SLz Planning Guide 2019-20

Small Learning Communities

BADA Bay Area Digital Arts

LLC Law, Leadership, & Culture

PA Promise Academy

Allison Silvestri Principal

50 E. Lewelling Blvd

San Lorenzo, CA 94580 (510) 317-3000

SLz CEEB Code # 053130

SLz Planning Guide - Quick Reference Course Numbers

Small Learning Communities

BADA Multimedia - 0615DA Video Production - 0744DA Adv Video Prod - 0745DA Media Arts 12 - 0786

LLC Speech & Debate - 0153LC Criminal Just/Forensic - 0951 Criminal Justice II - 0952

PA AVID 9 - 0820

English English 9 - 0112DA/GR/LC English 10 - 0122DA/GR/LC English 11 - 0135DA/GR/LC AP English Language - 0132 CSU ERWC - 0146DA/GR/LC AP English Literature - 0148 Creative Writing – 0155 Examining Cultural Diversity & Gender through Lit & Film - 0127

ELD ELD 1/2 – 0181/0182 ELD Cont Literacy 1 - 0889 ELD Cont Literacy 2 - TBD Adv ELD 9/10 - 0184AD/0185AD Systematic ELD 11/12 – 0186/0187 Eng 9 Sheltered - 0112SH Eng 10 Sheltered - 0122SH Eng 11 Sheltered - 0135SH CSU ERWC Sheltered - 0146SH World Hist Sheltered - 0211SH US Hist Sheltered - 0232SH Gov/Econ Sheltered - 0245SH Living Earth Sheltered - 0449SH Chemistry Sheltered - 0533SH Health Sheltered - 0529SH Math 1 Sheltered - 0307SH Math 2 Sheltered - 0357SH

Math Math I - 0307/R Math II - 0309 Geo Const/Graph- 0370 Math III - 0308 Math Modeling - 0349 AP Calculus AB - 0341 AP Statistics - 0354 Quantitative Literacy - 0348

Physical Education PE 9 - 0410 PE – 0411 0 Period PE - 0411 Alternative to PE – Application Only

ROP Please see course catalog and Electives for ROP offerings

Science Health – 0529DA/GR/LC The Living Earth – 0449DA/GR/LC Chemistry in the Earth System- 0498 Physics in the Universe - 0497 Anatomy/Physiology - 0544 AP Biology - 0510 AP Chemistry – 0538 AP Physics - 0548 Patterns of Disease - 0519

Social Science World History - 0211DA/GR/LC US History - 0232DA/GR/LC AP US History - 0235 Gov/Econ - 0245DA/GR/LC AP Gov/Econ - 0256 AP Human Geography - 0207

Special Education Math 1 - 1305 Math 2 - 1306 English 9 - 1103 English 10 - 1104 English 11 - 1108 English 12 - 1109 World History - 1201

US History - 1202 Gov/Econ - 1203 Physical Science - 1403 Biology - 1402 Study Skills - 0807

World Language Chinese 1 - 0554 Chinese 2 – 0555 Chinese 3 - 0556 Chinese Speakers - 0593 AP Chinese - 0557 Spanish 1- 0551 Spanish 2- 0561 Spanish 3 – 0571 Spanish 4 - 0581 Spanish Speakers - 0595 AP Spanish Language - 0591 AP Spanish Literature - 0592

Visual & Performing Arts Beginning Art - 0751 Intermediate Art - 0757 Advanced Art - 0752 Band - 0787 Ceramics – 0765 Intermediate Ceramics - 0737 Choir - 0763 Beginning Drama - 0762 Advanced Drama - 0772 Guitar – 0790 Digital Music Comp- 0702 Musical Keyboarding - 0780 Orchestra - 0784 Beginning Photography - 0758 Advanced Photography - 0759

Electives Journalism - 0160 Leadership - 0814 Link Crew - 0815 Yearbook – 0789 IWE – 0828 Tutorial Aide - 0817

Table of Contents Page Welcome Letter from Principal 1

Welcome to San Lorenzo High School • Mission Statement • Vision Statement • Student Learning Outcomes

2 2 2

SLZUSD Graduate Profile 3

Stay Connected 4

Support & Guidance • Counseling • Grading Procedures & Assessments • Scheduling Policies • College Guidance

5 6 7 9

SLz Graduation and “a-g” Requirements 10

SLzHS Policies • Campus Rules • Transportation Regulations • Attendance • Student Discipline

12 13 14 15

Small Learning Communities • Bay Area Digital Arts • Law, Leadership, & Culture • Promise Academy

17 18 19

Departments • English • English Language Department • Mathematics • Physical Education • ROP • Science • Social Science • Special Education • World Language • Visual & Performing Arts • Electives

20 22 24 26 27 28 30 31 32 35 38

Activities & Clubs 39

Athletics 40

School Directory 41

Dear Students and Families: Welcome to the 2019-2020 school year at San Lorenzo High School. I am excited that you have chosen San Lorenzo High School as YOUR high school. San Lorenzo High School, known affectionately as SLz, is a school where our teachers and the staff are committed to doing whatever it takes to make sure your child graduates on time -- college and career ready. Our teachers provide challenging daily lessons and regular homework. You will be provided time during class for guided practice and group work with your classmates. Your teachers are available outside the school day to help you succeed. Our library is open before and after school with a quiet, safe space for you and your classmates to complete assigned homework and study for tests. Link Crew students are ready to help our freshmen, Class of 2023, find success in 9th grade. To make sure you graduate career ready, all San Lorenzo High School students are assigned to one of three career themed Smaller Learning Communities: BADA – Bay Area Digital Arts LLC – Law, Leadership, and Culture PA – Promise Academy (New to SLz) The Smaller Learning Communities (SLCs) provide you an opportunity to experience high school with classmates who have similar career aspirations. You will have many classes with your SLC classmates during your time at SLz. You will learn about 21st Century careers open to young people with your interests. You and your SLC classmates can attend college and career learning study trips, participate in extended day opportunities through our clubs, and have opportunities for Work-Based Experiences (WBE). I encourage you to take full advantage of the many career exploration choices you will have this school year. Academics are the focus at San Lorenzo High School. You are expected to fully participate and engage in class instruction and are expected to meet the standard for each course and pass all your classes. In addition to our strong academic program, we offer MANY extracurricular activities. How about joining a sports team? We offer football, basketball, baseball, softball, volleyball, tennis, spirit squad, cross country, track and field, and many more. Interested in student leadership? Come join or start a club. You can also work in our school farm, help keep our native garden alive, or join our popular Sheriff Explorers program. Make San Lorenzo High School YOUR school! Come every day with your “can do” attitude ready to learn and have fun as it’s always a Great Day at SLz. Please see your teachers, counselor, or me if you need help or have ideas that can make San Lorenzo High an even better school for you and your classmates. To a great 2019-2020 school year! Ms. Allison Silvestri Principal

1

Welcome to

San Lorenzo High School

Mission Statement The mission of San Lorenzo High School is to challenge students to reach their highest level of academic achievement, to provide opportunities and support for social emotional growth, and to build connections to future education, allowing them to become successful members of the 21st century society.

Vision Statement San Lorenzo High School is a place where motivated students, whose rich diversity is appreciated and celebrated, experience a flexible, personalized and innovative educational program that provides ALL students with access to the core curriculum and ample personal and academic support to enable them to reach their full potential as learners and citizens. These opportunities to develop are provided by an especially student-oriented staff, which is committed to continuous improvement of the educational program by examining data on student outcomes and reflecting on instructional practice in an open and collegial work environment. Conversations within academic departments, between different departments, with other high schools, as well as articulation with both sender middle schools and receiver institutions of higher learning, are highly valued so that the staff stays current on the latest research and technical advances in the profession of education.

Student Learning Outcomes In keeping with the mission statement and the efforts of the San Lorenzo Unified School District, we have adopted the SLZUSD Graduate Profile as our Schoolwide Learner Outcomes. The SLZUSD Graduate Profile represents a set of attributes that guide students to achieve a strong academic foundation which prepares them for life, work, and study beyond high school. This profile was adopted in the 2016-2017 school year and serves as a guide for what we hope students will achieve by the time they complete their education within SLZUSD. For the district and our school site, it serves as a tool to assess the extent to which we are accomplishing our vision and it helps us to determine future priorities and site decisions. Our graduates will be:

1. College and Career Ready 2. Socially and Civically Engaged 3. Effective Communicators 4. Creative and Innovative 5. Technologically Proficient and Responsible

For further information, please visit our College & Career Ready page on the district website: http://www.slzusd.org

2

Board Approved 12/1/16

III. Effective Communicators

by displaying:

V. Technologically Proficient and Responsible

by displaying:

IV. Creative and Innovative

by displaying:

I. College and Career

Ready by displaying:

• Mastery of core knowledge as outlined by the California Standards.

• Ability to use core knowledge for further inquiry and exploration in a variety of fields and areas of interest.

• Transferable skills that support future success in college such as bilingualism, critical thinking, teamwork, etc.

• The ability to navigate and explore college and career opportunities.

• Clearly articulated post graduate plan.

II. Socially and Civically

Engaged by displaying:

• A clear understanding of self, personal needs, and identity.

• The ability to be independent thinkers who are resilient, empathetic, healthy, and collaborative.

• An aptitude to critically analyze information with which to make informed decisions.

• Cultural competence and value of/for diversity. • Knowledge and confidence to be an up stander. • A disposition to act as agents of change for social

justice.

• Proficiency to listen with purpose and intent. • Skills to articulate ideas clearly and appropriately

for the audience. • Negotiation and resolution strategies. • Capability to give and receive feedback. • Effective use of written language supported with

evidence.

• Visionary solutions to problems. • Ability to evaluate the effectiveness of a solution. • Capacity to respond to real world challenges.

• Computational, research, and information fluency.

• Responsible digital citizenship and appropriate use of social media.

• Ability to engage with new technology.

Graduate Profile The San Lorenzo Unified School District graduate profile represents a set of attributes to

guide TK-12 students toward achieving a strong academic foundation that prepares them for life, work, and study beyond high school. For the district, it serves as a tool to assess the extent to which we are accomplishing our vision and to determine future priorities.

STAY CONNECTED San Lorenzo High School is a busy place. Classes begin at 7:55 am and activities are held many days long into the evening hours. Our highest achieving students are involved in many activities at school. We want YOU to be involved in a high school sport, a club, a school play, or a Smaller Learning Community program. Check the following sources for information about ways to get involved and make the most of your high school years. MORNING ANNOUNCEMENTS are read over our school loudspeaker every school day at the beginning of third period. Listen carefully to these announcements; you will learn about upcoming games, school fundraisers, school dances, our school plays and more! WEDNESDAYS SLZ TV Did you know we have our own TV channel? SLz TV broadcasts every Wednesday at the beginning of third period. BADA 11th graders keep you “in the know” about school events and opportunities to build school spirit. SLz TV showcases students who meet and exceed our school goals. Get involved and be a STAR on SLz TV. SLz WEB PAGE Pay a virtual visit to SLz at slz.slzusd.org to learn about upcoming events, see all the photos from recent events; check your grades, attendance and more. AERIES PARENT PORTAL Want to access your child’s grades and attendance? Sign in to AERIES Parent Portal to get live updates on your student! For help registering, please visit the Aeries Family Portal page on our district website: www.slzusd.org or stop by our Attendance Office at SLz. SANGHA Don’t forget to register for SANGHA. A new communication system in our district, families can receive important announcements and messages via email, text, and phone depending on the level of urgency. Also, families and teachers have the ability to message each other directly and set up meetings via the calendar function. For more information on this resource, or how to sign up, visit the Communication System page on our district website: www.slzusd.org SAN LORENZO ATHLETICS has its very own website to connect to coaches, buy gear, participate in booster club, and retreive important forms and information regarding our program. Please visit the following website - http://sanlorenzoathletics.olinesports.com

SLz TRADITIONS Slz REPRESENTS San Lorenzo pride in many ways. Rallies and athletic events foster school spirit. There are schoolwide traditions that remind us on a daily basis to proudly represent San Lorenzo High School. College Gear Days: Every Thursday, join staff and students in wearing college gear. Wear a t-shirt or sweatshirt from your favorite college/university. SLz Pride Days: Every Friday, wear maroon, white, and gold. Go out and support our SLz teams on the fields and courts. The Helmet Game: This annual football game is played against Arroyo High School. See the school event calendar for this year’s kickoff date.

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Support & Guidance

High School Guidance

Counseling The mission of the San Lorenzo High School Counseling Department is to provide a comprehensive program, which supports academic achievement; opportunities and support for personal/social/emotional growth, and to provide guidance and resources for college and career planning. As counselors, we are advocates for all students to reach their highest potential. We collaborate with other educators, parents, and members of our community to assist all students to become successful members of the 21st century society.

EAOP UC Berkeley EAOP partners with twenty schools and ten districts throughout the Bay Area. Our students receive individual advising and attend group workshops. Topics include college admissions, the college application process, writing the personal statement, financial aid, and scholarships. Our dedicated staff members work with students to create Individual Academic Plans ensuring that they are fulfilling the coursework required by the UC and CSU systems for admission. EAOP also facilitates workshops for parents/guardians and families, hosts school and district-wide college fairs, and participates in evening school activities. In addition to our work with students and families, EAOP staff members provide workshops and trainings to school and district personnel and work to bring a "college going culture" to our partner schools and districts.

College & Career Center SLz Career Center supports students as they take steps toward leading successful lives as leaders and contributors to their communities. Staff also focus on coaching students as they develop self-awareness, establish goals, and make career choices. Services at the SLz Career Center include: • Career/College Major Exploration • Career Self Assessments • Financial Aid Applications & Scholarship

information • CSU/UC Tour visits/ Field Trips! • Career Fairs • ROP Information • Information Workshops • Military/ROTC • NCAA (Offers education and training programs for

student-athletes) • Resume and Interview Preparation • College Application Information and Support

Health Center The Mission of San Lorenzo Health Center is to improve students’ health, well-being, and success in school by increasing access to comprehensive high-quality health care services, reducing barriers to learning, and supporting families and communities by providing basic medical care, mental health services and health education in a respectful, teen-centered environment. The Health Center, which is open to all SLZUSD students and the San Lorenzo community, is located on the SLzHS campus in room S5. For more information about service or to make an appointment, please contact (510) 317-3167.

5

Grading Procedures & Assessments SLZUSD Grading Grades for achievement shall be reported for each marking period in the following manner:

Grade Description Grade Point

A Outstanding Achievement 4.0 grade pts

B Above Average Achievement 3.0 grade pts

C Average Achievement 2.0 grade pts

D* Below Average Achievement Satisfies SLZUSD Graduation Requirements

1.0 grade pts

F* Little or No Achievement 0 grade pts

I* Incomplete 0 grade pts

Note: The method used to determine semester grades is described in each teacher’s Course Information Guide. Also, students enrolled in AP classes will receive an extra bump to their weighted GPA for each grade of C- or above in an AP course.

Grading Period The school year is divided into two semesters, each of which is composed of two quarters. If necessary, during the middle of each quarter, students receive progress reports indicating that deficiencies exist in their academic progress. These reports are prepared by the teacher and mailed to the parents/guardians of the student in order to formally alert both parties that an academic deficiency exists and that there is danger of the student receiving a below average or failing grade in the subject. In the meantime, please check slz.slzusd.org for up-to-date information regarding grades and assignments.

Grading System A standard grading system is currently employed at San Lorenzo High School. Passing grades in order of their priority are A, B, C, and D. Refer to the interpretation of each grade. A failure is indicated by the letter F. Grades of A, B or C are acceptable for college admission. Grades D and higher are acceptable for high school graduation. A report card of student work in each subject is prepared for parents at the end of each quarter and semester.

Final Exams Students who miss Final Exams for unexcused reasons will not be allowed to take make up finals. For more information about excused and unexcused absences, please refer to the Student Handbook.

AP Program The AP Program at San Lorenzo High School offers a breadth of courses that afford students the opportunity to build college level skills in a nurturing and supportive environment. Students who elect to enroll in an AP Course will not only stand out to college admissions, but also receive a GPA bump in their weighted GPA for each grade of C- or higher. Students must also take the AP Exam in May where a score of 3 or higher can earn the student college credit that may bypass certain introductory courses required in college. **Students enrolled in AP Courses will not be allowed to drop. See AP Contract in the Counseling Office for more details. Also, any student that wishes to take more than 3 AP classes will need to hold a parent meeting with Counseling.

Grade Point Average (GPA) To calculate your GPA, assign the appropriate point to each grade received per class and do as follows:

Sum of Grade Points = GPA # of Classes

6

Honor Roll Each semester the names of those students whose GPA is 3.0-3.49 are listed on the SLz Honor Roll; those whose GPA is 3.5-3.99 are listed on the Silver Honor Roll; and those whose GPA is 4.0 is listed on the Gold Honor Roll.

Honors at Graduation The Principal and Counselors select the graduating class’ honored student speakers, the Valedictorian and Salutatorian. In addition to these honored students, seniors who: • Receive a 3.5 overall GPA are honored at Student

Recognition Night. • Receive a 4.0 overall GPA are honored at Senior

Scholarship and Awards Night and may qualify for District or school site scholarships.

Transcripts San Lorenzo High transcripts contain the grades of all courses attempted from 9th through 12th grade. Requests for official transcripts are made by completing the Transcript Request Form, which is available in the Counseling office. Transcript requests require a $5 processing fee and are processed within five (5) working days of the request. Test scores such as PSAT, SAT, and ACT are not part of the transcript. Requests for these test scores must be made directly to the testing agency.

Course Placement Developing a course of study for a student incorporates the student’s interests as indicated on his/her preliminary course request form, the ability of the school to meet those requests, and those of other students. If an irresolvable schedule conflict exists, courses may be substituted without student notification. Furthermore, students are enrolled in six courses; students are expected to pass all courses to stay on track for graduation.

Scheduling Policies Schedule Change Students who wish to make a class change are to complete course request forms available in the Counseling office. Forms will be reviewed ONLY in the first 5 days of school and will be initiated ONLY for the following reasons:

1. If the student was incorrectly placed (see examples below). • The student has already taken the class and

completed it with a passing grade • The student needs another class to meet

graduation requirements or a-g requirements • The student is in a class not typically offered to a

student in that grade • The teacher assesses the student should be in

another level class • The student has not yet taken the lower level

course to prepare them for the current course 2. If the student does not have a class for every period. Class Changes are NOT made if:

• The student would like another teacher • The student does not like the class • The student wants a different period

Students must attend the courses they are enrolled in until an official course change has been processed. Failure to attend assigned classes will constitute truancy.

Withdrawal Policy Beginning the 3rd week of the semester, class changes are rarely made. If there is an extenuating circumstance such as a problem arising from the student or the teacher, a conference is held with student, teacher, counselor and/or guardian to be sure all alternatives are exhausted. Please note, Administration may become involved to help facilitate a resolution. Also, Administrative approval is required for a class change after the 4th week of the semester. If approved, students will receive a W on the transcript to denote enrollment of the course. If dropped after the quarter mark, the W will include the student’s current grade in the course. Students will be placed in another class to replace the dropped course. AP Courses will not be allowed to drop. For more information about

schedule changes, please see above.

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Reduced Class Policy All students are expected to take a 6-period day to maintain competitive eligibility for college enrollment and acceptance. However, students who wish to petition for a reduced schedule (minimum of 5 periods) must be in good academic standing and meet the criteria below: • Be enrolled in 2 or more AP Courses and/or, • Eligible for and currently working with a valid work

permit on file in the Assistant Principal’s Office Please note, a reduced schedule means a free 1st or 6th period only, and can be reverted to a 6-period day at any time.

Duplicate Credit Students sometimes repeat a course for the purpose of improving a grade (please note that colleges/universities have individual policies regarding this practice). Ordinarily, no additional credit will be earned. However, the following departments may offer some courses for duplicate credit with the permission of the teacher and counselor: ELD, Music, and Physical Education. In addition, the following courses may be repeated for additional credits: Yearbook, Leadership, Journalism & all IWE positions. (20 credits max in IWE positions can count towards graduation).

Additional Credits As budget and resources permit, students may attend SLzUSD summer school to repeat core academic classes (math, English, history, science, and elective) in which they earned a grade lower than “C”. In addition, students may enrich their SLz experience and earn additional credits through concurrent enrollment at community colleges, four-year colleges, and/or adult school. A petition for concurrent enrollment must be completed prior to enrolling at a collegeor Adult School. Students may not receive high school credit if they have not been pre-approved for concurrent enrollment. Students must arrange to have their transcripts from other schools sent to the registrar at SLz.

Credit Recovery 1-5 Credits Credit Recovery is an independent study course that gives students the time and support to complete course work required to receive a passing grade in a course needed for graduation or college eligibility. Credit Recovery can be

accomplished after school through APEX, SLzUSD Summer School, or Concurrent Enrollment through a local Community College. Space in APEX and Summer School is limited, with priority going to Juniors and Senior students. For more information about Concurrent Enrollment, please speak with a Counselor in the Counseling Department. APEX is a high school curriculum that is administered online. The curriculum is fully accredited and is aligned with the California State Standards and Frameworks. Select courses also meet the University of California’s “a-g” requirements. SLz students can take self-paced courses through APEX that make up credit deficiencies for high school graduation. All work is done on computers. Due to budget restrictions, SUMMER SCHOOL in SLzUSD is not guaranteed. However, if offered, summer school typically begins one week after the end of the spring semester and lasts six weeks. Participation would be limited to students who have failed a course required for graduation. Brochures with information on the summer school programs would be available in the Counseling office in May. Space in Credit Recovery programs is limited, with seniors and juniors who need credits to graduate receiving first priority. In order to take a course through an offered credit recovery program, please see your academic counselor.

Transfer to Continuation School A student who is not able to adjust to the academic, attendance, and/or behavior standards may be transferred to Royal Sunset, our District’s Alternative Continuation / Opportunity School. The alternative educational program available includes a more structured environment with fewer extracurricular distractions, a shorter day, more personalized attention, and/or individualized instruction. Students may voluntarily choose to transfer to continuation school to makeup course credit toward graduation. Students may also be involuntarily transferred. See Education Code for more details.

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College Guidance General Information about College Admissions The information included in this section is intended to be a general overview of college admission eligibility requirements. THE SLzHS Counseling Department, which includes an EAOP College Counselor as well as a College and Career Technician (located in D12), has extensive, up-to-date college admission information, including assistance with college entrance testing and financial aid. The department provides college related information and instructions to students and their families for every year of a student’s high school career. Students and families are encouraged to read the materials provided for a more thorough understanding of the college admissions process. Additional information is posted on our school’s website: slz.slzusd.org. We also recommend you visit www.collegeboard.org for more information about college and testing.

Post-Secondary Education Options CALIFORNIA COMMUNITY COLLEGES (CCC) are publicly funded schools that offer two-year programs of study as well as many career track options for students interested in receiving certificates. The Community College option is the least expensive with minimal registration fees. Students can attend Community College for two or more years and then transfer as a junior to a four-year college or university. Admissions is open to all as long as they meet one of the following requirements: (1) Student is 18 years old on or before the first day of instruction for the term to which applying for; (2) Student is a high school graduate; (3) Student is equivalent to a high school graduate (i.e. pass the GED or state’s high school proficiency exam). Upon completion, students may receive an Associate Degree (AA). For more information, please visit our local community college at http://www.chabotcollege.edu/ The CALIFORNIA STATE UNIVERSITY (CSU) is a publicly funded, four-year university system that houses twenty-three colleges across the state of California. Students must have a minimum GPA of 2.0 in addition to a score from the SAT or ACT that meets the specified CSU eligibility index requirement. The GPA is based upon 10th and 11th grade a-g courses only. For more information,

please visit https://www2.calstate.edu/apply. Upon completion, students will receive a Bachelor’s degree in Science (BS) or Arts (BA) depending on their major.

The UNIVERSITY OF CALIFORNIA (UC) is a publicly funded, four-year university system that houses nine colleges across the state of California. The UC system represents the most competitive of the public school systems. The minimum GPA is 3.0 and the SAT or ACT tests are a requirement to be considered for admission. The UC GPA Eligibility and admission requirements are listed on the following website: https://admission.universityofcalifornia.edu/ Upon completion, students will receive a Bachelor’s in Science (BS) or Arts (BA) depending on their major. Students wishing to apply to PRIVATE or OUT-OF-STATE Public Schools, are advised to check the specific admission requirements for the schools in which they are interested. Please refer to www.commonapp.org and www.collegeboard.org for more information about individual colleges and universities. Upon completion, students will receive a Bachelor’s in Science (BS) or Arts (BA) depending on their major.

College Entrance Tests SAT Reasoning, SAT Subject, and ACT tests are given throughout the year. Registration and examination preparation information is available at www.collegeboard.org, www.actstudent.org, and the SLzHS Counseling Department. Fee Waivers are available for low-income students. Please see your counselor for more information. Students with an IEP seeking accommodations for ACT/SAT should see their case manager. Please visit the Counseling Department to discuss when it is the best time to take a subject test. The Preliminary Scholastic Aptitude Test (PSAT) is a standardized test that provides firsthand practice for the SAT for juniors. By taking the PSAT, juniors can also qualify for recognition in the National Merit Scholarship Program (NMSC). For more information, go to www.nationalmerit.org. The PSAT is given once a year to Juniors in October. For Sophomores interested in taking the PSAT, please visit the Counseling office for information.

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SLz Graduation and “a-g” Requirements In order to graduate from San Lorenzo High School, all students must:

1. Pass required courses with a “D-“ or better 2. Complete a minimum of 220 credits

Additionally, if students are interested in applying directly to any CSU and/or UC (four-year universities), they must meet the following requirements in order to be eligible for admission:

1. Fulfill the “a-g” requirements 2. Receive a “C-“ or better in all “a-g” courses 3. Take the SAT and/or ACT

Courses used to fulfill “a-g” requirements must be college preparatory classes approved by University of California (UC) and appear on San Lorenzo High School’s “a-g” course list: https://hs-articulation.ucop.edu/agcourselist/institution/446

San Lorenzo High School Graduation Requirements

Credits Required

“a-g” Requirements Years

Required History/ Social Science 10th grade: World History 11th grade: US History 12th grade: Government (1 semester) 12th grade: Economics (1 semester)

3 years 10 10 5 5

a) History/Social Science Must include 1 year of World History AND 1 year of US History OR 1 semester of US History and 1 semester of Government.

2 years

English 9th grade: English 9 10th grade: English 10 11th grade: English 11 12th grade: English 12 (CSU ERWC)

4 years 10 10 10 10

b) English Must be college-preparatory English. No more than one year of an “a-g” approved ELD course can be used.

4 years

Math 9th grade: Math I 10th grade: Math II 11th grade: Other Mathematics

3 years 10 20

c) Math Math I Math II Math III or Math Modeling

3 years 4 years

recommended

Science 9th grade: Life (Living Earth) 10th grade: Physical (Chemistry) 11th grade: General (Physics in the Universe)

3 years 10 10 10

d) Science Must include 1 biological science and 1 physical science (Chemistry and/or Physics).

2 years 3 years

recommended

Language other than English (LOTE) OR Fine Art (Visual and Performing Art) OR Career Technical Education (CTE)

2 years 20

e) Language other than English (LOTE) Must be the same language.

2 years 3 years

recommended f) Visual and Performing Arts (VPA)

Must be of the same discipline. 1 year

Electives 45

g) College Prep Elective Any additional “a-g” approved course.

1 year

PE 9th grade: PE 9 10th grade: PE

2 years 10 10

**PE and Health are not required for CSU or UC admission.

Health

1 semester 5

Total Required Credits: 220

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Post HS Plan: � 4 Year University (Follow “a-g” reqs) � Community College � Vocational or Trade School

� Work � Military Branch: _____________

San Lorenzo High School - Four Year Plan Name _______________________________________

ID# _____________ SLC ____________

Grade 9 Fall Semester Grade Credits

Health/SLC Elective: b. English 9 c. Math: d. Living Earth PE 9 VPA/LOTE/Elective

Total Credits (30 Potential Credits): Spring Semester Grade Credits

Health/SLC Elective: b. English 9 c. Math: d. Living Earth PE 9 VPA/LOTE/Elective

Total Credits (60 Potential Credits): On track for graduation: ___ Yes ____ No Credit Recovery Needed: Extra-Curricular Activities:

Summer Coursework Grade Credits

Grade 10 Fall Semester Grade Credits

a. World History b. English 10 c. Math: d. Chemistry in the Earth Systems PE VPA/LOTE/Elective Other (Optional)

Total Credits (90 Potential Credits):

Spring Semester Grade Credits

a. World History b. English 10 c. Math: d. Chemistry in the Earth Systems PE VPA/LOTE/Elective Other (Optional)

Total Credits (120 Potential Credits): On track for graduation: ___ Yes ____ No Credit Recovery Needed: Extra-Curricular Activities:

Summer Coursework Grade Credits

Grade 11 Fall Semester Grade Credits

a. US History b. English 11 c. Math: d. Physics in the Universe VPA/LOTE/Elective VPA/LOTE/Elective Other (Optional)

Total Credits (150 Potential Credits): Spring Semester Grade Credits

a. US History

b. English 11

c. Math:

d. Physics in the Universe

VPA/LOTE/Elective

VPA/LOTE/Elective

Other (Optional) Total Credits (180 Potential Credits):

On track for graduation: ___ Yes ____ No Credit Recovery Needed: Extra-Curricular Activities:

Summer Coursework Grade Credits

Grade 12 Fall Semester Grade Credits

a. Government/Economics b. CSU ERWC c. Math d. Science VPA/LOTE/Elective VPA/LOTE/Elective Other (Optional)

Total Credits (210 Potential Credits): On track for graduation: ___ Yes ____ No Credit Recovery Needed: Extra-Curricular Activities:

Spring Semester Grade Credits a. Government/Economics b. CSU ERWC c. Math d. Science VPA/LOTE/Elective VPA/LOTE/Elective Other (Optional)

Total Credits (240 Potential Credits):

� SAT/ACT

� SAT/ACT

SLzHS Policies

The mission of San Lorenzo High School is to graduate students on time - college, career, and life ready. To fulfill that mission, students are expected to 1) Arrive on time to each class, to come prepared with textbooks and homework, and to fully engage in the day’s lesson 2) Take the risks needed to master course subject and to complete the in-class assignments, the projects, and the homework that will demonstrate mastery of course standards and 3) Perform to the best of their ability on class tests and required standardized exams.

Code of Conduct Our code of conduct has been established to create a safe and productive learning environment. Our student body is expected to conduct themselves as follows at all times while at school and at school activities: • Students are present and punctual each day and

to each class. • Students take full advantage of their educational

opportunities and are equipped and ready to work each period.

• Students conduct themselves in a manner that is not disruptive of the educational process.

• Students conduct themselves in a manner that does not endanger themselves or others.

• Students take pride and responsibility for the good appearance of their school.

• Students respect and work cooperatively with the school staff and respond promptly to staff directions.

• Students recognize and respect the rights of each individual and treat others with courtesy regardless of whether they “like” them or not.

• Students seek to resolve conflicts with staff or fellow students in a tactful and constructive way.

• Students follow all classroom, school, and district rules.

Academic Integrity San Lorenzo High School expects students to work together in class, during extended day study sessions, and outside of school with classmates and family members. Work submitted for course credit should always be the work of the student whose name/s appears on the work. Taking credit for another student’s or person’s work is unacceptable; there will be disciplinary action (plagiarism).

Plagiarism Plagiarism is when you use someone else's words or ideas and pass them off as your own. It’s illegal, so it's a good idea to learn the proper way to use resources. This includes not properly citing sources in a written work and sources taken from the Internet and/or other electronic resources. It is unethical and against school and district policies. Therefore, at San Lorenzo High School, consequences will be appropriately assigned to any student who plagiarizes, copies, or cheats on any assignment/test/project/essay/etc. This will go on your permanent record for all teachers to see. Consequences will increase in severity for multiple and/or repeated violations including potential loss of course credit. • 1st Offense: ‘Zero Credit’ on test/assignment +

Email notification to student’s teachers, counselor, AP

• 2nd Offense: Above repercussions + Referral to Assistant Principal and parent notification

• 3rd Offense: Above repercussions + Suspension + Student removed from any extracurricular activities including clubs and sports and all leadership positions for the remainder of the school year + Loss of Privileges

CAMPUS RULES Identification Cards Students are issued an identification (ID) card at no cost on picture day. Students must carry the ID card at all times during the school day and at school events. This ID card must be presented upon request by any school faculty or staff member. If the ID is lost, students should report to the SBO to purchase a replacement card for $5. Students without a school ID card may be denied admission to school events.

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Obligations (Debts) Students who have outstanding debts may have activity privileges restricted. Restriction may affect social/sports activity participation. Students who habitually ignore obligations will receive disciplinary action from the Assistant Principal.

Care of School Property

Students are responsible for proper care of all school property, including school buildings, desks, lockers, equipment, and textbooks. Students who deliberately or through carelessness lose or damage school property will be required to pay for the loss or damage.

School Lockers All SLz students are assigned a locker with a unique locker combination. It is expected that students use only their assigned lockers; students are NOT permitted to share lockers. Valuables or large amounts of money should not be left in lockers. The school assumes no responsibility for property stolen from lockers. Please make sure to keep lockers clean and free of stickers and graffiti. Also, students are required to have a lock for their P.E. locker and keep their lockers locked at all times. Be advised that lockers are the property of the school and may be opened by the administration at any time.

Open Campus Open campus is a privilege for 11th & 12th grade students. These students may go off campus with an off grounds pass. Off ground passes are distributed MONTHLY to students based on a 94% attendance rate in the previous month. For more information, please see the Student Handbook. Per Board Policy, the campus is closed for all 9th and 10th grade students. This means students may not leave campus at any time without prior approval of the Attendance or the Assistant Principal’s office. The campus is closed at nutrition break, passing periods, and during class time. A parent may not override this Board Policy by excusing their child to leave campus. Parents may stop by the Attendance Office and personally take their child off campus at their discretion.

Parents/Visitors on Campus Parents who visit the campus must check in at the Assistant Principal's office before entering the school grounds. Parents are welcome to come to campus at any time to request a meeting with a teacher, counselor or site administrator. Most meetings can be scheduled within two school days. Parents are encouraged to sit in and observe learning in their child’s classroom (24 hour notice required).

Cell Phone/Electronics Students are required to turn off their phone and place it in a YONDR pouch at the beginning of 1st period each day. Students who do not bring a cell phone to school must complete a phone excusal form and submit to Assistant Principal's Office with parent/guardian signature. Students will not have access to their phones from 8:00-3:10 each day. Office phones in A-Hall are readily available for students and parents/guardians to use. Disciplinary action will occur if a student does not follow or refuses to YONDR. Please Student Handbook for more details.

Teacher Detentions A student is required to serve a detention for a violation even if he does not agree with why it was assigned, and will face more serious disciplinary measures if he/she fails to appear. The student must contact the teacher for a reassignment PRIOR to the time of the scheduled detention if there is a legitimate reason why he/she might not be able to serve it. The teacher has the discretion to approve or disapprove a requested reassignment.

Transportation Regulations Parking AUTOMOBILES on the SLz campus is a privilege. The speed limit is 10 M.P.H. and legal parking spaces are clearly designated. ● Students must have their automobiles registered

on campus and clearly display the assigned parking permit. Parking information is available in the Assistant Principal’s office.

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● Assigned student parking is in the West Lot (Lewelling Blvd. entrance). The East Lot (Ashland Ave. entrance) is reserved for staff. Students may not park in this lot.

BICYCLES are to be parked in the designated bike racks. Parking your bike or car on campus is at your own risk.

Dress Code Appropriate school dress helps to create a safe, productive learning environment. Dress that draws undue attention to or detracts from the education process is unacceptable. School Board policy prohibits student dress or grooming practices that present a hazard to the health or safety of the student or to others in the school. For more information, please see SLZUSD Board Policy. **Students dressed inappropriately will be referred to the Assistant Principal’s office and may be sent home to change. An unexcused absence for classes will be given as a result of a dress code violation.

Attendance Policy SLz staff ranks attendance and punctuality high on our list of priorities. We believe that in order to receive the full benefit of a quality education, students must attend all classes each day and on-time. Board Policy and State Ed Code mandate that all children attend school until they reach the age of 18. Our Attendance office is located in A-Hall next to the Main Office and is open from 7:30 to 3:15 p.m. daily. Call (510) 317-3199 to report absences. Check Aeries online for information regarding student attendance.

Absence From School Parents/Guardians are to report all absences from school to the attendance office at 317-3199 by 7:30 am the first day of absence. If the phone call was not made, students must bring a note when reporting to the attendance office upon return to school. Students returning to school without parent/guardian contact/note from parent/guardian will be admitted to school; however, the absence will be considered unexcused and uncleared (truant from school). Parents /Guardians will need to contact the Attendance office within 48 hours to give school personnel reason for absence.

Types of Absence There are many reasons that a student may be absent from school. Absences fall into two categories: excused and unexcused. Students can request make-up work from teachers for excused absences. Excused absences include: • Illness, medical, or dental appointments (must

bring note from doctor) • Court appearance • Death in the family or funerals (must bring

evidence from funeral service) All other absences, including family need or emergency, are considered unexcused absences. Parents need to give the school a reason for an unexcused absence. A suspension from school is considered an unexcused absence. Also, Senior Ditch Day is not a school sanctioned event and therefore will be considered unexcused, which may result in a loss of privileges. Teachers are NOT required to give make–up work for an unexcused absence.

Clear An Absence Students are to report to the Attendance office following an absence from school to clear their absence. A robo-call and letter will be sent home to notify parents/guardians regarding their student’s absence. Failure to clear an absence within 48 hours will result in truancy from school.

Tardy Students who are more than 30 minutes late to school must report to the Attendance office prior to attending class. Students will be required to Yondr their cellphone in the Attendance office. Students standing in line at the Attendance office when the bell rings will be marked tardy when they arrive in class. Three tardies is considered one act of truancy. More than three tardies may result in disciplinary action. For further information regarding SLz’s tardy policy, please refer to the Student Handbook. **Students who are chronically truant will be referred to the Student Attendance Review Team (SART) or Student Attendance Review Board (SARB). See Student Handbook for more information.

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Withdrawal Policy Many schools require a copy of a withdrawal form and transcript before they register a new student. To obtain this form, the parent/guardian needs to call, visit or write a note to the Attendance office stating when the student is withdrawing, the name of the school that the student will be attending and the city and state. The student will need to sign out of each class with a grade from each teacher, clear book room and library obligations, and receive signatures from an AP and counselor. When these items are completed, they will receive an unofficial transcript of grades and credits earned and a copy of the withdrawal form.

Eighteen Year Old Students All students are subject to the school’s attendance policies regardless of age. If attendance or discipline issues become a problem for any eighteen year-old student, he or she may be dropped. Eighteen year-olds will not be allowed to sign in or sign out for themselves if they are living with their parents/guardians. If any eighteen year-old student is living at home, the school will remain in contact with the parent/guardian until the student has graduated.

Student Discipline The San Lorenzo Unified School District is committed to providing a quality educational environment that is safe, secure, and peaceful. It is also a commitment of the District to help each student develop to the maximum of their capacity and to function as a responsible member of a democratic society. As a student grows toward responsible citizenship and independence, they must develop acceptable behavior traits that show progress toward an understanding of the respect for constituted authority and the rights of others in their environment. As part of the learning process, a student is held accountable for their actions. A review of any specific incident in relation to a student’s past behavior and/or their current circumstances may result in a different penalty being assessed than that outlined in Board Policy. The Principal retains the right to make the final decision regarding any disciplinary action.

Loss of Campus Privileges (LOP) Students who are no longer in Good Standing will face loss of their Campus Privileges. A student who has lost campus privileges will be losing the ability to:

1. Participate in extracurricular activities like sports, spirit squad, or performing arts group.

2. Attend extracurricular activities like athletic contest, dance, or performing arts event.

3. Open Campus privilege, if an 11th or 12th grader. 4. Attend school day activities like a field trip or

special assembly. Students may be removed from the “Loss of Campus Privilege” list by completing a disciplinary obligation or demonstrating, over a period of time set by the Assistant Principal, a positive change in the habitual misbehavior.

Detention The school holds supervised detentions after school and on Saturdays (Saturday School). It is the expectation of the student to notify parents/guardians regarding any detention assignment. Any request for reassignment must be made PRIOR to the detention. If a student misses an assigned detention, further disciplinary action will take place.

Suspensions Students can be temporarily removed from instruction, for part of one day to a maximum of five days, when the student’s continued presence is likely to be dangerous or disruptive to others or when other means of correction have failed to elicit a behavior change. Every effort will be made to contact the parent/guardian or another adult on the emergency card before a suspension is enforced. No student will be sent home on suspension unless an authorized adult has been contacted. While on suspension, a student must not return to the campus or areas immediately adjacent to the campus nor attend after-school activities.

Expulsion A student may be permanently removed from enrollment in the school district if the continued presence of the student causes a danger to the safety of others, or if other means of correction have repeatedly failed to correct unacceptable behavior. The Board of Education of the San Lorenzo Unified School District

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expels students; state law provides for full due process and the right to appeal any order of expulsion.

Restorative Practices Overview At the core, restorative practices are about building and restoring relationships. They involve the building of positive relationships and establishing a supportive environment that is fair, consistent, and democratic. There are interventions when harm has happened, as well as practices that help to prevent harm and conflict by creating a sense of belonging, safety and social responsibility within the school community. These approaches provide students with opportunities to develop self-discipline and positive behaviors in a caring, supportive environment. A restorative approach sees conflict and behavior as an opportunity for students to learn about the consequences of their actions, to develop empathy with others, and to experience making amends in such a way that strengthens community bonds that have been damaged. Restorative Practices help strengthen the communication between adults on campus and are used in the classroom with students to help create a caring and supportive

environment with a focus on relationship building. They are also used to re-enter students into school after suspension, expulsion, or incarceration. On a Restorative Practices continuum, informal practices include affective statements and questions that communicate people’s feeling, and allow for reflection on how one’s behavior has affected others. Impromptu restorative dialogues and circles are more structured, while formal conferences require more preparation and include more representation from the community such as family members or guardians. RESTORATIVE DISCIPLINE AND INTERVENTIONS may be used in lieu of, or in addition to, traditional means of discipline such as suspension. They may include: ▪ Restorative conferences ▪ Behavior support plans ▪ Peer mediation ▪ Restitution ▪ Community service ▪ Referrals to counseling, mentoring, or after-school

programs To learn more about Restorative Practices, please visit the Student Support Services page on the district website: http://www.slzusd.org

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Small Learning Communities There are three Small Learning Communities (SLC) currently housed on the San Lorenzo High School campus. Each SLC provides students with an opportunity to explore different career paths while participating in "traditional" high school activities including school leadership, sports, drama, dances, clubs, and other before/after school programs.

San Lorenzo High School is dedicated to helping every child graduate from high school on time and college and career-ready. We believe that 'housing' students in smaller groups within the comprehensive high school helps to better support each young person.

Bay Area Digital Arts The Bay Area Digital Arts (BADA) small learning community is all about digital arts. BADA provides a rigorous academic program promoting a college-going culture while allowing students to learn outside of the regular classroom environment through guest speakers, field trips, after-school activities, and access to local colleges and media outlets. Students today are well aware of the power of digital communication - they use cell phones, social media, and computers everyday. We seek to build on our students’ natural interest in the digital arts to help create the next generation of visually literate, media savvy, academically successful individuals. Students receive hands-on experiences while learning skills that both meet “a-g” college requirements and prepare them for careers in media. Students also receive support from their teachers to help with their work, and have access to equipment. Multimedia Semester, 5 Credits Grade 9 Multimedia introduces students to the professional world of digital media. Students will learn the history of film and be introduced to digital editing and digital videography. Students will write, produce, and edit their own short movies and learn the basics of special effects and their proper use in storytelling. Prerequisite: None. Video Production Year, 10 Credits Grade 10 Program focus is on five major areas of media production: script writing, television acting, studio production, and postproduction editing. Prerequisite: Must be in BADA. UC/CSU (f) Advanced Video Production Year, 10 Credits Grade 11 Students use and expand skills developed in Video Production to create productions based on the needs of

the school. Students act as the SLz-TV crew. Students learn feature film script writing techniques and produce a short film. Students produce SLz-TV broadcasts for the school. Prerequisite: “C” or better in Video Production, or have special teacher permission. Must be in BADA. UC/CSU (f) Media Arts 12 Year, 10 Credits Grade 11-12 This course is the capstone class for the BADA students. Students will use the skills they have mastered in Basic and Advanced Video to create personal projects. Students will design and create a senior project that showcases their skills and serves the community. Students will learn through extensive hands on practice, demonstration, and discussion. Prerequisite: “C” or better in Basic and Advanced Video. Special permission can be given if the student has taken Video Production, but not Advanced Video, and received a grade of “B” or better. UC/CSU (f)

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Law, Leadership, & Culture In a rapidly changing and growing modern world, the Law, Leadership, and Culture (LLC) small learning community is where academic rigor in legal, lingual, and cultural aspects of the world serve to connect students to society and discover their place in the world. As part of LLC, students will develop public speaking and communication skills, learn human conflict resolution skills, connect with learning institutions and professionals outside the high school setting, and much more! Students will also have the opportunity to be a part of the Sheriff's Explorers Program to gain hands on experience with the legal field. Speech and Debate Semester, 5 Credits Grade 9 Students develop oral communication skills, including persuasive, expository, and narrative speaking. Assigned speeches cover a variety of subjects such as psychology, health, law, and education. Prerequisite: Must be in LLC. Criminal Justice Year, 10 Credits Grade 9-12 The Criminal Justice course is for students interested in exploring how criminal and civil laws are enforced by law enforcement agencies and the judicial system. The course covers all areas of criminal justice and its process, including forensic science, which is the application of science to criminal and civil legal processes. Students will learn about police, court, and corrections systems. Students will also learn about laws and how they are made, causes of crimes, how citizens react to the breaking of laws, the police and the challenges they face, court procedures, correction and probation, and rehabilitation and juvenile justice. Prerequisite: None. UC/CSU (g)

Criminal Justice II Year, 10 Credits Grade 10-12 Criminal Justice II is a capstone course in the Public Safety Pathway. Designed to build upon Criminal Justice I, the course integrates academic and technical preparation with a focus on providing students continued in-depth and advanced instruction pertaining to the criminal justice investigation, evidence collection, and more. Through project based learning, students enrolled will explore the history of law enforcement from the early beginnings of civilization, and travel through time into current law enforcement. Crimes against the person and property get broken down by elements of the crime through research of written and case law. Upon completion of the course, students will be prepared to to transition to post-secondary career training, and/or be prepared for an entry level position in today’s Public Safety industry. Prerequisite: “C” or better in Criminal Justice or teacher recommendation. UC/CSU (g)

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Promise Academy Promise Academy (PA) is a new small learning community in San Lorenzo Unified. Opening its pathway to only incoming 9th graders during the 2019-20 school year, the focus of PA is college and career exploration with an emphasis on Family and Human Services. Through Advancement Via Individual Determination (AVID) courses, students will not only learn how to be a successful student ready for life after high school, but gain hand on experiences in the industry through on campus programs such as Leadership, Link Crew, school-based social workers and counselors, and our very own Health Center. AVID 9 Semester, 5 Credits Grade 9 AVID is designed to prepare students for the rigor involved with succeeding at a four-year college. The curriculum places emphasis on college entrance and placement exams, college study skills, test taking, note taking, and research. Students will receive two periods of instruction per week in college entry-level skills, two periods per week in tutoring and study groups, and one period per week in motivational activities and academic skills. AVID I is the first class in a 4-year sequence. Concurrent enrollment in advanced courses will be highly recommended to promote college eligibility. Prerequisite: Must be in Promise Academy. UC/CSU (g) AVID 10 Year, 10 Credits Grade 10 (Coming 2020-21) AVID II is designed to prepare students for the rigor involved with succeeding at a four-year college. The next foundational level of the 4-year high school sequence, AVID II builds upon students’ critical thinking and organization skill, places emphasis on test taking strategies to prepare students for college entry exams, and goes more in-depth into career exploration and resume building. Students will receive two periods of instruction per week in college entry-level skills, two periods per week in tutorials, and one period per week in motivational activities and academic skills. AVID II is the second class in a 4-year sequence. Concurrent enrollment in advanced courses is recommended to promote college eligibility. Prerequisite: Application required. See AVID Coordinator for more information. UC/CSU (g) AVID 11 Year, 10 Credits Grade 11 (Coming 2021-22) AVID III is designed as the next foundational level of the 4-year high school sequence. Part 1 or the AVID Senior Seminar, which is a two-year interdisciplinary course for

AVID juniors and seniors, students will engage in higher levels of WIC-R (writing, inquiry, collaboration and reading) strategies than experienced in prior years of AVID. These higher level thinking, reading, writing and oral language skills are needed to prepare students for the level of work required to produce a culminating research project at the end of the senior year. Students will also engage in college bound activities, methodologies and tasks that are achieved during the junior and senior year. Topics include test preparation, college exploration and fit, and finances. Prerequisite: Application required. See AVID Coordinator for more information. UC/CSU (g) AVID 12 Year, 10 Credits Grade 12 (Coming 2022-23) AVID IV is designed as the last foundational level of the 4-year high school sequence. Part 2 or the AVID Senior Seminar, which is a two-year interdisciplinary course for AVID juniors and seniors, students will engage in higher levels of WIC-R (writing, inquiry, collaboration and reading) strategies than experienced in prior years of AVID. These higher level thinking, reading, writing and oral language skills are needed to prepare students for the level of work required to produce a culminating research project at the end of the senior year. Organized around the theme of “Leadership as a Catalyst for Change in Society,” students will select a leader to study in depth, read extensively about the leader, write a number of analytical essays, develop critical questions based on their reading and writings, participate in collaborative discussion groups such as Socratic Seminar, and complete a final research essay project. Students will also engage in college bound activities, methodologies and tasks that support student enrollment into a 4-year university. Topics include Testing, College Applications, Scholarships, and more. Prerequisite: Application required. See AVID Coordinator for more information. UC/CSU (g)

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English Students at SLz will benefit from an English program that is varied to meet the individual needs of all students. Teachers employ a broad range of teaching strategies to engage all students. Furthermore, SLz teachers continually seek out opportunities to learn about the most current educational practices that will help their students.

To graduate at SLz with a high school diploma, students are expected to successfully pass and complete 4 years of English (40 credits). In addition, to be eligible to attend a 4-year university, students must receive a “C” or higher in all ‘b’ approved English courses.

English 9 Year, 10 Credits Grade 9 This course is the foundational course of the English Department at San Lorenzo High School. It focuses on the development of reading strategies, with a special focus on a variety of nonfiction texts as well as literature. The course is designed to help students negotiate and comprehend high school level reading. Fundamentally, the course is about reading and critical analysis through exposure to a variety of genres including non-fiction articles plays, and novels. It focuses on vocabulary development and grammar skills that will enhance students’ writing abilities. Students will also master skills in analyzing and responding to expository texts and literature. Students will demonstrate mastery of the 9th/10th grade California Common Core State Standards upon completion of the required 9th and 10th grade English courses. Prerequisite: None. UC/CSU (b) English 10 Year, 10 Credits Grade 10 Students will participate in a course that draws its readings from contemporary and classical literature of the world. Students will also read expository texts that feature world issues and themes as related to the core works. Students will study grammar and Greek and Latin etymology. Reflective, interpretive, and expository writing skills will be emphasized while students complete in-depth analyses of various literary genres. Students will learn how to implement a broad repertoire of reading and writing strategies. This course will also focus on enhancing study skills and academic self-reflection. Students will demonstrate mastery of the 9th/10th grade California Common Core State Standards upon completion of the required 9th and 10th grade English courses. Prerequisite: None. UC/CSU (b)

English 11 Year, 10 Credits Grade 11 This course focuses on the issues and cultures of past and present America, drawing its readings from classical and contemporary works of multicultural literature and various expository texts. Students will use advanced reading and writing strategies to master interpretive, analytic, and reflective language arts skills. Greek and Latin etymology as well as SAT vocabulary and academic vocabulary instruction will also be covered regularly. Students will practice writing position papers in preparation for college-level and state examinations. Students will demonstrate mastery of the California Common Core State Standards for the 11th and 12th grade upon completion of the required 11th and 12th grade. Prerequisite: None. UC/CSU (b) AP English Language & Composition Year, 10 Credits Grade 11 This is a college-level course designed to help students become critical readers of a variety of texts, concentrating on a variety of nonfiction texts (articles, images, essays, speeches, and books) and American literature. The main theme of the course is “The Quest for the American Dream.” Students are required “to develop evidence-based analytic and argumentative essays” and “read and analyze the rhetorical elements and their effects in non-fiction texts [...] from many disciplines and historical periods” (collegeboard.org). The course is designed for students who have demonstrated exceptional skills in English and are drawn to rigorous rhetorical analysis and advanced composition. This class prepares students for the Advanced Placement Examination in English Language. Students will demonstrate mastery of the California Common Core State Standards for the 11th and 12th grade upon completion of the required 11th and 12th grade English courses. Approximately 30 minutes of homework is assigned daily. Completion of a summer assignment (two

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books & corresponding assignments) is required. Prerequisite: “B+” or better in current English course or teacher recommendation. Completion of a pre-course assignment is also required. UC/CSU (b) CSU Expository Reading & Writing Year, 10 Credits Grade 12 The Expository Reading and Writing Course (ERWC) was developed with the goal of preparing college-bound seniors for the literacy demands of higher education - helping students read, comprehend, and respond to nonfiction and literary texts. Students develop advanced proficiency in expository, analytical, and argumentative reading and writing with an emphasis on rhetorical appeals. A senior project is required. Meets the CSU English Placement Test (EPT) Requirement for students who test conditionally-ready on the CAASPP. Students will demonstrate mastery of the California Common Core State Standards for the 11th and 12th grade upon completion of the required 11th and 12th grade English courses. Prerequisite: None. UC/CSU (b) AP English Literature Year, 10 Credits Grade 12 This course concentrates on major works of American and World Literature including close study of poetry. It is designated for students who have demonstrated exceptional skills in English and are drawn to rigorous literary analysis. Students work to master critical and argumentative writing at the college level and prepare for the Advanced Placement Examination in English Literature. Approximately 30 minutes of homework is assigned daily, the majority of which is required to be typed and submitted online. Students will demonstrate mastery of California Common Core State Standards for the 11th and 12th grade upon completion of the required 11th and 12th grade English courses. Completion of a summer assignment and a senior project

is required. Prerequisite: “B+” or better in current English course or teacher recommendation. UC/CSU (b) Creative Writing Year, 10 Credits Grade 10-12 This course is designed for students who love creative (non-analytical) writing and have a desire to explore their potential as writers. Students will read, write, and interpret poetry and prose, and learn tools for developing writing that is both original and audience-ready. The class is run as a writers’ workshop. Prerequisite: “C” or better in current English course or teacher recommendation. UC/CSU (g) Examining Cultural Diversity & Gender through Literature & Film Year, 10 Credits Grades 10-12 Students study film both as an art form and as a form of communication. They are taught how to "read" a film, just as students who study literature are taught to "see" how different literary forms and conventions are used by writers to achieve specific effects. Students also study the history of the cinema and become familiar with the techniques of filmmaking. In addition, students examine how films often reflect the times and conditions in which they are made, and conversely, how motion pictures sometimes help shape social attitudes and values. The prime objectives of the course are to help each student understand and use the specialized vocabulary used by filmmakers, film reviewers; to recognize the conventions of specific film genres; to recognize a film's purpose; the recognize and understand the subtext of a film; to recognize the technical and artistic factors that contribute to the overall merit of a film; to understand the roles of those who collaborate on the making of a film, and to write and speak knowingly about film whether reviewing a single film or comparing and contrasting two films. Prerequisite: Concurrent enrollment in grade level English course. UC/CSU (b)

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English Language Development The English Learner (EL) Program offers courses to students whose first language is not English, which include recent immigrants. Students are currently placed in courses according to their English Language Proficiency Assessments for California (ELPAC) scores. New students are tested and evaluated according to state law and then are scheduled into appropriate courses by recommendation of the EL Coordinator and Counselors. The goal of the department is to reclassify our school’s EL students so that they can be placed in all mainstream courses. To reclassify, students must meet specific benchmarks on school and state assessments. For more information, please speak to the EL Coordinator.

According to the Board of Education-approved EL Master Plan, EL’s must be in an appropriate ELD program. Programming may vary based on student need, but can include a combination of the following: Newcomer courses, Designated ELD, Sheltered, or mainstream courses. All teachers are trained to work with students from non-English speaking backgrounds where the unique needs of ELs are met by the use of instructional methods and materials designed to increase English proficiency in listening, speaking, reading and writing, and in academic language. The EL Program also monitors and supports EL’s who have mainstreamed into one of the three Small Learning Communities at SLzHS.

*Please note that the CELDT has transitioned to the ELPAC to determine language proficiency for our EL population beginning the 2018-19 school year. The ELPAC is given once a year in the spring. For more information, please see our EL Coordinator.

ELD 1 and 2 Year, 10 Credits Grade 9-12 These classes are for English Language Learners (ELL) developing their speaking, listening, reading, and writing skills. These classes emphasize literacy through the use of standards-based texts, self-selected reading, grammar & vocabulary instruction, and formal and informal writing opportunities. Students gain speaking and listening skills through role playing, class presentations, choral reading and audio recordings, and academic discourse practice. These classes prepare students for sheltered English and meet English graduation requirements. Prerequisite: Level is determined by ELPAC score and/or number of years in country. ELD Content Literacy 1 Year, 10 Credits Grade level: 9–12

ELD Literacy/Content 1 is a standards-based elective course for English Language Learners in ELD 1S and ELD 1. The class builds upon speaking and listening skills, emphasizing pronunciation, tone and choral reading through audio and video recordings. This class also develops literacy through vocabulary, grammar and writing practice using materials that encourage understanding of common themes and elements of western folktales and United States history. The course will use the Access “Building Literacy Through Learning” American History textbook. Prerequisites: Students who are enrolled in ELD 1S or ELD 1.

ELD Content Literacy 2 Year, 10 Credits Grade level: 9–12 ELD Content Literacy 2 is a standards-based elective course for ELLs in ELD 2. The class builds upon speaking and listening skills, emphasizing pronunciation, tone and choral reading through audio and video recordings. This class also develops literacy through vocabulary, grammar and writing practice using a variety of materials that encourage deeper understanding of common themes and elements of western folktales and United States history. The ELD Content Literacy 2 will build upon foundational social studies literacy skills and prior knowledge gained from the ELD Content Literacy 1 course. The course will serve as a bridge for students to move from ELD content specific learning to sheltered content area courses. This course will use the Longman United States History textbook. Prerequisites: Students who are enrolled in ELD 2. ELD Content Year, 10 Credits Grade 9-12 ELD Content Instruction is one of the three ELD classes in the ELD Newcomer Program for students in ELD 1, 2, or 3 in the first year of study in the US. The class focuses on vocabulary development and reading comprehension as well as academic discourse. The class prepares students for 11th grade US history by reviewing 5th & 8th grade US history, geography, and cultural studies. Prerequisite:

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This class is for newcomer students only and will be scheduled in the first year of entry to United States. Advanced/Systematic ELD Year or until RFEP Grade 9-12 Advanced/Systematic ELD earns general elective credit towards graduation as well as ‘B' English credit (9th & 10th only) for English Language Learners enrolled in sheltered or mainstream English. This class emphasizes standards-based language and literacy instruction with specialized strategies to help students pass the ELPAC and the NWEA (Northwest Evaluation Association) reading. Students will gain skills in vocabulary development, academic discussion & writing, grammar, and reading comprehension focusing on nonfiction texts. Prerequisite: Student must be designated English Language Learner. *UC/CSU (b) is only granted for one year Sheltered Courses Year, 10 Credits Grade 9-12 Sheltered courses provide English Language Learners (ELL’s) with access to the core curriculum through

specially designed academic instruction in English (SDAIE) in conjunction with daily English language development (ELD) activities aligned with the California ELD standards. These courses prepare students for mainstream academic courses. The following sheltered courses are available: Sheltered English 9, 10, 11, 12 Sheltered World History Sheltered US History Sheltered Government/Economics Sheltered Living Earth Sheltered Chemistry in the Earth Systems Sheltered Health Sheltered Math 1 Sheltered Math 2 All Sheltered courses, except Health, satisfy a-g requirements for UC/CSU eligibility. Their a-g designation is equivalent to their mainstream counterpart.

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Mathematics Students are required to pass 30 credits of math for high school graduation. At least one of the math classes must be Math 1/Algebra 1. For entrance to the University of California and California State University systems, students are required to complete three years of math, including Math Modeling and/or Math 3 (both are equivalent to Algebra 2 and/or higher). Four years of Math are highly recommended to make a student’s college application more competitive, particularly for students interested in studying math, business, science, medicine, or engineering. Please note, San Lorenzo Unified has transitioned to an integrated model beginning 2017-18. Students who took math courses prior to this will have the traditional pathway listed on their official transcript (Alg 1, Geometry, and Alg 2/Trig). For further question, please see your counselor.

In mathematics, completion of a higher-level course with a grade of C or better validates an earlier grade of D or F in a lower-level course. For example, a D in the first semester of geometry is validated by a grade of C or higher in the second semester of geometry.

Integrated Math I Year, 10 Credits Grade 9-12 This course covers strands from algebra, geometry, and statistics to emphasize the interconnected nature of mathematics. Specific topics include a deeper understanding of algebraic manipulation, functions (linear, quadratic, and exponential), applying linear models to data, using transformational geometry to establish criteria for congruence, coordinate geometry, and an introduction to matrices and vectors. In addition, students will be expected to show proficiency in the Common Core Standards for Mathematical Practice, such as modeling with mathematics, attending to precision, and persevering in problem solving. This is the first year in the Integrated Math I, Math II, and Math III sequence. Prerequisite: None. UC/CSU (c)

Integrated Math II Year, 10 Credits Grade 10-12 or teacher recommendation This course covers strands from algebra, geometry, and statistics. Specific topics include quadratic expressions, equations, and functions; piecewise functions and inverses; geometric figures, circles, conic sections; right triangle trigonometry; and probability This is the second year in the three year sequence of Integrated Math I through Math III. This sequence prepares students for subsequent math courses, Mathematical Modeling and Integrated Math III. Prerequisite: “C” or better in Integrated Math I. UC/CSU (c) Geometric Construction Year, 10 Credits Grade 11-12 or teacher recommendation This course integrates geometry, art, and technology. Students begin with paper and pencil geometric

Inte

grat

ed M

ath

1

Inte

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ed M

ath

2

Integrated Math 3 *validation bonus

Mathematical Modeling

*validation bonus

Geometric Construction Graduation Eligible

Elective “g” approved

AP Calculus AB

AP Statistics

Quantitative Literacy Offered only at SLz

UC/CSU eligibility Math “c” approved in bold outline Non UC/CSU eligibility Math “c” approved in dotted outline

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constructions and extend these concepts on computers using “Geometer's Sketchpad” software to create graphics. This is a course for any interested students including college-bound students who are interested in deeper exploration of geometry; students who struggled in algebra and would like a more experiential approach to geometry before continuing the college-prep math sequence; and students who need additional math credits for graduation. Prerequisite: Completion of Integrated Math I. UC/CSU (g)

Integrated Math III Year, 10 Credits Grade 11-12 or teacher recommendation This course covers strands from algebra, geometry, and statistics. Specific topics include deeper work with functions and inverses (including logarithmic, polynomial, trigonometric, and rational functions), modeling with geometry and functions, normal distributions, and sampling. In addition, students will be expected to show proficiency in the Common Core Standards for Mathematical Practice such as constructing viable arguments and critiquing the reasoning of others, attending to precision, and reasoning abstractly. This is the third year in the Integrated Math I through Integrated Math III sequence. A graphing calculator is required. This sequence prepares students for higher level math courses such as AP Calculus AB and AP Statistics. Prerequisite: “C” or better in Integrated Math II/Geometry. UC/CSU (c) Mathematical Modeling Year, 10 Credits Grade 11-12 or teacher recommendation This course is a general survey of mathematical topics that are useful in our contemporary world. The primary purpose of this course is to show students how mathematics can be applied to their lives in interesting, enjoyable, and meaningful ways. There are four major goals of this course: 1. To help students acquire knowledge of fundamental mathematics 2. To show students how mathematics can model/solve authentic problems that apply to their lives 3. To enable students to model, understand, and reason with quantitative issues and mathematical ideas they are likely to encounter in college, career, and life 4. To enable students to develop problem-solving skills, while fostering critical thinking, within an interesting setting. Prerequisite: “C” or better in Integrated Math II/Geometry. UC/CSU (c)

AP Calculus AB Year, 10 Credits Grade 11-12, or teacher recommendation This course provides students with the equivalent of one semester of regular college level calculus. The AP Calculus course will allow students to study limits of a function and derivatives of a polynomial, trigonometric, logarithmic, and exponential functions. Specifically, students will use calculus to explain and predict the behavior of functions. They will know the definition of the derivative, understand the connection between continuity and differentiability, and learn techniques of differentiation and integration and use them to solve problems. It is considered an Honors course by the UC/CSU system. A graphing calculator, as well as summer work, will be required. Prerequisite: “B+” or better in Integrated Math III/Pre-Calculus or teacher recommendation. UC/CSU (c) AP Statistics Year, 10 Credits Grade 11-12, or teacher recommendation The AP Statistics course is equivalent to a one-semester, introductory, non-calculus-based college course in statistics. The course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. There are four themes in the AP Statistics course: exploring data, sampling and experimentation, anticipating patterns, and statistical inference. Students use technology, investigations, problem solving, and writing as they build conceptual understanding. A graphing calculator is required. Prerequisite: “C” or better in Integrated Math III or “B” or better in Mathematical Modeling or teacher recommendation. UC/CSU (c) Quantitative Literacy Year, 10 Credits Grade 12 This class focuses on the needs of students who are nearing graduation, want to strengthen their math skills, but are not necessarily college bound. It offers opportunity to learn real world applicable mathematics while completing graduation requirements. Quantitative Literacy will prepare students to enter the workforce or to attend college with an understanding of the mathematics in the real world. The course will help students develop quantitative literacy as a habit of mind and an approach to problems that employs and enhances both statistics and mathematics. The main goal of the course is for students to see that mathematics is a powerful tool for living. Prerequisite: 20 Math credits including Integrated Math I/Algebra 1.

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Physical Education Physical Education is a vital component to the health and well-being of all children. Per California State regulations, all Freshmen and Sophomores are required to complete 2 years (20 credits) of Physical Education to graduate from high school. Students are expected to wear proper gym attire to fully participate in and engage in PE class. All attire as well as locks for PE locker rooms can be purchased at the Student Body Office (SBO). Locks are HIGHLY advised to prevent items from being lost or stolen. Please note, the school is not responsible for any items left unattended and unlocked. For more questions, please consult the student’s PE teacher. Physical Education Year, 10 Credits Grade 9-12 Students will participate in a core program concentrating on fundamental skills, team sports, and physical conditioning. Students will participate in a variety of sport activities during the week and one day will be devoted strictly to physical fitness. All students must complete and pass a minimum of 6 fitness days to have a chance to pass the class per quarter, but it does not ensure the student of passing. One goal of the physical education department is that our students achieve and maintain a healthy level of fitness in the three broad components of fitness: aerobic capacity, body composition, and muscular strength. Our second goal is for students to participate in a variety of physical activities that promote lifelong fitness. While participating in these activities, our students will be able to demonstrate good sportsmanship, apply safe practices, follow procedures, and rules. A school physical education uniform and lock are required (cost is $25.00) as well as athletic shoes. Prerequisite: None.

Alternative to PE Year, 5-10 Credits Grade 10-12 Alternative to PE is designed as a way for exceptional athletes to fulfill their Physical Education requirement outside of the school day. Students applying for Alternative to PE must meet the prerequisites below to

be eligible: • Successful completion of PE 9 • Passed 5 out of 6 subtests on the 9th grade state

Physical Fitness Test • Play two seasons of a school-sponsored sport

o Each sport waives 5 credits of PE or can be used to recuperate elective credits needed to graduate

• Complete the Alternative to PE application This alternative to PE is not intended to shorten the school day or number of classes that a student is required to take, but rather, open up the student’s schedule for an elective or recover credit. Students who withdraw from Alternative to PE during the school year will be placed in PE the following year, if needed for graduation. Scores for State Physical Fitness test will not be made available until the end of the student’s sophomore year. If the student did not pass 5/6 tests, they will be required to take PE their junior year.

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ROP San Lorenzo Unified School District partners with Eden Area ROP (EAROP) to offer career training opportunities for high school juniors and seniors as well as adults. Many types of career courses are available at locations throughout the county. Some are located on high school campuses while others are at the local ROP Centers. Classes on the EAROP campus are generally given in two- or three- hour blocks during the day and after-school hours (Monday-Friday) with some evening programs. The classes at each ROP differ, but most include courses pertaining to health careers, business, industrial arts, early childhood education, graphic design, culinary arts, and others. For information on classes available in your area, contact your counselor or call your local ROP. For further information, visit https://www.edenrop.org CAREER PATHWAYS and courses offered in partnership with SLz are:

• Advanced Video/TV • Criminal Justice I & II • Journalism • Media Arts • Multimedia/Web • Photography/Advanced Photography • Video Production • Yearbook

TRANSPORTATION to and from EAROP is provided by the District. Pick up and drop off occur on the SLz campus at designated times. For more information about transportation, please contact Director of Transportation at the District Office. Morning ROP Afternoon ROP

Days Pick Up @ SLz Drop Off @ SLz Pick Up @ Slz Drop Off @ SLz M, T, Th, F 7:25 am 11:20 am 11:55 am 3:55 pm

Wednesday 7:25 am 10:30 am 11:55 am 3:55 pm

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*Physics/AP Physics must be taken in 11th or 12th grade to complete the sequence

Health Science & Patterns of Disease satisfy the Health Graduation Requirement

Science Students are required to pass 30 credits of Science and 5 credits of Health for high school graduation. At least one of the science classes must be a physical science and one a life science. For entrance to the University of California and California State University systems, students are required to complete a minimum of two ‘d’ lab sciences. Taking additional ‘d’ science courses will make a student’s college application more competitive, particularly for students interested in science, medicine, or engineering.

Health Semester, 5 Credits Grade 9 The class is designed to promote good health and allow students to make responsible health decisions. Students are engaged in activities that foster the development of each individual’s optimal physical, mental, and emotional well-being. Individual growth, exercise, nutrition, drugs, safety, disease, and family life (including sex, birth control, pregnancy, and STDs) are studied. This course leads to the mastery of the California State Health Standards. Lab donations accepted. Prerequisite: None. The Living Earth Year, 10 Credits (Biology) Grade 9 This laboratory-based course will explore standard biological and earth science concepts within the context of the Science and Engineering Practices outlined in the Next Generation Science Standards. Students will apply their knowledge to various real-world phenomena such as seasonal greening and ecospheres, superbugs, and ocean acidification or local invasive species and build an understanding of life and how life changes over time in

response to a changing environment. Students will view these phenomena through the lenses of the Crosscutting Concepts (CCCs), such as energy and matter (relationships in ecosystems, earth’s atmosphere) or structure and function (cells, mitosis and cancer, or evidence for evolution). Lab donations accepted. Prerequisite: None. UC/CSU (d) Chemistry in the Earth System Year, 10 Credits (Chemistry) Grade 10 This laboratory and inquiry based course will emphasize the students' ability to demonstrate their knowledge of chemistry within the context of the Science and Engineering Practices outlined in the Next Generation Science Standards. This course specifically examines the role of chemical properties and processes in driving the Earth system. Students will come to better understand the matter in their lives by studying topics such as thermochemistry and physical changes, the periodic table, atomic structure, nuclear chemistry, bonding, chemical reactions, intermolecular forces, and

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The Living Earth

Chemistry in the Earth System

Physics in the Universe*

AP Physics*

AP Chemistry

AP Biology

Anatomy/Physiology

stoichiometry. Prerequisites: Concurrent enrollment in a math course. UC/CSU (d) Physics in the Universe Year, 10 Credits Grade 11 Physics in the Universe is a laboratory and inquiry based course emphasizing the students' ability to demonstrate their knowledge of physics within the context of the Science and Engineering Practices outlined in the Next Generation Science Standards. Students build an understanding of major Physics concepts through the lens of Earth and Space Science phenomena. In this course, students will engage in investigation and experimentation to explore topics such as light and sound waves, electricity and magnetism, motion and forces, energy, and momentum. Prerequisite: Successful completion of Math 1/Algebra 1. UC/CSU (d) Anatomy and Physiology Year, 10 Credits Grade 11-12 Students receive a comprehensive systematic study of the structure and function of the human body. Specifically, students learn about the specialized structures and associated functions of the different cells, tissues, organs, and organ systems of the body. It is recommended for those planning to enter the health fields (dentistry, medicine, and nursing). Lab donations accepted. Prerequisite: Recommended “C” or better in Biology. UC/CSU (d) AP Biology Year, 10 Credits Grade 11-12 AP Biology is equivalent to an introductory college-level biology course. Students cultivate their understanding of life sciences through inquiry-based investigations as they explore the following big ideas that underlie all of Biology: evolution, information, interactions, and energy. Students can expect to spend most of their time in class engaging in scientific practices such as designing investigations, analyzing data, and communicating their results to peers. This class is especially recommended for those who plan to enter into science research or a health profession (medicine, dentistry, nursing). All students are expected to take the AP Biology exam. Prerequisite: “B” or better in both Biology and Chemistry or the recommendation of the Biology teacher, and “B” or better in Math 1/Algebra 1. Concurrent enrollment in Math 3 or higher recommended. UC/CSU (d)

AP Chemistry Year, 10 Credits Grade 11-12 AP Chemistry is equivalent to an introductory college-level chemistry course. Students in this course will greatly build on the conceptual understanding attained in general chemistry. They will build competence in dealing with advanced, complex chemical phenomena. The course will contribute to the development of the students’ abilities to think clearly and to express their ideas orally and in written form with clarity and logic. Mastery of fundamental chemistry concepts is essential for an understanding of the advanced principles and concepts covered in AP Chemistry. Students spend a great deal of time working on labs, and in groups to build understanding of concepts through collaboration and communication. All students are expected to take the AP Chemistry exam. Prerequisite: “B” or better in both Biology and Chemistry or the recommendation of the Chemistry teacher, and “B” or better in Math 2 or concurrent enrollment in Math 3 or higher. UC/CSU (d) AP Physics 1 Year, 10 Credits Grade 11-12 AP Physics is a college-level course, taken as an alternative to our Physics in the Universe course. AP Physics 1 is equivalent to a first semester college course in algebra-based physics. The course covers Newtonian mechanics (including rotational dynamics and angular momentum), work, energy, and power, mechanical waves and sound, and introduces electric circuits. Students spend a great deal of time working on labs, and in groups to build understanding of concepts through collaboration and communication. All students are expected to take the AP Physics exam. Prerequisite: “B” or better in Math 2. Concurrent enrollment in Math 3 or higher recommended. UC/CSU (d) Patterns of Disease Semester, 5 Credits Grade 11-12 Students in this course will engage in a systematic study of the patterns and processes that have influenced the spread and characteristics of diseases. The influence of geography, cultural behaviors, environmental conditions, globalization, and demographics will all be extensively examined. Students will analyze the human response and the consequences of diseases at the local, national, and international levels. This class may be taken to fulfill the Health requirement. Lab donations accepted. Prerequisite: None.

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Social Science Students enter the social science pathway during the 10th grade and are required to pass 30 credits for high school graduation. Credits must be completed in Modern World History, United States History, and Government (5 credits) and Economics (5 credits) to earn a high school diploma. Modern World History Year, 10 Credits Grade 10 Students study major turning points that have shaped the modern world, from the late 18th Century through the present, including the two world wars. This course leads to the mastery of the California State Common Core Standards. Prerequisite: None. UC/CSU (a) United States History Year, 10 Credits Grade 11 Students focus on the major turning points in American history. They primarily study the events, movements, and people who have made an impact on the United States in the 20th Century. In addition, they review important aspects of US history before the 1900’s. This course leads to the mastery of the California State Common Core Standards.. Prerequisite: None. UC/CSU (a) AP United States History Year, 10 Credits Grade 11 This rigorous survey course takes an in-depth look at the events, institutions, and ideas that shaped America from pre-colonial times to the present. Students prepare to take the Advanced Placement exam in U.S. History, which may earn college credit. Students receive an extra grade point for college for one term if they complete the entire course. This course leads to the mastery of the California State Common Core Standards. Prerequisite: “A–“ or better in World History, B or better in current English class and/or teacher or counselor recommendation. UC/CSU (a) Government Semester, 5 Credits Grade 12 This course covers the operation of American government and political systems with an emphasis on political behavior and responsibility. This course leads to the mastery of the California State Common Core Standards. Prerequisite: None. UC/CSU (a)

AP Government and Politics Semester, 5 Credits Grade 12 The events, court decisions, and individuals that shaped the United States government are studied in depth in this college level course. Students prepare to take the Advanced Placement exam in American Government, which may earn college credit. Students receive an extra grade point for the semester if they complete the entire course. This course leads to the mastery of the California State Common Core Standards. Prerequisite: “A–“ or better in US History, B or better in current English class and/or teacher or counselor recommendation. UC/CSU (a) Economics Semester, 5 Credits Grade 12 This course will expose the students to major economic concepts and issues with emphasis on America’s approach, the Market System. In addition, the course will consider the tools used by economists to analyze and measure economic performance. Finally, the course will ask students to apply economic principles to “real world” concerns: global interdependence, inflation, unemployment, and poverty. This course leads to the mastery of the California State Common Core Standards. Prerequisite: None. UC/CSU (g) AP Human Geography Year, 10 Credits Grade 10-12 AP Human Geography is a year-long course that focuses on the distribution, processes, and effects of human populations on the planet. Units of study include population, migrations, culture, language, religion, ethnicity, political geography, economic development, industry, agriculture, and urban geography. Case studies from around the globe are compared to the situations in both the United States and California. Prerequisite: “C” or better in current English class and/or teacher recommendation. UC/CSU (g)

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Special Education Special Education programs for students with exceptional needs are offered in grades 9-12. Eligibility for enrollment is determined through a formal referral process. Placement in an appropriate special education program is made on completion of an Individualized Education Plan (IEP). Initial consultation with a school counselor is recommended. The Special Education Department maintains a Learning Center available to all students at San Lorenzo High School. Teachers notify the Special Education Department in advance when students need to utilize the Learning Center. It is staffed with Instructional Assistants. Teacher permission is required for students to attend the Learning Center during class time.

Program Goals The Resource Program at San Lorenzo High School is committed to providing the best well-rounded education possible for each of our students. In addition to having high expectations for learning the curriculum, our goals include seeing that each student is able to:

• Transition smoothly from each grade level as self-determined, self-confident, and responsible individuals

• Take control of their academic and personal lives through recognition and appreciation of their own strengths, abilities, and passions

• Use self-advocacy skills • Reach their full potential socially, academically,

personally, and functionally • Have the opportunity for employment and quality

of life Students identified as eligible for Special Education receive programming and services that are tailored to meet their individual needs through the Individual Education Plan (IEP) process. They are those students identified with barring discrepancies that adversely affect academic progress without supports for learning.

Learning Center or Resource Room Students with special needs may receive instruction from the special education teacher in an individual or small group setting for selected subjects. In many cases they will spend most of their day in the general education classroom with Resource Program (RSP) support available. Individual RSP classrooms, Instructional Assistants, or Special Education teachers (Resource Specialists) assist students in the mainstream classroom. In some cases, a student needs highly specialized services and cannot be successfully integrated into a general education classroom for all required classes. In these circumstances, they will spend most of their day in the Special Day Classes tailored to their needs (SDC, Mild-

Moderate), and may follow an alternate path to graduation. A full range of specialized support is available for all students in the Special Education program. Students in the general education curriculum and/or SLC’s who need assistance during class will need to request access to the Learning Center or Resource Specialists from their mainstream teachers.

Special Education Students in SLC’s Special Education students who elect to participate in the Small Learning Communities (SLC) at San Lorenzo High School will participate to the greatest extent possible in the curriculum offered by each SLC. RSP support will be provided through the RSP Learning Center, Resource Classrooms and/or Instructional Assistants and Resource Specialists who will be participating in each SLC and who will be imbedded in the SLC classroom(s).

Guiding Principles The IEP Team (resource specialists, general educator, administrator, parent/guardian, and student) is accountable for student learning. Below are guiding principles that are followed to ensure student success: • Open and direct lines of communication are

valued among all IEP Team members. • Special education service decisions are supported

by data and support student achievement. • RSP courses instruction, curriculum, and

assessment are linked to general education standards.

• To foster student success, Special Education students will be mainstreamed into the general education curriculum whenever possible with appropriate support provided as deemed necessary to maximize student success.

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World Language In a world that is becoming more international, Languages are a vital part of every educated person. Therefore, the World Language Department at SLz offers three languages to support the diverse needs and interests of our students - American Sign Language, Chinese, and Spanish for native and non-native speakers. While 1 year (10 credits) of a Fine Art is required, at least 2 years or the same language are required for a-g eligibility, 3 years recommended, and 4 years to be competitively eligible to attend a UC/CSU. Furthermore, any student completing four years of a language becomes eligible for the State Seal of Biliteracy. A SEAL OF BILITERACY is a statement by the school system that mastery of two or more languages is important. It encourages students to pursue biliteracy, honors the skills our students attain, and can be evidence of skills that are attractive to future employers and college admissions offices. A Seal of Biliteracy is granted to all students who meet the criteria for the award. For each level, criteria is set for students whose first language is English, who are learning a second language, and for English Learners who are developing academic proficiency in their home language while mastering English. High School Criteria for the "Seal of Biliteracy" English Component

• Proficient or Advanced score on ELA CAASPP test • 2.0 Grade Point Average in all ELD and/or ELA courses toward graduation

World Language Component • Score of 3 or higher on World Language AP Exam OR • Score of 4 or higher on IB Exam OR • Score of 600 or higher on a World Language SAT II Subject Exam OR • Completion of 4 years with a Grade of B or better.

For more information, please go to: http://www.cde.ca.gov/sp/el/er/sealofbiliteracy.asp

Chinese

Chinese 1 Year, 10 Credits Grade 9-12 Chinese 1 is an elementary Chinese language course. It introduces the Chinese phonetic system (Pinyin), radical of Chinese characters, basic grammatical structure, and functional daily language use. It emphasizes the training of all four-language skills (speaking, listening, reading, and writing) as well as understanding of the social-linguistics and social-cultural factors that are important to cross-cultural communication. This course is designed for students who have no formal background in learning Chinese. By the end course, students will be able to comprehend simple listening passages and reading texts that cover various daily topics to express themselves in Chinese language with appropriate social manners, as well as to develop comprehension of everyday topics and simple authentic rituals. Prerequisite: None. UC/CSU (e) Chinese 2 Year, 10 Credits Grade 10-12 Chinese 2 course is developed to widen the knowledge given in the Chinese 1 course. The students will learn more information about parts of speech and sentence

formation. They will continue to learn more about the Chinese culture and gain more vocabulary, which lets them communicate in Chinese more freely. The students will be able to write paragraphs and short compositions using Chinese. They will continue to develop their four language skills of listening, speaking, reading, and writing in Chinese and use them via Chinese culture in different situations. Prerequisite: “C” or better in Chinese 1, and teacher recommendation. UC/CSU (e) Chinese 3 Year, 10 Credits Grade 10-12 The Chinese 3 course is developed to widen the knowledge given in the Chinese 1 and Chinese 2 courses. The students will learn more information about parts of speech and sentence formation. They will continue to learn more Chinese culture. They will gain more vocabulary and grammar knowledge, which lets them communicate in Chinese more freely. The students will be able to write paragraphs and short compositions using Chinese. They will continue to develop their four language skills of listening, speaking, reading and writing in Chinese and use them via Chinese culture in

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different situations. Prerequisite: “C” or better in Chinese 2, and teacher recommendation. UC/CSU (e) Chinese for Chinese Speakers Year, 10 Credits Grade 9-12 This course is designed for students who have grown up speaking Chinese as a home language, who speak fluently, but do not read or write characters. This course will focus on developing reading and writing skills as well as maintaining and strengthening the oral and listening skills already acquired at home. Students will learn approximately 700 simplified characters. This course will also promote cultural awareness through various literary essays and graded readers. Successful completion of this course will enable students to enroll in Chinese 3, Chinese Speakers 2 or, with the teacher's recommendation, AP Chinese. Prerequisite: Native speaker or teacher recommendation. UC/CSU (e) AP Chinese Language and Culture Year, 10 Credits Grade 10-12 The AP Chinese Language and Culture course in emphasizes communication (understanding and being understood by others) by applying interpersonal, interpretive, and presentational skills in real-life situations. This includes vocabulary usage, language control, communication strategies, and cultural awareness. The AP Chinese Language and Culture course strives not to overemphasize grammatical accuracy at the expense of communication. To best facilitate the study of language and culture, the course is taught almost exclusively in Chinese. The AP Chinese Language and Culture course engages students in an exploration of culture in both contemporary and historical contexts. The course develops students’ awareness and appreciation of cultural products (i.e., tools, books, music, laws, conventions, institutions), practices (patterns of social interactions within a culture), and perspectives (values, attitudes, and assumptions). Prerequisite: “C” or better in Chinese Speakers or teacher recommendation. UC/CSU (e)

Spanish Spanish 1 Year, 10 Credits Grade 9-12 Spanish 1 introduces students to the Spanish language by building listening and speaking skills and gradually introducing reading and writing skills. A particular emphasis is placed on listening and speaking using a wide

variety of activities. The class is conducted primarily in Spanish. The study of the language is presented in conjunction with the study of the people and cultures of the Spanish speaking world. This is not a course intended for Native Spanish speakers. Prerequisite: None. UC/CSU (e) Spanish 2 Year, 10 Credits Grade 9-12 Spanish 2 builds on Spanish 1 with a continued emphasis on building listening and speaking skills in the Spanish language with slightly more attention paid to reading and writing than in the previous term. Second year Spanish is designed to continue the study of the Spanish language and the culture of the Spanish speaking people with a stronger emphasis on conversation and composition skills. This class is conducted primarily in Spanish. This is not a course intended for Native Spanish speakers. Prerequisite: “C” or better in Spanish 1 or teacher recommendation. UC/CSU (e) Spanish 3 Year, 10 Credits Grade 10-12 Spanish 3 continues to develop proficiency in listening, speaking, reading, and writing in the Spanish language. This class is designed to prepare students for an advanced understanding of the Spanish language, both written and conversational, with a continuation in the study of culture as well. Greater emphasis is placed on Spanish literature than in previous terms. This class is conducted primarily in Spanish. This is not a course intended for Native Spanish speakers. Prerequisite: “C” or better in Spanish 2 or teacher recommendation or teacher recommendation. UC/CSU (e) Spanish 4 Year, 10 Credits Grade 11-12 Spanish 4 is designed for students who have achieved a basic level of proficiency in the Spanish language and seek more advanced written and oral Spanish language production. In addition, students will read and respond to modern and classical Spanish literature. Students will further explore Spanish history and Latin-American cultures around the world. This class is conducted uniquely in Spanish. Prerequisite: “C” or better in Spanish 3, or teacher recommendation. This course is an appropriate placement for Spanish Native Speakers. UC/CSU (e)

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Spanish for Native Speakers Year, 10 Credits Grade 9-12 Spanish for Native Speakers is designed for native speakers who are fluent Spanish speakers, but need improvement in reading and writing. There is a focus on minimizing frequent Spanish speaker errors, building Spanish vocabulary, and giving the students the opportunity to express themselves in Spanish about different topics. The students will focus on reading Spanish Literature and writing compositions, all in the target language. This course is conducted entirely in Spanish. In this course the students will make comparisons with the English language, its differences and similarities, idioms, and expressions for a better understanding of both languages. Prerequisite: Native speaker or teacher recommendation based on placement test results. UC/CSU (e) AP Spanish Language and Culture Year, 10 Credits Grade 10-12 The AP Spanish Language and Culture course emphasizes communication (understanding and being understood by others) by applying interpersonal, interpretive, and presentational skills in real-life situations. This includes vocabulary usage, language control, communication strategies, and cultural awareness. The AP Spanish Language and Culture course strives not to overemphasize grammatical accuracy at the expense of communication. To best facilitate the study of language and culture, the course is taught almost exclusively in Spanish. The AP Spanish Language and Culture course engages students in an exploration of culture in both contemporary and historical contexts. The course develops students’ awareness and appreciation of cultural products (i.e., tools, books, music , laws, conventions, institutions), practices (patterns of social

interactions within a culture), and perspectives (values, attitudes, and assumptions). Prerequisite: “C” or better in Spanish for Spanish Speakers or Spanish 4, or teacher recommendation. UC/CSU (e) AP Spanish Literature and Culture Year, 10 Credits Grade 10-12 The AP Spanish Literature and Culture course is designed to provide students with a learning experience equivalent to that of an introductory college course in literature written in Spanish. The course introduces students to the formal study of a representative body of texts from Peninsular Spanish, Latin American, and U.S. Hispanic literature. Students will demonstrate their proficiency in Spanish across the three modes of communication (interpersonal, interpretive, and presentational) and the five goal areas (communication, cultures, connections, comparisons, and communities) outlined in the Standards for Foreign Language Learning in the 21st Century. The overarching aims of the course are to provide students with ongoing and varied opportunities to further develop their proficiencies across the full range of language skills — with special attention to critical reading and analytical writing — and to encourage them to reflect on the many voices and cultures included in a rich and diverse body of literature written in Spanish. The course is meant to be comparable to third year (fifth or sixth semester) college and university courses that focus on reading and writing in the target language at an advanced level. The overall goal of the class is to have the students take and successfully pass the AP Spanish Literature and Culture exam. Prerequisite: “C” or better in Spanish 4 and/or AP Spanish Language and Culture, or teacher recommendation. UC/CSU (e)

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Visual & Performing Arts The San Lorenzo High School Visual & Performing Arts program is a robust program that caters to a variety of interests. Ranging from art courses that advance students’ understanding, skills, and techniques in different modes of art to musical composition that taps into students’ passion for creating, expressing, and producing music. In addition to taking courses, students showcase their knowledge through evening performances open to students, families, and community members. A few events put on by the Visual & Performing Arts program are: Winter/Spring Concert, San Lorenzo Unified Music Festival, Youth Art Month, Guitar & Piano Recital, and BADA Film Festivals. Students can satisfy the Fine Arts/LOTE/CTE requirement (20 credits) for high school graduation by taking courses through the Visual & Performing Arts department. For entrance to the University of California and California State University systems, students are required to complete a minimum of one ‘f’ course . Taking additional ‘f’ Visual & Performing Arts courses will make a student’s college application more competitive, particularly for students interested in pursuing majors in art, architecture, music, and more. Beginning Art Year, 10 Credits Grade 9-12 Students will be introduced to the basic concepts and techniques associated with Art and the artistic process. Projects may include painting, perspective drawing, collage, portraiture, pen and ink, and paper making, sculpture. Students will also study various artists and art movements and gain skills in the area of art appreciation. We will also have guest speakers. Students will demonstrate their ability to respond, analyze, interpret, and respectfully judge their own artwork as well as the work of others through discussions, critiques, and writings. The focus of this course will be on the Elements and Principles of Art and Design. Lab donations accepted. Prerequisite: None. UC/CSU (f) Intermediate Art Year, 10 Credits Grade 10-12 Students will continue to develop the concepts and skills acquired in Beginning Art. Students will work in both two and three dimensional media. Projects will include mono-prints, sculpture, watercolor and acrylic painting, still life, and an exploration of various styles and types of drawing using pastels, artists pencils, pen and ink, and more. Students will develop a portfolio of the work and engage in small group discussions about their art and their feelings about their art. Students will also explore careers in Art and Art colleges. We will also have guest speakers. Students will demonstrate their ability to respond, analyze, interpret, and respectfully judge their own artwork as well as the work of others through discussions, critiques, and writings. The focus of this course will be further exploration of the Elements and Principles of Art & Design. Pre-Historic to Contemporary

art will be explored with a focus on art from other cultures. Lab donations accepted. Prerequisite: Successful completion of Beginning Art or teacher recommendation. UC/CSU (f) Advanced Art Year, 10 Credits Grade 10-12 Students will continue to develop the concepts and skills acquired in Beginning and Intermediate Art as well as acquiring new ones. Students will work in both two and three dimensional media using ever more sophisticated materials and techniques. Students will also research an artist of their choice. Students will develop and portfolio and engage in class critiques about their art and their artistic process. The focus of this course will be an exploration of individual artistic style and further exploration of classic and contemporary art. Students will engage in a wide variety of projects related to these artists and art movements. These projects may include ceramics, painting, drawing, sculpture, conceptual art and more. Students will demonstrate their ability to respond, analyze, interpret, and respectfully judge their own artwork as well as the work of others through discussions, critiques, and writings. Lab donations accepted. Prerequisite: Successful completion of Beginning Art and Intermediate Art or teacher recommendation. UC/CSU (f) Band Year, 10 Credits Grade 9-12 The focus of this course is to continue learning basic fundamentals of music theory and instrumental techniques in the wind, brass, and percussion family. Students will continue to learn the concepts of good tone

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production, finger/wrist/arm dexterity, rhythmic integrity, pitch recognition, as well as develop listening skills and performance practices. In addition, students will study performance practices as well as form and analysis as it relates to various idioms of band repertoire. Lab donations accepted. Prerequisite: Some experience playing a musical instrument. UC/CSU (f) Ceramics Year, 10 Credits Grade 9-12 This one-year course introduces students to the Elements of Art and Principles of Design while developing sculpting, painting, and drawing skills. Studio experiences in the classroom will give students opportunities to experience a variety of building techniques (pinch, coil, slab, wheel work, etc.) while developing student’s individual style and creative problem solving skills. Students will demonstrate their ability to respond, analyze, interpret, and respectfully judge their own artwork as well as the work of others through discussions, critiques, and writings. Lab donations accepted. Prerequisite: None. UC/CSU (f) Intermediate Ceramics Year, 10 Credits Grades 10-12 Intermediate Ceramics builds upon the foundation established and developed in Ceramics and allows students to explore in depth special interest areas of wheel throwing and hand-building. Students will continue to study and use the Elements of Art and the Principles of Design while emphasizing conceptual art making, craftsmanship, creativity, and personal expression. Over the duration of this course students will create a series of projects that guide them through the exploration of their own personal identity. Each project will be about the various aspects of their life experiences: identifying themselves, how they fit within their family unit, their culture, and eventually society. Students will be looking at a variety of contemporary artists as models of how to address the concepts explored in each unit. Materials used include clay, glaze, underglaze, overglaze, ceramic stains and oxides. Prerequisite: Successful completion of Ceramics. UC/CSU (f) Choir Year, 10 Credits Grade 9-12 Students focus on proper vocal technique which includes good posture, breathing and support, anatomy for the

singer, diction, mouth and jaw placement, choral, and technique. In addition, students learn the importance of phrasing, diction, text, interpretation, sight reading, performance practices, and music history. Students perform as individuals, in small ensembles, and with the entire choir. Lab donations accepted. Prerequisite: None. UC/CSU (f) Beginning Drama Year, 10 Credits Grade 9-12 Students are introduced to basic dramatic techniques and terminology. Class work includes vocal and physical warm-ups, improvisation, performance poetry, play analysis, dramatic monologues, scene analysis and performance, and playwriting. Class may include guest artists from Berkeley Repertory Theatre, San Francisco Shakespeare Theatre, or other theatre groups. Individual and group classroom performance is required. Lab donations accepted. Prerequisite: None. UC/CSU (f) Advanced Drama Year, 10 Credits Grade 9-12 Students receive a continuation and expansion of techniques learned in Beginning Drama. Class work includes units on documentary theatre, monologue and audition work, acting for the camera, and playwriting. Students may continue to work with guest artists from Berkeley Repertory Theatre and California Shakespeare Festival and other theaters. Lab donations accepted. Prerequisite: “B” or better in Beginning Drama and/or teacher recommendation. UC/CSU (f) Guitar Year, 10 Credits Grade 9-12 This course offers beginning instruction on the guitar. Students will learn open chords, power chords, moveable chords, strumming and instrumental techniques for accompanying and playing traditional, classical, folk, and contemporary songs. The course also includes music fundamentals, theory, songs, performance, listening, composing, improvising, analyzing, and reading standard music notation and tablature. Lab donations accepted. Prerequisite: None. UC/CSU (f) Digital Music Composition Year, 10 Credits Grade 9-12 Students will gain a solid foundation in the essential concepts, principles, and terminology of music composition, production, and recording on a computer

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through extensive hands-on practice. This course also includes fundamentals of music, music theory, analysis, and music evaluation according to established criteria. Music Production emphasizes personal creativity in self-expression and appreciating the creative works of others, understanding ideas, and formulating new ones, working cooperatively in a group setting and communicating effectively. Lab donations accepted. Prerequisite: None. UC/CSU (f) Musical Keyboarding Year, 10 Credits Grade 9-12 This is an elective course offering basic instruction on the piano and keyboards. Students will learn proper body posture, hand, wrist and arm positioning, and phrasing, so that they can play songs from simple to more complex ones depending on how quickly they advance their proficiency and playing skills. Music repertoire will include folk, classical (Renaissance, Baroque, Romantic, modern), pop, and music of multiple cultures. This course also includes music fundamentals, piano technique, performance, ear training, analysis, and standard music notation. Lab donations accepted. Prerequisite: None. UC/CSU (f) Orchestra Year, 10 Credits Grade 9-12 The focus of this course is to continue learning basic fundamentals of music theory and instrumental techniques in the string family. Students will continue to

learn the concepts of proper posture, arm, hand and finger placement, bowing technique, good tone production, finger dexterity, rhythmic integrity, pitch recognition, as well as develop listening skills and performance practices. In addition, students will study performance practices, as well as form and analysis as it relates to various idioms of the orchestral repertoire. Lab donations accepted. Prerequisite: Some experience playing a musical instrument. UC/CSU (f) Photography Year, 10 Credits Grade 10-12 Students will begin exploring all major aspects of black and white and digital photography, including camera techniques, film developing, enlarging, printing, print finishing, and digital manipulation. This hands-on class emphasizes technical skills and development of an artistic vision. Lab donations accepted. Prerequisite: None. UC/CSU (f) Advanced Photography Year, 10 Credits Grade 11-12 Students will continue to refine their photographic skills and artistic vision. Emphasis on more advanced digital skills such as studio lighting, alternative processes, and advanced digital skills and an exploration of careers in photography. A hands on, activity based class. Lab donations accepted. Prerequisite: “C” or better in Photography. UC/CSU (f)

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Electives SLz offers a variety of elective courses that enrich and cater to student interests. To graduate from SLzUSD, students are required to satisfy 45 credits worth of elective courses. Students can satisfy this graduation requirement from going above and beyond other graduation courses or by taking the courses below. Elective credits can also be satisfied by ROP courses during the 11th and 12th grade year. Journalism Year, 10 Credits Grade 10-12 Students will learn about all aspects of newspaper production and journalistic writing while working to produce the school newspaper. Students will study stylized writing, the function and responsibility of media, ethics, libel law, fund-raising, and desktop publishing. Students will explore different journalism career paths. The course is partly taught by students and serves as an introduction to college level and professional journalism. Prerequisite: 9th grade students may enter the course only with teacher approval. UC/CSU (g) Leadership Year, 10 Credits Grade 9-12 This class is designed to teach leadership skills and governmental structure which ultimately enhances school pride, spirit, and culture as well as the student's individual knowledge of a working government. The class will focus on standards designed by the California Association of Directors of Activities and Common Core State Standards, including public speaking, written communication, service learning, presentation skills, community service, government hierarchy, procedures and elections, personal and social development, goal setting, group dynamics, business marketing, finance accounting, advertising, business law, and research while positively impacting the entire student body. Prerequisite: Application and teacher recommendation is required for current SLz students. Election, appointment and selection to a leadership position will be determined at a later date. Please see Leadership teacher for details. UC/CSU (g) Link Crew Leadership Year, 10 Credits Grade 12 Link Crew Leadership is a two-semester course that combines high-level critical thinking, writing, and analytical skills with mentorship and entrepreneurial project experiences and implementation. Students will learn vital theoretical lessons in the areas of

interpersonal communications, diversity and inclusion, marketing, advertising, and pedagogy. Link Crew Leadership is intended to give students an opportunity to explore interpersonal and mass communications as they assist in ameliorating the school community through mentorship of younger students. Prerequisite: Application required. Student must be in good standing (academic, attendance, and behavior) and have at least one year of Link Crew experience. UC/CSU (g) Yearbook Publication Year, 10 Credits Grade 9-12 Students prepare, publish and market the school yearbook. Selecting the theme, design section formats, writing copy, selecting and cropping photos, writing captions, editing and proofing copy, creating marketing idea, and planning budget are included. Prerequisite: Teacher recommendation and permission of instructor is required. Beginning computer skills are strongly recommended. Inside Work Experience (IWE) Year, 10 Credits Grade 11-12 Students desiring clerical experience receive assignments in the library, book room, attendance office, student store, physical education offices, secretarial offices, or classroom. Prerequisite: Less than 10 absences in the previous grading period and approval by supervisor and counselor. Student is limited to a maximum of 20 credits of Tutorial Aid and/or IWE. Tutorial Aide Year, 10 Credits Grade 11-12 Students assist students in classroom instruction under the direction of assigned classroom teachers. Students tutor individuals or groups and help with classroom routines as needed under the supervision of a teacher. Prerequisite: “B” or better in Math and English and counselor approval. Student must have less than 10 absences in the previous grading period and approval by supervisor.

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Activities & Clubs Student activities include co-curricular activities of the school, providing creative outlets for student leadership and participation in a variety of ways which further personal growth and school unity. The student activities program is intended to be as educational as the time students spend in the formal classroom environment. To maximize the full potential of their education, all students are encouraged to participate in the variety of programs offered. A student who misses any part of the school day will not be allowed to attend co-curricular or extra-curricular activities (athletic competition/school dance) the day of the absence. If the absence occurs on a Friday, the student may not attend weekend activities. At the conclusion of all activities student must be picked up no later than 30 minutes at the closing of the activity.

Associated Student Body (ASB) The ASB is composed of elected officers, appointed commissioners, and selected associates and senators whose membership is either in the President’s Cabinet or the House of Representatives, which represent the aspects of student government. The elected officers of the ASB serve as the Executive Council, which is the government body who approves all student activities. If a club, organization or class wishes to have an activity approved, the proposal must first be approved by the Executive Council and then presented to the School Operations Council.

ASB Card To show support for the school, there are discount opportunities for activities and athletics events with the purchase of an ASB card. The ASB card admits a student at a reduced price to selected home volleyball, basketball, football games, and school dances. Any San Lorenzo students may purchase an ASB card, which will replace their standard ID Card. The card may be purchased for $30 during registration at the beginning of the year or $40 thereafter. Student athletes must purchase an ASB card. Some co-curricular or extracurricular organizations may require an ASB card in order to qualify for an end of the year award.

Clubs A variety of clubs exist that cater to student interest exist at San Lorenzo High School. Open to all students at SLz, clubs create their own purpose, conduct meetings, plan functions and events. For a list of Clubs, please visit slz.slzusd.org.

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Athletics SLz is a member of the Western Alameda County Conference (WACC) league. Pre-season and play-off games are held around the Bay Area. There are three seasons of sports as well as different levels of competition. The sports offered and the number of teams for each sport varies based on student interest. Students must meet academic eligibility, provide proof of insurance, have a sports physical and purchase an ASB card in order to participate in our athletic program. Other fees may apply. Please speak directly with the coach to determine other expenses. Donations always accepted! Show your SLz pride and come join Athletics!

Scholastic Eligibility In order to be eligible, the student must have achieved a 2.0 grade-point average on a 4.0 scale in enrolled courses at the conclusion of the previous grading period. Incoming freshman are granted eligibility in their first quarter upon entering high school.

● Fall semester eligibility is determined by spring semester grades from the previous school year. Summer school grades will be included with the spring semester grades, limited by policy to 10 transferable credits from each accredited institution.

● Spring semester eligibility is determined by Fall semester grades of the current school year. Summer school grades cannot be included in Winter or Spring GPA.

Probationary Period

The governing board of each school district, private school, or parochial school may adopt, as part of its policy, provisions that would allow a student who does not achieve the above requirement in the previous grading period to remain eligible to participate in interscholastic athletics during a probationary period. Athletes not meeting minimum academic eligibility or have extenuating circumstances will need to see the Athletic Director to determine if they meet the requirements for probation.

Athletic Programs To participate in San Lorenzo High School Athletics, students must:

1. Obtain an Athletic Department Clearance Card. Complete all requirements and return card with all required documentation.

2. Read the Student Athlete and Parent Handbook, sign the Athletic Department Agreement form and the Athletic Participation Waiver form.

3. Make an appointment for a physical examination by a medical doctor, and turn in completed physical paperwork to the Coach or Athletic Director. Student athletes are required to receive a physical every school year. Fill out the Emergency Waiver information online on FamilyID.com

4. Work to remain academically eligible. Each grading period, a student athlete must pass a minimum of 4 classes, be on course to graduate, and remain above a 2.0 G.P.A.

5. Follow all school and team policies with regard to conduct, attitude and sportsmanship.

For more information, please visit: http://sanlorenzoathletics.olinesports.com/ or speak with the Athletic Director.

The following athletic teams are part of SLz’s Athletic Program Fall

Football (Varsity, JV) Girls’ Tennis Girls’ Volleyball (Varsity, JV) Co-Ed Cross Country Spirit Squad

Winter

Boys’ Soccer (Varsity, JV) Girls’ Soccer (Varsity, JV) Boys’ Basketball (Varsity, JV and Frosh-Soph) Girls’ Basketball (Varsity, JV) Boys’ & Girls’ Wrestling Spirit Squad

Spring

Baseball (Varsity, JV) Girls’ Softball (Varsity, JV) Boys’ Tennis Swimming Co-Ed Track and Field Co-Ed Badminton

Student athletes must be eligible under all CIF rules and regulations. Transfer students should speak directly to the Athletic Director to confirm eligibility.

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School Directory San Lorenzo High School values home-school communication. We want you to be able to contact us at all times. Parents are encouraged to login to Aeries Parent Portal through slz.slzusd.org to stay updated on student progress and easily contact their student’s teacher. Most school offices are open from 7:30 am – 3:30 pm. Please feel free to call and schedule an appointment should you wish to meet with a staff member. Lastly, parents/guardians are always welcome at school. Please start your visit in A-8, the Assistant Principal’s Office.

IMPORTANT PHONE NUMBERS

To report an absence: Attendance Line 317-3199

Attendance Office 317-3126

Main Office 317-3100

Counseling Office 317-3134

To Request a Transcript: Registrar Office 317-3131

Assistant Principal Office 317-3123 or 317-3124

Athletic Director 317-3155

Cafeteria 317-3142

Health Center 317-3167

Library 317-3146

Textbook Room 317-3149

Student Body Office (SBO) 317-3141

Check out our website for teacher email and phone numbers slz.slzusd.org

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