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| ACADEMICS |  | Philosophy
Bayhill High School has an individualized curriculum that addresses each student's learning differences and needs and provides enrichment in their areas of strength and interest. |
Bayhill High School believes that students can reach their potentials through the following practices:
A school community that welcomes students from diverse cultural and economic backgrounds.
A rigorous curriculum that will prepare students who aspire to attend a two- or four-year college or university to be well-prepared for higher education. Personalized college counseling to assist students to reach their goals in higher education.
Remediation of academic skills using multi-sensory, explicit teaching approaches and a focus on life skills that will ensure success in school, work and independent living.
A continuous emphasis on the development of strategies for acquiring knowledge, problem solving, and studying.
Enjoyment of the arts and opportunities to develop creative and artistic potential.
The use of assistive technology as a tool for understanding and expression.
Activities that promote the development of physical fitness, motor skills, and health.
Opportunities to contribute to the community through leadership and service.
Highly-trained teachers who continuously pursue professional development and model a love of learning.
A caring community that nurtures satisfying relationships between students, with faculty, and that includes family members. The school culture emphasizes ethical behavior and moral principles, cooperation in work and play, and pride in accomplishments.
Ongoing open communication and transparent, inclusive governance and decision-making.
Continuous organizational improvement.
Financial stability.
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ENGLISH
MATHEMATICS
HISTORY
FOREIGN LANGUAGE
SCIENCE
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Computer Technology
Art Physical Education/Athletic Program Social Skills Vocational Education/Life Skills/College Counseling
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At Bayhill High School students are divided into classes of about 10 students in size. Bayhill classes include intensive academic support with an emphasis on skills development, self-reliance and independence. Overall, the program, regardless of strand, is designed to permit students to meet California Content Standards and Frameworks to lead to a high school diploma. Furthermore, students have the opportunity to take courses that satisfy the “a-g requirements” (necessary for admittance into the University of California and State University systems).Bayhill students will be able to choose and benefit from two fully developed options:
1. The Basic Academic Strand: a rigorous curriculum that will prepare students who aspire to attend a two- or four-year college or university to be ready for higher education. Students receive personalized college counseling to reach their goals in higher education.
2. The Skills Support Strand: a more supportive academic program that ensures that more delayed students achieve their academic and vocational goals. Students receive additional instruction in social skills, organization and study skills, reading comprehension and math as needed.
Throughout the day, students may study the following courses:
English: - Four years (literature and composition in each course)
Social Studies: - World History, Culture, and Geography - U.S. History and Geography - Economics and American Government
Mathematics: - Algebra 1 - Algebra 1a/ 1b - Geometry - Algebra II - Trigonometry and Pre-Calculus - Practical Math
Laboratory Science: - Biology - Chemistry - Physics
Visual and Performing Arts: - Art Fundamentals - Advanced Arts such as Drawing & Painting - Drama
Physical Education:
Beyond these courses, Bayhill offers specialized classes designed to provide additional opportunities for students to become prepared for successful completion of their high school program, higher education, or the world of work.
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Strategies to improve students’ study and organizational skills are infused into all content area courses. However, Bayhill students are required to focus on study skills in a yearlong course offered in the 9th grade. Topics include:
- Reading comprehension – building schema for a text, connectives and signals in text, text structures, comprehension monitoring (predicting, question asking, summarizing, clarifying), reading for various purposes
- How to succeed in a course – using a textbook, taking notes in class, taking tests, maintaining an organized class notebook, planning projects, writing reports
- Writing a research paper – using primary and secondary sources, taking notes from written materials, writing an outline, time management, using the library and the internet
- Strategies for critical thinking
- Social skills and communication
- Independent study skills
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Skills Support Strand
An examination of the Skills Support Strand shows that considerable extra attention is given to oral and written communication and to study skills in the 9th and 10th grades with the program potentially becoming more like that in the Basic Academic Strand in the 11th and 12 grades. In this way, all “a-g” requirements can be met by the end of senior year. In the event that the student requires more time to meet state content standards, the Skills Support Strand is designed to provide the student with this additional support although in this instance “a-g” requirements may not be met. The following is a sample four-year course load plan for a student in the Skills Support Strand:
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9th Grade
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10th Grade
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11th Grade
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12th Grade
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Algebra IA*
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Algebra IB*
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Geometry
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Algebra II
or
Practical Math**
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English - Literature,
Grammar, and
Composition I
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English II
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English III
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English IV
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Spanish I
or
American Sign Language (ASL) I
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Spanish I or II
or
ASL I or II
or
Visual and Performing Arts II (VPA II)***
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Spanish II or III***
or
VPA II***
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Spanish III***
or
VPA II***
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Visual and Performing
Arts I (VPA I)
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World History, Culture,
and
Geography
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U.S. History
and
Geography
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American Govt.
and
Economics
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Study Strategies**
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Biology I
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Chemistry
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Physics
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Physical Education**
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Physical Education**
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Vocational Education
&
Community Service**
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College Entrance Exam Preparation**
or
Vocational Education & Community Service**
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*Algebra IA and IB together comprise a year of beginning algebra and meet the “a-g” requirements.
**Indicates that courses do not meet the “a-g” requirements
*** Meets the “a-g” elective requirement
Basic Academic Strand
In contrast, the Basic Academic Strand begins the college preparation process sooner than the Skills Support Strand as the following sample plan shows:
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9th Grade
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10th Grade
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11th Grade
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12th Grade
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Algebra I
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Geometry
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Algebra II
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Trigonometry & Pre-Calculus**
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English - Literature,
Grammar, and
Composition I
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English II
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English III
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English IV
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Spanish I
or
American Sign Language (ASL) I
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Spanish I or II
or
ASL I or II
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Spanish II or III**
or
ASL II / III
or
Visual and Performing Arts II (VPA II)**
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Spanish III** or IV**
or
VPA II**
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Visual and Performing
Arts I (VPA I)
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World History,
Culture,
and
Geography
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U.S. History
and
Geography
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American Govt.
and
Economics**
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Study Strategies*
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Biology I
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Chemistry
or
Physics
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Chemistry
or
Physics**
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Physical Education*
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Physical Education
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Vocational Education
&
Community Service*
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Vocational Education
&
Community Service*
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*Indicates that course does not meet the “a-g” requirements
** Meets the “a-g” elective requirement
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Bayhill High School’s graduation requirements are:
Social Studies
World History, Culture, and Geography – one year
U.S. and Geography – one year
Economics – one semester
American Government – one semester
Mathematics – three years (must include Algebra I or the equivalent of the first year of algebra)
Laboratory Science – two years (two of the following three – Biology I, Chemistry, Physics)
English – four years (literature and composition in each course)
Visual and Performing Arts – one year
Physical Education – two years
Vocational Education and Community Service – one semester
Elective Class – one year (college preparatory elective or any class chosen by the student)
“A-G Requirements”
These are necessary for admittance into the University of California and State University systems:
A - History/Social Science (two years required - one year of World History, Culture, and Geography and one year of U.S. History or one-half year of U.S. History and one-half year of American Government)
B - English (four years required – includes regular writing and reading of classic and modern literature)
C - Mathematics (three years required – one year of Algebra I {beginning algebra content may be covered in two years but only counts as one year}, one year of Geometry, one year of Algebra II)
D - Laboratory Science (two years required in at least two of the following areas - Biology, Chemistry, and Physics; Algebra I is a prerequisite or co-requisite)
E - Language Other Than English (two years of the same language) F - Visual and Performing Arts (one year including dance, drama/theater, music, or visual art)
G - College Preparatory Elective (one year required - advanced Visual and Performing Arts or additional classes in academic disciplines)
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Vocational & Internship Program
The vocational program is designed for all students, those who are college-bound and those who are not. The intent of this program is to enable students to learn the social skills needed in all jobs and assist them in developing educational and professional goals that compliment their strengths and interests. To that end, Bayhill establishes relationships with local businesses with the goal of having all students experience work by the time they graduate from high school.
The internship program is an integral part of the vocational program. Each junior will complete at least eighty hours of internship work over the course of the junior academic year (September - May). They will complete the work after school, during school breaks, and on weekends.
Rebecca Field, College Advisor and Vocational Coordinator, and Jackie Whitwill, Program Assistant, will oversee the program.
Students are expected to complete the following work as a part of the internship program:
Initial Reflections to be written and turned in to Ms. Whitwill by October 16, 2009 Internship Approval Form, signed and approved by Ms. Whitwill by October 16, 2009 Release of Liability Form with parents' signatures and turned in to Ms. Whitwill by October 16, 2009 Final Reflections to be written and turned in to Ms. Whitwill by May 14, 2010 Internship Verification Form, signed by the internship supervisor and turned in to Ms. Whitwill by May 14, 2010 All of the required forms will be distributed to students on September 15, 2009 and are also available for download here.
1. Initial Reflections
2. Internship Approval Form
3. Internship Supervisor Letter
4. Internship Verification Form
5. Release of Liability Form
6. Vocational Education Checklist
7. Final Reflection
In addition to the forms listed above, please find a "Letter to the Internship Supervisor" and a Vocational Education checklist. The "Letter to Internship Supervisor" explains our program to the supervisors and offers suggestions about how to make the supervisor/intern relationship a positive one. Students can feel free to give this letter to their internship supervisors on their first day of work. The Vocational Education checklist can help students track their internship hours.
With any questions or concerns, please do not hesitate to contact Rebecca Field (510) 268-1500 x239 or Jackie Whitwill (510) 269-1500 x237.
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