! Computer Science is everywhere, in every career and field. This course is a broad introduction into computer science, and you will learn about the five big ideas in computer science. You will learn about programming and creating your own programs; you will learn to use your creativity to create entertaining programs and solve problems with the computer. You will learn that comptuer science is also about helping people and communities, to help solve world-wide problems, including social media, cyber-security, and artificial intellegence; it is also about creating programs related to art, animations, music, social community issues, and anything else YOU can think of! This class will teach you how think, and you will help you reach great success in your life! This course is equivalent to a first-semester introductory college-level computing course. You get an extra point on your GPA, and you do meet the D (3rd year Science non-recommended) requirment for the A - G requirments. It is highly recommended that near the end of the course, you take the Advanced Placement examination in May. Students who pass the AP exam may receive advanced placement and/or credit at many colleges and universities. 3rd year science non-recommended
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91144AP English Language and CompositionBOne Year11, 12Per the College Board, this course aligns to an introductory college-level rhetoric and writing course. The AP English Language and Composition course is designed to help students gain the skills needed for college success and for intellectually responsible civic engagement. Students will be guided to become flexible, reflective writers of texts addressed to diverse audiences for diverese purposes by becoming curious, critical and responsive readers of diverese texts. The course also cultivates the rhetorical understanding and use of written language by purposefully studying writer/reader interactions in various genres. Students knowledge and use of formal conventions of written language will deepen, as will how their use of them contributes to the effectiveness or ineffectiveness of a piece of writing in a particular context. The particular set of language conventions which define Standard Written English, the preferred dialect of academic discourse, will be clear to students. The two primary goals of this course are to develop critical literacy and facilitating informed citizenship. It is highly recommended that students take the Advanced Placement examination in May. Students who show themselves qualified on the AP exam may receive advanced placement and/or credit at many colleges and universities.
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91043AP English Lit & CompositionBOne Year11, 12Per the College Board, this course is equivalent to a college-level course in composition and literature. The Advanced Placement Literature and Composition course engages students in the careful reading and critical analysis of imaginative literature. Students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers through the close reading of selected texts. They also consider a work’s structure, style, and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone. The course includes intensive study of representative works from various genres and periods from the sixteenth to the twentieth century, concentrating on works of recognized literary merit. In addition to considering a work’s literary artistry, students consider the social and historical values it reflects and embodies. Careful attention to both textual detail and historical context should provide a foundation for interpretation, whatever critical perspectives are brought to bear on the literary works studied. Students will be required to write primarily for critical analysis but will also write well-constructed creative assignments to demonstrate their ability to clearly, cogently and elegantly understand about literary works and their reason for interpreting them as they do. it is highly recommended that students take the Advanced Placement examination in May. Students who show themselves qualified on the AP exam may receive advanced placement and/or credit at many colleges and universities.
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92843AP ENVIRONMENTAL SCIENCEDOne Year12Per the College Board, this course is the equivalent of a one-semester introductory college course in environmental science. The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them through an interdisciplinary approach. It embraces a wide variety of topics from different areas of study while recognizing unifying constructs, or themes, that cut across the many topics included in the study of environmental science. The follwoing themes providing a foundation for the structure of the course: science is a process, energy conversions underlie all ecological processes, the Earth itself is one interconnected system, humans alter natural systems, environmental problems have a cultural and social context and human survival depends on developing practices that will achieve sustainable systems. It is highly recommended that students take the Advanced Placement examination in May. Students who show themselves qualified on the AP exam may receive advanced placement and/or credit at many colleges and universities.
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91268AP FRENCH LANGUAGEEOne Year11,12This course is comparable in content and difficulty to a 4th semester college course and will develop students' proficiency in interpersonal, interpretive and presentational communication in French from the Intermediate High to the Advanced High range as described in the ACTFL Performance Descriptors for Language Learners, through oral activities, detailed reading/listening and purposeful essay writing. It also increases student understanding of the French products, practices and perspectives of francophone cultures though a variety of authentic sources. This course will include daily homework and outside reading. Instruction is exclusively in the target language as required by the College Board. It is highly recommended that students take the Advanced Placement examination in May. Students who show themselves qualified on the AP exam may receive advanced placement and/or credit at many colleges and universities.
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94482AP Human GeographyAOne Year9Per the College Board, this course is equivalent to an introductory college-level course in human or cultural geography. Through the use of themes, the AP Human Geography course introduces students to the discipline's subfields: economic geography, cultural geography, political geography and urban geography. Using a spatial and problem-oriented approach, students engage in case studies from all world regions to emphasize an understanding of the world in which we live today. By engaging in a variety of topics, students analyze the impact of phenomena such as globolization, colonialism and human relationships on places, regions, cultural landscapes and patterns of interaction. The goal of the course is for students to become more geoliterate, more engaged in contemporary global issues and more multicultural in their viewpoints. It is highly recommended that students take the Advanced Placement examination in May. Students who show themselves qualified on the AP exam may receive advanced placement and/or credit at many colleges and universities.
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94239AP MacroeconomicsGOne Semester12This course corresponds to one semester of a typical introductory college economics course. Students in AP Macroeconomics will look at the principles of economics that apply to an economic system as a whole. The course places particular emphasis on the study of national income and price-level determination, and also develops students’ familiarity with economic performance measures, the financial sector, stabilization policies, economic growth, and international economics. Topics or units of study include: I) Basic Economic Concepts, 2) Measurement of Economic Performance, 3) National Income and Price Determination, 4) Financial Sector, 5) Stabilization Policies, 6) Economic Growth, and 7) Open Economy: International Trade and Finance. In addition to students being able to answer multiple choice questions particular to the topics above, they must also write free-response answers to questions that interrelate different content areas, analyze given economic situations, and set forth and evaluate general macroeconomic principles. Students are expected to show both analytical and organizational skills in their writing and to incorporate explanatory diagrams that clarify their analyses. Students will learn how to interpret graphs and draw their own graphs in order to help answer economic questions.
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94240AP MicroeconomicsGOne Semester12This course corresponds to one semester of a typical introductory college economics course. Students in AP Microeconomics will look at the principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the economic system. It places primary emphasis on the nature and functions of product markets and includes the study of factor markets and of the role of government in promoting greater efficiency and equity in the economy. Topics or units of study include: I) I. Basic Economic Concepts, 2) The Nature and Functions of Product Markets, 3) Factor Markets, and 4) Market Failure and the Role of Government. In addition to students being able to answer multiple choice questions particular to the topics above, they must also write free-response answers to questions that interrelate different content areas, analyze given economic situations, and set forth and evaluate general microeconomic principles. Students are expected to show both analytical and organizational skills in their writing and to incorporate explanatory diagrams that clarify their analyses. Students will learn how to interpret graphs and draw their own graphs in order to help answer economic questions.
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93353AP Physics 1DOne Year10,11,12Per the College Board, AP Physics 1 is the equivalent to a first-semester college course in algebra-based physics. The course covers the principles of Newtonian mechanics (including rotational dynamics); work, energy, and power; mechanical waves and sound; and introductory, simple circuits. It is based on six big ideas, which encompass core specific principles, theories and processes across traditional boundaries providing a broad way of thinking about the physical world.
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94244AP PSYCHOLOGYGOne Year11, 12The AP Psychology course introduces students to the systematic and scientific study of human behavior and mental processes. While considering the psychologists and studies that have shaped the field, students explore and apply psychological theories, key concepts, and phenomena associated with such topics as the biological bases of behavior, sensation and perception, learning and cognition, motivation, developmental psychology, testing and individual differences, treatment of abnormal behavior, and social psychology. Throughout the course, students employ psychological research methods, including ethical considerations, as they use the scientific method, analyze bias, evaluate claims and evidence, and effectively communicate ideas. Students in a psychology class will develop literacy in the social sciences by reading a variety of text types and writing informative, explanatory, and argumentative responses.

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93371AP SeminarGOne Year10,11, 12As per the College Board, AP Seminar is regarded as a foundational course. It guides students through the analysis of diverse perspectives by engaging in cross-curricular conversations targeted at exploring complex academic and real-world topics and issues. The goal of the course is for students to master the skills of analysis and evaluation of information accurately to communicate evidence-based arguments using an inquiry framework, multiple sources in various formats, developing their own perspectives in essays and designing and delivering oral/visual presentations individually and as part of a team. The assessment structure includes a team project, individual research-based essay and presentation and an end-of-course exam. Students earning a score of 3 or higher in the assessment may receive credit in many colleges and universities.
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91272AP Spanish LanguageEOne Year10, 11, 12This course is comparable in content and difficulty to a 4th semester college course and will develop students' proficiency in interpersonal, interpretive and presentational communication in Spanish from the Intermediate High to the Advanced High range as described in the ACTFL Performance Descriptors for Language Learners, through oral activities, detailed reading / listening and purposeful essay writing. It also increases student understanding of the products, practices and perspectives of Spanish speaking cultures though a variety of authentic sources. This course will include daily homework and outside reading. Instruction is exclusively in the target language as required by the College Board. It is highly recommended that students take the Advanced Placement exam in May. Those who show themselves qualified on the AP exam may receive advanced placement and/or credit at many colleges and universities.
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92486AP STATISTICSCOne Year11, 12This one-year advanced placement course is designed to develop students into competent interpreters and investigators of statistical data while preparing them for the advanced placement exam in AP Statistics. Students will be able to define the study of statistics, learn how to use appropriate technology in statistical analysis (computers and calculators), and identify various applications of statistics in the real-world. Specific content includes the following: Students will be able to discern various types of sampling techniques, display and interpret statistical data, calculate and discuss the effects of measures of center and spread for a set of data. Students will develop an understanding of probability, random variables and probability distributions. Students demonstrate an understanding of the normal distribution, understand the differences between the different sampling distributions and can apply the central limit theorem. Students will be able to estimate the population mean for large and small samples, estimate the probability for a binomial distribution, chose an appropriate sample size, and estimate confidence intervals. Students will be able to complete hypothesis testing, construct scatter diagrams from paired data and calculate and interpret regression models. Students should be able to use the Chi-Square test to test for independence and goodness of fit.
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94076AP United States HistoryAOne Year11, 12AP U. S. History focuses on developing students’ abilities to think conceptually about U.S. history from approximately 1491 to the present and apply historical thinking skills as they learn about the past. Seven themes of equal importance —1) American and national identity, 2) Politics and power, 3) Work, exchange, and technology, 4) Culture and society, 5) Migration and settlement, 6) Geography and the environment, and 7) America and the world— provide areas of historical inquiry for investigation throughout the course. These themes require students to reason historically about continuity and change over time and make comparisons among various historical developments in different times and places. The course provides opportunities for students to learn to think like historians, most notably to analyze evidence about the past and to create persuasive historical arguments. Focusing on these practices emphasizes the conceptual and interpretive nature of history and develops skills such as: chronological reasoning, comparison and contextualization, crafting historical arguments from historical evidence, and historical interpretation and synthesis.

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94077AP US GovernmentAOne Year11, 12AP United States Government introduces students to key political ideas, institutions, policies, interactions, roles, and behaviors that characterize the political culture of the United States. The course examines politically significant concepts and themes, through which students learn to apply disciplinary reasoning, assess causes and consequences of political events, and interprets data to develop evidence-based arguments. In this course, students will study general concepts used to interpret U.S. government and politics and analyze specific topics, including:
• Constitutional Underpinnings;
• Political Beliefs and Behaviors;
• Political Parties, Interest Groups, and Mass Media;
• Institutions of National Government;
• Public Policy & Economic Policy
• Civil Rights and Civil Liberties.

An integral part of the course includes analysis and interpretation of basic data relevant to U.S. government and politics, and the development of connections and application of relevant theories and concepts. AP U.S. Government is the culmination of the civic literacy strand that prepares students to vote, to reflect on the responsibilities of citizenship, and to participate in community activities.

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94386AP World HistoryAOne Year10, 11, 12This course corresponds to two semesters of a typical introductory college history course. AP World History focuses on developing students’ abilities to think conceptually about world history from approximately 1200 BCE to the present and apply historical thinking skills. Five themes of equal importance — focusing on the environment, cultures, state-building, economic systems, and social structures — provide areas of historical inquiry for investigation across different periods and regions. AP World History encompasses the history of the five major geographical regions of the globe: Africa, the Americas, Asia, Europe, and Oceania, with special focus on historical developments and processes that cross multiple regions. There are no prerequisite courses, although students should be able to read a college-level textbook and write grammatically correct, complete sentences. Students will utilize historical thinking skills to emphasize the conceptual and interpretive nature of history rather than just the memorization of facts. The four skills of focus are: Chronological Reasoning, Comparison and Contextualization, Crafting Historical Arguments from Historical Evidence, and Historical Interpretation and Synthesis.
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90051ART ADVANCEDFOne Year10, 11, 12Students will advance their knowledge and skills in the Visual Arts. Students will apply and expand upon their knowledge of the principles and elements of design. More emphasis will be placed on composition, use of media, processes, techniques and creativity. Individuals will have a better understanding of the historical and cultural impact of prominent artists, periods, and movements in art. This course continues to develop the abilities of students keenly interested in the creation of unique solutions to visual problems.
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90047ART BEGINNINGFOne Year9, 10, 11, 12Students will be taught basic artistic principles and elements such as design, composition, color theory, line and shape development, aesthetic use of positive and negative space and reproductive techniques. Students will learn to apply these principles through the development of twond/or three-dimensional projects which employ a variety of tools and materials. The students will also be taught to think creatively when resolving the requirements of each design problem.
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95013ASB LEADERSHIPGOne Year9,10,11,12ASSOCIATED STUDENT BODY (ASB) LEADERSHIP CLASS: The ASB serves to help build and maintain a positive school culture on campus. As a leadership class, students learn basic characteristics and components of effective leadership. Students learn effective skills in communication, organization, problem solving, and conflict resolution. Under the Finance component of ASB, students learn common business practices associated with sales, such as inventory, budgeting, and accounting. The ASB leadership class also offers students the opportunity to coordinate events on campus and volunteer in their community. Student co-curricular activities, such as school clubs and athletic events, are organized and/or supervised by the ASB. Students in ASB help coordinate and oversee student governing groups, such as Student Senate and Inter Club Council. Students serving in ASB must meet and demonstrate high standards as they work directly under the Assistant Principal of Student Activities
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95271		AVID 9/10ElectiveGOne Year9, 10AVID is college preparedness and readiness program designed to provide students with the necessary writing, inquiry, collaboration, organization and reading (WICOR) skills known to enhance success in college. This AVID course emphasizes the continued development of note-taking, time management, critical reading and writing skills as well as engagement in philosophical chairs and Socratic seminars to develop their collaboration and higher-order inquiry skills. Students also work with college tutors 2 days a week within Socratic tutorials to support their academic achievement in their high school “a-g” courses, including advanced courses, required for entrance to a CSU/UC college. Additionally, AVID students receive intensive college placement test preparation, information on colleges and careers, instruction on computer use, and begin the CSU mentor. Participation in college fieldtrips and lectures by guest speakers also enhance their experience. Sites offering grade-specific courses should use 95270 for AVID 9 and 95271 for AVID 10.
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95237AVID JUNIOR SEMINARGOne Year11AVID is college preparedness and readiness program designed to provide students with the necessary writing, inquiry, collaboration, organization and reading (WICOR) skills known to enhance success in college. The AVID Junior Seminar is a rigorous college-prep and readiness program that integrates critical reading, writing, and research. It is the first of a two-year sequential program in which students complete several in-depth projects about societal changes as well as the roles and contributions of great leaders’ bringing about these changes. Students will be required to identify one leader and conduct an in-depth study responding to the essential question, “How has the leader been a catalyst for change?” AVID Junior Seminar students will also continue to engage in philosophical chairs and Socratic seminars as well as receive personal support two times per week from AVID college tutors within academic Socratic tutorial sessions to enhance their success in advanced level “a-g” courses. Additionally, AVID Junior Seminar students receive intensive preparation on college placement test, information on colleges, support with the college application process and the CSU mentor system, and familiarity with financial aid and scholarships. Students also participate in college fieldtrips and career research.
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295149AVID SENIOR SEMINARElectiveGOne Year12
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90313BAND CONCERTFOne Year9, 10, 11, 12Concert Band is a course for students who have had previous experience in playing an instrument. Emphasis in this course is given to the students’ development of technique and musicianship. Standard band compositions are studied for performance at special school events such as assemblies, athletic contests, and at parades, concerts, and festivals. Students borrowing school instruments are expected to insure them. Students who do not own an instrument may borrow one from the school. California Visual and Performing Arts Standards are infused throughout the course.
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92105BIOLOGYDOne Year9, 10This course is a full year lab-based Biology class with Earth Science embedded based on the California Next Generation Science Standards (NGSS) and the California Science Framework that emphasizes three-dimensional (3D) Science Learning where students engage with Science and Engineering Practices, Disciplinary Core Ideas and Crosscutting Concepts. This course drives student learning through inquiry and the exploration of scientific phenomena in Life Science, Earth and Space Science and Engineering. There is an emphasis on what students will know and be able to demonstrate through grade level Performance Expectations (PEs) and these PEs build upon and reinforce one another every year. The Biology course emphasizes the interdisciplinary themes of ecosystem dynamics and interactions, the flow of energy and nutrients in systems, the chemical nature of life and life processes, the biological evidence for evolution, the inheritance of traits, the structure and stability of living organisms, the dynamics of climate change and how humans impact our Earth’s systems.
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92681BIOLOGY ACCELERATEDDOne Year9, 10This course is a full year lab-based Biology class with Earth Science embedded based on the California Next Generation Science Standards (NGSS) and the California Science Framework that emphasizes three-dimensional (3D) Science Learning where students engage with Science and Engineering Practices, Disciplinary Core Ideas and Crosscutting Concepts. This course drives student learning through inquiry and the exploration of scientific phenomena in Life Science, Earth and Space Science and Engineering. There is an emphasis on what students will know and be able to demonstrate through grade level Performance Expectations (PEs) and these PEs build upon and reinforce one another every year. The Biology course emphasizes the interdisciplinary themes of ecosystem dynamics and interactions, the flow of energy and nutrients in systems, the chemical nature of life and life processes, the biological evidence for evolution, the inheritance of traits, the structure and stability of living organisms, the dynamics of climate change and how humans impact our Earth’s systems. As an Accelerated course, this course addresses topics in greater depth and requires students to demonstrate a higher level of skill mastery.
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92951BIOLOGY FUNDOne YearThis course, like its general education counterpart, is based on the Next Generation Science Standards (NGSS) which are part of a three dimensional approach to science: Science and Engineering Practices, Disciplinary Core Ideas and Crosscutting Concepts. These dimensions encompass what are called “Performance Expectations" that are integral to students' scientific understandings in Biology.
The Performance Expectations (PE’s) depict what students must do to show proficiency in science. Biology Fundamentals, however, is designed to focus on core skills, reinforce key concepts, and account for individual learning needs of students according to their Individual Education Programs (IEP). Fundamentals courses offer a smaller class size and additional time embedded in the pacing to support students with disabilities. District and classroom assessments and assignments for this course are modified.
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92111CHEMISTRYDOne Year10, 11, 12This course is a full year integrated science class based on the California Next Generation Science Standards (NGSS) that emphasizes three-dimensional (3D) Science Learning where students engage with Science and Engineering Practices, Disciplinary Core Ideas and Crosscutting Concepts. This course drives student learning through inquiry and the understanding of scientific phenomena in Physical Science, Earth and Space Science and Engineering. There is an emphasis on what students will know and be able to do through grade level Performance Expectations (PEs) and these PEs build upon each other each year. The Chemistry course explores the link between combustion reactions, chemical changes, and fossil fuels via modeling at the microscopic and macroscopic levels. Students gain insight via interdisciplinary themes such as how chemistry and the thermodynamics of chemistry have profound impacts on the Earth’s systems such as our oceans and climate.
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92185CHEMISTRY HONORSDOne Year10, 11, 12This course is a full year integrated science class based on the California Next Generation Science Standards (NGSS) that emphasizes three-dimensional (3D) Science Learning where students engage with Science and Engineering Practices, Disciplinary Core Ideas and Crosscutting Concepts. This course drives student learning through inquiry and the understanding of scientific phenomena in Physical Science, Earth and Space Science and Engineering. There is an emphasis on what students will know and be able to do through grade level Performance Expectations (PEs) and these PEs build upon each other each year. The Chemistry course explores the link between combustion reactions, chemical changes, and fossil fuels via modeling at the microscopic and macroscopic levels. Students gain insight via interdisciplinary themes such as how chemistry and the thermodynamics of chemistry have profound impacts on the Earth’s systems such as our oceans and climate. As an Honors course, this course addresses topics in greater depth and requires students to demonstrate a higher level of skill mastery.

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91337CHINESE 1-2EOne Year9, 10, 11, 12Students learn content and skills within the ranges of Novice Low-Novice Mid of the State of California Standards for World Languages. Course activities and assessements focus on effective communication in the interpretive, interpersonal and presentational modes as well as an awareness of the cultural products, practices, perspectives and social conventions of the Spanish culture, and connections with other cultures and subject areas. Instruction is primarily in the target language as emphasized in the State of California Foreign Language Framework.
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91343CHINESE 3-4EOne Year9, 10, 11, 12Students learn content and skills within the ranges of Novice Mid-Novice High of the State of California Standards for World Languages. Course activities and assessements focus on effective communication in the interpretive, interpersonal and presentational modes as well as an awareness of the cultural products, practices, perspectives and social conventions of the Spanish culture, and connections with other cultures and subject areas. Instruction is primarily in the target language as emphasized in the State of California Foreign Language Framework.
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91361CHINESE 5-6EOne Year9, 10, 11, 12Students learn content and skills within the ranges of Intermediate Low-Intermediate High of the State of California Standards for World Languages. Course activities and assessements focus on effective communication in the interpretive, interpersonal and presentational modes as well as an awareness of the cultural products, practices, perspectives and social conventions of the Chinese culture, and connections with other cultures and subject areas. Instruction is primarily in the target language as emphasized in the State of California Foreign Language Frameworks.
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91725CHINESE 7-8EOne Year9, 10, 11, 12Students learn content and skills within the ranges of Intermediate Mid-Intermediate High of the State of California Standards for World Languages. Course activities and assessements focus on effective communication in the interpretive, interpersonal and presentational modes as well as an awareness of the cultural products, practices, perspectives and social conventions of the Japanese culture, and connections with other cultures and subject areas. Instruction is primarily in the target language as emphasized in the State of California Foreign Language Frameworks.
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98324COMM REC & LEISURE MOD/SEVOne Year12Like the other Leisure Activities Mod/Sev courses, Community Recreation and Leisure develops students’ interpersonal skills and attempts to expose them to a variety of age-appropriate leisure activities that can enhance their lives. Community Recreation and Leisure places an emphasis on recreation opportunities that can occur in the community as opposed to only in the classroom setting. This class can address IEP and ITP goals in several domains including communication, social skills, and social/emotional behavior. All students benefit from the opportunity to have structured peer interaction and improve their interpersonal skills. Additionally, all students are exposed to new and varied recreation activities that can be cultivated throughout their adult life. Instruction is differentiated based on student need and is primarily delivered in small groups with individual support as necessary. Student progress is measured based on the acquisition of new skills, including completing those skills with fewer supports or prompts.
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92949COMP INT MATH III/PRE CALCCOne Year10, 11, 12The Compacted Integrated Math III/Pre-Calculus course is designed to teach students the skills and concepts required for success in AP Calculus. Students electing to take this course should be quick learners who understand math at a deep level. This course contains 15 chapters while the traditional IM III course only contains 11. The focus of the course is functions, trigonometry, limits, and statistics. Facility with these topicsespecially important for students intending to study calculus, physics, and other sciences, and/or engineering in college. Students expand their repertoire of functions to include pulynomial, rational, and radical functions. They build their study of right triangle trigonometry to include general triangles. Students see how the visual displays and summary statistics they learn in earlier grades relate to different types of data and to probability distributions. Students identify different ways of collecting data -- including sample surveys, experiments, and simulations -- and the role that randomness and careful design play in the conclusions that can be drawn. Finally, students bring together all of their experience with functions and geometry to create models and solve contextual problems. The courses of the Integrated Pathway follow the structire began in the K-8 standards of presenting mathematics as a coherent subject, mixing standards from various conceptual categories. (CA math framework, 2015) The course emphasizes reasoning, critical analysis, mathematical modeling, and gathering evidence; students are active participants in their learning. The problem-based nature of each lesson provides guided, purposeful work that supports deep conceptual understanding of the mathematical objective. The problem set structures students' work so that they see how an idea develops, how it is related to other ideas, and why a particular algorithm works. Procedures are based upon principles of mathematics rather than memorized algorithms. One of the course's strengths is its coherence: big mathematical ideas flow thorughout it, so that individual lessons do not become a series of disconnected topics. (CPM, Problem-Centered Active Learning)
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94010COMPREHENSIVE HEALTHSemester9, 10, 11, 12According to the California Health Framework, in order for a student to be health literate, he or she needs to be able obtain, interpret, and understand basic health information and services, and needs the competence to use such information and services in ways that are health-enhancing. To accomplish this, students must develop a growing mastery of knowledge, skills and behaviors in four critical areas: acceptance of personal responsibility for lifelong health, respect for and promotion of the health of others, an understanding of growth and development, and informed use of health-related information, products, and services. This one semester course is designed to assist students in becoming health literate; it begins with an investigation of the lifestyle practices that put one at risk for diseases and ways to lower those risks. Students will also learn how to access appropriate resources for positive lifestyle practices and how to evaluate personal health-related information, products and services. Students will be guided in designing a personal wellness plan to demonstrate how to apply the knowledge internalized in this unit. In addition to physical behaviors that can cause diseases, the course will examine mental and emotional problems that can contribute to diseases. A focus on drug, alcohol and tobacco use, and the effects of such use on the body and on relationships, and skills to avoid the use of these substances will provide students with the necessary tools to make choices to abstain from the use of these substances. Study of the social health of young people aids them in recognizing healthy and unhealthy relationships with family members, peers and dating partners, and furnishes them with skills essential to improving or avoiding unhealthy relationships. The course concludes with a study of the reproductive systems, sexually transmitted diseases, the benefits of abstaining from sexual activity, pregnancy prevention and methods of protecting sexual health. The California Healthy Youth Act (Education Code AB 329) must be taught after giving parents a minimum of 14 days notice to preview the curriculum upon request. The California Department of Education recommends curriculum to support these standards, including The Advocates for Youth 3R's and Positive Prevention Plus. In addition, human trafficking (Education Code AB 1227) and hands only CPR (Education Code AB 1719) must also be taught.
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98800COMPREHENSIVE HEALTH MODOne Year9, 10, 11, 12Comprehensive Health 9-12 Moderate can address a broad range of health-related topics, which is differentiated based on the needs and abilities of the students enrolled. Depending on students’ relevant IEP goals and needs, topics can include interpersonal relationships, daily living skills such as hygiene and dressing, nutrition, food preparation, and safety skills. The experiences presented in the course are designed to help students develop knowledge, understanding, habits, attitudes and ideals necessary to maintain physical, mental, and emotional health. The course may include a community-based component to promote generalization of skills and independence.
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98346COMPREHENSIVE HEALTH MOD/SEVOne Year9, 10, 11, 12Comprehensive Health 9-12 Mod/Sev can address a broad range of health-related topics and is differentiated based on the needs and abilities of the students enrolled. Depending on students’ relevant IEP goals and needs, topics can include interpersonal relationships, daily living skills such as hygiene and dressing, nutrition, food preparation, and safety skills. Instruction is differentiated based on student need and is primarily delivered in small groups with individual support as necessary. Student progress is measured based on the acquisition of new skills, including completing those skills with fewer supports or prompts.
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94133CRIMINAL/CIVIL LAWGOne Year10, 11, 12This course builds on skills and concepts learned in previous Social Science courses. Students will develop an advanced understanding of the law and the legal system. The overarching objective of this course is to give students an overview of careers in three areas in the criminal justice field: law enforcement, corrections and legal. Students receive academic foundation through the learning of basic concepts, vocabulary and theory while experiencing practical, skills-based training. The basic skill set they gain from this course will provide them a foundation from which to draw on when applying for and working in entry-level positions in a variety of areas in the criminal justice work force.
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91830CSU EXPOSITORY READING/WRITBOne Year12The ERWC class is designed primarily to assist students who have been identified by the California State University as “Standard Met: Conditionally ready for CSU or participating CCC college-level English courses,” on the CAASSP (California Assessment of Student Performance and Progress) that is taken in the spring of 11th grade year. Course assignments, organized into 14 modules mainly based on non-fiction texts, emphasize the in-depth study of expository, analytical, and argumentative reading and writing. Students who complete this course with a grade of “C” or better are automatically considered “college ready” by the CSU system and do not need to participate in any CSU English Language Arts placement exams and are able to begin their freshmen year of college without any additional English Language Arts remedial coursework.
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90174CTE COMPUTER ARTFOne Year9, 10, 11, 12Students will produce a portfolio of artwork that shows a competence and understanding of the elements and principles of design. The students will analyze visual structures and functions of art, as well as develop artistic skills and understanding of technical applications. Various art tools will include but not be limited to the computer.
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97408CTE CYBER SECURITYGOne Year10,11,12The course is designed to expose high school students to the ever growing and far reaching field of cybersecurity. This will be accomplished through problem-based learning, where students roleplay as cybersecurity experts and train as cybersecurity experts do. Students gain an understanding of networking and security, as well as the communication skills and professionalism now required of all entry-level IT professionals. Both academic and technical skills will be engaged in order to prepare and motivate students to pursue further courses in information technology.  Most importantly this class will develop their analytical and communication skills.  By the end of this class, students have an understanding of different academic routes they can take to achieve their career goals, including community colleges, trade schools and 4-year college IT programs.
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97443CTE EVENT PLANNINGThis Event Planning course provides students with the principles, theories, and elements involved in 21st century event planning by integrating academic rigor with practical experiences to expose students to the art of program planning. This course offers students the opportunity to analyze, apply, evaluate and reflect on their personal leadership skills and styles, commit themselves to being lifelong learners as students grow individually, successfully participate in groups, think analytically, and create artistic products. This course will engage students to utilize current social media and marketing practices, along with some historic practices common to this creative field, as well as develop an understanding of the cognitive marketing and branding solutions for any given program or event. Integrated throughout the course are Common Core State Standards for writing, reading, mathematics, and science along with pathway and anchor Career Technical Education Standards.
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97444CTE HOSPITALITY AND MARKETINGThe CTE Hospitality Marketing course introduces students to the objectives, academic strategies, and college and career readiness tools that are important to success marketing in the hospitality career pathway. Students learn about each phase of marketing and the wide range of options to create and revise marketing plans, making decisions based on academic learned content, considering the economic and environmental impact of their decision as a marketing manager and/or business owner. Through the Project Based Learning approach, students develop the academic foundational skills, professional self-management, interpersonal skills and are prepared for post secondary experiences—college and career. Students explore career opportunities in the field of hospitality marketing and develop tools using all their academic and hands-on problem solving skills.
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95166CTE INTRO TO HOSPITALITYG9, 10, 11, 12This course is an introductory level course that provides students with an overview of the hospitality industry. In addition to being introduced to the career opportunities in the field, students are taught the employability skills needed to succeed in the business. Skills include customer service, ensuring guest satisfaction and ensuring guests are happy at the establishment at which they are customers. Students will also work on communication skills, organizational skills, interpersonal skills, problem-solving and team work. Students are exposed to hospitality service from both the consumer and the employee perspective to gain a greater understanding of what is required to be a successful employee. Upon completion of the course, students demonstrating proficiency of course standards may be ready for entry-level employment.
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97405CTE IT ESSENTIALSGOne Year10,11In this course, students gain a technical understanding of computer technology, networking and security, as well as the communication skills and professionalism now required of all entry-level IT professionals. Both academic and technical skills will be addressed as students are prepared to higher level courses in information technology. A critical area of study is the development of analytical and communication skills. Students will be able to fully understand the different academic routes needed to achieve their career goals through the various post-secondary options available.
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97147CTE MULTI MEDIA PRODUCTIONGOne Year9, 10, 11, 12This course provides entry-level training in media production and technology. Instruction is given in computer graphics, desktop publishing, Web page design, multimedia authoring and presentations, with an emphasis on careers in multimedia. Students use state-of-the-art multimedia equipment including digital cameras, computers, scanners, printers, and current software. Approximately 360 hours of attendance are required to complete the course.
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97334CTE PHOTOGRAPHYVAPAFOne Year10, 11, 12This course provides training in the fundamentals of the art and technique of black and white photography. Students learn to use various types of cameras, from 35mm to digital as they take their own photographs, develop film and print their own pictures in the photo enlarging lab. Areas that may be covered include studio and product photography, digital photography, special effects in the lab as well as on the computer, and image retouching. Students develop an aesthetic appreciation of photography through the introduction of principles of design and composition. Career opportunities are presented. Photography meets the fine arts graduation requirement and the UC "f" requirement.
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97417CTE PHOTOGRAPHY ADVFOne Year9, 10, 11, 12This course will require students to plan and execute longer and increasingly complex projects. They will learn to use advanced experimental techniques and to further manipulate their images to achieve special effects using industry-relevant software. Student skill level should be consistently high as they refine their editing skills to presentation level as they prepare to showcase their work in a gallery display. Students will also critique their own work as well as other’s work. They will have the opportunity to share their talents and benefit the school and community through various platforms. A final portfolio will hold images that demonstrate pieces strong in both depth and breadth – so much so that it can be used for application to a university or other post-secondary institution.
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97349CTE SPORTS MEDICINE 1GOne Year9, 10, 11, 12This course provides entry-level, upgrade and/or preparation for the Sports Medicine profession. Instruction includes the following areas: career opportunities, communication skills, ethical and legal responsibilities, medical terminology, injury recognition and prevention, anatomy and physiology, biomechanics, psychology, research, nutrition, tissue response to injury, physical therapy exercises and modalities, professional practice and sports medicine procedures. Students participate in lab activities involving basic life support training, evaluation of injuries, prophylactic modalities and taping, and case study problem solving.
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97350CTE SPORTS MEDICINE 2GOne Year10, 11, 12This course discusses human anatomy, sports related injuries and pathologies specific to the relationship to athletic activity. Students will explore the injury evaluation process and the recognition of common sports related injuries and pathologies of the body. They will engage in discussions regarding the treatment and rehabilitation of sports related injuries and pathologies. They will gain experience in a laboratory setting by practicing the evaluation process, special tests, outcome measures, functional rehabilitation and therapeutic exercise.
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97336CTE TV FILM & DIGITAL MEDIAFOne Year9, 10, 11, 12This course introduces students to media while providing them training in multi-genre scriptwriting and pre- through post- process production in television or film. Students will also become proficient in the use of industry equipment, digital editing using software and basic 3 point lighting and audio recording techniques. Students will work in collaboration with peers as they apply their skills in video projects and gain in appreciation for video production as an art form.
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97369CTE-AME ADV BALLET FOLKLORICFOne Year9, 10, 11, 12CTE-AME Advanced Ballet Folklorico is an advanced concentrator CTE dance skills course in the Performing Arts Pathway of the Arts, Media, and Entertainment Sector which develops fully an understanding and appreciation for the folk dance traditions of Mexico. Students will be able to perceive and respond, demonstrate movement skills, process sensory information, and describe movement, using the vocabulary and elements of dance as outlined in the content standards.
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97353CTE-AME ADVANCED DRAMAFOne Year9, 10, 11, 12CTE-AME Advanced Drama is a continuing concentrator theatre skills course in the Performing Arts Pathway of the Arts, Media, and Entertainment Sector which includes advanced level acting skills, play analysis, scene study, monologues, and performance. Through increasing proficiency in movement, vocal work, scene work, monologues, and improvisation, students will learn competencies that apply to the professional world of theater and all areas of employment. Those skills include, but are not limited to: confidence, creativity, collaboration, communication, and commitment. This course explores the production side of the theater as well as further proficiency in acting.
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97354CTE-AME ADVANCED GUITARFOne Year9, 10, 11, 12This advanced level concentrator CTE course is designed to assist students with developing and enhancing musicianship skills through the study of guitar music at an advanced level. The specific repertoire for this level is unique to the talent, work ethic and skill level of each individual student, and the development of musicianship skills, understanding and developing guitar technique is accomplished through initial mastery (Level of Difficulty 3) of the same set of standards and objectives. Students will engage in a broad range of music, encompassing cultures and history, and develop the ability to critique and evaluate the skill level and aesthetic quality of music, composers and performers. This course will assist in developing skills needed to become professional musicians, as accompanists, performers, and composers. This course is part of the Arts, Media, and Entertainment Pathway for Performing Arts.
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97370CTE-AME BEG BALLET FOLKLORICFOne Year9, 10, 11, 12CTE-AME Beginning Ballet Folklorico is an introductory CTE dance skills course in the Performing Arts Pathway of the Arts, Media, and Entertainment Sector which develops an understanding and appreciation for the folk dance traditions of Mexico. Students will be able to perceive and respond, demonstrate movement skills, process sensory information, and describe movement, using the vocabulary and elements of dance as outlined in the content standards.
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97371CTE-AME INT BALLET FOLKLORICFOne Year9, 10, 11, 12CTE-AME Intermediate Ballet Folklorico is a concentrator CTE dance skills course in the Performing Arts Pathway of the Arts, Media, and Entertainment Sector which develops further understanding and appreciation for the folk dance traditions of Mexico. Students will be able to perceive and respond, demonstrate movement skills, process sensory information, and describe movement, using the vocabulary and elements of dance as outlined in the content standards.
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92453DISCRETE MATHEMATICSCOne Year11, 12The primary purpose of this course is to advance students’ ability to reason deductively, communicate mathematical ideas fluently, and make connections that will strengthen their foundation for mathematics. This course will leverage students' existing mathematical understanding and demonstrate how mathematics can be enjoyable and applied to their lives in interesting and meaningful ways. More specifically, this course has four major goals:
1. To help students acquire knowledge of fundamental mathematics (as defined by the Statement of Competencies in Mathematics (Intersegmental Committee of the Academic Senates of the CA Community Colleges, the CSU, and the UC, 2013)
2. To advance students’ ways of thinking, as described in the CCSS Standards for Mathematical Practice, necessary for success in college math, career, and life.
3. To foster students’ mathematical curiosity and to demonstrate how mathematics can solve authentic mathematical problems.
4. To facilitate students’ development of problem-solving skills, while fostering critical thinking, within an interesting setting.
Discrete Mathematics is a contemporary form of mathematics with many real-world connections. Discrete Math Pre-Collegiate (DMPC) course includes five topics: the theory of two-player (impartial combinatorial) games, Graph Theory, Iteration and Recursion, Counting (or Combinatorics) and Cryptography. However, it’s best to think of these five topics as a way for us to help deepen students’ mathematical thinking. These topics were selected because we felt they would be new, fun and give students a good chance to prepare for college-level mathematics where math is as much about why things are true as it is about what is true. We partnered with university mathematicians and math educators as we wrote these materials in an effort to make sure the course addresses what students will need to be successful at the next level.
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90441DRAMA BEGINNINGFOne Year9, 10, 11, 12Beginning Drama is designed to give the student an appreciation of the world of theatre and an opportunity to discover the artist we each hold within. In this course, students will study the wide range of knowledge demanded by theatre and develop personally as they apply their new found knowledge in daily classroom activities. This course enriches student awareness, skills, and self-appreciation, enabling them to build a foundation for future arts development. Beginning Drama provides for diverse learning styles and capabilities and allows the student to experience the joy that comes from artistic communication.
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92710EARTH SCIENCEGOne Year11, 12This course is based on the Next Generation Science Standards (NGSS), which are part of a three dimensional approach to science: Science and Engineering Practices, Disciplinary Core Ideas and Crosscutting Concepts. These three dimensions encompass what are called Performance Expectations (PEs) - all integral to student’s scientific understandings in earth science. PEs depict what students must do to show proficiency in science. They are written in a way that expresses the concepts and skills to be performed through the lens of science content and spiraling through all grade levels with common ideas known as the crosscutting concepts. Engineering is integrated into science education by raising engineering design to the same level as scientific inquiry in science instruction at all levels and by emphasizing the core ideas of engineering design and technology applications. It is represented in Biology by four PEs student are expected to engage in: 1.) Evaluate a solution to a complex real-world problem based on prioritized criteria and tradeoffs. 2.) Use a computer simulation as a model. 3.) Analyze a major global challenge. 4.) Design a solution to a complex real-world problem. Themes emphasized in this course include space systems, history of Earth, Earth’s systems, weather and climate and human sustainability.
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98581EARTH SCIENCE FUNDOne Year9, 10, 11, 12This course is based on the Next Generation Science Standards (NGSS), which are part of a three dimensional approach to science: Science and Engineering Practices, Disciplinary Core Ideas and Crosscutting Concepts. These three dimensions encompass what are called Performance Expectations (PEs) - all integral to student’s scientific understandings in earth science. PEs depict what students must do to show proficiency in science. They are written in a way that expresses the concepts and skills to be performed through the lens of science content and spiraling through all grade levels with common ideas known as the crosscutting concepts. Engineering is integrated into science education by raising engineering design to the same level as scientific inquiry in science instruction at all levels and by emphasizing the core ideas of engineering design and technology applications. It is represented in Biology by four PEs student are expected to engage in: 1.) Evaluate a solution to a complex real-world problem based on prioritized criteria and tradeoffs. 2.) Use a computer simulation as a model. 3.) Analyze a major global challenge. 4.) Design a solution to a complex real-world problem. Themes emphasized in this course include space systems, history of Earth, Earth’s systems, weather and climate and human sustainability. The Special Education Fundamentals version of this course includes the same topics and standards as described in the general education course description. Fundamentals courses offer a smaller class size and generally, an instructional assistant, to support students with disabilities. A focus on key standards as well as additional time embedded in the pacing are characteristics of Fundamentals courses. District and classroom assessments and assignments for this course are modified. Instructors of this course should provide students with various strategies and resources to ensure success. This is not an A-G approved course.
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94188ECONOMICSGOne Semester12Students learn to apply basic economic principles and methods of analysis, building on the knowledge of economics gained in previous H/SS courses. Students will see Economics as the study of choices in conditions of scarcity and will examine their own choices more deeply. Units of study include: 1) Economic Concepts and Decision Making, 2) The United States’ Market Economy, 3) Aggregate Economic Behavior & the Role of Federal Government, and 4) the Global Economy. To deepen economic understanding and to ensure practice of the standards for literacy in history/social science, students will read different types of texts for different purposes, will write for informative, explanatory, and argumentative purposes and will utilize research as a tool of social science inquiry. Ultimately, students should be able to apply economic concepts to the decisions they make in their own lives and to the economic, social, and political issues that dominate the world around them.
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94529ELD I Hour 1One Year9, 10, 11, 12ELD I course is designed for students who display no to very limited English fluency, through all four domains: reading/writing/listening/speaking, and use English at the ELD CCSS Language Proficiency Indicators of beginning Emerging or CELDT Beginning level, and may have no to little literacy skills in receptive and expressive English, requiring substantial scaffolding. The English Language Development I course is guided by the respective grade-level appropriate Entry-Emerging English Language proficiency and ELA benchmarks in the Grades 7 and 8 ELA/ELD Framework, Grades 9-12 ELA/ELD Framework, CA ELD CCSS and corresponding CCR Anchor Standards. The course address both the ELA and ELD CCSS by introducing the fundamentals of English and English Literature through listening, speaking, reading and writing activities that are based on comprehensible oral communication about contextualized, functional and academic course content, which includes scaffolding to connect to the students’ higher-level thinking skills. Students will successfully exit ELD I(Entry-Emerging ELD CCSS) level with knowledge of English Language Proficiency Indicators in the Entry-Emerging to Emerging levels, in both social and academic English, as a foundation for continuing English Language Development.
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94536ELD I Hour 2One Year9, 10, 11, 12ELD I Hours 1 and 2 course is designed for students who display English fluency, through all four domains: reading/writing/listening/speaking, at the ELD CCSS Language Proficiency Indicators of Entry- Emerging or CELDT Early Beginning level, and may have no to little literacy skills in receptive and expressive English, requiring substantial scaffolding for any English language production to occur. The Academic Language Development Newcomers course is guided by the respective grade-level appropriate Emerging English Language proficiency and ELA benchmarks in the Grades 7 and 8 ELA/ELD Framework, Grades 9-12 ELA/ELD Framework, CA ELD CCSS, corresponding English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects CCSS, NGSS Science Standards, and CCR Anchor Standards.
CCR Anchor Standards. The ELD I Hours 1 and 2 course addresses ELA and ELD CCSS literacy across all content areas by introducing the fundamentals of English and English text through listening, speaking, reading and writing activities. Students will successfully exit Newcomers ALD level in the Entry-Emerging to Emerging levels, in both social and academic English, as a foundation for continuing English Language Development. This course also addresses the cultural and civic aspect of language acquisition and acculturation in the United States society as a newly emigrated student.
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94530ELD II Hour 1One Year9, 10, 11, 12ELD II Emerging course is designed for students who display English fluency, through all four domains: reading/writing/listening/speaking, at the ELD CCSS Language Proficiency Indicators of beginning Emerging or CELDT High Beginning to Early Intermediate level in receptive and expressive English. ELD II students require substantial to moderate scaffolding in all areas of English language production. The Emerging English Language Development course is guided by the respective grade-level appropriate Emerging English Language proficiency and ELA benchmarks in the Grades 7 and 8 ELA/ELD Framework, Grades 9-12 ELA/ELD Framework, CA ELD CCSS and corresponding CCR Anchor Standards. The course address both the ELA and ELD CCSS by introducing the fundamentals of English and English Literature through listening, speaking, reading and writing activities Students will successfully exit ELD II level with knowledge of English Language Proficiency Indicators in the Emerging to beginning Expanding levels, in both social and academic English, as a foundation for continuing English Language Development.
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94537ELD II Hour 2One Year9, 10, 11, 12ELD II Hour 2 course is designed for students who display English fluency, through all four domains: reading/writing/listening/speaking, at the ELD CCSS Language Proficiency Indicators of Emerging to Early Expanding or CELDT Beginning to Early Intermediate level, and may have emergent independent literacy skills in receptive and expressive English, requiring substantial to moderate scaffolding. The Two-block ELD II Emerging course is guided by the respective grade-level appropriate Emerging English Language proficiency and ELA benchmarks in the Grades 7 and 8 ELA/ELD Framework, Grades 9-12 ELA/ELD Framework, CA ELD CCSS, corresponding English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects CCSS, NGSS Science Standards, and CCR Anchor Standards.
The ELD II course addresses ELA and ELD CCSS literacy across all content areas by introducing the fundamentals of English and English text through listening, speaking, reading and writing activities Students will successfully exit ELD II level with knowledge of English Language Proficiency Indicators in the exiting-emerging to entry-expanding ELD CCSS levels, in both social and academic English, as a foundation for continuing English Language Development. This course also addresses the cultural and civic aspect of language acquisition and acculturation in the United States society as a newly emigrated student.
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94531ELD III Hour 1One Year9, 10, 11, 12ELD III Expanding course is designed for students who display English fluency, through all four domains: reading/writing/listening/speaking, at the ELD CCSS Language Proficiency Indicators of Expanding or CELDT Intermediate level, and have increasingly comprehensible literacy skills in receptive and expressive English, while requiring moderate to light scaffolding. The English Language Development III Expanding course is guided by the respective grade-level appropriate Expanding English Language proficiency and ELA benchmarks in the Grades 7 and 8 ELA/ELD Framework, Grades 9-12 ELA/ELD Framework, CA ELD CCSS and corresponding CCR Anchor Standards. The course address both the ELA and ELD CCSS by introducing the fundamentals of English and English Literature through listening, speaking, reading and writing activities Students will successfully exit Expanding level with knowledge of English Language Proficiency Indicators in the Expanding to Entry Bridging levels, in both social and academic English, as a foundation for continuing English Language Development.
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94538ELD III Hour 2One Year9, 10, 11, 12ELD III Expanding course is designed for students who display English fluency, through all four domains: reading/writing/listening/speaking, at the ELD CCSS Language Proficiency Indicators of Expanding or CELDT Intermediate level in receptive and expressive English, with moderate to light scaffolding. The ELD III Expanding course is guided by the respective grade-level appropriate Emerging English Language proficiency and ELA benchmarks in the Grades 7 and 8 ELA/ELD Framework, Grades 9-12 ELA/ELD Framework, CA ELD CCSS, corresponding English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects CCSS, NGSS Science Standards, and CCR Anchor Standards.The course addresses ELA and ELD CCSS literacy across all content areas by introducing the fundamentals of English and English text through listening, speaking, reading and writing activities Students will successfully exit ELD III Expanding level with knowledge of English Language Proficiency Indicators in the Expanding to beginning Bridging levels, in both social and academic English, as a foundation for continuing English Language Development. This course also addresses the cultural and civic aspect of language acquisition and acculturation in the United States society as a newly emigrated student.
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94532ELD IVOne Year9, 10, 11, 12ELD IV course is designed for students who display English fluency, through all four domains: reading/writing/listening/speaking, at the ELD CCSS Language Proficiency Indicators of Bridging or CELDT High Intermediate to Early Advanced level in receptive and expressive English, and need moderate to light scaffolding. The English Language Development IV course is guided by the respective grade-level appropriate Emerging English Language proficiency and ELA benchmarks in the Grades 7 and 8 ELA/ELD Framework, Grades 9-12 ELA/ELD Framework, CA ELD CCSS and corresponding CCR Anchor Standards. The course addresses ELA and ELD CCSS literacy across all content areas by introducing the fundamentals of English and English text through listening, speaking, reading and writing activities that are based on comprehensible oral communication about contextualized, functional and academic course content, which includes scaffolding to connect to the students’ higher-level thinking skills. Students will successfully exit ELD IV level with knowledge of English Language Proficiency Indicators in the Bridging levels, in both social and academic English, as a foundation for continuing English Language Development. Listening, speaking, reading and writing activities are based on comprehensible oral communication about contextualized, functional and academic cross-content course content which includes higher-level thinking skills. Reading , writing, and oral language production focus on cross-content linguistically appropriate developmental aspects of grammatical/ spelling/pronunciation accuracy, using authentic cross-content visual and written texts. This course also addresses the cultural and civic aspect of language acquisition and acculturation in the United States society as a newly emigrated student.
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91129ENGLISH 10BOne Year10English 10 continues and deepens the skills and content learned in English 9. By the end of English 10, students should demonstrate mastery of the 9-10 CA Standards. World Literature, in its various forms, is the basis of much of the instruction in 9-10 ELA, although students do read and write about literary nonfiction and nonfiction in ELA. Students are expected to grapple with a multiplicity of sources, authors, motivations, representations, perspectives, themes and ideas, and they analyze rhetorical features and synthesize multiple sources of information. Students will reading increasingly complex texts from 9-10th grade. They will also develop their writing process and gain practice writing argument, narrative, and informative compositions. Students write using valid reasoning precise claims. They organize complex elements in informative/explanatory writing; and they establish multiple points of view and a smooth progression of experiences or events in narrative writing.
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91391ENGLISH 10 ACCELERATEDBOne Year10English 10 continues and deepens the skills and content learned in English 9. By the end of English 10, students should demonstrate mastery of the 9-10 CA Standards. World Literature, in its various forms, is the basis of much of the instruction in 9-10 ELA, although students do read and write about literary nonfiction and nonfiction in ELA. Students are expected to grapple with a multiplicity of sources, authors, motivations, representations, perspectives, themes and ideas, and they analyze rhetorical features and synthesize multiple sources of information. Students will reading increasingly complex texts from 9-10th grade. They will also develop their writing process and gain practice writing argument, narrative, and informative compositions. Students write using valid reasoning precise claims. They organize complex elements in informative/explanatory writing; and they establish multiple points of view and a smooth progression of experiences or events in narrative writing.
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98616ENGLISH 10 FUNDAMENTALSOne Year10English 10 Fundamentals continues and deepens the skills and content learned in English 9 Fundamentals, including grappling with multiplicity of sources, authors, motivations, representations, perspectives, themes and ideas as well as analyzing rhetorical features and synthesizing multiple sources of information. By the end of the course, students should demonstrate mastery of the 9-10 CA CCSS ELA Standards. It includes the same standards, skills and concepts as in its general education counterpart. This Fundamentals course, however, is designed to focus on core skills, reinforce key concepts, and account for individual learning needs of students according to their Individual Education Programs (IEP). Fundamentals courses offer a smaller class size and additional time embedded in the pacing to support students with disabilities. District and classroom assessments and assignments for this course are modified.
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91140ENGLISH 11BOne Year11English 11 introduces skills and content required for Career and College Readiness. Students in English 11 will apply a rhetorical lens to reading, writing, and speaking by grounding their ideas in evidence from text, both literary and informational. Students engage in close reading and exploration of themes found in a variety of texts including Shakespeare, seminal documents of U.S. history, and works of American literature through a balance of literature, non-fiction, and other media. Students regularly analyze and respond to reading and writing tasks that require varying demands of audience, task, purpose, and discipline; comprehending as well as critiquing; and valuing evidence. Students will engage the writing process in a variety of text types: narrative, argument and informative in many different forms: summaries, reflections, essays. Classroom structures emphasize student collaboration to make meaning, reflect and monitor progress. Students will use technology to collect evidence of growth.

Students should begin to produce written products with an increased level of precision, coherence and insight. By the end of the year, they will demonstrate that they can synthesize multiple sources and formats of relevant, authoritative information and discriminate among them to support an illuminating presentation, including an ability to make effective use of ambiguous or inconclusive details.
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298618ENGLISH 11 FUNDAMENTALSEnglishOne Year11English 11 Fundamentals introduces skills and content required for Career and College Readiness. The course includes the same standards, skills and concepts as in its general education counterpart such as the application of the rhetorical lens to reading, writing and speaking; the use of technology to collect evidence of growth and the ability to synthesize. However, it is designed to focus on core skills, reinforce key concepts, and account for individual learning needs of students according to their Individual Education Programs (IEP). Fundamentals courses offer a smaller class size and additional time embedded in the pacing to support students with disabilities. District and classroom assessments and assignments for this course are modified.
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298620ENGLISH 12 FUNDAMENTALSEnglishOne Year12English 12 Fundamentals continues and deepens the skills and content learned in English 11 Fundamentals. By the end of this course, students should demonstrate mastery of the CA CCSS ELA Standards and display Career and College Readiness. The course includes the same standards, skills and concepts as in its general education counterpart such as analysis and response to reading and writing tasks, comprehension, critique and engaging in the writing process. However, it is designed to focus on core skills, reinforce key concepts, and account for individual learning needs of students according to their Individual Education Programs (IEP). Fundamentals courses offer a smaller class size and additional time embedded in the pacing to support students with disabilities. District and classroom assessments and assignments for this course are modified.
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291136ENGLISH 9EnglishBOne Year9English 9 addresses the CA State Standards of Reading Literature, Reading Informational Texts, writing Informative, Argument and Narrative, Speaking, Listening, and language development. Students will be introduced to rhetoric. World Literature, in its various forms, is the basis of much of the instruction in 9-10 ELA, although students do read and write about literary nonfiction and nonfiction in ELA. Students are expected to grapple with a multiplicity of sources, authors, motivations, representations, perspectives, themes and ideas, and they analyze rhetorical features and synthesize multiple sources of information. They will also develop their writing process and gain practice writing argument, narrative, and informative compositions. Students write arguments using valid reasoning precise claims. They organize complex elements in informative/explanatory writing; and they establish multiple points of view and a smooth progression of experiences or events in narrative writing.
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291389ENGLISH 9 ACCELERATEDEnglishBOne Year9English 9 addresses the CA State Standards of Reading Literature, Reading Informational Texts, writing Informative, Argument and Narrative, Speaking, Listening, and language development. Students will be introduced to rhetoric. World Literature, in its various forms, is the basis of much of the instruction in 9-10 ELA, although students do read and write about literary nonfiction and nonfiction in ELA. Students are expected to grapple with a multiplicity of sources, authors, motivations, representations, perspectives, themes and ideas, and they analyze rhetorical features and synthesize multiple sources of information. They will also develop their writing process and gain practice writing argument, narrative, and informative compositions. Students write arguments using valid reasoning precise claims. They organize complex elements in informative/explanatory writing; and they establish multiple points of view and a smooth progression of experiences or events in narrative writing.
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298614ENGLISH 9 FUNDAMENTALSEnglishOne Year9English 9 Fundamentals addresses the CA State Standards of Reading Literature, Reading Informational Texts, Writing Informative, Argument and Narrative, Speaking, Listening, and Language Development. Students will be introduced to rhetoric, including text structure, identification of author, type of writing and the author’s purpose. Adaptive, instructional software and high-interest literature are critical components of English 9 Fundamentals. Students read, interpret, analyze, synthesize and evaluate fiction (poems, short stories, novels) as well as non-fiction (articles, biographies, personal accounts). Students are expected to grapple with a multiplicity of sources, authors, motivations, representations, perspectives, themes and ideas, and they analyze rhetorical features and synthesize multiple sources of information. They will also develop their writing process and gain practice writing argument, narrative, and informative compositions. Students will engage in multi-step writing processes in the patterns of exposition of argument, narrative, and informative compositions in which claims and reasons are backed up using appropriate reasons and evidence. Students write arguments using valid reasoning in support of precise claims, organize complex elements in informative/explanatory writing, and establish multiple points of view and a smooth progression of experiences or events in narrative writing. Fundamentals courses offer a smaller class size to support students with disabilities. A focus on core skills and reinforcement of key standards as well as additional time embedded in the pacing are characteristics of Fundamentals courses. District and site assessments and assignments for this course are modified. Classroom structures and instruction are designed to account for individual learning needs of students according to their Individual Education Programs (IEP).
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92948FINANCIAL ALGEBRACOne Year12Financial Algebra with 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. The mathematics topics contained in this course are introduced, developed, and applied in an as-needed format in the financial settings covered. 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. ...An array of challenging options will keep math relevant for students, and give them a new set of tools for their futures…” From the Common Core State Standards
Course Goals:
1. Gain a sense of financial literacy and increase practical math skills; this is including amortization, mortgage loans and retirement planning.
2. Students gain a greater ability to participate in academic discourse regarding mathematical concepts and financial practices and through a series of projects to present original ideas.
3. Through an expanded learning model students will expand knowledge of personal, small business and world finance and relate financial events to other academic areas.
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91203FRENCH 1-2EOne Year9, 10, 11, 12Students learn content and skills within the ranges of Novice Low-Novice High of the State of California Standards for World Languages. Course activities and assessements focus on effective communication in the interpretive, interpersonal and presentational modes as well as an awareness of the cultural products, practices, perspectives and social conventions of francophone cultures, and connections with other cultures and subject areas. Instruction is primarily in the target language as emphasized in the State of California Foreign Language Framework.
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91205FRENCH 3-4EOne Year9, 10, 11, 12Students learn content and skills within the ranges of Intermediate Low-Intermediate High of the State of California Standards for World Languages. Course activities and assessements focus on effective communication in the interpretive, interpersonal and presentational modes as well as an awareness of the cultural products, practices, perspectives and social conventions of francophone cultures, and connections with other cultures and subject areas. Instruction is primarily in the target language as emphasized in the State of California Foreign Language Frameworks.
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91207FRENCH 5-6EOne Year9, 10, 11, 12Students learn content and skills within the ranges of Intermediate High-Advanced Mid of the State of California Standards for World Languages. Course activities and assessements focus on effective communication in the interpretive, interpersonal and presentational modes as well as analysis of the cultural products, practices, perspectives and social conventions of francophone cultures, and making connections with other cultures and subject areas. Course content and skills emphasize the transition from a colloquial to a more formal command of the target language. Instruction is primarily in the target language as stated in the State of California Foreign Language Framework.
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91209FRENCH 7-8EOne Year9, 10, 11, 12Students learn content and skills that fall within the ranges of Advanced Low-Advanced High of the State of California Standards for World Languages, including content from other subject areas in French. Course activities and assessements focus on effective and formal communication in the interpretive, interpersonal and presentational modes as well as analysis of the cultural products, practices, perspectives and social conventions of francophone cultures and their relation to the student's own culture. Instruction is almost exclusively in the target language using authentic print, audio and audiovisual materials, as required in the State of California Foreign Language Framework.
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91214GERMAN 1-2EOne Year9, 10, 11, 12Students learn content and skills within the ranges of Novice Low-Novice High of the State of California Standards for World Languages. Course activities and assessements focus on effective communication in the interpretive, interpersonal and presentational modes as well as an awareness of the cultural products, practices, perspectives and social conventions of the German culture, and connections with other cultures and subject areas. Instruction is primarily in the target language as emphasized in the State of California Foreign Language Framework.
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91216GERMAN 3-4EOne Year9, 10, 11, 12Students learn content and skills within the ranges of Intermediate Low-Intermediate High of the State of California Standards for World Languages. Course activities and assessements focus on effective communication in the interpretive, interpersonal and presentational modes as well as an awareness of the cultural products, practices, perspectives and social conventions of the German culture, and connections with other cultures and subject areas. Instruction is primarily in the target language as emphasized in the State of California Foreign Language Frameworks.
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91218GERMAN 5-6EOne Year9, 10, 11, 12Students learn content and skills within the ranges of Intermediate High-Advanced Mid of the State of California Standards for World Languages. Course activities and assessements focus on effective communication in the interpretive, interpersonal and presentational modes as well as analysis of the cultural products, practices, perspectives and social conventions of the German culture, and making connections with other cultures and subject areas. Course content and skills emphasize the transition from a colloquial to a more formal command of the target language. Instruction is primarily in the target language as stated in the State of California Foreign Language Framework.
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91220GERMAN 7-8EOne Year9, 10, 11, 12Students learn content and skills that fall within the ranges of Advanced Low-Advanced High of the State of California Standards for World Languages, including content from other subject areas in German. Course activities and assessements focus on effective and formal communication in the interpretive, interpersonal and presentational modes as well as analysis of the cultural products, practices, perspectives and social conventions of the German culture and their relation to the student's own culture. Instruction is almost exclusively in the target language using authentic print, audio and audiovisual materials, as required in the State of California Foreign Language Framework.
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290429GUITAR ADVANCEDVAPAFOne Year9, 10, 11, 12Advanced Guitar is for students with previous formal training on the guitar. Students entering Intermediate or Advanced Guitar should be able to read and play at a minimum advanced elementary level. The emphasis of this course is on the further development of basic guitar technique, music reading skills, comprehension of more advanced music theory and harmony concepts, and the further development of personal practice habits and performance etiquette. In addition, students will continue to explore improvisatory playing and the interpretation of a “leadsheet.” Having a guitar at home is not required, but at this level access to a guitar outside of school is helpful. Students have a large amount of class time to practice independently on school instruments.
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290427GUITAR BEGINNINGVAPAFOne Year9, 10, 11, 12Guitar is a course for students with no previous experience or training on the guitar. The course addresses all five strands of the California Visual and Performing Arts Content Standards. The emphasis of this course is on the development of basic guitar techniques, music reading skills, comprehension of the fundamentals of music theory and harmony, as well as the development of personal practice habits and performance etiquette. Having a guitar at home is not required; students have adequate class time to practice independently on school instruments.
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290428GUITAR INTERMEDIATEVAPAFOne Year9, 10, 11, 12Intermediate Guitar is for students with previous formal training on the guitar. Students entering Intermediate Guitar should be able to read and play at a minimum advanced elementary level. The emphasis of this course is on the further development of basic guitar technique, music reading skills, comprehension of more advanced music theory and harmony concepts, and the further development of personal practice habits and performance etiquette. These courses address all five strands of the California Visual and Performing Arts Content Standards. Having a guitar at home is not required, but at this level access to a guitar outside of school is helpful. Students have a large amount of class time to practice independently on school instruments.
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98780HEALTH TRANSITION MOD/SEVEREOne Year12This course can address a broad range of health-related topics and is differentiated based on the needs and abilities of the students enrolled. Depending on students’ relevant IEP goals and needs, topics can include interpersonal relationships, daily living skills such as hygiene and dressing, nutrition, food preparation, and safety skills. This course puts emphasis on how these skills are applied in adult life-- at home, at work, and in the community. Instruction is differentiated based on student need and is primarily delivered in small groups with individual support as necessary. Student progress is measured based on the acquisition of new skills, including completing those skills with fewer supports or prompts.
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98802HEALTH TRANSITION MODERATEOne Year12This course can address a broad range of health-related topics, which is differentiated based on the needs and abilities of the students enrolled. Depending on students’ relevant IEP goals and needs, topics can include interpersonal relationships, daily living skills such as hygiene and dressing, nutrition, food preparation, and safety skills. The experiences presented in the course are designed to help students develop knowledge, understanding, habits, attitudes and ideals necessary to maintain physical, mental, and emotional health. The course may include a community-based component to promote generalization of skills and independence.
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95166HOSPITALITYOne Year9, 10, 11, 12This course is an introductory level course that provides students with an overview of the hospitality industry. In addition to being introduced to the career opportunities in the field, students are taught the employability skills needed to succeed in the business. Skills include customer service, ensuring guest satisfaction and ensuring guests are happy at the establishment at which they are customers. Students will also work on communication skills, organizational skills, interpersonal skills, problem-solving and team work. Students are exposed to hospitality service from both the consumer and the employee perspective to gain a greater understanding of what is required to be a successful employee. Upon completion of the course, students demonstrating proficiency of course standards may be ready for entry-level employment.
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92748HUMAN ANATOMY & PHYS HONORSDOne Year11, 12This course is a senior level lab science course designed to use analytical and practical approaches to study the structure and function of the human body, and thus providing students with skills for identifying anatomical structures and associated disorders. It covers the basic understanding of how the body is organized, how its different parts work, how various conditions affect its operation, and what happens when the human body is injured, diseased or placed under extreme stress. It assists students in acquiring and developing higher cognitive skills in relationship to their ability to solve practical, real-life anatomy and physiology problems. Special emphasis is placed on the physiological processes of the systems, organs, and tissues of the body. In depth laboratory assignments to develop critical thinking skills will be offered. Expected student outcomes include the understanding of anatomical composition and function, and differential assessment between normal and abnormal form. As an Honors course, this course will require students to demonstrate a higher level of mastery of skills and depth of knowlege.