Course Catalog and Guide for
College, Career, and Life-Ready Students
2016 - 2017
Sacramento City Unied School District
P.O. Box 246870
5735 47th Avenue
Sacramento, CA 95824
www.scusd.edu
© 2016 Sacramento City Unied School District - Revised 01/10/2017
Download the latest version at www.scusd.edu/hsguide
Board of Education
Christina Pritchett, President, Area 3
Jay Hansen, 1st Vice President, Area 1
Jessie Ryan, 2nd Vice President, Area 7
Ellen Cochrane, Area 2
Gustavo Arroyo, Area 4
Diana Rodriguez, Area 5
Darrel Woo, Area 6
Elizabeth Barry, Student Board Member
Executive Cabinet
José L. Banda, Superintendent
Cathy Allen, Chief Operations Ofcer
Lisa Allen, Interim Deputy Superintendent
Gerardo Castillo, Chief Business Ofcer
Elliot Lopez, Chief Information Ofcer
Cancy McArn, Chief Human Resource Ofcer
Al Rogers, Ed.D., Chief Strategy Ofcer
Gabe Ross, Chief Communications Ofcer
Iris Taylor, Ed.D, Interim Chief Academic Ofcer
The Sacramento City Unied School District prohibits discrimination, harassment, intimidation, and bullying based on
actual or perceived ancestry, age, color, disability, gender, gender identity, gender expression, nationality, race or ethnicity,
religion, sex, sexual orientation, parental, family or marital status, or association with a person or a group with one or
more of these actual or perceived characteristics.
Acknowledgments
Thank you to John F. Kennedy High School, whose excellent high school course catalog became the
inspiration for this document. And a very special thank you to the Course Code Work Group (CCWG);
a panel of relentless individuals who have spent countless hours on this project.
Goal of this Document ......................................................................................................................... 5
California State Standards .................................................................................................................... 2
Common Core State Standards (CCSS) ................................................................................................................. 3
Next Generation Science Standards (NGSS) ........................................................................................................ 3
California Career Technical Education Standards (CCTES) .............................................................................. 4
California Assessment of
Student Academic Performance and Progress (CAASPP) ................................................................................. 4
Overview of High Schools ................................................................................................................... 5
American Legion High School ................................................................................................................................ 6
Arthur A. Benjamin Health Professions High School ........................................................................................ 7
Capital City Independent School ............................................................................................................................ 8
C. K. McClatchy High School ................................................................................................................................. 9
George Washington Carver School of Arts & Science .................................................................................... 10
Hiram W. Johnson High School ............................................................................................................................11
John F. Kennedy High School ............................................................................................................................... 12
Kit Carson 7-12 International Baccalaureate Candidate School ...................................................................... 13
Luther Burbank High School ................................................................................................................................ 14
Rosemont High School ..........................................................................................................................................15
Sacramento Accelerated Academy ........................................................................................................................16
Sacramento New Technology High School .......................................................................................................17
School of Engineering And Science Middle/High School .............................................................................. 18
The Met Sacramento High School ...................................................................................................................... 19
West Campus High School ....................................................................................................................................20
College and Career Readiness .............................................................................................................21
SCUSD Graduate Prole ....................................................................................................................................... 22
Pathway Options ..................................................................................................................................................... 23
Small High School Options ................................................................................................................................... 23
Diagram of High School Pathway Options ........................................................................................................ 24
Career Pathway Interest Survey ............................................................................................................................ 25
The Linked Learning Approach ........................................................................................................................... 27
SCUSD vs UC/CSU Graduation Requirements ................................................................................................ 29
Using Online Courses to meet “a-g” Requirements .......................................................................................... 30
District Honors & Advanced Placement (AP) Courses .................................................................................... 30
Graduation Ceremony and Diploma ................................................................................................................... 30
Board Policy 6146.4 – Students with Exceptional Needs and IEPs ............................................................... 30
Seal of Biliteracy ...................................................................................................................................................... 31
Table of Contents
NCAA Requirements .............................................................................................................................................. 31
College and Military Entrance Assessments ....................................................................................................... 31
Fee Waivers ............................................................................................................................................................... 33
Registering for Tests ............................................................................................................................................... 33
Applying for Financial Aid .................................................................................................................................... 33
Preparing for Post-Secondary Education ........................................................................................................... 35
Planning for College in the 9th Grade ................................................................................................................. 36
Planning for College in the 10th Grade ............................................................................................................... 37
Planning for College in the 11th Grade ............................................................................................................... 38
Sacramento Pathways to Success 12th Grade Month-by-Month Planning for Attending CSU or Other
4-Year Institutions ................................................................................................................................................... 39
Sacramento Pathways to Success 12th Grade Month by Month Planning for Attending SCC or Other
2-Year Institutions ................................................................................................................................................... 42
Useful Tips and Dates to Remember ................................................................................................................... 45
Course Descriptions by Content Area ............................................................................................... 46
About this Section ...................................................................................................................................................47
Career Technical Education Classes ..................................................................................................................... 48
English Language Arts Classes ............................................................................................................................. 54
Mathematics Classes ...............................................................................................................................................62
Physical Education Classes .................................................................................................................................... 65
Science Classes .........................................................................................................................................................69
Social Science Classes ............................................................................................................................................. 76
Visual and Performing Arts Classes ..................................................................................................................... 83
World Language Classes .........................................................................................................................................88
Non-Departmental Classes .................................................................................................................................... 95
End of Document ............................................................................................................................. 101
Table of Contents (continued)
Goal of this Document
Page 1
Goal of this Document
The goal of this document is to provide students, their families, and school personnel with information that
will help prepare our students to be College, Career, and Life-Ready Graduates. You will nd among these
pages our high school course catalog, graduation requirements, college admissions guidelines, a graduate
prole, and information about career themed pathways that are available at each of our high schools.
The course catalog is designed to assist students in planning the most appropriate program for the next school
year as well as the remainder of their career in Sacramento City Unied. The student’s guidance counselor, and
pathway teachers are important resources for each student to plan a course of study and career path. Students,
parents, and school personnel should discuss each student’s selections in order to better support them through
their high school experience.
Course Selection Guidelines
The course descriptions contained in this catalog help students, families, and school personnel understand
district course offerings. In addition to descriptions of each course, details include the number of credits
offered and whether a course meets the UC/CSU requirements. Not all schools offer all the courses listed in
this catalog. Please contact your high school to conrm which courses are being offered.
Keeping Up To Date
This is a living document optimized to be used in a digital format. Each item in the Table of Contents and all
references to web site addresses (URLs) are hyper-linked for quick and easy navigation. Many graphical items
such as school and pathway logos are also linked to their respective web sites.
This is not a perfect document; however, you can help to make it better. If you see an error or have a
suggestion for improvement, please let us know by sending an email to [email protected] and we will do our
best to incorporate your suggestion in future revisions.
Get the Latest Version of this Document
www.scusd.edu/hsguide
Page 2
California State Standards
Page 3
Common Core State Standards (CCSS)
In August 2010, California adopted the Common Core State Standards for English language arts and math-
ematics for grades kindergarten through twelve. These standards are world-class and are designed to reect
the knowledge and skills that young people need for success in college and career. The standards initiative
was launched by and supported by the Council of Chief State School Ofcers and the National Governors
Association. The standards were developed through a state-led effort to establish consistent and clear educa-
tion standards for English language arts and mathematics across the nation and to position U.S. students to
be globally competitive. The standards are a common set of learning goals which helps teachers and parents
ensure students are challenged and making appropriate progress in each grade or grade band.
In the Common Core Standard adoption process, California added supporting standards to complete the
unique picture necessary for California students. The Common Core also added strength to the existing Cali-
fornia standards by including additional standards for vocabulary and new standards for collaborative discus-
sions. Literacy standards that focus on reading and writing instruction during history/social studies, science,
and technology also were included. In mathematics, standards were added to demonstrate a stronger emphasis
on number sense and algebraic thinking. Implementation of the Common Core in SCUSD began in 2010. For
more information, visit www.cde.ca.gov/re/cc/
Next Generation Science Standards (NGSS)
The California Department of Education (CDE) adopted the Next Generation Science Standards (NGSS) in
2013. Within the NGSS, there are three distinct and equally important dimensions to learning science. These
dimensions are combined to form each standard—or performance expectation—and each dimension works
with the other two to help students build a cohesive understanding of science over time. The three dimensions
are Crosscutting Concepts, Science and Engineering Practices, and Disciplinary Core Ideas.
Crosscutting Concepts help students explore connections across the four domains of science, including Phys-
ical Science, Life Science, Earth and Space Science, and Engineering Design. When these concepts, such as
“cause and effect”, are made explicit for students, they can help students develop coherent and scientical-
ly-based explanations for real world phenomenon.
Science and Engineering Practices are universal and describe what scientists do to investigate the natural world
and what engineers do to design and build systems. The practices better explain and extend what is meant by
“inquiry” in science and the range of cognitive, social, and physical practices that it requires. Students engage
in practices to build, deepen, and apply their knowledge of core ideas and crosscutting concepts.
The Disciplinary Core Ideas (DCIs), or content standards, are the key ideas in science that have broad im-
portance within or across multiple science or engineering disciplines. These core ideas build on each other
as students progress through grade levels and are grouped into the following four domains: Physical Science,
Life Science, Earth and Space Science, and Engineering. For more information, visit www.nextgenscience.org
Page 4
California Career Technical Education Standards (CCTES)
According to the California State Board of Education, these standards serve as the basis for the cur riculum
frameworks, instructional materials, and statewide assessments in California. The CCTE model curriculum
standards have been developed for use at the secondary level, grades seven through twelve. These standards
are comprised of foundation and pathway specic foundations.
The foundation standards that all students need to master to be successful in the career technical education
curriculum and in the workplace are closely aligned to the common core and match many of the attributes
outlined in the SCUSD Graduate Prole. The pathway standards are concise state ments that reect the essential
knowledge and skills students are expected to master to be successful in the career pathway. These standards
build on existing career technical education standards, academic content standards, and appropriate standards
estab lished by business and industry. For more information, visit www.cde.ca.gov/ci/ct/sf/ctemcstandards.asp
California Assessment of
Student Academic Performance and Progress (CAASPP)
With the adoption of new academic standards, the state of CA has also revised its assessment system. Beginning
in the 2014-15 school year the state assessments include Common Core aligned tests for English language arts
and mathematics. These assessments measure students progress towards attaining the higher level thinking
skills needed for college and career success. The assessments are computer-based and computer adaptive
meaning that the test will adjust and pose questions at varying levels of challenge based on the way the student
is answering the questions. The assessment is administered during the spring of the 11th grade year of high
school and results will provide a determination of Early Assessment of Program (EAP) college readiness.
With the new and improved test, teachers and leaders will have the information needed to adjust teaching and
improve learning, increasing each student’s opportunity to succeed. Scores from the new assessment will be
reported in the summer of each school year. Scores for the 2014-15 school year should not be compared to
scores from the previous STAR assessment. For more information, visit caaspp.cde.ca.gov
Page 5
Overview of High Schools
Page 6
American Legion High School is a WASC Accredited continuation high school,
which proudly works with students from diverse backgrounds and needs. The
students, faculty and staff have collaborated in building a quality program
to address these various student needs. American Legion students have the
opportunity to achieve their academic goals in a setting, which fosters student
ownership, responsibility, and self-respect. A student at American Legion High
School has numerous routes to achieve a high school diploma. These routes
include: a traditional route which allows students to take classes at an accelerated
rate, Independent Study where students can take up to four classes at a time
and Aventa Online computer classes or a combination of all three. All routes or
courses of study are aligned with the district and state content standards.
The American Legion staff is committed to producing College and Career Ready graduates which is aligned
with the District’s Strategic Pillar #1, Local Control Accountability Plan (LCAP) Goal #1 and School Quality
Improvement Index Principle 1. The staff at American Legion High School is committed to working with
students in a small classroom setting. The smaller class size provides a greater level of personalization which
allows teachers to support academic preparedness along with social/ emotional intervention which is a key
component for success for “at risk” students. American Legion also has an exemplary mentoring program
called the Men’s and Women’s Leadership Academy which monitors, mentors and motivates students who
want an opportunity to lead and organize activities for their fellow students.
The academic school year at American Legion High School consists of 3 equivalent semesters. Each semester
allows students to earn up to 30 credits and a total of 90 credits for the school year. Students participate
in a mandatory orientation before school begins which allows students to learn how American Legion can
help them in their academic and career goals. Students actively participate in charting their course towards
graduation and receive academic and behavioral reports every six weeks. Students at American Legion must
meet the same graduation requirements as a traditional high school student. Students at American Legion
with 130 credits or more are encouraged to create their own Graduate Prole to assist them in successfully
transitioning to a post secondary education or successful career.
American Legion High School is a school on the move and has more than tripled its enrollment and graduation
rate. The school has transitioned into being one of the top credit recovery options in Sacramento County with
over 20,000 credits earned each year from the 2012-2014 school years. The goal for the current school year is
to earn over 25,000 credits and graduate 120 students.
American Legion High School
3801 Broadway • Sacramento, CA 95817 • 916-277-6600
Richard Baranowski, Principal
Page 7
Arthur A. Benjamin Health Professions High School is a small innovative high
school in the Sacramento City Unied School District. The school opened in
2005 with support from the Bill and Melinda Gates Foundations, the James Irvine
Foundation and the California Endowment. The school is centered around the
implementation of a national health sciences curriculum across all of the core
and elective classes in the school. Teachers are not only experts in their content
area but they receive specialized training to teach using project-based units that
integrate healthcare topics with Common Core State Standards. Students at
Health Professions access an education that sets the bar high in the academics
and goes beyond the content areas to bring in real life learning connected to
their classroom learning. This integrated curriculum combines academics and
the health sciences helping to engage students by demonstrating real life applications through the use of
healthcare issues, practices and processes. In addition to learning about the importance of high academic
and behavioral achievement, students also have numerous opportunities to work side by side healthcare
professionals and visit healthcare settings through explorations, internships, and guided study tours. These
experiences provide insight into available careers, work expectations and educational requirements. In order
to achieve these goals the school partners with regional health care providers and post-secondary partners
like UC Davis Health System, Kaiser Permanente and Sacramento City College Allied Health Department,
just to name a few. Students interact with professionals active in health care elds to understand professional
expectations and gain experience in the eld. The school has a strong Dual Enrollment partnership with
Sacramento City College to engage students in completing college courses before they graduate from high
school.
Students who graduate from Health Professions do so college and career ready with a plan for life after high
school and experiences that will prepare them for the demands of college and the working world. Our mission
is: To provide students with an outstanding education, rich with relevant academic, application and leadership
experiences - using healthcare as a theme.
Health Professions
High School
(Arthur A. Benjamin)
Arthur A. Benjamin Health Professions High School
451 McClatchy Way • Sacramento, CA 95818 • 916-395-5010
Marla Clayton Johnson, Principal
Page 8
Capital City Independent School
7222 24th Avenue • Sacramento, CA 95822 • 916-433-5187
Michael Salman, Principal
Capital City School is one of the most innovative schools in the Sacramento City
Unied School District (SCUSD). Our goal is to customize a quality education
program for students whose needs are best met through study outside the
traditional setting. Our independent study strategy allows teachers and students
to confer one-on-one focusing on the student’s educational needs, interests,
aptitudes and abilities. Capital City School serves students in grades K-12. Full
accreditation (six years) from the Western Association of Schools and Colleges
(WASC) was granted to Capital City School in the year 2000. In February 2007,
we completed our second WASC review and received six years accreditation
with a renewal date of June 30, 2013. Course material, assignment criteria,
textbooks and standards adhere to a continuity that allows students to return to
the traditional school setting if they wish to do so. However, many students do make Capital City School their
school of choice.
Students and parents value the small school environment, one-on-one teaching strategy, individualized
educational plans and high standards. Capital City School has proven to be a catalyst for building self-esteem
and motivating students to get back on track. The staff ’s hard work is evident in the changed attitudes and
beliefs of students who were once underachievers. More than simply a means by which many students make
up lost credits and complete their requirements for graduation, Capitol City’s safe, caring environment fosters
academic and personal growth.
Page 9
Mission: C.K. McClatchy High School is an exciting, multicultural school
committed to seeing students grow and mature in their knowledge, wisdom,
discipline and social skills while becoming independent productive citizens.
C.K. McClatchy High school is celebrating its 77th year of service. C.K. McClatchy
Senior High School, which bears the name of Charles Kenny McClatchy, the late
editor and owner of The Sacramento Bee, is a product of the Public Works
Administration, one of the New Deal programs instituted by President Franklin
Roosevelt to stimulate the U.S. economy in the wake of the Great Depression.
Constructed in 1937 as Sacramento’s second high school, C.K. McClatchy has
earned an enviable reputation in the community. Countless graduates have
entered the elds of law, medicine, politics, education, the arts and the world of industry after continuing their
education in the universities and colleges of California as well as in notable colleges throughout the nation,
such as Harvard, Yale, MIT, and Columbia.
The academic programs at C.K. McClatchy are founded in the traditions of the school’s past with emphasis
placed on developing the skills of writing, thinking and computing so that all students have access to a
challenging and rigorous high school experience. C.K. McClatchy is home to four Academies –Humanities and
International Studies Program, AFJROTC, the Law & Public Policy Academy, and the Justice Academy. The
latter two Academies are supported by the SCUSD system-wide redesign Linked Learning effort. McClatchy
strives to develop well-rounded students. In addition to academics, CKM is represented by 29 Varsity sports,
50 Clubs that range the cultural gamut to Robotics, Moot Court, the National Honors Society and LGSA.
Outside of school CKM students are also encouraged to travel the world. CKM has taken students to Costa
Rica, Rwanda, Europe, Japan, Ghana, Nigeria and the Galapagos Islands.
C. K. McClatchy High School
3066 Freeport Boulevard • Sacramento, CA 95818 • 916-264-4400
Peter Lambert, Principal
McClatchy
Lions
Page 10
Our vision is to provide a public Waldorf high school education ensuring that
our students can successfully engage the world. George Washington Carver
School of Arts and Science is a four-year high school with an enrollment at 350
in grades 9 through 12. We anticipate growing each year until we reach capacity
at 400 students. Carver is a college preparatory school and stresses the value of
higher education. To that end, we have more stringent graduation requirements
than other high schools in Sacramento. We pair our graduation requirements
with the University of California entrance requirements.
Carver is proud of its cultural and socioeconomic diversity. Currently 51% of the
student population participates in the free or reduced lunch program. The ethnic
makeup is comprised of 6 nationalities, with the largest groups being Caucasian, Asian, African American,
Russian and Hispanic.
Carver received the Action Civics grant acknowledging the powerful education students receive in citizenship
and contributing to their community. All faculty attend Waldorf training every summer and professional
development throughout the school year through the WEST program (Waldorf Education Seminar for
Teachers). With a generous grant from the Sam Mazza Foundation we have planted a substantial garden and
small orchard. Students participate in sowing and harvesting our vegetables. The Mazza Foundation also
supports a rich and diverse arts program for all students.
George Washington Carver School of Arts and Science has two aims: to prepare students to be successful in
college and to help them learn about the world so they will come to know themselves.
To achieve this vision, we help students develop critical thinking and creative problem solving skills using a
rigorous college-preparatory curriculum that integrates the arts and issues of social justice and environmental
stewardship. Our dedicated teachers act as guides pointing the way so that students can nd their own unique
path toward becoming intelligent, self-condent, and socially responsible.
George Washington Carver
Social and
Environmental Justice
George Washington Carver School of Arts & Science
10101 Systems Parkway • Sacramento, CA 95827 • 916-228-5751
Allegra Alessandri, Principal
Page 11
Vision
Hiram Johnson High School provides innovative systems that support high
academic achievement for all students. In cooperation with parents and
community, we foster growth through rigorous courses of study and provide
opportunities for developing leadership, character, and citizenship to prepare
students for success in a competitive world.
Mission
• Provide a rigorous, standards-based curriculum and instruction enabling all students to meet and exceed
established measures of success;
• Ensure that all teaching is effective, meets the needs of all students, and promotes individual student
growth;
• Empower students in developing the condence and independence to make good decisions that will
enable them achieve their life potential;
• Consistently reinforce the value and importance of education so that all members of our community
understand their shared responsibilities in bringing about success;
• Be reective and evaluative practitioners who use data to guide curriculum and instructional practices;
• Include parents, students and community as active members of the school community in the decision-
making process.
Hiram W. Johnson High School
6879 14th Avenue • Sacramento, CA 95820 • 916-277-6300
Kal Phan, Principal
Page 12
Set on 44 park-like acres in the Pocket-Greenhaven neighborhood, John F.
Kennedy is an outstanding high school, featuring both traditional and innovative
course offerings presented by a caring and dedicated faculty. Students are
encouraged to seek success in a positive, safe environment, which fosters growth,
personal responsibility and a challenging curriculum. Individual and cultural
diversity is endorsed and supported so that all students receive the opportunity
to become engaged, productive citizens.
Parents and community members are a visible presence on campus. They
participate in many parent forums and school decision making committees.
Families support the school by walking the campus, beautifying the grounds,
and installing extra lighting. Cougar Parent Committee (CPC) volunteers assist
during orientation, testing, and other extracurricular activities.
The Program in America and California Exploration (PACE), founded by Sen. Gary Hart in 2001, is a four-
year college preparatory history and English program that explores these curricular areas from a uniquely
Californian perspective. The program features a summer component for incoming freshmen, numerous eld
trips, and outstanding guest speakers from a wide range of career paths.
The Manufacturing and Design (MaD) pathway is Kennedy’s newest program, offering many diverse
opportunities for students interested in product design and the development process, the principles of design,
computer aided design, fabrication and manufacturing processes, sustainability, and the principles of business,
entrepreneurship, and global design. An award winning and nationally recognized robotics program is also
offered via the MaD pathway.
The Criminal Justice Academy offers a program to students who are interested in exploring the eld of law
enforcement. The curriculum includes in-depth coverage of federal, state and local government and law plus
a rigorous physical education and training program for four years. Community service and family involvement
are required. The Sacramento Police Department provides cadet uniforms and offers summer employment
and assistance with college tuition.
The Marine Corps Junior ROTC offers a program to students who are interested in exploring a career in the
military. Kennedy has two Marine Corps teachers on campus who instruct students on leadership, discipline
and the Marine Corps curriculum. Community service and family involvement are required. The United States
Marine Corps provides cadet uniforms.
The Academy of Culinary Arts provides students opportunities to learn skills and explore career options.
The culinary courses use innovative lesson plans and activities to teach a wide range of topics which include
nutrition, food preparation and sanitation, serving and catering, and cooking skills. Advanced coursework
provides job shadowing and internship opportunities at local restaurants and hotel kitchens. The Cougar Cafe
houses a full scale commercial kitchen and an eating area that seats seventy-ve people.
Among Kennedy’s other curricular offerings are the arts, a wide variety of foreign language offerings, and
numerous advanced placement classes in English, Social Science, Science, Math, Art and World Languages.
John F. Kennedy features a varied physical education and athletic program with sixteen competitive sports
available to students.
John F. Kennedy High School
6715 Gloria Drive • Sacramento, CA 95831 • 916-433-5200
David VanNatten, Principal
Page 13
Kit Carson is an International Baccalaureate candidate school offering the
Middle Years Program in grades 7-10. The school is in the process of seeking
authorization as an International Baccalaureate World School offering grades
7-12. Expansion will occur over a four year period through 2017 with an
additional grade level being added each year.
The school climate at Kit Carson supports a multi-culturally rich environment
where diversity is celebrated. The IB Learner Prole characteristics are woven
through our curriculum and students learn important lessons that will serve
them well throughout life.
Long-time residents of the East Sac community have fond memories of the original building which was
constructed in 1933, and of the
storied past of the school. The “new” Kit Carson, built in 1976, recognizes time-honored Pioneer traditions
while at the same time focusing on progressive, forward thinking instructional practices which have led us to
this IB path. Innovation, creativity and collaboration are valued at Kit Carson. Our work is guided by a focus
on improving achievement through student centered instruction.
Our campus is home to many different languages and cultures that truly reect the diversity of our city. This
multi-cultural makeup is something we celebrate, and we believe that diversity enhances the positive experiences
for our students. Currently we serve a student population from many communities of the greater Sacramento
area. With college and career readiness through an International Baccalaureate educational experience being
the goal for all Kit Carson students, our unifying slogan is, “The road to college begins here.”
Kit Carson
International
Baccalaureate
Candidate School
Kit Carson 7-12 International Baccalaureate Candidate School
5301 N. Street • Sacramento, CA 95819 • 916-277-6750
Santiago Chapa, Principal
Page 14
Luther Burbank High School is a comprehensive four-year high school located
in South Sacramento. The school is dedicated to preparing our diverse student
population for the challenges of college and career. In order to fulll that promise
the school provides programs that range from English Language Development
to International Baccalaureate Diploma. Our Hmong, Latino, African American,
Indian, Vietnamese, Pacic Islander students, among others, all share in the rich
fabric of diversity the school culture provides.
In an effort to create an educational environment based on relationships and
individual learning, the school has been organized into small learning communities
(SLC). Rather than a single large school of 1700, we are a campus of six small
learning communities, each centered around an academic pathway theme, where students are placed into
groups of approximately 300 students and share the same “core” teachers, as well as a geographical area of
the school site itself. The smaller learning communities allow for a more personalized instructional experience.
In addition to more personalized instruction, the themes of the small learning communities allow the campus
to better connect to the community at large, making instruction more relevant to students as they see, and
experience, how curriculum translates to the world beyond our walls. The themes of our small learning
communities are: Medical and Health Science, Law and Social Justice, Information Technology, Construction
and Design, Visual and Performing Arts, and Global Studies.
Luther Burbank High School is proud to be an International Baccalaureate World High School offering the
International Baccalaureate Diploma Program.
Luther Burbank High School
3500 Florin Road• Sacramento, CA 95823 • 916-433-5100
Jim Peterson, Principal
Page 15
Rosemont High School strives to provide a world-class high school experience
that is challenging, engaging and designed to move all students along their
chosen academic path. Through a safe, inclusive, positive campus environment,
including a focus on social and emotional learning (SEL) and rigorous programs,
we support college and career readiness for all of our graduates.
The newest of all comprehensive SCUSD high schools, Rosemont offers state-
of-the-art facilities including a performing arts theater, Olympic “fast” pool,
professional-grade television studio, two gymnasiums and a new turf football
eld in the most modern sports complex in SCUSD. Students can choose from
several academic pathways, ESEA (Energy, Science and Engineering), Green
(environmental science and the culinary arts) and LEAD (Rosemont’s criteria-based AP program), which offer
more personalized instruction and cross-curricular exploration of content. We are also in the planning stages
of a new arts and media pathway that will bring together our art, drama, music and media production programs.
Through the expanded use of digital technology in our classrooms, students learn valuable competencies and
create and share content to demonstrate learning. All Rosemont students have opportunities to engage in a
variety of extra-curricular activities including drama, robotics, art, gardening, boxing, yoga, debate, media
production and sports. We also support the learning of all students through a comprehensive after-school
program that includes tutoring and other forms of intervention.
No matter what their academic focus, Rosemont High School graduates are prepared with the critical thinking
skills and social emotional competencies they need to be successful in their post-secondary path, their career
and in life.
ROSEMONT
HIGH SCHOOL
Rosemont High School
9594 Kiefer Road • Sacramento, CA 95827 • 916-228-5844
Elizabeth Vigil, Principal
Page 16
Sacramento Accelerated Academy (SAA) is the district’s online credit recovery
program and is located behind the district Enrollment Center on 47th Ave. SAA
students complete courses in a computer lab setting with the assistance of teachers
who are on –site as well as online teachers through email, chat and video conferencing.
Enrollment at SAA is approved through the Student Hearing and Placement Ofce
at the SCUSD district ofces.
In order to meet the specic needs of each student, teachers carefully review
transcripts and create an individualized learning plan for each student. Students are
then enrolled in online classes where they are expected to work at an accelerated
pace relative to the course completion rate of a standard high school schedule of 6
periods a day.
Sacramento Accelerated Academy takes full advantage of technology in the classroom. SAA utilizes 5 computer labs
of 30 seats each, for a total of 150 seats. The school follows and AM and PM schedule allowing for 300 students
to be enrolled at any one time. The online courses are hosted by an outside vendor who delivers courses aligned
to Common Core Standards using highly-qualied, California credentialed teachers. The online program utilizes a
variety of teaching methods and styles that appeal to a broad spectrum of learning styles.
The SAA staff is comprised of teachers and support staff who believe in every student’s ability to improve and
take ownership of their future. They take pride in creating an environment that is free of distractions, conducive to
learning, fosters independence and affords each student with an opportunity to be successful.
Sacramento Accelerated Academy works with the local community colleges to help build a bridge and seamless
transition between high school and higher education. SAA students have the option to participate in a newly
developed “Learning Through Internships” program which places students in a work environment to learn real-
world skills while exploring post –high school options. Students also participate in Social Emotional Learning
instruction to help them better adjust to adulthood and life beyond academics.
Sacramento Accelerated Academy will continue to work in the best interest of the students and will help equip them
with the tools necessary to be successful and productive members of their communities and society.
Sacramento Accelerated Academy
5735 47th Avenue • Sacramento, CA 95824 • 916-433-2927
Kirk Arnoldy, Lead Teacher
Page 17
Instruction at New Tech is different than at most high schools. We use Project
Based Learning (PBL) almost exclusively and rely on our smaller environment to
be more tuned to each other’s needs. Team Teaching allows teachers to integrate
their respective curriculum to enhance the power of PBL. Students are given a
project with an end-goal in mind, and are provided workshops, tutorials, and
other scaffolding which they apply toward completion of their nal product.
Students do not work in isolation at New Tech. Projects are completed in
groups, graded by quality, presentations, and group process. Students collaborate
to solve problems together and come up with better solutions than they could
individually.
We work to create a welcoming atmosphere where everyone feels accepted. Students and teachers join
together to make our environment a positive and safe one so the emphasis can be on teaching and learning.
The educational environment reects a professional atmosphere; there are no bells and relationships between
staff and students are more like a mentor/mentee rather than teacher/student.
Collaboration is maximized and lecturing is minimized! A different relationship is built; one established on a
higher level of trust, respect, and responsibility than typically found in most schools.
Sacramento New Technology High School
1400 Dickson Street • Sacramento, CA 95822 • 916-433-2839
Kenneth Durham, Principal
Sacramento
New Technology
School of Design
Page 18
The School of Engineering and Sciences provides open access to a rigorous
academic and technical course sequence. We insist on high levels of learning for
all students with the ultimate goal of increasing the diversity of the science and
engineering workforce living and working in Sacramento.
As a industry-themed school, we have adopted a school structure and instructional
techniques that allow our students to better learn about and experience careers
in the elds of engineering and science. All students at SES take an engineering
course each year in addition to the standard academic core courses (ELA, Math,
History, etc). These engineering courses expose students to various types of
engineering, help them develop marketable job skills, and serve as a platform for
many of the school’s integrated unit projects. Integrated unit projects are a particular form of project-based
learning in which groups of students are asked to solve a real world problem using information and skills
from their core courses, including engineering. Students complete 4 integrated units each year ranging from
science fair to green technology to drug addiction. Students have the opportunity to participate in many extra
curricular activities, such as competitive sports, FIRST robotics and student government. High School CIF
Athletic programs are open to students at West Campus High School.
The adult leadership will provide an environment for a student that is safe, orderly and conducive to
purposefully engaged learning. Students will focus on unique course work and mentorships aligned to their
personal goals. Students have numerous opportunities to interact with professionals in a variety of scientic
elds of study through career explorations and regional study tours. Regional science competitions are a
part of the comprehensive activities program. Students will also have the opportunity to enroll in early
college coursework at California State University Sacramento while enrolled in high school. The School of
Engineering and Sciences is proud of the many existing partnerships between the School and the community
organizations and businesses. Students have the opportunity to participate in sports and Student Government.
High School CIF Athletic programs are open to students at West Campus high school.
School of Engineering And Science Middle/High School
7345 Gloria Street • Sacramento, CA 95831 • 916-433-2960
Jim Hayes, Principal
School of
Engineering
and Sciences
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Founded in 2003, Met Sacramento High School is one of the district’s most
innovative small high schools. Met Sac is one of 100 schools nationwide that
follows The Big Picture Learning program, which believes that schools must be
personalized, educating every student equally, one student at a time. Each student’s
learning plan should grow out of his or her unique needs, interests, and passions.
Met Sac prides itself on real-world learning, rigorous curriculum and a deep
connection with all 300 of its students. We accomplish this with a student-friendly
1:25 student-to-teacher ratio. At Met Sac, we create academically rigorous project
work for each student that combines The Big Picture Learning program’s Five
Learning goals—empirical reasoning, quantitative reasoning, communication,
social reasoning, and personal qualities—with the student’s personal interests and passions.
All students are required to learn through internships, ranging from work at the state capital, other schools,
lawyers’ ofces, the zoo, various retail shops and a myriad of other local establishments. These internships both
allow students to learn from mentors in the real world and transform the school into a shining community asset.
We have 13 teachers who are also referred to as advisors because they act as school counselors. These teacher-
advisors, whom students work with their entire high school career, are the heart and soul of the school. Advisors
are coaches, mentors, teachers, and managers who meet with families and guide students in learning how to
manage their time, plan their work, nd internships, and complete projects. Many students describe their advisor
as family; often lifelong friendships are formed. In addition to those advisors, we have 3 support teachers and an
RSP teacher, all of whom contribute to Met student’s academic and social growth.
No matter what their chosen course, all students are required to develop post-high school plans, which include
college, foreign exchange, or going into the work world. By continuing strong relationships with students and
their families, we nurture student success.
The MET Sacramento
A Big Picture School
The Met Sacramento High School
810 V Street • Sacramento, CA 95818 •916-264-4700
Vincent Wolfe, Principal
Page 20
West Campus is a college preparatory high school serving academically motivated
students from the culturally and socioeconomically diverse neighborhoods
throughout the city of Sacramento.
West Campus is small, with an enrollment of 855, and is the highest achieving
school in the greater Sacramento area. With CAASPP scores of 93% in ELA
and 76% in Math, students are meeting and exceeding state standards. West
Campus is recognized as both a Distinguished & Blue Ribbon School, which
provides a rigorous standards driven academic program with the single purpose
of preparing students for post secondary success.
The high achieving students are the pride of West Campus High School. West Campus is known for its safe
and positive environment where nearly all of the students participate in some type of extracurricular activity.
Our athletic teams routinely compete for league championships and our Engineering program is developing
wonderfully. The academic progress of the student body is highly supported through interventions in our
after school tutoring program that provides core support, enrichment, tutoring and technology access.
Over 76% of our graduating class met the A-G requirements for admission to the University of California
system.
West Campus
WEST CAMPUS HIGH SCHOOL
West Campus High School
5022 58th Street • Sacramento, CA 95820 • 916-277-6400
David Rodriguez, Principal
Page 21
College and Career Readiness
Page 22
SCUSD Graduate Prole
Our Graduate Prole lists the skills and competencies students will develop and master as they progress from
kindergarten to graduation from high school. Our graduates demonstrate college, career, and life-readiness by
being procient in these competencies and applying the skills listed below:
Critical Thinking and Problem Solving
Applying knowledge, skills, and experience to solve problems arising in the work place and everyday life.
Asking the right questions while exercising critical thinking and problem solving skills.
Demonstrating intentional meta-cognition in decision-making.
Creativity, Innovation, and Entrepreneurship
Creating original works while keeping the outcome and audience in mind.
Employing and documenting a systematic approach to creative thinking and design.
Taking the initiative to try new things: reect, accept, and grow from setbacks and critical feedback.
Communication and Collaboration
Articulating ideas clearly and coherently in oral, written, and non-verbal communication, while keeping in
mind task, discipline, and audience.
Cooperating and sharing responsibility for collaborative work by valuing all contributions and evidence.
Using social awareness and interpersonal skills to establish and maintain positive relationships.
Media Evaluation and Application
Accessing and evaluating information from a wide variety of sources.
Using digital tools to create authentic relevant projects that demonstrate complex conceptual understand-
ings.
Using digital tools to effectively communicate and collaborate.
Using digital tools ethically in his/her personal and professional lives.
Able to use digital tools with a global perspective.
Life and Leadership Skills
Developing self-awareness and self-management skills to achieve school and life success.
Develop relevant strategies and take action to realize post-secondary goals.
Demonstrating respect for multiple perspectives and actively seeking to understand other cultures.
Conducting themselves ethically and with integrity in personal and professional relationships.
Engaging in and creating opportunities to be of service in the community; and participating in local,
national, and global communities.
Demonstrating decision-making skills and responsible behaviors in personal, school, and community
contexts.
Page 23
Pathway Options
Students have many options to choose from when deciding which high school they would like to attend.
For most it will be their neighborhood school, for others it will be a school that offers options that are most
appealing to them. Because SCUSD is an open enrollment district, students and their families have a choice
(depending on availability) when it comes to their high school experience.
SCUSD is a Linked Learning school district and offers 21 Linked Learning pathways spread over 10 different
high schools. Students are encouraged to participate in a pathway starting in the 9th or 10th grade. Linked
Learning pathways are open to all high school students.
Criterion Based Programs are an alternative to Linked Learning pathways, however, students must meet cer-
tain requirements before they can enroll.
The different types of pathways are listed below:
Linked Learning Linked Learning is a career-themed approach to teaching and learning that
prepares students for their future by linking academic preparation for post-
secondary education with professional skills for success in the workplace.
Students study within an industry sector of interests offering challenging
academics and career technical skills in the classroom while getting real-world
experience through work-based learning opportunities.
California Partnership
Academy (CPA)
All CPAs in our district use the Linked Learning approach for teaching and
learning; however, there are some requirements that must be met in order
for a CPA to qualify for additional state funding. Students should consult the
academy’s lead teacher for pathway enrollment requirements.
Criterion Based Program Each large high school has their own criterion-based pathway. Please consult
appropriate school personnel for pathway enrollment requirements.
Small High School Options
School Focus
Arthur A. Benjamin Health
Professions High School
A Linked Learning school with a focus on health care.
George Washington Carver
School of Art and Science
A Waldorf inspired Linked Learning school that is based on critical
thinking (head), creative expression (heart), and wholesome action
(hands).
Kit Carson Middle/High School A 7-12 Grade International Baccalaureate Candidate School.
Sacramento New Technology
High School
A Linked Learning school with a with a focus on design and
information/communication technology.
School of Engineering and
Sciences
A Linked Learning school with a focus on engineering and sciences.
The Met Sacramento A Linked Learning school with a focus on real-world experiences
delivered through an industry internship model.
West Campus High School A criterion based high school with a focus on rigorous academics.
Page 24
Diagram of High School Pathway Options
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Rosemont High School
Green Academy -
Culinary Arts
Energy, Science,
Engineering Academy
LEAD
Leadership and
Enrichment through
Academic Development
ROSEMONT
HIGH SCHOOL
RHS
Hiram W. Johnson High School
Johnson Corporate
Business Academy
Johnson
Law Academy
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Health and Medical
Science Academy
Luther Burbank High School
Law and
Social Justice
Medicine and
Health Services
Global Studies
(IB)
Construction &
Design
Visual and
Performing Arts
Business and
Information Technology
C. K. McClatchy High School
Criminal
Justice Academy
Humanities
and International
Studies
Law & Public Policy
Academy
McClatchy
Lions
John F. Kennedy High School
Program in
American &
California
Exploration
Criminal Justice &
Community Service
Manufacturing
and Design
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Academy of
Culinary Arts
Small High Schools
Arthur A. Benjamin
Health Professions
High School
George Washington Carver
Social and
Environmental Justice
Sacramento
New Technology
School of Design
School of
Engineering
and Sciences
The MET Sacramento
A Big Picture School
West Campus
Kit Carson
International
Baccalaureate
Candidate School
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Linked Learning Pathway
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California Partnership Academy
Criterion Based School/Program
Page 25
Career Interests Survey (adapted from the RIASEC test) 10/2015 KLL
Find out by completing steps 1-3 below.
Step 1 – Read each statement. If you agree, fill in the circle.
These people are often
good at mechanical or
athletic jobs.
Career Pathways:
Natural Resources
Health Services
Engineering &
Design
Arts &
Communication
These people like to
work with other people,
rather than things.
Career Pathways:
Health Services
Public & Human
Services
Education &
Family Services
Arts &
Communication
These people like to
watch, learn, analyze
and solve problems.
Career Pathways:
Health Services
Business
Public & Human
Services
Engineering &
Design
Education &
Family Services
These people like to
work with others and
enjoy persuading and
performing.
Career Pathways:
Business
Public & Human
Services
Arts &
Communication
Education &
Family Services
These people like to
work in unstructured
situations where they
can use their creativity.
Career Pathways:
Public & Human
Services
Arts &
Communication
Education &
Family Services
Engineering &
Design
These people are very
detail oriented,
organized and like to
work with data.
Career Pathways:
Health Services
Business
Engineering &
Design
Public & Human
Services
I like to work on cars.
O
I like to do puzzles.
O
I am good at working independently.
O
I like to work in teams.
O
I am an ambitious person; I set goals for myself.
O
I like to organize things (files, desks/offices).
O
I like to build things.
O
I like to read about art and music.
O
I like to have clear instructions to follow.
O
I like to try to influence or persuade others.
O
I like to do experiments.
O
I like to teach or train people.
O
I like trying to help people solve their problems.
O
I like to take care of animals.
O
I wouldn't mind working 8 hours per day in an office.
O
I like selling things.
O
I like creative writing.
O
I enjoy science.
O
I am quick to take on new responsibilities.
O
I am interested in healing people.
O
I enjoy trying to figure out how things work.
O
I like putting things together or assembling things.
O
I am a creative person.
O
I pay attention to details.
O
I like to do filing or typing.
O
I like to analyze things (problems/situations).
O
I like to play instruments or sing.
O
I enjoy learning about other cultures.
O
I would like to start my own business.
O
I like to cook.
O
I like acting in plays.
O
I am a practical person.
O
I like working with numbers or charts.
O
I like to get into discussions about issues.
O
I am good at keeping records of my work.
O
I like to lead.
O
I like working outdoors.
O
I would like to work in an office.
O
I am good at math.
O
I like helping people.
O
I like to draw.
O
I like to give speeches.
O
Step 2 – How many circles filled in for each column?
Write the total for each column.
Step 3 – Circle the three with the highest scores.
Look over to the right for related career pathways.
Career Pathway Interest Survey
Which career pathways are right for you?
Page 26
Career Interests Survey (adapted from the RIASEC test) 10/2015 KLL
If you scored high on , you may want to learn more
about these SCUSD pathways:
George Washington Carver – Social and Environmental Justice
The MET Sacramento High School
Health Professions High School – Careers in Health Pathway
Health & Medical Science Academy @Hiram Johnson High School
Medicine & Health Sciences @Luther Burbank High School
New Tech High School
School of Engineering and Science – Engineering Pathway
Energy, Science and Engineering Academy @Rosemont High School
Manufacturing and Design Pathway @John F. Kennedy High School
Construction & Design @Luther Burbank High School
Green Academy: Urban Ag, Food & the Environment @Rosemont HS
Academy of Culinary Arts @John F. Kennedy High School
Global Studies @Luther Burbank High School
Visual & Performing Arts @Luther Burbank High School
If you scored high on , you may want to learn more about
these SCUSD pathways:
George Washington Carver – Social and Environmental Justice
The MET Sacramento High School
Health Professions High School – Careers in Health Pathway
Health & Medical Science Academy @Hiram Johnson High School
Medicine & Health Sciences @Luther Burbank High School
Criminal Justice Academy @C.K. McClatchy High School
Law & Public Policy Academy @C.K. McClatchy High School
Law & Social Justice @Luther Burbank High School
Johnson Law Academy @Hiram Johnson High School
Criminal Justice & Community Service @John F. Kennedy HS
Green Academy: Urban Ag, Food & the Environment @Rosemont HS
Academy of Culinary Arts @John F. Kennedy High School
Global Studies @Luther Burbank High School
Visual & Performing Arts @Luther Burbank High School
If you scored high on , you may want to learn more
about these SCUSD pathways:
George Washington Carver – Social and Environmental Justice
The MET Sacramento High School
Health Professions High School – Careers in Health Pathway
Health & Medical Science Academy @Hiram Johnson High School
Medicine & Health Sciences @Luther Burbank High School
New Tech High School
School of Engineering and Science – Engineering Pathway
Energy, Science and Engineering Academy @Rosemont High School
Manufacturing and Design Pathway @John F. Kennedy High School
Construction & Design @Luther Burbank High School
Criminal Justice Academy @C.K. McClatchy High School
Law & Public Policy Academy @C.K. McClatchy High School
Law & Social Justice @Luther Burbank High School
Johnson Law Academy @Hiram Johnson High School
Criminal Justice & Community Service @John F. Kennedy HS
Johnson Corporate Business Academy @Hiram Johnson HS
Business & Information Technology @Luther Burbank High School
Green Academy: Urban Ag, Food & the Environment @Rosemont HS
Academy of Culinary Arts @John F. Kennedy High School
If you scored high on , you may want to learn more
about these SCUSD pathways:
George Washington Carver – Social and Environmental Justice
The MET Sacramento High School
New Tech High School
Criminal Justice Academy @C.K. McClatchy High School
Law & Public Policy Academy @C.K. McClatchy High School
Law & Social Justice @Luther Burbank High School
Johnson Law Academy @Hiram Johnson High School
Criminal Justice & Community Service @John F. Kennedy HS
Johnson Corporate Business Academy @Hiram Johnson HS
Business & Information Technology @Luther Burbank High School
Green Academy: Urban Ag, Food & the Environment @Rosemont HS
Academy of Culinary Arts @John F. Kennedy High School
Global Studies @Luther Burbank High School
Visual & Performing Arts @Luther Burbank High School
If you scored high on , you may want to learn more about
these SCUSD pathways:
George Washington Carver – Social and Environmental Justice
The MET Sacramento High School
New Tech High School
School of Engineering and Science – Engineering Pathway
Energy, Science and Engineering Academy @Rosemont High School
Manufacturing and Design Pathway @John F. Kennedy High School
Construction & Design @Luther Burbank High School
Criminal Justice Academy @C.K. McClatchy High School
Law & Public Policy Academy @C.K. McClatchy High School
Law & Social Justice @Luther Burbank High School
Johnson Law Academy @Hiram Johnson High School
Criminal Justice & Community Service @John F. Kennedy HS
Green Academy: Urban Ag, Food & the Environment @Rosemont HS
Academy of Culinary Arts @John F. Kennedy High School
Global Studies @Luther Burbank High School
Visual & Performing Arts @Luther Burbank High School
If you scored high on , you may want to learn
more about these SCUSD pathways:
George Washington Carver – Social and Environmental Justice
The MET Sacramento High School
Health Professions High School – Careers in Health Pathway
Health & Medical Science Academy @Hiram Johnson High School
Medicine & Health Sciences @Luther Burbank High School
School of Engineering and Science – Engineering Pathway
Energy, Science and Engineering Academy @Rosemont High School
Manufacturing and Design Pathway @John F. Kennedy High School
Construction & Design @Luther Burbank High School
Criminal Justice Academy @C.K. McClatchy High School
Law & Public Policy Academy @C.K. McClatchy High School
Law & Social Justice @Luther Burbank High School
Johnson Law Academy @Hiram Johnson High School
Criminal Justice & Community Service @John F. Kennedy HS
Johnson Corporate Business Academy @Hiram Johnson HS
Business & Information Technology @Luther Burbank High School
Green Academy: Urban Ag, Food & the Environment @Rosemont HS
Academy of Culinary Arts @John F. Kennedy High School
Page 27
The Linked Learning Approach
What is Linked Learning?
Linked Learning transforms students’ high school experience by bringing together strong academics,
demanding technical education, and real world experience that helps students gain an advantage in high
school, postsecondary education, and careers. Linked Learning students follow industry-themed pathways in
a wide range of elds, such as engineering, arts and media, biomedicine and health. These pathways prepare
high school students for career and a full range of postsecondary options, including attending a 2- or 4-year
college or university, an apprenticeship, the military, and formal employment training. A well-designed Linked
Learning pathway consists of four core components:
• An academic component that includes the English, mathematics, science, history, and foreign language
courses that prepare students to transition, without remediation, to the state’s community colleges and
universities, as well as to apprenticeships and formal employment training programs.
• A technical component of three or more courses that help students gain the knowledge and skills that
can give them a head start on a successful career.
• A series of work-based learning opportunities that begin with mentoring and job shadowing and evolve
into intensive internships, school based enterprises, or virtual apprenticeships.
• Support services including counseling and supplemental instruction in reading, writing, and mathematics
that help students master the advanced academic and technical content necessary for success in college
and career.
Evidence of Success
• Linked Learning certied pathway students are less likely to drop out and more likely to graduate than
similar students in traditional high school programs.
• Linked Learning students are earning more credits than similar peers in traditional high schools, which
is critical for on-time graduation.
• Students coming into Linked Learning with low prior achievement scores demonstrate greater academic
success than similar students enrolled in traditional high schools.
• English language learners earned 15 more credits, and African American students earned nearly double
that—equaling more than an additional semester’s worth—than similar students in traditional high
school programs.
• Compared with their peers, students report greater condence in their life and career skills, and say they
are experiencing more rigorous, integrated, and relevant instruction.
• As a result of the mounting evidence of Linked Learning’s effectiveness, the State of California has
committed approximately $2 billion to help schools and regions establish and expand Linked Learning
pathways. The State Linked Learning Pilot Program includes 63 participating school districts and
county ofces of education. CDE, California Community Colleges and The James Irvine Foundation
are providing $7 million for pilot implementation. The state budget also includes two rounds of $250
million for the California Career Pathways Trust, a grant program incentivizing collaboration between
schools and employers to support Linked Learning.
Page 28
SUCCESS
ON THE PATH TO
and for working in a group
to achieve a shared goal.
2
1 Warner, M., Caspary, K., Arshan, N., Stites, R., Padilla, C., Park, C., Patel, D., Wolf, B., Astudillo, S., Harless, E., Ammah-Tagoe, N., McCracken, M. & Adelman, N. SRI International. (2015).
Taking stock of the California Linked Learning District Initiative. Sixth-year evaluation report. Menlo Park, CA: SRI International.
2 Guha, R., Caspary, K., Stites, R., Padilla, C., Arshan, N., Park, C., Tse, V., Astudillo, S., Black, A., & Adelman, N. (2014). Taking stock of the California Linked Learning District Initiative.
Fifth-year evaluation report. Menlo Park, CA: SRI International.
High
School
Linked Learning certified pathway students
are less likely to drop out and more likely to
graduate than similar students in traditional
high school programs.
1
Linked Learning students, on average,
accumulated 13.3 more
credits—equivalent to 2.6 more
courses or about a half of a
semester—over the four years of high
school.
1
Students coming into Linked Learning
with low prior achievement were
less likely to drop out, accumulated
more credits, completed more
a-g courses, and had higher GPAs
than similar students enrolled in
traditional high schools.
1
English language learners, earned
15.2 more credits and African American
students earned 29.3 more
credits—more than an additional
semester’s worth—than similar students
in traditional high school programs.
1
Linked Learning students reported improvement
in specific professional skills. When compared
with their peers:
Linked Learning is a proven approach to education that combines
college-focused academics, work-based learning and intensive student
supports. By centering high school around industry themes, learning
becomes relevant. Students graduate with the skills and confidence to
succeed in college, career and life. To learn more, visit LinkedLearning.org
College
Compared with their peers, more
pathway students (+10 percentage
points) reported seeing connections
between what they learned in the
classroom and the real world.
2
Pathway students are +12 percentage points
more likely to report having support
navigating decisions on what they wanted to
do after graduation than their peers.
2
Career
+22
percentage
points
+17
percentage
points
+21
percentage
points
+20
percentage
points
Linked Learning students were
more likely to report improved
presentation skills.
2
Linked Learning students were
more likely to judge correctly
whether they can trust the
results of an online search.
2
Compared with their peers, Linked Learning
students were more likely to report that
high school prepares them for working with
people in professional settings
SUCCESS
ON THE PATH TO
and for working in a group
to achieve a shared goal.
2
1 Warner, M., Caspary, K., Arshan, N., Stites, R., Padilla, C., Park, C., Patel, D., Wolf, B., Astudillo, S., Harless, E., Ammah-Tagoe, N., McCracken, M. & Adelman, N. SRI International. (2015).
Taking stock of the California Linked Learning District Initiative. Sixth-year evaluation report. Menlo Park, CA: SRI International.
2 Guha, R., Caspary, K., Stites, R., Padilla, C., Arshan, N., Park, C., Tse, V., Astudillo, S., Black, A., & Adelman, N. (2014). Taking stock of the California Linked Learning District Initiative.
Fifth-year evaluation report. Menlo Park, CA: SRI International.
High
School
Linked Learning certified pathway students
are less likely to drop out and more likely to
graduate than similar students in traditional
high school programs.
1
Linked Learning students, on average,
accumulated 13.3 more
credits—equivalent to 2.6 more
courses or about a half of a
semester—over the four years of high
school.
1
Students coming into Linked Learning
with low prior achievement were
less likely to drop out, accumulated
more credits, completed more
a-g courses, and had higher GPAs
than similar students enrolled in
traditional high schools.
1
English language learners, earned
15.2 more credits and African American
students earned 29.3 more
credits—more than an additional
semester’s worth—than similar students
in traditional high school programs.
1
Linked Learning students reported improvement
in specific professional skills. When compared
with their peers:
Linked Learning is a proven approach to education that combines
college-focused academics, work-based learning and intensive student
supports. By centering high school around industry themes, learning
becomes relevant. Students graduate with the skills and confidence to
succeed in college, career and life. To learn more, visit LinkedLearning.org
College
Compared with their peers, more
pathway students (+10 percentage
points) reported seeing connections
between what they learned in the
classroom and the real world.
2
Pathway students are +12 percentage points
more likely to report having support
navigating decisions on what they wanted to
do after graduation than their peers.
2
Career
+22
percentage
points
+17
percentage
points
+21
percentage
points
+20
percentage
points
Linked Learning students were
more likely to report improved
presentation skills.
2
Linked Learning students were
more likely to judge correctly
whether they can trust the
results of an online search.
2
Compared with their peers, Linked Learning
students were more likely to report that
high school prepares them for working with
people in professional settings
Page 29
SCUSD vs UC/CSU Graduation Requirements
To qualify for UC/CSU admissions, students must take courses that have been approved by the Regents of
the UC as meeting their requirements and must be passed with a grade of C or better). Courses that receive
a grade of F do not earn any credits. Courses not completed with a passing grade of a C or better must be
retaken to earn credit toward college admission. For an ofcial list of the UC approved courses for your
high school, please visit the UC Doorways website at www.ucop.edu/agguide
Subject
SCUSD High School
Graduation Requirements
UC/CSU Entrance Requirements and
Recommendations for Community College
Social Science
40 Credits/4 years
Geography (5)
Contemporary Global Issues (5)
World History (10)
U.S. History (10)
American Government (5)
Economics (5)
2 years (“a”)
2 years History-Social Sciences to include: one year of
World History, one year of U.S. History or one half
year of U.S. History and one half year of Civics or
Government
English
40 Credits/4 years
4 years (“b”)
ERWC recommended for conditionally ready stu-
dents (CAASPP Level 3)
Mathematics
20 Credits/2 years
2 levels of high school math
(Integrated Math 1 and 2 or higher)
3 years (“c”) 4 years recommended
3 levels of high school college preparatory math
College Readiness Math recommended for
conditionally ready students (CAASPP Level 3)
Science
20 Credits/2 years
One year Physical Science
One year Life Sciences
2 years (“d”) 3 years recommended
1 year biological lab science
1 year physical lab science
World Languages
10 Credits/1 year
2 years (“e”) 3 years recommended
2 years of the same language
Fine Arts
10 Credits/1 year
1 year (“f ”)
1 year from a single area
Electives
65 Credits
1 year (“g”)
1 year of college prep elective
Physical Education
20 Credits/2 years N/A
Technology Literacy
Must demonstrate prociency in technology
literacy or pass course approved by the
district for credit.
N/A
Senior Project/
Defense of Learning
Must complete a Senior Project or Senior
Defense of Learning.
N/A
Minimum 225 Credits Required for High School Graduation
Page 30
Using Online Courses to meet “a-g” Requirements
Beginning with the 2013-14 academic year, students intending to satisfy the “a-g” subject requirements with
on-line courses may use only UC-approved on-line courses. In addition, all on-line courses will have a three-
year approval term and institutions offering “a-g” on-line courses must adhere to specic guidelines and
expectations established by the UC faculty. Check the list of UC approved courses for your high school on
the UC Doorways website at www.ucop.edu/agguide.
District Honors & Advanced Placement (AP) Courses
Honors courses are in-depth college preparatory courses that challenge students to achieve higher academic
standards than other courses. Advanced Placement (AP) courses are college-level courses designed to prepare
students to take the AP tests administered in May. Effective March 2003, Senate Bill 801 allows for a school
district, when calculating a pupil’s local grade point average (GPA), to assign extra grade weighting to an
Honors course that covers a subject required for admission to the University of California or the California
State University. However, the University of California and California State University only accord Honors
status or weighted grades to approved courses. Students may earn up to four years (eight semesters) of
Honors points of which a maximum of two years (four semesters) of extra Honors points can be earned in
grade 10. Grades of D or F are not assigned an extra point.
The district does not allow the arbitrary, capricious, or discriminatory placement of students in Honors and/
or AP courses. Students should expect to do qualitatively differentiated coursework. All students may enroll
in Honors and AP courses if they meet course prerequisites. Honors courses may or may not receive Honors
credit for admission to colleges and universities. AP courses carry UC/CSU honors credit. AP and Honors
courses may or may not be on your school’s UC/CSU “a-g” recommending list for college entrance. Check
the list of UC approved courses for your high school, including courses approved for Honors and AP credit,
on the UC Doorways website at www.ucop.edu/agguide. Students should also check with their counselor to
ensure that they are meeting UC/CSU requirements for admission.
Graduation Ceremony and Diploma
Students shall receive a diploma of graduation from high school and may participate in a graduation ceremony
only after meeting the Sacramento City Unied School District graduation requirements, which is a minimum
of 225 credits. An individual with exceptional needs who meet the criteria for a certicate or document shall
be eligible to participate in any graduation ceremony and any social activity related to graduation in which a
pupil of similar age without disability would be eligible to participate. Per Education Code 56391, the right
to participate in any graduation ceremony does not equate a certicate or document of achievement (as
described in Education Code 56390) with a regular high school diploma. Contact your school counselor for
alternative graduation requirements that may be applicable to certain individuals.
Board Policy 6146.4 – Students with Exceptional Needs and IEPs
The Individualized Education Program (IEP) team shall determine the appropriate standards and assess-
ments, as well as the recommended accommodations that may be require for students with disabilities. A
student with disabilities may be awarded a high school diploma upon satisfactory completion of the course of
study at competency level, including two years of high school level math.
Page 31
Seal of Biliteracy
The Seal of Biliteracy is an award given in recognition of students who have studied and attained prociency in
two or more languages by high school graduation. Students who receive the award have attained a high level of
prociency in speaking, reading, and writing one or more languages in addition to English. Students meeting
the requirements for this distinction are recognized with a special insignia placed on their high school diploma.
The award is an acknowledgment of the student’s academic success and serves as a tangible recognition of
the benets of being bilingual.
NCAA Requirements
To play Division I or II sports, you must qualify academically. e table below lists the requirements for
each division of the National Collegiate Athletic Association:
Division I Division II
16 Core Courses 16 Core Courses
4 years of English 3 years of English
3 years of math (Integrated Math 1 or higher) 2 years of math (Integrated Math 1 or higher)
2 years of science 2 years of science
1 additional course in English, math or science 1 additional course in English, math or science
2 years of social science 2 years of social science
4 additional academic courses 4 additional academic courses
For information on Division I and Division II initial eligibility requirements and current changes, please go
to www.ncaaclearinghouse.net. Student athletes should contact their coach, athletic director, or counselor for
specic information regarding courses accepted and examinations for eligibility.
College and Military Entrance Assessments
PSAT/NMSQT Test
SCUSD pays for all 10th grade students to take the Preliminary SAT/National Merit Scholarship Qualifying
Test (PSAT/NMSQT). The PSAT/NMSQT is a standardized test that provides practice for the SAT. It
also gives student a chance to enter National Merit Scholarship Corporation scholarship programs and
gain access to college and career planning tools. The PSAT/NMSQT measures critical reading skills,
math problem-solving skills, and writing skills. Students take the PSAT/NMSQT to be better prepared
for the SAT which can be taken in the 11th and 12th grade. For more information, visit collegereadiness.
collegeboard.org/psat-nmsqt-psat-10
SAT Reasoning Test
The SAT is a globally recognized college admission test that shows colleges what the student knows and
how well the student can apply that knowledge. It assesses the student’s knowledge of reading, writing and
math. Most students take the SAT during their junior or senior year of high school, and almost all colleges
and universities use the SAT to make admission decisions. Register for the SAT at www.collegeboard.com
Page 32
SAT Subject Tests
Subject Tests are hour-long, content-based tests that allow students to showcase achievement in specic
subject areas where they excel. These are the only national admission tests where students choose the tests
that best showcase their achievements and interests. Some colleges use Subject Tests to place students into
the appropriate college courses. Based on their performance on the test(s), students could potentially fulll
basic requirements or receive credit for introductory-level college courses. There are 20 SAT Subject Tests
in ve general subject areas: English, history, languages, mathematics, and science. For more information,
visit collegereadiness.collegeboard.org/sat
ACT Test
The American College Testing (ACT) consists of four subject tests: English, math, reading comprehension,
and scientic reasoning. It is three hours long and consists of multiple-choice questions that test knowledge
in the four subject tests. The ACT Plus Writing test may also be required for admission to some colleges.
All colleges accept ACT scores in lieu of the SAT I. Students who receive low scores in the SAT I might
consider taking the ACT if they believe they could do better in an achievement-type test. Students can
register for the ACT at www.actstudent.org
Early Assessment Program (EAP)
The Early Assessment Program (EAP) is a collaborative effort among the State Board of Education (SBE),
the California Department of Education (CDE) and the California State University (CSU). Students take
the EAP during Spring of their 11th grade year during state testing. There is no fee for this test. The
program was established to provide opportunities for students to measure their readiness for college-level
English and mathematics in their junior year of high school, and to facilitate opportunities for them to
improve their skills during their senior year to reduce the need for remediation classes after enrolling in
college. Students can view practice tests, study guides, and test scores online at www.calstate.edu/eap
ASVAB
The Armed Services Vocational Aptitude Battery (ASVAB) is a timed multi-aptitude test, which is given at
over 14,000 schools and Military Entrance Processing Stations (MEPS) nationwide by the Department of
Defense. Students are assessed in four critical areas: Arithmetic Reasoning, Word Knowledge, Paragraph
Comprehension, and Mathematics Knowledge. Student’s scores count towards their Armed Forces
Qualifying Test (AFQT). The AFQT score determines whether students qualify to enlist in the U.S.
military. Scores in the other areas of the ASVAB also determine how qualied students are for certain
military occupational specialties and Enlistment Bonuses. For more information about the ASVAB test,
visit the website www.military.com/join-armed-forces/asvab
Advanced Placement (AP) Exams
Students who take the Advanced Placement (AP) exams can earn credit and/or placement at most colleges
and universities in the U.S. as well as colleges and universities in more than 40 countries around the world.
Students can earn up to a full year of college credit (sophomore standing) through a sufcient number
of qualifying AP Exam grades. Individual colleges and universities, not the College Board or the AP
Program, grant course credit and placement for students who have received an AP score of 3 or better.
Because it varies from school to school, students should obtain a college’s AP policy in writing. You can
nd more information by visiting its website at apcentral.collegeboard.com
Page 33
International Baccalaureate (IB) Exams
The International Baccalaureate (IB) program is only offered at Luther Burbank High School in Sacramento
City Unied School District. Students must have participated in a specic IB course to test in that subject.
A student pursuing the full IB Diploma will take six IB exams (one of each literature, foreign language,
social science, experimental science, math, and arts course). These exams are taken at different levels in
the student’s 4-years in high school. Most colleges and universities recognize students with IB Diploma as
having outstanding preparation for university work and may offer scholarships and even college credits.
For more information, visit www.ibo.org
Fee Waivers
Fee waivers for testing are available. Students should consult with appropriate school personnel regarding fee
waiver details.
Registering for Tests
Information bulletins with registration forms for tests are available in the Counseling Ofce or Career Center.
Students should consult the bulletins for detailed information regarding application procedures and testing
dates. Students typically can register by mail, phone, or on-line. It is recommended that students plan carefully
to complete their testing by their college application deadlines, which can be as early as October of their senior
year.
Applying for Financial Aid
To apply for nancial aid, students will need to complete the Free Application for Federal Student Aid (FASA).
The FAFSA is free and required by all colleges. Financial aid is awarded based on merit (academic achieve-
ment), nancial need, or a combination of both. Many colleges will use information on the FAFSA to deter-
mine nancial eligibility. Financial aid from colleges is usually awarded as:
• Scholarship - gift aid which does not have to be repaid, usually given to students with outstanding
ability in general scholarship, athletics, or the arts. Visit www.scholarships.com for scholarship infor-
mation.
• Loan - money borrowed from federal, state, college sources, or commercial banks are usually interest
free while you are in school. Normally you must begin to repay this loan nine months from leaving
from your college or university.
• Work-Study Program - a federal program which provides part-time employment on campus and in
community agencies. Students typically work 10 -15 hours per week according to their class schedules.
• Campus Job - employment by the school as a clerical assistant, lab assistant, teaching assistant, tutor,
or other role offered as part of a nancial aid package.
• Grants - funds given to subsidize one’s education that do not have to be repaid.
Students should le online at www.fafsa.ed.gov. Students must rst apply for a pin number because students
will need a PIN to electronically sign their FAFSA upon completion. Once a student has applied for a PIN, a
PIN will be electronically sent to the student within 1-5 days. The ling period for the FAFSA is January 1st
through March 2nd. There are no exceptions to the March 2nd deadline.
Page 34
To le your FAFSA, you will need:
• Your Social Security Number
• Your Alien Registration Number (if you are not a U.S. citizen)
• Your most recent federal income tax returns, W-2s, and other records of money earned. (Note: You
may be able to transfer your federal tax return information into your FAFSA using the IRS Data
Retrieval Tool.)
• Bank statements and records of investments (if applicable)
• Records of untaxed income (if applicable)
• An FSA ID to sign electronically.
Check that your GPA was received and matched to your FAFSA by logging into Webgrants 4 Students at:
mygrantinfo.csac.ca.gov
Four Ways to Research Financial Aid
• Contact the nancial aid ofce at the schools you are applying. If you need to le a CSS/Financial
Aid prole, see your counselor.
• Apply for scholarships. See your counselor for information about scholarships publicized at your
school. Visit www.scholarships.com
• Attend nancial aid workshops. Look for aid from all possible sources.
• If applying for nancial aid, complete the online FAFSA ling process between the January 1st and
March 2nd ling period. Apply online at www.fafsa.ed.gov
Make sure you keep a checklist and a calendar of your progress
A note to undocumented students living in California:
If you are a DREAMer (a student that qualies for the California Dream Act - Assembly Bill 540) and you
live in California, the following nancial aid opportunities are likely to apply to you.
Since October 2001, California has extended the benet of in-state tuition (only at public colleges and
universities) to undocumented students who have attended at least three years of high school in the state.
Basic AB 540 requirements:
• You have attended a high school (public or private) in California for three years (six semesters) or
more.
• You have graduated from a California high school, or obtained a GED.
• You must le an AB 540 afdavit (also known as the California nonresident Tuition Exemption
Form) with your college or university, stating that you have or you will le an application to legalize as
soon as you are eligible to do so.
For more detailed information, visit: www.csac.ca.gov/dream_act.asp
Page 35
Preparing for Post-Secondary Education
Statistics show that almost all high-wage/high-demand careers require a degree of learning after high school.
Depending upon the chosen career, this could be a four-year university, a two-year program at a community
college, a certicate earned through a trade school, an apprenticeship, or training you receive in the military.
There are even some innovative on-line programs that offer “nano-degrees” in specic areas of technology.
No matter which option they choose, it is the goal of the district that all of our graduates become life-long
learners who have developed a love for discovering new things and who are fully prepared to continue their
educational journey after they graduate from high school.
Sacramento Pathways to Success (SPS) is a partnership between Sacramento City Unied School District,
Sacramento City College, and Sacramento State University to provide Sacramento students and their families
a clear and simple road to college and career success. On the following pages, you will nd useful information
and a month-by-month guide provided by SPS to help high school seniors prepare for a traditional college
education. We hope it will help as you navigate the processes for applying to a post-secondary school, but even
more important are the things a student will need to know in order to be successful in high school so that they
will have “open-door” opportunities no matter what they decide their path will be for life after high school.
y
hw
Sacramento
Pat ays
to Success
A Partnership for College to Career
Page 36
Planning for College in the 9th Grade
1st Semester
• Participate in any career exploration opportunities your school offers!
» Guest speakers
» College or Work-Based-Learning Trips
• Explore the pathways your school offers to nd one that ts you best.
• Learn where the Career Center is on your campus.
• Determine who your assigned counselor is and schedule a meeting with them to learn about your
options after graduation. It is never too early to plan! Don’t wait for your counselor to come to
you, be proactive!
• Look into extracurricular options offered at your school and get involved; sports, leadership,
clubs, yearbook, etc. What ts you best?
• Get involved in your community. Volunteering is a great way to make connections and build your
resume for future jobs, college, and scholarship applications!
• Pass your classes with a C or better! You should earn 30 credits in the rst semester.
• Take the PSAT practice exam!
• Visit the student resources page www.scusd.edu/student-resources for so many things to explore:
military, personality tests, minority student opportunities, nancial aid, college, career; the list is
endless!
2nd Semester
• Look for summer opportunities; programs offering employment to youth, enrichment activities
or classes, volunteering opportunities.
• If you haven’t found your Career Center or met with your guidance counselor, now is the time!
• Sign up for classes for next year.
• If you are having struggles, nd a place to get help. Does your school offer tutoring or know who
does? Don’t put it off, that will catch up with you quickly.
• Look at options for after graduation. Include 2 and 4 year schools in your search so you know
what is offered and can nd a good t.
• Try to visit a local college, if you can’t travel, check out local options! UC Davis, Sacramento State
and Sacramento City College (or other Los Rios Schools) are very close to home.
• Talk to family, friends, teachers, your counselor about what to do after high school and start ex-
ploring your choices!
• Create a plan, check out CCGI (secure.californiacolleges.edu)
• Request your transcript and make sure you have 60 total credits by the end of the year.
Helpful Websites
• www.collegeboard.com
• www.losrios.edu
• secure.californiacolleges.edu
• fafsa.ed.gov
• www.scusd.edu/student-resources
Page 37
Planning for College in the 10th Grade
1st Semester
• Make an appointment with your counselor to look at your semester and goals. Bring your parent/
guardian if possible and ask about:
» Supports if you are struggling.
» Studying for the PSAT (www.collegeboard.org).
» What opportunities are open to 10th graders at your school.
» Dual enrollment opportunities (taking free college classes while in high school).
» Honors or AP classes.
• Take the PSAT!
• Continue to be involved in your on and off campus communities, broaden your horizons, make
connections, and build your skills.
• Get to know the UC/CSU graduation requirements, be prepared so you can apply if you want to.
Don’t wait and let the choice be made for you.
• Go to the SCUSD college and career fairs.
• Make sure you have 90 credits at the end of the semester, request your transcripts and review!
2nd Semester
• Look for summer opportunities; programs offering employment to youth, enrichment activities
or classes, volunteering opportunities.
• If you haven’t found your Career Center or met with your guidance counselor, now is the time!
• Sign up for classes for next year.
• Sign up for a college class for the summer and/or take advantage of the dual enrollment
program.
• Look at your after-graduation options. Include two- and four-year schools in your search so you
know what is offered and can nd a good t.
• Try to visit colleges. If you can’t travel, check out local options! UC Davis, Sacramento State Uni-
versity, and Sacramento City College (or other Los Rios Schools) are very close to home.
• Talk to family, friends, teachers, counselor, and other individuals involved in your classroom
about what to do after high school and start exploring your choices!
• Create a plan - CCGI is a great place to do this! (secure.californiacolleges.edu)
• Consider taking the ASVAB if you are interested in the military.
• Some apprenticeship programs allow students to start at 16.
• Look into certicate programs offered at your pathway/school.
• Make sure you have 120 credits completed at the end of the year, review your transcript.
• Sign up for 11th grade classes and take math and science, regardless of where you plan to go after
high school!
Helpful Websites
• www.collegeboard.com
• www.losrios.edu
• secure.californiacolleges.edu
• fafsa.ed.gov
• www.scusd.edu/student-resources
Page 38
Planning for College in the 11th Grade
1st Semester
• Meet with your counselor
» What tests to take? ACT, SAT, ASVAB, EAP
» Review transcript and ensure you are taking the most challenging classes.
» See any areas of challenge on your transcript, get them xed!
» Get information about career and college opportunities, fairs etc.
» Talk about plans for post high school and get resources.
» Enroll in a college class, if appropriate.
• Take advantage of WBL opportunities offered by your school: internships, job shadows, college eld
trips, UCAN college fair.
• Get involved in your community; on and off campus.
» Leadership clubs or classes, Yearbook, clubs that interest you, volunteer opportunities.
• Write a resume or update one if you have it.
• Look for scholarships open to 11th graders.
• Review your transcript and ensure that you have 150 credits at the end of the semester. If needed,
meet with your counselor immediately to plan how to make up your credits for graduation.
• Schedule college visits with an admissions counselor and go on formal visits if possible.
• Look at SAT registration dates and plan to take it by the summer.
• Meet with a military recruiter if you are interested in the military.
2nd Semester
• Stay on top of your work and grades! Junior year is demanding.
• Take the SAT or register to take it in the summer. If you sign up now you can retake for a better score.
• If you wait too long to take the SAT your scores won’t be on your college application!
• Think about who you will ask to write letters of recommendation for program entry or scholarships.
• Keep exploring post high school options and know what is out there. Make an educated choice about
what you want for your future.
» Four-year public and private schools.
» Four-year with Early Admission
» Two-year community colleges, with degrees and certicate programs.
» Two-year Community College and transfer to a four-year institution.
» Apprenticeship programs, certicate programs, military service.
• Meet with your counselor to ask about the above programs and make sure you are on track.
• Look for summer programs
» Student jobs/volunteering/internships
» Dual enrollment college classes
• Sign up for Senior classes and make sure to take whatever math/science is open to you.
Helpful Websites
• www.collegeboard.com
• www.losrios.edu
• secure.californiacolleges.edu
• fafsa.ed.gov
• www.scusd.edu/student-resources
• www.act.org/content/act/en.html
Page 39
Sacramento Pathways to Success 12th Grade Month-by-Month
Planning for Attending CSU or Other 4-Year Institutions
August Before Senior Year
• Register for the September ACT if appropriate (check ACT dates).
• Come up with a preliminary list of colleges that includes reach, match and safety schools.
• Explore the websites of the colleges that interest you to learn about admissions requirements.
• Explore majors that will assist you in your career goals.
• Check your senior year class schedule to make sure you’re taking the English, Math (at least
through Algebra II or Math 3), Social Science, Science, and Foreign Language classes you’ll
need for your top-choice colleges.
• Look over the Common Application and begin thinking about potential topics for your
personal essay.
• Visit campuses and interview with college representatives if appropriate.
September
• Register for October or November SAT and SAT Subject exams (check SAT dates).
• Meet with your guidance counselor to discuss the colleges to which you’re thinking of applying.
• Request letters of recommendation, especially if you are applying early.
• Continue to visit campuses and interview with college admissions representatives.
• Request applications from all the schools to which you might apply. Create an account with The
Common Application if the colleges you’ve selcted use it.
• Create a chart of deadlines. Pay particular attention to early decision, early action, and preferred
application deadlines.
• If appropriate, register for the October ACT exam.
• Work on your college essays.
• Try to assume a leadership position in an extracurricular activity.
• Work to strengthen your academic record.
October
• Take the SAT, SAT Subject exams, and/or ACT as appropriate.
• Continue to research schools to narrow your list to roughly 6 - 8 schools.
• Take advantage of college fairs and virtual tours.
• Begin your Free Application for Federal Student Aid (FAFSA)
• Complete your applications if you are applying early decision or early action.
• Research nancial aid and scholarships. Do your parents’ places of employment offer college
scholarships for employee children?
• Get your college essay in shape. Get feedback on your writing from a guidance counselor and a
teacher.
• Request your high school transcript and check it for accuracy.
• Keep track of all application components and deadlines: applications, test scores, letters of
recommendation, and nancial aid materials. An incomplete application will ruin your chances
for admission.
Page 40
Sacramento Pathways to Success 12th Grade Month-by-Month
Planning for Attending CSU or Other 4-Year Institutions
November
• Register for the December SAT or ACT if appropriate.
• Take the November SAT if appropriate.
• Don’t let your grades slide. It’s easy to be distracted from school work when working on
applications. Senior slump can be disastrous for your admissions chances.
• Make sure you’ve submitted all components of your applications if you are applying to colleges
with November deadlines for early decision or preferred application.
• Put the nal touches on your application essays, and get feedback on your essays from
counselors and/or teachers.
• Continue to research scholarships.
December - January
• Complete your applications for regular admissions.
• Make sure you’ve had your test scores sent to all colleges that require them.
• Conrm that your letters of recommendation have been sent.
• Submit the FAFSA (Free Application for Financial Aid).
• If you are accepted to a school through early decision, be sure to follow directions carefully.
Submit required forms, and notify the other schools to which you applied of your decision.
• Continue to focus on your grades and extracurricular involvement.
• Have midyear grades sent to colleges.
• Continue to keep track of all deadlines and application components.
• Continue to research scholarships. Apply for scholarships well in advance of deadlines.
February - March
• If you submitted the FAFSA, you should receive the Student Aid Report (SAR). Carefully look
it over for accuracy. Errors can cost you thousands of dollars.
• Contact colleges that didn’t send you a conrmation receipt for your application.
• Don’t put off applying to schools with rolling admissions or late deadlines -- the available
spaces can ll up.
• Talk to your school about registering for AP exams.
• Keep your grades high. Colleges can revoke offers of admission if your grades take a nosedive
senior year.
• Some acceptance letters may arrive. Compare nancial aid offers and visit campus before
making a decision.
• Don’t panic; many, many decisions are not mailed out until April.
• Continue applying for appropriate scholarships.
Page 41
Sacramento Pathways to Success 12th Grade Month-by-Month
Planning for Attending CSU or Other 4-Year Institutions
April
• Keep track of all acceptances, rejections, and wait-lists.
• If wait-listed, learn more about wait-lists and move ahead with other plans. You can always
change your plans if you get off a wait-list.
• Keep your grades up.
• If you have ruled out any colleges that accepted you, notify them. This is a courtesy to other
applicants, and it will help the colleges manage their waitlists and extend the correct number of
acceptance letters.
• Go to accepted student open houses if offered.
• A couple circumstances may warrant an appeal of a college rejection.
May - June
• Avoid senioritis! An acceptance letter doesn’t mean you can stop working.
• Most schools have a deposit deadline of May 1st. Don’t be late! If needed, you may be able to
request an extension.
• Prepare for and take any appropriate AP exams. Most colleges offer course credit for high AP
scores; this gives you more academic options when you get to college.
• Have your nal transcripts sent to colleges.
• Send thank you letters to everyone who helped you in the application process. Let your mentors
and those who recommended you know the results of your college search.
• Keep on top of procuring student loans. Notify your college if you receive any scholarships.
• Graduate. Congratulations!
July - August After Senior Year
• Read all mailings from your college carefully. Often important registration and housing material
is sent in the summer.
• Register for your classes as soon as possible. Classes often ll, and registration is usually on a
rst-come, rst-served basis.
• If you get your housing assignment, take advantage of the summer to get to know your
roommate (email, facebook, the phone, etc). Figure out who will bring what. You don’t need
two TVs and two microwaves in your tiny room.
Off to College - Prepared to Succeed!
Helpful Websites
• www.collegeboard.com
• collegeapps.about.com/od/theartofgettingaccepted/a/HighSchoolMath.htm
• secure.californiacolleges.edu
• fafsa.ed.gov
• bigfuture.collegeboard.org/pay-for-college/college-costs/college-costs-calculator
Page 42
Sacramento Pathways to Success 12th Grade Month by Month
Planning for Attending SCC or Other 2-Year Institutions
August Before Senior Year
• Come up with a preliminary list of possible community colleges that meet you long-term needs.
• Explore majors that will assist you in your career goals.
• Check your senior year class schedule to make sure you’re taking the English, Math (at least through
Algebra II or Math 3), Social Science, Science, and Foreign Language classes you’ll need for your top-
choice colleges
• Explore the websites of the colleges that interest you to learn about admissions requirements..
• Visit campuses and interview with college representatives if appropriate.
September
• Meet with your guidance counselor to discuss the colleges to which you’re thinking of applying.
• Continue to visit campuses and interview with college admissions representatives.
• Begin to complete applications
• Create a chart of deadlines. Pay particular attention assessment, EOP and preferred application
deadlines.
• If appropriate, register for the October ACT exam.
• Try to assume a leadership position in an extracurricular activity.
• Work to strengthen your academic record.
• Visit the SCC Outreach tables on campus.
October
• Take advantage of college fairs, virtual tours and visit all options.
• Research nancial aid and scholarships. Do your parents’ places of employment offer college
scholarships for employee children?
• Begin your Free Application for Federal Student Aid (FAFSA)
• Get feedback on your writing from a guidance counselor and a teacher.
• Request your high school transcript and check it for accuracy.
• Keep track of all application components and deadlines: applications, test scores, letters of
recommendation, and nancial aid materials. An incomplete application will ruin your chances for
admission.
• Check Admissions process at SCC/Institution.
• Begin preparation for all assessments.
• Continue preparation for all assessments.
Page 43
Sacramento Pathways to Success 12th Grade Month by Month
Planning for Attending SCC or Other 2-Year Institutions
November
• Don’t let your grades slide. It’s easy to be distracted from school work when working on applications.
Senior slump can be disastrous for your admissions chances.
• Make sure you’ve submitted all components of your applications if you are applying to colleges with
November deadlines.
• Put the nal touches on your application essays, and get feedback on your essays from counselors
and/or teachers.
• Continue to research scholarships.
December - January
• Complete your applications for regular admissions.
• Make sure you’ve had your test scores sent to all colleges that require them..
• Submit the FAFSA (Free Application for Financial Aid).
• If you are accepted to a school be sure to follow directions carefully. Submit required forms, and
notify the other schools to which you applied of your decision.
• Continue to focus on your grades and extracurricular involvement.
• Continue to keep track of all deadlines and application components.
• Continue to research scholarships. Apply for scholarships well in advance of deadlines.
February - March
• If you submitted the FAFSA, you should receive the Student Aid Report (SAR). Carefully look it
over for accuracy. Errors can cost you thousands of dollars..
• Keep your grades high. Colleges can revoke offers of admission if your grades take a nosedive
senior year.
• Some acceptance letters may arrive. Compare nancial aid offers and visit campus before making a
decision.
• Don’t panic, you can nish strong!.
• Continue applying for appropriate scholarships.
• Attend Senior Saturdays for future SCC students.
April
• Keep your grades up.
• If you have ruled out any colleges that accepted you, notify them. This is a courtesy to other
applicants, and it will help the colleges manage their waitlists and extend the correct number of
acceptance letters.
• Go to accepted student open houses if offered.
• Complete application, orientation and Education plans required for priority enrollment at SCC.
Page 44
Sacramento Pathways to Success 12th Grade Month by Month
Planning for Attending SCC or Other 2-Year Institutions
May - June
• Avoid senioritis! An acceptance letter doesn’t mean you can stop working.
• Most colleges offer course credit for high AP scores; this gives you more academic options when
you get to college.
• Have your nal transcripts sent to colleges.
• Send thank you letters to everyone who helped you in the application process. Let your mentors
and those who recommended you know the results of your college search.
• Keep on top of procuring student loans. Notify your college if you receive any scholarships.
• Graduate. Congratulations!
July - August after Senior Year
• Read all mailings from your college carefully.
• Engage in any Summer Bridge programs offered to you.
• Register for your classes as soon as possible. Classes often ll, and registration is usually on a rst-
come, rst-served basis.
• Consider taking any of the Human Career Development Courses offered to increase your college
Knowledge!
Off to College - Prepared to Succeed!
Helpful Websites
• www.collegeboard.com
• collegeapps.about.com/od/theartofgettingaccepted/a/HighSchoolMath.htm
• secure.californiacolleges.edu
• fafsa.ed.gov
• bigfuture.collegeboard.org/pay-for-college/college-costs/college-costs-calculator
Page 45
Useful Tips and Dates to Remember
Financial Aid Steps
• Complete the FAFSA beginning in late January or early February - www.fafsa.ed.gov
• Check your e-mail for the Student Aid Report (SAR).
• Make corrections, sign and return the SAR.
• Review Financial Aid packages
SAT Test – English, Math, and Writing
• Register online at www.sat.collegeboard.org
• Cost $51.00.
• SAT Subject tests offered on same dates listed below.
• Cost for subject tests $24.50 + $14 per test
• Send results directly to colleges, 4 included in cost.
• Fall Test Dates:
Oct. 1, 2016 (Register by Sept. 6)
Nov. 5, 2016 (Register by Oct. 3)
Dec. 3, 2016 (Register by Nov. 6)
ACT Test –English, Math, Science, Reading
• Register online at www.actstudent.org
• Take ACT WITH WRITING to keep your options open.
• Cost $52.50 Fee waivers available – ask your counselor.
• Send results directly to colleges, 4 included in cost.
• Fall Test Dates:
Sept. 8, 2016 (Register by Aug. 8)
Oct.. 22, 2016 (Register by Sept. 19)
Dec. 10, 2016 (Register by Nov.7)
Tips
• For many exams and registration fees, you may be eligible for a fee waiver. Ask your counselor
• Go online for practice tests and study guides or download apps to help you study for the SAT and
ACT.
• Take both the SAT and ACT to be competitive for admission.
Page 46
Course Descriptions by Content Area
Page 47
This section details the wide range of course selections available in our district high schools. The variety is
indicative of the plethora of programs and opportunities available for students to explore various pathways
to college and career readiness. Although many courses are offered across all high school settings, some
courses may only be available at specic high schools due to specic requirements of programs only offered
at the school. Examples would include Linked Learning pathways, International Baccalaureate (IB) school or
pathway, and criterion-based pathways. In addition, a number of factors impact course offerings including
graduation and college admissions requirements; school and district achievement data; student interest; teacher
availability/expertise; and scal resources. In some instances, due to these factors, courses listed in this guide
may not be available. Course titles that include the letters PACE are only available to students enrolled in the
Program in American and California Explorations offered at John F. Kennedy High School. Course titles that
contain the letters HISP are only available to students enrolled in the Humanities & International Studies
Program at C. K. McClatchy High School. Course titles that contain the letters BP are only offered to students
who are enrolled at The Met Sacramento High School. Please seek assistance from your school counselor to
conrm course availability.
Each course description includes course title, scheduling code, credits, and a short narrative. In addition, the
University of California and California State University “a-g” designations are denoted. Course titles ending
with the letter P are college preparatory classes (note: some college preparatory classes do not use the P
designation in their title, but will otherwise be designated in the UC/CSU indicator eld). Titles beginning
with the letters AP are advanced placement classes. Titles ending with the letters HP or HONORS are
college preparatory classes. AP, HP, and HONORS classes may receive a weighted GPA if they meet UC/
CSU Graduation requirements.
About this Section
Page 48
Career Technical Education
Course Code: AZS201, AZS202
# of Credits: 10
Course Description:
The primary purpose of Introduction to Agriculture is to be an
introductory and beginning level course, basic to all seven
instructional programs in secondary level vocational agriculture
and is to be adapted and used to meet the needs of the individual
communities and programs. The intent is that this course would be
the preferred entry point of all students who desire to complete one
of the seven instructional programs in Agriculture.
INTRO TO AGRICULTURE
Course Code: JFS001, JFS002
# of Credits: 10
Course Description:
This course introduces students to basic food knowledge and
preparation skills. Students will gain hands-on experience
creating menu items in areas such as breads, fruits, vegetables,
desserts, soups, salads, etc. Assignments will include topics
relating to nutrition, healthy eating, food knowledge, and time
management. Students will gain experience using a wide variety
of food preparation equipment, and develop skills such as knife
techniques, measuring, menu creation, and food presentation.
FOODS-NUTRITION 1, 2
Course Code: ROF113, ROP113
# of Credits: 10
Course Description:
Culinary is a 540 hour course (6 semesters) that prepares students
for a career in the food and beverage/hospitality industry. The
course begins with a focus on the entry level skills such as food
safety and sanitation, prevention of food borne illness, workplace
safety and personal health, and basic cooking methods for food
preparation. Skills such as innovative food preparation techniques,
plating skills, understanding of food chemistry, and other industry
standard procedures prepare students to work in professional
settings as they advance through the course.
CULINARY CAREERS
Course Code: ROF264, ROP264
# of Credits: 10
Course Description:
In this hands-on course, students will learn blueprint reading,
architectural design, wood technology, and construction skills.
This includes lessons on hand and power tool safety that leads
to the building of unique and interesting projects. Students who
successfully complete this course will have entry-level woodworking
skills.
WOODWORKING CAREERS
Course Code: ROF265, ROP265
# of Credits: 10
Course Description:
The Construction Technology class will teach students the basics of
the industry from building design through demolition. Students will
build walls, wire circuits, pour concrete, and learn how to estimate
materials. Carpentry is emphasized. This class has a summer paid
internship opportunity. Students who successfully complete this
course are prepared to enter an apprenticeship program, study
construction management, engineering, or in many cases, enter
directly into the construction workforce.
CONSTRUCTION TECHNOLOGY
Course Code: KDS201, KDS202
# of Credits: 10
Course Description:
This course includes the basics of drawing house plans, including
plot, oor, foundation, roof, and elevation plans. Advanced students
may work on additional special projects such as one, two, and three-
point perspective drawings, building details, interior and exterior
renderings, study of materials, and energy-saving techniques. This
course uses AutoCAD as a computer aided drafting program.
BEGINNING ARCHITECTURAL DRAFTING
Page 49
Career Technical Education
Course Code: ROF078, ROP078
# of Credits: 10
Course Description:
Students will learn to apply basic drafting skills in the creation of
complex design relating to the elds of mechanical design. A vast
variety of applications in the growing areas of structural design,
architecture, commercial art, and computer-aided manufacturing
will be available.
COMPUTER ASSISTED DESIGN-DRAFTING I
Course Code: ROF079, ROP079
# of Credits: 10
Course Description:
This course provides entry-level, upgrade, and advanced training
in drafting and computer aided drafting occupations. Instruction
emphasizes software utilization through the development of
projects. These project develop skills in mechanical, architectural,
civil, electronic, and isometric drafting, program customization,
trouble shooting, as well as communication. Job seeking skills are
reviewed and a professional resume and portfolio are developed.
Community classroom internships are available.
COMPUTER ASSISTED DESIGN-DRAFTING II
Course Code: YTS210, YTS211
# of Credits: 10
Course Description:
Principles of Engineering is a year-long course, which is intended
to develop students’ ability to think and act like engineers. It
focuses on applying STEM principles to hands-on projects that
are often done in teams. Topics covered include teamwork,
dening engineering, measurement, engineering communication,
engineering history, 3D solid modeling, problem solving, electricity,
materials science, and more. This course is designed to build from
the foundations laid in Introduction to Engineering, but can easily
be used as a stand alone course.
PRINCIPLES OF ENGINEERING
Course Code: YTS131, YTS132
# of Credits: 10 UC/CSU: g
Course Description:
Principles of Engineering P is a year-long course, which is
intended to develop students’ ability to think and act like engineers.
It focuses on applying STEM principles to hands-on projects
that are often done in teams. Topics covered include teamwork,
dening engineering, measurement, engineering communication,
engineering history, 3D solid modeling, problem solving, electricity,
materials science, and more. This course is designed to build from
the foundations laid in Introduction to Engineering, but can easily
be used as a stand alone course.
PRINCIPLES OF ENGINEERING P
Course Code: YES331, YES332
# of Credits: 10 UC/CSU: g
Course Description:
Advanced Engineering and Energy is a year-long rigorous and
engaging Career Technical Education (CTE) Engineering course
with an overarching focus on robotics, transportation, and green
energy. Utilizing a combination of traditional and project-based
instructional methods, students engage in the extensive iterative
engineering design process that begins to prepare them for
careers in technology, transportation, engineering, or renewable
energy research. The course is intended for seniors in the Energy,
Science, and Engineering Academy at The School of Engineering
and Sciences and Rosemont High School.
ADV ENGINEERING & ENERGY
Course Code: YTS133, YTS134
# of Credits: 10 UC/CSU: g
Course Description:
In this course, students use 3D solid modeling design software to
help them design solutions to solve proposed problems. Students
will learn how to document their work and communicate solutions to
peers and members of the professional community. This course is
designed for 9th or 10th grade students. The major focus of the IED
course is to expose students to the design process, research and
analysis, teamwork, communication methods, global and human
impacts, engineering standards, and technical documentation.
INTRO TO ENGR & DESIGN PLW 1P
Page 50
Career Technical Education
Course Code: YTS233, YTS234
# of Credits: 10 UC/CSU: g
Course Description:
In this course, through problems that engage and challenge,
students explore a broad range of engineering topics, including
mechanisms, the strength of structures and materials, and
automation. Students develop skills in problem solving, research,
and design while learning strategies for design process
documentation, collaboration, and presentation. Students will be
involved in robotics competitions.
PLTW PRINC OF ENGINEERING 1P
Course Code: ROF189, ROP189
# of Credits: 10 UC/CSU: g
Course Description:
Students will utilize prior knowledge of engineering principles to
design, draw, create, and analyze a complete robot. Students must
create a robot that will complete complex tasks and implement two
different attributes that have not been taught in class; such as so-
lar, vision recognition, or tracking. Students will work in groups to
complete this task.
ADVANCED ROBOTICS
Course Code: ROF001, ROP001
# of Credits: 10
Course Description:
This year-long, exploratory course is aligned to the standards in
the Public Safety and Service Pathway. The course will provide an
overview of an individual’s rights, and the laws in the United States,
with an emphasis on the criminal justice system in California. The
roles of law enforcement, the District Attorney, the court system,
and probation will serve as context for experiential learning
opportunities.
LAW & JUSTICE
Course Code: ROF011, ROP011
# of Credits: 10
Course Description:
The purpose of this class is to introduce students to the Criminal
Justice System, the law, and varied positions involved in supporting
the eld of law enforcement. Guest speakers from the City Police
Department, Sheriff’s Department, District Attorney’s Ofce,
and Police Communications Ofce will be available to provide
information on subjects related to the criminal justice system. This
course will provide students with skills to help pass oral interviews
as related to entry level positions in law enforcement elds. The
Community Justice System course deals with City and County
jurisdictions. The Criminal Justice System course covers the arrest
of the suspect through nal adjudication.
CRIMINAL & SOCIAL JUSTICE STUDIES
Course Code: CTJ311, CTJ312
# of Credits: 10 UC/CSU: d
Course Description:
Health Care Essentials 1 & 2 is a college preparatory laboratory
science course with Next Generation Science Standards integrated
with the Patient Care Health Pathway standards. This course is
designed to enhance student understanding of Biology, Chemistry
and Physics within the context of caring for patients. Students will
investigate the many ways disease can effect the body and the
community, and propose plans for prevention. Students will learn
how to obtain relevant health information from patients, conduct
a physical exam, and then diagnose an illness and course of
treatment. Students will be learning hands-on skills and behaviors
that will prepare them for future coursework and careers in health
care.
HLTH CARE ESSENTIALS 1, 2
Course Code: CWS105
# of Credits: 5
Course Description:
This course is designed for students to learn presentation skills
using PowerPoint (Microsoft), as well as learning to navigate and
use Windows operating systems, keyboarding, and the use of
graphics for desktop publishing.
POWERPOINT
Page 51
Career Technical Education
Course Code: CWS121, CWS122
# of Credits: 10
Course Description:
In this course, students will learn how to plan and design a web
page, add graphics, create links, upload pages to a web server,
and how to trouble-shoot and solve problems.
WEB DESIGN 1
Course Code: ROF133, ROP133
# of Credits: 10
Course Description:
This course is designed to develop technical skills for students
interested in publishing and/or ne art. Students utilize computer
software to gain experience in desktop publishing, photo
manipulation, art layout, color enhancing, and multimedia
technology.
COMPUTER GRAPHICS
Course Code: ROF218, ROP218
# of Credits: 10
Course Description:
This Digital Imaging course is designed to help students utilize
photography and computer technology as a means for creative
discovery and expression. By studying historical and contemporary
photographic images, students will be inspired to create their own
artistic philosophy and design aesthetic. Students will utilize digital
cameras and computer software to develop their own images.
DIGITAL IMAGING
Course Code: ROF600, ROF601
# of Credits: 10
Course Description:
This specialized course will prepare students for entry level
occupations in the visual communications eld. Students will
gain skills in a computer laboratory in the areas of animation, lm
making, video, and advanced computer graphics. A strong interest
in drawing, lm making, or creative writing is recommended. As a
nal outcome of this class, each student will produce a professional
portfolio which includes a sketchbook, a story board example, and
a videotaped selection of work.
COMPUTER ANIMATION
Course Code: ROF595, ROP595
# of Credits: 10
Course Description:
This concentrator course focuses on building knowledge and skills
pertinent to the radio and television industries. Students will learn
to create and manage both audio and visual media. In addition,
they will study various aspects of radio and television; such as
communication, the history of radio and television, news gathering,
marketing and advertising, the ethical use of recorded material,
and the editing of audio and visual media.
MEDIA PRODUCTION
Course Code: ROF655, ROP655
# of Credits: 10
Course Description:
Digital Media provides training for individuals seeking entry-level
positions in elds requiring computer graphics skills with an
emphasis on multimedia. Students who successfully complete
the course will have valuable skills in general illustration, digital
imaging, 2D and 3D animation, and digital video editing. Students
receive training in software programs such as Adobe Illustrator,
Photoshop, Cinema 4D (3D modeling and animation), Dream
Weaver, Flash, iMovie, and Final Cut Pro. In addition, students are
taught web page design skills utilizing raw HTML with JavaScript
implementation.
ADVANCED DIGITAL MEDIA
Page 52
Career Technical Education
Course Code: ROF290, ROP290
# of Credits: 10 UC/CSU: f
Course Description:
This course provides students with the opportunity to prepare a
portfolio of original artwork that will be used for securing an entry
level position in the graphic design eld or for acceptance and
scholarships to post-secondary art school. Instruction will consist
of an in-depth study of advanced principles of design concepts
using graphic design, digital imaging, multi-media presentations,
logo design, printmaking, 3D product package design, and color
theory projects. Students will be encouraged to seek internships
and obtain freelance work within the community.
VISUAL COMMUN & GRAPHICS PORTF
Course Code: ROF249, ROP249
# of Credits: 10
Course Description:
This course provides students with the educational background
and practical experience necessary for successful employment
in a variety of occupations to be found in television production,
radio broadcasting, and lm production. Students enrolled in
Level I will concentrate on learning technical skills through hands-
on experience with a variety of television production equipment.
An additional focus of the class will be the development of an
understanding of the aesthetic aspects of lm and television
production through a survey of the history of lm/TV production.
Students will develop an understanding of the role of TV/lm/radio
media in the political process through the use of critical thinking
skills.
TV OCCUPATIONS
Course Code: ROF016, ROP016
# of Credits: 10
Course Description:
Principles of Finance gives students a thorough introduction to
the concepts, tools, and institutions of nance and serves as a
foundation for the core courses offered by the Academy of Finance.
Principles of Finance begins with the basics of nancial literacy
and the function of nance in society. Students then study income
and wealth, including budgeting, personal banking, credit and
borrowing, and planning for retirement. Next, students examine
nancial institutions and the role of nance in organizations. They
learn about common methods by which businesses raise capital
(IPOs, selling stocks and bonds, and short-term nance) and study
key investment related terms and concepts, including the time
value of money.
PRINCIPLES OF FINANCE
Course Code: ROF018, ROP118
# of Credits: 10 UC/CSU: g
Course Description:
Business in a Global Economy provides students with an
understanding of how and why businesses choose to expand their
operations into other countries. This course exposes students to
the unique challenges facing rms doing business internationally
_ and to the potential opportunities and markets that are lost to
rms that choose not to do business in the global marketplace.
Building on concepts that were introduced in Principles of Finance,
Business in a Global Economy broadens student understanding
of how businesses operate and how they grow and thrive in our
ever-changing world.
BUSINESS IN GLOBAL ECONOMY
Course Code: ROF019, ROP019
# of Credits: 10
Course Description:
The Ethics in Business course provides students with an overview
of the importance of ethics in a business environment. The course
examines ethics through the lens of various business disciplines
and considers the impact of organizational culture on ethical
practices. The course also explores ethics as social responsibility,
the evolution of ethics as business becomes more international,
and how the free market and organizational ethics can co-exist.
Students apply what they have learned over the course to the
culminating project by researching a real corporation in relation to
ethical business practices.
ETHICS IN BUSINESS
Course Code: ROF700, ROP700
# of Credits: 10
Course Description:
This fundamental course in marketing and public relations (PR)
delineates the role of marketing and PR for any organization.
Topics include identifying internal and external customers, buyer
behavior, products, channels of distribution, promotion, pricing, and
social issues in marketing. Standard business and non-traditional
aspects of marketing and PR are explored.
MARKETING & PUBLIC RELATIONS
Page 53
Career Technical Education
Course Code: CTK111, CTK112
# of Credits: 10 UC/CSU: g
Course Description:
Exploring Computer Science focuses on the creative,
collaborative, interdisciplinary, and problem-solving nature of
computers. Through an inquiry-based approach, students will gain
foundational computer science knowledge while delving into real
world computing problems that are culturally relevant and address
social and ethical issues. Students will engage in several in-depth
projects to demonstrate real-world application of computing.
EXPLORING COMPUTER SCI
Course Code: CBS420, CBS421
# of Credits: 10
Course Description:
This is a two-semester course designed to provide the student with
the knowledge necessary for understanding and developing mas-
tery in Basic Keyboarding, Computer Literacy, Windows, Internet,
and the complete Microsoft Ofce Suite. Grade 9.
BUSINESS INFORMATION TECHNOLOGY
Course Code: ROF185, ROP185
# of Credits: 10
Course Description:
Students in the information support and services pathway prepare
for careers and further education involving the implementation
of computer services and the management of business and
professional documents. This course offers the opportunity for
the student to master the basic skills necessary to operate and
maintain a personal computer in the business setting. Students
will create technical documents, understand important aspects
of project presentation, manage data systems, and understand
the impact of professionally prepared business documents using
Microsoft.
BUSINESS OFFICE PROFESSIONAL
Course Code: ROF232, ROP232
# of Credits: 10
Course Description:
Entrepreneurship provides students with an understanding of
the critical role played by entrepreneurs in the national and
global economy. Students learn not only the skills necessary to
become entrepreneurs, but also the attitudes, characteristics, and
techniques found in successful entrepreneurs that students will
need to succeed. Building on concepts that were introduced in
Principles of Finance, the Entrepreneurship curriculum approaches
student learning experientially by encouraging students to evaluate,
develop, and work with the business ideas they already have or
those formed during the course.
ENTREPRENEURSHIP
Course Code: ROF236, ROP236
# of Credits: 10
Course Description:
In this course, students will learn sales transactions, customer
service skills, sales techniques, merchandising, display
preparation, advertising, marketing math, loss prevention, and
computer training. Students must provide their own transportation
to class and work sites.
RETAIL SALES-MERCHANDISING CAREERS
Page 54
English Language Arts
Course Code: EZS101, EZS102
# of Credits: 10 UC/CSU: b
Course Description:
English 9 will address the Common Core State Standards in
reading, writing, language, listening, and speaking in an integrated
approach to English language arts, emphasizing higher order
thinking skills. This class will study various informational and
literary texts. Students will develop communication skills pertaining
to adult life, both personal and professional.
ENGLISH 9 P
Course Code: EZS103, EZS104
# of Credits: 10 UC/CSU: b
Course Description:
Incorporates English 9 curriculum and opportunities for advanced
work. Suggested for students identied as gifted and/or talented
but students are accepted based on teacher recommendation as
well.
ADVANCED ENGLISH 9 P
Course Code: EPS100, EPS101
# of Credits: 10 UC/CSU: b
Course Description:
Incorporates English 9 curriculum and opportunities for advanced
work. Suggested for students identied as gifted and/or talented
but students are accepted based on teacher recommendation as
well. PACE courses are only available to students enrolled in the
PACE program at John F. Kennedy High School.
PACE ADVANCED ENGLISH 9 P
Course Code: EZS301, EZS302
# of Credits: 10 UC/CSU: b
Course Description:
English 10 will address the Common Core State Standards in
reading, writing, language, listening, and speaking in an integrated
approach to English language arts, emphasizing higher order
thinking skills. This class will study various informational and literary
texts. Students will develop communication skills pertaining to
adult life, both personal and professional. This course is designed
to augment and extend the skills acquired in English 9 or 9.1.
ENGLISH 10 P
Course Code: EZS201, EZS202
# of Credits: 10 UC/CSU: b
Course Description:
Provides opportunities for creative work in addition to the regular
English 10 curriculum of literature and composition.
ADVANCED ENGLISH 10 P
Course Code: EPS200, EPS201
# of Credits: 10 UC/CSU: b
Course Description:
Provides opportunities for creative work in addition to the regular
English 10 curriculum of literature and composition. PACE courses
are only available to students enrolled in the PACE program at
John F. Kennedy High School.
PACE ADVANCED ENGLISH 10 P
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English Language Arts
Course Code: EZS303, EZS304
# of Credits: 10 UC/CSU: b
Course Description:
English 11 will address the Common Core State Standards in
reading, writing, language, listening, and speaking in an integrated
approach to English language arts, emphasizing higher order
thinking skills. This class will study various informational and
literary texts, including American literature. This course is designed
to prepare students for future academic work by building on skills
taught in English 9 and 10.
ENGLISH 11 P
Course Code: EZS309, EZS310
# of Credits: 10 UC/CSU: b
Course Description:
In English 11 P Honors, students study the curriculum for English
11 P with increased depth of analysis, synthesis, evaluation,
application, and academic comparisons. Students read, write,
speak, and listen to more complex and sophisticated themes,
characters, and issues.
ENGLISH 11 H P
Course Code: EZS328, EZS329
# of Credits: 10 UC/CSU: b
Course Description:
An Advanced Placement course in English language and
composition engages students in becoming skilled readers of
prose written in a variety of periods, disciplines, and rhetorical
contexts and in becoming skilled writers who compose for a variety
of forms, narrative, exploratory, expository, argumentative, and
on a variety of subjects from personal experience to public policy,
from imaginative literature to popular culture. As in the college
course for which the AP Language and Composition course
substitutes, its purpose is to enable students to read complex texts
with understanding and to write prose of sufcient richness and
complexity to communicate effectively with readers. Students are
strongly encouraged to take the AP exam.
ENGLISH LANGUAGE AND COMPOSITION AP
Course Code: EZS305, EZS306
# of Credits: 10 UC/CSU: b
Course Description:
In English 12, students will focus on complex essay development
while targeting the college and career readiness descriptors in
the Common Core State Standards in reading, writing, language,
listening, and speaking in an integrated approach to English
language arts. This class will study various informational and literary
texts, including the study of World Literature, as an extension of the
skills attained in grades 9-11.
ENGLISH 12 P
Course Code: EZS307, EZS308
# of Credits: 10 UC/CSU: b
Course Description:
In English 12 P Honors, students study the curriculum for English
12 P with increased depth of analysis, synthesis, evaluation,
application, and academic comparisons. Students read, write,
speak, and listen to more complex and sophisticated themes,
characters, and issues.
ENGLISH 12 HONORS
Course Code: EZS330, EZS331
# of Credits: 10 UC/CSU: b
Course Description:
Rigorous reading, writing, and world literature study course that
prepares students for the Advanced Placement Exam. Summer
reading is REQUIRED and the course emphasizes World Literature.
ENGLISH LITERATURE & COMPOSITION AP
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English Language Arts
Course Code: ERW100, ERW101
# of Credits: 10 UC/CSU: b
Course Description:
The Expository Reading and Writing course of study is closely
aligned to the seven criteria of the UC English requirement. The
goal of the Expository Reading and Writing Course (ERWC) is to
prepare college-bound seniors for the literacy demands of higher
education. Through a sequence of eight to ten rigorous instructional
modules aligned to the CCSS for ELA/Literacy, students in this
year-long, rhetoric-based course will develop advanced prociency
in expository, analytical, and argumentative reading and writing.
The ERWC was developed by CSU Faculty with input from high
school teachers. High school students who completed the ERWC
during their senior year with a “C” or better will not have to take
remedial English courses when entering CSU.
EXPOSITORY READING & WRITING
Course Code: EZF400, EZS400, EZF401, EZS401
# of Credits: 10
Course Description:
Beginning/ Early Intermediate ELD is a year-long course for English
Learners who have not yet mastered the content standards for the
Beginning and Early Intermediate Levels. Successful completion of
the requirements of this course enables the students to move into
Intermediate ELD. This course is the rst in a sequence designed
to move students into regular English instruction.
BEGINNING-EARLY INTERMEDIATE ELD I
Course Code: EZF402, EZS402
# of Credits: 10
Course Description:
This is a course for students whose prociency level remains at
the beginning/early intermediate stage measured by the CELDT.
In this course, students continue to improve skills in listening,
speaking, reading, and writing using content-based instruction as
they increase language skills in social and in academic contexts.
The use of strategies designed to be effective with English learners
will continue to be implemented.
EARLY INTERMEDIATE ELD I
Course Code: EZF404, EZS404
# of Credits: 10
Course Description:
Intermediate ELD I is a year-long course for English Learners
who have not yet fully mastered the content standards for the
Intermediate level. This course provides students with skills in
listening, speaking, reading, and writing. Course content provides
students with multiple opportunities to practice and master
intermediate ELD standards as well as some English-language
arts standards.
INTERMEDIATE ELD I
Course Code: EZF403, EZS403
# of Credits: 10
Course Description:
This is a course for students whose prociency level remains at
the beginning/early intermediate stage measured by the CELDT.
In this course, students continue to improve skills in listening,
speaking, reading, and writing using content-based instruction as
they increase language skills in social and in academic contexts.
The use of strategies designed to be effective with English learners
will continue to be implemented.
EARLY INTERMEDIATE ELD II
Course Code: EZF405, EZS405
# of Credits: 10
Course Description:
Intermediate ELD II is a year-long course for English Learners
who have not yet fully mastered the content standards for the
Intermediate level. This course provides students with skills in
listening, speaking, reading, and writing. Course content provides
students with multiple opportunities to practice and master
intermediate ELD standards as well as some English-language
arts standards.
INTERMEDIATE ELD II
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English Language Arts
Course Code: EZS410, EZS411
# of Credits: 10 UC/CSU: b
Course Description:
Emphasizes English language development and is similarly
designed to develop and improve students skills in reading, writing,
listening, and speaking. Students learn both creative and expository
writing in addition to spelling, vocabulary and language mechanics.
ENGLISH 9.1 P
Course Code: EZS420, EZS421
# of Credits: 10 UC/CSU: b
Course Description:
Emphasizes English language development and parallels English
10 to build and extend listening, speaking, reading, and writing skills
acquired in English 9 or 9.1. Students will work on communication
skills pertaining to adult life, both personal & professional.
Continues preparation for college or university studies. Students
study varied literature genres including play, novel, short story,
essay, and poetry.
ENGLISH 10.1 P
Course Code: EZS430, EZS431
# of Credits: 10 UC/CSU: b
Course Description:
Parallels English 11 to build and extend skills acquired in beginning
and intermediate ELD. Students develop communication skills
pertaining to adult life, both personal & professional. Continues
preparation for college or university studies. Students study varied
literature genres including play, novel, short story, essay, and
poetry.
ENGLISH 11.1 P
Course Code: EZS440, EZS441
# of Credits: 10 UC/CSU: b
Course Description:
Emphasizes English language development and parallels English
12 to build and extend listening, speaking, reading, and writing
skills acquired in beginning and intermediate ELD. Students will
work on communications skills pertaining to adult life, both personal
& professional. Continues preparation for college or university
studies. Students study varied literature genres including play,
novel, short story, essay, and poetry.
ENGLISH 12.1 P
Course Code: EJS301, EJS302
# of Credits: 10 UC/CSU: b
Course Description:
Applied Medical English is a year-long college and career
preparatory English course which integrates both the Common
Core standards for ELA and the Career Technical Education (CTE)
standards for the Health Science and Medical Technology industry
sector. Applied Medical English 9 is focused on the unifying theme
of Public Health and related issues. It requires students to answer
numerous essential questions divided by thematic CTE units while
applying their knowledge and skills with reference to the Common
Core reading, writing, listening, and speaking ELA standards.
Course Code: EJS311, EJS312
# of Credits: 10 UC/CSU: b
Course Description:
This course presents a study of multicultural literature and focuses
on medical components within the works read. With emphasis
on major authors and literary trends, all forms of literature will be
covered, including poetry, prose, and drama. Discussion and written
assignments will stress insight into the works and the correlation
of history, culture, literature, and other ne arts. Emphasis will be
placed on critical analytic reading skills, participation in-depth,
constructive class discussion, and critical, evaluative writing.
APPLIED MEDICAL ENGLISH 9 P
MEDICAL ENGLISH 10 P
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English Language Arts
Course Code: EZS460, EZS461
# of Credits: 10 UC/CSU: b
Course Description:
This course is for entering 9th grade, college preparatory students.
English 1 focuses on themes of self-awareness, community
awareness, cultural diversity, and building critical thinking skills.
This course will focus on three of the Big Picture Learning Goals,
Communication, Social Reasoning, and Personal Qualities, and
use a variety of assignments to address each goal fully.
ENGLISH 1 BP P
Course Code: EZS462, EZS463
# of Credits: 10 UC/CSU: b
Course Description:
This course is a continuation of the themes and skills introduced in
English 1. Additionally, this course will develop an understanding
of the connections between history and literature. This course
will primarily focus on the Big Picture Learning Goals of:
Communication, Social Reasoning, and Personal Qualities.
ENGLISH 2 BP P
Course Code: EZS464, EZS465
# of Credits: 10 UC/CSU: b
Course Description:
This course will continue to build on themes introduced in English
1 and 2. Additionally English 3 will focus on reading and critical
analysis of American Literature and autobiography as a genre.
This course will focus on three of the Big Picture Learning Goals,
Communication, Social Reasoning, and Personal Qualities, and
use a variety of assignments to address each goal fully.
ENGLISH 3 BP P
Course Code: EZS466, EZS467
# of Credits: 10 UC/CSU: b
Course Description:
This course will continue to build on themes introduced in English
1, 2, and 3. Additionally English 4 will focus on reading and critical
analysis of British Literature and autobiography as a genre.
Students will also develop a Senior Thesis project. This course will
focus on three of the Big Picture Learning Goals, Communication,
Social Reasoning, and Personal Qualities, and use a variety of
assignments to address each goal fully.
ENGLISH 4 BP P
Course Code: EJS401, EJS402
# of Credits: 10 UC/CSU: b
Course Description:
This course integrates Health Science and Medical Terminology
within English 12 course, providing students a deeper knowledge
of English Language Arts through the lens of a health care
professional. Through research and the study of literature, students
develop an understanding of the cause and effect of public health
issues, acquiring the knowledge and skills to facilitate change
through a variety of roles in the public health care eld. Students
will use reading, writing, speaking and listening skills effectively
to evaluate health disparities and facilitate ethical intervention,
adapting communication to audience and purpose. The course
culminates with an enhanced awareness that empowers students
to become public health leaders and professionals.
Course Code: EJS321, EJS322
# of Credits: 10 UC/CSU: b
Course Description:
The purpose for Medical English 11 is for students to analyze
the scope of the Patient Care pathway within the Health Science
and Medical Technology Standards while mastering the English
Language Arts Content Standards for 11th grade. The course
focuses on the essential and foundational skills of communication,
vocabulary development, and analytical reading and writing.
Students will read a variety of texts as they are challenged to
grasp complex topics and extend their thinking to draw and defend
conclusions. Upon completion of this course, students will acquire
the skills necessary to examine and make informed decisions for
themselves as well as their community pertaining to wellness,
preventative care, and mental health..
MEDICAL ENGLISH 12 P
MEDICAL ENGLISH 11 P
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English Language Arts
Course Code: EBS120, EBS121
# of Credits: 10 UC/CSU: g
Course Description:
Theory of Knowledge (ToK) allows students to distinguish between
valid and invalid claims, to discover knowledge issues which may
help us or hinder us, to think critically about issues of global, local,
or personal importance, and to develop as rational and ethical
citizens in a global community. ToK encourages students to
reect on their experiences as learners, in everyday life and in the
Diploma Program, and to make connections between academic
disciplines and between thoughts, feelings, and actions. Finally,
ToK encourages an interest in the diversity of ways of thinking and
ways of living of individuals and communities, and an awareness of
personal and ideological assumptions, including participants’ own.
IB THEORY OF KNOWLEDGE
Course Code: ERS281, ERS282
# of Credits: 10
Course Description:
This program connects powerful reading strategies to curriculum
that is engaging to the student. Students continually practice
many different reading skills throughout the year. Students learn to
focus on meaning and making sense of what they read. They also
learn phonemic, semantic, and syntactic processing systems. The
ongoing practice helps students to internalize the strategies with
ever-increasing independence and sophistication. The program is
built around student-centered units. Each unit lasts 3 to 6 weeks.
Each unit teaches 1 to 3 different reading strategies.
ACADEMIC READING AND WRITING
Course Code: ERF215, ERS215
# of Credits: 5
Course Description:
This is an intervention class specializing in reading/language
development for students in grades 9-12. The curriculum includes
direct instruction in reading spelling, composition, grammar,
comprehension, vocabulary, usage, and language. The course
content is presented in a specic sequence with each unit’s
concepts building on the concepts from the previous unit. Individual
student progress is based on understanding and applying the
concepts taught in each unit.
READING DEVELOPMENT
Course Code: EJV220, EJV221
# of Credits: 10
Course Description:
Through specialized training and experience, students assume
responsible positions as editors, business managers, or advertising
managers. Students plan photos and stories to be included in the
yearbook, supervise photography, write and edit copy, sell and
design ads, and learn methods of designing pages. The class
allows students to express ideas, and engage in creative thinking,
leadership, and problem solving.
YEARBOOK DESIGN
Course Code: EBS111, EBS112
# of Credits: 10 UC/CSU: b
Course Description:
IB English Literature (HL and SL) provides students with extensive
experience/training in the study, interpretation, and analysis of
literary works. Through a variety of English and translated texts,
students will gain an appreciation of the similarities and differences
among texts from different ages/cultures. Oral presentation, formal
academic writing, and critical analysis skills will be developed.
Students gain an appreciation of structure, technique, and style
to become effective communicators, learn to see relationships
between texts and other media, think critically, and understand,
appreciate, and construct their own meaning from a diverse
selection of texts. At higher levels, a greater number of texts are
studied with more emphasis on literary features and their effects.
IB ENGLISH HL I
Course Code: EBS113, EBS114
# of Credits: 10 UC/CSU: b
Course Description:
IB English Literature (HL and SL) provides students with extensive
experience/training in the study, interpretation, and analysis of
literary works. Through a variety of English and translated texts,
students will gain an appreciation of the similarities and differences
among texts from different ages/cultures. Oral presentation, formal
academic writing, and critical analysis skills will be developed.
Students gain an appreciation of structure, technique, and style
to become effective communicators, learn to see relationships
between texts and other media, think critically, and understand,
appreciate, and construct their own meaning from a diverse
selection of texts. At higher levels, a greater number of texts are
studied with more emphasis on literary features and their effects.
IB ENGLISH HL II
Page 60
English Language Arts
Course Code: EWS101, EWS102
# of Credits: 10
Course Description:
This course is for the enthusiastic writer. Activities are geared to
develop vivid and concrete descriptions as well as imagination and
experimentation in writing. Major assignments may include writing
short stories, a short play, many types of poems, and a variety of
exercises to stretch the imagination. Students in this course may
also serve as the editorial staff for the student literary publication.
CREATIVE WRITING
Course Code: EHS201, EHS202
# of Credits: 10 UC/CSU: b
Course Description:
This year-long course emphasizes the traditional concept of read,
reect, and write. What is different, however, is the content of the
readings and the approach to this content. Students examine the
cultural and psychic origins of myth in Greece and subsequent
cultures. Major thematic units include “The Hero’s Quest” and the
“Loss of Innocence/Coming of Age.” Other areas covered include
epic and lyric poetry, Elizabethan theater, art and music, ction and
expository prose, and philosophical writings such as the thesis
assertion, the topic sentence, and structures of argument.
HUMANITIES: LIT-COMP P
Course Code: EHS301, EHS302
# of Credits: 10 UC/CSU: b
Course Description:
This course is taught in conjunction with and is complementary
to HISP World Cultures. Students study the common source
of the three major monotheistic religions of the West; sense the
conformity and discipline of the East, while recognizing its great
diversity; read indigenous Asian, Middle Eastern, African, and Latin
American novels; hear the lyric poetry of Latin American poets; and
compare the traditions of Asia, the Middle East, Africa, and Latin
America to those of the West.
HUMANITIES: WORLD LITERATURE P
Course Code: EJF240, EJS240
# of Credits: 10
Course Description:
The student newspaper staff writes and produces a student
newspaper. Students are responsible for publishing each issue by
planning content, researching ideas, writing and editing stories,
designing pages, and disseminating issues. It is also responsible
for budgeting and for obtaining funding through the selling ads to
local and national business.
JOURNALISM-NEWSPAPER PUBLISHING
Course Code: ESF230, ESS230
# of Credits: 5 UC/CSU: g
Course Description:
This course is a public speaking class covering skills necessary
to communicate and compete in today’s world of work. It may
require students to participate in extracurricular activities, including
weekend and evening competitions.
SPEECH-FORENSICS-DEBATE P
Course Code: EHS101
# of Credits: 5 UC/CSU: b
Course Description:
The primary and most exciting purpose of writing has always
been that writing is communication. Writing is also a means of
clarifying and discovering what we think. Writer’s Workshop is
a one-semester course which explores the writing process from
pre-writing to nal draft. In this course, students write daily and
examine the writing style of other writers. Working alone and in
groups, students explore a wide variety of techniques to generate
ideas and subjects for writing.
HUMANITIES: WRITING SKILLS P
Page 61
English Language Arts
Course Code: EHS303, EHS304
# of Credits: 10 UC/CSU: b
Course Description:
The course begins and ends with the questions, “What is an
American?” and “What is the American Dream?”. In their search for
answers, students explore the interrelationships among American
art, music, drama, dance, ction, non-ction, poetry, religious
beliefs, “pop” culture, political movements, and intellectual history.
Expository writing, timed writing exercises, essays, creative writing,
and response logs are required. Activities include creative and
critical problem solving, discussion, group work, and various types
of collaborative and individual learning.
HUMANITIES: AMERICAN LIT H P
Course Code: EDF250, EDS250
# of Credits: 10 UC/CSU: f
Course Description:
In this course, students develop their acting, directing, and
designing skills through scenes, monologues, improvisation, and
a nal production.
DRAMA-PLAY PRODUCTION P
Course Code: EDS211, EDS212
# of Credits: 10 UC/CSU: f
Course Description:
In this course, students are introduced to oral interpretation,
preparing a role, staging & presenting a scene, and a one-act play.
THEATRE-CHARACTER AND SCENE P
Course Code: EHS220
# of Credits: 5 UC/CSU: b
Course Description:
Critical thinking teaches students how to critically evaluate what
they observe, experience, or read and how to formulate a logical
argument. This course is an introduction to the skills of critical
thinking and formal logic. Emphasis is placed on evaluation of
arguments, informal fallacies, denition, language analysis, and
the functions of the television media.
HUMANITIES: CRITICAL THINKING P
Page 62
Mathematics
Course Code: MIS101, MIS102
# of Credits: 10 UC/CSU: c
Course Description:
In Mathematics students formalize and extend the mathematics
learned in the middle grades and explore the relationships
between the standards from the conceptual categories of Number
and Quantity, Algebra, Functions, Geometry, and Statistics and
Probability. The Mathematics I course focuses on six critical areas:
(1) extend understanding of numerical manipulation to algebraic
manipulation; (2) synthesize understanding of function; (3) deepen
and extend understanding of linear relationships; (4) apply linear
models to data that exhibit a linear trend; (5) establish criteria for
congruence based on rigid motions; and (6) apply the Pythagorean
Theorem to the coordinate plane.
INTEGRATED MATH 1
Course Code: MIS201, MIS202
# of Credits: 10 UC/CSU: c
Course Description:
Integrated Math 2 is comprised of standards selected from the
high school conceptual categories (Number and Quantity, Algebra,
Functions, Geometry, and Statistics and Probability.) The focus
of Math 2 is on quadratic expressions, equations, and functions,
and comparing their characteristics and behavior to those of linear
and exponential relationships from Math 1. In addition, students
will be introduced to complex numbers, they will explore the link
between probability and data, they will understand right triangle
trigonometry through Pythagorean relationships (including writing
proofs in a variety of formats), and prove basic theorems about
circles.
INTEGRATED MATH 2
Course Code: MIS203, MIS204
# of Credits: 10 UC/CSU: c
Course Description:
Integrated Math 2+ is recommended for students who are
interested in taking 4 years of math in high school, who have
shown success in previous math courses, and who are prepared
to learn higher-level math concepts from Precalculus that will begin
preparing them for Calculus. The course is comprised of standards
selected from the high school conceptual categories (Number
and Quantity, Algebra, Functions, Geometry, and Statistics and
Probability),æincludingæ14 additional plus (+) standards from
Precalculus. Students who are successful in Integrated Math 2
Honors will progress to Integrated Math 3 Honors the following year,
during which they will learn the remaining Precalculus standards.
Students who successfully complete both honors courses will be
prepared for AP Calculus AB.
INTEGRATED MATH 2 PLUS
Course Code: MIS301, MIS302
# of Credits: 10 UC/CSU: c
Course Description:
The focus of Math 3 is to integrate and apply the mathematics that
students have learned from their earlier courses. This course is
comprised of standards selected from the high school conceptual
categories (Number and Quantity, Algebra, Functions, Geometry,
and Statistics and Probability).
INTEGRATED MATH 3
Course Code: MIS303, MIS304
# of Credits: 10 UC/CSU: c
Course Description:
The focus of Math 3+ is to integrate and apply the mathematics that
students have learned from their earlier courses. This course is
comprised of standards selected from the high school conceptual
categories: Number and Quantity, Algebra, Functions, Geometry,
and Statistics and Probability. Standards that were limited in Math
1 and Math 2 no longer have those restrictions in Math 3. Math 3+
is recommended for students who are interested in taking 4 years
of math in high school, who have shown success in Math 2+, and
who want to continue learning higher-level math concepts that will
prepare them to take AP Calculus the following year.
INTEGRATED MATH 3 PLUS
Course Code: MHS101, MHS102
# of Credits: 10 UC/CSU: g
Course Description:
Prerequisite: Completion of Integrated Mathematics 1, 2, and
3 and scoring “conditionally ready” on the Smarter Balanced
assessment in mathematics. This course is designed to strengthen
mathematical foundation and to prepare students to be successful
in college level math. The goal of the course is to deepen conceptual
understandings of mathematical theory, skills and strategies
required by the California State content and practice standards.
Utilizing practical life applications, this course serves both college
and career-bound high school seniors..
EAP SENIOR YEAR MATH
Page 63
Mathematics
Course Code: MPS010, MPS011
# of Credits: 10 UC/CSU: c
Course Description:
Precalculus combines the trigonometric, geometric, and algebraic
concepts needed to prepare students for the study of Calculus, and
strengthens students’ conceptual understanding of problems and
mathematical reasoning in solving problems. The main topics in
the course are complex numbers, rational functions, trigonometric
functions and their inverses, inverse functions, vectors and
matrices, and parametric and polar curves. Because the standards
for this course are mostly (+) standards, students selecting this
Precalculus course should have met the college and career
ready standards of the previous courses in Integrated Math II and
Integrated Math III. This course is highly suggested as preparation
before taking a standard Calculus course that would lead to taking
an Advanced Placement Calculus exam.
PRECALCULUS P
Course Code: MPS020, MPS021
# of Credits: 10 UC/CSU: c
Course Description:
This is an honors course in precalculus mathematics that meets
the needs of students wanting depth and acceleration in higher
math. Students study limits, derivatives, integrals, maximum and
minimum graphing, application, analytic geometry, and iterations.
ADVANCED PRECALCULUS HP
Course Code: MCS201, MCS202
# of Credits: 10 UC/CSU: c
Course Description:
This Advanced Placement course is a college level class that
includes: nding slope functions (derivatives) and application
of such rates including related rates. Applications also include
evaluating the effect of application of rates (integration). Various
techniques of integration are applied to area and volume.
(Prerequisite: Completion of Precalculus with a “C” grade or better)
Credits may be used toward Geometry graduation requirement.
CALCULUS AB HP-AP
Course Code: MCS303, MCS304
# of Credits: 10 UC/CSU: c
Course Description:
This Advanced Placement course in calculus consists of a full
high school academic year of work that is comparable to Calculus
courses in colleges and universities. Course includes topics in
differential and integral calculus, plus additional topics. Credits
may be used toward Geometry graduation requirement.
CALCULUS BC HP-AP
Course Code: MSS261, MSS262
# of Credits: 10 UC/CSU: c
Course Description:
Students will study mean, median, mode, range, variance, standard
deviation, etc., and the interpretation of these data. Students will
also study some counting principles and some probability.
STATISTICS P
Course Code: MSS270, MSS271
# of Credits: 10 UC/CSU: c
Course Description:
The purpose of this Advanced Placement course in statistics is to
introduce students to the major concepts and tools for collecting,
analyzing, and drawing conclusions from data. Students are
exposed to four broad conceptual themes: (1) Exploring Data-
observing patterns and departures from patterns (2) Planning
a Study- deciding what and how to measure (3) Anticipating
Patterns- producing models using probability theory and simulation
(4) Statistical Inference- conrming models.
STATISTICS AP
Page 64
Mathematics
Course Code: MBS111, MBS112
# of Credits: 10 UC/CSU: c
Course Description:
The course syllabus focuses on important mathematical topics
that are interconnected. The syllabus is organized and structured
with the following tenets in mind: placing more emphasis on
student understanding of fundamental concepts than on symbolic
manipulation and complex manipulative skills; giving greater
emphasis to developing students’ mathematical reasoning rather
than performing routine operations; solving mathematical problems
embedded in a wide range of contexts; using the calculator
effectively.
IB MATHEMATICAL STUDIES SL I
Course Code: MBS121, MBS122
# of Credits: 10 UC/CSU: c
Course Description:
This IB Math option is primarily designed for students who are
interested in math-related careers such as engineering, medicine,
or science. Topics include: linear equations and inequalities,
quadratic functions, polynomial functions, exponential and
logarithmic functions, trigonometric functions, sequences and
series, probability, and statistics.
IB MATHEMATICS SL I
Course Code: MBS113, MBS114
# of Credits: 10 UC/CSU: c
Course Description:
The course syllabus focuses on important mathematical topics
that are interconnected. The syllabus is organized and structured
with the following tenets in mind: placing more emphasis on
student understanding of fundamental concepts than on symbolic
manipulation and complex manipulative skills; giving greater
emphasis to developing students’ mathematical reasoning rather
than performing routine operations; solving mathematical problems
embedded in a wide range of contexts; using the calculator
effectively.
IB MATHEMATICAL STUDIES SL II
Course Code: MBS123, MBS124
# of Credits: 10 UC/CSU: c
Course Description:
This course, a continuation of Math Methods I, prepares students
for the SL exam. Topics covered include limits of function,
derivatives, application of derivatives, integrals, application
of the denite integral, logarithmic and exponential functions,
inverse trigonometric and hyperbolic functions, and techniques of
integration.
IB MATHEMATICS SL II
Course Code: YAS131, YAS132
# of Credits: 10 UC/CSU: c
Course Description:
C+ Programming for Math 1 is a year-long course that provides
a formal development of algebraic skills and concepts using
interactive computing, computer programming in C/C++, and hands-
on robotics. This integrated math curriculum provides students with
experiences that meet both Math I course requirements and CTE
standards. This course is a hands-on and engaging support class
for students concurrently taking Integrated Mathematics.
C+ PROGRAMMING FOR MATH 1
Course Code: MIS131, MIS132
# of Credits: 10 UC/CSU: c
Course Description:
A
INTEGRATED MATH 1 + CSTEM P
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Physical Education
Course Code: PFS200, PFS200
# of Credits: 10
Course Description:
This class offers a wide variety of activities focusing on aquatics (if
available), dance, and individual and team activities. All students
are expected to dress and participate on a daily basis. The class
is designed to introduce many different activities. In each activity,
tness, fundamentals and skill development will be emphasized.
FROSH-SOPH P.E.
Course Code: PRF202, PRS202
# of Credits: 10
Course Description:
Students will participate in a variety of movement activities as
well as build a foundation of knowledge for life-long health. The
emphasis of the class will be on personal tness, nutrition, and
wellness through aerobic, individual, dual, and strength training
activities. This is a follow up course to Freshman Core. (Satises
the Physical Education Graduation Requirement).
P.E./RECREATION
Course Code: PDS210, PDS211
# of Credits: 10
Course Description:
PE Dance incorporates an introduction to various styles of dance
including: Ballet, Jazz, Tap, Hip-Hop, Country, Modern Dance,
and Improvisational Dance. Students will have the opportunity
to excel through intermediate and advanced dance routines and
classes include choreography. Furthermore, students will have
opportunities to perform at McClatchy and in the community.
P.E. DANCE 1P
Course Code: PRF22A, PRS22A
# of Credits: 10
Course Description:
This course is designed to give students the opportunity to learn and
develop fundamental and advanced skills and strategies of team
activities, as well as tness concepts and conditioning techniques
used for achieving and maintaining optimal physical tness.
Students will benet from comprehensive team activities and
cardio respiratory activities. Students will learn basic fundamentals
and advanced techniques of team activities, aerobic training, and
overall tness training and conditioning. Course includes both
lecture and activity sessions. Students will be empowered to make
wise choices, meet challenges, and develop positive behaviors in
team activities, aerobic tness, wellness, and movement activity
for a lifetime.
PE BASKETBALL
Course Code: PRF22B, PRS22B
# of Credits: 10
Course Description:
This course is designed to give students a variety of tness and
aerobic activities to elevate their heart rate, build strength and
exibility, improve cardiovascular tness, and motivate students
to achieve personal tness goals. Activities in aerobic tness
may include but are not limited to; step aerobics, circuit training,
polyometric exercises, cardio kick-boxing, dance, resistance
training, and general tness goal planning. Students will build
condence in setting personal tness goals and work towards
lifelong tness achievements.
PE AEROBICS
Course Code: PRF22C, PRS22C
# of Credits: 10
Course Description:
This course is designed for the non-dancer as an introduction to
the elements and principles of dance. Each student will participate
in constructing and performing basic creative choreography in
cooperative learning groups and direct instruction. Students will
explore the cultural heritage, historical importance, and modern day
application of dance in our society while increasing personal health
and endurance. (Satises the Physical Education Graduation
Requirement) .
PE BEG DANCE
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Physical Education
Course Code: PRF22D, PRS22D
# of Credits: 10
Course Description:
This course is designed to give students the opportunity to learn
tness concepts and conditioning techniques used for obtaining
optimal physical tness. Students will benet from comprehensive
weight training and cardiorespiratory endurance activities.
Students will learn the basic fundamentals of strength training,
aerobic training, and overall tness training and conditioning.
Course includes both lecture and activity sessions. Students will be
empowered to make wise choices, meet challenges, and develop
positive behaviors in tness, wellness, and movement activity for
a lifetime.
PE BODY SCULPT
Course Code: PRF22E, PRS22E
# of Credits: 10
Course Description:
This course is designed to give students the opportunity to learn and
develop fundamental and advanced skills and strategies of various
net sports, as well as tness concepts and conditioning techniques
used for achieving and maintaining optimal physical tness.
Students will benet from comprehensive net sports activities and
cardio respiratory activities. Students will learn basic fundamentals
and advanced techniques of various net sports, aerobic training,
and overall tness training and conditioning. Course includes both
lecture and activity sessions. Students will be empowered to make
wise choices, meet challenges, and develop positive behaviors in
team activities, aerobic tness, wellness, and movement activity
for a lifetime.
PE NET SPORTS
Course Code: PRF22F, PRS22F
# of Credits: 10
Course Description:
This course is designed to give students the opportunity to learn
and develop fundamental and advanced skills and strategies of
soccer, as well as tness concepts and conditioning techniques
used for achieving and maintaining optimal physical tness.
Students will benet from comprehensive soccer activities and
cardio respiratory activities. Students will learn basic fundamentals
and advanced techniques of soccer, aerobic training, and overall
tness training, and conditioning. Course includes both lecture
and activity sessions. Students will be empowered to make wise
choices, meet challenges, and develop positive behaviors in team
activities, aerobic tness, wellness, and movement activity for a
lifetime.
PE SOCCER
Course Code: PRF22G, PRS22G
# of Credits: 10
Course Description:
This course is designed for the student to develop strength,
endurance, exibility, coordination, and body tness. Principles of
weight training, proper diet and nutrition, and basic anatomy will be
taught. (Satises the Physical Education Graduation Requirement).
PE WT. TRAINING
Course Code: PRF22K, PRS22K
# of Credits: 10
Course Description:
Students enrolled in an inter-scholastic athletic program earn
5 units of PE credit with a pass or fail grade from the teacher of
record during a semester. Students may not concurrently enroll in
Directed Studies, Athletics or any other physical education course.
Not available during the summer.
PE ATHLETICS
Course Code: PRF22L, PRS22L
# of Credits: 10
Course Description:
This course is designed to introduce students, safely and
accessibly, to the basic postures, breathing techniques, and
relaxation methods of yoga. Students will begin to experience the
benets of stretching, moving, and breathing freely as they relieve
built up stress, learn to relax, and ultimately get more out of day-to-
day life. The aim of this course is to promote vibrant health and to
tap the body’s latent energy reserves.
YOGA
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Physical Education
Course Code: PRF401, PRS401
# of Credits: 10
Course Description:
This course teaches the history of martial arts, traditions, and their
current role in mixed martial arts (MMA). Through specialized
training, martial arts training (Boxing, Kickboxing, Muay Thai,
Wrestling, Judo, and Brazilian Jiu Jitsu), and real life self-defense
tactics, the student will develop an increase in muscular strength,
muscular and cardiorespiratory endurance, balance, and exibility.
The goal of the class is to increase self-condence, spacial
awareness, quick response problem solving skills, and a desire to
stay healthy for a lifetime.
SOTA CLASS HJM
Course Code: PSS200, PSS201
# of Credits: 10
Course Description:
The rst year of the program provides cadets with an introduction to
both leadership and citizenship. LE-1 has 123 hours of classroom
instruction, with 57 hours remaining in the schedule for physical
training, drill and workmanship, and other practical application
classes. (This course may satisfy the PE Graduation Requirement.
Please conrm with your school)
MCJROTC-P.E. 1 A, B
Course Code: PSS202, PSS203
# of Credits: 10
Course Description:
Continues with 1st year skills and introduces cadets to the new
areas of civilian marksmanship training and land navigation training
with the map and compass. LE-II has 124 hours of scheduled
academic instruction, with 56 hours remaining for the practical
application classes (This course may satisfy the PE Graduation
Requirement. Please conrm with your school)
MCJROTC-P.E. 2 A, 2B
Course Code: PSS100, PSS101
# of Credits: 10
Course Description:
This 1st-year NJROTC course focuses on physical education, health
promotion and physical tness activities including development of
the whole person via education in wellness, tness, nutrition and
rst aid plus activities in individual and dual sports. Students will
learn the skills, knowledge and physical abilities that they need to
establish and sustain physical activity as a key component of their
lifestyle, as adolescents, and adults. Simultaneously, students are
introduced to elements of American citizenship, leadership and
Navy organization. Course elements are completed in an engaging
physical education and physical tness activity based environment.
(This course may satisfy the PE Graduation Requirement. Please
conrm with your school)
NAVAL SCIENCE DRILL 1 A
Course Code: PSS104, PSS105
# of Credits: 10
Course Description:
The 2nd-year NJROTC course focuses on physical education, health
promotion and physical tness activities including development of
the whole person via education in wellness, tness, nutrition and
rst aid plus activities in individual and dual sports. Students will
learn the skills, knowledge and physical abilities that they need to
establish and sustain physical activity as a key component of their
lifestyle, as adolescents, and adults. Simultaneously, students are
introduced to leadership and advanced components of American
citizenship and Navy organization. Course elements are completed
in an engaging physical education and physical tness activity
based environment. (This course may satisfy the PE Graduation
Requirement. Please conrm with your school)
NAVAL SCIENCE DRILL 2 A
Course Code: PSF102, PSS102
# of Credits: 10
Course Description:
This course will incorporate the Cadet Health and Wellness
Program (CHWP). The CHWP is an exercise program focused
upon individual baseline improvements with the goal of achieving
a Presidential Physical Fitness standard calculated by age and
gender. It focuses on health promotion, disease prevention, and
risk reduction. Units of study will include substance use and abuse,
family life, nutrition, rst aid/CPR, health related physical tness,
hygiene, mental health/self-esteem, and health related careers.
Students will wear the AFJROTC issued Physical Training uniform.
(This course may satisfy the PE Graduation Requirement. Please
conrm with your school)
AFJROTC-P.E.
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Physical Education
Course Code: PXS001, PXS002
# of Credits: 10
Course Description:
This course is designed for students only in the Criminal Justice
academy. They will engage in activities to enhance their own
personal tness to prepare them for a physically demanding eld
of work. Activities are instilled with teaching the students Pride,
Professionalism, Respect, and Teamwork. (This course may satisfy
the PE Graduation Requirement. Please conrm with your school)
CRIMINAL JUSTICE ACADEMY P.E. 1
Science
Page 69
Course Code: QBS281, QBS282
# of Credits: 10 UC/CSU: d
Course Description:
This course consists of series of investigations and studies on
many general characteristics of living organisms, including the
structure and function of cells, inheritance and variance of traits,
and interactions with the environments. Students will explore the
role of animal structural and functional adaption for survival and
the role of energy transfer through the biogeochemical cycles
within the ecosystems. In addition, students will study how natural
selection contributes to evolution of a species over time. Biology is
a laboratory course and prepares students to take additional years
of science like AP Biology and Human Anatomy & Physiology.
BIOLOGY P
Course Code: QBS231, QBS232
# of Credits: 10 UC/CSU: d
Course Description:
This course consists of a general survey of living organisms
including the structure and function of cells, inheritance and
variance of traits and the role of energy in the cycling of matter in
organisms and ecosystems. Students will explain biodiversity and
the role of animal behavior on survival. Students will explain how
natural selection contributes to the evolution of a species over time.
Topics will be covered with greater depth and breadth than Biology
P.
ADVANCED BIOLOGY P
Course Code: QBS287, QBS288
# of Credits: 10 UC/CSU: d
Course Description:
This course centers on the study of living things: their structures,
functions, behavior, relationships, and classication. Students
will develop an understanding of the diversity of life and the
interdependence of all organisms. There is a thirty (30) hour lab
component. Lab participation and completion of scientic inquiry
are requirements. Lab activities will promote utilization of the
scientic process, research and reporting, data collection and
analysis, and understanding of overarching biological concepts.
BIOLOGY BP P
Course Code: QBS300, QBS301
# of Credits: 10 UC/CSU: d
Course Description:
Pathogenic/non-pathogenic microorganisms will be studied with
emphasis upon techniques used in modern laboratories. This
course is oriented toward students with an interest in a medical
or dental career. Students will be prepared for general workplace
skills in addition to specic skills for a microbiology laboratory.
Students will be prepared for general workplace skills in addition to
specic skills for a biotechnology laboratory.
BIOTECHNOLOGY P
Course Code: QSS215, QSS216
# of Credits: 10 UC/CSU: d
Course Description:
The class may be used as a preparatory class for Anatomy and
Physiology. The AP class is designed for college bound students
who want to pursue a career in the health eld that requires college
training.
HUMAN BIOLOGY-MEDICAL SCIENCE P
Course Code: QSS211, QSS212
# of Credits: 10 UC/CSU: d
Course Description:
A comprehensive survey of the structure, function, and organization
of the human body. Topics of study include an in depth study of the
human organ systems related to support, movement, integration,
regulation, maintenance, reproduction, and development of the
human body. Disease prevention and health are emphasized
themes. Lab activities (including dissection), cooperative learning,
and critical thinking skills are essential for success in this course.
HUMAN ANATOMY-PHYSIOLOGY P
Science
Page 70
Course Code: QBS171, QBS172
# of Credits: 10 UC/CSU: d
Course Description:
Medical Biology is an introductory course covering biological
concepts important for a general understanding and background
for the health professions. Emphasis is on the scientic method
and basic processes common to all forms of life. Topics will include
ecology, evolution, cells structure and function, genetics, DNA
processes, and key anatomy/physiology concepts.
MEDICAL BIOLOGY P
Course Code: QBS283, QBS284
# of Credits: 10 UC/CSU: d
Course Description:
Molecular Biology is an enriched alternative approach to college
preparatory biology, using inquiry methods to present biology as
an experimental science. Students are required to construct their
understanding of concepts starting from the laboratory experience
and develop their abilities to observe, think, and communicate
scientically through inquiry-based, open-ended laboratory
investigations. Molecular Biology challenges students to think
abstractly and requires that they produce formal, written reports of
their investigation in the laboratory.
MOLECULAR BIOLOGY P
Course Code: QBS235, QBS236
# of Credits: 10 UC/CSU: d
Course Description:
This course consists of a general survey of living organisms
including the structure and function of cells, inheritance and
variance of traits and the role of energy in the cycling of matter in
organisms and ecosystems. Students will explain biodiversity and
how the role of animal behavior on survival. Students will explain
how natural selection contributes to evolution of a species over
time. Topics will be covered with greater depth and breadth than
Biology P.
ADVANCED BIOLOGY HP
Course Code: QBS290, QBS291
# of Credits: 10 UC/CSU: d
Course Description:
This is a college level course taught along the College Board
standards. The course will cover in depth all important concepts of
college introductory biology and major recurring themes including
science as a process, evolution, energy transfer, continuity and
change, relationship of structure to function, regulation, and the
interdependence of nature, science, technology, and society. The
course places an emphasis on students’ development of critical
thinking and analytical skills instead of rote memorization. This
extremely challenging course requires a commitment to completing
long laboratory write-ups and learning complex topics very rapidly.
Students will do college level work and prepare themselves for the
AP test at the end of the year.
BIOLOGY AP
Course Code: QBS127, QBS128
# of Credits: 10 UC/CSU: d
Course Description:
The IB Diploma Program biology standard level course covers the
relationship of structure and function at all levels of complexity.
Students learn about cell theory, the chemistry of living things,
plant structure and growth, and the difference between genes and
alleles, among many other topics, to further their understanding of
and learning about biology.
IB BIOLOGY SL II
Course Code: QBS271, QBS272
# of Credits: 10 UC/CSU: d
Course Description:
This course is equivalent to Biology P. Instruction incorporates
Specially Designed Academic Instruction in English (SDAIE)
strategies. SDAIE methodology is used to teach core content to
English Learners. Vocabulary is made more concrete and concepts
more understandable through use of specic teaching strategies
and techniques. Course content and credit are the same as that
of other Sacramento City Unied School District courses with the
same title. These courses are designed for orally uent English
Learners.
BIOLOGY SDAIE P
Science
Page 71
Course Code: QRS301, QRS302
# of Credits: 10 UC/CSU: g
Course Description:
This course provides students the opportunity to explore human
impact on Earth systems. The course examines the processes
governing the formation, evolution and workings of the solar system
and universe. Students will construct explanations describing
the Earth’s changes over time and establish how the feedback
between Earth systems changes the Earth’s surface. Students
will understand the system of interactions that control weather and
climate with major emphasis on the mechanisms and implications
of climate change.
PHYSICAL SCIENCE P
Course Code: QRS305, QRS306
# of Credits: 10 UC/CSU: g
Course Description:
This course centers on the study of the Earth and physical science
concepts including: Earth’s place in the universe, dynamic Earth
processes, energy within Earth’s system, climate, biogeochemical
cycles of the earth, structure and composition of the atmosphere,
and the geology of California. There is a thirty (30) hour lab
component, and lab participation and completion of scientic inquiry
are requirements. Lab activities will promote utilization of research
and reporting, data collection and analysis, and understanding of
earth and physical science concepts.
EARTH SC BP P
Course Code: QXS210, QXS211
# of Credits: 10 UC/CSU: g
Course Description:
This course provides a basic overview of ecological concepts. The
emphasis is on California native habitats. Students are actively
involved in habitat restoration projects on and off site.
ENVIRONMENTAL SCIENCE P
Course Code: QXF240, QXS240
# of Credits: 10
Course Description:
This course covers most of the major elements of aerospace. In
Air Science I, the students are introduced to the history of aviation
from Greek Mythology to the present, rocketry, spacecraft, and
aerospace career opportunities. Students are also introduced to
the principles of leadership through the use of Air Force customs
and courtesies, drill and ceremonies. Students participate in drill
one day per week.
AFJROTC-SCIENCE
Course Code: QGS201, QGS202
# of Credits: 10 UC/CSU: d
Course Description:
Honors Geology is a dual credit college-level laboratory course with
Sacramento City Community College Course Geology 302, Physical
Geology. Students successfully completing this course may obtain
4 units that are UC/CSU transferable. Honors Geology provides
an understanding of the dynamic nature of earth processes and
includes the study of plate tectonics, rocks, minerals, volcanoes,
earthquakes, crustal deformation and mountain building, geologic
time, geologic hazards, energy and mineral resources, earth’s water
and the geomorphology of rivers, glaciers, deserts and coastlines.
Students completing this course will attain an understanding of the
interconnectedness of all science, and the signicant controls that
Earth systems exert on human activities. Students will attend at
least one eld trip.
HONORS GEOLOGY HP
Course Code: QES100, QES101
# of Credits: 10 UC/CSU: d
Course Description:
The IB DP environmental systems and societies standard level
course aims to provide students with a coherent perspective of the
interrelationships between environmental systems and societies;
one that enables them to adopt an informed personal response
to the wide range of pressing environmental issues that they will
inevitably come to face. Students examine their own relationship
with their environment and the signicance of choices and decisions
that they make in their own lives. Students develop a sound
understanding of the interrelationships between environmental
systems and societies, rather than a purely journalistic appreciation
of environmental issues. Students evaluate the scientic, ethical,
and socio-political aspects of issues.
IB ENVIRONMENTAL SYSTEMS SL I
Science
Page 72
Course Code: QRS311, QRS312
# of Credits: 10 UC/CSU: g
Course Description:
This course is equivalent to Physical Science P. Instruction
incorporates Specially Designed Academic Instruction in English
(SDAIE) strategies. SDAIE methodology is used to teach core
content to English Learners. Vocabulary is made more concrete
and concepts more understandable through use of specic
teaching strategies and techniques. Course content and credit are
the same as that of other Sacramento City Unied School District
courses with the same title. These courses are designed for orally
uent English Learners
PHYSICAL SCIENCE SDAIE P
Course Code: QCS250, QCS251
# of Credits: 10 UC/CSU: d
Course Description:
This course consists of examining phenomena and providing
explanations at the molecular level. Students will investigate the
structure and properties of matter and develop an understanding
of the substructure of atoms, the periodic table and nuclear
processes. Students will also develop a thorough understanding
of chemical reactions and explain how the rearrangement of atoms
and molecules can either release or store energy. This course has
a prominent laboratory component.
CHEMISTRY P
Course Code: QCS231, QCS232
# of Credits: 10 UC/CSU: d
Course Description:
This course is a student-centered, laboratory-based, issues-
oriented college prep course that encourages small-group
learning. It includes the traditional inorganic chemical concepts
and laboratory skills as well as biochemistry and organic chemistry.
Students use real-world situations to learn about chemical facts
and concepts. With rigor and relevance, students learn not only
how to solve mathematical chemistry problems, but also learn
how to be problem solvers who can use evidence and conceptual
understanding to solve problems.
INTERDISCIPLINARY CHEMISTRY P
Course Code: QCS171, QCS172
# of Credits: 10 UC/CSU: d
Course Description:
Chemical reactions are at the core of all living systems and
understanding these processes and how they occur are the focal
points of this class. Students who enroll are invested in a medical
or scientic career. Students will be prepared to take AP Chemistry
the following year. This rst year course, in lieu of general chemistry,
will cover all California State Standards in Chemistry to include
atomic structure, chemical bonding, nomenclature, stoichiometry,
redox, gas laws, acids, bases, solutions, equilibrium, nuclear, and
organic chemistry. Each topic will include hands-on learning and
practical connections to medicine and living systems. Laboratory
activities will comprise 30-40% of the curriculum.
MEDICAL CHEMISTRY P
Course Code: QCS254, QCS255
# of Credits: 10 UC/CSU: d
Course Description:
This course centers on the study of living things: their structures,
functions, behavior, relationships, and classication. Students
will develop an understanding of the diversity of life and the
interdependence of all organisms. There is a thirty (30) hour lab
component, and lab participation and completion of scientic
inquiry are requirements. Lab activities will promote utilization of
the scientic process, research and reporting, data collection and
analysis, and understanding of overarching biological concepts.
CHEMISTRY BP P
Course Code: QCS215, QCS216
# of Credits: 10 UC/CSU: d
Course Description:
This advanced year-long course in chemistry is designed for
students majoring in the sciences, engineering, and medicine.
The course is a general introductory course designed to develop
chemical principles and concepts from experimental observations
and data and how these principles can be used to explain
phenomena in daily life.
CHEM STUDY HP
Science
Page 73
Course Code: QCS240, QCS241
# of Credits: 10 UC/CSU: d
Course Description:
Student must have completed Biology with a grade of B or better.
AP Chemistry is designed to be a college level course with the
rigorous standards of the College Board. Students will gain a
deeper understanding of all the concepts covered in Chemistry
1P, 2P. It includes an extensive lab component which focuses on
guided inquiry labs that are outlined by the College Board. The
class focus is on the six big ideas and learning objectives put forth
by the College board.
AP CHEMISTRY
Course Code: QPS201, QPS202
# of Credits: 10 UC/CSU: d
Course Description:
This course focuses on the forces, interactions and attractions
between objects, energy and wave properties The course begins
with a foundation of Newton’s Laws as a baseline for describing the
motion and interactions between objects including Newton’s Law of
Gravitation (macro-level) leading to investigating electromagnetism
and attraction at the particle level using Columb’s Law. Students
will then be able to describe and apply the denition of energy,
energy transformation, energy conversion and wave properties
by investigating the effects of energy on the forces and motion of
matter. This course has a prominent laboratory component.
PHYSICS P
Course Code: QPS205, QPS206
# of Credits: 10 UC/CSU: d
Course Description:
This course centers on the study of the function and application
of Newton’s Laws, forces, work, motion, energy, uid, heat, light,
waves, sound, electromagnetism, and electronics. There is a thirty
(30) hour lab component, and lab participation and completion
of scientic inquiry are requirements. Lab activities will promote
utilization of research and reporting, data collection and analysis,
and understanding of physics concepts.
PHYSICS BP P
Course Code: QPS331, QPS332
# of Credits: 10 UC/CSU: d
Course Description:
Green Up and Go! Clean Energy-neering is a year-long course
that engages students in a real world opportunity to discover
and understand principles of physics, engineering, design and
green-clean technologies. Students, working individually and in
teams, participate in a series of hands-on experimental projects
such as building wind generators and personal transportation
devices to explore both alternative and traditional energy sources
and transportation. The projects provide a foundation for data
collection, analysis, reection, presentations and technical writing
skills. Through these experiences students hone critical thinking,
communication, collaboration, creativity and Career Technical
Education (CTE) skills while learning key physics, engineering, and
design concepts.
CLEAN ENERGYNEERING P
Course Code: QPS301, QPS302
# of Credits: 10 UC/CSU: d
Course Description:
This advanced physics course prepares students to take the IB
Physics SL II course.
PHYSICS HP
Course Code: QPS501, QPS502
# of Credits: 10 UC/CSU: d
Course Description:
AP Physics 1 is an algebra-based, introductory college-level
physics course. Students cultivate their understanding of Physics
through inquiry-based investigations as they explore topics such as
Newtonian mechanics (including rotational motion); work, energy,
and power; mechanical waves and sound; and introductory, simple
circuits
AP PHYSICS
Science
Page 74
Course Code: QPS401, QPS402
# of Credits: 10 UC/CSU: d
Course Description:
For students who have completed precalculus with a grade of “B”
or better and/or are currently enrolled in Calculus. AP Physics is a
college level course taught along College Board standards.
AP PHYSICS B
Course Code: QPS503, QPS504
# of Credits: 10 UC/CSU: d
Course Description:
AP Physics 2 is an algebra-based, introductory college-level
physics course. Students cultivate their understanding of Physics
through inquiry-based investigations as they explore topics such
as uid statics and dynamics; thermodynamics with kinetic theory;
PV diagrams and probability; electrostatics; electrical circuits
with capacitors; magnetic elds; electromagnetism; physical and
geometric optics; and quantum, atomic, and nuclear physics.
AP PHYSICS 2
Course Code: QBS109, QBS110
# of Credits: 10 UC/CSU: d
Course Description:
The IB Diploma Program physics course exposes students to this
most fundamental experimental science, which seeks to explain the
universe itself, from the very smallest particles to the vast distances
between galaxies. Students develop traditional practical skills and
techniques and increase facility in the use of mathematics, the
language of physics. They also develop interpersonal skills as
well as information and communication technology skills, which
are essential in modern scientic endeavors and are important
life-enhancing, transferable skills in their own right. Students,
moreover, study the impact of physics on society, the moral and
ethical dilemmas, and the social, economic and environmental
implications of the work of physicists.
IB PHYSICS SL II
Course Code: QXF270, QXS270
# of Credits: 10
Course Description:
This course is a unique experience that helps solidify and enrich
standards taught in the various lab science classes. Students
are required to complete general science lab preparation and
other classroom assistant duties under the supervision of science
instructors. Students will be expected to demonstrate responsibility,
tactfulness, dependability while they perform valuable service to the
school. Students may not earn more than ten (10) credits over their
four years in any TA, Ofce Assistant, or Lab Assistant placement.
SCIENCE LABORATORY ASSISTANT
Course Code: YHS211, YHS212
# of Credits: 10 UC/CSU: g
Course Description:
Medical Science II course builds on the 9th grade Medical Science
course. During fall semester, the course curriculum include topics
such as drug awareness, addiction and abuse including treatment
options, and human growth and development._ Students will work
on an integrated unit to increase their awareness about personal
injury. The spring semester focuses primarily on Global Health. It
will examine what diseases and injuries are prevalent in various
countries, the behavioral, economic and environmental factors and
current solutions being implemented globally to resolve them.
MEDICAL SCIENCE II
Course Code: YHF213, YHS213
# of Credits: 10 UC/CSU: g
Course Description:
Medical Science III focuses on ve major units, which are Nutrition,
Sexual Health, Injury Prevention and Safety, Personal and
Community Health, and Emotional and Social Health. Students
will also be required to complete a nutrition project for their junior
year Integrated Unit. Medical Science III will closely align with US
History, English 11, Chemistry, Spanish, and the 11th grade Math
courses.
MEDICAL SCIENCE III
Science
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Course Code: YHF214, YHS214
# of Credits: 10 UC/CSU: g
Course Description:
Medical Science IV is a year-long course. The course concludes
a four-year Medical Science course sequence that is designed
to help students explore healthy behaviors, social health issues,
and mental health concepts._ Units of study covered in the course
include prevention and treatment of mental disorders, mental
health rst aid, stress management and coping skills. Emphasis
will be placed on personal health promotion and prevention of
disease._ The course blends Senior Project Defense curriculum
with units on mental health and personal life skills. Students will
analyze their own health status (especially mental health status),
learn about healthy literacy, and discuss obstacles and barriers of
getting mental health treatment.
Course Code: YJS171, YJS172
# of Credits: 10 UC/CSU: d
Course Description:
Sports Medicine is a course that covers the anatomy and
physiology of the human body. It covers the many systems of the
body and how these systems interact with each other through
sport. Sports injuries and treatments are addressed. This course
focuses on lab methods, critical thinking, and communication skills
needed to advance as a science major in a university. Students
will be introduced to multiple laboratory activities dealing with
human anatomy and physiology. Students will spend additional
time outside the classroom learning the topics of Sports Medicine
that deal with the prevention, recognition, evaluation, and care of
injuries.
Course Code: CTJ111, CTJ112
# of Credits: 10 UC/CSU: d
Course Description:
This course is designed to provide students with an understanding
of biological concepts through studying the effects of disease on
public and community health. Students will engage in experiments,
conduct research, complete simulations, and apply knowledge of
cellular physiology to understand the spread of disease, which is
the foundation of public and community health. Students will use
experiments and genetic concepts to demonstrate the prevalence
of hereditary disorders within a community. Using the concepts of
evolution, students will examine the relationship between humans
and pathogens and their changes over time.
Course Code: CTJ211, CTJ212
# of Credits: 10 UC/CSU: d
Course Description:
Anatomy and Medical Terminology is a college preparatory
laboratory science course integrating Next Generation Life Science
Standards with the Patient Care Health Pathway standards. This
course is designed to teach students medical terminology with
anatomical systems as a basis. Students will learn to describe the
organs and functions of the different systems using appropriate
medical terminology. Students will investigate the various
pathologies of each system and explore the diagnostic procedures,
therapeutic procedures, and medications relevant to each
system. Learning will be enhanced through the use of laboratory
experiments, research, case studies, and dissections.
MEDICAL SCIENCE IV SPORTS MEDICINE P
BIOLOGY & COMMUNITY HEALTH
ANAT & MED TERMNLGY 1, 2
Social Science
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Course Code: SGF110, SGS110
# of Credits: 5 UC/CSU: a
Course Description:
This Course examines geographic regions and relates that
knowledge to events in today’s rapidly changing world.
Contemporary issues confronting the world today, such as world
trade, problems of developing nations, urbanization, pollution,
and conservation of resources are addressed. Students develop
basic geography skills including map reading and place name
identication along with the interpretation of charts and diagrams.
As students gain a global perspective of geography, they become
increasingly aware of their role as a global citizen. This course
is aligned to the Common Core State Standards for Literacy in
History/Social Science and along with Contemporary Global Issues
P, satises the Geography graduation requirement.
GEOGRAPHY P
Course Code: SGS120, SGS121
# of Credits: 10 UC/CSU: a
Course Description:
This course lays a foundation for the study of History, Economics,
Politics, and Environmental Studies. This course recognizes
contemporary reality, cause and effect, and the increasing inuence
that other countries and peoples have in our daily lives. It is the
study of people and places, reasons and issues. There is a focus
on selected contemporary global issues. This course is aligned to
the Common Core State Standards for Literacy in History/Social
Science by using a variety of sources and methods, we study
Human Migration, Population Growth, Conict/ cooperation, Civic
Participation, Technology, Globalization, and environmental issues.
These real world issues are taken from todays headlines and
studied in the context of Geography.
GEOGRAPHY-CONT GLOBAL ISSUES P
Course Code: SJS120, SJS121
# of Credits: 10 UC/CSU: a
Course Description:
As an interdisciplinary introduction to social science, the course
is aligned to the Common Core State Standards for Literacy in
History/Social Science and provides the foundation for the later
study of World and United States History, Economics, and United
States Government. This course also blends in contemporary
global issues into every unit of study. This course will introduce
and develop skills that will be needed in subsequent social studies
classes, such as mapping, analyzing social change over time and
comparing and contrasting diverse cultures. PACE courses are
only available to students enrolled in the PACE program at John F.
Kennedy High School.
PACE HISTORY 9 P
Course Code: SGF112, SGS112
# of Credits: 5 UC/CSU: a
Course Description:
This course is equivalent to Geography P. Instruction incorporates
Specially Designed Academic Instruction in English (SDAIE)
strategies. SDAIE methodology is used to teach core content to
English Learners. Vocabulary is made more concrete and concepts
more understandable through use of specic teaching strategies
and techniques. Course content and credit are the same as that
of other Sacramento City Unied School District courses with
the same title. This course is aligned to the Common Core State
Standards for Literacy in History/Social Science. These courses
are designed for orally uent English Learners.
GEOGRAPHY SDAIE P
Course Code: SGS125, SGS126
# of Credits: 10 UC/CSU: a
Course Description:
This course is equivalent to Geography/Cont Global Issues P.
Instruction incorporates Specially Designed Academic Instruction
in English (SDAIE) strategies. SDAIE methodology is used to
teach core content to English Learners. Vocabulary is made more
concrete and concepts more understandable through use of specic
teaching strategies and techniques. Course content and credit are
the same as that of other Sacramento City Unied School District
courses with the same title. These courses are designed for orally
uent English Learners and is aligned to the Common Core State
Standards for Literacy in History/Social Science
GEOG-CONT GLOBAL ISSUES SDAIE P
Course Code: SJS100, SJS101
# of Credits: 10 UC/CSU: a
Course Description:
This course provides Sophomores with a greater understanding
of world civilizations and cultures. This course is aligned to the
Common Core State Standards for Literacy in History/Social
Science and emphasizes the study of European culture because of
its signicance to the intellectual, political, and social development
of the United States. The study of non-western cultures is included
to enable the students to perceive the world as an interdependent
community. Students are expected to improve academic reading,
writing, and critical thinking skills.
WORLD HISTORY P
Social Science
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Course Code: SJS115, SJS116
# of Credits: 10 UC/CSU: a
Course Description:
Students study the major turning points which helped to shape
the modern world, from the late eighteenth century through the
present. They trace the rise of democratic ideas and develop
an understanding of the historical roots of current world issues,
especially as they pertain to international relations. Students
develop an understanding of current world issues and relate them
to their historical, geographical, political, economic, and cultural
contexts. Students consider multiple accounts of events in order
to understand international relations from a variety of perspectives.
This course is aligned to the Common Core State Standards for
Literacy in History/Social Science.
WORLD HISTORY BP P
Course Code: SHS103, SHS104
# of Credits: 10 UC/CSU: a
Course Description:
Humanities: World Civilization 1-2 P is a one-year course offered
in the Humanities and International Studies Program that together
with Humanities: Comparative World Cultures 1 & 2P (SHS203-
204) will give the student a concentrated program in the history,
geography, and culture of world civilizations. The rst year course,
Humanities: World Civilizations 1-2 P, will emphasize the cultur-
al heritage of western civilizations, while the second year course,
Humanities: Comparative World Cultures 1-2 P (SHS203-204) will
emphasize the heritage of non-western civilizations with a concen-
tration on Asian studies. This course is aligned to the Common
Core State Standards for Literacy in History/Social Science.
HUMANITIES: WORLD CIV P
Course Code: SHS203, SHS204
# of Credits: 10 UC/CSU: a
Course Description:
Humanities: Comparative World Cultures is a one-year college
preparatory course offered in the second year of the Humanities
and International studies Program. The course centers on four
geographic areas, loosely grouped as Africa, Latin America, the
Middle East and Southeast Asia and the Orient; each representing
nine weeks of study. Comparative World Cultures is taught
in conjunctions with Humanities: World Literature which will
emphasize the literature, art, music, poetry, drama, philosophy,
and religions of the areas. The courses will be team taught and
is aligned to the Common Core State Standards for Literacy in
History/Social Science
HUMANITIES: COMP WRLD CULTURE P
Course Code: SJS140, SJS141
# of Credits: 10 UC/CSU: a
Course Description:
This course fullls the student graduation requirement for world
history, but delves deeper into the study of world civilizations. This
course is aligned to the Common Core State Standards for Literacy
in History/Social Science, and the criteria required by the College
Board, the course is a rigorous study that covers c. 8000 BCE to
present day so students will be expected to complete a signicant
amount of outside research. The AP course also requires extensive
text analysis through the writing of document based questions.
AP WORLD HISTORY
Course Code: SBS111, SBS112
# of Credits: 10 UC/CSU: a
Course Description:
Key objectives are the critical study of the discipline of history and
its specic methodologies as they relate to the selection, analysis
and interpretation of historical data. Studying history at this level
will require students to develop an appreciation of divergent
approaches adopted by historians in conducting historical
research, the conicting interpretative outcomes they reach and
the forces which shape their scholarship. Students will work with
a wide variety of source materials and assess the interrelationship
between diverse political ideologies and cultures. The development
of skills associated with solid argumentation based on sound
evidence will be emphasized throughout the course.
IB HISTORY OF THE AMERICAS HL I
Course Code: SBS113, SBS114
# of Credits: 10 UC/CSU: a
Course Description:
Key objectives are the critical study of the discipline of history and
its specic methodologies as they relate to the selection, analysis
and interpretation of historical data. Studying history at this level
will require students to develop an appreciation of divergent
approaches adopted by historians in conducting historical
research, the conicting interpretative outcomes they reach and
the forces which shape their scholarship. Students will work with
a wide variety of source materials and assess the interrelationship
between diverse political ideologies and cultures. The development
of skills associated with solid argumentation based on sound
evidence will be emphasized throughout the course.
IB HISTORY OF THE AMERICAS HL II
Social Science
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Course Code: SJS104, SJS105
# of Credits: 10 UC/CSU: a
Course Description:
This course is equivalent to World History-Modern Era P. Instruction
incorporates Specially Designed Academic Instruction in English
(SDAIE) strategies. SDAIE methodology is used to teach core
content to English Learners. Vocabulary is made more concrete
and concepts more understandable through use of specic
teaching strategies and techniques. Course content and credit are
the same as that of other Sacramento City Unied School District
courses with the same title. This course is aligned to the Common
Core State Standards for Literacy in History/Social Science. These
courses are designed for orally uent English Learners.
WORLD HISTORY SDAIE P
Course Code: SHS201, SHS202
# of Credits: 10 UC/CSU: a
Course Description:
This course provides students with an awareness of our national
heritage. Students will develop a better and deeper understanding
of how our country became what it is today. Students will continue
to develop their reading, writing, thinking and research skills with
the use of primary and secondary sources. This course is aligned
to the Common Core State Standards for Literacy in History/Social
Science.
US HISTORY P
Course Code: SHS210, SHS211
# of Credits: 10 UC/CSU: a
Course Description:
Students in this course study the major turning points in American
history in the twentieth century. Following a review of the
nation’s beginnings and the impact of the Enlightenment on U.S.
democratic ideals, students build upon the tenth grade study of
global industrialization to understand the emergence and impact of
new technology and a corporate economy, including the social and
cultural effects. They trace the change in the ethnic composition
of American society; the movement toward equal rights for racial
minorities and women; and the role of the United States as a major
world power. This course is aligned to the Common Core State
Standards for Literacy in History/Social Science.
US HISTORY BP P
Course Code: SHS271, SHS272
# of Credits: 10 UC/CSU: a
Course Description:
This course examines the history of wartime medicine and public
health in America. Students analyze major historical events, trends
and concepts within the context of the U.S. History standards.
Students make connections between the evolution of medicine and
the development of American thought and government, which are
brought into sharp relief by events such as the Enlightenment, the
Civil War and the Great Depression. The course focus is on the
History of Medicine and Public Health in America from its founding
to the present and aligns with the California Content Standards for
Social Studies 11, Common Core Standards for Literacy in Content
Areas, and Career Technical Education (CTE) standards.
US HISTORY: PUBLIC HEALTH P
Course Code: SJS401, SJS402
# of Credits: 10 UC/CSU: a
Course Description:
This course offer an intensive study of U.S. government; a
comparative study of other government systems and their underlying
political philosophies; and the interaction of those systems in
an international setting. Students have extensive readings from
texts and primary sources and are expected to reect on those
readings in a series of essays, tests, and classroom discussions.
Students gain an understanding of the philosophical groundwork
of the various forms of government of nations around the world;
how those ideas have been translated into constitutions; and how
those countries coexist in a time of rapid technological change.
Nine weeks are devoted to in-depth country research and a Model
United Nations.
HUMANITIES: US & COMP WRLD GOV HP
Course Code: SHS300, SHS301
# of Credits: 10 UC/CSU: a
Course Description:
This advanced course chronologically covers the same span of
time as the college prep U.S. history course, but goes into more
depth. The students who take this course perform tasks that
involve more analysis, synthesis, critical thinking, and substantial
research. Through the extensive exploration of primary sources,
the students develop a greater appreciation of our country’s history.
This course is aligned to the Common Core State Standards for
Literacy in History/Social Science.
US HISTORY HP
Social Science
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Course Code: SHS303, SHS304
# of Credits: 10 UC/CSU: a
Course Description:
This course uses a thematic unit approach that attempts to combine
present and past. Supplemental readings are an integral part of
this course and designed to enhance the historical framework
offered by the text. Students are introduced to the most recent
books on the subjects at hand, encouraged to accomplish a variety
of group projects, asked to recruit guest speakers, and constantly
asked to view U.S. history from a humanities perspective. The
course begins with the historic decision to drop the atomic bomb
and works forward through Korea, Vietnam, Watergate, and the
Reagan era. Students then go back to the eras of Jefferson and
Jackson and work their way into the 20th Century.
HUMANITIES: U.S. HISTORY HP
Course Code: SHS400, SHS401
# of Credits: 10 UC/CSU: a
Course Description:
This course fullls the student graduation requirement for U.S.
history, but delves deeper into the study of American history. This
course is aligned to the Common Core State Standards for Literacy
in History/Social Science, and the criteria required by the College
Board, the course is a rigorous study of U.S. history from 1492
to present day. Students are expected to analyze and interpret
primary sources, including documentary material, maps, statistical
tables, and pictorial and graphic evidence of historical events.
AP US HISTORY
Course Code: SHS205, SHS206
# of Credits: 10 UC/CSU: a
Course Description:
This course is equivalent to United States History P. Instruction
incorporates Specially Designed Academic Instruction in English
(SDAIE) strategies. SDAIE methodology is used to teach core
content to English Learners. Vocabulary is made more concrete
and concepts more understandable through use of specic
teaching strategies and techniques. Course content and credit are
the same as that of other Sacramento City Unied School District
courses with the same title. This course is aligned to the Common
Core State Standards for Literacy in History/Social Science. These
courses are designed for orally uent English Learners
UNITED STATES HISTORY SDAIE P
Course Code: SGS210
# of Credits: 5 UC/CSU: a
Course Description:
This is the standard course in government. It surveys government
at all levels, federal and state constitutions, civil and political rights.
There is continued practice in note taking and essay test writing. A
term paper is required. This course is aligned to the Common Core
State Standards for Literacy in History/Social Science.
US GOVERNMENT P
Course Code: SGS218, SGS219
# of Credits: 5 UC/CSU: a
Course Description:
American Government is aligned to the Common Core State
Standards for Literacy in History/Social Science to provide students
with an understanding of types of governments, with an emphasis
on understanding the U.S. political system and its history. This
course will engage students in disciplinary literacy practices by
examining the Constitution of the United States, including the study
of American institutions and ideals, and the principles of state and
local government.
AMERICAN GOVERNMENT BP
Course Code: SXS141
# of Credits: 5 UC/CSU: g
Course Description:
A semester-long course that provides students with an overview
of the job of a nancial planner. Students look at nancial planning
in an objective way that requires them to regard all aspects of
nancial planning as relevant to a potential client. The course is
intended as a fall semester course for juniors in the Corporate
Business Academy at Hiram Johnson High School and includes
a capstone project designed to display student learning from the
breadth of their coursework from the previous year in the academy.
BUSINESS ECONOMICS P
Social Science
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Course Code: SXF203, SXS203
# of Credits: 5 UC/CSU: g
Course Description:
This course introduces students to the basic concepts of individual
markets (microeconomics), as well as concepts that relate to
the economy as a whole (macroeconomics) and to international
economic issues. This course is aligned to the Common Core State
Standards for Literacy in History/Social Science.
MODERN ECONOMICS P
Course Code: SXS207
# of Credits: 5 UC/CSU: g
Course Description:
This course in Economics shall center on the market system of
the United States economy. The course is aligned to the Common
Core State Standards for Literacy in History/Social Science and will
include a study of basic economic concepts and vocabulary, the
development of the U.S. market economy from the microeconomic
and macroeconomic context, the global economy, and the effects
of the U.S. government’s monetary and scal policies.
PRINCIPLES OF ECONOMICS BP
Course Code: SGF410, SGS410
# of Credits: 5 UC/CSU: a
Course Description:
This semester course is a study of the basic beliefs and ideals
which underlie American democracy; its historical roots; and how
it’s legal, governmental, and economic institutions affect public
policy at the local, state, national, and international levels. The
course is aligned to the Common Core State Standards for Literacy
in History/Social Science to provide special emphasis to preparing
the students for the College Board’s Advanced Placement Test in
American Government.
AP US GOVERNMENT & POLITICS
Course Code: SGS411, SGS412
# of Credits: 10 UC/CSU: a
Course Description:
This course explores the growth of American political theory and
how the practice of American political thought affects the operation
of our government and shape public policies. A major goal of this
course is to successfully prepare students to take the AP Exam for
US Government and Politics. The course includes a basic analysis
of how our government works, through the analysis of readings,
graphs, political cartoons, current events, and polls. This course
is aligned to the Common Core State Standards for Literacy in
History/Social Science and provide students the opportunity to
build a foundation on the historical intent of the government through
the eyes of the founding fathers and then the building of its modern
governmental institutions.
AP US GOV & POLITICS (Year long)
Course Code: SGS212
# of Credits: 5 UC/CSU: a
Course Description:
This course is equivalent to United States Government P. Instruction
incorporates Specially Designed Academic Instruction in English
(SDAIE) strategies. SDAIE methodology is used to teach core
content to English Learners. Vocabulary is made more concrete
and concepts more understandable through use of specic
teaching strategies and techniques. Course content and credit are
the same as that of other Sacramento City Unied School District
courses with the same title. This course is aligned to the Common
Core State Standards for Literacy in History/Social Science. These
courses are designed for orally uent English Learners.
US GOVERNMENT SDAIE P
Course Code: SXF204, SXS204
# of Credits: 5 UC/CSU: g
Course Description:
This course is equivalent to Modern Economics P. Instruction
incorporates Specially Designed Academic Instruction in English
(SDAIE) strategies. SDAIE methodology is used to teach core
content to English Learners. Vocabulary is made more concrete
and concepts more understandable through use of specic
teaching strategies and techniques. Course content and credit are
the same as that of other Sacramento City Unied School District
courses with the same title. This course is aligned to the Common
Core State Standards for Literacy in History/Social Science. These
courses are designed for orally uent English Learners.
MODERN ECONOMICS SDAIE P
Social Science
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Course Code: SPS250
# of Credits: 5 UC/CSU: g
Course Description:
Advanced Placement Psychology is designed to introduce students
to the systematic and scientic study of the behavior and mental
processes of human beings and animals. Students are exposed to
psychological facts, principles, theories and phenomena associated
with each of the major sub-elds within psychology. Students will
also learn about the ethics and methods psychologists use in their
science and practice. This course is aligned to the Common Core
State Standards for Literacy in History/Social Science and provide
students with a learning experience equivalent to that obtained
in most college introductory psychology courses. Advanced
Placement Psychology is aligned to The College Board Course
Descriptor for AP Psychology.
AP PSYCHOLOGY
Course Code: SPS210, SPS211
# of Credits: 10 UC/CSU: g
Course Description:
Psychology will enable students to have a better understanding
of human behavior. They will develop a better understanding
of their own behavior and learn how their actions relate to the
behavior of others. Units that will be covered include Introduction
to Psychology, learning principles and applications, memory and
thought, adolescence and adulthood, and personality theories.
This course is aligned to the Common Core State Standards for
Literacy in History/Social Science.
PSYCHOLOGY P
Course Code: SLS001, SLS002
# of Credits: 10
Course Description:
Law & Equity I is the introductory course in a four-year law
enforcement sequence. This sequence will serve as the primary
preparation for JFK’s Academy of Criminal Justice and Community
Service program. This course is aligned to the Common Core
State Standards for Literacy in History/Social Science and place
emphasis on historical inuences, fundamental duties, obligations,
ethics, and careers inherent in a career in law enforcement.
LAW AND EQUITY I P
Course Code: SLS003, SLS004
# of Credits: 10
Course Description:
Law & Equity II is designed for 10th grade students as a second
year course in a four-year law enforcement sequence. This course
is aligned to the Common Core State Standards for Literacy in
History/Social Science. This course will include, but is not limited to
keyboarding/computer literacy and a driver’s education component
which includes the attitudes, skills necessary to handle a police
vehicle under normal and emergency conditions
LAW AND EQUITY II P
Course Code: SLS005, SLS006
# of Credits: 10
Course Description:
Law & Equity III is designed for eleventh grade students as a third
year course in a four-year law enforcement sequence. This course
is aligned to the Common Core State Standards for Literacy in
History/Social Science. This course will discuss the legalities
related to search and seizure, gathering evidence, crowd control,
and riot techniques, responding to the needs of mentally ill, injured,
and deceased, and the history and evolution of juvenile law. A
training session on peer counseling and conict resolution will be
included.
LAW AND EQUITY III P
Course Code: SLS007, SLS008
# of Credits: 10 UC/CSU: g
Course Description:
Law & Equity IV is designed for twelfth grade students as a fourth
year course in a four-year law enforcement sequence which may be
articulated with Sacramento City College. Emphasis will be placed
on actual police reporting to include preliminary report writing
activities, report writing mechanics, report writing applications, law
enforcement reports, and law enforcement supplemental forms in
a training sessions. This course is aligned to the Common Core
State Standards for Literacy in History/Social Science.
LAW AND EQUITY IV P
Social Science
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Course Code: SDS100, SDS101
# of Credits: 10 UC/CSU: g
Course Description:
This course is designed to provide students with the necessary
public speaking skills necessary to present legal and social
arguments within a judicial framework. This course is aligned to
the Common Core State Standards for Literacy in History/Social
Science. Students will be exposed to the rules and procedures of
both trial and appellate courts, allowing them to conduct arguments
in both venues. Additionally, students will have the opportunity
to compete in both mock trial and moot court competitions as a
valuable way to sharpen their argumentative skills. Through these
formats, students will improve their analytic thought process and
their ability to reason critically.
SPEECH DEBATE & LEGAL REASONING P
Course Code: SXF450, SXS450
# of Credits: 10 UC/CSU: a
Course Description:
The Practical Politics Internship is a 2 period / one semester (10
credits) course. The purpose of the internship is to introduce the
student to the real world of state and local government by working in
an ofce under the direct supervision of a state or local government
employee. (Seniors only). This course is aligned to the Common
Core State Standards for Literacy in History/Social Science.(only
offered at John F. Kennedy High School)
PRACTICAL POLITICS P
Visual and Performing Arts
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Course Code: BZS007, BZS008
# of Credits: 10 UC/CSU: f
Course Description:
Art 1/2 is a course designed for students interested in art,
architecture, engineering, and teaching. Basic skills in composition,
color theory, illustration, design, gure drawing, painting and
perspective are introduced. Historical and cultural aspects are
explored. Written and verbal critiques, portfolio production, and
outside work will be required.
ART P
Course Code: BZS003, BZS004
# of Credits: 10 UC/CSU: f
Course Description:
Art 3/4 is an advanced level course that involves further exploration
in art concepts, media, and ideas. The course focuses on drawing
and painting. (Prerequisite: Passing grade in Art 1/2 with a “C” or
better or portfolio and teacher permission)
ADVANCED ART P
Course Code: BZS010, BZS011
# of Credits: 10 UC/CSU: f
Course Description:
This course meets current College Board requirements. Students
work on drawings and designs, which comprise their portfolios to
be submitted for advanced placement credit. It may take up to two
years to complete a portfolio.
AP STUDIO ART: DRAWING
Course Code: BXS280, BXS281
# of Credits: 10 UC/CSU: f
Course Description:
Students will learn the fundamentals of sculpture and jewelry
design while they gain an understanding of the principles and
elements of art. Students will be exploring a variety of materials
including leather, wood, glass, soapstone, plaster, clay, metal and
plastic. This is a laboratory/shop environment inviting students to
explore the possibilities available to the 3-D artist.
3-DIMENSIONAL ART P
Course Code: BXS285, BXS286
# of Credits: 10 UC/CSU: f
Course Description:
This course will introduce techniques in three-dimensional form
through sculpture and relief techniques. The Art elements of form,
shape, and texture will be stressed as well as the technical use and
applications of appropriate tools.
3-DIMENSIONAL ART II P
Course Code: BXF230, BXS230
# of Credits: 10
Course Description:
Multicultural Art is a full year course that focuses on the elements
and principles of art through the lens of numerous cultures’ historic
and contemporary art forms. While learning about the art of other
cultures around the globe, students will work with a variety of
media/materials and learn a wide range of skills and techniques
that encompass both two-dimensional art forms (drawing and
painting etc.), and three-dimensional (sculpture).
MULTICULTURAL ART
Visual and Performing Arts
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Course Code: BCS210, BCS211
# of Credits: 10 UC/CSU: f
Course Description:
In this course, students will have an opportunity to develop skills in
ceramics production. They will learn about the physical properties
of clay, and increase their understanding of the possibilities and
limitations of forming techniques. Students will improve their skills
in creating personal expressions in clay as they learn to glaze and
decorate their artwork. Students will have opportunities to discuss,
interpret and respond to the visual qualities and styles of ceramic
artworks. Work outside of class will be required. This may include:
research about a particular artist, style or period of art; preparation
of a portfolio, ceramics project or materials; and preliminary
sketches and writing in a sketchbook or journal.
CERAMIC ART P
Course Code: BCF203, BCS203
# of Credits: 10 UC/CSU: f
Course Description:
Advanced Ceramics provides students with advanced instruction in
clay and pottery-making with emphasis on hand-built techniques,
wheel throwing techniques, designs and decoration of clay.
Advanced Ceramics is designed to build upon the skills and
techniques students learned in the prerequisite Ceramics course
by engaging students in projects that are technically more difcult
and creatively more challenging. Emphasis will also be placed
on advanced clay structure, making glazes and kilns, and ring
techniques. Raku and primitive pottery methods will also be
explored.
ADVANCED CERAMICS P
Course Code: BZS014, BZS015
# of Credits: 10 UC/CSU: f
Course Description:
Advanced Studio Art is a course intended for students who wish to
continue their studies in drawing, painting, art history, and design.
This course will emphasize a nessed use of technique, style, and
understanding of visual language with the expectation that students
will be working at advanced levels.
STUDIO ART BP P
Course Code: NTF330, NTS330
# of Credits: 10 UC/CSU: f
Course Description:
The ultimate goal of an AP Music Theory course is to develop a
student’s ability to recognize, understand, and describe the basic
materials and processes of music that are heard or presented
in a score. This course will prepare student for the AP Music
Theory Exam and will focus on student’s understanding of musical
structure and compositional procedures through recorded and
notated examples. Strong emphasis is given to listening skills,
particularly those involving recognition and comprehension of
melodic and rhythmic patterns, harmonic functions, small forms,
and compositional techniques.
AP MUSIC THEORY
Course Code: BTS211, BTS212
# of Credits: 10 UC/CSU: f
Course Description:
Character and Scene P is designed to introduce students to the
basics of the theatre arts. Students will acquire the basic skills
necessary to function in a theater environment and to develop as
an actor. Students will have the opportunity to learn and perform
pantomimes, monologues and improvisations; view and describe
theatrical experiences; develop characters and actions that create
interest and suspense; and learn some of the business and
technical support necessary for a successful production.
THEATER, CHARACTER AND SCENE P
Course Code: EDF250, EDS250
# of Credits: 10 UC/CSU: f
Course Description:
In this course, students develop their acting, directing, and
designing skills through scenes, monologues, improvisation, and
a nal production.
DRAMA-PLAY PRODUCTION P
Visual and Performing Arts
Page 85
Course Code: BNS310, BNS311
# of Credits: 10 UC/CSU: f
Course Description:
In this course, students will study lm as both an art and a means
of communication. They are taught to “read” a lm, analyzing its
narrative structure, genre conventions, subtext, technical and
artistic factors, and purpose. The emphasis is on the various
techniques used by lmmakers to convey meaning. The course
also introduces traditions of lm making - especially the narrative
traditions shared with literature - as well as the history of the cinema.
In addition, students examine how lms often reect the times and
conditions in which they are made, and conversely, how motion
pictures sometimes help shape attitudes and values in society.
FILM STUDIES P
Course Code: BNS300, BNS301
# of Credits: 10 UC/CSU: f
Course Description:
The purpose of the course is to introduce students to the visual
arts via technology and with an emphasis on connections to
engineering design. The course aims to develop students’
knowledge of artistic perception, creative expression, aesthetic
valuing, and the historical and cultural context of arts in relation to
engineering design concepts and processes. Students will learn
the skills necessary to begin to construct original designs, both
by hand and computer generated, which will ultimately lead to a
digital portfolio that can be used to apply to contests, scholarships,
post-secondary education, and employment. Students will also be
expected to produce self-reective writing, and oral and written
critiques, of artworks and relevant engineering design examples.
CAMERA COMPOSITION P
Course Code: BGS200, BGS201
# of Credits: 5 UC/CSU: f
Course Description:
This course is designed to foster an appreciation and understanding
of art as communication. Students will be introduced to historical
and contemporary lettering, illustration, and artistic styles. Students
will explore the elements of art, principles of design, illustration,
lettering, cartooning, type, hand lettering, layout and illustration.
Students will apply their knowledge of these and other aesthetic
principles to develop their own artistic skills, craftsmanship and
artistic expression. The rst semester is a prerequisite for the
second semester. Work outside of class will be required. This
may include: research of a particular artist, style of a period of art,
preparation of an art project or portfolio; and reading, writing or
critical viewing.
GRAPHIC ILLUSTRATION P
Course Code: BAS100, BAS101
# of Credits: 10 UC/CSU: f
Course Description:
This course is designed to teach both principles and elements of
design and to engage students in technical drafting, sketching, and
computer graphics. Students will explore design in engineering,
industrial, computer-based, and architectural elds and analyze
the aesthetic and artistic views of design. Students will develop
a portfolio to share the work produced in this course. The
assignments in this class will prepare students for college level
work. The rst semester is a prerequisite for the second semester.
Work outside of class will be required. This may include: research
of a particular architect, style or period of architecture; preparation
of an architectural design project or portfolio; and, reading, writing
and-or critical viewing.
ARCHITECTURAL DESIGN P
Course Code: NAS110, NAS111
# of Credits: 10 UC/CSU: f
Course Description:
This course is a survey of various styles of music. It is a study
of the musical elements, instrumentation, form, and the unique
sounds that make music what it is today. Historical periods
explored include: Renaissance, Baroque, Classical, Romantic,
and 20th Century. Students will also investigate Jazz, rock, and
other contemporary forms of music. The class will include listening,
analyzing and understanding music.
MUSIC APPRECIATION P
Course Code: NVS220, NVS221
# of Credits: 10 UC/CSU: f
Course Description:
In this course, students learn mixed choral organization,
emphasizing music of many historical periods and cultures. Second
semester includes choreography with singing. Public performances
are expected.
CONCERT CHOIR P
Visual and Performing Arts
Page 86
Course Code: NBS210, NBS211
# of Credits: 10 UC/CSU: f
Course Description:
Band is a performance-centered course for students who play a
band instrument„woodwind, brass, or percussion. Students learn,
enhance, and develop skills in reading music, sense of rhythm,
marching techniques, style, and showmanship. Attendance is
required at all performances.
BAND P
Course Code: NOS210, NOS211
# of Credits: 10 UC/CSU: f
Course Description:
In this course, the major emphasis is rehearsing and performing
appropriate level orchestral literature spanning different musical
periods. Objectives include the continuing development of correct
playing habits, tonal balance, intonation, rhythm, phrasing, sight-
reading, theoretical and historical context. These objectives are
met through sectional and group rehearsal, in addition to individual
practice, melody, scales, key signatures, intervals and triads.
Students will practice constructing melodies and writing in four
parts.
ORCHESTRA P
Course Code: NBF250, NBS250
# of Credits: 10 UC/CSU: f
Course Description:
This is a performing band, which plays music at a high technical
level. Students will perform at numerous concerts, parades, and
eld competitions. Students will function both as a marching
band and as a concert band. Objectives include the continuing
development of correct playing habits, tonal balance, intonation,
rhythm, phrasing, sight-reading, and marching skills through full
group rehearsal and individual practice.
MARCHING BAND P
Course Code: NBF230, NBS230
# of Credits: 10 UC/CSU: f
Course Description:
This course provides an opportunity to rehearse and perform
standard jazz music styles including swing, jazz, rock, bossa nova,
salsa, reggae, and ballad. Learning objectives of this course include:
Tonal balance, intonation, rhythm, phrasing, improvisation, sight-
reading, and historical context. Due to many public performances,
members of this class must demonstrate responsibility and good
public relations.
JAZZ ENSEMBLE P
Course Code: NPS251, NPS252
# of Credits: 10 UC/CSU: f
Course Description:
In this course, students learn the fundamentals of piano/keyboard
playing and reading music. This course is open to beginning
through advanced students
PIANO LAB P
Course Code: NGF200, NGS200
# of Credits: 10 UC/CSU: f
Course Description:
This year-long guitar course provides students with tools and
knowledge necessary for a rst year prociency in guitar. Students
learn note reading, chords, basic composition and scales. Guitar
history and literature will broaden students’ understanding of music
and how music relates to their everyday life. This course culminates
with the opportunity to perform in a guitar recital at the end of the
second semester.
BEGINNING GUITAR P
Visual and Performing Arts
Page 87
Course Code: NDS100, NDS101
# of Credits: 10 UC/CSU: f
Course Description:
In Digital Music, students follow a course of study focused on the
discovery of music through new technology. Emphasis will be placed
on developing the students’ creative potential while broadening
their knowledge and understanding of music. Prerequisite courses:
Passing Piano Lab with a C or better.
DIGITAL MUSIC P
Course Code: NGF210, NGS210
# of Credits: 10
Course Description:
Advanced guitar focuses on using major, minor, pentatonic and
blues scales for improvisation based on the key and genre of the
song. Emphasis is on small ensemble playing (duo to rock band
instrumentation) and recording solos to prerecorded backing
tracks. Students learn how major, minor, 7th and minor 7th chords
are formed and several ways to play each chord. Students learn
how chords and scales are related, the name of the notes all up
the neck, and picking and counting strategies for up to 16th notes.
There is also a nger picking unit in which students learn Travis
picking, classical, and other nger picking styles. Students are
required to perform in both informal (in-class jams) and formal
(Music Showcase performance) settings.
ADVANCED GUITAR
World Language
Page 88
Course Code: GAS001, GAS002
# of Credits: 10 UC/CSU: e
Course Description:
Students develop cultural awareness and communication skills
involving listening and speaking. Students meet the expectations
of the communicative functions within the context of familiar
vocabulary and structures. Errors are to be expected and are
addressed in a way that promotes communication and student
condence. Students practice extensively in communication using
the learned language. Classroom activities are related to the real
world and include developing an awareness of acceptable behavior
in this culture.
AMERICAN SIGN LANGUAGE I P
Course Code: GAS003, GAS004
# of Credits: 10 UC/CSU: e
Course Description:
Students continue to develop communication skills involving
listening and speaking. The emphasis is on comprehension and
production of frequently used language. Students practice signing
extensively. Classroom activities are related to the real world and
include developing an awareness of acceptable behavior.
AMERICAN SIGN LANGUAGE II P
Course Code: GMS001, GMS002
# of Credits: 10 UC/CSU: e
Course Description:
Students develop cultural awareness and communication skills
involving reading, writing, listening, and speaking. The emphasis
is on comprehension and production of frequently used language.
Students will meet the expectations of the communicative functions
within the context of familiar vocabulary and structures. Phonological
and grammatical errors are to be expected and are addressed
in a way that promotes communication and student condence.
Students practice extensively in oral and written communication
using the learned vocabulary and grammar. Classroom activities
are related to the real world and include developing an awareness
of acceptable behavior in the foreign culture.
CHINESE MANDARIN I P
Course Code: GMS003, GMS004
# of Credits: 10 UC/CSU: e
Course Description:
Students continue to develop cultural awareness and
communication skills involving reading, writing, listening, and
speaking. The emphasis is on comprehension and production of
frequently-used language. Students practice extensively in oral
communication and write simple messages, narratives. Classroom
activities are related to the real world and include developing an
awareness of acceptable behavior in the foreign culture.
CHINESE MANDARIN II P
Course Code: GMS005, GMS006
# of Credits: 10 UC/CSU: e
Course Description:
Students will communicate well in Chinese. Emphasis is on
listening, writing and reading in Chinese. Chinese history, culture
and literature are studied extensively. The course is conducted
entirely in Chinese.
CHINESE MANDARIN III P
Course Code: GMS009, GMS010
# of Credits: 10 UC/CSU: e
Course Description:
The AP Chinese Language and Culture course is designed to
be comparable to fourth semester (or the equivalent) college/
university courses in Mandarin Chinese. These college courses,
which deepen students immersion into the language and culture
of the Chinese-speaking world, typically represent the point at
which students complete approximately 250 hours of college-
level classroom instruction. Course work provides students with
opportunities to perform Intermediate to Advanced-level tasks,
AP Chinese Language and Culture
World Language
Page 89
Course Code: GFS001, GFS002
# of Credits: 10 UC/CSU: e
Course Description:
Students develop cultural awareness and communication skills
involving reading, writing, listening, and speaking. The emphasis
is on comprehension and production of frequently used language.
Students will meet the expectations of the communicative functions
within the context of familiar vocabulary and structures. Phonological
and grammatical errors are to be expected and are addressed
in a way that promotes communication and student condence.
Students practice extensively in oral and written communication
using the learned vocabulary and grammar. Classroom activities
are related to the real world and include developing an awareness
of acceptable behavior in the foreign culture.
FRENCH I P
Course Code: GFS003, GFS004
# of Credits: 10 UC/CSU: e
Course Description:
Students continue to develop cultural awareness and
communication skills involving reading, writing, listening, and
speaking. The emphasis is on comprehension and production of
frequently used language. Students practice extensively in oral
communication and write simple messages, narratives, and letters.
Classroom activities are related to the real world and include
developing an awareness of acceptable behavior in the foreign
culture.
FRENCH II P
Course Code: GFS005, GFS006
# of Credits: 10 UC/CSU: e
Course Description:
Students continue to develop cultural awareness and French
communication skills involving listening, speaking, reading, and
writing. The emphasis is on comprehension and the production
of frequently used language. Students practice extensively in
oral communication and write messages that are more extensive,
letters, and narratives than the previous levels of French. Classroom
activities are related to the real world and include developing an
awareness of acceptable behavior in foreign cultures.
FRENCH III P
Course Code: GFS009, GFS010
# of Credits: 10 UC/CSU: e
Course Description:
In the 4th level of French, students develop more cultural awareness
and communication skills involving reading, writing, listening and
speaking. The emphasis is on comprehension and normal speech
on general topics and literary selections. Grammar is revisited
and reviewed thoroughly. Students practice oral communication
in a variety of settings using formal and informal exchanges on
concrete and abstract topics, striving towards francophone (French
speaking countries) discourse. They write poetry, daily journals,
and short compositions.
FRENCH IV P
Course Code: GFS007, GFS008
# of Credits: 10 UC/CSU: e
Course Description:
The goal of this course is to become uent in French. Communication
skills: understanding, speaking, reading, and writing will be
stressed. Grammar will be emphasized along with cultural studies
and some exposure to literature. This class is conducted entirely in
French. Upon completion, students will be eligible to take the AP
examination in French that may qualify for college credit.
AP FRENCH LANGUAGE
Course Code: GGS001, GGS002
# of Credits: 10 UC/CSU: e
Course Description:
Students will communicate in German by speaking, reading, writing
and understanding written and spoken German. They will study
the countries and cultures where German is spoken and will make
comparisons and connections with their own. The course will be
conducted primarily in German.
GERMAN I P
World Language
Page 90
Course Code: GGS003, GGS004
# of Credits: 10 UC/CSU: e
Course Description:
Students will improve their communication in German in dialogs,
oral presentations and group activities. German II is taught primarily
in German. Increased emphasis will be placed on comprehension,
expression, reading and writing. A continued study of the German
culture is included.
GERMAN II P
Course Code: GGS005, GGS006
# of Credits: 10 UC/CSU: e
Course Description:
Students will communicate well in German. Emphasis is writing,
reading, and German. French history, culture and literature are
studied extensively. The course is conducted entirely in German.
GERMAN III P
Course Code: GGS007, GGS008
# of Credits: 10 UC/CSU: e
Course Description:
The goal of this course is to become uent in German.
Communication of understanding, speaking, reading, and writing
will be stressed. Grammar will be emphasized along with cultural
studies and some exposure to literature. This class is conducted
entirely in German. Upon completion, students will be eligible to
take the AP examination in German that may qualify for college
credit
AP GERMAN LANGUAGE
Course Code: GHS001, GHS002
# of Credits: 10 UC/CSU: e
Course Description:
Students develop cultural awareness and communication skills
involving reading, writing, listening, and speaking. The emphasis
is on comprehension and production of frequently used language.
Students will meet the expectations of the communicative functions
within the context of familiar vocabulary and structures. Phonological
and grammatical errors are to be expected and are addressed
in a way that promotes communication and student condence.
Students practice extensively in oral and written communication
using the learned vocabulary and grammar. Classroom activities
are related to the real world and include developing an awareness
of acceptable behavior in the foreign culture.
HMONG I P
Course Code: GHS003, GHS004
# of Credits: 10 UC/CSU: e
Course Description:
Students continue to develop cultural awareness and
communication skills involving reading, writing, listening, and
speaking. The emphasis is on comprehension and production of
frequently used language. Students practice extensively in oral
communication and write simple messages, narratives. Classroom
activities are related to the real world and include developing an
awareness of acceptable behavior in the foreign culture.
HMONG II P
Course Code: GHS005, GHS006
# of Credits: 10 UC/CSU: e
Course Description:
Students will communicate well in Hmong. Emphasis is on
listening, writing, and reading in Hmong. Hmong history, culture
and literature are studied extensively. The course is conducted
entirely in Hmong.
HMONG III P
World Language
Page 91
Course Code: GHS007, GHS008
# of Credits: 10 UC/CSU: e
Course Description:
The goal of this course is to become uent in Hmong.
Communication skills, understanding, speaking, listening, reading,
and writing will be stressed. Grammar will be emphasized along
with cultural studies and some exposure to literature. This class is
conducted entirely in Hmong.
HMONG IV P
Course Code: GJS011, GJS012
# of Credits: 10 UC/CSU: e
Course Description:
Students develop cultural awareness and communication skills
involving reading, writing, listening, and speaking. The emphasis
is on comprehension and production of frequently used language.
Students will meet the expectations of the communicative functions
within the context of familiar vocabulary and structures. Phonological
and grammatical errors are to be expected and are addressed
in a way that promotes communication and student condence.
Students practice extensively in oral and written communication
using the learned vocabulary and grammar. Classroom activities
are related to the real world and include developing an awareness
of acceptable behavior in the foreign culture.
JAPANESE I P
Course Code: GJS013, GJS014
# of Credits: 10 UC/CSU: e
Course Description:
Students continue to develop cultural awareness and
communication skills involving reading, writing, listening, and
speaking. The emphasis is on comprehension and production
of frequently-used language. Students practice extensively in
oral communication and write simple messages, narratives, and
letters using proper Hiragana, Katakana phonetics and basic Kanji
characters. Classroom activities are related to the real world and
include developing an awareness of acceptable behavior in the
foreign culture.
JAPANESE II P
Course Code: GJS015, GJS016
# of Credits: 10 UC/CSU: e
Course Description:
Students will communicate well in Japanese. Emphasis is on
listening, writing, and reading in Japanese. Japanese history,
culture and literature are studied extensively. The course is
conducted entirely in Japanese.
JAPANESE III P
Course Code: GJS017, GJS018
# of Credits: 10 UC/CSU: e
Course Description:
The goal of this course is to become uent in Japanese.
Communication skills, understanding, speaking, listening, reading,
and writing will be stressed. Grammar will be emphasized along
with cultural studies and some exposure to literature. This class is
conducted entirely in Japanese.
JAPANESE IV P
Course Code: GLS001, GLS002
# of Credits: 10 UC/CSU: e
Course Description:
This course introduces the declensions of nouns, pronouns,
and adjectives; the conjugations of verbs in active and passive
voice; and the basic syntactical relationships of Latin sentences.
Translation material typically covers topics that are relevant to
Roman mythology, culture, history, and other classical allusions.
LATIN I P
World Language
Page 92
Course Code: GLS003, GLS004
# of Credits: 10 UC/CSU: e
Course Description:
This course completes the survey of Latin grammatical
constructions, with an emphasis on the use of subjunctive verb
forms, verbal, and periphrastic constructions. Greater emphasis is
placed on literary styles than the introductory course.
LATIN II P
Course Code: GLS005, GLS006
# of Credits: 10 UC/CSU: e
Course Description:
This course places emphasis on Cicero’s orations against Catiline.
There is a focus on literary style, literary and rhetorical devices and
gures of speech.
LATIN III P
Course Code: GLS007, GLS008
# of Credits: 10 UC/CSU: e
Course Description:
This course places emphasis on Vergil’s The Aeneid. There is a
focus on literary style, literary and rhetorical devices, and gures
of speech.
LATIN IV P
Course Code: GSS001, GSS002
# of Credits: 10 UC/CSU: e
Course Description:
Students develop cultural awareness and communication skills
involving reading, writing, listening, and speaking. The emphasis
is on comprehension and production of frequently used language.
Students will meet the expectations of the communicative functions
within the context of familiar vocabulary and structures. Phonological
and grammatical errors are to be expected and are addressed
in a way that promotes communication and student condence.
Students practice extensively in oral and written communication
using the learned vocabulary and grammar. Classroom activities
are related to the real world and include developing an awareness
of acceptable behavior in the foreign culture.
SPANISH I P
Course Code: GSS003, GSS004
# of Credits: 10 UC/CSU: e
Course Description:
Students continue to develop cultural awareness and
communication skills involving reading, writing, listening, and
speaking. The emphasis is on comprehension and production of
frequently used language. Students practice extensively in oral
communication and write simple messages, narratives, and letters.
Classroom activities are related to the real world and include
developing an awareness of acceptable behavior in the foreign
culture.
SPANISH II P
Course Code: GSS005, GSS006
# of Credits: 10 UC/CSU: e
Course Description:
Students continue to develop cultural awareness and
communication skills involving reading, writing, listening, and
speaking. The emphasis is on comprehension and production of
frequently used language. Students practice extensively in oral
communication and write simple messages, narratives, and letters.
Classroom activities are related to the real world and include
developing an awareness of acceptable behavior in the foreign
culture.
SPANISH III P
World Language
Page 93
Course Code: GSS009, GSS010
# of Credits: 10 UC/CSU: e
Course Description:
In the 4th level of Spanish, students develop more cultural awareness
and communication skills involving reading, writing, listening, and
speaking. The emphasis is on comprehension and normal speech
on general topics and literary selections. Grammar is revisited
and reviewed thoroughly. Students practice oral communication
in a variety of settings using formal and informal exchanges on
concrete and abstract topics, striving towards Spanish discourse.
They write poetry, daily journals, and short compositions.
SPANISH IV P
Course Code: GSS007, GSS008
# of Credits: 10 UC/CSU: e
Course Description:
In this course, students continue to develop cultural awareness
and communication skills involving reading, writing, listening, and
speaking. The emphasis is on comprehension and production of
normal speech on general topics. Students will compose expository
passages about literary selections, such as short stories, novels,
poems, and articles. Students will demonstrate knowledge of
grammatical detail and be able to communicate extensively in formal
and informal exchanges on concrete and abstract topics. Students
will prepare to pass the AP Spanish language examination.
AP SPANISH LANGUAGE
Course Code: GSS230, GSS231
# of Credits: 10 UC/CSU: e
Course Description:
This course is intended for students who wish to develop their
prociency in Spanish Literature: Peninsular and Latin American
authors. The selected reading will consist of Medieval, Golden Age,
Nineteenth, and Twentieth Century literature. Interpretive essays
are written in Spanish along with analysis of poetry, short stories,
and novels.
AP SPANISH LITERATURE
Course Code: GSS221, GSS222
# of Credits: 10 UC/CSU: e
Course Description:
This is an entry-level, Spanish course designed to meet the special
needs of native speakers of Spanish. The course emphasizes the
development of writing, reading, grammar, syntax, vocabulary
enrichment, and improvement of oral communication skills. The
class will be taught in Spanish.
SPANISH FOR THE SPANISH SPEAKER I P
Course Code: GSS223, GSS224
# of Credits: 10 UC/CSU: e
Course Description:
This Spanish course is the second in a sequence of classes
designed to meet the special needs of native speakers of Spanish.
The course emphasizes the development of writing, reading,
grammar, syntax, vocabulary enrichment, and improvements of
oral communication skills with added rigor. The class will be taught
in Spanish.
SPANISH FOR SPANISH SPEAKER II
Course Code: GSS011, GSS012
# of Credits: 10 UC/CSU: e
Course Description:
Spanish I is an introductory course for students who wish to learn
a foreign language. It is intended to develop limited facility in each
of the major communication skills: listening, reading, speaking, and
writing. Major emphasis is on development of the ability to speak
uently with accurate pronunciation and intonation, while fostering
an appreciation of the culture and history
SPANISH I BP
World Language
Page 94
Course Code: GSS013, GSS014
# of Credits: 10 UC/CSU: e
Course Description:
Spanish II is designed to further develop the language skills of
listening, speaking, reading, and writing Spanish. There is still
much emphasis placed on oral practice through dialogs, scenarios,
how-to presentations and teacher/student generated games.
Considerable time is spent developing reading skills and applying
them to Spanish literature. Aspects of Spanish culture is researched
and presented in written form and orally to the class.
SPANISH II BP
Course Code: GSS235, GSS236
# of Credits: 10 UC/CSU: e
Course Description:
International Baccalaureate Spanish Honors Level I is intended
for students who have a previous background of 4 to 6 years in
the language, and focuses more on learning to communicate in
the language in written and spoken form. Students study a variety
of topics such as the environment, famous people, current and
historical events, immigration, music, art, cuisine, fashion, lm, etc.
to develop their skills in listening, reading, writing, speaking, and
cultural interaction. Types of texts studied include: news stories,
short stories, brochures, advertisements, poems, informal and
formal letters, excerpts from plays, editorials, debates, reviews and
interviews.
IB SPANISH HL I
Course Code: GSS237, GSS238
# of Credits: 10 UC/CSU: e
Course Description:
International Baccalaureate Spanish Honors Level II continues
advanced studies of the Spanish language from IB Spanish HL
I and is intended for students who have a previous background
of 4 to 6 years in the language, and focuses more on learning to
communicate in the language in written and spoken form. Students
study a variety of topics such as the environment, famous people,
current and historical events, immigration, music, art, cuisine,
fashion, lm, etc. to develop their skills in listening, reading, writing,
speaking, and cultural interaction. Types of texts studied include:
news stories, short stories, brochures, advertisements, poems,
informal and formal letters, excerpts from plays, editorials, debates,
reviews and interviews.
IB SPANISH HL II
Course Code: GSS171, GSS172
# of Credits: 10 UC/CSU: e
Course Description:
Native Speakers (NS) Spanish 3 for Health Careers is a year-long
course that integrates the content of Spanish for Native Speakers
and critical aspects of health care and health science relevant to
the Latino communities living in the United States. In this course
students study the cultural elements of Latin America and Spain by
analyzing literary works, traditions, and history of Spanish speaking
countries. This course allows the students to use advanced level
Spanish in the medical eld. The course informs students about
cultural competency and how it affects the outcomes in health care.
SPANISH-III FOR HEALTH CAREERS P
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Non-Departmental
Course Code: YAF200, YAS200
# of Credits: 10
Course Description:
The students in this class will be producing the JFK School Annual
(yearbook). As part of the school’s yearbook staff, students will
create a permanent record of the current school year. Students
act as creative historians as they record and preserve events and
memorable moments in all aspects of campus life. The work must
show integrity and attention to detail through a responsible attitude,
cooperation, honesty, and good time management skills.
SCHOOL ANNUAL
Course Code: YBS200, YBS201
# of Credits: 10
Course Description:
The student newspaper staff writes and produces a student
newspaper, either in print and/or online. Students are responsible
for publishing each issue by planning content, researching ideas,
writing and editing stories, designing pages, and disseminating
issues. It is also responsible for its budget and for obtaining funding
through selling ads to local and national business.
NEWSPAPER PUBLISHING
Course Code: YGF200, YGS200
# of Credits: 10
Course Description:
Students elected to any Associated Student Body ofce, any class
ofce, or class board member are required to take this class. A few
other students are appointed to committee positions or to represent
organizations, and are allowed to take the class. This course may
be repeated for credit. Instructor approval is required.
STUDENT GOVERNMENT
Course Code: YGS307
# of Credits: 5
Course Description:
This course is designed for students who intend to enroll in a
University program. The curriculum will include strategies for
successful preparation for college entrance examinations. Students
will review basic mathematics, algebra, geometry, and data
interpretation. In addition, techniques for solving basic mathematics
questions and quantitative comparisons will be explored.
PREPARATION FOR THE SAT-MATH
Course Code: YFS141, YFS142
# of Credits: 10
Course Description:
Financial Planning is a semester-long course that provides students
with an overview of the job of a nancial planner. Students look at
nancial planning in an objective way that requires them to regard
all aspects of nancial planning as relevant to a potential client.
The course is intended as a fall semester course for juniors in the
Corporate Business Academy at Hiram Johnson High School and
includes a capstone project designed to display student learning
from the breadth of their coursework from the previous year in
the academy. Academy students will have completed courses in
Business in a global economy and Business Ethics with a course in
Customer Service coming immediately after the Financial Planning
course.
FINANCIAL PLANNING
Course Code: MBS140, MBS141
# of Credits: 10 UC/CSU: g
Course Description:
The DP information technology in a global society (ITGS) course
examines the impact of information technology on individuals and
society. It explores the advantages and disadvantages of the use
of digitized information at the local and global level. ITGS provides
a framework for the student to make informed judgments and
decisions about the use of IT within social contexts. ITGS considers
ethical questions found in the study of philosophy. Widespread use
of IT inevitably raises important questions about social and ethical
issues that shape our society today. ITGS offers an opportunity for
a systematic study of these issues, whose range is such that they
fall outside the scope of any other single discipline.
IB INFO TECH IN GLOBAL SOCIETY
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Non-Departmental
Course Code: YBS420, YBS421
# of Credits: 10
Course Description:
This course is designed to provide the student with the knowledge
necessary for understanding and developing mastery in Basic
Keyboarding, Computer Literacy, Windows, Internet, and the
complete Microsoft Ofce Suite. Credits may be used toward the
Technology Literacy graduation requirement.
INFORMATION TECHNOLOGY
Course Code: YTS131, YTS132, YTS210, YTS211
# of Credits: 10 UC/CSU: g
Course Description:
Principles of Engineering is a year long course which is intended to
develop students’ ability to think and act like engineers. It focuses on
applying STEM principles to hands-on projects that are often done
in teams. Topics covered include teamwork, dening engineering,
measurement, engineering communication, engineering history,
3D solid modeling, problem solving, electricity, materials science,
and more. This course is designed to build from the foundations
laid in Introduction to Engineering, but can easily be used as a
stand alone course as well.
PRINCIPLES OF ENGINEERING P
Course Code: YES331, YES332
# of Credits: 10 UC/CSU: g
Course Description:
Advanced Engineering and Energy is a year-long rigorous and
engaging Career Technical Education (CTE) engineering course
with an overarching focus on robotics, transportation, and green
energy. Utilizing a combination of traditional and project-based
instructional methods, students engage in the extensive iterative
engineering design process that begins to prepare them for
careers in technology, transportation, engineering or renewable
energy research. The course is intended for seniors in Energy,
Science and Engineering Academy at the School of Engineering
and Science and Rosemont High School
ADVANCED ENGINEERING & ENERGY
Course Code: YHF200, YHS200
# of Credits: 10
Course Description:
The health education course will focus on health promotion,
disease prevention, and risk reduction. Units of study will include
substance use and abuse, family life, nutrition, rst aid, health
related physical tness, hygiene, mental health/self-esteem, and
health-related careers.
HEALTH
Course Code: YPF101, YPS101
# of Credits: 10
Course Description:
Senior Project is an elective course that may be offered at a school
site to fulll the high school graduation requirement. NOTE: Some
schools may embed this project in English 12. The purpose of
the project is to provide a culminating experience for graduating
seniors during which they choose a project that extends their
learning and challenges their abilities. They then write a research
paper connected to the project, accumulate a portfolio during the
project experience and present their project and portfolio to a panel
of judges for nal grading.
SENIOR PROJECT
Course Code: SXF240, SXS240
# of Credits: 10
Course Description:
The course consists of two components: Aerospace Science
and Leadership Education. The Aerospace Science portion is an
aviation history course focusing on the development of ight. The
emphasis is on civilian and military contributions to aviation and
the transformation of the Air Force. It is interspersed with concise
overviews of the principles of ight to include basic aeronautics,
aircraft motion and control, ight power, and rockets. Leadership
Education emphasizes elements of good citizenship, develops
informed citizens; strengthens and develops character; develops
study habits and time management and Air Force customs and
courtesies. Cadets will be taught the fundamentals of Drill and
Ceremonies. Most of the work is to be hands-on.
AFJROTC-SOCIAL STUDIES
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Non-Departmental
Course Code: YHF210, YHS210
# of Credits: 10
Course Description:
This course focuses on health promotion, disease prevention, and
risk reduction. Units of study will include substance use and abuse,
family life, nutrition, rst aid/CPR, health related physical tness,
hygiene, mental health/self-esteem, and health related careers.
The 2-week summer session exposes students to a broad range
of information related to the understanding and development of
personal tness and health. Including psycho-social well-being.
It examines the elements of exercise, nutrition, and stress-
management, communication skills, study skills, diversity, question
asking skills, and personal issues that face many young people.
AFJROTC-HEALTH
Course Code: YMS100, YMS102
# of Credits: 10
Course Description:
With a focus on citizenship, elements of leadership, responsibility
of one’s actions and the value of scholarship in attaining life
goals; cadets gain an appreciation for the heritage and traditions
of America, and develop a growing sense of pride in his/
her organization, classmates, and self. Content includes: an
introduction to the NJROTC program, its missions, goals and
objectives, Career Planning, naval leadership and followership
traits and principles, citizenship, responsibilities of citizens, the
basis of our government and its role in today’s society, the mission
and organization of the Navy in maintaining freedom of the seas,
wellness, tness, nancial planning, close order drill, and proper
uniform wear.
NAVAL SCIENCE 1A
Course Code: YMS104, YMS106
# of Credits: 10
Course Description:
The purpose of this course is designed to engender a sound
appreciation for the heritage and traditions of America. In addition,
students are allowed to develop their leadership skills with positions
of leadership within the class. Content includes: Understand the
importance of sea control and how sea power inuenced the growth
of Early Western Civilization, naval history and heritage from the
American Revolution. In addition students will be introduced to
other cultures through the introduction of the NJROTC Cultural
Studies program. College preparatory writing is also introduced.
NAVAL SCIENCE 2A
Course Code: YMS108, YMS110
# of Credits: 10
Course Description:
The purpose of this course is to further develop leadership skills
through various classroom and organizational roles. Students
develop an understanding of national security, naval operations
and political structure of the United States. The Content includes:
career planning, importance of sound nancial planning, and
college and career opportunities. In addition, students learn the
importance of understanding world events and how they affect
our future. College preparatory writing is also included as is an
introduction to career opportunities.
NAVAL SCIENCE 3A
Course Code: YMS112, YMS114
# of Credits: 10
Course Description:
The purpose of this course is to build on leadership qualities
through unit leadership opportunities and leadership by example.
Students investigate what leadership is, and how to maximize
leadership abilities. Career and college opportunities are
researched and explored. Content includes: leadership and ethics,
positive leadership techniques, leading by example and the basics
of effective communications. Students are taught resume writing
and interviewing techniques. In naval science 4, students are
expected to undertake a leadership role within the overall NJROTC
organization. In addition, naval science 4 students are expected to
teach and lead in areas of close order drill and uniform inspections.
The highest of overall student behavior is expected and required.
NAVAL SCIENCE 4A
Course Code: YMS200, YMS202
# of Credits: 10
Course Description:
Leadership Education I introduces the cadets to the major subjects
to lay a foundation for the grade levels to follow. This course
emphasizes followership, development of leadership traits, Marine
Corps drill, and ceremonies
MCJROTC LEADERSHIP EDUC 1A
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Non-Departmental
Course Code: YMS300, YMS302
# of Credits: 10
Course Description:
This second year course is designed for high school sophomores,
juniors or seniors. This course reinforces concepts from MJROTC
level I and emphasizes leadership theory, style and principles.
Some leadership roles are assigned to second year cadets.
MCJROTC LEADERSHIP EDUC 2A
Course Code: YMS400, YMS402
# of Credits: 10
Course Description:
Third year cadets will begin to use their leadership training as they
assume positions of increased authority and responsibility within
the program. Classes on personal nances are presented, as well
as many classes involving career preparation and opportunities in
public service. Cadets are scheduled for 123 hours of scheduled
academic instruction, which includes practical application and 56
hours remaining for extended hours of physical tness.
MCJROTC LEADERSHIP EDUC 3A
Course Code: YMS500, YMS502
# of Credits: 10
Course Description:
Fourth year students will bring together all their previous education
and training and apply them to the class. Senior students will
conduct formations, inspections, and physical tness as well as
supervise certain training events with younger level cadets. Number
of academic hours in general military subjects is greater than all
the others combined. However, the senior cadets continue to be
challenged with many leadership responsibilities and academic
requirements for research papers and independent studies to
include special projects.
MCJROTC LEADERSHIP EDUC 4A
Course Code: YAS030
# of Credits: 5
Course Description:
Advisory class will typically cover topics that help students be
successful in high school, college and life after high school. This
may include study skills, career exploration, tutoring, and coaching.
Each school that offers an advisory period may implement different
components. Please contact your school for more information
regarding advisories.
ADVISORY PROGRAM
Course Code: YLS100, YLS101
# of Credits: 10
Course Description:
Students who successfully complete this course will have a general
understanding of leadership theories, leadership styles, and conict
resolution. They will also experience group dynamics and the effect
of the leader on the direction and motivation of a group.
LEADERSHIP P
Course Code: YOS100, YOS101
# of Credits: 10
Course Description:
This course introduces the concept of service learning as an
essential component of secondary education. Students begin
with the identication of a problem or need within the community
or school setting. Together with their teachers, students will make
decisions about areas of concern in the world in which they live
and learn.
YOUTH SERVICES
Page 99
Non-Departmental
Course Code: YRF100, YRS100
# of Credits: 10
Course Description:
This course is designed to and has demonstrated positive results
helping high-risk youth improve their school achievement, reduce
their drug involvement, and decrease their depression, aggression,
and suicidal behaviors. Specially selected and trained school
personnel are intended group leader for the course.
RECONNECTING YOUTH
Course Code: YTF130, YTS130
# of Credits: 10
Course Description:
This course examines social justice issues with the aim of
understanding equality and inequality in society. The purpose of
the course is to help students become agents of change within
their communities. Analyzing history through a critical lens,
the leadership class will be exposed to various topics such as,
Geography, Psychology, Sociology, Ethnic Studies, etc. The 2nd
semester is designed to assist in two ways: 1) Provide supports
that will help the students be successful academically in the current
semester (Tutoring, study time, Counselor Workshops, College
Workshops), and 2) Provide practical experiences to allow students
to become agents of change in their environment (volunteering at
school(s), eld trips to colleges, leadership opportunities).
TEEN VOICES FOR HEALTHY CHOICES
Course Code: YXF301, YXS301
# of Credits: 10
Course Description:
Peer Tutoring is a general elective course open to students, grades
9 through 12. This course may be repeated. This course enables
a student to have the experience of working with other students
in subjects in which the tutor is more skilled that the tutee, in a
school setting under the supervision of a certicated person. The
experience of peer tutoring will vary because of the individualized
duties required in different subjects at different levels. This course
provides student-student contact and a learning opportunity for
both tutee and tutor.
PEER TUTORING
Course Code: SLM101, SLM102
# of Credits: 10
Course Description:
Men’s Leadership Academy encourages students to engage in
meaningful conversations and activities around race, culture,
class, and gender. Challenging others and themselves to think with
a humanizing and socially conscious lens. It serves as a critical
component of the MLA program, which consists of a rigorous
course supplemented with academic retreats, life/career coaching,
technical skills training, opportunities for civic engagement and
educational eld trips (including college/university tours, job
shadowing and more). The program thus supports students in
their personal development, academic achievement, and college
planning and preparation.
MEN’S LEADERSHIP ACADEMY
Course Code: YST100
# of Credits: 5
Course Description:
The YWCA Summer Youth Employment and Training Program
Academic Enrichment Component is a 6 week course (one unit
of math and one unit of reading per week) offered to adolescent
parents ages 14-21. The course focuses on those reading and
math skills which are vital to success in the workplace. Reading
skills will focus primarily on expression, interpretation and
comprehension. Math skills will include geometry, measurement,
statistics, functions, algebra, estimation and computation, logic and
language, and discrete mathematics.
ACADEMIC ENRICHMENT-SETA
Course Code: YOF402, YOS402
# of Credits: 10
Course Description:
Students are required to complete general classroom assistant
duties based on the needs of the teacher or staff member. A
Student Assistant must exhibit tactfulness and dependability while
they perform valuable services to the school in this role. Students
may not earn more than ten (10) credits over their four years in this
placement.
SCHOOL ASSISTANT
Page 100
Non-Departmental
Course Code: YOF202, YOS202
# of Credits: 10
Course Description:
Students are required to complete general ofce assistant duties
based on the needs of the staff member. An Ofce Assistant must
exhibit tactfulness and dependability while they perform valuable
services to the school in this role. Students may not earn more than
ten (10) credits over their four years in this placement.
OFFICE ASSISTANT
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