This course targets the linguistic and academic needs of long-term English learners who have not been able to attain the levels of English and academic proficiency necessary to succeed in standards-based coursework despite several years of instruction. Skills and strategies will be employed to jump start the language development of students, such as emphasizing oral language to build background and vocabulary The course addresses the Common Core English Language Arts Standards for reading, writing, listening, speaking, and language, with the predominant focus being on academic speaking and critical writing skills. Enrollment in this course is limited to long-term English learners (students who have been enrolled in the system for five or more years) who are performing below grade-level expectations on standardized tests and who have CELDT levels of Intermediate or Early Intermediate. Concurrent enrollment in the student’s grade-level English Language Arts course is required.

Elective credit for this course can be assigned to students who have completed course work, but have not mastered all proficiencies requirements for a general education English language arts course. The Applied English course series develops oral/signed and written language skills required for literacy, independent living, and employment. This course teaches core curriculum concepts but does not meet district standards for a diploma.

Elective credit for this course can be assigned to students who have completed course work, but have not mastered all proficiencies requirements for a general education English language arts course. The Applied English course series develops oral/signed and written language skills required for literacy, independent living, and employment. This course teaches core curriculum concepts but does not meet district standards for a diploma.

This course continues to help students develop basic academic and daily living skills in areas of consumer responsibility, money sense, time and measurement, and career awareness. This course teaches core curriculum concepts but does not meet district standards for a diploma.

This course continues to help students develop basic academic and daily living skills in areas of consumer responsibility, money sense, time and measurement, and career awareness. This course teaches core curriculum concepts but does not meet district standards for a diploma.

This course emphasizes skills and strategies for independent reading of, analyzing, and writing about works of American literature, with a focus on how that literature reflects social, political, and moral issues in the United States. Instruction in each standards-based unit of study interrelates reading, writing, oral communication, and language study. Students are provided with multiple opportunities to articulate their own ideas as well as to question, interpret, and evaluate others’ ideas. The goal of instruction is to support students who communicate effectively in various forms, for genuine purposes, and to authentic audiences.

This course follows the curriculum for American Literature in greater depth, with more complexity and novelty, and at an accelerated pace. This course emphasizes skills and strategies for independent reading and analysis of, and writing about, American literature, with a focus on how that literature reflects social, political, and moral issues in the Unites States. Instruction in each standards-based unit of study integrates reading, writing, speaking and listening, and language study. Students are provided with multiple opportunities to articulate their own ideas as well as to question, interpret, analyze, extend, and evaluate others’ ideas. The goal of instruction is to support students in becoming independent, strategic, critical readers, writers, listeners, and speakers who communicate effectively in various forms, for genuine purposes, and to authentic audiences. All students enrolled in this class take a comprehensive written final examination required by the University of California in order to earn weighted credit. The purpose of the final exam is allow students to exhibit depth of knowledge and sustained mastery of the subject material.

College Preparatory Course (P). This course meets the University of California’s f (visual and performing arts) subject-area requirement. This foundational high school course allows students with a wide variety of backgrounds in visual art education to understand and use elements of art and principles of design through examination of images, reading, writing, discussion, and creating works of art to widen and deepen visual literacy. Instruction focuses on drawing skills (e.g., observational, gesture, contour, figure, one- and two-point perspective, shading, pointillism) and painting skills (e.g., strokes, stippling, color blocking, blending, wash) using a variety of media. Multiple approaches to artistic investigations are represented in each student portfolio. Sketchbook/journal entries document development, refinement, and reflection of student work. Students will write critical analyses that describe, interpret, analyze, and judge historic and contemporary works of art, including their own.

This course is designed to prepare students for the AP examination for college credit. Through slide illustrated lectures, field trips, discussions, and participation in special projects, students will explore the themes that have impelled artists to be creative. The course will present a historical as well as an analytical approach to visual art and its place in Western and non-Western civilizations through an in depth, discipline-based approach.

Individualized Art Studio is designed to meet the needs and interests of the most able art students. Greater depth of understanding and improving techniques are emphasized. Both two- and three-dimensional work in sculpture, clay, textiles, drawing, painting, and graphics are included.

The AP Art and Design program consists of three different courses and AP Portfolio Exams—AP 2-D Art and Design, AP 3-D Art and Design, and AP Drawing—corresponding to college and university foundations courses. Students may choose to submit any or all of the AP Portfolio Exams. Students create a portfolio of work to demonstrate inquiry through art and design and development of materials, processes, and ideas over the course of a year. Portfolios include works of art and design, process documentation, and written information about the work presented. In May, students submit portfolios for evaluation based on specific criteria, which include skillful synthesis of materials, processes, and ideas and sustained investigation through practice, experimentation, and revision, guided by questions. Students may choose to submit any or all of the AP Portfolio Exams.

This course affords student body members experience as student leaders. Through guidance, training, experience planning, organizing, and executing a variety of school activities, community service projects, and practical experiences in student government and democratic leadership, these students will grow as leaders of their school and community.