Course Catalogs

This catalog has been prepared to provide students and parents’ information regarding the required course of study and elective course offerings available at the Tustin Unified School District’s middle schools. The information contained in this publication should be reviewed and discussed as plans are formed for the student’s 6th, 7th and 8th grade academic program.

The middle school program represents a very important phase in a student’s educational experience. The goals of the instructional program are to assist students in making the transition from elementary school to high school curriculum. Skills in speaking, listening, reading, writing, literature, mathematics, history/social science, and science are further developed in the required course sequence. Elective courses such as foreign language, art, music, STEM, and home economics serve to broaden the student’s educational background. Both required and elective courses are described for each course in this catalog.

Courses in this catalog represent all possible offerings in the Tustin Unified School District. Consult with your middle school guidance department for specific courses being offered at your site. Should you have questions or need additional information, please contact your school’s principal or counselor.

Each middle school is staffed with a full time counselor committed to implementing a comprehensive counseling program. Counselors provide individual and small group educational planning and are available to assist students with personal situations requiring individualized help.

Middle school students and parents will be offered the following services:

• pre-enrollment orientation
• parent and/or student conferences upon request
• registration and scheduling
• achievement testing
• test interpretation
• special grade checks or progress reports upon request
• counseling assistance and referral information for special needs

The Tustin Unified School District has established minimum standards for students in grades 6-12 participating in extra-curricular or co-curricular activities. Each quarter students must earn a minimum grade point average (GPA) of 2.0 on a 4.0 point scale and cannot have 2 or more U’s in citizenship from 2 or more teachers (Board Policy 6145).

Scheduling/Registration for Middle School
Fifth grade students are registered for the appropriate middle school in the spring of each school year following orientation meetings held on the elementary school campuses. Sixth and seventh grade students are registered for their seventh and eighth grade years in the spring of each year on the middle school campuses. Parents are encouraged to participate in the registration process by reviewing the course catalog with their student and signing the course selection sheet.

School Day and Attendance
The middle school student takes seven separate courses. Students are expected to attend each of their scheduled classes promptly and regularly. Regular attendance is one of the greatest contributing factors to success in school. Absences should be avoided whenever possible.

Grade Reporting
Grades are reported quarterly at nine-week intervals during the school year. These reports are available in the online Aeries grade portal, where parents can check grades throughout the year. If parents opted for a paper grade report, they should anticipate these reports and inquire about them if they have not been received within ten school days following the end of each quarter. Progress Reports are sent home by the sixth week of each quarter indicating failing (F) or unsatisfactory (D) grades. Unsatisfactory (U) or Needs Improvement (N) citizenship and/or work habit marks are also reported.

Binder Reminder
Upon enrolling, students will be given a Binder Reminder/Student Handbook, an effective reference for information about school rules, expectations for student achievement and behavior, and student activity programs. The Binder Reminder is where the student is required to write down their assignments/homework and plan for future tests/projects.

Promotion
Students who participate at middle school promotion ceremonies shall conform to the Tustin Unified School District’s Board of Education Policy 5128 concerning Promotion/Acceleration/Retention. Students who are not being promoted may not participate in the promotion ceremony/activities. The school shall provide written notification of the policy to all eighth grade students/parents/guardians. By the end of the fourth quarter, the school shall notify parents/guardians of students who may be ineligible to participate.

The required middle school courses are Language Arts, Social Science, Mathematics, Physical Education, and Science. The Planning Overview outlined below identifies required and elective courses by grade level.

*Strategic Reading and/or Strategic Math may be a required elective for students not meeting District standards. A possible two period block class in mathematics may be required for students not meeting grade level standards in mathematics.

In addition to the required and elective courses described in this catalog, middle schools offer programs for English language learners and special education students. School counselors are available to answer your questions about all courses and programs.

RESOURCE SPECIALIST PROGRAM

The Resource Specialist Program is provided for students who meet the eligibility criteria for special education services and have identified unique learning needs requiring Specialized Academic Instruction (SAI) services. Students receive SAI services in order to make progress on their Individualized Education Program (IEP) goals that can address a variety of areas including academics, behavior, attention, social/emotional functioning, organization, independence, selfhelp, and study skills. SAI services can consist of pull-out services (where students receive support in a separate setting for a portion of their school day), push-in services (where students receive support in their general education class), or consultation services (where an education specialist provides the student with support by consulting with their educational team members).

SPECIAL DAY CLASS PROGRAM

Special Day Classes are provided for students who meet the eligibility criteria for special education services and have identified unique learning needs requiring intensive support and specialized curriculum for a portion or significant part of the school day in order to make progress on their Individualized Education Program (IEP) goals.

Special Day Classes provide a smaller specialized and/or therapeutic educational setting. When determining the need for a Special Day Class Program, IEP teams review both the benefits of a highly specialized setting and the benefits of integration with typical peers in order to develop an individualized program that provides educational services in the Least Restrictive Environment (LRE).

Courses in this catalog represent all possible offerings in the Tustin Unified School District. The courses are organized by subject area. Classes that meet the UC/CSU a-g requirement are noted in the left-hand column. Consult with your high school counseling department for specific courses being offered at your site. Should you have questions or need additional information, please contact your high school counseling department.

All counselors in the Tustin Unified School District are committed to implementing a comprehensive counseling program. Each student and parent can expect services as a result of the program design. The three major areas are:

• educational planning
• career counseling in grades 9 through 12
• assistance with personal situations requiring individualized help

Students will be given information regarding:

• high school course planning to meet college entrance requirements
• opportunities to meet with the college representatives on the high school campus
• testing information (CHSPE, PSAT/NMSQT, SAT Reasoning Test and SAT Subject Tests, EAP, ACT Assessment, and ASVAB)
• financial aid/scholarship information
• assistance with applications, scholarship/admission recommendations
• college information appropriate to individual goals
• Regional Occupational Program: Career preparation and exploration courses
• community college programs
• military service information

Students and parents can expect the following services:

• development of a 4-year academic plan
• pre-enrollment orientation to include the scheduling process and graduation requirements
• registration, scheduling, program adjustments as needed
• interest inventory assessment
• parent conferencing, parent-teacher conference arrangements
• counseling assistance and referral information for special needs
• graduation status reports
• provide college and career readiness resources

Annual Registration: Students are given the opportunity in the spring of each school year to select courses for the following year. It is important that courses be selected in cooperation with the student’s parent, teacher recommendation, high school graduation requirements, career objectives, and the student’s 4-year academic plan in mind. Course selection represents a commitment on the part of the student that he or she will satisfactorily complete the schedule of classes chosen.

Withdrawal/Removal from a Class: When a student withdraws or is removed from a class after the end of the school day on the fourth Friday of a semester, a “withdraw” F semester grade will be assigned. The grade will be posted on the student’s transcript.

Off-Campus Courses: Students who wish to take off-campus courses, with the exception of ROP, for high school credit must have prior written approval from their high school principal. Courses which meet district graduation requirements must be taken on a district campus. This regulation covers courses taken during the summer and/or during the regular school year.

Course Enrollment Requirements: All persons under 18 years of age who have not graduated from high school or passed the California High School Proficiency Exam (CHSPE) are required by state law to attend school. Students in grades 9, 10 and 11 are required to attend six class periods daily. Six periods are required for at least six of the eight semesters to reach the 230 credit graduation requirement. Seniors may be permitted to enroll in five classes with parent and counselor approval if they have enough credit. Second semester seniors concurrently enrolled in adult education must be enrolled in five daytime classes at the school of residence. All students must have at least four on-campus classes. Students are expected to attend each of their scheduled classes promptly and regularly. Regular attendance is one of the greatest contributing factors to success in school. Absences should be avoided whenever possible.

Course Placement Recommendations: Course placement recommendations are based on an evaluation of prior academic performance. Teacher recommendation and assessed motivation to place students in class commensurate with their abilities, interest, and needs.

Credits: Students receive five units of credit for each semester of course work completed with a passing grade.

Repeated Credit: Any course repeated beyond the maximum credit allowed will not receive additional credit. However, if a student repeats a course to improve his/her grade, credit will be given for the course with the higher grade. Remediation is available for students who receive a grade of D or F in any given class.

State Proficiency Certificate: Legislation provides that persons 16 years old and over may be exempted from compulsory school attendance if they have demonstrated satisfactory proficiency on the California High School Proficiency Examination (CHSPE) as offered by the State Department of Education. A student who passes the examination will receive a “Certificate of Proficiency” and be allowed to terminate secondary schooling with parental consent.

Graduation will be authorized by the Board of Education, and a diploma will be granted to all students who have acquired 230 units of credit from the adopted Course of Study during grades 9-12.

Students identified as “individuals with exceptional needs” shall meet the graduation requirements unless the Individualized Education Program Team determines that the student’s handicaps or disabilities preclude student attainment of the District’s graduation requirements. Commensurate with team diagnosis, a student’s Individualized Education Program (IEP) will specify the student would receive certificate of completion in lieu of a diploma allowing the IEP team to modify the course of study to meet District requirement.

IB - The International Baccalaureate Diploma Program is a rigorous pre-university course of study that meets the needs of highly motivated high school students. The program’s core components complement a traditional liberal arts curriculum. Subjects are studied concurrently, and students are exposed to the two great traditions of learning-the humanities and the sciences. Grades are weighted on a scale A = 5, B = 4, C = 3, D = 1, F = 0.

AP - The Advanced Placement course is an opportunity to earn college course credit for those students who demonstrate ability, interest, and motivation to prepare and take an advanced placement exam. Grades earned for AP courses are weighted on a scale A = 5, B = 4, C = 3, D = 1, F = 0.

H - The 5-point weighted grade designation is reserved for all honors courses. A weighted grade is computed on a scale A = 5, B = 4, C = 3, D = 1, F = 0. Universities will determine which courses qualify for honors credit.

ROP - Regional Occupational Program is a public education service that provides practical, hands-on career preparation, career guidance, and job placement assistance. Priority is given to high school seniors then juniors.

ELL - English Language Learner Program provides structured classes for English Learners at all proficiency levels. Courses are designated ELD. Student placement is determined by responses to the Home Language Survey and results of the ELPAC test.

The Coastline Regional Occupational Program (ROP) provides practical, hands-on career preparation, career guidance, and job placement assistance to high school students (and adults). Students who are at least 16 years of age or in their junior or senior year of high school may enroll in courses.

Whether a student plans to go on to a university, college, or directly into the workforce, effective job skills and experience are an asset. ROP courses may give students an edge in obtaining entrance into a variety of occupational settings and/or related college/university majors. Examples of the value of the ROP experience for a university/college-bound student may be evidenced in a variety of ways, i.e., letters of recommendation from professionals in the field, employability in a career-related area during the university/college years, experience to make appropriate career decisions, etc. Please see your ROP Career Specialist in the Career Center for additional information and a current list of courses offered. *UC/CSU approved ROP courses.

The International Baccalaureate Diploma Program is a rigorous pre-university course of study that meets the needs of highly motivated high school students. The program’s core components complement a traditional liberal arts curriculum. Subjects are studied concurrently, and students are exposed to the two great traditions of learning–the humanities and the sciences. Designed as a comprehensive two-year curriculum, the diploma model is based on the pattern of no single country but incorporates the best elements of several.

In addition to the course listed below, IB Diploma Candidates must complete a 4000-word research paper (Extended Essay) and 150 hours of performance, activity, and service (CAS). These requirements reflect the IB emphasis on the development of the student as a whole person.

Sample Course Sequence for IB Diploma Candidate:

The Model United Nations Program is a rigorous four-year course of study that combines the subject matter with an authentic simulation of United Nations Committees. During these simulations, students are catapulted into the world of diplomacy and negotiations. They prepare draft resolutions, plot strategy, negotiate with supporters and adversaries, resolve conflicts and navigate the U.N.’s rules of procedure – all in the interest of mobilizing “international cooperation” to resolve problems that affect almost every country on earth.

Lessons in Model UN courses will be designed to promote an understanding of modern world problems using a Model United Nations format. Knowledge will be reinforced through research, debates, critical thinking, speech, and actual Model United Nations competition.

In addition to the courses listed below, MUN students must attend a minimum of four conferences each year. These conferences are usually held on Saturdays and Sundays. Placement in the program is by teacher recommendation.

Suggested Sample Course Sequence for 4-year MUN students:

*An honors track program is recommended but not required for Model United Nations. MUN is open to all students.

NOTES:
Summer Project for entering freshman: Current Event Notebook.

Prior to graduation, all students must meet the District’s graduation requirements.

RESOURCE SPECIALIST PROGRAM
The Resource Specialist Program is provided for students who meet the eligibility criteria for special education services and have identified unique learning needs requiring Specialized Academic Instruction (SAI) services. Students receive SAI services in order to make progress on their Individualized Education Program (IEP) goals that can address a variety of areas including academics, behavior, attention, social/emotional functioning, organization, independence, selfhelp, and study skills. SAI services can consist of pull-out services (where students receive support in a separate setting for a portion of their school day), push-in services (where students receive support in their general education class), or consultation services (where an education specialist provides the student with support by consulting with their educational team members).

SPECIAL DAY CLASS PROGRAM
Special Day Classes are provided for students who meet the eligibility criteria for special education services and have identified unique learning needs requiring intensive support and specialized curriculum for a portion or significant part of the school day in order to make progress on their Individualized Education Program (IEP) goals. Special Day Classes provide a smaller specialized and/or therapeutic educational setting. When determining the need for a Special Day Class Program, IEP teams review both the benefits of a highly specialized setting and the benefits of integration with typical peers in order to develop an individualized program that provides educational services in the Least Restrictive Environment (LRE).