A variety of courses are available online, including those that are grounded in the Common Core State Standards adopted by California and that meet A–G requirements. Districts should conduct a careful analysis of these courses and consider awarding credit where appropriate. 9. What are the minimum graduation requirements in California?
If there is no comparable course and you are really interested in the subject, you may be able to do an independent study or take the course at a local community college for credit. Ask your guidance counselor for more information on pursuing this option. Want to build the best possible college application?
It would be impossible for any single school to offer every course in this list; there are simply too many. Schools decide which classes to offer based on multiple factors, including student interest, school location, and teacher expertise.
To find out which classes your own high school offers, look through your school's course catalog, check the school website, or speak with your academic adviser. What If Your School Doesn't Offer One of the Classes Listed Below? It would be impossible for any single school to offer every course in this list; there are simply too many.
Introduction. A Multi-Tiered System of Supports (MTSS) is a systemic, continuous-improvement framework in which data-based problem solving and decision-making is practiced across all levels of the educational system for supporting students.
The revised Mathematics Framework provides guidance for mathematics learning for all students at all levels of math—including calculus—and ensures students have a wide variety of options including pursuing Science, Technology, Engineering, and Mathematics (STEM) in college and career.
California Content Standards Curriculum frameworks provide guidance for implementing the content standards adopted by the State Board of Education (SBE).
MTSS offers the potential to create needed systematic change through intentional design and redesign of services and supports that quickly identify and match the needs of all students.
ADVANCED TOPICS IN MATH 12983100 Grade(s): 10-12 Pre-Req: Successful completion of Algebra I and Geometry Advanced Topics in Math is a bridge-‐course between Algebra 1 and Algebra 2 and is designed to develop the algebraic and geometric concepts and processes that can be used to solve a variety of real-‐world and ...
Common CoreEnter Common Core. Launched in 2009 by a consortium of states, the idea sounds reasonable enough – public school learning objectives should be more uniform nationally. That is, what students learn in math or reading at each grade level should not vary state by state.
What are the Common Core State Standards in California? Common Core math and English language arts standards explain what students should know and be able to do by the end of each grade level, from kindergarten through 12th grade. They are not the same as a curriculum, which tells educators how to teach the standards.
There are three models of curriculum design: subject-centered, learner-centered, and problem-centered design.
Simple answer - Curriculum design is "what" the learner will learn, while instructional design is "how" they will learn it. Generally speaking, curriculum relates to the content of an institution's programs and its course structure.
What is a Multi-Tiered System of Support (MTSS)? California's MTSS focuses on aligning initiatives and resources within an educational organization to address the needs of all students.
The MTSS tiers are:MTSS Tier 1 – Universal Instruction.MTSS Tier 2 – Targeted, Group Interventions.MTSS Tier 3 – Intensive Individualized Interventions.
How are PBIS and MTSS Different? Basically, PBIS is under the umbrella of MTSS because PBIS focuses on behavioral supports where MTSS is more robust and includes other data points to focus on the whole child.
The (CSSC) was designed to describe course offerings in secondary education and to provide a coherent means for classifying these courses. It was developed in response to a need for a classification system that addressed course-level data and focused on secondary school curricula.
NCES uses the CSSC to classify courses transcribed from the high school transcript. A six-digit numerical code is used to identify each course within a program area: the first two digits identify the main program area; the second set of two digits represents a sub-category of courses within the main program area.
Recognizing the educational and economic benefits of a college degree, education policymakers at the federal, state, and local levels have made college preparation a priority. There are many ways to measure college readiness, but one key component is rigorous high school coursework.
Despite the rising cost of higher education, the benefits of a college degree remain high (Autor 2014; Goldin and Katz 2008; Autor, Levy, and Murnane 2003). And one of the keys to college success is academic preparation.
The a-g sequence consists of year-long courses in seven subject areas: history/social studies (a), English Language Arts (b), mathematics (c), laboratory sciences (d), world languages (e), visual and performing arts (f), and college-preparatory elective (g). Students must complete the sequence to be eligible for admission to the UC or CSU system.
With the United States falling behind other developed nations in math and science education, California’s recently adopted math and science standards make scientific and technological literacy for all students a priority (National Center for Education Statistics 2014; California Department of Education 2013a, 2013b).
To receive college credit for AP courses, students must take exams administered by the College Board. We tracked the shares who took and passed at least one exam from 2003-04 to 2013-14. Students typically take AP exams in 11th or 12th grade, though in recent years we have seen dramatic expansions in earlier grades, particularly in social sciences.
We have seen that, despite the enormous educational and economic benefits of rigorous courses, a large number of California high school students do not complete the a-g requirement or take advanced STEM courses. This raises questions that future research could address.
Course ID # 57250 Grades: 11-12 Course Length: Year Graduation: Satisfies UC/CSU and high school fine arts requirements for graduation Description: This course is for students who have been highly successful in Band 1 , Band 2 Band 3 or the equivalent and want to continue on their instrument. Students will continue their core instrument practices but also focus heavily on music history and performance aesthetics.
Course ID# 75505 Meets the UC/CSU (g) requirement Grades: 10-12 Course Length: Year Graduation: Satisfies the elective requirement for UC/CSU and high school graduation Description: This course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals . Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psycholog
Graduation: Satisfies one semester of the physical science requirement for high school graduation Description: For students majoring in engineering, physics and chemistry, this course presents a lecture and laboratory study of mechanics and properties of matter, statics and dynamics of translation and rotation, fluid mechanics, wave motion and sound.
Course ID# 113CC Grades: 9-12 Course Length: Semester Graduation: Satisfies one semester of the elective requirement for high school graduation Description: This course presents an integrated and historical study of African American culture and African Americans’ influence upon American life. Emphasis will be upon philosophy, fine and applied arts, and ways by which they reflect the social, political, and economic realities of a culture.
Licensees renewing for the first time, must complete 18 hours of continuing education within the two years prior to first license renewal.
California Counseling Association (CCA) American Counseling Association (ACA) Postsecondary Institutions. CE hours may be earned from regionally accredited or State-approved postsecondary institutions, which meet the requirements set forth in Business and Professions Code §4980.54, 4989.34, 4996.22, or 4999.76.
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The Conflict Resolution Class has a number of different names but they all reference the same class requirement. If you have been instructed to take any one of the following classes then our online Conflict Resolution Class may satisfy that requirement:
In some cases the court or rules of a particular county may disallow distance learning. This means that the Conflict Resolution Class cannot be taken with an online provider. Below is a listing of every county in the state of California.
Classes are alphabetically organized by subject. While there is a separate section for AP classes at the bottom of the list, other varying levels of difficulty for the same class, such as "honors" or "introductory", were not included in order to make reading the list easier. This list's purpose is to show you all the possible class options you may ...
Schools decide which classes to offer based on multiple factors, including student interest, school location, and teacher expertise. If you are interested in one of the courses listed below but don't see it offered in your school's course catalog, first talk to your guidance counselor or the department head. Your school may, in fact, offer the ...
As noted above, the assignment of grades and credits is a local determination made in consultation with teachers. Generally, grades are a calculation used to represent student achievement and learning that is managed differently in different schools and districts. Local educators will need to determine the way grades can or will be determined to illustrate overall performance. Considerations for making this determination should seek to support students in preserving the progress they made prior to school closures and enabling them to demonstrate further learning in ways that are appropriate to their context. Educators may need to consider their overall learning goals; alternative means of administering tests, projects, and other assessments; adaptations to assignments; revised weighting in individual teacher gradebooks; and prioritizing the assessment of student mastery of essential standards.
LEAs should weigh their policies with the lens of equity and with the primary goal of first, doing no harm to students.
LEAs and teachers establish policies for how students can make up late or missing work due to illness. Schools and teachers should reevaluate existing policy and make necessary changes based on the unique demands of distance learning, taking into account the need to be flexible given the public health crisis.
Many local governing boards have adopted a policy setting graduation requirements beyond the state’s requirements in the Education Code. The local governing board has the authority to revise that policy and modify those additional requirements.