GHS Course Catalog

GHS Mission Statement The staff is committed to serving and promoting each student’s academic success, career aspirations, and personal/social development. Our staff fosters a safe and caring environment where staff, parents/guardians and community members cooperate to provide an excellent education for our students.

YEAR 2017-2018

Gilroy High School 750 West 10th Street, Gilroy, CA 95020 www.gilroyhs.schoolloop.com 408.847.2424 Fax 408.847.3505

GOAL STATEMENT Gilroy High School will meet all student performance targets each year. Gilroy High School will have 100% of our students prepared for a college, career, vocational school, the military or public service by the time they graduate. "Success is our option - the only option"

Gilroy High School Graduation Requirements

To Graduate from Gilroy High School Students must:

1. Complete and earn 220 semester credits in specific subject requirements. (Each semester class is worth 5 credits, and students are generally enrolled in 30 credits of coursework each semester). 2. Complete 80 hours of Community Service. Beginning with the Class of 2018:

English 40 credits World History (10th) 10 credits U. S. History (11th) 10 credits Government (12th) 05 credits Economics (12th) 05 credits *Physical Science (lab) 10 credits *Life Science (lab) 10 credits *Science Elective 10 credits *Mathematics 30 credits **Physical Education 20 credits World Lang (LOTE) 20 credits Fine Arts 10 credits Career Tech Education 05 credits Electives 35 credits ------Total 220 credits

*Mathematics: Students must pass and complete Math I, Math II, & Math III **Beginning with the class of 2018 all students must pass the FITNESSGRAM physical fitness assessment by the end of their Course Two year or they will be re-enrolled in a Physical Education Course.

*Science: Students must pass and complete Biology, Chemistry and Physics

Page 2 Vision Statement

Every student will be a positive contributor and functional member of our school community. Every student will strive for proficiency on all standardized assessments. Every student will be prepared for a college, career, vocational school or the military.

THE STAFF VALUES: Every student Parents as partners in education High student achievement and accomplishment Diversity Contributions and commitments of teachers and all staff as educators Trust, honesty, respect and timely communication with all members of the school community

ALL STUDENTS HAVE THE RIGHT TO: An excellent education, respectful and timely communication The respect of self and others A safe, non-threatening environment that is free from distractions A clean and healthy campus

ALL STUDENTS ARE EXPECTED TO: Be on time to class, prepared to learn and strive for excellence Be responsible for their choices and follow school rules at all times Be aware of graduation requirements and post-graduate opportunities Be polite, respectful and courteous at all times -Character Counts!

ALL PARENTS ARE EXPECTED TO: Foster achievement by being involved with their student’s education Be aware of graduation requirements and post-graduate opportunities Have their student attend school regularly and on time Encourage their student to do their very best Maintain regular communication with school personnel and keep contact information current

Page 3

Table of Contents

Graduation Requirements…………………………………………………………………………………….2 Vision Statement………………………………………………………………………………...…………. ..3 Contact Information………………………………………………………………………………………….5 Policies and Guidelines………………………………………………………………………………………6 Course & Teacher Change Requests…………………………………………………………………………7 College Entrance Requirements……………………………………………………………………………...8 GHS College Readiness……………………………………………………………………………………..9 College Entrance Exams & Standardized Tests…………………………………………………………….10 College & GHS Athletic Eligibility………………………………………………………………………...11 Specialized Programs……………………………………………………………………………………….12 Course Descriptions Biomedical Science Academy………………………………………………………………………………14 Career Technical Education………………………………………………………………………………...16 English………………………………………………………………………………………………………19 Fine Arts...... 21 Mathematics …………………………………………………………………………...………...... ………24 Other Electives …………………………………………………………………………………….……….26 Physical Education………………………………………………………………………………….………27 Science………………………………………………………………………………………………………28 Social Science…………………………………...... 32 Special Education………………………………………………………………………..………………….33 World Languages……………………………………………………………………………...……………34 Important Reminders NO CLASS CHANGES AFTER March 31st, 2017

A “D” grade will earn credit but will not count towards the four year university A-G requirements listed on page 8. Double credit will NOT be given for repeated courses. ***All Courses are Yearlong***

Page 4

GHS Contact Information

Activities……………………………………. Mr. Leong, Director 7178 Accounting…………………………………... Mrs. Alonso, ASB Account Clerk 2332 Administration………………………………. Dr. Sanchez, Principal 2218 Ms. Gaxiola, Office Coordinator 2218 Mrs. Reyes, Secretary 2288 Mr. Corbett, Assistant Principal 7181 Mrs. Gutierrez, Assistant Principal 7582 Academic Coordinators……………………… Ms. Alfaro, 2206 Mrs. Andrade, 7549 Mrs. Flores, 7528 Mustang Express Counselor………………….. Mrs. Mantani, 2221 Advance Path…………………………………. Mrs. Ozelle Oshiro, Secretary 840-4415 Athletics…………………………………….... Ms. Reynolds, Director 2324 Attendance……………………………………. Clerk 2349, Liaison 7174, Secretary 2285 Assessments……………………………………. Ms. Cid, Para 2386 Cal-SOAP……………..………………………. Mrs. Hoshida, Secretary 7504 Bookroom ……………………………………. Ms. Muse, Clerk 2213 Cal-SOAP Director…………………………….. Mrs. Gemar, Director 7177 Community Service……………………………. Ms. Reynolds, Coordinator 2324 College & Career Center……………………...... Mrs. Hoshida, Secretary 7504 Coordinator of Specialized Programs: AP/Honors BSA/DI/ImPACT……………………………… Mrs. Spinetti-Lightfoot 8645 Discipline Office……………………………… Mrs. Murrillo Secretary 2223 Enrollment……………………………………. Ext. 2224/2211 Food Service………………………………….. Ext. 2380 /7151 Health Services………………………………... Sheila Stewart, 2226 / Anai Pineda, 2225 Independent Studies…………………………… Ms. Anagnoston, Teacher 2331 Library Services……………………………….. Mrs. Spencer, Librarian 2304 Registrar’s Office……………………………… Mrs. Gonzalez, 2215 Student Services………………………………. Mrs. Valadez, Secretary 2224

Page 5 Gilroy High School Policies

Grading Policy Classroom Citizenship Guidelines

Grades for Achievement shall be reported for each marking 1. Teachers will discuss and give copies of their classroom period as follows: rules and regulations to students at the start of the school term. Copies should be on file with the Administration. Grade: Description Grade Points 2. Teachers are required to issue a preliminary citizenship A (90 – 100%) Outstanding Achievement 4.0 progress report before giving a “Needs Improvement” citizenship grade, unless abhorrent behavior occurs so B (80 – 89%) Above Average Achievement 3.0 close to the end of the quarter that it is not practical to do so. C (70 – 79%) Average Achievement 2.0 3. Any combination of five tardies and/or invalid absences in D (60 - 69%) Below Average Achievement 1.0 a quarter will result in a “Needs Improvement” citizenship grade for the quarter. F (0 – 59%) Little or No Achievement 0 A student who receives two or more “Needs Improvement” I Incomplete 0 citizenship grades in one quarter will lose activity privileges for the following quarter. A student who receives 2 or more NM No Mark 0 “Needs Improvement” grades in the fourth quarter will lose privileges for the first quarter of the following school year.

(Advanced Placement course grades will earn an additional grade point for “A”, “B” or “C” grades, provided they take the Graduating Seniors AP Exam in May. The extra point will be withheld if the student receives a “D” grade in the course.) Valedictorian/Salutatorian Beginning with the Class of 2017, the top five highest GPA’s Eligibility Policy of the senior class (as of the 4th quarter progress report) who has completed a minimum of 5 semesters at Gilroy High All activities, field trips, etc. are subject to eligibility School, will be eligible for Valedictorian and Salutatorian standards. In addition to issuing academic letter grades at each candidacies. A selection panel will decide Valedictorian and quarter, every teacher will issue a citizenship grade. Students Salutatorian based on academic accomplishments and the may not have more than one N “Needs Improvement” following other factors: citizenship grade to participate in extra-curricular activities  Academic program strength (Honors, AP, College during the next quarter. This standard is in addition to the level courses, etc.) current standard of needing at least a 2.0 quarter/ semester  Students must be exemplary role models, so each GPA and having no “F’s”, “I”, or “NM”. Students candidate’s discipline history will be considered. accumulating 3 days of suspension are immediately ineligible  Community Service and School activity involvement for the next six weeks and Senior Activities. Students must will also be taken into consideration.. The quantity have all fines and obligations cleared. and quality of the community service hours will be reviewed. The student’s involvement in Classroom Citizenship Grade extracurricular activities such as performing arts, athletics, clubs, etc. will be considered. Students will receive a citizenship grade every quarter from  Each student will write their own speech (3 to 4 each of their classroom teachers. Students’ classroom minutes) and be asked to read it to the panel as part citizenship grades depend on their behavior in the classroom. of the selection process. The speech will be scored The grade of “Outstanding,” “Satisfactory,” or “Needs on content and delivery. You will read your speech Improvement” will be based on the “Citizenship Guidelines” to the selection panel. (see below). The citizenship grade for each class will be  Please bring an updated resume for the panel to shown on the student’s report card, but not on the transcript or review. You will want to list scholarships and grants permanent records. and other honors from the Senior Awards Night.

 The selection panel, which consists of administrators, teachers and student services staff will make the final decision after speeches are heard and all other factors taken into consideration. The candidate with the highest score will be the Valedictorian and the second highest will be the Salutatorian for the senior class.

Page 6 year, each additional absence must be verified by a physician, Citizenship grades school nurse, or other school personnel. Seniors who receive two or more “Needs Improvement” citizenship grades for the third grading period will not be •Habitual Truants may be referred to the District School permitted to participate in the senior trip/12th grade activities attendance Review Board (SARB) which may refer them and graduation promotion activities. Special consideration to the Santa Clara County District Attorney may be given to seniors who receive two or more “Needs Improvement” grades during the third grading period but who •The Board of Trustees authorizes teachers to fail a do not receive any “Needs Improvement” grades during the student for missing more than 1/2 the classes within a fourth grading period. Fourth grading period citizenship quarter. grades may be determined by teacher progress reports. Students given this special consideration may be allowed to Course & Teacher Change Request Procedure participate in graduation activities only.

45-Day No Activity List A. Class changes will only be considered for the following*: When a student is placed on the 45-day activity list for disciplinary infractions, they are not allowed to attend any 1. To meet graduation requirements. GHS activity, including but not limited to athletic events, 2. Scheduling error. dances, theater performances, choir performances, or club 3. Juniors or Seniors who are enrolled in a college level class activities for 45 SCHOOL DAYS, not calendar days. off-campus or a zero period. 4. Student was unsuccessful with current teacher during Academic Honesty Policy previous school year after pursuing site interventions (See Consequences for violating the Academic Honesty Policy are Section B)** cumulative over the student’s high school career. The first 5. Students wishing to change into AP/Honors courses infraction is a warning, parent/teacher conference, and loss of assignment grade. Second infraction is a two day suspension, * Within 15 days of the start of the school year, pending space loss of assignment grade, one lower semester grade, and in other classrooms and impact on overall schedule. parent teacher conference. The third and final warning is a five day suspension, loss of assignment grade, one lower semester grade, and parent-administrator conference. ** Sibling’s experience with teacher does not qualify student for class change Attendance All absences from school must be cleared upon a student's B. Teacher change request process: return to school. Absences can be cleared by phoning the attendance office or turning in a note to the attendance office. Step 1. Student or parent attempt to resolve difference with teacher first. School phone: 847-2424 Step 2. The Academic Coordinator /Counselor facilitates a Message phone: 848-7175 parent teacher conference to resolve the matter by developing an action plan. Español: 848-7174 Step 3. If action plan is not successful, teacher, AC/Counselor, student or parent may request that Attendance fax: 846-7518 administrator reconsider the class change request Step 4. Assigned administrator will review request and Use the following example as a guideline when sending a note: make the final decision.

John Doe was ill on February 3 Unscheduled periods Mother: Jane Doe, February 4, 2014 Unscheduled periods will only be granted to seniors who are on track for graduation, enrolled in a “0” period, or a Gavilan Absences not cleared within 5 days will be recorded as course concurrently. Seniors must have 180 credits completed unexcused and may result in a truancy letter. Consequences by the end of their Junior year to qualify for the unscheduled may include parent notification, Saturday school, and/or period first semester. Students must re-apply for an student put on "no note." The "no note" policy requires parents unscheduled period second semester and must have 210 to clear all absences with a phone call. credits completed by the end of their first semester. Free periods will be granted on a case by case basis. When a student has had verified absences due to illness equal to ten percent of the total school days for the current school

Page 7 College Entrance Requirements

Specific admission requirements for the University of California and the California State University systems are described below. In addition, general admission requirements are outlined for California Community Colleges and private universities. Catalogs of the colleges to which admission is sought should be studied for specific preparation during grades 9-12. The following are minimum requirements. Students are advised to complete as many college-prep courses as possible.

Criteria for University of California California State Community College Private College or Admissions University University Rank Generally top 12.5% of Generally top 33% of Open to 100% of high Varies campus to class class school grads or campus equivalent GPA & Test Scores www.universityofcalifornia.edu www.csumentor.edu www.cccapply.org www.commonapp.org (ACT/SAT) Students with a GPA Below 2.0 does not Math and English SAT or ACT below a 3.0 are not qualify for regular placement tests are (requirements vary) eligible to apply. admission required for entering freshmen.

Subjects Years Course Minimum Requirements No subject requirements Required 2 A. History (US History and/or American Government or World History) 4 B. English (College Preparatory) 3 C. Mathematics (Alg. I, Geom., Alg. II) 4 years recommended *Integrated Math sequence: Math I, Math II, Math III 2 D. Laboratory Science (life & physical) 3 years recommended 1 E. Visual & Performing Arts 1 F. College Prep Electives Activities Leadership & Leadership & Not needed Required involvement is important involvement is important Recommendations Not needed Not needed Not needed Required

What are the A-G Subject Area Requirements? The A-G subject area requirements are high school courses required by the University of California and California State Universities to be minimally eligible for admission. The A-G subject requirements can be summarized as follows:

A. History/Social Science- (2 years required) Including one E. Language Other Than English-(2 years required, 3 year of U. S. History or ½ year of U.S. history and ½ year recommended) Must be the same language. of civics or American Government, and one year of world F. Visual and Performing Arts-(1 year required) Course must history, cultures, and geography. be from one of the following areas: dance, drama/theater, B. English-(4 years required) College preparatory English that music and/or visual arts. Both semesters must come from the includes frequent and regular writing as well as reading of same discipline. classic and modern literature. G. Electives-(1 year required) In addition to the courses listed, C. Mathematics- (3 years required, 4 years recommended) one year from the following areas: advanced visual and College preparatory mathematics including Algebra I, performing arts, history, social science, English, advanced Geometry and Algebra II or Math I, Math II, Math III. mathematics, laboratory science, and language other than D. Laboratory Science-(2 years required, 3 years English (a third year in the same language used for the “E” recommended). Must include at least two of these three requirement or two years of another language). disciplines: biology, chemistry, and physics.

Page 8 GHS College Readiness

Advanced Placement (AP) California Scholarship Federation (CSF)

Advanced Placement courses are offered to highly motivated The California Scholarship Federation is Gilroy High School’s students in the tenth, eleventh, and twelfth grades. These high scholastic honor society. The main purpose of CSF is to school courses are conducted at the collegiate level and, under recognize students for their achievement. CSF also stresses certain conditions, grant both high school and college credit. the responsibility of using their talents by serving others - thus Students in these courses are expected to achieve the quality of the motto “Scholarship for Service.” Students are encouraged work ordinarily required of college freshmen. On completion to complete at least 4 hours of community service each of an Advanced Placement course, students take an semester. Applications for CSF are accepted during the first examination administered and evaluated by the College 3 weeks of each semester. To qualify for CSF membership Entrance Examination Board in May. The AP Exam is the student must earn a minimum of 10 points from last administered at GHS and evaluated and scored by the College semester’s grades. Ask a CSF advisor for an application and Entrance Examination Board. The cost for each AP exam in to learn how to earn the required 10 CSF points. Students may 2017 is $93.00. GHS students who qualify for a Free/Reduce also qualify for Life Membership and will receive the honor of Lunch Program pay $35 per exam. Students enrolling in AP wearing the gold stole at graduation. courses are expected to remain in the course for the entire school year. Students need to be aware that AP courses are Honors Program college level courses and as such the reading, homework and assessment are aligned with the curriculum set by the College Honors courses are offered in several academic areas. They Board. These classes require significant time and effort on the are intended to challenge students academically. They are part of the student both inside and outside of the regular school open to any student who desires a higher level of academic day and this should be taken into consideration prior to instruction in the content area. The courses require students enrolling in one or more AP courses. In order to enroll in AP to read at a higher academic level, have a greater depth of courses students must complete and submit the AP Course understanding as well as creativity in the content area. These Agreement Form to the AP Coordinator – Mrs. Spinetti- courses will better prepare students for Advanced Placement Lightfoot, ATC. courses their junior or senior year, though they are not prerequisites for these courses. AP POLICY – Students enrolled in AP courses are expected to take the AP Exam in May. If a student does NOT take the South County California Student Opportunity and exam for ANY reason, the extra GPA point normally allotted Access Program (Cal-SOAP) for the AP course will NOT be awarded. The extra GPA point will also be withheld if a student receives a “D” grade in the The California Student Opportunity and Access Program is a course. post-secondary information and academic enrichment program designed to increase the number of low-income or first- High Step Program generation students attending college from South County. The pre-college program provides Cal-SOAP students and their Gavilan College, in conjunction with Gilroy, San Benito, and parents both financial and academic information to ensure Christopher High Schools will offer transfer level courses their success in post-secondary education. Cal-SOAP serves accepted at any university each spring and fall semester at the elementary, middle and high school students who are from high school campuses.. All concurrent enrollment documents limited income families, who will be the first in their family to are required. Please contact your high school Academic attend college or who are from areas or schools with low Coordinator/Counselor or the Gavilan Outreach and eligibility or college participation rates. Recruitment Office at 408-846-4993 for more information.

Page 9 College Entrance Exams & Standardized Tests

ACT SAT Reasoning The “A-C-T” as it is commonly called, is a national college The SAT is a measure of the critical thinking skills needed for admission examination that consists of tests in: Mathematics, academic success in college. It assesses how well students Reading, Science and combined English/Writing. The ACT analyze and solve problems. Each section of the SAT is scored results are accepted by almost all U.S. colleges and on a scale of 200-800, and the writing section will contain two universities. It is also preferred by many private colleges and sub scores. The SAT is typically taken by high school juniors public universities. www.act.org and seniors. www.collegeboard.com

PSAT/NMSQT CELDT (California English Language Development Test) The Preliminary SAT/National Merit Scholarship Qualifying The CELDT is an annual English proficiency test that the state Test is a standardized test that provides firsthand practice for of California requires be administered to all English Learners the SAT Reasoning Test™. It also gives students a chance to (ELL). The test, which has listening, speaking, reading, and enter the National Merit Scholarship Corporation (NMSC) writing components, is given during the month of October to scholarship programs. The PSAT/NMSQT measures: critical all ELLs. The purpose of the CELDT test is to: 1)Identify reading skills, math problem-solving skills, and writing skills. new students who are ELL and provide the necessary support The PSAT is only administered one time per year in October. 2) Monitor their progress in learning English 3) Help decide when they can be reclassified as Fluent English Proficient.

Page 10 College and GHS Athletic Eligibility

NCAA Eligibility Recently the NCAA passed a new proposal, No. 2009-64, which addresses non-traditional courses and initial eligibility Students who want to pursue athletics at any post-secondary for high school athletes seeking eligibility at Division I higher institution must complete specific requirements. The National education institutions. BYU online high school courses that Collegiate Athletic Association (NCAA) is the athletic have been approved by the NCAA for many years will no governing body for approximately 800 colleges and longer meet the new criteria for Division I schools for core universities. Its academic standards include high school credit. Students seeking eligibility at Division II schools can graduation, a “core” GPA, successful completion of approved still enroll in any of BYU online courses. courses, and all other college minimum admissions requirements. NAIA Eligibility & Regulations

The NCAA “core” GPA is computed using the best grades The National Association of Intercollegiate Athletics offers earned in a prescribed pattern of 16 core curriculum academic the student athlete the opportunity to compete at his/her high school courses. highest level. The NAIA is proud to be home to nearly 300 member institutions, each dedicated to displaying character Any student wanting to compete at a college/ university in and respect in both athletics and academics. NAIA colleges Division I or Division II must complete these requirements and universities can be found throughout the United States and with a minimum GPA of 2.3 in core course. For specific Canada. requirements visit the following website: http://www.eligibilitycenter.org it is the responsibility of the For more information on NAIA Eligibility Regulations, visit student to file for athletic certification, usually by the www.naia.org beginning of his or her sophomore year. Any questions should be directed to the NCAA at (800) 638-3731 or you can get GHS Athletic Eligibility information on the internet at www.ncaa.org. You can register for the NCAA clearing house at www.ncaaclearinghouse.net Student athletes must have a 2.0 GPA, No “ F” grades and no more than 1 N during specified grading periods. Any Please note that the NCAA eligibility requirements have student who accumulates a total of three days suspension or changed with respect to BYU online course. three demerits will be immediately ineligible to participate in · Students seeking eligibility at Division I schools can enroll athletics (including practice) or other school activities for the in BYU Independent Study courses for elective credit. next 45 days. Any subsequent accumulation of more demerits - Students seeking eligibility at Division II schools can enroll will have the same consequences. Student is ineligible to in BYU Independent Study courses for core and/or elective participate in any activities unless the activity is directly tied credit. to a classroom grade.

Season Grades Used for Initial Eligibility Grades Used for In Season Eligibility

Previous Spring Semester (including First Quarter Fall incoming 9th grade students)

Winter First Quarter Grades First Semester Grades

Spring 1st Semester Grades Third Quarter Grades

Page 11 Specialized Programs

Independent Studies Dual Immersion Program

The Independent Studies program offers students who have Dual immersion is dual language education in which native special circumstances the opportunity to take independent English speakers and native Spanish speakers are integrated study courses on the Gilroy High School campus. These for academic content instruction through both English and courses are in place of the regular high school classes. Spanish. Instruction is at least 50% in English. Students begin Enrollment in Independent Studies is based on need and must in the primary grades and extend through grade 12. The Dual be approved by the Principal and application submitted by the Immersion Programs strives to promote bilingualism and bi- students’ Academic Coordinator. literacy, grade-level academic achievement, and positive * Courses are non-college preparatory cross-cultural attitudes and behaviors in all students. Currently GHS offers DI in: Global History, World History, Newcomer Program Biology and Biotechnology. Existing Dual Immersion must be recommended by previous DI teacher (and/or Spanish for Spanish Speakers teacher). Existing DI students must also The Newcomer program is an intensive program of instruction continue to demonstrate proficiency in English Language Arts, for newly arrived immigrant students at the Beginning level of as determined by CST and/or English teacher English Language Development. Students receive instruction recommendation. in the following areas: ELD, Math, Social Studies and Civics. Students may request a 5th year to complete high school Non-DI students that wish to enroll in this course must receive graduation requirements. a 4 or 5 on the Woodcock-Munoz Spanish test, or be recommended by a Spanish for Spanish Speakers teacher, as Migrant Program well as having demonstrated proficiency in English on District Benchmark Assessments. The Migrant Program support migratory children and helps to ensure that migratory children who move among the states are not penalized in any manner by disparities among states in curriculum, graduation requirements, or state academic content and student academic achievement standards. The Migrant Program also ensures that migratory children not only are provided with appropriate education services (including supportive services) that address their special needs but also that such children receive full and appropriate opportunities to meet the same challenging state and academic content and student academic achievement standards that all children are expected to meet.

Page 12 Specialized Programs (cont.)

Seal of Biliteracy Biomedical Science Academy

The Seal of Biliteracy is an award given by Gilroy Unified Biomedical Sciences Academy is a sequence of four courses School District. California Assembly Bill 815 established the with Project Lead the Way (PLTW) proven hands-on, real State Seal of Biliteracy to recognize high school graduates world, problem–solving approach to learning. Students who have attained a high level of proficiency in speaking, explore the concepts of human medicine and are introduced reading, writing in one or more languages in addition to to bioinformatics, including mapping and analyzing DNA. English. The State Seal of Biliteracy is awarded by the Students must be concurrently enrolled in college prep math Superintendent of Public Instruction. and science along with the PLTW courses. Refer to page 14 for more information.

Goals: In awarding the Seal of Biliteracy to graduating seniors who met the requirements, Gilroy Unified School Career Technical Education District seeks to: * Encourage students to develop and maintain biliteracy and multilingual skills; * Prepare students Career Technical Education is offered through single to enter into the global era and be able to communicate across courses as well as through comprehensive programs of national borders and languages; * Promote the development of study. GHS offers the following CTE pathways: Health language and cultural appreciation and cross-cultural Science & Medical Technology (Sports Medicine & understanding; * Provide employers with a method of Biotechnology), Hospitality and Tourism (Culinary Arts I identifying people with language and biliteracy skills. and II), Agriculture & Natural Resources (Ag Biology, Horticulture, Veterinary Science, Small Engines), Arts, Eligibility: The Seal will be awarded to graduating seniors Media& Entertainment (Digital Animation, Advanced from Gilroy Unified School District who have mastered Photography), Building Trades & Construction (Woodshop, academic English and any other language. Students wishing Advanced Woods), Fashion & Interior Design (Fashion to receive the Seal of Biliteracy must submit an application Design I and II), Marketing, Sales & Service (Marketing), form to their home district and meet the following Public Services (Law Enforcement), and Transportation requirements. 1) Complete all high school graduation (Autos, Advanced Autos Small Engines). requirements. 2) An overall 2.0 grade point average in all English Language Arts courses. 3) Demonstrate proficiency in English assessment TBD 4) Demonstrate proficiency in one Special Education or more languages other than English (includes American Sign Language) through one of the four options. The Gilroy Unified School District offers a wide range of special education programs and related services. “Special How to Apply: If you meet the requirements, or think you will Education” consists of (1) specially designed instruction to when the AP scores are released, pick up a State Seal of meet the unique needs of individuals with exceptional needs Biliteracy application from your high school whose educational needs cannot be met with modification of counselor/Academic Coordinator or go online to the Gilroy the regular instruction program and (2) related services that Unified School District web site under Departments- may be needed to assist these individuals to benefit from Secondary Education. specially designed instruction. Eligible students, who have learning, communication, physical, mental and/or emotional Language Proficiency Options: disabilities are provided programs and services as determined A. Pass a foreign language Advanced Placement examination by their individualized education programs (IEP). with a score of 3 or higher or an International Baccalaureate examination with a score of 4 or higher. Or B. Complete a four-year high school course of study in a foreign language and attain an overall grade point average of 3.0 or above in that course of study. Or C. Pass the SAT II foreign language examination with a score of 600 or higher. Or D. Pass an approved language exam from an authorized educational or governmental agency.

Achieve Early Advanced Proficiency level on the California English Language Development Test (CELDT), which may be administered an additional time, as necessary.

Page 13 Course Descriptions

Biomedical Science Academy Biotechnology I Gilroy High School is home to an advanced science College Prep: “D” or “G” pathway – The Biomedical Science Academy (BSA). Prerequisite: 10th Grade BSA Course. A grade of C or better The biomedical academy’s programs emphasize critical in both semesters of Biology and PBS and concurrent thinking, creativity, innovation and real-world problem enrollment in college prep science and math at GHS solving. The hands-on learning engages students on Units: 5 Units Vocational Education, 5 Units Science Elective multiple levels, exposes them to areas of study that they Credit or 10 units Science elective may not otherwise pursue, and provides them with a Biotechnology I is a college preparatory and job-training foundation and proven path to post-secondary training course designed to provide students with the fundamental and career success in STEM-related fields. The knowledge and skills necessary to pursue degrees and Biomedical Science Academy is a rigorous four year professions in the biotechnology field. This course will be program, with a heavy emphasis in science and math, dynamic, challenging, engaging, and unlike other courses that includes courses from Project Lead The Way, a offered at GHS. Students will not only have the opportunity leading non-profit provider of Science, Technology, to conduct investigations and utilize equipment used by Engineering and Math curricula in the United States. professionals on a daily basis, but they will also gain insight into “cutting edge” science occurring in the Bay Area. Upon STEM education is at the heart of the today’s highly completion of the first year elective, students will be able to skilled tech and science-based global economy, and the enroll in Biotechnology 2 offered the following year, where Biomedical Sciences program was developed to give our they will apply and hone their knowledge and skills obtained students an opportunity to excel in a growing field. PLTW in Biotechnology 1 in more complex and sophisticated has created a powerful relationship with colleges and experiments. This 2 year sequence will produce students who universities across the nation to provide the best will be sought after by many local businesses because of their opportunities for students who graduate with a certificate knowledge, experience, and competitive edge. from the Biomedical Sciences program at GHS. As the BSA is in high demand, students interested in joining Biotechnology II must complete an application in order to enroll in the College Prep: “D” or “G” academy. In addition, all BSA science and math classes Prerequisite: 11th Grade BSA Course. A grade of C or better MUST be completed at Gilroy High School and in both semesters of Biotechnology I and Chemistry and students MUST pass each semester with a C- or better concurrent enrollment in college prep science and math at in order to remain a part of the academy. GHS Units: 5 Units Vocational Education, 5 Units Science Elective Credit or 10 units Science Elective Principles of Biomedical Science (PBS) Biotechnology II is an advanced college preparatory and job- College prep “D” or “G” training course. As a continuation of biotechnology, Prerequisites: 9th grade students concurrently enrolled students will apply their knowledge of standard lab operating in college prep science and math at GHS. In addition, procedures and unique techniques used in biotechnology as must apply and be accepted to the BMS Academy. Units: they conduct experiments focusing on some of the main 10 Science elective domains of biotechnology. This includes, but is not limited This course provides an introduction to the biomedical to, agricultural biotechnology, pharmaceuticals/biomedical, sciences through exciting "hands-on" projects and problems. bioinformatics, diagnostic biotechnology, environmental and Student work involves the study of human medicine, research conservation biotechnology, and forensics. processes and an introduction to bio-informatics. Students investigate the human body systems and various health Human Body Systems conditions including heart disease, diabetes, sickle-cell College Prep: “D” or “G” disease, hypercholesterolemia, and infectious diseases. A Prerequisite: 12th Grade BSA Course. A grade of C or better, theme through the course is to determine the factors that led to both semesters of Biotechnology II and Physics and the death of a fictional person. After determining the factors concurrent enrollment in college preparatory science and responsible for the death, the students investigate lifestyle math courses at GHS. Must be enrolled in Biomedical choices and medical treatments that might have prolonged the Science Academy. person's life. Key biological concepts including: homeostasis, Units: 10 Science elective metabolism, inheritance of traits, feedback systems, and The human body is a complex system requiring care and defense against disease are embedded in the curriculum. The maintenance. This course will engage students in the study of course is designed to provide an overview of all the courses in basic human physiology, especially in relationship to human the Biomedical Sciences program and to lay the scientific health. Students will use a variety of monitors to examine foundation necessary for student success in the subsequent body systems (respiratory, circulatory, and nervous) at rest and courses. under stress, and observe the interactions between the various body systems

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BIOMEDICAL SCIENCE ACADEMY COURSE SEQUENCING FRESHMAN YEAR: ENGLISH I/ HONORS ENGLISH I FRESHMAN + SOPHOMORE YEARS: MATH I/ MATH I+ Students enrolled in the BSA are PE COURSE I encouraged to take zero period PE both their FOREIGN LANGUAGE I freshman and sophomore years in order to BIOLOGY/HONORS BIOLOGY allow for additional electives. PRINCIPLES OF BIOMEDICAL SCIENCE

SOPHOMORE YEAR: ENGLISH II/ HONORS ENGLISH II MATH II/ MATH II+ PE COURSE II FOREIGN LANGUAGE II WORLD HISTORY/ AP WORLD HISTORY CHEMISTRY/ HONORS CHEMISTRY BIOTECHNOLOGY I

JUNIOR YEAR: ENGLISH III/ AP ENGLISH LANGUAGE Students enrolled in BSA must complete MATH III/ MATH III+ one, but two are recommended, of the US HISTORY/ AP US HISTORY three advanced science courses listed their FOREIGN LANGUAGE III / FINE ART junior and senior years: Anatomy and PHYSICS/ AP PHYSICS 1 Physiology, AP Biology and AP Chemistry. In BIOTECHNOLOGY II addition, Sports Medicine is highly recommended to be taken as it meets the Vocational art requirement. SENIOR YEAR: ENGLISH IV / AP ENGLISH LITERATURE MATH/ AP CALCULUS OR AP STATISTICS GOV- ECON / AP SPORTS MEDICINE I /ELECTIVE ANATOMY AND PHYSIOLOGY / AP BIOLOGY OR AP CHEMISTRY HUMAN BODY SYSTEMS

Page 15 Career Technical Education Engineering: engine design, increases in horsepower and fuel efficiency, vehicle safety systems, electrical circuit design, In the CTE Department, new subject material is normally aerodynamics, custom vehicle applications, and service introduced with direct instruction, reinforced by procedure efficiencies. collaborative instruction and teacher demonstration of the Math: basic computation, alignment geometry, standard and desired activity or performance. metric measurement, precision measurement, problem solving skills, fuel economy calculations, gear ratios, percentages, Auto Technology comparing measurements to specification, calculating labor Not College Prep rates, estimating, interpreting sensor data, calculate weight, Prerequisite: Junior or Senior standing (Auto Mech.) volume, and height, fuel trim data, and Ohm’s law This course is an introduction to the Automobile, its calculations. (Applies to Auto Technology and Adv. Auto systems, and service procedures. It is the intent of the course Technology) to help develop a student’s safety practices relating to automobiles and equipment used in the automotive service Culinary Arts I industry. Students will learn the theories and skills Not College Prep surrounding automobiles and their service, in addition to Prerequisite: 10-12th Grade learning proper repair and maintenance. It will also feature This instructional program prepares students to handle food curriculum designed to give students the skills necessary to production and service skills for employment in institutional, continue their education in the Automotive Technology commercial, or independently owned food establishments. career pathway or obtain an entry-level job in a Automotive Instruction includes topics such as planning, selecting, storing, shop. Students will be ready to continue their Auto purchasing, preparing, testing, serving and selling quality food mechanics education at a Community College or Technical and food products. All students will be introduced to and be School. tested on sanitation and safety, nutritive food values, and the use and care of commercial equipment. Students will participate in an ongoing management component of a food establishment to include, cost and profitability customer public relations, marketing and cash transactions.

Adv. Auto Technology Not College Prep Prerequisite: 11-12th Grade. Passed Auto Technology with a grade of B or better. The Automotive Mechanics ROP course is designed to provide stud

Automotive Technology Instruction has changed rapidly over Culinary Arts II the past decade. At Gilroy High School, Automotive Technology students are immersed in a STEM training Not College Prep program that prepares them for a high wage career in the Prerequisite: Culinary I (foods II) transportation industry. In the field of STEM, there are The advanced instructional program expands on all of the currently 1.7 jobs available per graduate, and there are above tasks listed for Culinary Arts I including cooking and currently 200,000 skilled jobs unfilled right now in the trades, preparing food, and the expectations of the hospitality utilities and transportation industry. industry. All students will be expected to take what they have What does STEM look like in the Automotive Technology learned in Culinary Arts I and work independently and Training program? creatively to really find their passion for great cuisine. They Science: hydraulics, electronics, fuels and emissions, will show leadership by working on outside projects and environmental issues handling waste products, chemistry of catering jobs. The students will be introduced to management sealants, friction and wear, metallurgy, simple machines, skills, business finance, public relations, and publicity. thermodynamics, hydraulics, pneumatics, torque effects on fasteners, ergonomics, chemical reactions, leverage, energy Digital Design and Animation transfer, battery chemistry, electrolysis, and electromagnetic College Prep “F” or “G” induction. Prerequisites: None. Open to all students grades 9 – 12 Technology: computer controls, multiplexing, alternative This introductory course teaches students how to create digital fuels, collision avoidance systems, on-board diagnostics, scan artwork using Adobe’s Photoshop, Illustrator, InDesign, and tools, web-based training, procedure videos, online technician Premiere Pro. Projects include photomontages, typographical networks, digital multimeter, and manual systems. designs, logos, entertainment posters, ads, brochures, and a

Page 16 music video while using the principles of art and design. tempera, pencil, flowers, tile, and a variety of papers. Various Students will research career options and the history of various assignments based on abstract two and three dimensional art movements, such as surrealism and pop art. designs, historical culture and theory, color theory, and analytical critiques of various floral art works using design Adv. Digital Design and Animation vocabulary in conjunction with development of technical skills College Prep “F” or “G” in floral art will serve as a foundation for more complex works Prerequisites: A “C” or better in Digital Design and such as multi-part floral designs and creative expression Animation. through wedding consultations. (Due to the co-curricular This course will allow students to further their studies in the nature of FFA and SAE (Supervised Agricultural Experience) Digital Design and Animation career field. Students will select students will be required to participate in both FFA and SAE and concentrate on one of the following fields of study: Game activities, both of which are graded components of this and all Design, 2D Animation, 3D Animation, Commercial Art, AG courses. Students are expected to invest time outside of Product Innovation and Design, Architectural Drawing, and the classroom setting to gain experience in "real world" Web Design. activities: Fair projects, soil judging, animal projects, and others.) Audio Video Production (10-12) College Prep “F” Environmental Horticulture Science Prerequisite – Digital Design and Animation recommended, College Prep: “G” but not required. Prerequisite: Passing grade in both semesters of Biology. This course provides concepts of video production and Junior or Senior standing only. participation in the pre-production, production, and post- Units: 5 in Elective Science, 5 units of Vocational Ed or 10 production processes of film-making. Focusing on Elective Science journalism, the students will create a regular news show, a This course examines the different aspects of ornamental monthly magazine show, public service announcements, and horticulture and covers such topics as potted plant production, ads that highlight GHS activities. These will be distributed via nursery stock production, growth schedules, crop budgeting, YouTube and School Loop to the GHS community. In the marketing of horticultural crops, soil characteristics, process students will learn about and perform the tasks of a integrated pest management, and career opportunities in production team. Students will analyze films of various genres students who are capable of demonstrating exemplary and the history of filmmaking. Students will study the impact performance. Students must have the motivation, interest, and of media and film across cultures and in our society. By the ability to work at a rigorous pace. Students will be expected to end of the course, everyone will have an electronics portfolio demonstrate critical thinking skills, and depth, complexity, they can use for college and employment. and creativity for academic success. (Due to the co-curricular nature of FFA and SAE (Supervised Agricultural Experience) AP Computer Science (11-12) students will be required to participate in both FFA and SAE College Prep “G” activities, both of which are graded components of this and all Prerequisite – Math I with a C AG courses. Students are expected to invest time outside of AP Computer Science A is a college-prep course. Students the classroom setting to gain experience in "real world" will learn the Java programming language in preparation for activities: Fair projects, soil judging, animal projects, and careers in computer science, game design, Internet others.) architecture, and the advanced placement test in May, where students can earn college credit. Students enrolled in this class Adv. Photography are expected to take the AP exam in May. College Prep “F” or “G” Prerequisites: Photo I Computer Science Students participate in a series of strictly controlled College Prep “G” experiments in development and exposure of black and white This course introduces students to the basic tools and concepts film and paper. Photo Experiments: Students are assigned a of programming and computer science. This is a project- group of experiments with emphasis on alternative based course with an emphasis on problem solving. Students photographic process methods with composite imaging and use the Python programming language to learn conditionals, toning. Students will learn photo composition, portraiture, loops, and functions as well as computer science topics such photojournalism, and other subjects pertaining to the field of as logic and recursion. The orientation of this course focuses professional photography. Students will learn Photoshop on computing with respect to functions: Understanding of the techniques in the computer lab as well as in the classroom and mathematical concept of a function thus augments a student’s produce many innovative and experimental projects. ability to grasp the concepts in this course. Small Engines Floral Design Not College Prep College Prep “F” Prerequisites: none Prerequisite: Junior or Senior standing. Passing grade in The Small Engines class is designed for the power mechanics both semesters of Biology student without any basic back ground in engines and shop The Art and History of Floral Design provides an introduction skills. Exposure to various aspects of small engines, tools, to artistic and creative perception including aesthetic valuing equipment, and repair applications will educate students in through a series of projects in various media including various aspects of the Power Mechanics industry. The course

Page 17 is designed to be a year program with a unique curriculum. Medicine. We will cover advanced concepts that further This course will feature small gas engine repair and develop their understanding of Anatomy and injury maintenance and is designed to enhance what the students recognition and care. The student will also gain advanced learned in Power Mechanics. It will also feature curriculum knowledge and skills in which they can use as they perform designed to give students the skills necessary to continue their their athletic coverage. Advanced Students are required to education in the Power Mechanics career pathway or obtain an perform additional hours outside the classroom, both in the entry-level job in a Power Mechanics shop. Students will be Training room as well as being assigned specific athletic ready to continue their power mechanics education at a events to cover as a student athletic trainer to further enhance Community College or Technical School. their learning, and give them instructor another method of evaluation student progress. Sports Medicine I College Prep “G” Work Experience Prerequisite: Junior or Senior in standing. Passing both Not College Prep semesters of Biology with a “C” or better. Prerequisite: Grade 12 and approval of Work Experience Units: 5 Units Vocational Education & 5 Units Science Coordinator and Academic Coordinator. Elective Credit The Work Experience class is for senior students 16-18 years This program is designed to educate students in the field of of age, employed and who work a minimum of ten hours each Sports Medicine and other Allied Health professions. The field week. The employer must have a business license and provide of Sports Medicine will be explored, including care and the student with California Workers Compensation Insurance. prevention of injuries, protective taping and wrapping Students must be continuously employed while enrolled in techniques, stretching methods, overall wellness, and basic Work Experience. Students must attend class regularly and anatomy and physiology terms. These concepts will be used maintain a 2.0 GPA to retain the work permit and earn 5 on a daily basis. Student will be required to perform additional credits. Students earn a grade in Work Experience by hours outside the classroom to further enhance their learning, maintaining a Work Portfolio which will include employer and give them instructor another method of evaluating student evaluations, timesheets, (schedule of hours worked) and class progress. Training room coverage and coverage of athletic assignments. Partial credit is not given to students if they are events satisfy this requirement. Sports Medicine I will not fired or quit their job. only provide students with the theoretical basis of what a certified athletic trainer does as part of the sports medicine Veterinary Science team, but it will supply students with the valuable information College Prep: “G” related to the prevention and management of athletic injuries Prerequisite: Passing grade in both semesters of Biology. and illness. Junior or Senior standing only. Units: 5 Units Science elective, 5 units of Vocational Ed OR 10 units of science elective credits This course provides a study of common diseases of both small and large animals. Course work will include anatomy and physiology of domestic animals, nutrition, and parasites and diseases. In addition course work will include practical experiences with animals and dissections. Guest lecturers such as: veterinarians, vector control officials and animal health technicians will also be speaking to students. (Due to the co- curricular nature of FFA and SAE (Supervised Agricultural Experience) students will be required to participate in both FFA and SAE activities, both of which are graded components of this and all AG courses. Students are expected to invest time outside of the classroom setting to gain experience in "real world" activities: Fair projects, soil judging, animal projects, and others.)

Woodworking Not College Prep Sports Medicine II Prerequisite: none College Prep “G” The Woodworking course is a beginning course in which Prerequisite: A grade of “C” or better in both semesters of students will learn basic machine processes and procedures Sports Medicine I, Junior or Senior in Standing as they make wood projects. Instruction in the safe Units: 5 Units Vocational Education operation of hand tools and power tools available will be 5 Units Science Elective Credit emphasized. Students will learn to use and care for many This course will enable students to apply their previous types of equipment. Students will read and make simple knowledge of Sports Medicine as they evaluate, treat, and working drawings. perform proper preventative measures in caring for injuries sustained in athletics. This course will also give students a broader scope of employment possibilities in relation to Sports

Page 18 Advanced Woodworking work. Much of our work will also help prepare students Not College Prep through mastery of the common core standards. Prerequisites: Passed Woodworking with a grade C or better. This Course will expand the principles learned in Wood- English II Honors working. Use of the various machines used in cabinet making College Prep “B” and furniture construction will be used extensively. De- sign, Prerequisite: A 3.5 GPA in English classes recommended, structure, and finishing of cabinets and furniture are and a genuine interest in reading and writing. emphasized. Shop experience will be related to the skills English II Honors is a course designed for students who are needed for entry employment in cabinetmaking. capable of demonstrating exemplary performance in Language Arts. English II Honors will cover the same core English Department works as English II, but at a much faster pace. Students will In accordance with the Common Core State Standards be expected to read between 30 and 40 pages per (CCSS), the overall mission of the GHS English Department assignment, and comprehension quizzes and tests will cover is to promote college and career readiness through literacy – all assigned reading. Supplemental readings and additional specifically the ability to read, write and think critically. The activities will prepare students for Advanced Placement department will also provide relevant English language Junior English. There will be in-class timed writings as opportunities through discourse, listening, viewing, and well as multi-paragraph essays and a research paper. This speaking. Literacy and media works, selected for both content standards-based education offers opportunities for students and style, will promote humanistic attitudes, aesthetic who have the motivation, interest, and ability to work at a appreciation, multicultural awareness, critical evaluation, and rigorous pace. 21st Century skills. English III (American Literature) (11th grade) College Prep “B” English I Prerequisite: Passing both English I and II. (9th grade) College Prep “B” This course consists of a survey of American literature and Prerequisite: Completion of 8th grade English preparation for college admission, emphasizing skills and English I is a course required of all freshmen. It includes study strategies for independent reading, analyzing literature, and of a variety of literary works, basic composition techniques, writing about works of American literature, with a focus on and essential speaking and listening skills. Student homework how that literature reflects social, political, and moral issues in will include vocabulary and grammar practice, writing and the United States. Students will read literature through revision, reading with comprehension questions, etc. There will historical lenses, analyzing the philosophical, ethical, social, be three writing-to-revisions including one research paper that and religious influences that combine to shape the literature of will focus on parenthetical citation (MLA format) to various eras. English III/American Literature engages students incorporate outside sources in a student’s writing. Throughout in becoming skilled readers of prose written in a variety of the year, emphasis will be placed on writing as a process of periods, disciplines, and rhetorical contexts, and in becoming drafting and revising, and the common core standards. skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of English I Honors the interactions among a writer’s purpose, audience (9th grade) College Prep “B” expectations, and subjects as well as the way conventions and Prerequisite: Completion of 8th grade English, the resources of language contribute to effectiveness in Recommendation of a 3.5 GPA in English classes, and a writing. Daily requirements include but are not limited to the genuine interest in reading and writing. following: in class work, homework, independent and group English I Honors is designed to give students a strong reading, writing, grammar and vocabulary development, oral foundation and background in English rhetoric and literature. participation, and regular assessment of student learning. Skill Since this is an Honors class, coursework will be much more development will also focus on preparation for student success rigorous and demanding than a traditional English I course. In on the SAT as well as mastery of the common core standards. addition to core readings, students will be required to master Instruction in each standards based unit of study interrelates basic linguistics, have a working knowledge of the reading, writing, oral communication, and language study. development of the English language, decipher English with Students are provided with multiple opportunities to articulate knowledge of Latin and Greek, read additional texts, their own ideas as well as to question, interpret, and evaluate participate in project-based learning and actively act as an others’ ideas. The goal of instruction is to support students integral part in their academic learning community. who communicate effectively in various forms, for genuine purposes, and to authentic audiences. English II (10th grade) College Prep B AP English Language/Composition Prerequisite: Recommended completion of English I College Prep “B” English II is a one-year course focusing on student's read- Prerequisite: Passing English I and II with a B or higher, ing, writing, listening, research and speaking skills through Junior standing. the study of significant novels, plays, and shorter works of Students enrolled in this class are expected to take the fiction and non-fiction. Students are expected to do nightly AP exam in May. reading, give oral presentations, and maintain a portfolio of Advanced Placement English Language and Composition is a rigorous course that engages students

Page 19 in becoming skilled readers of prose written in a variety critical analysis of recognized works of literary merit. of periods, disciplines, and rhetorical contexts, and in Through close reading of selected texts, students will deepen becoming skilled writers who compose for a variety of their understanding of the ways writers use language to purposes. The course teaches students to read primary provide both meaning and pleasure for their readers. and secondary sources carefully, to synthesize material Throughout the course students will be engaged in activities from these texts in their own compositions, and to cite that will develop their stylistic maturity in writing; sources using conventions recommended by professional specifically wide-ranging vocabulary used with denotative organizations such as the Modern Language Association accuracy and connotative resourcefulness; a variety of (MLA). Essays, articles and other non-fiction readings sentence structures, including the appropriate use of are a staple of the course, but students will also read and subordinate and coordinate constructions; a logical respond to novels, short stories and poems. Both their organization, enhanced by specific techniques of coherence writing and their reading should make students aware of such as repetitions, transitions, and emphasis; a balance of the interactions among a writer’s purposes, audience generalization with specific illustrative detail; and an expectations, and subjects as well as the way generic effective use of rhetoric, including controlling tone, conventions and the resources of language contribute to maintaining a consistent voice, and achieving emphasis effectiveness in writing. The students will debate through parallelism and antithesis. The course will include an controversial subjects in an atmosphere that is respectful intensive study of representative works from various genres and discussions will be conducted in a spirit of honest and periods, concentrating on works of recognized literary inquiry. merit from the 16th-20th centuries, as well as formal and informal writing assignments strengthen students’ ability to English IV analyze and write effectively. This course is designed to (12th grade) College Prep “B” comply with the curricular requirements described in the AP Prerequisite: Passing English I, II, and III English Course Description. British Literature provides a broad overview of literary and cultural development with focus on major writers of the Expository Reading and Writing Course Anglo-Saxon period, the ages of Chaucer, Shakespeare, (12th grade) College Prep “B” Milton, and Pope, Neo-Classic writers of the late seventeenth Prerequisite: 2.5 GPA, and CSU eligible century, major writers of the Romantic, Victorian, Modern, The goal of the Expository Reading and Writing Course is to Mid- Twentieth Century, and Post-Colonial eras. Daily prepare college-bound juniors and seniors for the literacy requirements in homework, oral participation, composition, demands of higher education. Through a sequence of fourteen research, and testing are rigorous. The course consists of a rigorous instructional modules, students in this yearlong, survey of English literature; preparation for college rhetoric-based course develop advanced proficiency in admission and practice essays covering literary criticism and expository, analytical, and argumentative reading and writing. various writing domains, as well as mastery of common core The cornerstone of the course– the assignment template– standards. presents a process for helping students read, comprehend, and respond to nonfiction and literary texts. Modules also provide instruction in research methods and documentation conventions. Students will be expected to increase their awareness of the rhetorical strategies employed by authors and to apply those strategies in their own writing. They will read closely to examine the relationship between an author’s argument or theme and his or her audience and purpose; to analyze the impact of structural and rhetorical strategies; and to examine the social, political, and philosophical assumptions that underlie the text. By the end of the course, students will be expected to use this process independently when reading unfamiliar texts. Course texts include contemporary essays, newspaper and magazine articles, editorials, reports, biographies, memos, assorted public documents, and other nonfiction texts. The course materials also include modules on two full-length works (one novel and one work of nonfiction). Written assessments and holistic scoring guides conclude each unit AP English Literature/Composition College Prep “B” Chicano/Women’s Literature Prerequisite – Completion of Honors English I, II and English Prerequisite: Junior or Senior Standing, Passing English I & III or AP Language with a B or higher, Senior standing. II Students enrolled in this class are expected to take the College Prep “B” AP exam in May. Chicano/Women’s Literature is an alternative to British Advanced Placement English Literature and Composition is a Literature that meets all the requirements of English IV and course that engages students in the careful reading and fulfills the A-G requirements. Half of this course will introduce students to the contributions of Chicana and

Page 20 Chicano writers in American literature. Students will be able to understand the distinctive qualities of this literature across Fine Arts Department several genres: poetry, drama, fiction, and non-fiction. The other half of this literature course focuses on writings by and The GHS Fine Arts Department prepares students for the 21st about women. The course provides a strong foundation in Century by promoting lifelong involvement in and literary analysis and interpretive writing for the college bound appreciation of the fine arts, fostering a sense of curiosity and student, as well as preparation for college admission, the SAT- wonder, and empowering students with the skills of creativity, II, and practice essays covering literary criticism and various critical and reflective thinking, collaboration and effective writing domains. communication.

English Language Development Concert Choir Men’s/Women’s ELD 1 College Prep “F” (9th-12th grade) Not College Prep (Two period blocks) Prerequisites: none The first course of a sequential, three part program which will This entry-level choir is open to all students wishing to learn promote English language proficiency in the areas of listening, the fundamentals of good singing technique and basic speaking, reading, and writing and which will prepare students musicianship. The student will learn about proper choral tone, for a second course designed to move them beyond the diction, balance and intonation. They will also learn basic beginning and early intermediate stages to the intermediate fundamentals of music reading and theory. No previous level. singing experience is necessary and no audition is required. Participation in regularly scheduled co-curricular ELD 2 performances is mandatory. Curriculum will be consistent (9th-12th grade) Not College Prep (Two period blocks) with the Common Core State Standards for technical subjects The second course of a sequential, three part intensive program which will promote English language proficiency in Advanced Vocal Ensemble the areas of listening, speaking, reading, and writing. This College Prep “F” or “G” (Chamber Singers) course is designed to move students from early intermediate to Prerequisite - Audition and instructor invitation intermediate stage and prepares them to enroll in the third Grades 10-12. ELD course. This group is an advanced ensemble of dedicated and committed students. Members are expected to understand and Academic Language Development (ALD) master music theory, sight-reading, and sing complex music in (9th-12th grade) Not College Prep a variety of genres and performance styles. Course includes The third course of a sequential, three part intensive program practical singing technique, music performance practices and which will promote English language proficiency in the areas music reading skills. Students will develop aesthetic of listening, speaking, reading, and writing. This course is perception, creative expression, and aesthetic valuing. They designed to move students from intermediate to early will study the historical and cultural context of music and advanced stage. Students enrolled in ALD will be learn to connect and apply learned music skills toward a concurrently enrolled in English I. career. This group performs extensively throughout the year. Curriculum will be consistent with the Common Core State Standards for technical subjects

Page 21 AP Music Theory Advanced Band College Prep “F” or “G” College Prep “F” or “G” Prerequisite: Must read music proficiently in at least Prerequisite: Previous instructor consent and audition. one Clef. Advanced band music, contest pieces, and individual study Students enrolled in this class are expected to take the AP will be discussed and emphasized in this class. This music will exam in May. be demanding and require consistent practice. Performances This course will be introducing and developing the student in will include local sporting events, community events, musicianship, theory, musical materials, and procedures. It concerts, and festivals. Curriculum will be consistent with the may emphasize one aspect of music, such as harmony; more Common Core State Standards for technical subjects often, however, it integrates aspects of melody, harmony, texture, rhythm, form, musical analysis, elementary Marching Band composition, and, to some extent, history and style. This course is designed to give students the opportunity to Musicianship skills such as dictation and other listening participate in a corps style marching band. The marching band skills, sight-singing, and keyboard harmony are considered an will perform at various functions including many home important part of the theory course, although they may be football games (weather permitting). In addition to rehearsing taught as separate classes. The student’s ability to read and and performing music, students will explore related issues write musical notation is fundamental to such a course. It is including field show marching and parade marching. also strongly recommended that the student will have acquired thorough performance skills in voice or on an Ceramics I instrument. This course is a self-motivated class and will College Prep "F" or “G” require daily note taking and neat handwriting skills. Students Prerequisite: None are expected to take the AP Music Theory Exam in May in Ceramics is a year course to develop a student's awareness of efforts of earning a score of 3 – 5, which will yield credit the ceramics field, visual art and design. Ceramics will towards music theory college courses. develop and expand the student's aesthetic perception of the world as they experience hands-on use of the potters wheel Piano and hand building ceramic creations. Ceramics students Not College Prep produce ceramic art pieces by using the methods of pinch Students in Piano Class will learn the basic fundamentals of forming, coil building, slab forming and wheel throwing. The playing the piano, reading and writing music. Beginning students will learn techniques of glazing, slip application and music theory and musicianship will be covered and applied various surface treatments. The course stresses the to playing piano as well as additional music technology components of clay, glaze and firing processes. Ceramics is a components. Students will practice proper playing technique class that will aid in the development of visual and tactile and develop skills during class and at home practice. No perception, foster creative expression and develop aesthetic previous music experience is required and students are judgment. Curriculum will be consistent with the Common required to provide their own headphones. Core State Standards for technical subjects

Guitar Ceramics II Not College Prep Prerequisites: Ceramics l with B grade or better Students in Guitar Class will learn the basic fundamentals of Advanced Ceramics allow students of exceptional interest, playing the guitar, reading and writing music. Beginning motivation, and talent to continue in ceramics. Emphasis will music theory and musicianship will be covered and applied be placed on sharpening those skills already learned in to playing guitar as well as additional piano keyboard previous classes. New techniques and experimentation will be components. Students will practice proper playing technique encouraged. A basic knowledge of past and present artists and and develop skills during class and at home practice. No craft - people working in ceramics will be stressed. The course previous music experience is required and students are may be repeated for credit with teacher's permission. encouraged to provide their own acoustic guitar. Curriculum will be consistent with the Common Core State Standards for technical subjects Jazz Band College Prep “F” or “G” Prerequisite - Previous instructor consent and audition. CONCURRENT enrollment in another music class is required (vocal or instrumental). Students will learn how to play various styles of jazz and related music including improvisation. Jazz theory and instrumental doubling is emphasized. Performances will include local concert, festivals as well as other civic and school related events. Piano, guitar, and bass players are needed in addition to saxophone, trombone and trumpet players.

Page 22 Drama I principles of art and how to use with design, perspective, College Prep “F” drawing and painting, portraiture/figure sketching, lettering, Prerequisites: by audition poster design, printmaking, water color, and sculpture. The This course is designed to introduce students to Theatre and history of art will be incorporated in each area covered. Media Arts. Students will study a wide variety of theatrical Student explores their own creative thinking through various and media traditions, performance styles, and genres through projects and assignments. exposure to a variety of live performance, films, music, and other artistic media. Students will read and discuss plays AP Studio Art: Drawing representing different historical periods and performance College Prep “F” or “G” traditions and explore the varying roles of player, playmaker, Prerequisite: Grade Completion of Drawing I (Beginning) and and audience. They will perform monologues and duo scenes Drawing II (Advanced) with a B or better or instructor as well as original works. Curriculum will be consistent with approval. the Common Core State Standards for technical subjects Students enrolled in this class are expected to take the AP exam in May. Drama II Through studio practice, application of design concepts, and College Prep “F” or “G” informed decision-making, students will assemble a body of Prerequisites: Drama I & by audition artwork that demonstrates a high level of quality and growth Drama II students will learn the basic elements of acting over time of content, technique, and process. Students will including storytelling, improvisation, voice and diction, develop mastery in concept, composition, and execution. characterization, scene work, and monologues. Student actors Students will address three components in their portfolios: will be expected to participate actively in each class session Quality, Concentration, and Breadth. Students will submit this and will perform in front of the class on a regular basis. The body of work to the College Board for grading and possible class may perform for and work with younger students in the college credit. Curriculum will be consistent with the district on special projects. The semester will culminate with a Common Core State Standards for technical subjects. "mock" acting audition. They will perform a wide variety of scenes from many historical eras and styles of theatre. Photography I Curriculum will be consistent with the Common Core State College Prep “F” Standards for technical subjects Prerequisites: Grade 10-12th This course in beginning black and white photography Drawing and Painting I emphasizes the use of camera controls, development of film, College Prep “F” printing of negatives, and basic camera technique. Students Prerequisite: None will learn how to work with 35mm film cameras with The beginning course provides the opportunity for students to adjustable shutter speeds and aperture settings, and produce learn basic skills, techniques, and media used in drawing and projects based on traditional photography as well as creative painting. Basic techniques in pencil, pastel, watercolor, darkroom techniques. Curriculum will be consistent with the acrylic and other media will be demonstrated and practiced in Common Core State Standards for technical subjects class. Students will learn to critically judge their artwork and the artwork of others. Students will also learn the formal Photography II language of art, the role of art in culture, society, and history, College Prep “F” or “G” and how art connects to other subjects. Curriculum will be Prerequisites: Photo I consistent with the Common Core State Standards for Photo/Technique: Students engage in a series of strictly technical subjects controlled experiments in development and exposure of black and white film and paper. Photo Experiments: Students are Drawing and Painting II assigned a group of experiments with emphasis on alternative College Prep “F” or “G” photographic process methods with composite imaging and Prerequisite: Grade 10-12. Completion of Drawing I with toning. Students will learn photo composition, portraiture, a B or better or instructor approval. photojournalism, and other subjects pertaining to the field of The Advanced course provides students with further practice professional photography. Students will learn Photoshop in the use of pencil, pastel, watercolor, acrylic; and other techniques in the computer lab as well as in the classroom and media. Students will create artwork in which design, form, produce many innovative and experimental projects. color, and composition principles will be used to successfully render their designs. Students will learn advanced forms of critique and develop their own artistic style. May be repeated for additional credits. This class is a prerequisite (with a B or better) to AP Studio Art-Drawing. Curriculum will be consistent with the Common Core State Standards for technical subjects.

Exploratory Art Not College Prep This course will give students an overall view of the various visual art mediums. The course will cover fundamental

Page 23 Beginning Dance Mathematics Department College Prep “F or G” Beginning Dance is based on the cornerstones of dance and The mission of the GHS Math Department is to prepare California Dance expectations and is designed to expose students for mathematical practices requires for college students to various dance forms, their histories and current and career ready individuals in the 21st Century. By trends. The students learn to recognize the importance of the learning the Common Core State Standards (CCSS) for arts in our daily lives, to appreciate the “creativeness” in all of Mathematical practice, students develop the ability to us, and are given the opportunity to develop a sense of self- persevere in problem solving, reason abstractly, construct confidence and self-worth through the art of dance. Beginning viable arguments, model real life situations, and attend to Dance begins to develop basic dance styles and steps in Jazz, precision. Ballet, Hip Hop, Musical Theater, Modern, Traditional/Cultural, and Composition that include single turns, basic jumps, leaps, and beginning level choreography. Math I Can be taken in lieu of Course 2 PE credit. College Prep: Meets “C” Requirement on A-G List Prerequisites: none Intermediate Dance This is the first course in a three year integrated math College Prep “F” sequence that covers the topics of Algebra 1, Geometry and Prerequisite: At least two years of dance training or teacher Algebra 2. The focus of the course is on extending recommendation. understanding of numerical manipulation to algebraic Intermediate dance is based on the cornerstones of dance and manipulation; understanding of function; introduction to California Dance expectations. Students continue to work in a exponential functions; deepen and extend understanding of variety of dance styles, develop the histories, origins, and linear relationships; apply linear models to data that exhibit a current trends. Students are expected to create their own linear trend; introduction to exponential functions; interpreting choreographic pieces as well as analyze, critique, and Categorical and Quantitative Data; establish criteria for understand the unique components of each dance style. congruence based on rigid motions; and apply the Pythagorean Students learn to recognize the importance of the arts, and are Theorem to the coordinate plane. given opportunities to develop a sense of self-confidence and self-worth. Intermediate Dance continues to master basic Math I+ turns, leaps, jumps, and choreography and moves to more College Prep: Meets “C” Requirement on A-G List intermediate steps and choreographic pieces in Jazz, Ballet, Prerequisites: Incoming 9th graders will be placed based on Hip Hop, Musical Theater, Modern, Traditional/Cultural, and multiple measures given in 8th grade. Composition. Can be taken in lieu of Course 2 PE credit. This is the first course in a three year integrated math sequence that covers the topics of Algebra 1, Geometry, Advanced Dance C Algebra 2, Trigonometry, Pre-calculus and stem standards. College Prep “F” Students will be prepared to take AP Calculus at the end of the Prerequisite: Teacher recommendation or audition series. The focus of the course is on extending understanding Advanced Dance continues to explore and work to master a of numerical manipulation to algebraic manipulation; variety of dance styles, histories, origins, and current trends understanding of function; introduction to exponential based on the cornerstones of dance and California Dance functions; deepen and extend understanding of linear expectations. Advanced Dance students are expected to create relationships; applying linear models to data that exhibit a and master their own choreographic pieces as well as develop linear trend; introduction to exponential functions; a more critical eye for dance and its unique components. interpreting Categorical and Quantitative Data; establishing Students recognize the importance of the arts and feel a strong criteria for congruence based on rigid motions; applying the sense of self-confidence and self-worth by the end of the Pythagorean Theorem to the coordinate plane and comparing program. Advanced Dance students have mastered multiple key characteristics of quadratic functions with those of linear turns, intermediate leaps, jumps, and choreography and are and exponential functions. working to build those skills for the professional or collegiate level. Can be taken in lieu of Course 2 PE credit. Math II College Prep: Meets “C” Requirement on A-G List Prerequisites: “C” or better in Math I This is the second course in a three year integrated math sequence that covers the topics of Algebra 1, Geometry and Algebra 2. The focus of the course is on extending the laws of exponents to rational exponents; comparing key characteristics of quadratic functions with those of linear and exponential functions; creating and solving equations and inequalities involving linear, exponential, and quadratic expressions; extending work with probability; and establishing criteria for similarity of triangles based on dilations and proportional reasoning.

Page 24 Math II+ College Prep: Meets “C” Requirement on A-G List Trigonometry/Pre-Calculus Honors Prerequisites: “C” or better in Math II Prerequisites: "C" or better in Math III + honors This is the second course in a three year integrated math Pre-calculus/Trigonometry honors are the third course in the sequence that covers the topics of Algebra 1, Geometry and honors mathematics sequence for students who plan on Algebra 2. The focus of the course is on extending the laws of pursuing a STEM (Science, Technology, Engineering, and exponents to rational exponents; comparing key characteristics Mathematics) career. This is an honors class therefore it will of quadratic functions with those of linear and exponential be fast paced and rigorous. The course consists of topics in functions; creating and solving equations and inequalities Trigonometry, Advanced Algebra, Data Analysis and involving linear, exponential, and quadratic expressions; Calculus. Students will solve problems algebraically and extending work with probability; and establishing criteria for graphically, using graphing calculators and/or other similarity of triangles based on dilations and proportional technology. The knowledge acquired in this class can be reasoning. In addition to these topics, students are introduced applied in several areas including engineering, economics, the to complex numbers and the Fundamental Theorem of physical sciences, and mathematical modeling Algebra. Conic equations will be studied from the perspective of algebra and geometry. Statistics College Prep: Meets “C” Requirement on A-G List Math III Prerequisites: "C" or better in Math III College Prep: Meets “C” Requirement on A-G List Statistics extends the students’ work in statistics and Prerequisites: “C” or better in Math II probability by applying statistics ideas to real-world This is the third course in a three year integrated math situations. Students are taught to use appropriate mathematics sequence that covers the topics of Algebra 1, Geometry and and statistics to analyze empirical situations, to understand Algebra 2. It is in the Mathematics III course that students them better, and to improve decisions. They use their integrate and apply the mathematics they have learned from probability understanding to make decisions about both their earlier courses. The focus of the course will be four probability games and real-life examples using empirical critical areas: (1) apply methods from probability and statistics probabilities. The course will also include a review for the to draw inferences and conclusions from data; (2) expand SAT exam, and college entrance exams. understanding of functions to include polynomial, rational, and radical functions; (3) expand right triangle trigonometry to AP Statistics include general triangles; and (4) consolidate functions and College Prep: Meets “C” Requirement on A-G List geometry to create models and solve contextual problems. Prerequisite: “C” or better in Math III and must be a Senior. Students enrolled in this class are expected to take the AP Math III + exam in May College Prep: Meets “C” Requirement on A-G List This is an introductory college level statistics course. Many Prerequisites: “C” or better in Math II+ college majors require statistics including majors in social This is the third course in a three year integrated math sciences, physical sciences, and engineering. Students will sequence that covers the topics of Algebra I, Geometry, study descriptive and inferential statistics. Students will Algebra II, and Pre-Calculus. It is in the Mathematics III become aware of how statistics are used in everyday life. Honors course that students integrate and apply the mathematics they have learned from their earlier courses. The AP Calculus A/B focus of this course will be five critical areas: (1) apply College Prep: Meets “C” Requirement on A-G List methods from probability and statistics to draw inferences and Prerequisite: “A/B” in Honors Tri/Pre-Calculus or Math III + conclusions from data; (2) expand understanding of functions Students enrolled in this class are expected to take the AP to include polynomial, rational, and radical functions; (3) exam in May. expand right triangle trigonometry to include general triangles; This course parallels approximately 2/3 of the first year (4) consolidate functions and geometry to create models and college Calculus class. There is extensive work with solve contextual problems; and (5) develop a strong derivatives and integrals of polynomial, trigonometric, and foundation of pre-calculus concepts, techniques and exponential functions, application to physics, math, and applications. business.

Trigonometry/Pre-Calculus College prep: Meets “C” Requirement on A-G List Prerequisite: “C” or better in Math III. Trigonometry/Pre-Calculus is a study of circular functions, trigonometric functions, and their identities. The practical aspects of trigonometry include the complete solution of triangles, vector, and force problems. The relationship of infinite series and circular functions are examined. Pre- Calculus, covered during the fourth quarter, involves an introduction to advanced topics in polynomial equations, analytical geometry, and intro to Calculus applying the first derivative to maximum and minimum problems.

Page 25 Other Electives freshmen start building the mentor relationship and freshmen receive information about how to be successful in high AG Leadership school (this occurs before the first day of school) Not College Prep (3) Academic Follow Ups where Link Leaders support Units: 10 Elective freshman academic success and character development Students will use 21st century skills to develop written and through structured classroom visits oral communication abilities with a focus on career pathways (4) Social Follow Ups where Link Leaders and freshmen in the agriculture industry. Areas of communications focus connect outside the classroom at social events to increase include: informational and persuasive public speaking, student engagement, and promote positive school climate productive researching techniques, print and digital (5) Leader Initiated Contacts where Link Leaders connect communication, parliamentary procedures, and job interview with their freshmen on a more individual basis. skills. Additionally, this class will enable students to develop All students requesting to take this class must fill out an application and interviewed with the instructor prior to the knowledge, attitudes, and skills to demonstrate positive st leadership in any career setting. Areas of leadership focus March 1 . include: conflict resolution and business etiquette, record keeping and budgeting, goal setting, teamwork, community Leadership service projects, delegation, and evaluation of Not College Prep team/organizational actions. Students also work hard on Prerequisites: Application and interview preparing activities for the other FFA members, leading Units: 10 Elective committees and taking a general leadership role in the FFA Enter the exciting world of the Associated Student Body program. Students are expected to participate in activities (ASB). This class is offered as a zero period class and outside of the class time. This will allow them to gain will help students with their leadership skills through experience utilizing the skills they develop in this course lecture and direct participation methods. Students will Opportunities are provided for students to participate in FFA participate in the planning and organization of school and Supervised Agricultural Experience Projects. activities including dances, spirit weeks, community outreach events, prom, dances, and many more exciting events. Cal-SOAP Students must be willing to spend time outside of the class Not College Prep period to receive credit for the class. All elected class and Prerequisites-Application and interview ASB officers and commissioners must take this class. All Units: 10 Elective students requesting to take this class must fill out an Students will learn organizational and study skills, work on application and interview with the instructor. critical thinking and asking probing questions, get academic help from peers and college tutors, and participate in Yearbook enrichment and motivational activities that make college seem Not College Prep attainable. The goal is to improve self-image and become Prerequisite: 10-12 Grade, application and interview academically successful leaders and role models for other Units: 10 Elective students. Yearbook combines design, journalism, and photography into one amazing class. Throughout this course, students will Link Crew design and produce Las Animas, the Gilroy High School Not College Prep Yearbook. Work will include involvement in writing, editing, Prerequisites: Must have obtained junior or senior status, reporting, photography, fundraising, publishing, creating completed application, completed interview process, must layouts, and design. Meeting deadlines, fulfilling assignments have clean attendance and citizenship record, and must be and attending class will be major considerations during able to attend trainings and freshmen orientation (both student evaluation. All students will be required to work occur before the first day of school) additional hours outside of class to complete assignments. Units: 10 Elective Assignments may include additional travel that may incur Link Crew is a high school transition program that welcomes costs (gas, mileage etc.) that will not be reimbursed. All freshmen and makes them feel comfortable throughout the students requesting to take this class must fill out an first year of their high school experience. Built on the belief application and interview with the instructor prior to that students can help students succeed, the Link Crew June 1st. program at Gilroy High trains mentors from the junior and senior classes to be Link Crew Leaders. As positive role Teacher’s Assistant (TA) models, Link Crew Leaders are mentors and student leaders Teacher’s Assistant (All) By Department who guide the freshman to discover what it takes to be Prerequisite: Juniors or Seniors with good academic standing successful during the transition to high school and help Students earn a letter grade in this class, working as an facilitate freshman success. Link Leaders will be responsible assistant to the teacher. Responsibilities may include: for attending and participating in: performing clerical tasks, assisting students with assignments (1) Leader Training which is an intensive 12 hours of and resources, leading small groups, making presentations to guided training to prepare the Leaders for orientation (this students, and preparing equipment for class. Students shall occurs before the first day of school and is mandatory) complete an application form to apply for a teacher assistant (2) Freshman Orientation where Link Leaders and position. The application will also include a contract

Page 26 agreement that outlines job expectations and will include an Course 3 is a coeducational class designed for all eligible athletes Academic Coordinator signature of approval. Student in grades 10-12 to develop speed, agility, quickness, assistants will only be assigned to certificated personnel. coordination, strength, reaction time, and enhance cardiovascular fitness, muscle endurance and core strength for participation in After School Sports all sports. Not College Prep Prerequisite: Complete Athletic Packet/Tryouts Adaptive Physical Education Units: 2.5 credits Not College Prep Elective Credit Only Prerequisite: IEP These activities are designed to provide our students with Units: 10 in Physical Education/Electives opportunities for physical activities outside the school day. Part of the Special Education offerings, Adaptive Physical Students will perform a variety of activities that will give Education consists of specially designed activities to meet the them a total body workout. This is a physically active unique needs of individuals who cannot participate in a general offering that is designed to push the athletic abilities of our physical education course. Modification of the regular instruction athletes. Some activities will include, but not be limited to, program is meant to provide physical activity for eligible aerobic conditioning, weight training, strength training, individuals, as determined by their individualized education circuit training, sport specific skills, and agility workouts. programs (IEP).

Beginning/Advanced Tumbling: Grades 9-12 Not College Prep Physical Education Units: 10 elective credits This course develops the fundamental skills of tumbling and The GHS PE Department is committed to preparing 21st dance. Instruction includes front and back tumbling, leaps, Century learners to be physically educated and to make jumps and turns and a variety of routines. No formal informed decisions about activity, fitness, and wellness. experience is necessary; however students must be serious Using Common Core, student-centered teaching, and about physical exercise, demonstrating responsible kinesthetic learning strategies, our students will learn to participation and teamwork every class. Skill progressions are develop healthy bodies and minds for lifelong fitness while tailored to individual levels for safety, proper technique and contributing to a world where daily movement and physical overall success. activity are practiced by all. Beginning Dance College Prep “F or G” Beginning Dance is based on the cornerstones of dance and Physical Education Course 1 California Dance expectations and is designed to expose Not College Prep students to various dance forms, their histories and current Prerequisite: Freshman standing trends. The students learn to recognize the importance of the Units: 10 in Physical Education/Electives arts in our daily lives, to appreciate the “creativeness” in all of Physical Education Course I is a requirement for all students us, and are given the opportunity to develop a sense of self- in grade 9. A second year is required in grade 10. confidence and self-worth through the art of dance. Beginning Physical Education classes are coeducational programs. Dance begins to develop basic dance styles and steps in Jazz, Students will participate in Fitness for Life, Tennis, Ballet, Hip Hop, Musical Theater, Modern, Weight Training, Swimming, Rhythm/Dance, and Traditional/Cultural, and Composition that include single Cooperative Games. turns, basic jumps, leaps, and beginning level choreography. Can be taken in lieu of Course 2 PE credit. Physical Education Course 2 Not College Prep Intermediate Dance Prerequisite: Upper class standing (grade 10-12) Units: 10 College Prep “F” in Physical Education/Electives Prerequisite: At least two years of dance training or teacher A second year of Physical Education is required in grade 10. recommendation. Physical Education classes are coeducational programs. Intermediate dance is based on the cornerstones of dance and Students can participate in Self-Defense, Volleyball, Hockey, California Dance expectations. Students continue to work in a Badminton, Soccer, Golf, Flag Football, Softball, Weight variety of dance styles, develop the histories, origins, and Training, and Ultimate Frisbee. current trends. Students are expected to create their own *Beginning with the class of 2018 all students must pass the choreographic pieces as well as analyze, critique, and FITNESSGRAM physical fitness assessment by the end of understand the unique components of each dance style. their Course Two year or they will be re-enrolled in a Students learn to recognize the importance of the arts, and are Physical Education Course. given opportunities to develop a sense of self-confidence and self-worth. Intermediate Dance continues to master basic Physical Education Course 3F: Weight Training & Fitness turns, leaps, jumps, and choreography and moves to more Not College Prep intermediate steps and choreographic pieces in Jazz, Ballet, Prerequisite: 10-12 Grades. Member of varsity sports team Hip Hop, Musical Theater, Modern, Traditional/Cultural, and Units: 10 in Physical Education/Electives Composition. Can be taken in lieu of Course 2 PE credit.

Page 27 Advanced Dance C laboratory science course which emphasizes and explores in College Prep “F” depth the structure and function of the human body. The study Prerequisite: Teacher recommendation or audition and dissection of cats as well as other individual organs is used Advanced Dance continues to explore and work to master a to enhance the knowledge of the human body through variety of dance styles, histories, origins, and current trends comparative studies and is required. Three integrating themes: based on the cornerstones of dance and California Dance Interrelationships of Body Organ Systems, Homeostasis and expectations. Advanced Dance students are expected to create Complementarity of Structure and Function organize, unify and master their own choreographic pieces as well as develop and set the tone for this class. The various levels of a more critical eye for dance and its unique components. organization in the human body will be emphasized: cells, Students recognize the importance of the arts and feel a strong tissues, organs, systems, and their physiology. This course sense of self-confidence and self-worth by the end of the employs a systematic study of the human body. This course is program. Advanced Dance students have mastered multiple an extremely rigorous class in which memorization of turns, intermediate leaps, jumps, and choreography and are structures and anatomical terms are extremely important. An working to build those skills for the professional or collegiate extensive cat dissection project occurs in the second semester. level. Can be taken in lieu of Course 2 PE credit. Students must pass Biology in order to move to next Science course.

Science Department Biology

College Prep: “D” or “G” The mission of GHS Science Department is to produce Prerequisite: None highly informed and cognizant individuals, scientifically Units: 10 Life Science literate and real world ready. Through NGSS, CC and 21st Biology is a laboratory class that will introduce the student to Century Skill experiments and investigations, students will the basic concepts of modern biology: cells, reproduction, learn to apply scientific concepts to situations beyond the genetics, evolution, ecology, microbiology, physiology, and classroom and make connections that foster a healthy biochemistry as outlined by the NGSS performance understanding of the world. As teachers, we will create an expectations (PE). Biology is a "hands-on" class where environment that allows students to discuss, critique, defend, concepts are learned through well-planned laboratory evaluate and accept or reject hypothesis of their own and activities. Students are expected to learn the proper use and fellow students work using the language and vocabulary of care of laboratory equipment with an emphasis on safety. The the science they are conducting. use of technology is embedded in the curriculum. Formal lab write-ups will be taught and utilized. Ag Science I College prep: “G” Honors Biology Prerequisite: Concurrent enrollment in AG Biology/FFA College Prep: “D” or “G” Units: 5 Vocational Educations and 5 Science Elective Credits Prerequisite: A grade of C or better in the last science class This course is the basic core class that provides a fundamental Units: 10 Life Science background for students interested in agriculture. Ag I is Honors Biology is a laboratory class that will introduce the subdivided into Classroom Instruction, FFA (leadership student to the basic concepts of modern biology: cells, development, and Supervised Agriculture Experience, Project- reproduction, biochemistry, genetics, evolution, ecology, based, hands-on experience). Ag students will become microbiology, physiology and biochemistry as out lined by the knowledgeable in general agriculture principles as they apply NGSS performance expectations (PE). Honors Biology is a to natural resources, animal sciences, crop production, “hands-on” class where concepts are learned through well- ornamental horticulture, food science, and communication. planned laboratory activities and field trips. Students are FFA is an integral part of our Ag Programs. Students are expected to learn the proper use and care of laboratory required to participate in FFA activities that emphasize the equipment with an emphasis on safety. The use of technology development of leadership and organizational skills. (Due to is embedded in the curriculum. Formal lab write-ups will be the co-curricular nature of FFA and SAE (Supervised taught and utilized. Honors Biology will cover the same Agricultural Experience) students will be required to curriculum as taught in a regular College Prep Biology class participate in both FFA and SAE activities, both of which are but in greater depth and breadth as well as faster pace. graded components of this and all AG courses. Students are expected to invest time outside of the classroom setting to gain DI Biology experience in "real world" activities: Fair projects, soil College Prep: “D” or “G” judging, animal projects, and others.) Prerequisite: Need to be enrolled in the DI program from 8th grade, Incoming Freshmen. Anatomy and Physiology Units: 10 in Life Science College prep: “D” or “G” This course is taught completely in Spanish. Biology is a Prerequisite: 10-12th grade. A grade of “C” or better in both laboratory class that will introduce the student to the basic Semesters of Biology concepts of modern biology: cells, reproduction, genetics, Units: 10 Life Science evolution, ecology, microbiology, physiology, and Anatomy and Physiology is a rigorous U.C. approved elective biochemistry as out lined by the NGSS performance

Page 28 expectations (PE). Biology is a "hands-on" class where completion of the first year elective, students will be able to concepts are learned through well-planned laboratory enroll in Biotechnology 2 offered the following year, where activities. Students are expected to learn the proper use and they will apply and hone their knowledge and skills obtained care of laboratory equipment with an emphasis on safety. The in Biotechnology 1 in more complex and sophisticated use of technology is embedded in the curriculum. Formal lab experiments. This 2 year sequence will produce students who write-ups will be taught and utilized. will be sought after by many local businesses because of their knowledge, experience, and competitive edge. College credit Agricultural Biology may be possible. College Prep: “D” or “G” Prerequisite: Enrollment in Ag Science/FFA Biotechnology II Units: 10 in Life Science College Prep: “D” or “G “ Agricultural Biology is a laboratory science course designed Prerequisite: Passing both semesters of Biotechnology I with for the college-bound student. The course emphasizes detailed “C” or better knowledge of the biological principles of the following areas: Units: 5 Units Vocational Education, 5 Units Science Elective molecular and cellular aspects of living things, structure and Credit or 10 Life Science function of agricultural plants and animals, genetics, Biotechnology II is an advanced college preparatory and job- understanding of concepts, and lab activities are more training course. As a continuation of biotechnology students challenging, technical, and qualitative. FFA is an integral will apply their knowledge of standard lab operating part of our Ag Programs. Students are required to participate procedures and unique techniques used in biotechnology as in FFA activities that emphasize the development of they conduct experiments focusing on some of the main leadership and organizational skills. (Due to the co-curricular domains of biotechnology. This includes, but is not limited to, nature of FFA and SAE (Supervised Agricultural Experience) agricultural biotechnology, pharmaceuticals/biomedical, students will be required to participate in both FFA and SAE bioinformatics, diagnostic biotechnology, environmental and activities, both of which are graded components of this and all conservation biotechnology, and forensics. AG courses. Students are expected to invest time outside of the classroom setting to gain experience in "real world" Dual Immersion Biotechnology I activities: Fair projects, soil judging, animal projects, and College Prep: “ D” or” G” others.) Prerequisite: Passing both semesters of DI Biology Units: 10 in Life Science AP Biology This course is taught completely in Spanish and is designed to College Prep: “D” or “G” provide students with fundamental knowledge and skills Prerequisite: 10-12th Grade A grade of “B” or better in both necessary to pursue degrees and professions in the semesters of Biology, (Chemistry may be taken concurrently), biotechnology field. This course will be dynamic, challenging, Units: 10 in Life Science engaging, and unlike other courses offered at GHS. Students Students enrolled in this class are expected to take the AP will not only have the opportunity to conduct investigations exam in May. and utilize equipment used by professionals on a daily basis, Students enrolled are expected to take the AP exam in but they will also gain insight into “cutting edge” science May. The Advanced Placement Biology Course is subdivided occurring in the Bay Area. This hands-on laboratory class into three major categories: Molecules and Cells, Heredity and introduces cutting edge laboratory skills with Spanish Evolution, and Organisms and Populations. The goal of AP terminology. Biology is to help students develop a conceptual framework for modern biology and help students gain an appreciation for Chemistry science as a process. It uses a lab-oriented “hands-on” College Prep: “D” or “G” approach to teach and reinforce biological concepts as well as Prerequisite: Passing both semesters of Math I and Biology outdoor Field studies. The AP course is designed to be the with a C or better. equivalent of a college introductory biology course usually Units: 10 in Physical Science taken by science majors during their first year. Chemistry includes the study of the chemical and physical changes in nature along with the accompanying changes in Biotechnology I energy as it relates to world phenomena. The curriculum of College Prep: “D” or “G” this course is based on the California State NGSS Chemistry Prerequisite: Passing both semesters of Biology Standards, and includes chemical concepts such as chemical Units: 5 Units Vocational Education, 5 Units Science Elective bonds, chemical reactions, the periodic table, and the structure Credit or 10 Life Science Elective of the atom, and chemical equilibrium. The laboratory is used Biotechnology 1 is a college preparatory and job-training throughout the course to enhance the main topics as well as to course designed to provide students with the fundamental examine a variety of investigative methods of science. knowledge and skills necessary to pursue degrees and professions in the biotechnology field. This course will be Honors Chemistry dynamic, challenging, engaging, and unlike other courses College Prep: “D” or “G” offered at GHS. Students will not only have the opportunity Prerequisite: A passing grade of both semesters of Biology, to conduct investigations and utilize equipment used by with a C or better and concurrent enrollment in Math II or professionals on a daily basis, but they will also gain insight higher level math. into “cutting edge” science occurring in the Bay Area. Upon Units: 10 in Physical Science

Page 29 Honors Chemistry is recommended for students interested in preventing them. Technology is embedded throughout the Science majors who plan to attend the UC system or curriculum. Outdoor field studies and lab-oriented “hands on” equivalent, and will better prepare students for AP Chemistry. activities help teach and reinforce the concepts covered in The difference between Chemistry and Honors Chemistry is class. that the class moves at a faster pace, there is greater depth and breadth of the course curriculum, more sophisticated use of Environmental Horticulture Science math in understanding of concepts, and lab activities are more College Prep: “G” challenging, technical and qualitative. Prerequisite: Passing grade in both semesters of Biology. Junior or Senior standing only. AP Chemistry Units: 5 in Elective Science + 5 units of Vocational Ed College Prep: “D” or “G” This course examines the different aspects of ornamental Prerequisite: A grade of “C” or better in both semesters of horticulture and covers such topics as potted plant production, Chemistry or Honors Chemistry, Biology or Honors Biology, nursery stock production, growth schedules, crop budgeting, AND Math II. marketing of horticultural crops, soil characteristics, Units: 10 in Physical Science integrated pest management, and career opportunities in Students enrolled in this class are expected to take the AP students who are capable of demonstrating exemplary exam in May. performance in Social Studies. Students must have the In this elective, usually second-year course in chemistry, motivation, interest, and ability to work at a rigorous pace. students are challenged with learning activities equivalent to Students will be expected to demonstrate critical thinking those of a general chemistry course usually taken during the skills, and depth, complexity, and creativity for academic first year of college. Those successfully completing this course success. Students will write essays, research papers, and will attain a depth of understanding of chemical concepts, current event articles throughout the year. (Due to the co- significant laboratory experiences, and knowledge of current curricular nature of FFA and SAE (Supervised Agricultural directions that will prepare them for the Advanced Placement Experience) students will be required to participate in both Test in General Chemistry, and all enrolled students are FFA and SAE activities, both of which are graded components expected to take this AP test. of this and all AG courses. Students are expected to invest time outside of the classroom setting to gain experience in Agricultural Chemistry and Soil Science "real world" activities: Fair projects, soil judging, animal College Prep: “D” or “G” projects, and others.) Prerequisite: Passing both semesters of Math I and AG Biology with a C or better. Marine Science Units: 10 in Physical Science College Prep: “D” or “G” Agricultural Chemistry is a laboratory science course which Prerequisite: Passing both semesters of Biology includes the study of chemical and physical changes in nature. Units: 10 Science Elective Credits This is a college preparatory course for students interested in **This course will NOT meet the physical science pursuing agricultural science programs in college, with requirement for subject “D” emphasis on chemistry’s applications to the environment and Marine Science is a laboratory class that meets the Life agricultural practices. Since this is an agricultural education Science requirement. The class will introduce students to the course, students will also participate in leadership physical and biological "world" of the oceans. It is an development and create a supervised agricultural experience ecologically-based course that emphasizes the relationship program. (Due to the co-curricular nature of FFA and SAE between the living and non-living world. The students will (Supervised Agricultural Experience) students will be required learn that in the oceans, just as on land, scientific principles to participate in both FFA and SAE activities, both of which govern organisms and their interaction with the environment. are graded components of this and all AG courses. Students The course will begin with scientific methods, the chemistry are expected to invest time outside of the classroom setting to of water, introduce basic oceanography, review ecological gain experience in "real world" activities: Fair projects, soil principles, and then embark on an in-depth study of the judging, animal projects, and others.) diverse marine organisms and communities that can be found throughout the world. It will conclude with an in-depth study AP Environmental Science of the human impact on the ocean. College Prep: “D” or “G” Prerequisite: Passing grade of “C” or better in both Ornithology (Biology of Birds) semesters of Biology. College Prep: “G” Units: 10 in Physical Science or Elective Science, or 5 in Prerequisite: Passing both semesters of Biology Physical Science and 5 in Life Science Units: 10 Science Elective Students enrolled in this class are expected to take the AP This course is for students looking for an experience studying exam in May. animals in their natural habitat. Many bird species are easily AP Environmental Science provides students with the accessible for field studies on and near campus. Several of scientific principles, concepts, and methodologies required to our investigations will link with national efforts to compile understand the interrelationships of the natural world, to and interpret scientific data about birds. Ornithology identify and analyze environmental problems both natural and introduces students to the biology of birds. We will undertake human-made, to evaluate the relative risks associated with a detailed study of bird anatomy, physiology, embryology, these problems, and to examine solutions for resolving and/or evolution and behavior. Extensive field observation and study

Page 30 along with laboratory investigations enhance and extend techniques, stretching methods, overall wellness, and basic student experiences beyond the reading and discussion. anatomy and physiology terms. These concepts will be used on a daily basis. Student will be required to perform additional Physics hours outside the classroom to further enhance their learning, College Prep: “D” or “G” and give them instructor another method of evaluating student Prerequisite: Passing both semesters of Math I, progress. Training room coverage and coverage of athletic Units: 10 in Physical Science events satisfy this requirement. Sports Medicine I will not Physics is the branch of physical science that studies the only provide students with the theoretical basis of what a interactions of matter and energy; it explains the interaction of certified athletic trainer does as part of the sports medicine matter and energy in terms of measurable quantities and the team, but it will supply students with the valuable information universal principles that govern them. Separate studies are related to the prevention and management of athletic injuries made on motion, wave mechanics, electricity, magnetism, and and illness. nuclear physics. Physics uses lab-oriented, hands-on science activities to teach and reinforce concepts learned in class. Sports Medicine II Technology is embedded throughout the curriculum. College Prep “G” Prerequisite: A grade of “C” or better in both semesters of AP Physics 1 Sports Medicine I, Junior or Senior in Standing College Prep: “D” or “G” Units: 5 Units Vocational Education & 5 Units Science Prerequisite: Students should be concurrently taking Math II Elective Credit or equivalent, or higher math course. This course will enable students to apply their previous Units: 10 in Physical Science knowledge of Sports Medicine as they evaluate, treat, and Students enrolled in this class are expected to take the AP perform proper preventative measures in caring for injuries exam in May. sustained in athletics. This course will also give students a AP Physics 1 is an algebra-based, introductory college-level broader scope of employment possibilities in relation to Sports physics course that explores topics such as Newtonian Medicine. We will cover advanced concepts that further mechanics (including rotational motion); work, energy, and develop their understanding of Anatomy and injury power; mechanical waves and sound; and introductory, simple recognition and care. The student will also gain advanced circuits. Through inquiry-based learning, students will develop knowledge and skills in which they can use as they perform scientific critical thinking and reasoning skills. All enrolled their athletic coverage. Advanced Students are required to students are expected to take this AP test. perform additional hours outside the classroom, both in the Training room as well as being assigned specific athletic Veterinary Science events to cover as a student athletic trainer to further enhance College Prep: “G” their learning, and give them instructor another method of Prerequisite: Passing grade in both semesters of Biology. evaluation student progress. Junior or Senior standing only. Units: 5 units Science Elective & 5 units of Vocational Ed OR 10 units of Science Elective This course provides a study of common diseases of both small and large animals. Course work will include anatomy and physiology of domestic animals, nutrition, and parasites and diseases. In addition course work will include practical experiences with animals and dissections. Guest lecturers such as: veterinarians, vector control officials and animal health technicians will also be speaking to students. (Due to the co-curricular nature of FFA and SAE (Supervised Agricultural Experience) students will be required to participate in both FFA and SAE activities, both of which are graded components of this and all AG courses. Students are expected to invest time outside of the classroom setting to gain experience in "real world" activities: Fair projects, soil \ judging, animal projects, and others.)

Sports Medicine I College Prep “G” Prerequisite: Junior or Senior in standing. Passing both semesters of Biology with a “C” or better. Units: 5 Units Vocational Education & 5 Units Science Elective Credit This program is designed to educate students in the field of Sports Medicine and other Allied Health professions. The field of Sports Medicine will be explored, including care and prevention of injuries, protective taping and wrapping

Page 31 Social Science Department events, individuals, developments, and processes in six historical periods, and develop and use the same thinking The Social Science Department will use effective instructional skills and methods (analyzing primary and secondary sources, strategies and literacy skills based on ethical and equitable making historical comparisons, chronological reasoning, and st standards to promote the 21 Century learner. Students will argumentation) employed by historians when they study the gain an understanding of democratic ideals, diverse world past. Students explore historical developments in the five cultures and histories. major geographical regions of the globe: Africa, the Americas, Asia, Europe, and Oceania. Students who pass the AP exam in Dual Immersion Global History (DI) the spring may receive World History or elective credit when College Prep “A” or “G” they apply to university. Prerequisites: DI transfer student or new student scoring proficient on the Woodcock Munoz assessment. U.S. History This course is designed for students whose native and primary College Prep "A" or "G" language is Spanish. This class requires that students use their Prerequisite: None knowledge of Spanish in oral class work, reading, and writing. U.S. History begins with a review of the Civil War and DI Global History focuses on six regions of the world: Former Reconstruction. This should provide the students with a Soviet Union, Africa, The Middle East, Asia, Latin America connection to their past learning. Students will then examine and India. The course focuses on the historical, political, the major turning points in American History from the geographical and cultural aspects of the particular regions. Industrial Revolution through the Twentieth Century. This Readings will include the use of the textbook as well as course covers the foundations and history of the United States current events. Writing assignments are assigned every from 1900 to the present, with special emphasis placed on the quarter. impact of those events and personalities which formed today's society. Topics range from Reconstruction, The Depression, World History New Deal, World War II, Vietnam War to modern day events. College Prep "A" or "G" Writing assignments are assigned every quarter. The course Prerequisite: None standards are set for by the California Department of Modern World History examines the major turning points of Education. the modern world from approximately 1750 to the present. Components of this class include: The Rise of Democracy, the AP U.S. History (taken from the College Board website) French Revolution, the Industrial Revolution, the Rise of College Prep “A” or “G” Imperialism and Colonialism, World War I, Totalitarianism, Prerequisite: Junior or Senior standing. Recommended GPA World War II and Nationalism. Students will develop an of 3.0 or higher. understanding of the historic as well as the contemporary Students enrolled in this class are expected to take the AP geographic, social, political and economic consequences of an exam in May in order to earn the extra GPA point. emerging global society. AP U.S. History is a rigorous course which focuses on developing students’ understanding of American history from Dual Immersion (DI) World History approximately 1491 to the present. The course has students College Prep “A” or “G” Prerequisite: DI Global History or DI transfer student investigate the content of U.S. history for significant events, This course is designed for students whose native and primary individuals, developments, and processes in nine historical language is Spanish. This class requires that students use their periods, and develop and use the same thinking skills and knowledge of Spanish in oral class work, reading, and writing. methods (analyzing primary and secondary sources, making The curriculum for DI World History follows the CA State historical comparisons, chronological reasoning, and Standards for World History. The focus is on Modern World History from approximately 1750 to the present and covers argumentation) employed by historians when they study the such areas as WWI, WWII and the Cold War. All writing past. Students who pass the AP exam in the spring may assignments are written in Spanish and assigned every quarter. receive U.S. History or elective credit when they apply to A research project may be included as part of the curriculum. university.

AP World History (taken from the College Board website) AP Psychology College Prep “A” or “G” College Prep “A” or “G” Prerequisite: Sophomore, Junior, or Senior standing. Prerequisite: Open to 11-12 grade. Recommended GPA of 3.0 Recommended GPA of 3.0 or higher. or higher in CORE academic courses. Students enrolled in this class are expected to take the AP Students enrolled in this class are expected to take the AP exam in May in order to earn the extra GPA point. exam in May in order to earn the extra GPA point. AP World History is a rigorous course which focuses on Advanced Placement Psychology is a yearlong course developing students’ understanding of world history from designed to introduce students to the systematic and scientific approximately 8000 b.c.e to the present. The course has study of human behavior and mental processes. The AP course students investigate the content of world history for significant will cover fourteen subfields of psychology including History and Research, Biological Bases of Behavior, Development,

Page 32 Cognition, Abnormal Behavior, and Social-Cultural Special Education Psychology. Using a college level text, students will read and take notes on all fourteen units, each lasting approximately 2-3 The Special Education Department is comprised of multiple weeks. Students will use a number of methodologies to programs on the Gilroy High School campus: Resource explore and comprehend each topic of psychology: lectures, Specialist Program, Special Day Class, Emotional seminar/discussions, supplementary readings, videos, projects, Disturbance, Life Skills and Adult Transition. GHS offers a and unit essays. A unit assessment will be given for each of continuum of services allowing for the appropriate placement the fourteen subfields that will include multiple choice and of each student in the least restrictive environment. Students’ free-response questions (FRQ). This course places an needs are addressed through the Individualized Education emphasis on defining, comparing, and applying key Plan(IEP) process and determined by the IEP team. Emphasis terminology, scientific methodology, and theories associated is placed on preparing students to function independently and with each subfield of psychology. preparation for post high school life. Gilroy High School’s

Special Education Department is subject to the rules and Government and Economics regulations as it relates to education code and the Individual’s College Prep "A" or "G" with Disabilities Act (IDEA). Prerequisite: 12 Grade Standing

U.S. Government and Economics are one-semester courses. Resource Specialist Program (RSP) Classes Students will take one of the courses in the fall semester and This program is designed to provide maximum access to the other course in the spring semester. The Government the general education curriculum. Students in the RSP portion of the course is designed to introduce American and program are served in both general education and California government with a emphasis on the social, self-contained classes. The majority of students receiving economic, and psychological factors that affect political RSP services are placed in general education classes with behavior. Topics also explored are foundations of the the support of a Special Educator or paraprofessional as American system of government as well as the institutions of needed. RSP classes parallel the general education the American government. The Economics portion of the curriculum and prepare students to transition back into course will provide the student with an overview of general general education classes as appropriate. Students economic theories and principles, comparative economic in this program are working towards a high school diploma. systems with a special emphasis on the American Free Courses include study skills and all those offered within the Enterprise system. Topics also explored are macroeconomics SDC program. which includes measuring the economy’s performance as well as international economics. Writing assignments are assigned RSP classes parallel the curriculum in General Education every quarter. The course standards are set for by the (benchmarks, benchmark tests, books, etc.) and keep students California Department of Education. on track to transition to the General Education setting (if and

when necessary). Adaptations are built into the classes: AP U.S. Government/AP Macroeconomics pacing, time, quantity, etc. Students in this program are College Prep "A" or "G" working toward receiving a high school diploma. Prerequisite: A or B in 11th grade AP U.S. History

Students enrolled in this class are expected to take the AP Special Day Class (SDC) Classes exam in May in order to receive the extra grade point. The courses offered within the SDC program are designed to The first semester of the course is Advanced Placement follow general education standards using modified curriculum Government. The course is an in-depth study of the United providing grade level content for students working below States Government. The course covers foundations of grade level. Students in the SDC program are served in both government in the United States, political participation, the general education and self-contained classes. The students in role of politics in the United States, institutions and civil rights SDC can receive either a high school diploma or certificate of and liberties. The second semester of the course is AP coursework completion. Adaptations built into these courses Macroeconomics. The Advanced Placement course in include pacing, extra time, quantity of work required etc. Macroeconomics is designed to give students a thorough Courses include English I-IV, Math understanding of the principles of economics that apply to (4 levels including Math 180), Biology, Chemistry, Physics, economic systems as a whole. Such a course places particular World History, US History, Government, and Economics. emphasis on the study of national income and price-level determination and also develops students’ familiarity with SDC Classes are designed with a modified curriculum, economic performance measures, the financial sector, providing access to grade level curriculum for students that are stabilization policies, economic growth and international working below grade level. Students in SD will likely be on economies. AP Government and AP Macroeconomics will track to receive a certificate of coursework completion or a prepare students to take the national Advanced Placement diploma. Examination in Government and Macroeconomics in May.

Students who pass this exam with a credible score may earn Emotional Disturbance (ED) Classes credit and/or advanced standing in Economics and Political To qualify for the ED program, students must have a primary Science at their chosen college. or secondary disability of Emotional Disturbance, which is

determined by an IEP team. This program offers both

academic courses along with support for students social,

Page 33 emotional and behavior needs. Students in the ED program French II may be enrolled in general education as well as RSP or SDC College Prep “E” or “G” courses. Student in the ED program may earn a high school Prerequisite: Completion of French I with a grade of "C-" or diploma or certificate of coursework completion. Courses higher offered within the ED program include Math, English, PE, Students review concepts of the first year course, are exposed Social Studies, Science and Study Skills. in greater depth to the grammatical structures, and learn to use an increased vocabulary. Most of the class is conducted in The ED classroom is able to address the diverse needs of ED French, and students are expected to converse with the teacher students by providing a small classroom setting with the and with other students in the target language. Students support of an education specialist, multiple paraprofessionals, further develop reading and writing skills as they study the and a therapist. Depending on the program designed for the culture of France and of other French-speaking areas. student and the courses they are enrolled in, students may qualify for a high school diploma or certificate of completion French III College Prep: “E” or “G” Life Skills and Adult Transition Classes Prerequisite: Completion of French II with a grade of "C-" or The Life Skills program is divided into the following areas: higher functional academics, vocational, domestic, self-help, Students use their knowledge of French in oral class work, communication and recreation and leisure. These courses are reading, and writing. The class is conducted entirely in designed to meet education needs of students with moderate or French, and students are expected to communicate with the severe developmental disabilities and/or multiple handicaps. teacher and with other members of the class in the target Activities focus on personal hygiene, safety, meal preparation, language. Students enhance their knowledge of the language home skill tasks, time, money, mobility, etc. The primary and culture by reading French newspapers, magazines, and goals of this program are independence, community literature. They are also expected to write compositions on involvement, and productivity. Most students work and learn topics of interest and on literary themes. Students are given a within the community each week. Courses offered include: thorough review of previously taught grammar and are Life Skills and Adult Transition. Various specialists consult introduced to the more complicated structures of the language. and collaborate with the SH teachers. Some of the students in They also continue to study the culture of France and of other the program also receive consultation and/or direct services French-speaking areas. from the Regional Low Incidence Specialist. These students are encouraged to apply for and be active clients of San AP French Language and Culture (French IV) Andreas Regional Center. During their final two years in the College Prep “E” or “G” program, workability also becomes more actively involved. Prerequisite: Completion of French III with a grade of "C-" Students often remain in the Adult Transition program until or higher the age of 22 years old. Upon completion of high school, Students enrolled in this class are expected to take the AP students receive a letter of recommendation/certificate of exam in May. completion. The AP French Language and Culture course is intended to be the equivalent of a third year college French language class. Students use their knowledge of French in oral class work, World Languages reading, and writing. The class is conducted entirely in French, and students are expected to communicate with the The World Languages department develops proficiency in the teacher and with other members of the class in the target four language acquisition skills: listening, speaking, reading, language. Students enhance their knowledge of the language and writing. The department also promotes understanding and and culture by reading French newspapers, magazines, and appreciation of Hispanic and Francophone cultures, and literature. They are also expected to write compositions on further supports students’ learning by integrating English topics of interest and on literary themes. Students are given a language study, fine arts, and history. Students who thorough review of previously taught grammar and are successfully complete four years of French or Spanish will be introduced to the more complicated structures of the language. eligible for the Seal of Biliteracy. They also continue to study the culture of France and of other French-speaking areas. The goal is to have all students take French I and pass the AP French Language and Culture Exam in the College Prep “E” spring. This course is an introduction to oral and written French. Students learn the basic grammar, vocabulary, and Spanish I pronunciation of the language. Most of the class is conducted College Prep “E” in French, and students are expected to converse with the This course is an introduction to oral and written Spanish teacher and with other students in the target language. where students learn the basic grammar, vocabulary, and Students develop basic reading and writing skills as they study pronunciation of the language. Most of the class is conducted the culture of France and of other French-speaking areas. in Spanish, and students are expected to converse with the teacher and with other students in the target language. Students develop basic reading and writing skills as they study the culture of areas throughout the world where Spanish is spoken.

Page 34 Spanish for Spanish Speakers I Spanish III College Prep “E” College Prep “E” or “G” Prerequisite: Spanish is the student's first (native) and/or Prerequisite: Completion of Spanish II, Spanish for Spanish "primary" language Speakers I, or Spanish for Spanish Speakers II with a grade of Spanish for Spanish Speakers requires students to use their "C-" or higher. The course provides an in-depth study of the knowledge of Spanish in oral class work, reading, and writing. language and culture of the Spanish-speaking world. This Standard international lexicon, basic grammar terms, concepts, class is desired to help each student attain a proficiency in the accentuation, and the basics of "style" in writing are studied. four skills of listening, speaking, reading, and writing. Also, Oral work will include free, unstructured conversation and students develop their ability to analyze and synthesize reports on the history, culture, and geography of the Spanish- literature. The class will be conducted in Spanish. speaking world. AP Spanish Language (IV) Spanish II College Prep “E” or “G” College Prep “E” or “G” Prerequisite: Completion of Spanish III, or Spanish Speakers Prerequisite: Completion of Spanish I with a grade of "C-" I and II with a ”C-” or higher, or teacher recommendation or higher Students enrolled in this class are expected to take the AP Students review concepts of the first year course, are exposed exam in May in greater depth to the grammatical structures, and learn to use The AP Spanish Language course is intended to be the an increased vocabulary. Most of the class is conducted in equivalent of a third year college Spanish language class. This Spanish, and students are expected to converse with the class requires the student to use their knowledge of Spanish in teacher and with other students in the target language. oral class work, reading, and writing. Current events, readings Students further develop reading and writing skills as they in Spanish and Spanish American literature and culture will study the culture of Spanish-speaking areas. provide the basis for discussion. The class is conducted entirely in Spanish and its goal is to have all students take and Spanish for Spanish Speakers II pass the AP Spanish Language Exam in the spring. College Prep “E” or “G” Prerequisite - Completion of Spanish for Spanish Speakers I AP Spanish Literature (V) with a grade of "C-" or higher College Prep “E” or “G” This course is designed for students whose native and primary Prerequisite: Students should have completed Spanish I-IV, language is Spanish. This class requires that students use their or Spanish for Spanish Speakers I and II, Spanish IV or knowledge of Spanish in oral class work, reading, and writing. teacher recommendation. Emphasis is on paragraph, essay writing, and analysis of Students enrolled in this class are expected to take the AP literature. Grammar concepts, spelling, and vocabulary skills exam in May will also be emphasized. Some emphasis will be given to The Spanish V AP Literature course is intended to be the preparation for taking the Advanced Placement Test in equivalent of a third year college introduction to Hispanic Spanish. Literature. It covers selected authors from the literature of Spain and Latin America and centers on the understanding and analysis of literary texts. In this course students develop a strong command of the Spanish language integrating language skills and synthesizing written and aural material. The class is conducted completely in Spanish and includes frequent writing assignments, review of grammatical concepts and analytical strategies.

Page 35 Mustang Pride!