Olympian High School Home of the Eagles

Where Champions are Made

Academic Course Offerings 2016-2017

Mission Every graduate of Olympian High School will qualify and be academically prepared for success in a four year college or university.

Olympian High School 1925 Magdalena Avenue, Chula Vista, CA 91913 Phone No. (619) 656-2400 Fax No. (619) 217-0650 olh.sweetwaterschools.org/ Ernesto Zamudio Principal

Brahim Wahib, Lili Grossman, Mark Patterson Assistant Principals

Soo Yeohn De Santiago Assistant Principal of Student Activities

Sasha Bisda Psychologist

Grace Foust Head Counselor

Kristina Lopez Librarian

Brenda Bird School Nurse

TABLE OF CONTENTS College Admissions and Graduation Requirements

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Compact for Success, Community Service, CAHSEE, Dual Language……..…… 2 College Testing Information, Honors Diploma, College Credit…………………… 3 Academic Literacy Plan………………………………………………………….. 4 Class Recommendations & Programs…………………………………………….. 5 Grade Level Classification, GPA, On-line Courses ………………………………. 6 Counseling Services, CSF………………. ………………………………………

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Class Change Policy, “A-G” Requirements ……………………………………..

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Course Descriptions ……………………………………………………………..

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Course Selection Forms …………………………………………………………. 20 - 23

MISSION: Every graduate of Olympian High School will qualify and be academically prepared for success in a four year college or university. THE CALIFORNIA STATE UNIVERSITY (CSU) & UNIVERSITY OF CALIFORNIA (UC) A-G ADMISSION REQUIREMENTS THE FOLLOWING COURSES MUST BE COMPLETED WITH A GRADE OF “C” OR BETTER: A.

History/Social Science: 2 years required

B.

English: 4 years required

C.

Mathematics: 3 years required (Including Integrated Math III), 4 years recommended

D.

Laboratory Science: 2 years required, 3 years recommended

E.

Foreign Language: 2 years required, 3 years recommended

F.

Visual or Performing Arts: 1 year required

G.

College Preparatory Electives: 1 year required

SINCE COMPETITION TO THE UNIVERSITY OF CALIFORNIA IS INTENSE, STUDENTS INTERESTED IN THE UC SYSTEM SHOULD PLAN TO TAKE THE RECOMMENDED COURSE WORK AND EARN A MINIMUM GRADE OF “B.”

GRADUATION REQUIREMENTS English – grades 9-12 World Geography - grade 9 World History - grade 10 U.S. History – grade 11 U.S. Government – grade 12 Economics – grade 12 Comprehensive Health Physical Education Math (including Integrated Math III) Foreign Language Visual/Performing Arts Biology Chemistry or Physics Electives

8 semester credits 2* 2 2 1* 1* 1 4** 6 *** 4 2 2 2 7 44 total credits

Complete 30 hours of community service * Meets “g” requirement for college admission ** Physical performance test must be passed by 10th grade or 3 - 4 years of PE is required *** All Olympian High School students are enrolled in four years of math. Class of 2017 – Students may complete Financial Algebra in lieu of Integrated Math III if they meet course placement criteria. Seniors who are on-track with the a-g requirements and achieve a 3.0 a-g GPA may choose to have a 5 period day.

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STAYING “ON TRACK” FOR COLLEGE THE COMPACT FOR SUCCESS An academic partnership that guarantees admission to SDSU provided the following requirements are met: • • • •

• • •

Continuous enrollment in SUHSD in grades 9-12. Attain a CSU GPA of 3.0 or higher and maintain through senior year. Complete the A-G requirements with C grades or higher. Take the SAT Reasoning or ACT exams no later than November of the senior year. Obtain a minimum CSU eligibility index of 2900 for SAT and 694 for ACT. *CSU Eligibility Index SAT: GPAx800 + SAT total *CSU Eligibility Index ACT: (GPAx200) + (10x ACT Comp) Satisfy the Entry Level Math (ELM) placement test or its equivalent. Satisfy the English Placement Test (EPT) or its equivalent. Meet all SDSU admission/enrollment deadlines and requirements in the senior year. (a) Submitting a CSU Mentor first-time freshmen application to SDSU between October 1 and November 30 (b) Must not have any D or F grades during 12th grade in any subject (c) Admitted students planning to enroll must submit their Intent to enroll by May 1

COMMUNITY SERVICE All students must complete at least 30 hours of volunteer work in order to graduate. Social studies teachers at each grade level are responsible for monitoring and verifying the hours. Students should obtain pre-approval and return the “Verification of Community Service” to their social studies teacher. Forms are available on the school website. Examples of activities include after-school tutoring, working at blood drives, performing graffiti removal, working on school beautification programs, volunteering at recreation centers and libraries, and participating in beach clean-ups. Any activity in which the student is paid is not acceptable.

CALIFORNIA HIGH SCHOOL EXIT EXAMINATION All California public school students are required to pass the California High School Exit Examination (CAHSEE) to receive a high school diploma. State law mandates this graduation requirement. All students, including English learners and students with disabilities, must first take the CAHSEE in the tenth grade. Students do not need to pass both parts of the CAHSEE at the same administration in order to pass the CAHSEE. Students who do not pass the exam in grade ten will have additional opportunities in grades eleven and twelve to retake the part(s) not passed. For the latest information regarding the CAHSEE, please visit the California Department of Education’s CAHSEE Web site at http://www.cde.ca.gov/ta/tg/hs.

*As a result of Senate Bill 725 and Senate Bill 172, the CAHSEE has been retroactively eliminated as a requirement for graduation going back to the class of 2006. The law also suspends the CAHSEE as a graduation requirement for the classes of 2016, 2017, and 2018.

DUAL LANGUAGE IMMERSION PROGRAM The Dual Language Program course sequence consists of two years of instruction in Spanish in core content areas. 9th Grade: World Geography Accelerated, Integrated Math I/Robotics, and AP Spanish Language (or Spanish Speakers 5/6). 10th Grade: World History Accelerated, Integrated Math II/Robotics, and AP Spanish Literature (or AP Spanish Language). The courses offered in the program will include opportunities for students to participate in a variety of extracurricular activities and community service experiences organized by the DLI Student Club. Eligibility: Group A – Students transferring from dual immersion middle schools are automatically accepted. Group B – Students who have not been in a dual immersion or 2-way program must demonstrate proficiency in Spanish. Students who successfully complete course requirements of the DLP with a minimum of a 2.0 GPA are eligible to receive the Biliteracy Diploma recognition. Students must (1) pass the AP Spanish or other AP Language test (2) score “Standard Met” or “Standard Exceeded” on SBAC-ELA in the 11th grade and (3) achieve a minimum 2.0 gpa in all English courses.

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COLLEGE ENTRANCE EXAMS All college-bound students intending to enroll in a four-year university must take one or more of the college entrance exams: American College Test (ACT) or Scholastic Aptitude Test (SAT). These exams measure the critical thinking skills and educational progress in core subject areas needed for academic success in college. The best method of preparing for these exams is to take the most rigorous course of study available in high school. For the class of 2017, the following applies: CSUs: SAT (Essay not required) or ACT college entrance exams required. Refer to www.csumentor.edu for updated information and specific requirements. UCs: SAT with Essay or ACT with Writing Exam required. Refer to www.universityofcalifornia.edu for updated information and specific requirements. PRIVATE & OUT-OF-STATE COLLEGES: Consult with individual colleges early in the process to learn their specific requirements. Highly competitive or elite colleges typically require SAT with Essay or ACT with Writing, as well as College Board Subject Tests. Useful websites include www.collegeboard.org and www.princetonreview.com. Students are strongly encouraged to begin their college testing in the spring of their junior year. They may re-test through December of their senior year of high school for most colleges. San Diego State, however, accepts scores no later than November of the senior year.

HONORS DIPLOMA REQUIREMENTS Students have the opportunity to earn a special Honors Diploma when they graduate. The Honors Diploma was created to provide an additional incentive for students to challenge themselves with rigorous courses and to reward those students who perform well in challenging classes. To qualify for an Honors Diploma, students must complete thirteen semester credits in grades 9 to 12 of accelerated, honors, or Advanced Placement courses with a grade of “A” or “B” by the seventh semester of high school. At least two of the thirteen credits must be coursework completed by the first semester of the senior year. In addition, the student must earn at least a cumulative 3.0 overall weighted grade point average in scholarship and a cumulative 3.0 or higher citizenship grade point average. All requirements must be met by the end of the seventh semester of high school.

EARNING COLLEGE CREDIT WHILE IN HIGH SCHOOL All students at Olympian High School will be expected to complete at least one Advanced Placement (AP) course or college level class during their four years of high school. AP courses are demanding and dynamic classes, with a rigorous curriculum designed by the College Board. Taking AP courses gives students a head start on college while still in the supportive environment of a high school classroom. Taking the end-of-course AP exam sends a powerful message to colleges that the student is ready for college level work, and can enable the student to gain admission, college credit, and placement into advanced courses. Olympian High School offers a variety of AP courses in many subject areas. Students should check with their college(s) of interest to understand the school’s policy on AP credits. Students are also encouraged to take advantage of our close proximity to Southwestern Community College. Students in the 10th through 12th grades have the opportunity to apply for concurrent enrollment at Southwestern and earn college credit while in high school. Your counselor can provide you with information on the availability of classes, scheduling conflicts with the different college calendar, and the applications for enrollment. Students must have a minimum 2.5 GPA to qualify for the SWC high school special program. In addition, Southwestern College offers certain college courses on Olympian’s campus through the College Bound program. Students have the advantage of having their college fees waived and free textbooks as well as the ability to earn both college and high school credit. Enrollment is limited to juniors and seniors only.

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OLYMPIAN HIGH SCHOOL SCHOOL-WIDE ACADEMIC LITERACY PLAN

Ø Build Intellectual Perseverance (the persistent pursuit of knowledge) • Promote the value of a strong work ethic • Cultivate sustained effort through repeated practice Ø Develop Metacognition • Encourage thinking about the quality of one’s own and others’ thought processes • Practice intellectual humility • Become comfortable with the discomfort of ambiguity

School-Wide Focus

School-Wide Focus

College Readiness ~ Internalized Habits of Mind

Disciplinary Thinking (In the content area) Development of Academic Language to Support Conceptual Understanding

Standards

&

Objectives

Content Specific

Content Specific

Ø Create Intellectual Curiosity and Rigorous Engagement • Foster a desire to know • Require inquiry and investigation

Ø Critical Reading Skills – pre reading, reading and post reading Ø Knowledge – describe using discipline-specific academic language Ø Comprehension – summarize by distinguishing the main idea from supporting detail Ø Application – relate/apply the appropriate tools/processes to new situations Ø Analysis – compare and contrast in order to support inferences and draw conclusions Ø Synthesis – combine ideas in order to develop new insights

School-Wide Focus

School-Wide Focus

College Readiness ~ Specifically Taught Academic Skills

Ø Evaluation – justify according to a set of standards or criteria Ø Critical Writing Skills – connected to text and the development of critical reading skills

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FRESHMAN PROGRAM Making the transition from middle school to high school is an important step for all students. Increased responsibility is placed on them for their academic progress in that they are held accountable for earning passing grades and credit in every course that they attempt in order to remain “on track” for the Compact for Success and high school graduation. Students must earn credits in specified subject areas in order to graduate with their classmates. Because planning for graduation should not be a haphazard process, we hope you carefully review the information in this handbook before making course selections for the freshman year. Students who have struggled to complete homework and earn good grades in middle school will likely find high school to present even greater academic challenges. For that reason, students at Olympian High School will have a series of support programs imbedded within the student day, based on student need, such as AVID, English support, math support, and tutoring, as well as teacher and counselor interventions in place to ensure student success. While expectations for student success are high, supports for all students are extensive to make certain academic success is attainable. Students’ official transcript begins with classes taken during the freshman year and their cumulative grade point average will include grades earned in 9th grade. Considering the impact that freshman grades have on one’s permanent record, students will want to select classes which are a good match with his/her achievement level, natural talents, degree of motivation and dedication, and extracurricular commitments. Students who have been successful in accelerated courses in middle school are encouraged to continue in high school accelerated classes. Students who are new to the challenge of an accelerated course should strongly consider a reasonably balanced course load that may include enrollment in the AVID program, if appropriate. All freshmen and their parents will be invited to establish a Four-Year Plan during the first semester of 9th grade. This plan will be tailored to provide every student the ability to smoothly transition from high school to college. The goal of Olympian High School is to provide every graduate with the opportunity to directly enter a four-year university, or should they choose, a two-year community college or full-time work. Regardless of their personal decision, our graduates will have the academic basis and work ethic to become productive and successful citizens who are well prepared to pursue their goals and dreams. In the spring of 9th grade, all freshmen will take the Fitness Test in their physical education class. Students who do not pass the test will take a Fitness for Life course in 10th grade. During the second semester of 9th grade, all students and parents will be asked to participate in Student-led Conferences. This is an opportunity for students to demonstrate and discuss with their parents the progress they are making in core academic classes and to show mastery of content objectives. Students will organize a portfolio and select work samples that show evidence of their understanding of the Habits of Mind and Academic Literacy Skills, as well as develop goals for future learning. Student-led conferences lead to increased understanding, responsibility, and commitment to learning on the part of teachers, parents, and students.

SOPHOMORE PROGRAM During the tenth grade, students continue to build on their academic skills in the core subject areas. To remain “on track” with the Compact for Success, sophomores are encouraged to enroll in either a world language or a science class if they have not already done so in ninth grade. During the second semester, sophomores and their parents will be asked to attend the Sophomore College & Career Readiness Conference, to learn about various career choices, review progress towards graduation and college requirements and prepare for future testing requirements. In sophomore English classes students will complete and maintain a literacy portfolio that demonstrates their developing language skills.

JUNIOR PROGRAM Students in 11th grade typically have their first opportunity to explore the elective program based on their career and college major interests. With only three classes required of all juniors (English, U.S. History, math) students can choose to extend their studies in foreign language and science, complete their graduation and “a-g” college entrance requirements, as well as take advantage of elective course offerings. Students who have not yet passed the Fitness Test in their physical education class will be required to take the Fitness and Conditioning course in the 11th grade. Students new to the district are also required to enroll in Fitness and Conditioning. In the spring, juniors should begin taking either the SAT or ACT college entrance exams. Counselors meet with every junior to review his/her progress towards completing requirements and to develop a plan for college admissions. A Junior Portfolio is required of every student and shared with parents in an exhibition format in the spring. The portfolio presentation will demonstrate the student’s preparedness for college and will identify areas that the student needs to work on during the senior year in order to meet his/her goals.

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SENIOR PROGRAM The senior class schedule is designed to meet the specific needs of every student so as to lead them closer to achieving their college and career goals. To give seniors a meaningful common experience that has the flavor and complexity of college level work, all seniors will be required to read a common text. This experience creates a connection between Olympian High and San Diego State University that is both physical and intellectual in terms of campus visits, interaction with college students and assignments related to the book. In the spring, all seniors will participate in the Senior Showcase, demonstrating to their parents and the Olympian community their commitment to the advancement of human rights as related to the theme of their common text. Seniors who are on-track with meeting their high school graduation requirements and the “a-g” college entrance requirements and who have achieved at least a 3.0 GPA, will be given the option of having a five period day. In order to have a five period day the second semester, students must also have their community service requirement completed.

GRADE LEVEL CLASSIFICATION Students are expected to make regular progress in their classes, pass all courses, and earn a high school diploma in four years. In order to remain on track for graduation, all students are required to earn the predetermined credits indicated: To be a sophomore To be a junior To be a senior

minimum of 10 semester credits minimum of 22 semester credits minimum of 32 semester credits

Students who are significantly behind the required grade-level credits will be referred to alternative education programs to support appropriate and timely credit remediation.

GRADE POINT AVERAGE & WEIGHTED CLASSES Grade point averages for each unit of credit are determined using a four point scale for standard courses: an “A” in scholarship earns 4 points; a “B” earns 3 points; a “C” earns 2 points; a “D” earns 1 point; and an “F” earns zero points. A five point scale is used for Advanced Placement and courses designated by the University of California as honors: an “A” earns 5 points; a “B” earns 4 points; a “C” earns 3 points; a “D” earns one point; and an “F” earns zero points. Individual colleges may determine grade point calculations differently; the UCs and CSUs limit the number of courses that can be weighted. Southwestern College courses taught at Olympian also receive weighted credit for “C” grades or better.

ON-LINE COURSE WORK On-line courses provide an opportunity for students to expand their educational options, provide flexibility within a student’s schedule, and allow students additional opportunities for advancement/recovery of coursework. Pursuant to Board Policy 6439 and Board Regulation No. 6439.1, the district shall grant credit for on-line courses only when the course curriculum has been evaluated by the Office of Curriculum and Instruction as having met the district’s and state’s content standards. All district approved course providers must be WASC accredited institutions. Pursuing an on-line course is an option, not a mandate for students; coursework is to be done independently from the school. Prior to enrollment and commencement of an on-line course, parents/students shall verify that the course is on the Sweetwater Union High School District approved list. If the course is not on the approved list, parents/students shall submit to the district’s curriculum office for review the course syllabus and name and address of the institution providing the course and await approval. On-line coursework is recommended for students who demonstrate maturity and self-initiative; possess time management skills, are independent learners and possess a GPA of 2.5 or higher. Instruction is self-guided--primarily involving reading and test taking activities. To ensure that a student’s schedule and course programming is on-track to meet graduation requirements and “a-g” requirements, prior approval must be obtained before enrolling in an on-line course. The process is initiated by the parent/student submitting a request to the school counselor and completing required authorization documents. Students shall be limited to taking one on-line course per semester, and must complete the course within the semester.

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The student shall be responsible for the following: 1. Paying all fees and tuition associated with course. 2. Adhering to the college’s or university’s regulations and timelines of enrollment, coursework and assessments. 3. Ensuring student’s computer equipment is compatible with course requirements. 4. Providing an official copy of the transcript to the school counselor for inclusion in the student’s academic history file.

COUNSELING SERVICES When students enter Olympian High School they are assigned a counselor according to an alphabetical distribution. In most cases, the student will continue with that counselor until graduation from high school. All counselors see their students on a regular basis in order to assess academic progress. As the educational advisor, the counselor helps students plan their program of studies and advises them whenever adjustments in the program are necessary. Students are encouraged to discuss personal and/or school problems with their counselors. They will respect the students’ confidences and assist them in reaching a solution to their problem. Students may come to the Counseling Center before or after school, nutrition break, or at lunch to schedule an appointment; problems of an urgent nature will be handled by providing the student with a call slip to give to the teacher at the time of appointment. Counselors also help students in formulating and solidifying career goals. Information is provided about colleges and occupations through classroom presentations and special events so students may prepare themselves intelligently to meet the requirements of their future goals, both educationally and vocationally. College financial aid and scholarship information is also made available to students. Parents can schedule an appointment with the assigned counselor by telephone or e-mail. Counselors will meet with students and contact parents when discipline, attendance, and/or academic problems in any way jeopardize a student’s opportunity to be successful in school. Parents are encouraged to call or email their child’s counselor with questions or to discuss concerns; we welcome parental involvement so that we can work together as a team to help every student achieve success.

CALIFORNIA SCHOLARSHIP FEDERATION The California Scholarship Federation is a statewide organization honoring outstanding high school students. CSF members who qualify and register for four semesters of membership based on semester grades from 10th through 12th grades are potentially eligible for CSF Life Membership. These students are honored at graduation and receive special recognition. To be eligible for CSF, a student must earn ten CSF points on the semester report card. CSF points are granted based on the following scale: A = 3 points B = 1 point C = 0 points One additional grade point shall be granted for a grade of “A” or “B” in an accelerated, honors, or AP class, up to a maximum of two such points per semester. Any “D” or “F” grade on the semester report card (even in citizenship) automatically disqualifies the student from membership for that semester. The ten CSF points must be earned according to a specific list of courses. In general, the bulk of the points need to come from academic classes. PE and student aide classes do not count towards CSF membership. a. b. c. d.

The first four points must be from CSF List I courses The first seven points must be from CSF Lists I and/or II The remaining points may come from CSF Lists I, II, or III No more than five courses can be used to qualify.

CSF membership is neither automatic nor retroactive. CSF is not a passive organization. A student must take an active part by applying for membership within the application period, which generally begins three weeks after semester grades are issued, and lasts for ten days. One objective of CSF is to teach responsibility, especially in meeting deadlines. Therefore, membership may not be awarded if a student fails to apply by the deadline date.

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New students enrolling after the application period must notify the CSF advisor within the same semester of their potential eligibility based on their academic record and qualification at the former school; official transcripts will be required for a status review. CSF dues are used to help pay for the state charter dues, certificates and graduation stoles. Applications and CSF course lists will be available in the Counseling Center and school website during the application period. Since eligibility for membership in CSF begins with the completion of the first semester of 10th grade, 9th graders are not eligible for membership.

CLASS CHANGE POLICY The best learning takes place when students are continuously enrolled in classes from the beginning through the end of each semester. Class changes are discouraged as they interrupt the continuity of the curriculum and may be detrimental to student success. The state frameworks, which are tied into the school wide assessments, require that classroom instruction begin on day one of the semester. Consequently, we do not allow students to make changes once the semester gets under way except for purposes of balancing classes and those which are teacher initiated, such as moving a student to a higher level of math. Students register for yearlong courses. When students enter a year-long course, they are committed to finishing it. Students who struggle in a particular course will be given opportunities for support and assistance. The last day for student changes will be before school starts in the fall and spring. Exceptions to this policy require principal approval. Requests for specific teachers or period preferences cannot be honored.

COLLEGE PREPARATORY COURSES The majority of Olympian High School’s course offerings have been certified by the University of California (UC) as meeting “a-g” course requirements for freshman admission to the UCs and California State Universities (CSUs), provided students complete the course with a “C” grade or better. These courses are noted in the following course descriptions as “meets UC/CSU ‘a-g’ requirements.”

COURSE DESCRIPTIONS “A” - SOCIAL SCIENCE WORLD GEOGRAPHY (GRADE 9): This one-year course consists of an in-depth examination and study of physical geography, cultural geography, and reading/interpreting various geographic maps, charts, and graphs. Students will acquire knowledge about important geographic vocabulary terms and concepts as well as integrate the five fundamental themes of geography into the content of each unit. Meets UC/CSU “a-g” requirements. WORLD GEOGRAPHY ACCELERATED (GRADE 9, Dual Language Immersion): This course prepares freshmen for AP World History in 10th grade. The coursework is more rigorous and demanding than the regular World Geography class, requiring writing and reading skills and activities that are above grade level. Students will study the chronology of world events, the impact of those events on the present, and gain a perspective on the interrelatedness of the contemporary world. The class is conducted in Spanish. Meets UC/CSU “a-g” requirements. ANCIENT WORLD HISTORY (GRADE 9): This course prepares freshmen for AP World History in 10th grade. The coursework is more rigorous and demanding than the regular World Geography class, requiring writing and reading skills and activities that are above grade level. The course will help students develop necessary historical skills such as greater understanding of periodization, crafting historical arguments from historical evidence, chronological reasoning, and comparison and contextualization. A focus of the comprehension of historical readings will be the foundation for the course. In addition to teaching students valuable historical skills, the course will also build an understanding of two time periods in history: The Foundations period up to 600 BCE and the Classical period from 600 BCE to 600 CE. Meets UC/CSU “a-g” requirements.

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ADVANCED PLACEMENT HUMAN GEOGRAPHY (GRADE 9): This course introduces students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of the Earth's surface. Students learn to employ spatial concepts and landscape analysis to examine human socioeconomic organization and its environmental consequences. They also learn about the methods and tools geographers use in their research and applications. Prerequisite: “A” grades in accelerated social science and English accelerated courses in previous grade, strong academic background and GPA, high motivation and commitment to an intensive, college-level learning experience including completion of any required summer assignment. Meets UC/CSU “a-g” requirements. WORLD HISTORY & CULTURES (GRADE 10): This course addresses the topics of world history, culture, and geography. After a review of ancient history (from prehistoric times to 1500), the course will emphasize major turning points in the shaping of the modern world from the 19th century Middle Ages to the post-World War II era. The course will culminate with an analysis of modern problems. Meets UC/CSU “a-g” requirements. ADVANCED PLACEMENT WORLD HISTORY (GRADE 10): This one-year course is a broad overview of the development of civilizations from 800 BCE to the present. The course highlights the nature of change in international frameworks and their causes and consequences, as well as comparisons among major societies. Students will develop their understanding of the evolution of global processes in interaction with different types of human societies through a combination of selective factual knowledge and analytical skills. Students are expected to register and take the AP exam in May. Meets UC/CSU “a-g’ requirements. UNITED STATES HISTORY (GRADE 11): In order to develop competent citizens in a democracy, it is critical that students examine the key issues and turning points in American History. A careful investigation of the political, social, and economic changes of this time period will allow students to better face our nation’s issues today. Students will examine the expanding role of the federal government and federal courts, the emergence of modern corporate technology and the impact of technology on American culture, changes in the ethnic composition of American society, movements toward equal rights of racial minorities and women, and the role of the United States as a major world power. Using these themes, students will also examine American culture by focusing on such aspects as religion, art, drama, architecture, education and the mass media. Meets UC/CSU “a-g” requirements. ADVANCED PLACEMENT UNITED STATES HISTORY (GRADE 11): This one-year course in United States history emphasizes analytical skills and is equivalent to most college Introductory U.S. history courses. Students learn the analytic skills and factual knowledge necessary to deal critically with the problems and materials in U.S. history, to assess historical materials, and to weigh the evidence and interpretations presented in historical scholarship. The course covers the time period from 1607 to the present and prepares students to take the Advanced Placement Exam for college credit in May. All students are expected to register and take the AP exam in May. Meets UC/CSU “a-g” requirements. UNITED STATES GOVERNMENT/ECONOMICS (GRADE 12): The one-semester government course is designed to help students understand the workings of the American political system on the federal, state, and local level and to enable the student to function as a participating individual within our nation. This course addresses the background and development of American government; the structure and operation of political institutions; the role of the individual in government; the acquisition and expansion of civil liberties and rights; and the role of the United States in a global political context. The one- semester economics course traces the development of fundamental economic concepts, comparative economic systems, micro/macro economics, and international economic principles. Emphasis is on the understanding of basic principles and on providing students with the analytical tools to make reasoned decisions on economic issues. Meets UC/CSU “a-g” requirements. ADVANCED PLACEMENT U.S. GOVERNMENT (GRADE 12): This course provides students with an analytical perspective on government and politics in the United States similar to most introductory courses offered in college. It includes both the study of general concepts used to interpret U.S. politics and the analysis of specific examples. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. politics. Students should become acquainted with the variety of theoretical perspectives and explanations for various behaviors and outcomes. Enrollment in this year long class also meets the economics graduation requirement. All students are expected to register and take the AP exam in May. Meets UC/CSU “a-g” requirements. ADVANCED PLACEMENT EUROPEAN HISTORY (GRADES 11/12): The study of European history since 1450 introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live. In addition to providing a basic narrative of events and movements, the goals of this elective course are to develop an understanding of some of the principal themes in modern European history; an ability to analyze historical evidence; and an ability to express historical understanding in writing. All students are expected to register and take the AP exam in May. Meets UC/CSU “ag” requirements. PSYCHOLOGY (Grades 11/ 12): This one-semester elective course will introduces and develops basic concepts of psychology. The course focuses on human development, learning, motivation, personality, mental illness, and altered states. Students will learn the contributions and methods of major psychologists, such as Sigmund Freud, Abraham Maslow, Ivan Pavlov, Carl Rogers and B.F. Skinner. Meets UC/CSU “a-g” requirements.

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SOCIAL ISSUES IN FILM (Grades 11/12): Students will examine pertinent issues confronting our society as presented through mainstream films in this one-semester elective. Students will study film as a visual art, the construction of movies from a technical viewpoint, and as a basis to stimulate debate and discussion. Meets UC/CSU “a-g” requirements. SOCIOLOGY (GRADES 11/12): One semester course designed to enhance student understanding of human social behavior from a group perspective, including recurring patterns of attitudes and actions, how they vary among cultures, across time, and through social groups. Meets UC/CSU “a-g” requirements.

“B” - ENGLISH-LANGUAGE ARTS ENGLISH 9 is a college preparatory, required language arts course. Students concentrate on developing skill in reading literary and expository texts; writing, including narrative, expository, and persuasive composition; oral and written English language conventions of grammar and format; and listening and speaking. Students work as individuals and as members of groups. Students will complete a SUHSD required Language Arts portfolio based on CAHSEE writing genres. Meets UC/CSU “a-g” requirements. ENGLISH 9-ACCELERATED is a college preparatory, required language arts course specially designed to begin preparation for students to enter Advanced Placement language and literature. Students will develop all of the skills noted above, as well as the skill of close reading of literary and expository texts. Students work as individuals and as members of groups. Students will complete a SUHSD required Language Arts portfolio based on CASHEE writing genres. Meets UC/CSU “a-g” requirements. ENGLISH 10 is a college preparatory, required language arts course designed to increase proficiency in reading, writing, speaking, study and listening skills. Opportunities are provided for students to think critically about the material being studied. The course encompasses a survey of world literature. The study of literature provides opportunities for improving writing skills and mastering specific writing domains. CAHSEE writing genres will be entered into the students’ writing portfolios. Meets UC/CSU “a-g” requirements. ENGLISH 10 ACCELERATED is a college preparatory, required language arts course designed to enhance each student's ability to communicate in both the oral and written forms. Emphasis is placed on analytical thinking, oral expression, composition skills and research techniques. Classic and contemporary literature is read as a basis for continued study in the AP program and preparation is given to assure success in the AP program. CAHSEE writing genres will be entered into the students’ writing portfolios. Meets UC/CSU “a-g” requirements. ENGLISH 11 is a college preparatory, required language arts course focused on ensuring state standards are met using American Literature as a vehicle. The course surveys the literary history of the United States, beginning with colonial America and continuing into the 20th century. Emphasis is placed on American classics as well as ethnic contributions to American literature. Students complete a wide range of oral and written tasks utilizing many skills, such as analysis, interpretation and research. Students add to their writing portfolios. Meets UC/CSU “a-g” requirements. ADVANCED PLACEMENT ENGLISH LANGUAGE & COMPOSITION (GRADE 11): Prerequisite: A good command of English grammar and considerable competence in listening, reading, speaking, and writing. Students become skilled readers and interpreters of prose written in a variety of periods, disciplines, and rhetorical context. Writing in a variety of modes and variety of purposes is emphasized. The connection between the reading and the writing highlights the interaction between authorial purpose, audience need, the subject itself, generic conventions, and the resources of language: syntax, word choice, imagery and tone. Students develop their proficiency in the English language and composition. Use of language for active communication is emphasized. Students who show themselves qualified on the Advanced Placement examination in May receive advanced placement and/or credit at many college and universities. This course will include extensive homework including outside reading. Students are expected to register and take the AP exam in May. Meets UC/CSU “a-g” requirements. ENGLISH 12: Students analyze expository texts and apply various rhetorical strategies to writing. Since college writing assignments are almost always related to reading assignments, the reading, writing, and inquiry in the class are interwoven thematically. The two main objectives of this course are to enable the students to write effective prose and to equip them with a core of critical reading and thinking strategies that can be applied to the wide variety of texts that will be encountered in college and the workplace. Meets UC/CSU “a-g” requirements.

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EXPOSITORY READING AND WRITING (GRADE 12): The goal of the course is to prepare seniors for the literacy demands of higher education. Through a sequence of rigorous instructional modules, students in this yearlong, rhetoric-based course develop advanced proficiency in expository, analytical, and argumentative reading and writing. Instruction in research methods and documentation conventions will be covered. Students will be expected to increase their awareness of the rhetorical strategies employed by authors and to apply those strategies in their own writing. They will read closely to examine the relationship between an author’s argument or theme and his or her audience and purpose; to analyze the impact of structural and rhetorical strategies; and to examine the social, political, and philosophical assumptions that underlie the text. Meets UC/CSU “a-g” requirements. ADVANCED PLACEMENT ENGLISH LITERATURE and COMPOSITION (GRADE 12): Students become skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts and study individual works to better understand the language, characters, actions, and themes. Through writing, students become more aware of the resources of language: connotation, metaphor, irony, syntax, word choice, and tone. Students develop their proficiency in analysis of literature and development of writing skills. Use of language for active communication is emphasized. Students who show themselves qualified on the Advanced Placement examination in May receive advanced placement and/or credit at many colleges and universities. Students are expected to register and take the AP exam in May. Meets UC/CSU “a-g” requirements. ENGLISH LANGUAGE DEVELOPMENT (ELD): Placement in ELD classes is determined by assessment instruments approved by the district and is designed for the non-English speaking student. Students develop basic functional skills in written and spoken English during a two-hour block period. ADVANCED JOURNALISM-NEWSPAPER (GRADES 10-12): Students must have good writing skills and apply for a position on the newspaper staff. After an intense month of instruction and practice in journalistic style as well as the rights and responsibilities of the high school press, the class produces an issue every month. The publication is designed, edited, and prepared for printing by the staff. Application required. ADVANCED JOURNALISM-YEARBOOK (GRADES 10-12): The yearbook class is a course in which students work together to produce the school annual, which is the culmination and permanent record of the year's events. In this course, students develop skills in layout design, copy writing, photography, and photo cropping. In addition, major emphasis is placed on gaining computer expertise for both word processing and page design. Students develop skills to work cooperatively to meet deadlines, sell advertisements, and explore public relations. Application and interview required.

“C” – MATHEMATICS – (4 Year Requirement at OHS) INTEGRATED MATH COURSE I: The purpose of this course is to formalize and extend the math that students learned in middle school, including number and quantity, algebra, functions, geometry, and statistics and probability. The focus is to learn numerical manipulation to algebraic manipulation, synthesize understanding of function, deepen understanding of linear relationships, apply linear models to data, establish criteria for congruence based on rigid motions, and apply the Pythagorean theorem to coordinate planes. Meets UC/CSU “a-g” requirements. INTEGRATED MATH COURSE II: The focus of this course is on quadratic expressions, equation, and functions. Students learn to extend the laws of exponents to rational exponents, compare characteristics of quadratic function, create and solve equations and inequalities involving linear, exponential, and quadratic expressions, work with probability, and establish criteria for similarity of triangles based on proportional reasoning. Meets UC/CSU “a-g” requirements. INTEGRATED MATH COURSE III: Students will integrate and apply the concepts they have learned in earlier courses. The major focus is to apply methods from probability and statistics to draw inferences from data, expand understanding of functions to include polynomial, rational, and radical functions, expand right triangle trigonometry, and consolidate functions and geometry to create models and solve problems. Meets UC/CSU “a-g” requirements. COMPACTED MATH COURSE III W/PRE-CALCULUS: This is an accelerated Math Course III class, which includes concepts covered in math analysis. Students who successfully complete this course with receive 4 high school credits and will be placed in calculus the following year. Meets UC/CSU “a-g” requirements. PRE-CALCULUS: This course covers advanced algebra and geometry topics as well as a significant amount of trigonometry. This is the fourth course in the college preparatory math sequence, and is highly recommended for students planning on entering a college or university upon graduation. Meets UC/CSU “a-g” requirements.

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PRE-CALCULUS HONORS: This course will cover all of the material in pre-calculus, plus extended topics designed to prepare students for calculus. Intended for students who desire to attend a 4-year university and pursue majors in math, science, or engineering fields. Meets UC/CSU “a-g” requirements. FINITE MATH: A one-year course covering topics such as linear relations, set theory, logic, statistics and probability. In addition, the course will provide opportunities for review of previously learned college preparatory math skills in algebra and geometry. It is recommended as an alternative to Pre-Calculus for juniors/seniors planning on attending a college or university upon graduation, and who plan to pursue a non-mathematics based major. Meets UC/CSU “a-g” requirements. FINANCIAL ALGEBRA: This course is for seniors who have completed Integrated Math II or Math III. It may be taken in lieu of Integrated Math III per district placement guidelines. The course applies mathematical concepts in practical business and personal finance contexts. The course emphasizes math connected to the real world. Students are encouraged to be actively involved in applying mathematical ideas to their daily lives in areas of credit, banking insurance, the stock market, independent living, and more. Meets UC/CSU “a-g” requirements. FINANCIAL LITERACY: This course is for seniors who have completed Integrated Math III. Financial Literacy offers real-world advice for managing money and debt responsibly. CALCULUS CONCEPTS: a one-year course providing students with an introduction to topics in a traditional first semester college level calculus course. Emphasis will be on the conceptual development of differentiation and integration as well as on strengthening trigonometric and algebraic skills. Meets UC/CSU “a-g” requirements. MATH APPLICATIONS AND CONCEPTS: This course is for seniors who have completed Integrated Math III. The course provides significant preparation for upcoming “high stakes” math assessments such as the SAT, ACT, Entry Level Math test (CSU proficiency test), ASVAB, and other college placement exams. ADVANCED PLACEMENT CALCULUS AB: This course is comparable to a college course in calculus and related topics usually offered the first year in college. Students gain an intuitive understanding of the concepts of calculus and practical experience with its methods and applications. Students who show themselves qualified on the Advanced Placement examination in May usually receive advanced placement and/or credit at many colleges and universities. Students are expected to register and take the AP exam in May. Meets UC/CSU “a-g” requirements ADVANCED PLACEMENT CALCULUS BC: This is the second in the sequence of college level calculus courses, and follows AP Calculus AB. Students will build upon and extend their knowledge of derivatives and integrals, to include parametric, vector and polar functions as well as sequences and series. Students are expected to register and take the AP exam in May, and may earn advanced placement credit for a second course in college calculus at many colleges and universities. Meets UC/CSU “a-g” requirements. ADVANCED PLACEMENT STATISTICS: A one-year course in college level introductory statistics. Students are expected to register and take the AP exam in May. Meets UC/CSU “a-g” requirements.

“D” - SCIENCE BIOLOGY: Enrollment is recommended only after satisfactory completion or concurrent enrollment in algebra and grade level reading comprehension. Major topics covered in the first semester include: scientific method, ecology, basic chemistry, cell structure and function, cell energetics (photosynthesis and respiration), DNA/RNA and protein synthesis. Second semester topics include: cell division (mitosis/meiosis), genetics, evolution, anatomy and physiology of the human body systems, and biotechnology. Meets UC/CSU “a-g” requirements. BIOLOGY ACCELERATED: This course is intended to be a more thorough and intense exposure to the Biology concepts, factual knowledge, and analytical skills than Biology 1 & 2. It is intended for highly motivated students and prepares students to take AP Biology as an upperclassman. Meets UC/CSU “a-g” requirements. CHEMISTRY: Chemistry is a class that investigates the structure and properties of matter. It is an applied science/math class with an emphasis on problem solving skills. There will also be an emphasis on laboratory skills. Concurrent enrollment or successful completion of Formal Geometry is required. Meets UC/CSU “a-g” requirements.

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CHEMISTRY HONORS: Students will become acquainted with the skills and concepts necessary to gain an understanding of the chemical aspects of technology and society. Topics include atomic theory, chemical equations, organic and inorganic chemistry, chemical equilibrium relationships, and simple nuclear reactions. Emphasis will be placed on the role of mathematics in the physical sciences, the interrelationships between physics and chemistry, and the use of the laboratory. Meets UC/CSU “a-g” requirements. CHEMISTRY IN THE COMMUNITY (CHEMCOM): Chemistry in the Community was developed by the American Chemical Society as a course to emphasize chemistry's impact on society. It has a student-centered, activity-based, issues-oriented curriculum that encourages small group learning. This class fulfills the UC and CSU requirement for lab science, but is not appropriate for any student who is planning to take or major in laboratory science in college. Meets UC/CSU “a-g” requirements. ADVANCED PLACEMENT CHEMISTRY: Prerequisite: one year of high school chemistry. This course is the equivalent of a general chemistry course usually taken the first year in college. Students learn the conceptual framework, factual knowledge and analytical skill necessary to deal critically with chemical problems in the area of the structure of matter, states of matter, reactions, descriptive chemistry, laboratory experiences, and chemical calculations. Students who show themselves qualified on the Advanced Placement Examination in May usually receive advanced placement and/or credit at many college and universities. Students are expected to register and take the AP exam in May. Meets UC/CSU “a-g” requirements. ADVANCED PLACEMENT BIOLOGY: Prerequisite: one year of high school biology. This course is equivalent to a twosemester college introductory biology course usually taken by biology majors during their first year. Various levels of inquiry are used to develop students’ critical thinking and problem solving skills, along with the application of seven science practices as they develop essential knowledge of enduring understandings of Biology’s four “Big Ideas”: 1. The process of evolution drives the diversity and unity of life. 2. Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis. 3. Living systems store, retrieve, transmit and respond to information essential to life processes. 4. Biological systems interact, and these systems and their interactions possess complex properties. Students who show themselves qualified on the Advanced Placement examination in May usually receive advanced placement and/or credit at many colleges and universities. Students are expected to register and take the AP exam in May. Meets UC/CSU “a-g” requirements. PHYSICS HONORS: Prerequisite: one year of intermediate algebra. Physics is a physical science that meets university entrance requirements for a laboratory science. The course includes the following main areas of instruction: mechanics, wave motion, sound, light, electricity, and magnetism. A major emphasis is placed on "doing" physics, rather than reading or hearing about physics. Therefore a variety of hands-on activities and laboratory experiments are used to investigate real world phenomena. Meets UC/CSU “a-g” requirements. ADVANCED PLACEMENT PHYSICS: Prerequisite: one year of high school physics. AP Physics is the second year of a two-year sequence of courses designed to prepare students for the AP Physics B or AP Physics C examinations given by the College Board. Students are expected to register and take the AP exam in May. Meets UC/CSU “a-g” requirements. HUMAN ANATOMY and PHYSIOLOGY HONORS: Prerequisite: one year of high school biology. Lab science course designed to use analytical and practical approaches to study of the structure and function of the human body, providing students with skills for identifying anatomical structures and associated disorders. Emphasis placed on the physiological processes of the systems, organs, and tissues of the body and differential assessment between normal and abnormal forms. Meets UC/CSU “a-g” requirements.

“E” - WORLD LANGUAGE FOREIGN LANGUAGE 1/2: Prerequisites: Not open to native speakers. Students learn basic communication skills in listening, reading, and writing in the target language. Course content emphasizes listening and speaking activities as well as an awareness of the culture and social conventions of the target language. The California Foreign Language Framework emphasizes that instruction be in the target language. (Italian, Spanish, Filipino,) Meets UC/CSU “a-g” requirements. FOREIGN LANGUAGE 3/4: Prerequisites: Successful completion of Foreign Language 1and 2. In accordance with the American Council on the Teaching of Foreign Language, the goal of proficiency-based instruction is to produce students who can use the language appropriately in real-life situations. The four skills of listening, speaking, reading, and writing are developed in accord with the level of foreign language instruction. The California Foreign Language Framework emphasizes that instruction be in the target language. (Spanish, Filipino, Italian) Meets UC/CSU “a-g” requirements. FOREIGN LANGUAGE 5-6: Prerequisites: Successful completion of Foreign Language 3 and 4. Students continue to develop and enhance integrated skills of listening, speaking, reading, and writing in the target language. Greater emphasis is placed on reading, writing, and interpretation of literature. Course content also emphasizes the transition from a colloquial to more formal command of the target language, a high level of communication proficiency, and an appreciation for the culture and social heritage of the target language. (Filipino, Italian, Spanish) Meets UC/CSU “a-g” requirements.

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FOREIGN LANGUAGE (SPANISH) 7-8: An advanced course, which will continue to expand the students’ vocabulary and include more emphasis on the ability to communicate at an advanced Spanish level. Approximately 1,000 new words will be introduced in addition to verbs in the present perfect, future, present subjunctive, imperfect subjunctive, imperfect conditional and the subjunctive. Students will also be expected to improve their grammar and reading skills through various oral exercises. At the conclusion of this class students should be able to communicate at an intermediate level and ready to enter AP courses. Meets UC/CSU “a-g” requirements. SPANISH FOR SPANISH SPEAKERS 1/2: Students who already speak Spanish as native speakers continue developing and improving integrated skills of listening, speaking, reading, and writing in the native language. Course content also emphasizes the transition from a colloquial to more formal command of the Spanish language through the use of short stories, poetry, essays and oral presentations. Meets UC/CSU “a-g” requirements. SPANISH FOR SPANISH SPEAKERS 3/4: Successful completion of Spanish Speakers 1/2 or placement exam. Students continue to develop and enhance integrated skills of listening, speaking, reading, grammar and writing in Spanish. More emphasis is placed on reading and writing skills with short stories, poetry, essays, compositions and oral presentations. Meets UC/CSU “a-g” requirements. SPANISH FOR SPANISH SPEAKERS 5/6: Successful completion of Spanish Speakers 5/6 or placement exam. This is a Pre-AP class designed to prepare students for the AP Spanish Language and Literature classes. Students will develop a high proficiency level of reading, writing and oral communication through the close reading of literary and expository text. Students will work individually and in groups to perform class work and oral presentation. Meets UC/CSU “a-g” requirements. ADVANCED PLACEMENT SPANISH LANGUAGE AND COMPOSITION: Prerequisites: Successful completion of Spanish for Spanish Speakers 5/6 or instructor's approval based on a good command of Spanish grammar and considerable competence in listening, reading, speaking and writing. This course is comparable in content and difficulty to a full year course at the third-year college level. Students develop their proficiency in Spanish language and composition through active oral communication, detailed reading and purposeful essay writing. Students who show themselves qualified on the Advanced Placement Examination in May may receive advanced placement and/or credit at many colleges and universities. This course will include daily homework and outside reading. All students are expected to take the AP exam in May. Meets UC/CSU “a-g” requirements. ADVANCED PLACEMENT SPANISH LITERATURE AND COMPOSITION: Prerequisite: Successful completion of Advanced Placement Spanish Language and Composition. Well-motivated students are challenged through advanced study of authentic Spanish literature of moderate and mature content from the Medieval and Golden Age, 19th Century, 20th Century to present times. Students will become skilled readers of Spanish prose, and will do literary analysis and express oral and written critical opinions and judgments about Spanish novels, plays, and poetry. Students who show themselves qualified on the Advanced Placement Examination in May may receive advanced placement and/or credit at many colleges and universities. All students are expected to take the AP exam in May. Meets UC/CSU “a-g” requirements.

“F” - VISUAL & PERFORMING ARTS COMPUTER ART (DIGITAL): This course covers creative experimentation with art, photography, and the computer. Students are introduced to a range of digital media with the computer as the primary expressive tool. Students will also be required to draw by hand, keep a sketchbook, and learn the art elements, principles of design and color theory. They will also explore art history and arts from different cultures throughout their units of study. Digital illustrations, logo designs, CD covers, collages, photo manipulations, and digital paintings are a few examples of work to be produced. All students are required to have a 9x12” drawing sketchbook. Meets UC/CSU “a-g” requirements. ADVANCED COMPUTER ART: This studio course develops understanding of and skills in computer art at an advanced level. Students will be expected to use the medium to develop their ideas, in visually effective ways. This course builds upon the basic skills developed in Computer Art and explores more advanced features in both bitmap and vector painting and drawing programs. GRAPHIC DESIGN: Students will learn basic art concepts, design principles, and use of different software programs to produce a variety of multimedia projects. Meets UC/CSU “a-g” requirements. DRAMA BEGINNING: An introductory course in the basic concepts of dramatic language and action. Emphasis is placed on group interaction and the development of self-confidence. Theatre games, improvisation, reading plays, and listening to music are tools that will be used to stimulate the creative process. During the second semester students will focus on character development through scene study, monologues, and one act plays. They will also study the fundamentals of play direction and plot analysis. Meets UC/CSU “ag” requirements.

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DRAMA INTERMEDIATE: Prerequisite: An audition for this class is required. This is a performance class and the fundamentals of play production are emphasized. Students will use and continue to develop the skills they learned in Drama 1. They will have the opportunity to direct, write and act in school productions, district festivals, and state conferences. Meets UC/CSU “a-g” requirements. BEGINNING ART: This is an introductory year-long course to the elements of art and principles of design through drawing, painting, printmaking and design techniques. Students will acquire a variety of skills, techniques and knowledge in a variety of media and disciplines to include pencil, watercolor, acrylics, charcoal, pen/ink, and printmaking. Students will also explore art history and arts from different cultures throughout the year. All students are required to have a 9x12” drawing sketchbook. Meets UC/CSU “a-g” requirements. ADVANCED ART: Prerequisite: high school beginning art or instructor consent (submit art portfolio). In this course emphasis is placed on continuing to improve compositional skills through the use and manipulation of the art elements and principles of design. More challenging assignments and media are introduced. Focus is placed in developing an art portfolio that demonstrates a variety of skills, techniques, media and knowledge. All students are required to have a 9x12” drawing sketchbook. Meets UC/CSU “a-g” requirements. AP STUDIO ART: Prerequisite: two semesters of Visual Arts in grades 9, 10, or 11 or permission of the art instructor. Students will produce a portfolio of artwork that shows a fundamental competence and range of understanding in visual concerns and methods. The student will demonstrate a depth of investigation and process of discovery as well as a serious foundation in visual principles and material techniques. The student will also exhibit through this artwork a synthesis of form, technique, and content. The acceptance by the College Board of the Student Portfolio offers the opportunity for the student to waive certain elementary art courses in college. Students are expected to register and take the AP exam in May. Meets UC/CSU “a-g” requirements. DESIGN IN MIXED MEDIA: This introductory art course explores both two and three-dimensional design using various media and topics, including printmaking, fiber, plaster, paper mache, graphic design and painting. No prerequisite required. Meets UC/CSU “ag” requirements. ADVANCED PLACEMENT ART HISTORY: This course is equivalent to an introductory college course in art history to develop an understanding and enjoyment of architecture, sculpture, painting, and other forms of art within a historical and cultural context. Students examine the major forms of artistic expression of the past and of distant cultures as well as those of the 20th century. They learn how to look at works of art critically, through the use of lecture, slides, and film. Students who show themselves qualified on the Advanced Placement Examination in May usually receive advanced placement and/or credit at many colleges and universities. Students are expected to register and take the AP exam in May. Meets UC/CSU “a-g” requirements. BASIC DIGITAL PHOTOGRAPHY: Students will learn the basic principles of digital photography. Emphasis will be placed on how the camera works, the menu selections, how to download images, make basic editing changes, and the aesthetics of digital photography. Students will produce a digital portfolio. Meets UC/CSU “a-g” requirements. BEGINNING AND INTERMEDIATE DANCE (DANCE 1 AND II): Students develop grace, flexibility, muscle tone, and cardiovascular fitness through creative expression using a variety of dance forms. Instruction includes the utilization of body isolation movements, jazz, ethnic, and/or modern dance forms with contemporary, jazz or rock music. Students obtain an advanced knowledge dance vocabulary, choreography techniques, dance history, and anatomy of a dancer and injury prevention. Students participate in various performances. Meets UC/CSU “a-g” requirements. ADVANCED DANCE CHOREOGRAPY: Prerequisites: An audition for this class is required. All students must have proper dance clothes and shoes (these will be discussed at the first class meeting). Students develop grace, flexibility, muscle tone, and cardiovascular fitness through creative expression using a variety of dance forms. Instruction includes the utilization of body isolation movements, jazz, ethnic, and/or modern dance forms with contemporary, jazz, or rock music; intermediate and advanced solo/ensemble performance; choreographed movement; simple costumes and make-up techniques; and showmanship strategies. Performance for a variety of audiences is required as an essential element of evaluation for all students enrolled in this course. Meets UC/CSU “a-g” requirements. BALLET FOLKLORICO: Students develop grace, flexibility, muscle tone, and cardiovascular fitness through creative expression using a variety of Mexican dance forms. Instruction includes the utilization of advanced knowledge of folklorico dance movement, vocabulary, choreography techniques, dance history, anatomy of a dancer, and injury prevention. Students participate in various schools and community performances. Meets UC/CSU “a-g” requirements. CHOIR: A performance-oriented course designed for students who enjoy participation in group singing. Musicianship is enhanced through rehearsal, analysis, and public performance of advanced choral literature involving a variety of styles. Meets UC/CSU “a-g” requirements.

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ADVANCED CHOIR: Prerequisite: completion of Choir 1/2 or by audition. This advanced performance-oriented course includes instruction in intermediate and advanced solo/ensemble literature, microphone technique, costumes and make-up techniques and showmanship strategies. Meets UC/CSU “a-g” requirements. ADVANCED BAND (WIND ENSEMBLE): Designed for wind players with a minimum of two years of band experience. Students admitted to the class based upon the recommendation of the middle school Band Director and/or audition. Concert Band is an intermediate level-performing ensemble. Meets UC/CSU “a-g” requirements. BAND CADET (BEGINNING AND INTERMEDIATE) Designed for wind players with only one-year of band experience. Teaches individual and group discipline, instrument care and use, study of ensemble and/or solo material, skills in ear training and sight reading, study of various band works of appropriate difficulty, proper performance attitudes, and awareness of occupational opportunities. Meets UC/CSU “a-g” requirements. PERCUSSION: This class is designed to develop skills in all aspects of traditional percussion playing, including marching and concert styles. Students in this class are required to participate in the marching and concert seasons in conjunction with the other band classes. During the fall semester all students must be concurrently enrolled in either Marching Band or PE Rhythm and Movement.

Meets UC/CSU “a-g” requirements. JAZZ ENSEMBLE: Spring Semester only - Jazz Ensemble takes the place of the Marching Band. Membership in the Jazz Ensemble is by audition. The Jazz Ensemble will perform in concert and at adjudicated festivals throughout Southern California. Meets UC/CSU “a-g” requirements. MARIACHI: Students will learn the history of Mexican Mariachi music, the vocabulary and pronunciation of various styles of mariachi music, names of instruments and the part each one plays in the performance of various mariachi styles. Each student will perform on his/her chosen instrument in the various song types, including the polka, waltz, ranchera, bolero, cumbia, paso doble, corrido, and huapango. Meets UC/CSU “a-g” requirements. STRING ORCHESTRA (BEGINNING, INTERMEDIATE, ADVANCED): Students will be introduced to the study of instrumental music as they learn standard performance practices on traditional orchestral string instruments. Areas of instruction will include instrument care, techniques and fundamentals of musicianship, tone production, proper posture, and music literacy. Meets UC/CSU “a-g” requirements. ADVANCED PLACEMENT MUSIC THEORY: The course provides a high level of study of the aural and written processes of music and will help develop a student’s ability to recognize, understand, and describe the basic materials and processes of music that are heard or presented in a score. This course will help further develop the student’s abilities in aural, sight-singing, written, compositional, and analytical skills. Students will be required to read, notate, compose, perform, and listen to music. The development of aural skills is a primary objective of the Advanced Placement Music Theory course. Students are expected to register and take the AP exam in May. Meets UC/CSU “a-g” requirements. TELEVISION, FILM & DIGITAL MEDIA: Prerequisite: Successful completion beginning multimedia class. Students will use the tools and techniques of video production typically encountered by professionals involved with industrial video, cable television and broadcast television. Instruction covers storyboarding, video script writing, production lighting, field and studio videography, linear and non-linear editing, video switching, sound mixing of live television broadcast, and professional production terms. By producing short newscasts and short film projects, students will learn to use modern video production equipment to creatively communicate to an audience. Meets UC/CSU “a-g” requirements.

PHYSICAL EDUATION PHYSICAL EDUCATION COURSE 1 (Grade 9): This course is designed to give 9th graders the opportunity to learn through a comprehensive sequentially planned Physical Education program in accordance with the Physical Education Model Content Standards for California Public Schools. Students will be empowered to make choices, meet challenges and develop positive behaviors in fitness, wellness and movement activity for a lifetime. Emphasis is placed on students developing a personalized fitness program for a healthy life style and meets the requirements for the FITNESSGRAM. Units of instruction will include: introduction to physical education, fitness (including fitness technology), individual and dual sports, and rhythms/dance. PHYSICAL EDUCATION COURSE II (Grade 10): This course is designed to give students the opportunity to learn through a comprehensive sequentially planned Physical Education program in accordance with the California Model Content Standards for Physical Education. Students will be empowered to make choices, meet challenges and develop positive behaviors in fitness, wellness and movement activity for a lifetime. Course 2 addresses combative, gymnastics/tumbling, and team activities. The effects of physical activity on dynamic health and the mechanics of body movement are integrated throughout the school year. The design of Course 2

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assumes completion of Course 1. Units of instruction include: introduction to advanced physical education, fitness (including fitness technology), team activities, gymnastics/tumbling, and combative. WEIGHT TRAINING AND CONDITIONING (GRADES 11-12): The weight training classes are designed to stimulate interest in our young adults about physical fitness. A life-long recreational sport, weight training is important in the upkeep of our bodies as we mature through the years. Our circuit training allows each student to familiarize himself/herself with the different lifts and muscle groups they affect. PE DANCE: Designed for sophomores who have passed the Fitnessgram. Students will be empowered to make choices, meet challenges and develop positive behaviors in fitness, wellness and movement activity for a lifetime. The effects of physical dance activity on dynamic health and the mechanics of body movement are integrated throughout the school year. Units of instruction include introduction to advanced physical education, aerobic dance, fitness, team activities, gymnastics/tumbling, and combative. FITNESS FOR LIFE: This course is designed to give students the opportunity to learn through a comprehensive sequentially planned Physical Education program in accordance with the California Model Content Standards for Physical Education. Students will be empowered to make choices, meet challenges and develop positive behaviors in fitness, wellness and movement activity for a lifetime. Fitness for Life emphasis is placed on students developing a personalized fitness program for a healthy life-style. Units of instruction include: personal fitness concepts and techniques, cardiorespiratory endurance training, strength and flexibility conditioning, nutrition, combative, gymnastics/tumbling, and team activities. The effects of physical activity on dynamic health and the mechanics of body movement are integrated throughout the school year. This class is required for all students who have not passed the Fitnessgram. PE RHYTHM & MOVEMENT: The primary purpose of the Color Guard and Drill Team is to perform in conjunction with the school’s marching band. Students will develop skills and competencies in parade, field show and/or other indoor activities. Activities will build self-confidence, respect toward others and an appreciation of the benefits of teamwork as students work to achieve common goals.

COMPREHENSIVE HEALTH COMPREHENSIVE HEALTH (Semester): This required course for graduation presents information on the individual's role in society and in personal relationships. Included in the curriculum are: values and decision-making, substance use and abuse, emotional and physical development, male and female sexual development, interpersonal relationships, responsibilities in marriage and parenting, suicide, teen pregnancy, sexually transmitted diseases, and maintaining health. The emphasis of the course is on the transition from adolescence to adulthood.

CAREER TECHNICAL & INTERDISCIPLINARY SUBJECTS ACADEMIC DECATHLON: Students will enhance and refine their knowledge of economics, mathematics, fine arts, language and literature, science, social science, speech, the essay and interview through preparation for competition in scholastic events sponsored by the United States Academic Decathlon Team. ASSOCIATED STUDENT BODY LEADERSHIP: Student co-curricular activities are organized and/or supervised by the ASB. In their leadership class, students learn basic characteristics and components of effective leadership. They learn active communication skills, organizational skills, and project planning. They learn about values, goal setting, problem solving, and compromise. Students also learn common business practices associated with inventory, mark-up, sales, budgeting, and bookkeeping. AVID: This class will sharpen and refine attitudes, skills and knowledge to enter successfully and complete a 4-year college program. Students will learn and apply study skills and learning strategies to improve performance in the content areas. Note taking, outlining, writing, speaking, reading, test strategies including SAT preparation, and self-awareness are stressed. The curriculum includes field trips to colleges, motivational guest speakers and college tutors. AVID may be chosen as an elective but may also be required of students needing additional academic support. AVID SENIOR SEMINAR: Students will culminate their year in AVID with the activities in the Senior Seminar. They will be involved in perfecting the skills they have been practicing in the areas of analytical writing, preparation for college entrance and placement exams, college study skills and test taking, note taking, and research. In general, they will polish the skills learned in previous years of AVID to the degree necessary for success at a four-year university. Meets UC/CSU “a-g” requirements.

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BUSINESS COMPUTER FUNDAMENTALS: This course provides entry-level training in business and computer applications. Instruction includes units in word processing, spreadsheet, and database presentation graphics, business practices and workplace skills. Software includes Word, Excel, Access and PowerPoint. BUSINESS TECHNOLOGY: This course provides advanced training in technology that is used in the finance and business industry. Students will obtain skills such as planning and managing meetings and special events, create and give presentations, practice interview skills, learn about types of computers and networks. Students will prepare for certifications in Microsoft Word, Excel, Outlook and Power Point, as well as typing certificates. MARCHING BAND: This course is designed for students enrolled in Band Cadet and Wind Ensemble. Activities will promote understanding of the “how and why” of movement as it relates to marching band, develop skill and competency in parade and field band activities, build self-confidence, respect toward others and an appreciation of the benefits of teamwork. MULTIMEDIA: Students will learn, then apply their knowledge of the elements of art and principles of design to strengthen their visual literacy. Students will explore a range of design techniques using various media and software programs and study the design work of contemporary and historical designers. Projects include logo development, poster design, advertising, packaging, design, magazine layout, CD covers and book arts among others. Students will maintain a digital portfolio of their work as a midterm and final exam. Written, visual and research-based journal assignments are given regularly. Meets UC/CSU “a-g” requirements. PEER COUNSELING BEGINNING: Through individual sharing and discussions and a variety of activities, students learn interpersonal communication skills necessary to be an effective peer helper as well as an effective human being. In addition, students will gain information on a variety of issues important to young adults. PEER MEDIATION ADVANCED: Peer counseling training is open to selected students who have completed an application and interview process. Students will work directly with students in the Counseling Center, under the direction of the counselors. They will assist in mediations, orientations for new students, and one-on-one counseling. SPORTS MEDICINE I: This course provides entry-level training in the prevention and recognition of common athletic injuries, the theory and practice of emergency field care, and learning basic human anatomy and physiology. Students will be introduced to the medical field by learning about basic medical terminology, diagnostic procedures, bodily systems, and medical professions. Students learn systems of the body, procedures such as MRIs, CAT Scans and x-rays, and pharmacology. The treatment and rehabilitation of athletic injuries will be discussed. Bandaging and/or taping techniques will be practiced in the classroom. Upon completion of this course, students will receive First Aid and CPR certification through the American Heart Association. SPORTS MEDICINE II: Students will build upon the knowledge and skills learned in medical terminology and Physical Therapy. The class will go in depth into conducting orthopedic evaluations of the foot, ankle, knee, hip, shoulder, wrist, hand, neck, and back. Students will learn orthopedic special tests for evaluation of common joint injuries and specific manual muscle tests for evaluating musculoskeletal injuries. Students will learn to conduct neurological evaluations of various neurological complications associated with sports injuries .The course will also discuss the different surgery options and techniques associated with common athletic injuries. Upon completion of the course students will be able to conduct a through patient evaluation including: History, Observation, Active and Passive Range of Motion, Special Tests, Specific Manual Muscle Tests, Neurological, and Palpation. SPORTS MEDICINE III: Students will apply the knowledge gained in Medical Terminology, Introduction to Physical Therapy, and Advanced Sports Medicine. Students will learn the advanced concepts in exercise physiology and sports nutrition in the classroom two days a week and then apply this learning in their community-based internship. These internships provide students with a real life setting to apply their academic knowledge and to develop job skills. INTRODUCTION TO ENGINEERING DESIGN (PROJECT LEAD THE WAY): This course provides students exposure to design process, research and analysis, teamwork, communication methods, global and human impacts, engineering standards and technical documentation. Employment possibilities include Civil Engineering, Industrial Engineering, and Architecture. Instruction covers the following areas: Design process, introduction to technical sketching and drawing, measurement and statistics, design exercises, dimensions and tolerances, advance modeling skills, reverse engineering, visual analysis, functional and structural analysis, product improvement by design, engineering ethics and design teams. . Meets UC/CSU “a-g” requirements. PRINCIPLES OF ENGINEERING (PROJECT LEAD THE WAY): Available to students in grades 10-12, following completion of Introduction to Engineering Design. Through problems that engage and challenge, students explore a broad range of engineering topics, including mechanisms, the strength of structures and materials, and automation. Students develop skills in problem solving, research, and design while learning strategies for design process documentation, collaboration, and presentation. Meets UC/CSU “ag” requirements.

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INTRODUCTION TO COMPUTER SCIENCE (PROJECT LEAD THE WAY): ICS is designed to be the first computer science course for students who have never written code. Students work in teams to create apps for mobile devices using MIT App Inventor®. They explore the impact of computing in society and build skills in digital citizenship and cybersecurity. Beyond learning the fundamentals of programming, students build computational thinking skills by applying computer science to collaboration tools, modeling and simulation, and data analysis. They also transfer the understanding of programming gained in App Inventor to learn introductory elements of text-based programming in Python® to create strategy games. COMPUTER SCIENCE PRINCIPLES (PROJECT LEAD THE WAY): Formerly titled “Computer Science and Software Engineering”. This course teaches students how to solve problems using computational thinking and skills. CSE introduces students to professional programming languages and platforms and encourages students to use these tools to discover, collaborate, and create. Using Python and other languages, students develop their own app, create dynamic websites, and construct their own graphical user interface. CSE challenges students to discover connections between computer science and digital electronics and data visualization. Meets UC/CSU “a-g” requirements.

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Olympian High School 1925 Magdalena Ave., Chula Vista, CA 91913

9th Grade Course Offerings 2016-2017

(Please Print)

Last Name: _______________________________________ First Name: _________________________________ MI: __________ Birth Date: ________________________ Phone: Day____________________________ E-mail: __________________________________________________

Current Middle School: ____________________

REQUIRED COURSES ENGLISH LANGUAGE ARTS

SOCIAL SCIENCE

MATHEMATICS

SUPPORT CLASSES

91136 English 9 91389 English 9 Accelerated 98728/98754 Read 180 Fundamental &Support

94322 World Geography 98590 World Geography Fund. 94481 Ancient World History 94482 AP Human Geography * 94315 World Geography Acc (DLI)

92923 Integrated Math I 92924 Integrated Math II 92926 Integrated Math III 92925 Integrated Math III w/ Pre-Cal. * 98784 Integ. Math 9 Fundamentals

93360 Literacy Workshop 92927 Math Workshop 98626 Study Skills Concepts

91459 ELD Newcomer 91460 ALD Newcomer 91463 ELD Emerging 91464 ALD Emerging 91471 ELD Expanding 91468 ALD Expanding

SCIENCE 92105 Biology 92681 Biology Accelerated 98581 Physical/Earth Science Fund. 98753 Life Science Fund.

To be completed by student/parent.

93576 P.E. High School Course I 93579 P.E. Adapted

Classes in BOLD are A-G

* Must meet placement guidelines

ELECTIVE COURSES:

PHYSICAL EDUCATION

Please rank electives “1-5” in order of preference, #1 being your first choice.

Counselor use only:

World Languages - “e” requirement

Visual & Performing Arts - “f” requirement

_____ CELDT

91244 91246 91248 91410 91224 91226 91228 91230 91256 91258 91260 91272

90047 90311 90315 90424 90434 90418 90419 90174 90483 90164 90441 90189 90193 90437 90439

_____ CTE

______ _______ _______ ______ ______ ______ ______ ______ ______ ______ ______ ______

Filipino 1-2 Filipino 3-4 Filipino 5-6 Italian 1-2 Spanish 1-2 Spanish 3-4 Spanish 5-6 Spanish 7-8 Spanish/Spanish Speakers 1-2 Spanish/Spanish Speakers 3-4 Spanish/Spanish Speakers 5-6 Spanish AP Language *

Other Courses 95235 90478 93340 93355 97147 97318 97124

______ ______ ______ ______ ______ ______ ______

AVID (with an Accelerated Course) Marching Band(w/Cadet or Ensemble) Intro to Engineering Design (“g”) Computer Science Principles Multimedia Production (“g”) ROP Business Computers Sports Medicine I

______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______

Art Beginning Band, Cadet (Beg. & Intermediate) Band, Wind Ensemble (Advanced) Percussion Ensemble Orchestra Choir Choir Advanced (by Audition) Computer Art Dance 1 Design in Mixed Media Drama Beginning Folklorico Beginning Folklorico Advanced Mariachi Music Beginning Mariachi Music Advanced

_____ EOC _____ GATE/ACC _____ SEI _____ Special Education _____ Dual Immersion _____ Other

Comments:

I have reviewed the requirements for graduation and the “a-g” college entrance requirements (see reverse). I understand that if I want to request a change in the above course (by calling 656-2420 or by email), I must do so no later than the Freshmen Orientation date in July. STUDENT SIGNATURE: ___________________________ _______ ______

Date: _____________________

Counselor email: ______________________________________________________________

@sweetwaterschools.org

Olympian High School 1925 Magdalena Ave., Chula Vista, CA 91913

10th Grade Course Offerings 2016-2017 (Please Print)

Last Name: _______________________________________ First Name: _________________________________ MI: __________ Birth Date: ________________________

Parent Phone: Day____________________________

E-mail: _____________________________________________________

Student ID#____________________

REQUIRED COURSES ENGLISH LANGUAGE ARTS

SOCIAL SCIENCE

MATHEMATICS

SUPPORT CLASSES

91129 English 10 91391 English 10 Accelerated 98616 English 10 Fundamentals

94397 World Hist. & Cult. 94386 AP World History 98624 World History Fundamentals

93361 Literacy Workshop 10 92927 Math Workshop 98626 Study Skills Concepts

91459 ELD Newcomer 91460 ALD Newcomer 91463 ELD Emerging 91464 ALD Emerging 91471 ELD Expanding 91468 ALD Expanding

SCIENCE 92105 Biology 92681 Biology Accelerated 92201 AP Biology 92111 Chemistry 92185 Chemistry HN 93353 Physics HN

92923 Integrated Math I 92924 Integrated Math II 92926 Integrated Math III 92925 Integrated Math III w/ Pre-Cal. 4 credits * 92026 Pre-Calculus 92332 Pre-Calculus Honors 98789 Integ. Math 10 Fundamentals * must meet placement guidelines

PHYSICAL EDUCATION 93577 P.E. High School Course II 90483 PE Dance 93578 PE Fitness for Life 93598 P.E. Rhythm & Movement 93579 P.E. Adapted

Courses in BOL ELECTIVE COURSES: To be completed by student/parent. Please rank electives “1-5” in order of preference, #1 being your first choice. World Languages - “e” requirement 91244 91246 91248 91410 91412 91224 91226 91228 91230 91256 91258 91260 91272 91274

______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______

Filipino 1-2 Filipino 3-4 Filipino 5-6 Italian 1-2 Italian 3-4 Spanish 1-2 Spanish 3-4 Spanish 5-6 Spanish 7-8 Spanish/Spanish Speakers 1-2 Spanish/Spanish Speakers 3-4 Spanish/Spanish Speakers 5-6 Spanish AP Language Spanish AP Literature

Other Elective Courses 95235 91318 94437 97147 92918 93340 93342 93355 97318 97289 91824 97349 97350 90478 95118

______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______

AVID (with an Accelerated course) Newspaper Peer Mediation Introduction Multimedia Productions (“g”) Intro to Computer Science Intro to Engineering Design (“g”) Principles of Engineering (“g”) Computer Science Principles (“g”) Business Computers Business Technology Advanced Yearbook (by Application) Sports Medicine I Sports Medicine II Marching Band (w/ Cadet or Ensemble) Academic Decathlon

Visual & Performing Arts - “f” requirement 90047 ______ Art Beginning 90051 ______ Art Advanced 90172 ______ AP Studio Art 90090 ______ AP Art History 90288 ______ AP Music Theory 90311 ______ Band Cadet (Beg, Intermed.) 90315 ______ Band Wind Ensemble(Advanced) 90424 ______ Percussion Ensemble 90418 ______ Choir Mixed 90419 ______ Choir Advanced (by Audition) 90174 ______ Computer Art 93350 ______ Adv. Computer Art 97328 ______ Graphic Design 97336 ______ TV, Film & Digital Media 90483 ______ Dance I 90484 _____ Dance II 90159 ______ Dance Advanced (by Audition) 90164 ______ Design in Mixed Media 90441 ______ Drama Beginning 90442 ______ Drama Advanced (by Audition) 90189 ______ Folklorico 90437 ______ Mariachi Music Beginning 90438 ______ Mariachi Ensemble Inter. 90434 ______ Orchestra Beginning 90435 ______ Orchestra Intermediate

Counselor use only:

_____ CELDT _____ CTE _____ EOC _____ SEI _____ Special Education _____ GATE/ACC _____ Other

Summer School Recom. _____________________ Rec’d SS applic. _______

Comments:

Health-Semester Courses: 4049/4010 ______ Health/psychology 4050/4010 ______ Health/sociology 7318/4010 _______ Business Computers/Health

I have reviewed the requirements for graduation and the “a-g” college entrance requirements (see reverse). I understand that if I want to request a change in the above course (by calling 656-2420 or by email), I must do so no later than the Sophomore [Type text] date in July. Orientation STUDENT SIGNATURE: ___________________________________ Date: _____________________ Counselor email: ____________________________________________________________ @sweetwaterschools.org

OLYMPIAN HIGH SCHOOL - 11 TH GRADE COURSE SELECTION, 2016-2017 Last Name: _______________________________

First: ___________________ Date: _________

REQUIREMENTS FOR JUNIORS: Circle ENGLISH “b”

SOCIAL SCIENCE “a” 4074 U.S. History 4076 AP U.S. History 8594 U.S. History Fundamentals

ONE course from each of the three required areas. MATH “c”

1140 English 11 1144 AP English Language 8618 English 11 Fundamentals ELD New 1459/Emerging 1463/Expanding 1471 ALD New 1460/Emerging 1464/Expanding 1468

2924 Integrated Math II 2926 Integrated Math III 2925 Integrated Math III/Pre Cal 2677 Finite Math 2026 Pre-Calculus

2332 Pre-Calculus Hn 2486 AP Statistics 2660 Calculus Concepts 2082 AP Calculus AB 2084 AP Calculus BC 8790 Int. Math 11 Fundamentals

____ has IEP & is eligible for Concepts or Fundamentals classes

ELECTIVES: Choose 3 electives & an alternative for each ELECTIVE #1 – Course Name__________________

# ________

ALTERNATIVE ___________________ # __________

ELECTIVE #2 – Course Name __________________ # ________

ALTERNATIVE ___________________# ___________

ELECTIVE #3 – Course Name __________________ # ________

ALTERNATIVE ___________________# ___________

Please Note: Students who are identified as needing academic support programs, such as math or English Support will be placed in these classes in lieu of an elective. PE is required if California Fitness test has not been taken or passed.

ELECTIVES All classes are year long courses unless indicated as semester classes

SCIENCE “d”

WORLD LANGUAGE “e”

VISUAL & PERFORMING ARTS “f”

2105 Biology 2681 Biology Acc. 2201 AP Biology 2111 Chemistry 2185 Chemistry HN 2199 AP Chemistry 2189 Physics HN - concurrent Pre-Calculus 3353 AP Physics B 2748 Anatomy & Physiology HN

1244 Filipino 1/2 1246 Filipino 3/4 1248 Filipino 5/6 1410 Italian 1/2 1412 Italian 3/4 1423 Italian 5/6 1800 AP Italian 1224 Spanish 1/2 1226 Spanish 3/4 1228 Spanish 5/6 1230 Spanish 7/8 1256 Spanish Speakers 1/2 1258 Spanish Speakers 3/4 1260 Spanish Speakers 5/6 1272 AP Spanish Language 1274 AP Spanish Literature

0047 Art 1 0051 Advanced Art 0174 Computer Art 3350 Adv. Computer Art 0172 AP Studio Art 0090 AP Art History 0164 Design in Mixed Media 7328 Graphic Design 7336 TV, Film & Digital Media 0189 Ballet Folklorico 0418 Beginning Choir; 0419 Adv. Choir - by audition 0483 Beginning Dance; 0484 Intermed. 0159 Dance Choreography - by audition 0441 Beginning Drama 0442 Intermed - by audition 0288 AP Music Theory 0437 Beginning Mariachi Music; 0438 Intermed. 0434 Orchestra begin. 0435 Intermed. 0311 Cadet Band (Begin., Intermed.) 0315 Wind Ensemble (Advanced) - by audition 0424 Percussion

OTHER 5118 Academic Decathalon Acce. 4116 AP European History ("a") 5237 AVID for Juniors 7318 Business Computers 7289 Business Technology Adv. 7349 Sports Medicine I 7350 Sports Medicine II 7351 Sports Medicine Year III 5026 Student Aide (2.5+ gpa required) 1318 Newspaper 4437 Peer Mediation Intro 4438 Peer Mediation Advanced 4049/4050 Psychology/Sociology (“g”) 3342 Principles of Engineering ("g") 3340 Intro to Engineering Design ("g") 2918 Intro. to Computer Science 3355 Computer Science Principles ("g") 1824 Yearbook (by Application) 0478 Marching Band (per. 7) 7147 Multimedia ("g")

PE 3586 Fitness & Conditioning (weights) 3598 PE Rhythm & Movement (per.7) 3552 PE Dance

SOUTHWESTERN COLLEGE 5231 Lifelong Success (3.0 gpa required) Sem 1 meets pd. 6 2x week on Olympian Campus

HEALTH – SEMESTER COURSES 7318/4010 Business Computers/Health 4049/4010 Health/Psychology 4010/4284 Health/Social Issues in Film ("g") 4050/4010 Health/Sociology

4329 Administration of Justice (3.0 required) Sem 2

I have reviewed the requirements for graduation and the “a-g” college entrance requirements (see reverse). I understand that if I want to request a change in the above courses (by calling 656-2420 or by email), I must do so no later than Junior Orientation in July. STUDENT SIGNATURE: ________________________ Counselor's email:[email protected]

OLYMPIAN HIGH SCHOOL - 12 TH GRADE COURSE SELECTION, 2016-2017 Last Name: ___________________________

First: ____________________ Date: ______ REQUIREMENTS FOR SENIORS: Circle ONE course from each of the three required areas.

SOCIAL SCIENCE “a”

ENGLISH “b”

MATH “c”

4058/4188 Government/Economics 4027 AP Government 8596/8597 Government/Economics Fundamentals

1173 English 12 1830 Expository Reading & Writing 1043 AP English Literature 8620 English 12 Fundamentals ELD New 1459/Emerging 1463/Expanding 1471 ALD New 1460/Emerging 1464/Expanding 1468 ____ has IEP & is eligible for Concepts or Fundamentals classes

ELECTIVES:

8574 Math 12 Fundamentals (IEP) 2332 Pre-Calculus Honors 2924 Integrated Math II 2677 Finite Math 2926 Integrated Math III 2660 Calculus Concepts 2936 Math Applications &Concepts 2082 AP Calculus AB 2948 Financial Algebra 2084 AP Calculus BC 2026 Pre-Calculus 2486 AP Statistics

Choose 3 Electives & an Alternative for each

ELECTIVE #1 – Course Name________________ # ________ ALTERNATIVE ____________________ # _____ ELECTIVE #2 – Course Name ________________ # ________ ALTERNATIVE ____________________ # _____ ELECTIVE #3 – Course Name ________________ # ________ ALTERNATIVE ____________________ # _____ Eligible and requesting 5 pd day _____

periods 1-5

or periods 2-6

ELECTIVES All classes are year long courses unless indicated as semester classes

SCIENCE “d”

WORLD LANGUAGE “e”

VISUAL & PERFORMING ARTS “f”

2105 Biology 2681 Biology Acce. 2201 AP Biology 2111 Chemistry 2185 Chemistry HN 2199 AP Chemistry 2189 Physics HN - concurrent Pre-Calculus or higher 3353 AP Physics B 2748 Anatomy & Physiology HN

1244 Filipino 1/2 1246 Filipino 3/4 1248 Filipino 5/6 1410 Italian 1/2 1412 Italian 3/4 1423 Italian 5/6 1800 AP Italian 1224 Spanish 1/2 1226 Spanish 3/4 1228 Spanish 5/6 1230 Spanish 7/8 1256 Spanish Speakers 1/2 1258 Spanish Speakers 3/4 1260 Spanish Speakers 5/6 1272 AP Spanish Language 1274 AP Spanish Literature

0047 Art 1 0051 Advanced Art 0174 Computer Art 3350 Adv. Computer Art 7328 Graphic Design 0172 AP Studio Art 0164 Design in Mixed Media 0090 AP Art History 0033 Digital Photography 0189 Ballet Folklorico 0418 Choir; 0419 0419Advanced AdvancedChoir-by Choir audition 0483 Beginning Dance, 0484 Intermed. 0159 Dance Choreography - by audition 0441 Drama; 0442 0442 IntermedIntermed. by Drama audition 0437 Begin. Mariachi; 0439 Intermed. 0288 AP Music Theory 0311 Cadet Band (Begin., Intermed.) 0315 Wind Ensemble (Advanced) - by audition 0424 Percussion 0434 Beginning Orchestra; 0435 Intermed. 7336 TV, Film & Digital Media

OTHER 5118 Academic Decathalon Accel. 4116 AP European History ("a") 5149 AVID for Seniors 7318 Business Computers 7289 Business Tech. Adv. 7147 Multimedia ("g") 3342 Principles of Engineering ("g") 3340 Intro to Engineering Design ("g") 2918 Intro. to Computer Science ("g") 3355 Computer Science Principles ("g") 7349 Sports Medicine I 7350 Sports Medicine II 7351 Sports Medicine III 4437 Peer Mediation Intro 4438 Peer Mediation Advanced 4049/4050 Psychology/Sociology (“g”) 5026 Student Aide (2.5+ gpa required) 1824 Yearbook (by Application) 1318 Newspaper 0478 Marching Band (pd 7)

PE 3586 Fitness & Conditioning 3552 PE Dance 3598 PE Rhythm & Movement (Marching Band)

HEALTH with SEMESTER ELECTIVE SOUTHWESTERN COLLEGE 5231 Lifelong Success (3.0 gpa required) meets pd. 6, 2x week on Olympian Campus

4010/4284 Health/Social Issues in Film ("g") 7318/4010 Business Computers/Health 4049/4010 Health/ Psychology ("g") 4050/4010 Health/ Sociology ("g")

4329 Administration of Justice (3.0 required) Sem 2

I have reviewed the requirements for graduation and the “a-g” college entrance requirements (see reverse). I understand that if I want to request a change in the above courses (by calling 656-2420 or by email), I must do so no later than Senior Orientation in July. STUDENT SIGNATURE: _______________________

Counselor's email: [email protected] [email protected]