Sequoia Course Catalog 24-25

The Course Catalog is an annual publication designed to provide students and families with a comprehensive overview of Sequoia’s course offerings, grading scales, graduation requirements, and college admission requirements. Please use this catalog as a reference guide when selecting courses each year.

COUNSELING DEPARTMENT

The Sequoia High School Counseling Department encompasses three offices: Counseling, College & Career Center, and International Baccalaureate Programme

School Counseling

We are dedicated to serving all students. We strive to establish a personal connection with our students and to address their needs and concerns in the areas of academic development, college/career development, and personal/social development. For more information you may also visit: bit.ly/SequoiaCounseling

SUHSD counselors have been streamlining grade level lesson plans with the guidance of Hatching results since the 2022-23 school year.

� Ninth Grade Counseling: graduation and A-G requirements, and navigating high school tools (IC, CANVAS, and Naviance) and school/community resources (ie: TRC and Boys and Girls Club). Focuses on mindfulness practices.

� Tenth & Eleventh Grade Counseling: college and career exploration, financial aid, and review of A-G and graduation requirements. Focuses on mindfulness practices.

� Twelfth Grade Counseling: financial aid planning, post-secondary planning, and review of graduation and A-G requirements. Focuses on mindfulness practices.

College and Career

The College and Career Center assists students with post-secondary planning. The College & Career Advisors focus on helping students navigate the college admissions process from 9th to 12th grade. If you have any general questions please contact the College and Career Center or visit the College and Career Center’s website: bit.ly/SHSCCC

PARENT PACK

Frequently asked questions about the Diploma Programme FAQs

What is the Diploma Programme?

The Diploma Programme (DP) is a curriculum framework designed by the International Baccalaureate (IB) for students in the last two years of high school.

IB students graduating with the IB diploma are able to study at universities all around the world, often with advanced credit. Students report that their involvement with the IB has given them the tools needed to succeed at college. In particular, students comment on their sense of preparedness, self-confidence, research skills and their ability to manage their time. Even more important, they have developed a sense of the world around them and their responsibility to it.

Diploma Programme students study six subjects (three at standard level and three at higher level) over two years and complete three additional requirements: the theory of knowledge (TOK), the extended essay and at least 150 hours of CAS—creativity, activity and service tasks outside of the classroom. In addition to these requirements, students must earn a minimum of 24 points out of a possible 45 points on the final assessments which are externally marked and moderated by the IB, in order to receive an IB diploma.

Theory of knowledge (TOK)

TOK is an interdisciplinary course designed to help students question and understand how they know what they know. Students study how individuals from various disciplines view the world in order to develop their own ways of thinking. By stimulating analysis of knowledge across disciplines, TOK seeks to help students make sense of school and the world.

Creativity, activity, service (CAS)

CAS is an experiential learning component of the DP. Students complete a wide variety of extracurricular, community service and athletic options to fulfill this requirement.

Extended essay

The extended essay introduces students to the demands and rewards of independent work. Emphasis is placed on doing personal research and communicating ideas effectively in order to write a 4,000-word essay in an area of personal interest.

How do colleges and universities view the Diploma Programme?

The DP is internationally recognized as representing one of the highest standards in university preparatory education. More than 1,000 colleges and universities in North America have recognition policies on how they weigh it in admissions, advanced standing, college credit and scholarships.

A list of colleges and universities that grant credit, scholarships and/or advanced standing for DP diplomas and certificates is available at www.ibo.org

What kind of student is a good candidate for the DP?

The DP is a rigorous course of study for motivated students. That said, prior academic success is less an indicator of ability to earn the diploma than are a student’s determination to do his or her best, willingness to be organized in order to complete the work while leading a full, balanced life, and a strong commitment to learning in and beyond the classroom.

Do DP students have time for anything beyond academics?

Absolutely. Most successful Diploma Programme students lead very full lives. They are often members of athletic teams and involved in a wide range of activities. Time management and organization are key skills the IB develops in students.

Are IB programmes considered “gifted” programmes?

The IB does not control how schools designate their Diploma Programme. In some instances, schools choose to designate the programme as selective enrolment via application or as a magnet programme. In other cases, the programme is open to any student.

Do DP teachers receive special training?

All DP teachers receive professional development in the IB’s approaches to teaching and approaches to learning from certified IB workshop leaders. This is a requirement for IB World Schools implementing the DP.

Does implementing an IB programme mean my child’s school will not teach local or national standards such as the Common Core?

The IB is committed to making sure that students in IB programmes meet and exceed local or national standards. With the implementation of any IB programme, schools are required to examine their curriculum carefully to ensure that there is alignment with local, state or national standards. More information on the IB and the Common Core is available at www.ibo.org

What’s the difference between the diploma and certificates?

Not all students choose to take the full course load leading to a diploma. Instead, some take a few DP courses in areas where they have a particular interest or strength, similar to honours and Advanced Placement classes. Certificates are awarded on a course-by-course basis to students who choose not to do the full programme. Students who satisfactorily complete a DP course earn a certificate and may be eligible for university credit.

How does the IB DP differ from other university-preparatory programs such as Advanced Placement and Cambridge?

The IB DP is a two-year comprehensive curriculum with a culminating set of externally graded final exams. IB, Advanced Placement (AP) and other college-preparatory curriculums like Cambridge are all university preparatory, academically rigorous programmes. There are important differences, however, in the content and exams. The DP is a cohesive and comprehensive programme, not a collection of individual courses as is the case with Advanced Placement. The most important distinguishing factor is the core of the Diploma Programme (CAS, TOK and extended essay).

Can you give a specific example of how the DP prepared students for college?

A 2012 study by the Consortium for Chicago School Research found that Diploma Programme students who graduated from 12 Chicago public schools were more likely to attend college, attend a selective college and persist in college for 2 years than a matched comparison group. Additional studies on programme impact are available at www.ibo.org/research

How can I learn more about the IB and DP?

• Visit the IB website at www.ibo.org

• Attend school meetings and events

• Speak with your school’s DP coordinator

• Speak with your child’s DP classroom teachers.

IB learner profile I profile IB learner p arner profile IB lea ile IB learner profi IB learner profile I er profile learne

IB learner profile

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

As IB learners we strive to be:

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global signi cance.

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

We express ourselves con dently and creatively in more than one language and in many ways. We collaborate e ectively, listening carefully to the perspectives of other individuals and groups.

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive di erence in the lives of others and in the world around us.

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

We understand the importance of balancing di erent aspects of our lives intellectual, physical, and emotional to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

The IB learner pro le represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.

SEQUOIA HIGH SCHOOL IB COURSE OFFERINGS

IB English Language & Literature HL IB English Language & Literature SL ( Health Academy Only)

IB Spanish HL

IB Spanish SL (taught over 2 yrs)

IB French HL

IB French SL

IB Biology HL (Chemistry recommended)

IB Environmental Systems & Societies SL (Bio AND Physics or Chemistry recommended)

IB Physics SL (Physics pre-req)

IB Visual Arts HL (Art or Draw/Paint pre-req)

IB Psychology SL

IB Business & Management SL

2nd IB Science SL or HL

a 2nd IB World Language SL or HL

IB History of the Americas HL

IB Analysis HL

IB Applications HL

IB Analysis SL

IB Applications SL

= Higher Level

= Standard Level

IB COURSES PREREQUISITES

IB

IB Physics*

IB Biology**

year course:

and 12th grade

IB Spanish

year course:

and 12th grade Spanish 2/3 ICAP, Spanish III, or Spanish III NS with C- or higher

IB

IB

*IB Physics recommended for senior year - The more math knowledge the better College preparatory pattern of science includes Biology, Chemistry & Physics

NAVIGATING THROUGH HIGH SCHOOL AND 4-YEAR PLANNING

e following information is provided to help you understand the way grades are awarded, credits are granted, and students advance from one grade level to another. Additional information is provided regarding how students are able to meet the graduation and University of California & California State University (UC/CSU) college admission requirements. We also provide sample four year plans so you and your student can view potential academic pathways. Please also take advantage of the grade level Course Planning Worksheets we provide to help your student plan course selections for the following school year on pages 19-23.

GRADUATION CREDIT PROGRESS

Sequoia students should be accumulating an average of 30 credits per semester, and a total of 60 credits per school year. All semester-long courses are awarded 5 credits if a student earns a passing grade (D- or higher). All quarter courses are awarded 2.5 credits if a student earns a passing grade.

Additionally, UC’s, CSU’s, and most colleges do not accept D’s as passing grades. Students that earn a D in a course may need to repeat the course to meet A-G (UC/CSU requirements).

GRADE POINT AVERAGE CALCULATION (GPA)

All semester-long, college-prep and non-college prep courses will receive the following grade point weight: A =

All semester-long IB honors courses will receive the following grade point weight:

GPAs are documented on a student’s high school transcript. Please note that each college or university will recalculate the student’s GPA based on institutional admissions practices.

OUT-OF-DISTRICT STUDENTS:

An out-of-district transfer student with an o cial transcript veri cation of subject and credit requirements will be placed at the appropriate grade level.

MINIMUM NUMBER OF CLASSES IN WHICH A STUDENT MUST BE ENROLLED

All freshmen, sophomores, and juniors are required to enroll in a minimum of six classes. All seniors must be enrolled in a minimum of ve classes. Students desiring to participate in Sequoia’s Athletics program must be enrolled in at least ve classes or 22.5 semester credits. Refer to page 24 for more information regarding athletic eligibility.

ADDING OR DROPPING A CLASS

For the deadlines to add or drop classes, please refer to the Counseling Department: bit.ly/SequoiaCounseling

A-G Requirements and Graduation Requirements

The “A-G” requirements are courses that must be completed with a grade of C- or higher to be eligible to attend a University of California (UC) or California State University (CSU).

The following chart explains both the A-G requirements and Sequoia’s graduation requirements.

B English

C Math

D Science

2

37.5 credits

Must include: Ethnic Studies

World History ICAP

U.S. History Government & Economics

4 4 Years/40 credits

3 (4 years highly recommended)

2 Years/20 credits (Algebra and Geometry minimum)

2 (3-4 yrs highly recommended)

E World Language

F Visual and Performing Arts

2 Year/20 credits (must include one year physical AND one year life science)

2 (3 years recommended) Not required

1 1 Year/10 credits

Courses that meet the “A” area requirement for UC and CSU are:

Ethnic Studies, World History ICAP

US History and Government, IB History HL

For both graduation and UC/CSU, students are required to pass both semesters of English every year. English I ICAP, English I Intensive, English II Intensive, English II ICAP, III, IV, ELA III and IB English meet the “B” area requirement. Note that starting 2023-24 English I & II Intensive meet the “B” area requirement.

To meet the “C” area requirement for UC/CSU, students must complete at least Algebra I, Geometry and Algebra II. Data Science currently meets the 3rd year of math for UC A-G approval, but may not satisfy this requirement for other colleges and universities.

For the UC “D” area, students must complete at least 2 years of Lab Science. For the CSU “D” area, students must complete one year of Biology and one year of Chemistry or Physics. Three years of science preferred.

Two levels/years minimum required to meet area “E” must be in the same language.

*Credits earned go towards electives or World Language Level III and above can be used in place of the CTE graduation requirement.

These courses include electives in music, dance, drama, and visual art. For UC/CSU students must take a VPA course(s) in the same discipline.

Any course that meets an A-G requirement in areas A-F and exceeds the minimum requirement can be used for area “G”. For example, a third year of science or world language can meet the “G” requirement. Please note that some elective courses are not A-G approved and only meet elective requirements for graduation.

CTE is met through designated CTE courses. World Language Level III and above can be used in place of the CTE

9th grade SHS sports count towards elective credit only Students may use three seasons of SHS sports from 10th12th grades towards

CORE ACADEMIC COURSE OFFERINGS

NOTE: 60 elective credits are required for graduation. Core academic courses beyond the graduation requirements meet elective requirements.

P = Course meets UC/CSU a-g requirements

HP = Honors courses that earn an extra grade

ELD = Courses for English Learners

Hlth = Health Careers Academy (HCA) point for a grade of C- or better & meet UC/CSU

HL = IB Higher Level a-g requirements

Cañada = Community college course

ENGLISH

English I-ICAP, II-ICAP, III, IV – P

English I, II Support*

Academic Literacy*

IB English Y1, Y2 – HL – HP

IB English Y1, Y2 – HL – HP (Hlth, DAA)

IB English – SL – HP (Hlth, DAA)

Acad English II ICAP, III, IV (DAA) – P

Acad English II ICAP, III Hlth – P

Intervention ELA*

Intervention ELA Support*

English Intensive I, II

English Intensive I, II Support*

MATH

Algebra I – P

Geometry – P

Acc Geo/IB Math Analysis Prep – P

Explorations in Data Science - P

IB Math Analysis Prep – P

IB Math Applications Prep – P

IB Math Analysis SL – HP

IB Math Analysis HL – HP

IB Math Applications SL – HP

IB Math Applications HL– HP

Multivariable Calculus - P (Cañada)

Ordinary Differential Equations- P (Cañada)

Linear Algebra - P (Cañada)

SL = IB Standard Level

* = Support classes that receive elective credits

SOCIAL STUDIES

Life Skills (9th, 1st quarter)

Ethnic Studies (9th, 2nd quarter)

Ethnic Studies– P (9th, 2nd semester)

World History ICAP – P

Acad World History ICAP Hlth – P

Acad World History ICAP (DAA) – P

US History – P

Acad US History (DAA) – P

Acad US History Hlth – P

American Govt – P

Acad Amer Govt (DAA) – P

Acad Amer Govt Hlth – P

Economics – P

Acad Economics (DAA) – P

Acad Economics Hlth – P

IB Hist of Amer Y1, Y2 – HP

SCIENCE

Biology – P

Acad Biology (DAA or Hlth) – P

Biotechnology I-II – P

Human Biology – P

Human Biology – HCA – P

Chemistry – P

Acad Chem (DAA or Hlth) - P

Physics – P

Acad Physics (DAA) - P

IB Biology Y1, Y2 – HL – HP

IB Environmental Sys Y1, Y2-SL –HP

IB Physics SL – HP

WORLD LANGUAGE

Spanish I, II, III, IV – P

Spanish II/III ICAP – P

Spanish I, II, III, IV– NS – P

IB Spanish B– SL –Y4, Y5 – HP

IB Spanish B– HL –Y4, Y5 – HP

French I, II, III, IV – P

French II/III ICAP – P

IB French B– HL –Y4, Y5 – HP

IB French B SL Y4 (by teacher recommendation only)

ENGLISH LANGUAGE DEVELOPMENT

ELA I, II

ELA III - P

ELD I, II, III*

English III - P

Academic Literacy*

Algebra I EML – P

Geometry EML – P

Geometry PL - P

(ELD)

World History PL - P

US History EML – P

Amer Govt EML – P

Economics EML – P

Biology EML – P

Chemistry EML - P

Biotech 1 & 2 EML-P

World History EML-P

Life Skills EML

Ethnic Studies EML-P

ELECTIVE COURSE OFFERINGS

VPA

VISUAL & PERFORMING ARTS

10 CREDITS REQUIRED FOR GRADUATION

-P & -HP= Course meets UC/CSU entrance requirements

MUSIC

Advanced Band-P (audition)**

Band II-P (for new and current Band II students)

Choral I-P & II-P (Other levels placed in II)

Guitar-P

Piano-P

Orchestra-P

VISUAL

Art I-P

Digital Photo I-P & II-P

Draw/Paint I-P & II-P

IB Visual Arts Y1 - HP & Y2 - HP

Ceramics I-P & II-P & III-P

PERFORMING

Inter. Dance-P (audition)**

Dance XL- P (audition)**

Drama I, II, III -P

DIGITAL ARTS ACADEMY

Multimedia I-P 10th

**Students wanting to pursue these classes need to contact teacher for audition dates.

CTE

CAREER TECHNICAL EDUCATION

10 CREDITS REQUIRED FOR GRADUATION

-P & -HP= Course meets UC/CSU entrance requirements

MEDIA & ENTERTAINMENT

Journalism I-P, II-P, III-P

Adv Digital Photo & Design-P (Photo III)

BUILDING, TRADES & CONSTRUCTION

CTE Wood I, CTE Wood II

HOSPITALITY, TOURISM & RECREATION

CTE Foods & Nutrition I-P

CTE Culinary Arts-P 10th-12th

DIGITAL ARTS ACADEMY

CTE Multimedia II-P 11th

CTE Digital Filmmaking-P 12th

HEALTH CAREERS ACADEMY

CTE Intro to Health Professions-P 10th

CTE Medical Clinical I-P 11th

CTE Medical Clinical II-P 12th

BUSINESS

Entrepreneurship

INFORMATION TECHNOLOGY

Java Programming

CTE Intro to Prog Mobile Apps -P

WORLD LANGUAGE III & ABOVE

May be used in place of CTE to meet this graduation requirement area. French ⅔ ICAP and Spanish ⅔ ICAP do not fulfill this area.

ADDITIONAL ELECTIVES -P & -HP= Course meets UC/CSU entrance requirements

IB Psychology-HP 11th-12th

IB Business & Management-HP 11th-12th

PE-2/Weight Train/Conditioning/Dance 10th-12th

IB TOK-HP 11th-12th

Student Leadership 9th

Leadership ASB -P 10th-12th & by teacher recommendation only

AVID I-P, II-P, III-P, IV-P [Advancement Via Individual Determination]

Yearbook

Wood III 11th-12th

Work Experience 11th-12th

36 hrs. =1 credit

[10 credits per semester max & not a scheduled class, after hours]

SEQUOIA ATHLETICS

Each sport = 3.5 credits

Cheerleading = 3.5 credits awarded in the spring only

Sports credits may be used toward the P.E. graduation requirement for 10th -12th grades only

9th grade sports remain as elective credit

Learn more about Elective Offerings: bit.ly/shselectives

COURSES ELIGIBLE AS A 7TH CLASS

· Advanced Dance XL - P (Audition Required)

· AVID I, II, III, IV - P

· Advanced Band - P (Audition Required)

· Band II - P

· Entrepreneurship I

· Choral I, II - P

· Journalism I, II, III - P

· Orchestra - P

· Leadership-ASB

· Drama I, II, III - P

· Student Leadership (9th only)

· CTE Wood II

· Wood III

· Java Programming

· CTE Mobile Apps - P

· P.E./Dance - 10th grade students pursuing IB Art in 11th & 12th grade

· Student Clerk/Technical Assistant

· IB Theory of Knowledge-HP (TOK)

STUDENTS IN THE FOLLOWING COURSES MAY BE SCHEDULED TO TAKE 7 CLASSES:

• Students with 1 or more support classes

• Study Skills (Students with IEP’s)

• Academy students planning to go to a university and who need a 7th course in order to meet graduation and/or A-G requirements

EXAMPLES OF FOUR-YEAR EDUCATIONAL PLANS

EXAMPLES OF FOUR YEAR EDUCATIONAL PLANS

EXAMPLESOFFOURYEAREDUCATIONALPLANS

Sequoia High School has a college going culture and no matter where a student begins in the 9th grade, the counseling department will help students have an opportunity to be eligible to apply to a 4-year college upon graduation. Counselors meet with all students during the spring semester for the next school year ’s course selection. Counselors will conduct a classroom lesson, followed by an individual appointment to finalize schedules. Listed below are a few examples of a 4-year plan.

SequoiaHighSchoolhasacollegegoingcultureandnomatterwhereastudentbeginsinthe9thgrade, thecounselingdepartmentwillhelpstudentshaveanopportunitytobeeligibletoapplytoa4-year collegeupongraduation.Counselorsmeetwithallstudentsduringthespringsemesterforthenext schoolyear’scourseselection.Counselorswillconductaclassroomlesson,followedbyanindividual appointmenttofinalizeschedules.Listedbelowareafewexamplesofa4-yearplan.

SEQUOIA HIGH SCHOOL ENGLISH LANGUAGE DEVELOPMENT (ELD)

9th 10th 11th 12th

SEQUOIAHIGHSCHOOLENGLISHLANGUAGEDEVELOPMENT(ELD)

Life Skills/Ethnic Studies 1-2 World History- PL US History-LEP

Life Skills/Ethnic Studies 1-2 EML WorldHistory-PLorEML USHistory-EML Government-Economics-EML ELDI&ELAI ELDII&ELAII ELDIII&ELAIII EnglishIII&AcademicLiteracy

Gen

GeometryPLorGeometryEML orAlgebraIEML GeometryPLorGeometry EMLorAlgebraIEML IBMathPrep IBMathSL/HLY1or DataScience

BiotechEMLor BiologyEML BiologyEMLorChemistry EML Science-Teacher Recommendation Science-Teacher Recommendation

Elective Elective

PE1/Dance

SEQUOIA HIGH SCHOOL INTERVENTION ELA-9TH GRADE

9th 10th 11th 12th Summer

Intervention ELA English II Intensive English III English IV

Intervention ELA Support English II Intensive Support Academic Literacy Elective

Algebra I Geometry IB Math Prep IB Math SL /HL Y1 or Data Science

PE 1/Dance PE/Dance Elective Elective

Biology Chemistry or Physics Science Science

Life Skills/Ethnic Studies 1-2 World History ICAP US History GovernmentEconomics

World Language/Elective World Language/CTE/VPA/El ective CTE/VPA/Elective

9th grade - Intervention ELA or English

Intensive

10th grade - English

Intensive

11th grade - English I ICAP or English II ICAP

SEQUOIA HIGH SCHOOL ENGLISH INTENSIVE-9TH GRADE

9th 10th 11th 12th Summer

English I Intensive English II Intensive or English II English III English IV

English I Intensive Support English II Intensive Support or English II Support Academic Literacy Elective

Algebra I Geometry IB Math Prep IB Math SL/HL Y1 or Data Science

Biology Chemistry or Physics Science Science

PE 1/Dance PE/Dance Elective Elective

Life Skills/Ethnic Studies 1-2 World History ICAP US History GovernmentEconomics

World Language/Elective World Language/CTE/VPA/Elec tive CTE/VPA/Elective

9th grade - English Intensive

10th grade - English

Intensive or Eng I ICAP or II ICAP

11th grade- English I ICAP or II ICAP

DIGITAL ARTS ACADEMY COLLEGE PREPARATORY

DIGITAL ARTS ACADEMY COLLEGE PREPARATORY

Biology DAA Biology/DAA Physics DAA Chemistry Chemistry/Physics

Human Bio/Biotech/ IB Physics

PE 1/Dance Multimedia I CTE Multimedia II CTE Digital Filmmaking Elective PE/Dance/Elective World Language Y1 World Language Y2

HEALTH CAREERS ACADEMY COLLEGE PREPARATORY

Biology HCA Biology/HCA Chemistry HCA Chemistry/ HCA Human Bio Chemistry/Physics/Human Bio/Biotech/IB Physics

PE

World Language Y1 World Language Y2 CTE/VPA/Elective CTE/VPA/Elective

COLLEGE PREPARATORY #3 (A-G Requirements)

9th 10th 11th 12th

Life Skills/Ethnic Studies 1-2 World History ICAP US History/IB History of the Americas Y1 Gov ’t / Econ/IB History of the Americas Y2

English I ICAP English II ICAP

Algebra I/Geometry Geometry/IB Math Prep

IB English HL Y1-HP IB English HL Y2-HP

IB Math Prep or IB Math SL/HL Y1 IB Math SL/HL Y1 or IB Math HL Y2 or Data Science

Biology Physics/Chemistry Other Science Options Other Science Options

French 1/Spanish 1/Spanish II NS

French ⅔ ICAP/ Span ⅔ ICAP/ Spanish III NS

IB World Language Y4 IB World Language Y5

PE 1/Dance PE/Dance CTE/VPA/Elective CTE/VPA/Elective

COLLEGE PREPARATORY #4 (IB Diploma & A-G Requirements)

9th 10th 11th 12th

Life Skills/Ethnic Studies 1-2 World History ICAP IB History of the Americas Y1 IB History of the Americas Y2

English I ICAP English II ICAP IB English Y1 IB English Y2

Algebra I orGeometry or IB Math Prep Geometry or IB Math Prep or IB Math SL/HL Y1

Biology

French 1/Spanish 1/ Spanish II NS/ Spanish II/French II

IB Math Prep or IB Math SL/HL Y1 or IB Math HL Y2

Chemistry/ Physics Physics/ IB Biology Y1/IB Physics/ IB Env. Systems Y1

French ⅔ ICAP/ Spanish ⅔ ICAP/ Spanish III NS/ Spanish III/French III

PE 1/Dance Draw-Paint or Art 1 (pre-req for IB Art)/CTE/VPA/Elective/ PE/Dance

IB World Language Y4

IB Visual Arts Y1/IB Business & Management/IB Psychology/VPA

IB TOK 2nd semester only [Including CAS Requirement & Extended Essay]

IB Math SL/HL Y2 or IB Math HL Y2

IB Biology Y2/IB Physics/ IB Env. Systems Y2

IB World Language Y5

IB Visual Arts Y2/ IB Business & Management/IB Psychology/VPA

IB TOK 1st semester only [Including CAS Requirement & Extended Essay]

Course Planning Worksheet For Incoming 9th Graders

Students should select six classes: English, Life Skills, Math, Science, PE, and one Elective World Language is an elective If a student needs support classes, they are required to take seven classes

8th grade students will complete the course selection process online during March-April 2024

English: Students will be placed according to test scores:

English I ICAP-P (Student may also need English I Support)

English I Intensive-P and English I Intensive Support

Intervention ELA I and Intervention ELA I Support (Elective Credit Only)

ELA I or II or III-P & ELD I or II or III*

Life Skills & Social Studies:

Life Skills (1st Quarter Fall Semester)

Ethnic Studies I (2nd Quarter Fall Semester)

Ethnic Studies II-P (Spring semester)

Math: Students will be placed according to 8th grade course:

Algebra I-P

Geometry-P

Accelerated Geo/IB Math Analysis Prep-P (teacher rec required)

IB Analysis Prep-P

IB Applications Prep-P

IB Analysis SL or HL – HP

IB Applications SL or HL – HP

Geometry PL-P*

Algebra I EML-P*

Geometry EML-P*

PLEASE NOTE THE FOLLOWING:

World Language:

Spanish I-P or Spanish II-P

Spanish I NS*

Spanish II NS-P

French I-P or French II-P

(Level II or higher requires a placement test with the SHS World Language Department)

Science:

Biology-P

Biotech 1 & 2 EML-P*

Biology EML-P*

PE: PE 1

PE Dance-P

PE Dance Int. –P (Audition Required)

PE Dance Adv. –P (Audition Required)

*ELD/ELA, PL, EML , Spanish I NS classes are for recent US immigrants learning English as a second language

● English placements are according to test scores and math placements are according to the 8th grade course taken.

● Students testing below grade level in English will be placed in the correct English class according to test scores

● If needed, English Support will be added to your schedule by a counselor

● All students planning to go to a four-year college need to take two years of a World Language (three recommended).

● All 9th graders must take P E or Dance

● Students taking six or seven classes could be enrolled in a zero or seventh period dependent on the master schedule.

● Sequoia is not able to honor requests for specific periods and teacher preference

● The last day for students and parents to request a course selection change is May 24 via Online Information Update (OIU)

CoursePlanningWorksheet

FORRISINGSOPHOMORES

Wewillbemeetingwithallcurrent9th gradersFeb15-March15,2024

Reviewthisworksheetwithyourparent/guardian&CIRCLEyourcoursesfornextyear.

English

EnglishIIICAP-P

AcadEngIIICAPHlth-P(HCA&DAA)

EnglishIIIntensive-P&Support

InterventionELA&Support(ElectiveCreditOnly)

History

World History ICAP-P

Acad World History I&II ICAP-P (DAA)

Acad World History I&II ICAP Hlth-P (HCA)

Math:MustpasswithC-toadvance

AlgebraI-P

Geometry-P

AcceleratedGeo/IBAnalysisPrep-P (teacherrecrequired)

IBAnalysisPrep-P

IBApplicationsPrep-P

IBAnalysisSLorHL–HP

IBApplicationsSLorHL–HP

CIRCLEYOURCHOICES

WorldLanguage

SpanishI-P,II-P,III-P

SpanishII-NS-P,III-NS-P

SpanishII/IIIICAP-P

FrenchI-P,II-P,III-P

FrenchII/IIIICAP-P

Science

AcadChemistry-P(DAA)

AcadChemistryHlth-P(HCA)

Chemistry-P Physics-P

PE

PE2

PEConditioning

WeightTraining

PEDance-P

PEDanceInt.-P(auditionrequired)

PEDanceAdv.-P(auditionrequired)

VPA/CTE(elective) 1)________________________________Courseslistedonthebackofthispage

AlternateElectives (ChooseTWO) 1)________________________________2)_____________________________________

● LetyourcounselorknowifyouareinterestedinjoiningAVID,DigitalArtsAcademy,orHealthCareersAcademy.

● AllsupportclassesforEnglishwillbeaddedtoyourschedulebyyourcounselor.

● Courseselectionssubjecttochangeduetoteacherrecommendations.Parentswillseefinalcourseselectionwithteacher recommendationsinMaythroughtheOnlineInformationUpdate(OIU)process.Ifyoudonotagreewithyourteacher’s recommendation,pleasespeakwithyourteacherandcounselor.

● Studentstakingsixorsevenclassescouldbeenrolledinazeroorseventhperioddependentonthemasterschedule.

● Sequoiaisnotabletohonorrequestsforspecificperiodsandteacherpreference.

● ThelastdayforstudentsandparentstorequestacourseselectionchangeisMay24viaOnlineInformationUpdate(OIU).

UNALIYI Course Planning Worksheet FOR RISING JUNIORS

Individual meetings with counselors will take place March 18 - April 5, 2024

Review this worksheet with your parent/guardian & CIRCLE the courses for next year.

CIRCLE YOUR CHOICES

English

English III-P

IB English Y1 HL – HP

IB English Y1 HL – HP (HCA and DAA)

History

US History-P

IB History of the Americas HL-HP

Acad US History-P (DAA)

Acad US History Hlth-P (HCA)

Math: Must pass with C- or better to advance

Algebra I-P

Geomet ry-P

IB Analysis Prep-P

IB Applications Prep-P

IB Analysis SL or HL – HP

IB Applications SL or HL – HP

Multivariable Calculus & Linear Algebra

World Language

Spanish I-P, II-P

Spanish III-P, IV-P

Spanish II-NS-P, III-NS-P

VPA/CTE (elective) 1)

World Language

IB Spanish B Y4 SL-HP

IB Spanish B Y4 HL-HP

French I-P, II-P

French III-P, IV-P

IB French B Y4 HL-HP

Science

Chemistry-P

Acad Chemistry-P (DAA)

Acad Chemistry Hlth-P (HCA)

Physics-P

Acad Physics-P (DAA)

IB Physics SL-HP

Biotechnology I-II-P

Human Biology-P

Human Biology-HCA-P

IB Biology Y1 HL-HP

IB Environmental Systems Y1 SL-HP

PE (If needed)

PE 2

PE Conditioning

Weight Training

PE Dance-P

PE Dance Int -P (audition required)

PE Dance Adv.-P (audition required)

Courses listed on the back of this page

Alternate Electives (Choose TWO) 1) 2)

● If you want to move from College Prep English to IB, please consult your teacher.

● Let your counselor know if you are interested in joining AVID, Digital Arts Academy, or Health Careers Academy

● If needed, support classes for Math and English will be put on your schedule by your counselor.

● Course selections subject to change due to teacher recommendations Parents will see final course selection with teacher recommendations in May through the Online Information Update (OIU) process. If you do not agree with your teacher ’s recommendation, please speak with your teacher and counselor

● Students taking six or seven classes could be enrolled in a zero or seventh period dependent on the master schedule Sequoia is not able to honor requests for specific periods and teacher preference

● The last day for students and parents to request a course selection change is May 24 via Online Information Update (OIU)

SEQUOIA HIGH SCHOOL

Course Planning Worksheet FOR RISING SENIORS

Individual meetings with counselors will take place January 25 - February 16, 2024

Review this worksheet with your parent/guardian & CIRCLE the courses for next year CIRCLE YOUR CHOICES

English

English IV-P

IB English Y2 HL-HP

IB English SL-HP (HCA and DAA)

IB English Y2 HL-HP (HCA and DAA)

History

Government/Economics-P

Acad Government/Economics-P (DAA)

Acad Government/Economics Hlth-P (HCA)

IB History of the Americas Y2 HL-HP

Math: Algebra I and Geometry required for graduation (minimum)

Algebra I-P

Geometry-P

IB Analysis Prep-P

IB Applications Prep-P

Data Science

IB Analysis SL or HL – HP

IB Applications SL or HL – HP

Multivariable Calculus & Linear Algebra

World Language

Spanish I-P, II-P

Spanish III-P, IV-P

Spanish II-NS-P, III-NS-P, IV-NS-P

World Language

IB Spanish B Y5 SL-HP

IB Spanish B Y5 HL-HP

French I-P, II-P

French III-P, IV-P

IB French B Y5 HL-HP

Science

Chemistry-P

Acad Chemistry-P (DAA)

Acad Chemistry Hlth-P (HCA)

Physics-P

Acad Physics-P (DAA)

IB Physics SL-HP

Biotechnology I-II-P

Human Biology-P

Human Biology-HCA-P

IB Biology Y2 HL-HP

IB Environmental Systems Y2 SL-HP

PE

PE 2

PE Conditioning

Weight Training

PE Dance-P

PE Dance Int -P (auditions required)

PE Dance Adv -P (auditions required)

● Course selections subject to change due to teacher recommendations. Parents will see final course selection with teacher recommendations in May through the Online Information Update (OIU) process. If you do not agree with your teacher ’s recommendation, please speak with your teacher and counselor.

● Students taking six or seven classes could be enrolled in a zero or seventh period dependent on the ma ster schedule. Sequoia is not able to honor requests for specific periods and teacher preference.

● The last day for students and parents to request a course selection change is May 24 via Online Information Update (OIU)

UNALIYI

Course Planning Worksheet FOR

RISING ELD STUDENTS

Rising Senior Meetings (current 11TH graders): January 25 - February 16, 2024

Rising Sophomore Meetings (current 9th graders): Feb 15 - March 15, 2024

Rising Junior Meetings (current 10th graders): March 18 - April 5, 2024

Review this worksheet with your parent/guardian & CIRCLE your courses for next year

CIRCLE YOUR CHOICES

English

ELA I AND ELD I

ELA II AND ELD II

ELA III-P AND ELD III

English III-P AND Academic Literacy

History

World History PL-P or EML-P – 10th grade

US History EML-P – 11th grade

Government-Economics EML-P – 12th grade

Math: Must pass with C- to advance

Algebra I EML-P

Geometry EML-P

Geometry PL-P

IB Analysis Prep-P

IB Applications Prep-P

Data Science (12th grade only)

IB Analysis SL or HL – HP

IB Applications SL or HL – HP

Multivariable Calculus & Linear Algebra

VPA/CTE (elective) 1)

World Language

Spanish I NS, Spanish II-NS-P, III-NS-P, IV-NS-P

IB Spanish B SL-Y4-HP – 11th grade

IB Spanish B HL-Y4-HP – 11th grade

IB Spanish B SL-Y5-HP – 12th grade

IB Spanish B HL-Y5-HP – 12th grade

IB French B Y4 HL-HP - 11th grade

IB French B Y5 HL-HP - 12th grade

French I-P, II-P

French III-P, IV-P

Science

Biotech 1 & 2 EML-P

Biology EML-P

Chemistry EML-P

PE

PE 2

PE Conditioning

Weight Training

PE Dance-P

PE Dance Int -P (audition required)

PE Dance Adv.-P (audition required)

Courses listed on the back of this page

● Let your counselor know if you are interested in joining AVID, Digital Arts Academy, or Health Careers Academy

● If needed, all support classes for English and math will be added to your schedule by your counselor

● Course selections subject to change due to teacher recommendations. Parents will see final course selection with teacher recommendations in May through the Online Information Update (OIU) process. If you do not agree with your teacher ’s recommendation, please speak with your teacher and counselor.

● Students taking six or seven classes could be enrolled in a zero or seventh period dependent on the master schedule. Sequoia is not able to honor requests for specific periods and teacher preference.

● The last day for students and parents to request a course selection change is May 24 via Online Information Update (OIU).

ATHLETICS & NCAA

We encourage students to explore options when it comes to high school activities, and athletics is one way to do that. If you are planning to play sports at the Division I or II level, you need to register on the NCAA eligibility website starting at the beginning of 11th grade. NCAA requires student athletes to complete a certain number of high school core courses, earn a certain minimum GPA in those courses and earn a minimum score on the SAT/ ACT as well as graduate from high school. For additional information regarding NCAA, please visit NCAA Eligibility Center.

FALL SPORTS

Cross Country

Football

Girls Golf

Girls Tennis

Girls Volleyball

Water Polo

Sideline Cheer

Girls Flag Football

WINTER SPORTS

Basketball

Soccer Wrestling

SPRING SPORTS

Badminton

Baseball

Boys Golf

Boys Tennis

Boys Volleyball

Competitive Sport Cheer

Lacrosse

Softball

Swimming

Track & Field

SPORTS ELIGIBILITY:

• Must be prepared to commit to at least two-hours of daily practices after school throughout the season

• Must be cleared by a physician

• Must be enrolled in at least five classes each semester (22.5 credits each semester)

• Must be passing a minimum of four 5-credit classes at the end of the previous grading period with an unweighted grade point average (GPA) of 2.0 or better (meets California Interscholastic Federation requirements)

• Cannot fall behind more than 20 credits in the student classification system (i.e., 40 credits = 10th grade or sophomore, 95 credits = 11th grade or junior, and 155 credits = 12th grade or senior)

• 3.5 credits of a sport played in grades 10-12 may be used to waive 3.5 credits of PE during grades 10-12.

• All freshmen are required to take 9th grade PE regardless of sports participation.

For more information regarding Sequoia Athletics, please visit the Sequoia Sports webpage https://seqsports.com

ENGLISH DEPARTMENT

Students must pass four years (40 credits) of English for graduation requirements.

INTERVENTION ENGLISH LANGUAGE ARTS (ELA) & SUPPORT

9

Intervention ELA is a double-period class designed for students reading below a 6th grade level who also need support and practice with decoding. Proper placement is confirmed using the Reading Inventory, Phonics Inventory, and CORE Phonics Survey. The course uses Houghton Mifflin Harcourt’s System 44 program and 9th/10th grade Common Core ELA standards. It uses a combination of software-based and teacher-led instruction and provides the student with adaptive, individualized learning as well as teacher-mediated direct instruction. Through a combination of teacher-led and software-based instruction, the System 44 student is guided along a systematic path from phonemic awareness to fluent reading. Students receive English credit for one period and elective credit for the second period of support. One period of this course meets the UC “b” requirement.

ENGLISH I INTENSIVE & SUPPORT

9

This double period of English is for students who are reading at least 3 years below grade level as determined by the district placement charts and assessments. This course assists students in the development of powerful reading strategies which they can use to address both academic and real-life text. The curriculum used is READ 180, by Houghton Mifflin Harcourt. The program includes independent reading, whole group and small group direct instruction, and individualized computer-based learning. Students are exposed to grade-level standards and some grade-level texts. Students receive English credit toward graduation for one period and elective credit for the second period of support. One period of this course meets the UC “b” requirement.

ENGLISH I ICAP P

9

English I ICAP is a rigorous course of study based on the 9th grade Common Core State Standards and intended for students reading at or near grade level. The objectives include the study of written communication, vocabulary, and the development of literary analysis with an emphasis on the study of literature and rhetorical analysis. This course is designed to introduce the sophisticated analytical writing, reading, speaking, and listening skills necessary for the IB English course taught in the junior and senior years. Sequoia’s mission is to provide all students access to foundational IB skills in order for them to be able to take advantage of IB courses in the upper grades if they choose. One period of this course meets the UC “b” requirement.

ENGLISH I SUPPORT

9

This course is designed for students reading at or above the 6th grade level but not yet at grade level as determined by the district placement charts and assessment. English I Support is a class designed to help students improve their reading comprehension, writing, and language skills through Common Core State Standard aligned units. The curriculum focuses heavily on building academic vocabulary, speaking, listening, and writing skills vital to success in school and life. This course also provides direct support for English I ICAP course work including preteaching and re-teaching of concepts and additional time to practice the course’s skills. Students receive elective credit for this course.

ENGLISH II INTENSIVE & SUPPORT

This double period of English is for students who are reading at least 3 years below grade level as determined by the district placement charts and assessments. This course assists students in the development of powerful reading strategies which they can use to address both academic and real-life text. The curriculum used is READ 180, by Houghton Mifflin Harcourt. The program includes independent reading, whole group and small group direct instruction, and individualized computer-based learning. Students are exposed to grade-level standards and some grade-level texts. Students receive English credit for one period and elective credit for the second period of support. One period of this course meets the UC “b” requirement.

ENGLISH II SUPPORT

This course is designed for students reading at or above the 7th grade level as determined by the district placement charts and assessments. English II Support is a class designed to help students improve their reading, comprehension, writing, and language skills through Common Core State Standard aligned units. The curriculum focuses heavily on building academic vocabulary, speaking, listening, and writing skills vital to success in school and life. This course also provides direct support for English II ICAP course work. Students receive elective credit for this course.

ENGLISH II ICAP

English II ICAP is the second-year preparatory English course offering for the IB English courses taught in the junior and senior years. This course emphasizes a content of global experience while working on logical organization and written communication, analytical writing as required for IB assessments, oral commentary, and presentation. Students enrolled in Acad English II ICAP are in the Digital Arts Academy and students enrolled in Acad English II ICAP Hlth are in the Health Careers Academy. This course meets the UC “b” requirement.

ENGLISH III

This English course of study is based on the 11th grade Common Core State Standards. The objectives of this course include a focus on critical thinking skills; written and oral communication skills; organization of sentence, paragraph, and composition patterns; vocabulary building; and the study of literature and expository text. This course meets the UC “b” requirement.

IB ENGLISH – Y1 - HL

This course of study is based on both the 11th and 12th grade Common Core State Standards and IB objectives. This is the first year of a two-year course that explores the crucial role language plays in communication, reflecting experience, and shaping the world. Throughout the course, students will explore the various ways in which language choices, text types, literary forms, and contextual elements all affect meaning. Through the lens of global issues and with a focus on a wide variety of communicative acts - and relationships between them - the course is meant to develop sensitivity to the foundational nature, and pervasive influence, of language in the world at large. This course is in many ways student-directed, prioritizing student choice and agency, and requiring tenacity and independent thought. Students enrolled in IB English Y1 HL Acad Hlth are in the Health Careers Academy. This course meets the UC “b” requirement. Students enrolled in IB Eng Lang & Lit Y1 HL DAA are in the Digital Arts Academy.

ENGLISH IV

This course of study is based on the 12th grade Common Core State English standards. English 4 is a dynamic course that focuses on developing critical thinking and communication skills essential for success in college, the workplace, and everyday life. The course comprises four diverse units of study: podcasting and public speaking, dystopian short fiction, a self-directed research paper, and visual literacy: film. Through these units, students will hone their ability to think critically, analyze complex themes, express ideas effectively, and undertake independent research. This course empowers students to be confident communicators, storytellers, and critical thinkers, equipping them with valuable skills that extend beyond the classroom. As a result, students will become informed scholars who are confident, empathetic, and successful in college, career, and life. Students enrolled in Acad English IV DAA are in the Digital Arts Academy. This course meets the UC “b” requirement.

IB ENGLISH – Y2 – HL

Prerequisite: Successful completion of IB English Y1.

This course of study is based on both the 11th and 12th grade Common Core Standards and IB objectives. This is the second year of a two-year course. In this course, students study a wide range of literary and non-literary texts in a variety of media. By examining communicative acts across literary form and textual type alongside appropriate secondary readings, students will investigate the nature of language itself and the ways in which it shapes and is influenced by identity and culture. Approaches to study in the course are meant to be wide ranging and can include literary theory, sociolinguistics, media studies and critical discourse analysis among others. The two year course is rooted in 3 “Areas of Exploration”: Intertextuality, Readers, Writers and Texts and Time and Space. Students also engage in close examination of “Global Issues” through a variety of mediums and assessments. This course meets the University of California “b” requirement. Students enrolled in IB Eng Lang & Lit Y2 HL DAA are enrolled in the Digital Arts Academy. Students enrolled in IB Eng Lang & Lit Y2 HL HCA are enrolled in the Health Careers Academy.

IB ENGLISH – SL - HP

IB English - SL is only for students in the Health Careers Academy or Digital Arts Academy. This course of study is based on both the 11th and 12th grade Common Core State Standards and International Baccalaureate Program objectives. In this course, students study a wide range of literary and non-literary texts in a variety of media. By examining communicative acts across literary form and textual type alongside appropriate secondary readings, students will investigate the nature of language itself and the ways in which it shapes and is influenced by identity and culture. Approaches to study in the course are meant to be wide ranging and can include literary theory, sociolinguistics, media studies and critical discourse analysis among others. The two year course is rooted in 3 “Areas of Exploration”: Intertextuality, Readers, Writers and Texts and Time and Space. Students also engage in close examination of “Global Issues” through a variety of mediums and assessments. Students in this course complete three IB assessments over the course of this year, including an individual oral analysis of two texts, and two on-demand IB exam papers at the end of the second semester. Students who submit all IB assessments and receive a composite score of at least a four out of a possible seven are eligible to receive a certificate in IB English, Standard Level, which may be used for college placement purposes. This course is only offered in the Health Careers Academy, and it meets the UC “b” requirement.

ENGLISH LANGUAGE DEVELOPMENT (ELD):

ENGLISH LANGUAGE ARTS (ELA) I & ENGLISH LANGUAGE DEVELOPMENT (ELD) I

9

10

11

This level is for beginning English learners (EL) as determined by ELPAC. These courses follow the state and district ELD standards for beginning English learners. They prepare the EL student to follow oral directions, to understand common vocabulary and basic academic language, to develop beginning English reading skills and to write complete sentences and paragraphs. ELA I fulfills one year of the Sequoia District’s English graduation requirement. Students receive elective credit for ELD I.

ENGLISH LANGUAGE ARTS (ELA) II & ENGLISH LANGUAGE DEVELOPMENT (ELD) II

9

10

11

This level is for early intermediate English learners as determined by ELPAC. These courses follow the state and district ELD standards for early intermediate English learners (EL). The courses prepare the EL student to decode and comprehend high school material, to identify main ideas from class discussion, to demonstrate knowledge and understanding of varied reading genre, to demonstrate basic conversational skills, and the ability to write a short essay. ELA II fulfills one year of the Sequoia District’s English graduation requirement. Students receive elective credit for ELD II.

ENGLISH LANGUAGE ARTS (ELA) III & ENGLISH LANGUAGE DEVELOPMENT (ELD) III

9

10

11

This level is for intermediate English learners as determined by ELPAC. These courses follow the state and district ELD standards for intermediate English learners (EL). They prepare the EL student to understand main ideas and details of a variety of topics, to comprehend rigorous high school content, to discuss/describe in increasingly fluent conversation, to write essays, and to demonstrate literary analysis. ELA III-P fulfills one year of the Sequoia District’s English graduation requirement and fulfills one year of the ‘b’ requirement for the University of California and California State University systems. Students receive elective credit for ELD III.

The course is approved by the University of California to meet the a-g requirements.

IB MATH ANALYSIS PREP

Placement determined using student achievement data or math department recommendation.

This course is the first in a 2 year sequence that teaches analytic methods of mathematics with an emphasis on Calculus & Trigonometry. Other topics include Number and Algebra, Functions, Geometry and Trigonometry, and Statistics and Probability. This class covers the topics of a traditional Algebra II/Trig class. It is appropriate for students who plan to go on to study mathematics, physics, engineering, or other subjects with substantial math content. At the end of the 2nd year of this course, students may take the Standard Level (SL) IB exam, or take the Higher Level (HL) IB exam at the end of senior year. This course meets the UC “c” requirement.

IB MATH APPLICATIONS PREP

Placement determined using student achievement data or math department recommendation.

This course is the first in a 2-year sequence that has an emphasis on statistics, modeling, and use of technology. Other topics over the course of the 2 years include Number & Algebra, Functions, Geometry & Trignonmetry, and basic Calculus. This class covers the topics of a traditional Algebra II/Trig class. It is appropriate for students who plan to go on to study the social sciences, business, medicine, or other fields with applied statistics. At the end of the 2nd year of this course, students may take the Standard Level (SL) IB exam, or take the Higher Level (HL) IB exam at the end of senior year. This course meets the UC “c” requirement.

EXPLORATIONS IN DATA SCIENCE

Suggested Prerequisite: Completion of Geometry with a C- or better.The main goal of the course is to teach students to think critically about and with data. The Common Core State Standards (CCSS) for High School Statistics and Probability relevant to data science are taught along with the data demands of good citizenship in the 21st century. Students will learn about data science through project-based units. The units will give students opportunities to ask questions of data, developing their understanding of data analysis, sampling, correlation/causation, bias and uncertainty, modeling with data, making and evaluating data-based arguments, and the importance of data in society. This course currently meets the third year of math for the UC “c” requirement, but may not fulfill this requirement for other colleges and universities.

IB MATH ANALYSIS SL/Y1 HL

Prerequisite: completion of IB Analysis Prep with a C- or better This course teaches analytic methods of mathematics with an emphasis on Calculus. Other topics include Number and Algebra, Functions, Geometry and Trigonometry, and Statistics and Probability. The class is appropriate for students who plan to go on to study mathematics, physics, engineering, or other subjects with substantial math content. At the end of this course, students may take the Standard Level IB exam, or take the Higher Level IB exam at the end of senior year. This course meets the UC “c” requirement.

IB MATH APP SL/Y1 HL

Prerequisite: completion of IB Applications Prep with a C- or better This course has an emphasis on statistics, modeling, and use of technology. Other topics include Number and Algebra, Functions, Geometry and Trigonometry, and Calculus. The class is appropriate for students who plan to go on to study the social sciences, business, medicine, or statistics. At the end of this course, students may take the Standard Level IB exam, or take the Higher Level IB exam at the end of senior year. This course meets the UC “c” requirement.

SCIENCE DEPARTMENT

Students must pass one year of LIFE SCIENCE and one year of CHEMICAL/ PHYSICAL SCIENCE (20 credits) to meet graduation requirements.

All courses listed below meet the UC “d” requirement .

The California State Universities require one year of a Physical Science for admissions eligibility.

BIOLOGY

In this lab science course, students explore biological concepts that build comprehension around two driving questions: What connections exist between the living and nonliving components of our changing Earth? and How and in what ways do organisms, including humans, depend on and impact the environment? Guided by the Life Sciences Next Generation Science Standards, this course provides students opportunities to practice asking questions, develop and use models, collect and analyze data, plan and carry out investigations, and to construct explanations as they engage in argumentation from evidence. Throughout the course, students build an understanding of life and how life changes over time in response to a changing environment. Central to this understanding is the study of interactions of living organisms and their environments on both macroscopic and microscopic scales. The UC requires two year of lab science for admissions eligibility. California State Universities require one year of biological science and one year of physical science (Chemistry or Physics). LIFE SCIENCE.

HUMAN BIOLOGY

Recommendation: C- or better in Biology, Chemistry, or Physics

Human Biology is a course that focuses on the anatomy and physiology of the human body. The structures and functions of various organ systems are studied. Students will explore a variety of areas including diseases, health and fitness, medicine, and environmental issues that affect the human body by doing lab activities, researching current scientific articles, and working collaboratively in group projects. LIFE SCIENCE.

CHEMISTRY

10 11

Recommendation: Be able to solve an unknown variable in an algebraic equation (ie. 5 =7x, solve for x). A rigorous one-year college preparatory lab course that studies matter and the changes of matter. Chemistry concepts will be introduced through explanation, discussion and discovery labs. An emphasis is placed on experimental data analysis, problem solving skills, and qualitative and quantitative observations. The principles of general chemistry will be examined through explanation, discussion and quantitative laboratory work. The applications of chemistry in daily lives and health science are also an integral part of each unit. CHEMICAL/

PHYSICAL SCIENCE

PHYSICS

10

11 12

Recommendation: The ability to isolate a variable in a three term equation Students must be prepared to work independently and have strong time management habits before they take this course. This course is guided by the NGSS framework and uses the NGSS Science & Engineering Practices to explore the Disciplinary Core Ideas related to Motion, Energy, Waves, & Wave Technologies.This course prepares students for IB Physics or the advanced science course of their choosing. The course follows a logical, sequential development of the basic principles of physics through extensive laboratory-centered experiences that also emphasize analysis and computational skills. There is a strong emphasis on the direct application of physics to daily lives through the study of topics such as energy, waves, circuits, motion, and forces. The California State Universities require one year of a Physical Science for admissions eligibility. CHEMICAL/ PHYSICAL

SCIENCE

IB PHYSICS

11

Prerequisite: Successful completion of physics or passing department placement exam, and concurrent enrollment in IB Math Apps Prep/IB Math Analysis Prep or higher. IB Physics is an introduction to college freshman-level trigonometry-based mechanics, waves, electricity and magnetism, and modern physics. Large emphasis placed on strong experimental design, technique, and analysis.

(Note: 2 Year Course) Recommended successful completion of 2 lab-science courses, including completion of Chemistry with a grade of C- or higher in the 10th grade.

This two-year college-level science course is equivalent to coursework science majors would see in their first years of a biology major. This course will require memorization of detailed processes and systems. Students will take this factual content understanding and apply it to different scenarios. Emphasis placed on strong experimental design, lab protocols, and data analysis. If schedule allows, Y2 students could concurrently enroll in either biotechnology or human biology.

IB ENVIRONMENTAL SYSTEMS & SOCIETIES

Recommended successful completion of 2 lab-science courses, including completion of Biology with a C- or higher AND completion of Chemistry or Physics with a C- or higher.

A rigorous, two-year, college-level science course that provides students with a coherent perspective on the environment. The emphasis is on the scientific details of the local and global environment with fieldwork and hands-on lab experiences. The course is trans-disciplinary and satisfies both IB groups 3 and 4; students will draw on concepts from the natural sciences and apply this scientific understanding to political and social issues. Students will be expected to use what they know to establish positions on public policy, consider diverse environmental perspectives, and develop an appreciation for the international nature of resolving major environmental issues. INTERDISCIPLINARY (can count as LIFE SCIENCE or CHEMICAL/ PHYSICAL SCIENCE).

BIOTECHNOLOGY I&II

Recommendation: C- or better in BIOLOGY 2nd semester, comfortable working independently to complete a rigorous lab procedure or IB Biology Year 1 with a grade of C- or better.

Biotechnology 1 & 2 is a one-year laboratory course designed to give students an introduction to scientific concepts and basic laboratory research techniques currently used in the field of biotechnology. First semester starts with a focus on mastering basic standard laboratory operating procedures, extensive record-keeping through a laboratory notebook, communication skills, safety, and proper use of equipment. Over the course of the year students will learn about growing bacteria cells, using a microscope, DNA and protein isolation, and genetic engineering. Through extensive research and laboratory experience, students will also evaluate career opportunities in the field. Objectives for this course align closely with the NGSS and K-12 scientific practices.As a part of the biotechnology pathway, students will enroll in Introduction to Biotechnology 1; the next semester they will take Biotechnology 2. INTERDISCIPLINARY (can count as LIFE SCIENCE or CHEMICAL/ PHYSICAL SCIENCE).

SOCIAL STUDIES DEPARTMENT

The course is approved by the University of California to meet the a-g requirements

The course is approved by the University of California to meet the a-g requirements and is considered an honors course.

NOTE: Students must pass three and a half years (35 credits) of Social Studies for graduation requirements.

LIFE SKILLS

9

Life skills is an introductory, quarter-long course that covers mental, emotional, social, personal, and community health, as well as substance abuse. It introduces freshmen to high school, including discussions of high school success skills and goal setting while addressing state- and district-approved Health Education Standards. Using “high school success” as a framework, the course integrates critical academic skills, goal-setting paradigms, and career/college tools. ealth concepts covered such as drug abuse, family communication, suicide, stressors, and disease prevention may have personal applications and bolster decision making skills. 9th grade students in Intervention ELA, English I Intensive, ELD I, or ELD II will take Life Skills in the summer after 8th grade through the Sequoia Compass program or will need to make it up in summer school before their senior year. Life Skills is a graduation requirement for all students.

ETHNIC STUDIES I & II

9

A new, districtwide graduation requirement offered to all 9th-graders beginning in 21-22. In this interdisciplinary course, which is still being developed, students will develop the skills to critically examine local, national, and global histories through the lens of race, gender, and class. This course is designed to build a foundation for the rest of students’ high school social studies courses, where these lenses and critical analyses will be further honed and utilized in a variety of historical contexts (e.g. World Studies, U.S. History, Gov’t/Econ, IB History of the Americas, IB World History Topics, etc.) This course is pending approval for the UC “a” requirement.

WORLD HISTORY

10

This is a two semester survey course where students will examine contemporary social movements to those of the past. Students will study movements for change, equality, and justice across the world, as well as an overview of 20th century events. This course meets the UC “a” requirement.

WORLD HISTORY

10

The goal of this course is to prepare all students for the rigorous IB History courses in the 11th and 12th grades. This is a two semester survey course where students will examine contemporary social movements to those of the past. Students will study movements for change, equality, and justice across the world , as well as an overview of 20th century events. This course meets the UC “a” requirement.

U.S. HISTORY

11

The objectives of this course include the study of the development of American political, economic and social institutions from Reconstruction to present; preparation for competency as citizens in a democratic society through understanding of democratic tradition. All 11th grade students are enrolled in U.S. History (if not taking IB History of the Americas) regardless of English placement. U.S. History meets the UC “a” requirement.

IB HISTORY OF THE AMERICAS

The first year of the IB two-year course that promotes the acquisition and understanding of historical knowledge in breadth and depth, across cultures, including the understanding of history as a discipline, the nature and diversity of its sources, methods and interpretations, and international awareness and understanding. IB History of the Americas meets the UC “a” requirement for U.S. History.

ECONOMICS

A one-semester course providing background to existing economic systems; considers current fiscal and monetary policies; examines current national and world economic problems and attempts to make projections for the future. Meets one semester of the UC requirement for “g” elective.

AMERICAN GOVERNMENT

A one-semester course that studies the problems of politics, the legislative process, political parties, voting, state and fed eral constitutions, the Bill of Rights, court and justice systems, and state and local governments; and related matters, such as foreign policy, mass media, public opinion and citizen responsibilities. American Government meets one semester of the UC “a” requirement for U.S. History.

The second year of the IB two-year course where students study a selection of topics in twentieth century world history. In addition, students will be required to study a region of the world, in depth. IB History of the Americas meets the UC “a” requirement.

International

WORLD LANGUAGES

World Language Level III and above can be used in place of the CTE graduation requirement.

FRENCH I / SPANISH I

Introductory courses for the acquisition of another language. It includes the skills necessary for understanding, speaking, reading, and writing. Students will learn appreciation of the culture and heritage of the countries in which the language is spoken. Students who successfully master this level may be recommended to take the corresponding ICAP course. This course meets the UC “e” requirement.

SPANISH FOR NATIVE SPEAKERS 1

This is an introductory Spanish class designed to meet the needs of students who have arrived to the US recently and are Spanish speakers but require support for continued study in grammar, academic vocabulary, reading and writing. Only ELD / newcomers students can enroll in this course.

FRENCH II / SPANISH II

Recommended: Completion of French I/Spanish I - P with a C- or better or teacher/department recommendation based on an assessment. Continuation of year I; intensified study in the four basic skills: listening, reading, speaking, and writing; emphasis on vocabulary enrichment; introduction to literature; appreciation of the culture and heritage of the countries in which the language is spoken; class conducted mostly in the target language. This course meets the UC “e” requirement.

FRENCH / SPANISH III

Recommended: Completion of French II or Spanish II with a C- or better or teacher/department recommendation. Continuation of year II; refinement of the four basic skills; development of composition skills; additional reading in the literature; appreciation of the culture and heritage of the countries in which the language is spoken; class conducted principally in the target language. This course will also prepare sophomores who wish to pursue IB language to continue to the IB year 4 course in their Junior year. This course meets the UC “e” requirement.

FRENCH/SPANISH II-III ICAP

Prerequisite: Completion of French/Spanish I with a C- or better or by teacher recommendation post-assessment. This class is designed to bridge the gap for students who entered high school with no previous language experience and who wish to enter the IB Programme. The class focuses on the continuation of the reading, writing, listening and speaking skills. It is taught primarily in the target language. This course meets the UC “e” requirement.

FRENCH IV / SPANISH IV

Prerequisite: Completion of French/Spanish III with a C- or better.

Continuation of French III/Spanish III; appreciation of the culture and heritage of the countries in which the language is spoken; class conducted in the target language; emphasis on literature and culture with vocabulary building, composition, and oral competency. This course meets the UC “e” requirement.

SPANISH II-NS (FOR THE NATIVE SPEAKER)

Prerequisite: Ability to write a well-organized paragraph with detail, accuracy, and intermediate vocabulary and comprehend a variety of literary fragments. This course is focused on the development of reading, writing, speaking, and listening, vocabulary building, composition and grammar, spelling, sentence structure, punctuation, accents, and paragraph organization. Students will study literature in spanish and spanish speaking cultures through selections from novels, myths, short stories, plays, and poetry. Class is conducted in Spanish. Upon successful completion of SNS II, and teacher recommendation, sophomore students can move into IB Spanish B SL/HL year 4. This course meets the UC “e” requirement.

SPANISH III-NS (FOR THE NATIVE SPEAKER)

Recommended: Completion of Spanish for Native Speakers II with a C- or better or teacher recommendation. In-depth study of literature and composition and further development of literary analysis. Refine grammar, spelling, sentence structure, punctuation, accents and compositional organization. Class conducted in Spanish. Upon successful completion of Spanish III NS and teacher recommendation, sophomore students can move into IB Spanish B SL/HL year 4 in the 11th grade. This course meets the UC “e” requirement.

SPANISH IV-NS (FOR THE NATIVE SPEAKER)

Prerequisite: Spanish III-NS-P with a C- or better.Spanish IV-NS is the next course in sequence after Spanish III-NS. Students will continue to review simple and complex grammatical structures while mastering and perfecting their writing and reading skills through the incorporation of authentic printed materials and some internet sites. The course will be taught in Spanish, so students will be expected to practice their speaking and listening skills through a variety of communicative strategies and units studied. This course meets the UC “e” requirement.

IB FRENCH B HL Y4

Prerequisite: Completion of French II/III ICAP or French III with a C- or better or teacher recommendation. Language B is designed for students with previous experience in the target language. The main focus of the course is to give candidates an opportunity to reach a high level of competency in a target language through texts as well as a study of language and culture. Students perform written and oral assessments to demonstrate fluency. This course meets the UC “e” requirement.

IB FRENCH B SL Y4

Prerequisite: French 2/3 ICAP or teacher recommendation. Registration into the course is solely based on French teacher recommendation. This course meets the UC “e” requirement.

IB SPANISH B SL Y4 GRADE 11 ONLY.

Prerequisite: Completion of Spanish III, Spanish II/ III ICAP for Native Speakers III, or Spanish II/III ICAP , with a C- or better or teacher recommendation. Language B is designed for students with previous experience in the target language. The main focus of the course is to give candidates an opportunity to reach a high level of competency in a target language through texts as well as a study of language and culture. Students perform written and oral assessments to demonstrate fluency. This course meets the UC “e” requirement.

IB SPANISH B HL Y4 HP GRADE 11 ONLY.

Prerequisite: Completion of Spanish III, Spanish II/ III ICAP for Native Speakers III, or Spanish II/III ICAP with a C- or better or teacher recommendation.Language B is designed for students with previous experience in the target language. The main focus of the course is to give candidates an opportunity to reach a high level of competency in a target language through texts as well as a study of language and culture. Students perform written and oral assessments to demonstrate fluency. This course meets the UC “e” requirement.

IB FRENCH /SPANISH B HL Y5 GRADE 12 ONLY.

Prerequisite: IB French/Spanish B HL Y4 with a C- or better. International Baccalaureate course for students preparing to earn an IB certificate in French and fill a requirement toward an IB Diploma. Completion of IB French/Spanish B-Y4 with above average grades or equivalent preparation is required. The objectives of this course are to communicate in complex contexts, express opinion, debate and discuss ideas, gain with high proficiency. This course meets the UC “e” requirement.

PHYSICAL EDUCATION

All 9th graders are required to take P.E. 1 or P.E. Dance

= the course is approved by the University of California to meet the a-g requirements. = the course may satisfy the VPA graduation requirement.

Students must earn a total of 20 credits of Physical Education to graduate; all PE courses award 2.5 credits at the end of each quarter. Students must pass all 4 quarters in order to earn 10 credits for the entire school year and will be applied towards the P.E. graduation requirement. 3.5 credits of a sport played in grades 10-12 may be used towards PE credits. 9th grade sports only count towards elective credit. After School Sports award 3.5 credits at the end of each season. Cheerleading awards 3.5 credits in the Spring semester only. Due to the pandemic we strongly recommend that students enroll in a PE class at Sequoia in order to fulfill PE graduation requirements.

P.E. 1

9

P.E. 1 is a core course that is structured to align with the California Physical Education Standards. This curriculum will benefit the students and school as a whole by providing an arena of fitness enhancement as well as physical skill development. This course is designed to provide a healthy and caring environment where students: Begin to develop sound strategies for incorporating physical activity into a comprehensive lifetime activity plan Practice responsible personal and social behavior by independently following safety guidelines and class procedures as well as exhibiting an understanding of their responsibility as a positive influence on others

Understand the connection between personal wellness and the skills and choices that are a part of the lifelong process of maintaining a healthy lifestyle.

P.E. 1 focuses on individual and partner based activities. Each quarter will consist of two or more activities in addition to fitness/wellness activities.

Quarter 1: Dual Activities (badminton, tennis, pickleball, etc.)

Quarter 2: Individual Activities (track & field, dance)

Quarter 3: Golf/California State Fitness Testing

Quarter 4: Weight Training/Aquatics

P.E. 2

10

11

12

This course is designed to give students the opportunity to learn through a comprehensive sequentially planned Kinesiology and Physical Education program aligned with the California Content Standards for Physical Education. Students will be empowered to make choices, meet challenges and develop positive behaviors in fitness, wellness and movement activity for a lifetime. Emphasis is placed on students analyzing skills for effective movement. Units of instruction include: introduction to kinesiology and physical education with personal fitness emphasis, fitness concepts and techniques, cardiorespiratory endurance training, nutrition, team activities, aquatics. P.E. 2 focuses on group based activities. NOTE: Other similar units can be substituted for the list below.

Course Outline:

Quarter 1: Water Polo/Volleyball

Quarter 2: Hockey/Indoor Soccer

Quarter 3: Lacrosse/California State Fitness Testing

Quarter 4: Flag Football/Ultimate Frisbee P *

P.E. DANCE 1 AND 2

In addition to the skills outlined in the Physical Education course description, students in PE Dance Course 1 or 2 will also be introduced to various dance styles, engage in choreography and will expand their knowledge about dance as an artistic and cultural form. Students will learn techniques from several theatrical genres, including, but not not limited to, ballet, jazz, contemporary and hip hop dance. No audition or previous experience required.

*P.E. INTERMEDIATE DANCE

Prerequisite: PE-Dance, audition, or outside dance training with teacher recommendation. Intermediate Dance is designed to offer those students who have had some experience in dance the opportunity to enhance their technical skills, learn and create formalized choreography, study theatrical qualities (i.e. costumes, lighting, text, music, etc), and perform dance pieces for school events. Intermediate dance is meant to provide the link between beginning dance and advanced dance, improving previously learned dance styles and techniques, while expanding the students’ knowledge of choreography, performance, and history. This course may be used to meet the UC “f” requirement.

P.E. - DANCE XL

Prerequisite: Prior dance experience and audition. Advanced level dance class. This class is structured as a class for a professional dance company. Equal emphasis will be given to choreography and performance as to technique, with training in ballet, contemporary, jazz and hip-hop. Students will create and rehearse a number of complete dance works to be performed in various settings throughout the year. Also addressed will be other aspects of dance production, such as: costuming, lighting design, sound engineering, and make-up application. The class will culminate in a full evening production. This course may be used to meet the UC “f” requirement.

P.E. WEIGHT TRAINING

This course includes the conditioning and physical requirements of PE-2 and is designed for those students wishing to further their fitness levels working in a structured program of strength training exercises and aerobic conditioning. Please note that this course may be offered as a 0 period.

P.E. CONDITIONING

This year-long course includes the conditioning and physical requirements of PE-2 along with an emphasis on basic yoga techniques. The yoga activities are designed to introduce students safely to the basic postures, breathing techniques, and relaxation methods of yoga. Students will begin to experience the benefits of stretching, moving, and breathing freely as they relieve built up stress, learn to relax, and ultimately get more out of day- today life. The aim of this course is to promote vibrant health, reduce stress and to tap into the body’s latent energy reserves. Yoga, along with other conditioning circuits, will help to achieve the goals of fitness and cardiovascular health.

VISUAL & PERFORMING ARTS

Meets the VPA graduation requirement. meets University of California A-G (F) requirements

Meets U-CAG F * meets University of California A-G (F) requirements and is considered an honors course

ART I

is class is an introductory class created for the non-artist as well as the accomplished artist. is course does NOT focus on drawing. It is a course designed to explore students’ creative abilities with multiple materials. Materials may include but are not limited to clay, paper-maché, wood, plaster, Paris-cra , tempera, acrylic, collage, printmaking, pen and ink, and pastels. In Art I students learn the fundamentals of art theory, design, and color through thematic lessons based on global issues, the natural world, artists and culture, and students’ own life experiences and emotions.

CERAMICS I

is course covers low re clay construction including pinch, slab, coil and a variety of combinations of hand-building methods. Methods of ornamentation and glazing techniques will be explored. Projects include functional and non-functional ware as well as an introduction to the elements of design and the principles of art.

CERAMICS II

Prerequisite: Ceramics I, having earned a B or higher and/or teacher recommendation

Advanced studies in hand-building and wheel-throwing; elementary chemistry of glazes and kiln- ring techniques. Individual projects are designed to promote artistic development and creativity. Exposure to Art History and contemporary ceramics through research and writing.

CERAMICS III

Prerequisite: Ceramics II, having earned a B or higher and/or teacher Recommendation is course o ers students who have been through the beginning and intermediate level Ceramics courses a chance to grow as an artist and further explore ceramic techniques. is course encourages and expects a creative and systematic investigation of formal and conceptual issues in 3D design. Students will be expected to solve creative problems using their knowledge of the principles of design. Students will research and apply a range of conceptual approaches as well as show technical competency in a variety of mediums. Class assignments will challenge students to set and achieve creative goals that are personally meaningful to the student artist.

PHOTOGRAPHY I

Photography I is an introductory course for students interested in learning the art of taking and developing photos and exploring career paths in photography. Students will learn how to compose, edit, and enhance their own photographs using DSLR cameras and a variety of professional so ware and equipment, including the Adobe Suite. While the primary focus will be on digital photography, students will also be exposed to a wide array of alternative processes including, cyanotypes, pinhole cameras, photograms, and introductory darkroom techniques. is is a project-based course where students create personally relevant and meaningful imagery on a wide variety of topics. ese topics include portraiture, sports photography, composition, macro photography, abstraction, light painting, and documentary photography. Students will be to express and share their unique vision of the world through the medium of photography.

PHOTOGRAPHY II P

is class is an advanced class for students interested in further explorations in digital photography while as learning classic black and white lm photography. Students use a 35mm SLR camera and learn how to compose photographs, develop black and white lm, contact print, and make enlargements from their negatives. Student will also continue to develop their knowledge of digital photography using DSLRs in combination with backdrops, lighting, and other equipment to execute explorations into shutter speed, colored gel portraiture, retouching, product photography, ink drop shoots, levitation, and more! Some shooting assignments are done during class on campus, but most of the projects involve o -campus shooting so students can experience di erent locations and settings. Students will create a digital portfolio of their work by the end of the year.

Prerequisite: C or Better in Photo I

ADV DIGITAL PHOTO & DESIGN

Photo III is a yearlong course designed for students who are ready to take their digital and darkroom skills to the next level. Students will explore lm photography in depth as well as continue to engage in complex photo shoots both inside and outside the classroom. Projects are largely student driven. Students are expected to study famous photographers, visit museums, and explore gallery shows. Students are encouraged to submit projects for student publications, competitions, art shows, and displays. Upon completion of this course, students will be able to work independently with lm and digital cameras as well as scanners, printers, computers, studio lights, studio backdrops, darkroom equipment, and models. Students will compile a digital and physical portfolio that can be used to demonstrate their abilities for college entrance or employment in the eld of photography. Prerequisite: C or Better in Photo II

DRAWING & PAINTING I

is is an introductory course designed as an exploration of art focused on drawing and painting techniques and materials. Students are introduced to various genres and artists as they plan and create unique works of art. Projects combine newly developing skills with individual expression and creative vision. Class work may include: contour drawing/painting, still-life drawing/painting, drawing/painting from reference images, imagination and/or from personal experiences. Materials may include: pencil, colored pencil, charcoal, pastels, pen and link, scratch board, acrylic paint and watercolor. is course may be used to meet the UC “f” requirement.

DRAWING & PAINTING II

Prerequisite: Drawing & Painting I, having earned a B or higher and/or teacher recommendation is course builds upon the foundation established in Drawing & Painting I. Projects continue to develop technical skills and creative expression. Students work with greater independence as they explore genres, artists and new materials. is course meeting the CTE graduation requirement and may be used to meet the UC “f” requirement.

IB VISUAL ARTS Y-1 & Y-2

Prerequisite: Art 1 or Drawing and Painting 1 completed at Sequoia (or equivalent for a transferring student by the end of 10th grade. is course is a two year course taken during Junior and Senior Years. It provides students with an opportunity to develop artistic skills and aesthetic awareness as they re ect upon their own artwork and the works of other artists. is is done through art-making as well as academic research and investigation. Areas of focus are student directed and the instructor serves as a facilitator to student growth. e studio art component: IB Art o ers the opportunity for individual creative growth. A wide variety of media and artistic techniques will be explored and documented in a research sketchbook called the Art Journal. In the rst year of study, students will begin to build a body of work with emphasis placed on practical production by the student and exploration of a range of creative work in a global context. In the second year, e second year is designed to deepen artistic skills and aesthetic research begun in the previous year. e academic component: IB Art students record in writing the research, investigations and development of their ideas through writing in their art journals about other artists, cultures, and concepts. Additionally, they will create a digital Comparative Study of 3 artists and their works. Students will work toward completing IB assessment tasks to be digitally uploaded to IB for grading and will plan and hang an exhibition of their work which will be on display for the school community in the Spring of their senior year.

DRAMA I

is course is an introduction to acting, playwriting, directing, improv, and technical theatre. Students will study contemporary and diverse theatrical texts, learn basic theatre vocabulary, perform in various comedic and dramatic scenes, work with their peers to bring artistic visions to life, and creatively tell their own stories. ey will explore how theatre arts and storytelling inspires empathy and contributes to social justice.

DRAMA II

UC Approved. Prerequisite: Students must have completed the Drama I course OR been involved with at least two Sequoia Drama productions - in this case, students will also need to receive permission from the teacher. is course is an intermediate-level immersion into acting, playwriting, directing, improv, lighting and sound design, costumes, and performance techniques. It provides second-year students with opportunities to review and build on the skills learned in Drama I, with more responsibility for researching global and multicultural theatre, conducting script and character analysis, applying a wider variety of acting techniques, designing more technical theatre elements, and directing larger performances.

DRAMA III

PREREQUISITES: Students may enroll if they have taken and passed Drama I and Drama II OR if they have taken and passed Drama I and been involved in at least two Sequoia Drama productions.

The IB Diploma Programme theatre course is a multifaceted theatre-making course of study. It gives students the opportunity to make theatre as creators, designers, directors and performers. It emphasizes the importance of working both individually and collaboratively as part of an ensemble. It o ers the opportunity to engage actively in the creative process, transforming ideas into action as inquisitive and productive artists. Students experience the course from contrasting artistic perspectives. ey learn to apply research and theory to inform and to contextualize their work. e theatre course encourages students to appreciate that through the processes of researching, creating, preparing, presenting and critically re ecting on theatre— as participants and audience members—they gain a richer understanding of themselves, their community and the world. rough the study of theatre, students become aware of their own personal and cultural perspectives, developing an appreciation of the diversity of theatre practices, their processes and their modes of presentation. It enables students to discover and engage with di erent forms of theatre across time, place and culture and promotes international-mindedness. *Students may opt to enroll instead in Drama III, which will be held in conjunction with IB eatre and have the same objectives, only with slightly modi ed assessments and project expectations. Drama III is an advanced-level study of acting, playwriting, directing, improv, lighting and sound design, costumes, and performance techniques. Students in either pathway will conduct research on world theatre traditions, create a director’s notebook and production proposal for a play of their choosing, and engage in the collaborative process of devising original theatre works with their peers.

CHORAL I & CHORAL II

Choir is open to all students who are interested in choral/vocal music performance. is course will introduce students to a wide variety of choral/vocal literature from di erent periods of music history, emphasizing the following vocal/musical skills: breath control, vocal production, intonation, range development, balance, tone production, ear training, rhythm, sight singing and music literacy. Participation in various rehearsals, performances, and activities are part of the course grade. ese activities are integral elements that support and extend learning in the classroom.

GUITAR I

is introductory course designed for beginnersgives students the opportunity to develop guitar skills in basic music notation, chords, technique, song accompaniment, and composition. Varying musical styles and music history will be explored.

ORCHESTRA

Prerequisite: Prior experience, audition, and/or teacher recommendation. Orchestra is open to all violin, viola, cello, and bass players with prior performance experience. Intermediate and advanced level musicianship, theory, and performance practice are taught using performance-oriented string ensemble music as the medium of instruction. Performances during evenings and weekends are required as a part of the course.

PIANO I

Piano, taught in the school’s Piano Lab, is a course designed for those with little or no musical experience, and is geared towards learning about music, music theory (particularly as it pertains to chord construction and melodic structure), and the piano through the use of various assignments and so ware programs. Within this individually-paced curriculum, students will begin with the basics of music notation. As they become familiar with naming notes and their body/ hand position at the piano, work will progress to chords and chord structure and learning/ performing increasingly complex pieces of music.

P.E. INTERMEDIATE DANCE

Prerequisite: PE-Dance, audition, or outside dance training with teacher recommendation. Intermediate Dance is designed to o er those students who have had some experience in dance the opportunity to enhance their technical skills, learn and create formalized choreography, study theatrical qualities (i.e. costumes, lighting, text, music, etc), and perform dance pieces for school events. Intermediate dance is meant to provide the link between beginning dance and advanced dance, improving previously learned dance styles and techniques, while expanding the students’ knowledge of choreography, performance, and history.

P.E. - DANCE XL

Prerequisite: Prior dance experience and audition. Advanced level dance class. is class is structured as a class for a professional dance company. Equal emphasis will be given to choreography and performance as to technique, with training in ballet, contemporary, jazz and hip-hop. Students will create and rehearse a number of complete dance works to be performed in various settings throughout the year. Also addressed will be other aspects of dance production, such as: costuming, lighting design, sound engineering, and make-up application. e class will culminate in a full evening production.

ADVANCED BAND

Prerequisite: Audition and permission of instructor

Advanced ensemble working with a challenging musical repertoire; audition required. Advanced Band performs at numerous school and community events. ough the main focus is performance, the class also exposes students to musicianship, theory, history, and current issues in the world of music.

BAND II

Prerequisite: At least two years experience on a wind, brass, or percussion instrument - inclusive of note reading pro ciency - or permission of instructor.

Intermediate ensemble. Band II performs at numerous school and community events. ough the main focus is performance, the class also exposes students to musicianship, theory, history, and current issues in the world of music. is course may be used to meet the UC “f” requirement.

CULINARY ARTS

NOTE: + = meets the Career Technical Education (CTE) requirement for graduation. P = the course is approved by the University of California to meet the a-g requirements.

FOODS AND NUTRITION

Foods & Nutrition is the first course of a two year sequence. This course is followed by Culinary Arts. Students enrolled in Foods & Nutrition are interested in the culinary and hospitality world, and may be interested in pursuing a career path in foodservice and hospitality or food science, dietetics and nutrition. Topics include: nutrition, food safety and sanitation; facilities and equipment; meal management; food preparation techniques; meal service and etiquette; food and culture; and career exploration in the Foodservice & the Hospitality Industry. At the end of this course, students will be prepared for entry level positions in foodservice & hospitality.

CULINARY ARTS

Prerequisite: Foods and Nutrition - P or teacher recommendation

Culinary Arts provides advanced experiences in food production, management, and service. Topics include food service operations, advanced food production and baking, catering and professionalism. Laboratory experiences will be conducted in a commercial food service kitchen with a food- serving and dining area. This course greatly expands on skills gained in Foods and Nutrition.

INFORMATION TECHNOLOGY :

the course is approved by the University of California to meet the a-g requirements the course is approved by the University of California to meet the a-g requirements. and is considered an Honors course.

CTE

meets the Career Technical Education (CTE) requirement for graduation.

e Sequoia High School Computer Science Pathway prepares students with the skills necessary for employment in So ware and Systems Development. Worldwide, and especially in the San Francisco Bay Area, there is a high demand for skilled professionals in the so ware and systems development industry. e San Francisco Bay Area employs approximately 382,000 people (or 11.8% of the market’s total employment) in this industry sector alone (source link). is sequence of courses will prepare students to enter into the major employment workforce. roughout the year, students explore the career opportunities available to them through eld trips to Google, Facebook, Oracle and Microso . Students also complete a career research project where they explore the bene ts and requirements of a computer science career.

CTE INTRO TO PROG MOBILE APPS

is course is designed to be an introductory course for any student who wants to explore the process of designing and building apps for mobile devices. It is designed to introduce students to the tools, methods and opportunities in the app development eld. Students will use Android so ware tools to design and create apps for Android devices. Exercises and labs will demonstrate event-driven programming, graphics and drawing, and animation. For the nal project, students will use these skills to design an app or game for Android devices to use and share. is course has been UC A-G approved as a “g” elective.

JAVA PROGRAMMING

This course lays the foundation for students with little or no programming experience to learn the Java programming language. The course introduces fundamental programming concepts and terminology in an easy, engaging manner. Throughout the course students will have online access to the class curriculum as well as the programming software used in the class.

Students will:

• Learn how to define and animate a story using the Alice 3 development environment.

• Create a game and apply Java programming constructs using the Greenfoot development environment, further enhancing a student’s understanding of Java programming.

• Work with Eclipse to understand data types and operators, literals, variable initialization, scope, rules, casts, and expressions.

• Examine features that relate to methods and classes such as public and private access specifiers, passing objects to a method, returning objects from a method, overloading, recursion static class members, and nested/inner classes

• Progress into encapsulation, inheritance, and polymorphism.

INDUSTRIAL ARTS

CTE

WOOD I

CTE

Wood I is a two-semester course in the Industrial Arts Department. Wood I provides instruction in measuring, design, planning, layout, material processing, assembling, and finishing. In the classroom and in the woodworking lab students will develop the ability to work safely and effectively with hand tools, power tools, stationary power tools, and woodworking materials. Students will design and build individual projects using a wood lathe, drill press, compound sliding miter saw, band saw, horizontal & vertical belt sander, disc sander, spindle sander, hand sanders, jointer, planer, and table saw. Students will receive instruction on spindle turning and make a variety of projects on the wood lathe. Wood I emphasizes hands-on learning, practical experience, collaboration with peers, and developing positive work habits.

WOOD II

CTE

Prerequisite: Completion of CTE Wood I or teacher recommendation

Wood II is a two-semester course in the Industrial Arts Department. Students will learn advanced woodworking tools and techniques to design and build individual projects of increased size and complexity. Students will learn how to use a circular saw, scroll saw, jigsaw, plunge router, fixed base router, router table, double-wide belt sander, pocket machine, panel saw, line bore, pneumatic nailers, and a variety of woodworking jigs. Students will receive instruction in fabrication and finishing procedures as they pertain to cabinetmaking and furniture manufacturing. Students will learn bowl turning and spindle turning and make a variety of projects on the wood lathe. Wood II emphasizes developing a student’s ability to design and build a custom project.

WOOD III

Prerequisite: Completion of CTE Wood II or teacher recommendation

Wood III is a two-semester course in the Industrial Arts Department. Students will learn advanced woodworking tools and techniques to design and build individual projects of increased size and complexity. Students will apply the knowledge and techniques acquired in Wood II and receive advanced instruction in design, fabrication, and finishing procedures as they pertain to cabinetmaking and furniture manufacturing. Students will learn advanced bowl turning and spindle turning techniques and make a variety of projects on the wood lathe. Wood III emphasizes developing a student’s ability to design and build custom projects. Students will be introduced to 2D and 3D CAD design and create designs for the Woodshop’s CNC Laser and CNC Router System. Students will learn the fundamentals of CNC (Computer Numerically Controlled) machining, engraving, and cutting and learn how to set up and use a CNC Laser and CNC Router to make woodworking projects. Please note that Wood III does not fulfill the CTE graduation requirement, credits earned will go towards electives.

Digital Filmmaking is the entry level course in the Filmmaking pathway following the Design, Visual and Media Arts Standards in the Arts, Media and Entertainment Sector of the California CTE standards. This class covers conceptual understanding and skills, both technical and theoretical, necessary to create, analyze and appreciate professional level film and video productions. In the digital video medium, this class covers essential genres in film such as documentaries, narrative pieces, corporate advertising, and experimental films. There is a parallel focus on film production, as well as reading, writing and analyzing, to develop a comprehensive understanding of the filmmaking process. This course meets the UC “f” requirement.

DIGITAL ARTS ACADEMY (DAA):

T he course is approved by the University of California to meet the a-g requirements

The course is approved by the University of California to meet the a-g requirements and is considered an honors course.

The course may satisfy the VPA graduation requirement.

MULTIMEDIA I

State of the art computer graphics so ware is introduced with respect to print, and web graphics. Introduction to typography, graphic layout/design fundamentals, digital design and other computer graphics so ware applications. Following a VPAs approach, students generate their own creative content for print and/or electronic publication. Students earn 4 units of college credit by passing this course. As part of this course, students will also develop career skill awareness in order to prepare them for career readiness. is course meets the UC “f” requirement.

CTE MULTIMEDIA II

Students build on their knowledge of computer graphics for web and print publication. Using state of the art so ware, students will create projects that involve still graphics, motion graphics and interactive media. Students will also begin to work audio and video into projects. Students earn 4 units of college credit by passing this course. As part of this course, students will also participate in the Academy Mentor Program, which teaches important career skills to students in order to prepare them for success in the working world. is course meets the UC “f” requirement.

Digital Filmmaking is the entry level course in the Filmmaking pathway following the Design, Visual and Media Arts Standards in the Arts, Media and Entertainment Sector of the California CTE standards. is class covers conceptual understanding and skills, both technical and theoretical, necessary to create, analyze and appreciate professional level lm and video productions. In the digital video medium, this class covers essential genres in lm such as documentaries, narrative pieces, corporate advertising, and experimental lms. ere is a parallel focus on lm production, as well as reading, writing and analyzing, to develop a comprehensive understanding of the lmmaking process. is course meets the UC “f” requirement.

HEALTH CAREER ACADEMY (HCA):

the course is approved by the University of California to meet the a-g requirements

meets the Career Technical Education (CTE) requirement for graduation.

INTRO TO HEALTH PROFESSIONS

Health Professions is a year-long required course for students enrolled in Sequoia’s Health Careers Academy (HCA). This course provides an introduction for students interested in careers in the health care professions by exposing them to the wide variety of jobs in the field along with the educational requirements for each position. Students who achieve competency in this course will not only expand their knowledge in the types of careers in the health field and educational requirements but also develop knowledge and skills required for entry into the health care occupations and meet the needs of the advanced clinical program. Students who successfully coplete the course will earn certification for BLS CPR, and First Aid. This course has been UC A-G approved as a “g” elective.

MEDICAL CLINICAL I

Medical Clinical I is a year-long required course for students enrolled in Sequoia’s Health Careers Academy (HCA). Medical Clinical I is the junior year HCA (CTE) elective. In this course students will learn about HIPAA (Health Insurance Portability and Accountability Act), laws governing health care, develop workplace skills, and understand workplace and personal safety. They will also complete FEMA Community Emergency Response Team (CERT) training/certification. Students develop a medical vocabulary that includes medical abbreviations and symbols through the study of the principles of word construction and word analysis, with emphasis on spelling, pronunciation, diagnosis, disease process, pathology and their interrelationship with body systems. Students work one-on-one with a mentor to gain professional skills, such as resume writing and interview skills, while exploring careers in the health professions. This course has been UC A-G approved as a “g” elective.

MEDICAL CLINICAL II

This course provides advanced instruction and training for students interested in careers in the healthcare professions. Students who achieve competency in this course will develop knowledge and skills in CPR training, immunizations, medical tests, characteristics of a successful health care professional, parameters for phyical history, exam and taking vital signs, OSHA standards for handling bodily fluids, infection control, medical terminology, anatomy and physicology, bloodborne pathogens, administering emergency oxygen, Epi-Pen auto injection, and preparing a professiona portofolio. Successful students will receive certification in BLS CPR (renewal) and First Aid. This course has been UC A-G approved as a “g” elective.

NON-DEPARTMENTAL COURSES:

the course is approved by the University of California to meet the a-g requirements the course is approved by the University of California to meet the a-g requirements. and is considered an Honors course. meets the Career Technical Education (CTE) requirement for graduation.

is experiential, entrepreneurship-based curriculum is designed to equip 9th-grade students with the skills needed to graduate from high school, and to succeed in college and their careers. e class will guide them through the process of planning, launching and running their own small business. e curriculum is built around a core of six “Spark Skills”: Communication, Collaboration, Innovation, Grit, Problem-Solving, Self-Management. is is a hands-on project-based curriculum that allows a student to think creatively and create their own projects. Each experience in the curriculum is designed to maximize a student’s development of these skills. Along the way, students are taught to apply the skills they learn not only to the running of their businesses but also to their academics, career and life goals. is course has been UC A-G approved as a “g” elective.

AVID

Prerequisite: Acceptance into the program. e mission of the Advancement Via Individual Determination (AVID) program is to ensure that rst-generation college bound students, and most especially students in the middle capable of completing a rigorous college preparatory path, will succeed in the most rigorous curriculum and increase their enrollment in four-year colleges. To that end, students are tutored in academic subjects, learn time management and note-taking skills, and develop SAT vocabulary and test-taking skills. Particular attention is paid to the enhancement of their writing and reading abilities. AVID students regularly hear guest speakers from colleges and universities, take eld trips to visit colleges, and are counseled in course selections to make their college applications as competitive as possible. AVID is a fouryear program and students earn elective credit for this course. is course has been UC A-G approved as a “g” elective.

YEARBOOK

Yearbook o ers students an introduction to the elements of visual communication and the print world. Students will learn the fundamentals of photography as they document important events from the school year. Students will develop their communication skills via reporting, writing, class discussions, presentations, and publications. Students are tasked with producing a timeless, creative, and innovative publication which will record our school’s community, memories, and events for the current school year.

STUDENT LEADERSHIP

Open to all 9th grade students. is curricular class provides students with the foundational skills for becoming an active student-leader. e course builds a working de nition of leadership, and from there teaches both hard and so skills, including public speaking, time management, positive habits and helps students understand the value of cooperation, creativity and initiative. Students will also explore initial opportunities for involvement in student activities.

ASB LEADERSHIP

Prerequisite: ASB Adviser appointment. Students will be charged with curating the culture and climate at Sequoia, and promoting the best possible high school experience for their peers. This group will plan and carry out student activities, facilitate outreach to all students and will serve as a liaison between the student body and the administration. First hand leadership experiences will be supplemented with curricular opportunities. Class may be taken multiple times.

JOURNALISM I, II, & III

Prerequisite: Grade of C- or higher in most recent English class. is elective course produces and publishes the school newspaper, the Raven Report. Students learn news, sports, feature, and opinion writing, study news ethics and First Amendment rights, develop interviewing skills, and practice photography and design. Journalism I must be taken prior to enrolling in Journalism II/III, which focuses on editor leadership, business skills, and advanced writing and design. Journalism III-P can be repeated for credit. Students receive elective or career technical education (CTE) credit for these courses. ese courses have been UC A-G approved as a “g” elective.

IB PSYCHOLOGY

is two-semester survey course prepares students for the IB Exam in psychology. It is an elective course that students may take for the certi cate achieved in passing the exam, or as one of the six courses required to earn the full IB Diploma program. Reading, writing and research requirements are considered to be on par with a rst semester college level psychology course. is course is quickly-paced and students should be highly intrinsically motivated to achieve. is course has been UC A-G approved as a “g” elective.

IB BUSINESS AND MANAGEMENT-SL

IB Business Management is a Standard Level IB survey course that explores the following aspects of business: organization and environment, human resource management, accounts and nance, operations management and business strategy. e course is interactive and will focus on research and existing business systems. An Internal Assessment is required that allows you to explore changes in an existing business model or program. is course has been UC A-G approved as a “g” elective.

IB THEORY OF KNOWLEDGE (TOK)

is is an accessible IB course open to all IB CORE students. It is a one year course but taken 11th grade spring & 12th grade fall. TOK is allowed as a 7th class. As an IB class, it o ers a weighted GPA point and ful lls the UC/ CSU a-g “g” area requirement. is class is focused on knowledge and has a heavy focus on student-led discussions. is course allows students to:

• to re ect on the central question, “How do we know that?”, and to recognize the value of asking that question

•to expose students to ambiguity, uncertainty and questions with multiple plausible answers to equip students to e ectively navigate and make sense of the world, and help prepare them to encounter novel and complex situations

•to encourage students to be more aware of their own perspectives and to re ect critically on their own beliefs and assumptions

•to engage students with multiple perspectives, foster open-mindedness and develop intercultural understanding to encourage students to make connections between academic disciplines by exploring underlying

•to prompt students to consider the importance of values, responsibilities and ethical concerns relating

•the production, acquisition, application and communication of knowledge

•to encourage students to form connections between TOK concepts and the world around them

ACADEMIC LITERACY

is course pre-teaches and supports the skills and texts taught in English III and U.S. History classes in order to provide students with better access and opportunities for success in these college prep courses. Students receive elective credit for this course. Placement is based on the DORA and Reading Inventory tests. It is for: 1) rising 11th graders who were enrolled in English II Intensive or Intervention ELA as 10th graders and did not exit by the end of 10th grade, and 2) rising 11th or 12th graders exiting ELD III.

GENERAL WORK EXPERIENCE I, II

Prerequisite: Must be 16 years old or a junior; employed at acceptable job site; hold a vocational work permit. Students check-in weekly with the work experience teacher by entering work hours online and must verify work hours through copies of their paycheck stubs. Additionally, students complete one written assignment per month. Students receive one elective credit for every 36 hours worked for a maximum of 360 hours and 10 credits per semester. Credit for the course is based on the number of hours worked and completing written class assignments. Maximum of 40 credits can count toward graduation elective credits. Please note that in order to keep a work permit, students must maintain satisfactory grades and attendance.

STUDENT CLERK

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Assistance in the school o ces or helping individual teachers, performing services such as typing, record-keeping, ling, duplicating, tutoring, etc. Students can also work as “Student Ambassadors” for the IVP o ce, located at the desk under the mural. Students will direct visitors to locations and o ces and answer basic questions about the school. One-two students can serve in this capacity during each class period of the school day. Grade notation: CR or NC. 2.5 credits per semester (half the credits of regular courses) and a maximum of 5 credits per year. Maximum of 20 credits toward graduation.

TECHNICAL ASSISTANT

Students work as assistants to teachers as laboratory and technology aides. Students give instructional support by working directly with other students; help to prepare laboratory, and shop for instructional material setups. Students also can work as technical support aides for the school’s IT department. Technical Assistants earn variable credit up to 5 credits per semester. Maximum of 10 credits per year. Maximum of 20 credits can count toward graduation. Grade notation: CR or NC.

SPECIAL EDUCATION

Sequoia High School’s Special Education Department has a continuum of service options to support students with disabilities. We serve students with a variety of disabilities that range from mild learning disabilities to severe learning and physical disabilities. Our department consists of three basic supports for students with IEPs: Specialized Academic Instruction (Study Skills), Independent Living Skills (ILS), and Therapeutic Day Class (STARS). The department works closely with the School Psychologist, Speech and Language Therapist, and the Adaptive Physical Education Program. It is our goal to offer each of our students the very best opportunities available at a comprehensive high school to advance personally, academically, and vocationally.

SPECIALIZED ACADEMIC INSTRUCTION (STUDY SKILLS)

Study Skills is a course that only students with Special Education services are eligible to take. The curriculum of a given Study Skills class depends upon the needs of the students within that class, but typically instruction in Study Skills includes fostering students’ organizational skills, assignment and test completion, and time management. Study Skills is also typically where students build skills corresponding to their individual IEP and post-secondary transition goals, preparing for schooling, career, and independent living after high school. Study Skills can have benefits for students with a broad range of needs, including difficulties with assignment completion, poor performance on tests, and anxiety about performance at school.

INDEPENDENT LIVING SKILLS (ILS)

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Students with orthopedic impairments, or disabilities significantly affecting a student’s ability to move, communicate and/or walk; students on the autism spectrum with social, emotional, and academic needs; and students with intellectual disabilities are provided support in the Independent Living Skills program. The program provides a highly structured, highly modified functional academic and life skills curriculum to meet the individual needs of students as outlined on their IEPs. Academic instruction, independence training, social skills, and transition services are integral components of the program.

THERAPEUTIC DAY CLASS (STARS)

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Students who require a small setting with counseling support to access the curriculum attend classes in the STARS program. The IEP team agrees to the periods and subjects that students in STARS require in this therapeutic setting. STARS stands for Successful Transition Achieved with Responsive Support. Mental Health Case Workers support students by offering counseling services that are determined by the IEP team.

SPEECH AND LANGUAGE

The Speech and Language program at Sequoia High School is designed to help students with language processing, voice, speech articulation or fluency changes. Speech therapy is based on specific assessment results that profile the student’s area of need. Speech service needs are determined by the IEP team.

ADAPTIVE PHYSICAL EDUCATION (A.P.E)

Coach Jim Bell is our Adapted PE teacher at Sequoia High School. Not all students with an IEP receive Adapted PE. He works with all students who have this service on their IEP.

Students who require assistance in the areas of social thinking and/or social communication can participate in one class period of SAC based on the IEP team decision. The curriculum in this class comes from researchbased concepts about social cognition that have developed over the past thirty-five years. These include Theory of Mind, Executive Function, Cognitive Behavior Therapy, and Social Emotional Learning. The Social Thinking framework used in SAC class includes teaching specific strategies for initiating communication, listening with your whole body, abstract/inferential thinking, understanding perspective taking, seeing the gestalt/big picture, and humor/human relatedness. The course varies in level based on student need.