PROGRAM PLANNING HANDBOOK

2007-2008

Woodside High School
199 Churchill Avenue
Woodside, California 94062
Telephone: (650) 367-9750
Fax: (650) 367-7263
www.woodsidehs.org

Linda Common, Principal
Diane Mazzei, Instructional Vice Principal
Mary Jo Fox, Administrative Vice Principal
Cliff Alire, Administrative Vice Principal
Maureen Campbell, Head Guidance Advisor

Sequoia Union High School District

TABLE OF CONTENTS
PROGRAM PLANNING HANDBOOK

TO THE PARENTS

The Program Planning Handbook is published to assist parents and their high school students in educational planning and course selection. Guidance is given for course selection, for grading interpretation, for meeting college admission requirements, and for completing graduation requirements. Special education is described. Schooling alternatives are listed. Guidance services are outlined. The whole purpose of the Handbook is to offer a single source of information about each high school so that families can make informed choices.

In the spring of each year, packets of high school enrollment information are sent to parents of eighth-grade students via their middle school. The Program Planning Handbook is included in these packets. Please use this handbook as a reference as you and your student select courses for the ninth grade. Keep it as a reference for subsequent years.

The Handbook can assist in making decisions about course selection throughout the high school years. SAVE IT. Use the student’s transcript as a means to keep track of your student’s progress through high school.

TO THE STUDENTS

This handbook can help you to make appropriate course selections. Use it regularly. Although it won’t take the place of guidance advisors, it is the best single source of information for making course selection decisions.

If you read the Handbook carefully, you will discover that it will be possible to begin to set career goals. Early career goal setting is important. You cannot make good decisions about course selection until you form at least some of these goals. During the sophomore year, students will complete a career interest inventory.

Take responsibility for your educational planning now. Use this handbook as a tool in that planning process.

Sequoia Union High School District

The 220-credit graduation requirement cannot be reduced by any exemption from required courses or by a reduced number of semesters registered in school.

All Special Education students will be expected to meet District graduation requirements. Certain Special Education students may, however, be graduated upon completion of a special program of studies designed to meet their individual needs.

PRACTICAL ARTS/FINE ARTS REQUIREMENT & FOREIGN LANGUAGE
Completing 3 full years of a foreign language during high school will satisfy either the “Practical Arts” or “Fine Arts” requirement for graduation, but not both. Please note that foreign language does not satisfy the Visual and Performing Arts requirement for 4-year college.

Courses meeting the “Fine Arts” requirement include those in the art and music departments and in performing arts programs (such as drama and band). Courses meeting the “Practical Arts” requirement include those in the business education; home economics, industrial arts, and work experience departments, as well as some computer courses.

HONORS PROGRAM
International Baccalaureate (IB) Courses, Advanced Placement (AP) Courses, Advanced Standing (AS) Courses, Honors-Level (H) Courses, International College Advancement Program (ICAP)

The International Baccalaureate (IB) – offered at Sequoia High School - offers students a holistic, rigorous, college-level curriculum that prepares students to take international IB examinations in each subject area. Performance within IBO guidelines on exams leads to award of the IB Diploma, issued by the headquarters office in Geneva, Switzerland. IB class grades receive an extra grade point when GPA is calculated if the student earns a “C” or higher in the course.

Advanced Placement (AP) courses - offered at all Sequoia district comprehensive high schools - are those that meet the College Entrance Examination Board’s requirements as college-level courses and prepare students to take the national AP examinations. AP class grades receive an extra grade point when the GPA is calculated if the student earns a “C” or higher in the course.

Honors-level (H) courses are those that meet the University of California’s requirements as rigorous college-prep courses. Individual courses have “H” in their titles in the school site course listings in the second part of this guide.

Advanced Standing (AS/ADV) courses are rigorous courses that are preparatory for AP courses (e.g., AS English III to AP English).

The International College Advancement Program (ICAP) – offered at Sequoia High School- is a rigorous program of courses with an intentional international flavor that are developmental for IB courses (e.g. ICAP English II to IB English, junior year).

UC-approved courses – offered at all schools - are those that meet the UC “a - g” requirements. A complete list of these classes for each school is on the Internet at http://www.ucop.edu/doorways/ (then type in Carlmont, Sequoia, Woodside, or Menlo-Atherton). * Only courses on the CSU/UC approved honors course list receive the extra grade point.

The University of California (and many other universities) gives extra points toward grade point average (GPA) for up to four courses designated H or AP. A maximum of two of these courses taken in grade 10 earns extra points. This weighting system for H and AP classes is “A”= 5 points, “B”= 4, and “C”= 3. No points are awarded for a grade of “D” in an honors course. (For regular classes A = 4 pts, B = 3 pts, C = 2 pts and D = 1 point.)

MINIMUM/MAXIMUM CLASS LOAD
Freshmen and sophomores must be enrolled in six classes. Students ordinarily are limited to enrolling in a maximum of six classes per semester. At some sites, with permission of the principal, students may take a seventh class if space is available.

CREDIT FOR COURSES
For all successfully completed courses of a semester’s duration, 5 units of credit will be granted, except for Student Clerk and Library Clerk. Such student-assistance courses, performed on the basis of one school period of service for each day school is in session, will earn 2.5 units of credit each semester up to a maximum of 20 units of credit can be applied toward graduation.

STUDENT PROMOTION/GRADE LEVEL CLASSIFICATION
Grade level classification guidelines are a means of holding students to grade level credit expectations to achieve graduation within four years of high school. They also assist staff in identifying students who are behind in credits and may need supplemental services in order to complete high school with a diploma or certificate.

A student must accumulate the following credit totals for promotion to each grade level:

To graduate from high school, a student must earn the total of 220 credits and fulfill the graduation requirements. Students who are behind in credits for graduation should see their guidance advisor.

TECHNOLOGY GRADUATION REQUIREMENT
The technology graduation requirement can be satisfied by passing one semester of an approved technology class or by passing the Technology Challenge Exam (offered twice a year at each site) or by submitting a portfolio of technology-related work. For more detailed information, please consult this link on our district’s website: http://www.seq.org

The following courses, though not offered at each campus, fulfill the technology requirement:

NOTE: Examples of courses listed in these regulations may vary from year to year.

PHYSICAL EDUCATION/ATHLETICS

20 credits of PE credit are required to graduate. 10 of those units must be PE Core taken during grade 9. The additional 10 credits must be taken during grades 10, 11, or 12. Please note, PE Athletics taken at the 9th grade level counts only as elective credit.

ATHLETIC TEAM PARTICIPATION
In order to be eligible to play on an athletic team, a student must meet all of the following requirements (some of these criteria can be appealed):

1. Must be prepared to commit to at least two hours of daily practices after school throughout the season.
2. Must be cleared by a physician within the last 12 months, and give the school a copy of the signed examination report.
3. Must be enrolled in at least five classes.
4. Must be passing a minimum of four 5-unit classes at the end of the previous grading period with a grade point average (GPA) of 2.0 or better (to meet CIF    requirements).
5. Must be on schedule for graduation: (10th graders need at least 40 units, 11th graders need at least 100 units, and 12th graders need at least 160 units).
6. Purchase PAL sticker for ID card.
7. Have no overdue textbooks or library books, and no outstanding fines for lost books or uniforms.
8. Student and parents must sign the appropriate paperwork.

NON-ATTENDANCE OR INAPPROPRIATE BEHAVIOR AT ANYTIME MAY RESULT IN A STUDENT’S BEING DEEMED INELIGIBLE FOR PARTICIPATION IN THE ATHLETIC PROGRAM.

ACADEMIC ATHLETIC/CO-CURRICULAR ELIGIBILITY CRITERIA

Students desiring to participate in extra and/or co-curricular or athletic activities must meet all of the following:
1. The student is currently enrolled in at least 25 semester units of work or equivalent;
2. The student passes at least four (4) five-unit classes at the completion of the previous grading period (quarter/semester);
3. The student must be on track toward graduation as it relates to credits earned. A student will be declared ineligible if he/she has fallen more than 15 credits
    behind at the end of any grading period. Since we require 220 credits to graduate, it means that sophomores must have completed at least 40 credits,
    juniors, at least 100 credits, seniors, at least 160 credits;
4. The student has maintained (during the previous grading period) a minimum 2.0 GPA, on a 4.0 scale, in all enrolled courses. “Previous grading period”
    means last report card (quarter or semester) issued during the regular school year.
5. The student must comply with all of the SUHSD and school behavior and attendance policies. This includes the adherence to the PAL’s Code of Ethics.
6. NO probationary period will be granted. (Except entering freshmen who, after the first quarter, must meet all eligibility requirements.)

NOTE: Academic eligibility requirements apply to athletics whether credit earned will be applied toward meeting
EITHER the 60 units of elective credit or the second year 10 units of PE credit required for graduation.

COURSE CHALLENGE
Suggested prerequisite courses* in a sequence may be challenged by students for placement in a more advanced course (e.g., challenge French I for French II placement). When parents believe that their student has sufficient background, knowledge, and skills in a particular subject area, they may request, in writing that the prerequisite be waived and that the student be allowed to take an advanced course in the sequence. Appropriate staff members will then conduct an evaluation for the student. The student will be asked to demonstrate knowledge, skills or concepts that are a regular part of the objectives of the course being challenged. If the student demonstrates satisfactorily the identified knowledge, which is normally covered in the suggested prerequisite, the student shall be allowed to advance to the higher level course.

*NOTE: No credit or grade shall be awarded for a prerequisite course successfully challenged. Suggested prerequisite courses in the Advanced Standing/Advanced Placement sequence may NOT be challenged.

ATTENDANCE
Attendance is compulsory in all classes in which a student is enrolled. Students who do not meet attendance requirements (60 hours per semester class and 30 hours per quarter class) face several consequences. The consequences may include loss of class credit and loss of some privileges, such as obtaining work permits, participating in athletics and student government, participation in school activities. Students who do not meet minimum requirements may be referred for placement in an alternative program and may not participate in school activities.

ASSESSMENT

Students who have been identified as EL by feeder schools will not be tested at initial registration. New students entering the District from sources other than feeder schools are tested at the District Assessment Center if the response on the Home Language Survey indicates that this is necessary. All EL students will be assessed with the California English Language Development Test (CELDT).

SUPPORT COMPONENTS
Support services for language minority students include:

• Bilingual Resource Teachers
• Priority for trained, qualified bilingual and CLAD certified teachers
• Curriculum and staff development
• Bilingual Instructional Associates
• Counseling: personal/academic/career
• Peer tutors/staff members
• Acculturation/multicultural activities
• Parent/community involvement
• Industry/county/outside agency support for counseling
• Articulation - internal/external (feeder schools)

Guide to Interpreting CELDT Scores and Course Placement
Refer to the table below to establish the student’s ELD proficiency placement.

This table summarizes the recommended criteria approved by the State Board of Education. Use the information from this table when determining a student’s English fluency at initial identification and placement.

SPECIAL EDUCATION

Students learn in different ways. Most individual differences can be accommodated through traditional classroom settings and methods. The Sequoia Union High School District’s Special Education Program is designed to address students’ needs that cannot be met in the regular instructional program. Students' eligibility is determined by testing; placement in Special Education is based on a team decision by a committee normally consisting of parents, teachers, an administrator, a psychologist and, often, the student. This group is called the Individual Education Planning Team (IEPT). It is the team's responsibility to develop a plan to meet a student's needs in the least restrictive environment. Placement in the program is contingent upon parental guardian consent of the IEP. The following is a description of the programs available:

RESOURCE SPECIAL PROGRAM (RSP) provides service to students for a portion of the school day depending upon student need. Instruction involves assistance from a Resource Specialist on a one-to-one or small-group basis. Students’ progress is monitored in their regular classrooms. Students receive tutorial assistance in support of their mainstream classes or direct instruction in subject areas including study skills as determined by the goals and objectives written in the Individual Educational Plan (IEP). Vocational preparation and independent living skills are also provided.

SPECIAL DAY CLASS (SDC) serves students with more intensive needs for a major portion of the school day. The program may consist of individual or small-group instruction in reading, mathematics, language, science, social studies, independent life skills, and vocational preparation. It is designed to meet the student’s goals and objectives written in the Individual Educational Plan (IEP). Students are integrated into mainstream classes whenever possible.

RELATED SERVICES include areas not normally provided by regular classroom teachers, Resource Specialist Programs or Special Day Classes. Language and speech, adapted physical education, audiological services, and orientation and mobility instruction are examples of such sergvices provided by specialists. Instruction may take place on an individual or a small group basis.

GIFTED AND TALENTED EDUCATION (GATE)
Gifted and Talented Education (GATE) state funds are provided to the schools, which offer a variety of options including enrichment materials, activities, independent study, acceleration, post-secondary opportunities, and services for underachieving and disadvantaged GATE students. The GATE categories are: intellectual, specific academic, high achievement in academics, leadership, creativity, and visual and performing arts. GATE personnel identify and recommend students for the program based on test scores, grades, professional judgment, observation, classroom products, and outstanding talent. Students can also be nominated for GATE identification by parents, peers and community members.

PHOENIX PROGRAM
Phoenix is a program at each site designed to support the attendance policy and help students improve skills and recover credits. Students can be placed in the program anytime during the semester (with a probable deadline toward the end of the semester) when they are no longer eligible for credit in one or more classes due to excessive absences. Students can earn elective credit in the program. The program includes opportunities for distance learning. Each school has its own procedures for referral and placement. Students arriving late in the semester may be eligible for the program, as well as students recommended by the administration.

SCHOLARS’ SCHOOL
Students can receive tutoring or can make-up classes they have failed by attending Scholars’ School on Saturdays at the Sequoia Union High School District Adult School or after school at their home school. Classes on Saturdays are limited to seniors and, if there is space, to juniors.

COMMUNITY DAY SCHOOL (County Program)
This program, mandated by the state, is designed primarily, but not exclusively, for expelled students in grades 9-12. Students attend classes at the center until their expulsion time is completed after which they re-enter a comprehensive school or the continuation school. Instruction is self-paced in required classes in addition to community service, school-to-career and personal development activities. Instruction is individualized with an emphasis on skill building, computer skills, goal-setting and conflict resolution.

SUMMER SCHOOL
Students who do not pass required classes during the school year are expected to repeat them in summer school. Summer school, which is limited in enrollment, consists of two fourteen-day sessions held at one or more of the SUHSD campuses. Classes usually begin in early June. The first session ends early July and the second session ends early August. Courses are offered for those students not passing a graduation requirement (e.g., U. S. History, American Government, P.E., Mathematics, English, and World Studies). A few classes are offered for enrichment or acceleration. For additional information, please see a guidance advisor in March.

REGIONAL OCCUPATIONAL PROGRAM (ROP)
The Regional Occupational Program (ROP) provides job training and placement assistance to high school students 16 years and older. The enrollment of students from many high schools makes it possible for ROP to offer a wide variety of vocational courses. Courses provide students with a marketable skill in a career area for which there is a labor market. Students receive high school credit while attending ROP courses. They receive elective or practical arts credit. ROP classrooms are located all over San Mateo County. Eligible students register for ROP courses through their school guidance advisor. Parental permission is required and enrollment is on a first-come, first-served basis. Brochures are available in the career center and guidance department.

SCHOOL AFTER SCHOOL FOR SUCCESSFUL YOUTH (S.A.S.S.Y.)
SASSY offers hands-on vocational training classes in the afternoon at the Opportunities Industrialization Center West (OICW) training center on the Menlo Park/East Palo Alto border. Students may earn up to 10 credits per semester for practical arts or elective credits. Applications are available in the guidance department and career center.

COMMUNITY COLLEGE COURSES FOR HIGH SCHOOL STUDENTS
Students can be concurrently enrolled in one of the local community colleges and earn credits toward graduation. Local Community Colleges offer excellent occupational training possibilities for students who are still attending high school as well as CSU/UC transferable courses. Students wishing to enroll in a college course during the regular school year or summer should examine a copy of the class schedule located in the career center and the guidance office or online. Students should see their guidance advisor to determine if a specific college class meets high school graduation requirements. Students should have a 2.0 GPA and a complete concurrent enrollment application signed by the guidance advisor before enrolling in any community college course if they wish to receive high school credit.

WORK EXPERIENCE
Work Experience aids students in obtaining occupational skills through jobs and related training. Work Experience coordinators at each school supervise students at work sites. The coordinators also monitor a required related training program. The related training is presented one hour each week with units covering information about tax laws, workers’ compensation, work-site behavior expectations, career opportunities, etc. Students who are interested in the program and who are at least 16 years old should ask the Work Experience coordinator for details of the program. Students may earn a maximum of 40 units of Work Experience credit in high school.

REDWOOD HIGH SCHOOL (CONTINUATION)
The district continuation high school serves 16-18 year-olds who are deficient in credits or who need an alternative program to graduate. Candidates for Redwood are identified by vice principals or guidance advisors. A parent conference results in an application to Redwood at anytime during the year. Students enter and complete requirements for graduation throughout the year due to the individualized, self-paced nature of the program. They can earn the comprehensive diploma if the student returns to the comprehensive high school at least by the last semester of their senior year (220 credits), the Redwood diploma (200 credits), or the adult school diploma (180 credits) as well as the GED or CHSPE certificates of graduation. Students attend three hours a day, during either the morning or afternoon session.
In addition to the academic classes, students must be enrolled in an outside program such as ROP, Work Experience, Community Service, OICW, community college or adult school in order to earn enough credits to graduate.

ACADEMIES – (10TH-12TH grades)
The Academies are partnerships between public education and the private sector. The Academy program provides a combination of technical and academic training to students who wish to improve their academic status, technical skills, and career potential. The relationship between school and work occurs in an enriched environment that gives students a variety of experiences with local businesses and industries. Program components include:
• a school-within-a-school during grades ten through twelve;
• an integrated academic-vocational curriculum with technical training
• a business and industry focus on work study and internships, mentoring, and career exploration and development.
Enrollment is limited to students in grades ten through twelve and is by application only. Interested students should contact their guidance advisor for more information about the Academy program.

MIDDLE COLLEGE - (11TH –12TH grades)
Middle College is an alternative for 11th and 12th graders with high potential who have the skills and sense of responsibility to succeed on a college campus. Students attend Cañada College where they take college classes in the morning and high school classes taught by high school teachers in the afternoon. These are semester classes, not open-entry. Students must apply and take Cañada College placement tests (See guidance advisors for additional information).

SAMP (School-Age-Mothers’ Program) The program serves pregnant teens in grades 9-12 in the district. It is a self-contained, self-paced and individualized instructional and counseling program with health services and a child development center for infants. Prenatal health, child development and parenting skills are strong components of the program. SAMP is housed at Redwood High School in Redwood City. Students are provided transportation from their homes to the school and back.

The teen mothers can remain in the program through their pregnancy and for 3-4 months after the birth. They can then transfer to a comprehensive school or Redwood High School. The Child Development Center at Redwood for the children (ages 0-3 years of age) of teen parents makes it possible for students to continue their education.

4-YEAR UNIVERSITY AND EXTENSION COURSES
Under certain circumstances, students can take classes in person at local 4-year universities and their extension programs. Consult your school’s guidance advisor for details.

INDEPENDENT STUDY
Independent Study may be offered with IVP approval by any department in a school for students in any grade level who have special interests. Independent Study is NOT offered for courses included in the schools’ curriculum, such as English I, U. S. History, Algebra I, etc. The student must have a supervising teacher who will prepare a contract specifying work to be accomplished and the number of credits to be granted (not to exceed 5 units of credit per semester for each course). A review committee, established by the principal, must grant permission for the outlined program. At the end of the course, the supervising teacher will submit an outline of the work covered for the student's cumulative folder and will recommend to the review committee the number of units to be granted.

Independent Study credit may also be earned for certain out-of-school educational experiences, including summer travel/study programs, when approved in advance by the instructional vice-principal. Such out-of-school experiences may NOT be used in lieu of credit that would be earned through successful completion of a required course. The district provides a list of summer programs, some of which may be approved for credit. This list is on the Internet at www.seq.org/committees/gate and click on Summer Programs.

DISTANCE LEARNING
It is possible for students to take classes for credit on-line. The district has a web page that describes the distance learning option and the process for receiving credit in our district for classes taken at other institutions. Prior approval by the instructional vice-principal is required for the credits to appear on the student’s transcript. You can access the information through the Internet at www.seq.org/dept/dl.

GRADING

GRADES

COMPUTING GRADE POINT AVERAGE (GPA)

It is helpful to know how to compute GPA. Grades for 5 credit courses are weighted as follows:
" A" = 4 points, "B" = 3 points, "C" = 2 points, "D" = l point, "F" = 0 points, “FA” = 0 points“NA” = 0 points, “WF” = 0 points “WP” = 0 points

To compute the student's GPA, multiply the credits times the points; add up the totals generated; and divide by the total number of credits.

UC and many other universities award extra points for Honors and AP classes. See previous section on Honors and AP classes for details.

COMMUNITY COLLEGE INFORMATION
Community Colleges throughout the State are open to all eligible students. The San Mateo County Community College District, which includes Cañada College in Redwood City, the College of San Mateo in San Mateo, and Skyline College in San Bruno, offers the following kinds of instruction:

General Education
Basic instruction is offered in a wide variety of subjects that can help students to function effectively as individuals, as members of their families, and as citizens with local, national, and world responsibilities.

Lower-Division College Education
Most of the courses offered satisfy the lower division requirements in the liberal arts and in scientific, engineering, and other professional and technical fields. Students who complete the appropriate courses and earn the requisite number of units in a community college can transfer to almost any four-year college or university in the country as a junior. Students who transfer to a four-year college or university from the San Mateo Community College District usually perform as well as students who enter four-year institutions as freshmen.

Technical-Vocational Education and the Tech Prep Associate Degree Program
Instruction in this area is designed to develop personal and technical competencies necessary for successful employment in specific careers, e.g., hospitality/food services, medical technology, telecommunications, computer programming, broadcast engineering, etc.

Special Programs and Services for the Community
These special programs, services, and/or classes are open to all persons in the College District who wish to broaden their educational, vocational, and aesthetic horizons.

CALIFORNIA STATE UNIVERSITY/UNIVERSITY OF CALIFORNIA

Overall excellence of performance in high school subjects and evidence of academic potential provides the basis for admission to a California State University (CSU) or the University of California (UC).

The California Master Plan for Education mandates that CSUs admit students in the top 33-1/3% of the state’s graduating class and UCs admit students in the top 12-1/2%.

Because entrance into the University of California is highly competitive, all students are encouraged to complete more than just the required units. Students who plan to enter the California State University or the University of California system must meet the minimum “A-G” requirements:

“a-g” REQUIREMENTS

The grades in the “a-g” required courses (see below) are the only grades used in calculating grade point average for determining admission.These courses have been designated as –P, or HP on high school transcripts; e.g., Biology-P.
“CR” and “D” grades are not accepted by the University of California.

• One aptitude test: Either (a) the SAT Reasoning Test or (b) the American College Test with writing (ACT)(composite score).
• Two SAT Subject Tests must be taken (UC only)