Cakes
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Ok I am a bit confused as well. I took these course descriptions from the local high school. I googles high school graduation requirements and found different requirements than what I found at the high school, which are more likely geared towards State college acceptance. The information below feels outdated to me but I will dig further.
State Minimum Course RequirementsMinimum set of courses required for high school graduation.Beginning in the 1986-87 school year, California Education Code (EC) 51225.3 has specified a minimum set of courses to meet state requirements to graduate from high school and receive a diploma. The governing boards of local education agencies (LEAs) have the authority to supplement the state minimum requirements at the local level.
EC 51225.3 states that all pupils receiving a diploma of graduation from a California high school must have completed all of the following courses, while in grades nine to twelve, inclusive:
- Unless otherwise specified, each course shall have a duration of one school year:
- Three courses in English
- Two courses in mathematics, including one year of Algebra I (EC Section 51224.5)
- Two courses in science, including biological and physical sciences
- Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics, and a one-semester course in economics
- One course in visual or performing arts, foreign language, or commencing with the 2012-13 school year, career technical education. For the purpose of satisfying the minimum course requirement, a course in American Sign Language shall be deemed a course in foreign language
- Two courses in physical education, unless the pupil has been exempted pursuant to the provisions of EC Section51241
- Other coursework adopted by the local governing board of the LEA
The local governing board of the LEA with the active involvement of parents, administrators, teachers, and pupils, shall adopt alternative means for pupils to complete the prescribed course of study, which may include:
- Practical demonstration of skills and competencies
- Supervised work experience or other outside school experience
- Career technical education classes offered in high schools
- Courses offered by regional occupational centers or programs
- Interdisciplinary study
- Independent study
- Credit earned at a postsecondary institution
Requirements for graduation and specified alternative modes for completing the prescribed course of study shall be made available to pupils, parents, and the public.
The University of California and the California State University systems have established a uniform minimum set of courses required for admission as a freshman.
Courses Required for High School Graduation and University Admission (English)
Available Translations of the Courses Required for High School Graduation and University AdmissionThe entire California Education Code may be found in the California Law
library. - Unless otherwise specified, each course shall have a duration of one school year:
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Just doing the weeks. Is this right?
She can't do
8 weeks during school year
3 weeks in June - Nothing in June
3-5 weeks in summer (couldn't tell if this was in addition to the June time or replaced it)
2 weeks Thanksgiving/Christmas/Easter
1815 weeks down. so3437 weeks available if you go year round.If you do Carnegie credits at 120 hours per class. She needs to do 45 minutes every day for 34 weeks, this earns her 127 hours. So 7 hours too much to be used for sick days/ unexpected dance rehearsal etc.
Can she do 45 minutes a day for science? Yes This 3 hours 45min every week, so she could also do 2 days of 2ish hours each week, if she prefers to consolidate.
Thank you so much for all of your effort! You are a Godsend!
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Here is the list, I also have added the course descriptions for the most basic level graduation/college prep classes for physical and life sciences. For her third year she can choose an elective earth science or a lab course.
Districtwide Courses in Grades 9–12 that Meet SDUSD High School Graduation Requirements for Science
Six semester credits (3 years) required: one year of life science (biology or other University of California [uC]-approved laboratory science course in the ‘d’ subject area); one year of physical science (physics, chemistry, or other UC-approved laboratory science course in the ‘d’ subject area); and one additional year of UC-approved science coursework in the ‘d’ (laboratory science) or ‘g’ (elective) subject areas.
Life Science Courses (d)
Biology 1,2
Biology 1,2 Advanced Biology 1,2 AP Physiology 1,2*BIOLOGY 1,2 (6111, 6112)
Grade level: 9–12
Prerequisites: None
Course duration: Two semesters
Type of graduation credit earned: Life scienceCOURSE DESCRIPTION College Preparatory Course (P). This course meets the University of California’s d (laboratory science) subject area requirement.
This introductory course is designed to meet college entrance requirements and prepare students for the worlds of school, work, and citizenship. It builds on physical science concepts, and emphasizes mechanisms for the functioning and continuity of organisms. Unifying themes of biology are stressed (evolution, homeostasis, energy, matter and organization, continuity, development, and ecology) and the application and relevance of biology to students’ lives and to society. Inquiry and the nature of science are important content elements.
Class organization is student centered. Learning begins with questions and includes experimental laboratory activities, inquiry, cooperative group work, class discussions, reading, and critical thinking analyses leading to deeper conceptual understanding and increased knowledge in the key areas of biology. State science standards are addressed. All student activities have clearly defined goals for both the content material and thinking skills involved. Multiple forms of assessment, including authentic assessment, are used. Laboratory activities have clearly labeled safety precautions and hazardous waste disposal procedures.
Physical Science Courses (d)
Chemistry 1,2 Chemistry 1,2 Honors Chemistry 1,2 AP Physics 1,2
Physics 1,2 Advanced Physics B 1,2 AP Physics C 1,2 APCHEMISTRY 1,2 (6211, 6212) Grade level: 9–12
Prerequisites: Algebra 1-2 or equivalent Course duration: Two semesters
Type of graduation credit earned: Physical science COURSE DESCRIPTION
College Preparatory Course (P). This course meets the University of California’s d (laboratory science) subject area requirement.
This introductory course is designed to meet college entrance requirements and prepare students for the worlds of school, work and citizenship. Students learn the fundamental concepts and knowledge of chemistry through thematic units that develop thinking and analytical skills as well as traditional chemistry subject matter and problem solving. The course addresses state science standards. Class organization is student centered. Learning begins with questions and includes experimental laboratory activities, inquiry, cooperative group work, class discussions, reading, mathematics, and critical thinking analyses leading to deeper conceptual understanding. Inquiry and the nature of science are emphasized, and all student activities have clearly defined goals for both the content material and thinking skills involved. Laboratory activities have clearly labeled safety precautions and hazardous waste disposal procedures.
This course is intended to help students meet state science standards.
or
PHYSICS 1,2 (6311, 6312)
Grade level: 9–12
Prerequisites: Algebra 1-2
Course duration: Two semesters
Type of graduation credit earned: Physical scienceCOURSE DESCRIPTION
College Preparatory Course (P). This course meets the University of California’s d (laboratory science) subject area requirement.
This two-semester, algebra-based physics course is designed to provide an introductory experience with the processes of investigating the physical world and the understandings derived from that process. The emphasis is on developing a qualitative conceptual understanding of general principals and models and on the nature of inquiry. This course concentrates on conceptual development and provides an enriching laboratory experience; it can be taken by students in grades 9 and 10 as a first course in physics that prepares them for the more mathematically rigorous Advanced Placement physics courses. The core content addressed in this course includes the topics of motion and forces, the conservation of energy and momentum, heat and thermodynamics, waves and electric and magnetic phenomena.
Additional Elective Science Courses
Earth Science 1,2 (g) Environmental Science 1,2 AP (d)* Marine Science 1,2 (d)*
Hope this helps! I will have to do more digging to find out how much lab time is required in these courses.
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Wow, so much wonderful info! We certainly have a ton to think about.
Our local high school grad requirements are as follows:
- Math 6 semester Units - Algebra, Geometry and an Intermediate Math course
- English -Eight semester credits (four years) required: Grade 9: two semester credits in English 1,2 or equivalents, Grade 10: two semester credits in English 3,4 or equivalents, Grades 11–12: four semester credits, including at least one in a course that emphasizes American literature
- History/Social Studies - Six semester credits required. Grades 9 or 10: two credits in world history or an advanced alternative. Grade 11: two credits in U.S. history or an advanced alternative. Grade 12: one credit in government and one credit in economics, or two credits in an advanced alternative.
- Science - Six semester credits (3 years) required: one year of life science (biology or other University of California [uC]-approved laboratory science course in the ‘d’ subject area); one year of physical science (physics, chemistry, or other UC-approved laboratory science course in the ‘d’ subject area); and one additional year of UC-approved science coursework in the ‘d’ (laboratory science) or ‘g’ (elective) subject areas.
- ​Physical Ed - I thought it was three years, but in looking at my documents, it appears it is perhaps 4.
We can school year round. She won't like it, but I think I can get her on board, with the carrot of finishing early.
Her school day seems to be pretty consistent except when she has tech/ dress rehearsal weeks she is often not home until 9:45 every night, those days I schedule very light with just reading and math. Because she can sleep until 10:30AM! This happens for about 8 weeks between Sept - June. Three weeks in August are a wash because of Summer Intensive (all day classes) and next summer (2016) she will begin to go a way for 3-5 weeks per summer as well.
I think I must be insane.
MamaSheep, that was an excellent suggestion and perhaps a good way for us to finish this year with science, and even history. As long as we commit the time it seems like an excellent way to expose her to a wider variety to see more where her interest lies.
I will gather my thoughts and post some questions on the High School board later. Thank you for all of the guidance thus far!
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Thought of a little more info that may be helpful...
DD gets up at 9 starts in on school work between 9:30-10, has a 30 minute lunch break and then ends at 2:15 to get ready for dance. She is usually out the door by 3:15-3:30 and returns home at 9ish three days a week and 6 is the other two days. Dinner, shower and some tv time (usually with her iPad) and relax together, bed is usually 10:30 ish. She frequently has rehearsals on Saturdays and or tries to get together with friends.
So our school day is short. 9:30- 2:15. After dance she is tired and doesn't want to do anything mental, although she has become interested in some science shows (Cosmos and How it's Made with an occasional (rare) Myth Busters mixed in) and will watch those in the evenings if we suggest it. She doesn't have a ton of down time for exploring her interests.
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lewelma, yes she is in 7th and yes the goal is to graduate her a year early.
Off the top of my head...while she has an interest in inventing things, she has never taken any initiative on this. Meaning she is not one to go out to the garage and tinker around, or build things. When she was young she never played with dolls, but she was always surrounded by a pile of books, she loves games and never showed an interest in lego type toys...she has since lost that love of reading. She does like crafty stuff but this interest in inventing is news to me LOL!
Anatomy/physiology and nutrition are on my radar for sure. I do not know when, I was thinking this year but then she expressed interest in mechanics so that sort of has distracted me. I have a background in nutrition and sports nutrition so this would be easy for me to put together.
To be really honest she has always had a heavy extra curricular schedule, dance has taken up all of her free time in the last two years, before that was cheer 3 days a week plus dance. When juggling homework and activities she used all of her free time either with friends or chatting with friends online, or online games/social media. This year, even though we are homeschooling, her dance hours have increased and I don't think she just had not made the time to think about what she is interested in! I believe this is just part of the deschooling process, she is just still in recovery mode. Yesterday I suggested she give her iPad a rest and pick up a book (she got two new ones for Christmas) and she reminded me that she is on "break" and should not have to read. I like to see productivity (grew up being told 'find something productive to do')...the iPad makes me crazy!
You have given me a lot to think about and discuss with her. I will sit down with her and have a good conversation and get back to you with some answers.
I can't thank you enough for taking the time to help us to formulate a plan!
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What Makes You Not A Buddhist by Dzongsar Jamyang Khyentse
Not sure how hard it would be to find, I bought it in Bhutan this year.
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Hugs and prayers going up for your hubby and your family!
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Thank you for all of the hugs and support!
Neurology called and can get him in for an appointment in one week, which is a week sooner than planned. They should have the results of the EEG by then.
Fingers crossed!
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Update:
Yesterday morning DS had two panic attacks. After all of the reading that we have done we recognize that they are not simple panic attacks but look more like partial complex seizures. I looked up temporal lobe seizure and found the description there...lip smacking and speech disturbance/jumbled were what concerned me. He has had these events before but until the seizure on Sat. we thought they were just panic attacks :-(
Took him to urgent care, where they gave him and anti seizure med to keep him safe until we get in for the neuro appt. (2 weeks away!) at least we have the EEG scheduled for tomorrow. The urgent care Dr advised me to call everyday and there will likely be an opening they can fit us into.
It is looking more and more like he has epilepsy. I am pretty certain that the grand mal was not an isolated incident.
After the neuro appt we will need to meet with DS's college and see if they can switch him to some online classes so that we do not have to drive him this upcoming semester, although we could if that can not accommodate us.
Sigh. Poor guy, he is feeling scared and frustrated. Things always happen for a reason and I am racking my brain to try to help him to prepare to potentially embrace a new normal and figure out how to rock it rather than feel victimized. No small task there.
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Thank you all!
Lewelma, I rabbit-trailed thru many of your posts, they very interesting and you have an incredible gift!
My concern is twofold. First she is an extremely bright and advanced (in public school) child. She is bored by the text books that we have been doing and I would like to shift to a more child/interest led style. Secondly, her passion is ballet and that is part of the reason for homeschooling her, to allow her to follow that passion. Her end goal is to dance, but as parents we need to know that she is prepared for college should something change (loss of interest, injury etc). I do not see an Ivy college experience in her future. I need her to be prepared for which ever future comes her way...college or ballet school/ company with college later in life.
I gathered a ton of good ideas from your posts and copied many that I will go back and reference. I am struggling with the big picture goals in general. I want her to lead, I want her to be prepared for college and I want her to be prepared to graduate a year early in the event that she get accepted to a dance program (non-academic) I am just not sure that the student led education works with the early graduation plan.
Daily we get math and reading/logic done. The science and history is laid on in a weekly plan and she does bits here and there, begrudgingly. The science experiments have been largely duds, I think only one of the 5 or so have actually worked or we have been able to complete for various reasons. I need to incorporate more writing.
Chrysalis, I love the look of the Big History Project! I will check it out.
Moonlight, I will check out those links, haven't had time yet!
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lewber, you are being harsh with yourself!
If you get off track, acknowledge it with a simple "oops, I am off track. I don't want to do that" then carry on. Quit looking back :-)
We ALL get off track here and there. It is far more productive to focus on getting back on track than to focus on the fact that you got off track at all.
Hugs!
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I have never been very active, as in regular exercise. A couple of years ago I decided to force myself to walk daily. That turned into running, which I had always hated, simply because the 5 mile route I took was too time consuming.
I was naturally transformed and so was my mindset on exercise. I began to crave my runs, got a little bit obsessed even. It was awesome.
Last year I began an educational program that was very intensive and it became very hard to fit in my regular exercise. My class is complete and I am getting back on track and it is awesome!
My biggest suggestion is to focus on daily exercise first, then begin to work on your eating habits. You will being to feel great and the food swaps will become easier.
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I'd say we are rigorous but "semi-structured" with dd10. It feels both ambitious and lazy. She has AOPS, MCT, dance, music, and art on a regular schedule, science, history, and foreign languages in waves or units, and she does LOTS of reading and coding on her own, in addition to her reading and coding clubs.
When dd was 6, she was very frustrated with school, regularly saying that she wasn't learning anything. That really was a wasted year in school, but I started to work with her on creating a "learning list." She had lots of ideas about what she wanted to learn (such as "teknowlogie"), and we wrote them out, and discussed strategies for learning what was on the list. Several things were big long-term goals, and we tried to break those up into smaller attainable goals to work on over time. Much of it involved stacks of books from the library, and trips to museums. I found a math circle for her.
The list evolved over time. She started studying Latin when her cousins were taking it in middle school. We fixed up a bicycle, did some baking, tried knitting, learned about robots, etc. She would occasionally say things like "how can I know what I want to learn if I don't know what it is?" I would make some suggestions based on her interests, or if she had a bunch of questions about a topic, I would say that it sounded like something that we could add to her learning list.
I put a few goals of my own on the list, such as covering at least one cycle of history chronologically, together, inspired by WTM. We did pre-history and ancients starting at age 7, and we are up to the end of the 19th century now. I have been fairly flexible about how it gets covered, based on dd's learning style and what sparks her interest as we go along. She likes to build dioramas and other models based on the history we cover.
Even though we didn't start to homeschool until a few years later, I was trying to give her the awareness that her education was hers to make, and the tools and confidence to make it happen. I am here to support and guide her. So, now that we homeschool, we draft her curriculum together. I have a broad list of subjects from the school department (Math, Reading, Writing, Social Studies, Science, World Languages, Arts, and Physical Education), and we find something for each subject. I do what I can to find resources, and we adjust our plan as needed. Most of what we came up with for this year is working, but I think it's because we chose it together, and I leave a good chunk of time for her to do her own thing.
Not everything works as planned. After months of research, I got WWS for Writing, but dd rejected it by the end of the first week (sigh). But I said she needed to include some writing. Three months later, she has been reading all the journalism textbooks she can get her hands on, and she is writing a novel and poetry on her own. It wouldn't have occurred to me to put that on the curriculum, but it's what she chose, and she is very engaged.
I found this to be very inspiring! Thank you for sharing.
We are looking to shake things up for the rest of the year so this is very helpful!
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I posted on another thread that I dislike playing school at home, I would like to loosen things up a bit and follow my 12 yr old DD's interests more.
We started homeschooling in early Oct but never really took the time to deschool, only a few weeks. She hasn't really had the chance to explore her interests at all because, at the time, I thought it was important to hit the ground running and not miss a beat.
In hindsight I believe that was a mistake. I would like her to ponder the things in life that interest her more, take a little more of a child led approach. So we had a little chat about that this morning and I asked her to consider how she would like to change up science and history.
She got very excited and said "Really? We can change what we are doing?" I told her that was the beauty of homeschooling and that we are not into high school (where we need to hit certain topics) yet and we can certainly switch up what she feels is not working or engaging.
She said that she does not like our text on Astronomy but she likes the show Cosmos, says that she learns a lot more from watching that because of the engaging way it is presented. She expressed and interest in the show How It's Made and said she wants to learn how to invent stuff. :leaving:
That is pretty broad and, not being a science person, I am not sure where to take that.
Can someone advise me? I am thinking that perhaps a few brief in depth unit studies on various science topics might help her to find what excites her. I could really use some guidance! I do not know how to invent stuff!
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After reading about different types of seizures pondering all of this last night I am convinced that this is not his first seizure.
I think of a seizure as thing that causes convulsions, this is the first time that (we are aware) this has happened. But he has had a few panic attacks in the past that have led to some level of disorientation. I am thinking that any type of neural disruption may fall under the seizure category. Perhaps I am wrong but my gut tells me that this is not an isolated event....or that these smaller events have been leading up to 'this big one'.
We will not know anything more until we get in to see the neurologist, but I am mentally bracing myself for difficult news.
I will research the links provided above.
I am well versed in the GAPs protocol...this is my pickiest child. I am not sure that I can get him to try it. He is severely and unreasonably picky. It has been suggested by a therapist that DS may be affected by Aspergers. This came up last year when he saw a therapist to sort out some school pressures. We have not had a diagnosis, but I am reading the epilepsy and spectrum are related. I have been on the fence about seeking out a diagnosis because I feel that having a label will hurt him, cause him to sort of give up and give in to his limitations. I think it would devastate him.
Anyway, I have a lot on my mind this morning. I appreciate all of the words of wisdom, the support, the hugs and all of the links shared here!
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A favorite here was to simply roast up a pile of assorted sliced bell peppers, onions, zuke and mushrooms (I typically also add sliced chicken breast) toss with coconut oil and salt and pepper. Top with a squeeze of lime and a scoop of guac. It makes a good tortilla free fajitas. I think DD has made cauli rice to go with it.
Most of our go to recipes contain meat.
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Thank you, and Sheryl you are right....the cart is in front of the horse. For me information is everything! I will read and research and take lots of deep breaths. All of what has been shared is immensely helpful even if it may be premature.
Life is all about change isn't it? Sometimes we just have to play the hand we are dealt to the best of our ability and I always believe that things happen for a reason. At some point the reason will be revealed. For now we hang tight and get to the neuro and learn how to move forward with a happy and healthy life.
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Thank you sheryl. I am sure this is something one adjusts to, just as with anything else in life! Right now I am just a bit shocked and unsure of what the future will hold.
I will call the neuro on Monday. Hopefully be able to get in with in a week to two.
I am wondering about college and how we will cope with that. I guess we have a few weeks before spring semester starts up.
What would college alternatives be? Are there any? I suppose if he needed to find some on line classes he could. LOL...homeschool college :-)
PS...it appears it was a grand mal.
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Thank you all for your kind responses.
Whereneverever...his eyes were open during the seizure and closed as the seizure subsided. Thank you for the suggestion I will be sure to ask about psychogenic seizures, I was just reading about them.I wonder if panic attacks can be a precursor or warning sign that the brain is having an electrical malfunction.
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Thanks for the replies.
The Dr said that many people feel a precursor to there seizures and that may very well be his panic attack...which may not really be a panic attack. sigh.
They did not order an EEG but told us the Neuro will want it asap, I plan to call on Monday.
My gut tells me that there are more seizures in his future and I am wondering how this will change his life. Driving, college, career. I feel a bit overwhelmed.
I will ask DS and his girlfriend to write down everything. It happened at 11 today, it is one of the scariest sights I have ever seen. He hadn't eaten yet. Just hung out at home last night, nothing unusual. But I can see how one could begin to piece together patterns with a journal. He has said before that he believes his panic attacks are related to sugar consumption, but I am not sure because he always eats junk food anyways.
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DS is 19, he has had panic attacks but more around age 17-18 than the last year.
This morning he told his girlfriend that he was about to have a panic attack, then he sat on his bed and had a full blown seizure. He was disoriented for more than an hour.
We took him to the ER and they found nothing, blood work was good, CT scan showed nothing.
We are being referred to a neurologist for further testing.
Dr said it could easily be a one time event, but we think this is actually his third. The first two did not result in shaking/convulsing, he thought they were panic attacks but in both events he was very disoriented...so I am thinking they were small seizures.
I am looking for some information from anyone who has any experience with this sort of thing. I am very nervous about what is potentially coming down the pike for him. Driving privileges are lost, he commutes 30 mins each way to college. Thankfully he is on break and potentially can get clearance from the neurologist if all of the tests come back ok, but just as likely may need to go on anti-siezure meds :-(
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Not sure if we qualify as advanced learners here...maybe underachievers who scored in the gifted range on testing (maybe there's a support group for that).
12 yro: Continue teaching a class one night a week to kids 8 and under. In May, going for Level 1 Instructor Certification in her "activity" (which will make her the 2nd youngest instructor ever in the school - her brother will be the youngest - LOL). She's also one of the Top 10 girls in Texas in her "activity". Testing for 2nd Degree Black Belt in June possibly. After looking at 3,000 homeschool catalogs, we also decided that she will basically be doing something that looks like unschooling next year (and most likely high school). I'm not calling it unschooling, because I need to set up some boundaries (like she actually has to do something productive during the day).
Evanthe...
I have a 12 yr old DD and we are looking to de-structure things here as well. I would love to hear more specifically how you plan to unschool with productivity. I am new here and am looking to define how we could take a very similar sounding approach...I know what it should feel like but I am not quite clear on what it looks like, if that makes any sense!
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Need help pulling together some science stuff!
in General Education Discussion Board
Posted
Here is more...
Cal State University requirements -
English : Four years of approved courses
Math : Three years, including algebra, intermediate algebra, and geometry.
Social Studies/ History : Two years, including one year of U.S. history or U.S. history and government and one year of other approved social science.
Science : Two years, including one year of biological and one year of physical science with lab.
Foreign Language; Two years in same language required.
​Visual and Performing Arts : One year of visual and performing arts chosen from the following: dance, drama/theater, music, or visual art.
Phys Ed: None ( although High school requirement is 2 yrs
Electives: Must be chosen from approved academic courses in history, English, advanced mathematics, lab science, foreign language, social science, or fine arts. See UC Doorways
for approved courses at your high school.