Forecasting Guidelines

Students and parents need to carefully select courses for next school year.  Our staffing and course scheduling are dependent on your forecasting information.  It may be impossible for you to take a course if you do not forecast for it.

Course Forecasting and Scheduling Guidelines

Course Recommendations and Class Selection

In 4J we strive to place students in classes which best meet their academic needs and ensure the highest likelihood of achievement. In the majority of cases, a teacher or counselor’s recommendation for student placement is the most accurate assessment of where students will be most successful. If a student desires a course other than the one recommended, the student should speak to their current teacher in that subject. If the teacher or student decides on a different course, this information will need to be communicated to the students’ counselor. Parents and students are asked to carefully consider all factors before making a request to enter into a class that was not recommended. Changing a student’s schedule back to the originally recommended class may not be possible.

To optimize your chances of getting the schedule you prefer, here are several essential steps to take to complete your schedule.  This information will help you follow the scheduling process.  It's crucial to understand that student course selection directly impacts our staffing and scheduling decisions. If students don't forecast for a desired course, it may become impossible to take it later, as we base our planning on student forecasting information.

Scheduling Policies

Course offerings may change due to scheduling and budget considerations, making it essential for students to select alternatives during the forecasting process. Without selected alternates, we may need to schedule classes without student input.  While we make every effort to accommodate all student preferences, some classes have limited space. In these cases, particularly for advanced coursework, we give priority to 11th and 12th grade students, as they have less time remaining to complete desired courses.

Grade-Specific Guidelines

Incoming 9th Grade Students

• Counselors will provide students with forecasting information and materials at the time of the counselors’ visits to the feeder middle schools in the spring.
• Incoming 9th grade students will be forecasted for core courses such as Math, Language Arts, Health, Humanities, Social Studies, Science, and World Language based on the recommendation from the middle school teachers.
• All 9th grade students shall receive a full eight-period schedule for each semester unless extenuating circumstances arise that are pre-approved  (athletics and extracurricular activities are not extenuating circumstances).

Returning 10th – 12th Grade Students

• Counselors and teachers will provide students with forecasting information and materials during advisory periods.
• Students will be forecasted for core classes with the recommendations from their previous teachers.
• All 10th grade students shall receive a full eight-period schedule for each semester unless extenuating circumstances arise that are pre-approved (athletics are not an extenuating circumstance).
• 11th and 12th grade students need to complete paperwork to have a late arrival or early dismissal on their schedule.

All Students, All Grades: 

• Students enrolling from outside the school’s attendance area will need to contact the high school’s office upon approval from 4J District Office. New families will then need to attend a new student orientation prior to school starting or schedule an appointment with their student’s counselor once school starts.
• Sports Eligibility: Students MUST be on track for graduation, enroll, and pass at least 2.5 credits (usually 5 out of 8 classes) per semester during the season of the sport, and must have earned 2.5 credits from the semester prior to the beginning of the sport season.

• Students may not “double up” in core classes (such as taking Geometry and Algebra II at the same time) unless an extenuating circumstance is approved by the counselor and administrator.

• Students may take up to 8 credits per year, with 24 credits required for graduation. No credit is awarded for grades of F, No Pass, No Basis, or Incomplete. 
• Students may repeat classes to improve their mastery of course material. In such cases, both courses will appear on the transcript, but the original grade will remain while its credit is deleted to avoid impacting the GPA. The original class will be marked as a retake.

• For grading purposes, each half credit is evaluated separately. Classes that meet for one semester (18 weeks) will receive 0.5 credit upon successful completion.

The Forecasting/Course Request Process

Course Requests / Alternates

The forecasting process begins with students reviewing their transcripts and identifying needed courses. Ninth and tenth grade students must forecast for 8.0 credits per year, while juniors need a minimum of 6.0 credits annually. Students are typically limited to one credit per core content area (English, Math, Science, and Social Studies) unless they are credit deficient. Additional core classes may become available during the summer once initial scheduling is complete.

Before finalizing their forecasting decisions, students should carefully review the Graduation Status tab under Course History in StudentVUE to ensure their selected courses align with both graduation requirements and their interests.

Request Verifications / Review Course Requests

In June, students will receive a preliminary list of courses for the fall semester, viewable in the StudentVUE Course Request tab. While this list provides a good indication of their schedule, it does not guarantee specific teachers or class periods.

Final Schedules 

Final schedules become available in StudentVUE in late August. The school will designate a specific time for schedule corrections, but these are limited to fixing errors only. Students should plan to take the classes they requested during forecasting, as there is no guarantee that other schedule change requests will be honored.

Schedule Correction Guidelines

Schedule Correction Requests

Once forecasted courses are submitted by the student, a course may only be changed without academic consequences under the following circumstances:

1. Academic misplacement as determined and initiated by the teacher/counselor

2. A graduation requirement is needed

3. Failure in a prerequisite class

4. A technical error or an obvious mistake

5. A health issue, requiring documentation by a physician

*Participation in athletics and/or extra curricular activities are not a valid reason to restructure a student schedule.*

Course Rules

Attendance

Attending school every day and being on time to classes is one of the most important contributors to being a successful student. Regular attendance helps each student to be up to date with daily lessons, class assignments, quizzes, and tests. Research has shown that regular attendance is one of the greatest factors influencing a student’s academic performance. Regular attendance is defined as having an attendance rate of 90% or higher, missing less than 16 days all year.

Add/Drop Rule

Students may be allowed to Add/Drop a class in the first 20 school days of the semester without grade and/or credit penalties. After day 20, a student who wishes to drop a course must work with a school counselor to complete the “Petition for Class Drop” form, on which the student must obtain teacher, parent, and school counselor signatures. The district has provided policy on handling requests for dropping a class:

● Students have 20 school days in which to drop a class without a Withdraw grade appearing on their transcript.

● Thereafter, WD (‘Withdraw’) or WF (‘Withdrawal While Failing) will be awarded by the teacher and transcripted.

● Students cannot drop a class during the last 10 school days of the semester.

● Partial credit will be granted only in those circumstances in which a student is withdrawn from Eugene School District 4J after a semester has begun.

Pass/No Pass Rules

● Students must confer with a teacher to request a P/NP.

● Be mindful colleges can consider a “Pass” as the lowest passing grade (D-).

● Teacher will need to fill out the Google P/NP Form with the student.

● The student must be present when filling out the form as there are disclaimers in the form that acknowledge receipt of information from the student and communication with the parent.

● The teacher, student, and parent will receive a receipt of the form so that everyone is well informed.

● Parents may appeal the decision for their student to take the P/NP up until the last day of the term. Administrators will work with parents on a case by case scenario.

● The timeline for deciding on a P/NP must be made by no later than two weeks post quarter grading day.

● No teacher can decide that they will not honor a P/NP.

Rules on Retaking a Class

At the time of print, District Administrative Rules state that a student who received a grade of F, WF, WD, P, NP or D in a District 4J course may be permitted to retake the course. Once the repeated course is completed and the final grade is posted, the course with the lowest grade is flagged so that it will not count towards credits earned, nor will it be calculated in the student’s GPA. Students cannot earn credit more than once for the same course. If a student repeats a course after earning a grade of C- or higher for the purpose of preparing for a subsequent course they will be awarded an NG on the second course. Exceptions are:

1) Selected courses that grant AF, OS or PE credit may be taken multiple times for credit if listed as such in the course catalog.

2) There may be exceptions for students on a Modified or Extended diploma, as determined by case manager and counselor.

3) I.H.S. students cannot retake I.H.S. classes due to scheduling difficulties. These students are to discuss any failed courses or concerns with the teacher within the same year of the failed courses.

Common Schedule Correction Questions

Students and parents on occasion ask for special considerations from counselors and administrators when courses are being forecasted. In some situations we are able to accommodate, but it depends on the type of request. We take student forecasting selections seriously, therefore, schedule corrections may only be made in the event of an error. To help understand common questions that are asked, we have developed the following protocols:

Can my student request a particular teacher? Often referred to as “teacher shopping”, students will not be allowed to choose their teachers. This practice is impractical when scheduling for all students. All teachers are highly qualified in their subject area.

Can you move my student to another teacher, my student has a problem with a teacher? If a student alleges a concern with a teacher, the student and parent are encouraged to first schedule a meeting to resolve the concern.

The following is the recommended protocol:

A conference with the teacher, guardian, student, and counselor in order to address the concern and discuss solutions. We ask that all student/guardian concerns be discussed with the teacher as soon as possible so positive outcomes can be explored. If no resolution is obtained in the first conference, a second conference will occur between the teacher, guardian, student, and counselor, with the addition of the supervising administrator of the teacher to discuss concerns and potential resolutions.

Can my student have a free fourth or eighth period? He/she/they is/are an athlete so there is no way that they can get ready for practice in time, plus traveling can cause lost classroom time. High schools have large numbers of student-athletes, and most would like to have special consideration for a certain period off. However, it is impossible to build a master teaching schedule in that manner because class sizes must remain balanced (and as small as possible) for all eight periods of the day. Imbalances would definitely occur if hundreds of athletes ask for an open period. In addition, core classes will need to be balanced for an 8 period day so athletes can also expect to have core classes in the afternoon.

Can my student have a certain course at a certain period of the day? Students often like to have classes with certain friends, but that is a difficult way to run an efficient master teaching schedule for a large student body. Our high school has a common lunch and break, and we encourage friends to connect during those times. In addition, not all classes will be taught during all periods of the day or both semesters.

Who should be the first contact for a student who has a special circumstance and wishes to request a schedule change? Most change requests must be approved by a counselor since most academic courses have the potential to impact graduation, college requirement, and OSAA or NCAA athletic eligibility. If a change is approved, the change will be considered on a space available basis and is subject to other master schedule constraints. Administration reserves the right to make changes to classes as a result of enrollment concerns.

4J Graduation Requirements

The Oregon Diploma is designed to prepare each student for success in all aspects of their life, including college and career, citizenship, and life-long learning. To earn a diploma, students need to successfully complete the following: 

• demonstrate proficiency in the Essential Skills,
• complete personalized learning requirements, and 
• earn credit requirements.

Credit Requirements

Please visit the Counseling Department for more info.

Personalized Learning Requirements

Personalized Learning is learning outside the classroom to help students plan for their school education and career goals after high school. There are three parts to Personalized Learning each student must complete:

Required Tasks

✓ Education Plan & Profile

✓ Career-Related Learning Experiences

✓ Extended Application

Plan and Profile

With the assistance of the Counseling, Career, and College Guidance team students create a plan to help guide them in pursuing their personal and career interests and post-high school goals. The plan is updated each year as students continue to explore their interests and plan for the future. The Plan & Profile documents the student’s progress and achievement toward graduation requirements, goals, and other personal accomplishments.

Career Related Learning Experiences (CRLES)

CRLES are activities students participate in that allow them to explore their interests as they relate to post-high school goals. Students are required to complete one CRLE activity from a list of approved activities each year of attendance, write a reflection about that experience and have a planning meeting with Counseling, Career, and College Guidance team to update their Plan & Profile.

Extended Application

Introduced in the 11th grade year, this project is due the week before Spring Break of the 12th grade year. Students will apply and extend their knowledge in new and often complex real-world situations (via internship, capstone, extended learning, etc.) related to the student’s personal career interests and/or post-high school goals. At CHS this requirement is generally referred to as LEAP for Lancer Extended Application Project.

Oregon law requires high school graduates to explore and develop a plan while still in high school.  At SEHS, students meet this requirement through a series of projects, assessments, and interviews. Personalized learning enables students to design their high school education plan according to their unique life goals.  Students complete activities each year to meet the Personalized Learning requirements.

9th Grade Personalized Learning Requirements

• Course Planner
• Freshman Project Career planning via the Career Information System (CIS) & Naviance computer resources*
• Freshman Interview

10th Grade Personalized Learning Requirements 

• Pre-ACT test in October
• Sophomore Project Career planning via the Career Information System (CIS) & Naviance computer resources*

11th Grade Personalized Learning Requirements

• In October, partake in post high school themed workshops or take the optional PSAT-NMSQT to potentially qualify for National Merit Scholarships.  
• The Junior Project: in-depth career and education planning via the (Career Information System) CIS & Naviance*
• The Junior Interview (individual planning for graduation and post-high school plans)
• IHS students must also complete and pass Semester 1 of the IHS Junior Seminar course.  The seminar includes research and development of post-high school options.

12th Grade Personalized Learning Requirements

• Post high school themed Senior workshops in October
• The Senior Interview during Semester 1
• Classic South will complete Senior Experience, a Career Technical Education (CTE) Program, or a Career Aligned Master (CAM) Project. See next pages for details
• IHS Seniors will instead complete a CAS project. 

*Students and parents have access to both the online Career Information System (CIS) and Naviance programs. Students and their families can work together at home to further explore career and education options and are encouraged to do so.  Contact Lori Sauter in the College & Career Center for more information at 541-790-8011 or sauter_l@4j.lane.edu.

Extended Application Options for Senior Year

The senior year options for “extended application” all involve significant research projects specific to individual student interests.  The Senior Experience, CTE (Career Technical Education), and CAM (Career Aligned Mastery) involve an experiential exploration of career interest by extending learning into a post-high school setting.  Students in IHS are required to write a research paper in the student’s area of interest and complete CAS (Creativity, Activity, and Service) hours.  (See IHS Curriculum Guide) 

Classic South Extended Application Options

1. Senior Experience 

Students apply their educational plans and profiles by extending their learning through an off-campus experience.  Often students do internships, provide community service, attend career fairs, or take part in informational interviews. Link to full description of the Senior Experience.

2. Career Technical Education (CTE) Project

Classic South students can complete any CTE pathways and the final CTE project to meet the Extended Application’s Personalized Learning requirement.  Students who have taken at least one credit of a CTE Program of Study by the end of the Junior year are eligible to choose a CTE Project senior year.  CALCI (district-wide) CTE programs can be finished in a single year as 4 credits will be earned in the half day programs.  We offer CTE Pathways in the areas listed below:

South-Specific Programs:

• Media Arts (Journalism & Broadcasting)
• Graphic Design
• Computer, and Information Sciences
• Culinary Arts
• Early/Pre-K Education

CALCI (District-wide) Programs:

• Future Build (Construction)
• Creative Current Studio (Graphic Design)
• HumaniTech (Engineering)
• EmpowerED (Teaching)

*Juniors must declare their intent to complete a CTE pathway for their Personalized Learning graduation requirement.  Students must inform their counselor or CTE teacher by the end of their Junior year and their forecasting process.

3. Capstone Project

One Capstone Project is the Integrated Outdoor Program. Students apply their educational plan and profile by extending their learning through a partnership with the IOP teacher.  They also develop their leadership abilities.  Application required.

We design our CTE/Capstone Programs of Study to ensure that students graduating from high school are competent in critical academic areas and career/life knowledge.  These skills provide a platform for further schooling, employment, and productive living.

Students who complete these programs of study meet the state Career Related CTE Pathways Learning Standards.  Students who complete these Programs of Study develop skills to apply and transfer knowledge to new situations, solve problems, communicate effectively, work on a team, and plan for the future.  Students in these programs must meet all graduation requirements and participate in various career-building activities outside of school.  The CTE Project is a comprehensive portfolio that documents all of this knowledge in a given CTE pathway.  Many CTE Pathways students use their portfolio as documentation and demonstration of skills and achievements for college admission, scholarships, and employment.

International High School Extended Application

The IHS Junior Seminar, IB Extended Essay, and IB CAS requirements are part of investigating post-high school options and writing a research paper in the student’s area of interest.  Additionally, students will complete Creativity, Action, and Service (CAS) hours.  (See IHS Curriculum Guide)

Other Paths to Graduation

Other Diploma Options: 

Oregon Modified Diploma, Extended Diploma, and Alternative Certificate Requirements

Some students will be eligible for other diplomas or completion certificate options; eligibility criteria are set by state law.  Eligible students and their parents will be informed by school staff as part of the student’s planning process.  Requirements for credit and career-related learning experiences may vary for these other diploma options.  If you have questions about the modified or extended diploma, please contact your student’s case manager or school counselor.

The Modified Diploma:

This option is available for students who demonstrate an inability to meet the standard diploma requirements, even with reasonable modifications and accommodations. To be eligible a student must have a documented history of an inability to maintain grade level achievement due to significant learning and instructional barriers, or a documented history of a medical condition that creates a barrier to achievement. The school team, including the parent, may decide if a student should work toward a modified diploma. The decision to work toward a modified diploma may be made no earlier than the end of grade six, and no later than two years before the student’s exit from high school. Beginning in grade five, school district and public charter schools shall annually provide information to parents or guardians of a student taking an alternative assessment of the availability of a modified diploma and the requirements for the modified diploma. Students receiving a modified diploma are required to complete the personalized learning requirements and demonstrate proficiency in the required essential skills.

The Extended Diploma: 

This option is available for students who have individual education plans. To be eligible a student must have a documented history of an inability to maintain grade level achievement due to significant learning and instructional barriers, or a documented history of a medical condition that creates a barrier to achievement. The student must participate in an alternate assessment no later than grade six, and lasting for two or more assessment cycles, or have serious illness or injury that occurs after grade eight that changes the student’s ability to participate in grade level activities and results in the student participating in alternate assessments. The school team, including the parent, may decide if a student should work toward an extended diploma. Beginning in grade five, school district and public charter schools shall annually provide information to parents or guardians of a student taking an alternative assessment of the availability of a modified diploma and the requirements for the modified diploma. Students working toward an extended diploma must participate in an alternate assessment beginning no later than grade six, and lasting for two or more assessment cycles. Students receiving an extended diploma are exempt from the personalized learning requirements and the essential skills.

The Alternative Certificate: 

This option is available for students who have shown an inability to satisfy the requirements for standard, modified, or extended diploma, even with reasonable accommodations and modifications. At a minimum, students granted an alternative certificate will have demonstrated to the team that they have worked to their potential on an individual plan of achievement and attendance. Absent a serious illness or injury that occurs after the 11th year of attendance, a decision to move to an alternative certificate will be made at least one year prior to the graduation date. The school team, including the parent, may decide if a student should work toward an alternative certificate. Students receiving an alternative certificate are exempt from the personalized learning requirements and the essential skills.

Early Graduation

To graduate from high school in fewer than four years, students must apply to the Eugene School District 4J for approval.  To explore this option, the student and parent/guardian will work with their school counselor to guide them through the process.  Together they will develop an appropriate graduation plan that addresses completion of graduation requirements and post-high school goals and dreams.  An early graduation request must be completed by the student, counselor and parent/guardian and approved by the principal and the District's Director of Secondary Education.

Oregon law requires high school graduates to explore and develop a plan while still in high school.  At SEHS, students meet this requirement through a series of projects, assessments, and interviews.  Personalized learning enables students to design their high school education plan according to their unique life goals.  Students complete activities each year to meet the Personalized Learning requirements.

Required Tasks

✓ Education Plan & Profile

✓ Career-Related Learning Experiences

✓ Extended Application

9th Grade Personalized Learning Requirements

• Course Planner
• Freshman Project Career planning via the Career Information System (CIS) & Naviance computer resources*
• Workshops in October
• Freshman Interview

10th Grade Personalized Learning Requirements 

• Pre-ACT test in October (previously the PSAT)
• Sophomore Project Career planning via the Career Information System (CIS) & Naviance computer resources*

11th Grade Personalized Learning Requirements

• In October, partake in post high school themed workshops or take the optional PSAT-NMSQT to potentially qualify for National Merit Scholarships.  
• The Junior Project: in-depth career and education planning via the (Career Information System) CIS & Naviance computer resources*
• The Junior Interview (individual planning for graduation and post-high school plans)
• IHS students must also complete and pass Semester 1 of the IHS Junior Seminar course.  The seminar includes research and development of post-high school options.

12th Grade Personalized Learning Requirements

• Post high school themed Senior workshops in October
• The Senior Interview during Semester 1
• Classic South will complete Senior Experience, a Career Technical Education (CTE) Program, or a Career Aligned Master (CAM) Project. See next pages for details
• IHS Seniors will instead complete a CAS project.

*Students and parents have access to both the online Career Information System (CIS) and Naviance programs. Students and their families can work together at home to further explore career and education options and are encouraged to do so.  Contact Lori Sauter in the College & Career Center for more information at 541-790-8011 or sauter_l@4j.lane.edu.

Academic Recognition

Students who demonstrate excellence through their high school careers are eligible for various academic awards and special recognition.  All students should strive to achieve the academic excellence that these awards celebrate.

National Honor Society

The NHS program empowers and equips students with the knowledge and skills to be transformative leaders in the school, community, and beyond.  NHS members are selected on the basis of leadership, scholarship, service, and character.  Specific requirements include: 

• Cumulative 3.5 GPA, and have junior standing.
• Successful completion of rigorous courses.
• Completion of at least 60 hours of service to others per year.
• Demonstrates the following six qualities: respect, responsibility, trustworthiness, fairness, caring, and citizenship.

Applications open at the beginning of semester 2 to Juniors who have earned at least a 3.5 GPA and are due in early March. See NHS Advisor Krin Hunt for more information.

Eugene District 4J Honors Recognition

Each year, the Eugene School District honors seniors who demonstrate academic excellence and community service.  Eugene Honor Graduates are recognized by an honor's seal added to the school diploma, and honors designation on the student’s transcript. Eugene District 4J Honor Graduates: 

1. Earn a cumulative final grade point average of 3.5 or better.
2. Earn a minimum of 25 credit hours on the final transcript.
3. Perform at least 120 hours of volunteer service during grades 9-12. These hours should be logged, validated, and turned in to a counselor no later than the end of semester 1 of the senior year. (60 out of 120 of the hours must be service outside of the school.)

Applications are available in April and due in May of the senior year.

COMMUNITY SERVICE GUIDELINES:

● At least 60 out of the 120 hours must be served in the larger community outside of the school.

● Parents, friends and relatives may not verify community service hours.

● Community service hours may not be used for school credit. Teacher’s Aide hours can’t be counted as community service.

● There can be no financial payment for community service.

● Class time may not be used for community service; however, use of unscheduled school time is permitted.

● Participation in extracurricular school activities is not acceptable as community service.

● Babysitting without pay or volunteering to work for a family business is not acceptable as community service.

● From IHS CAS hours, only service hours will be counted.

● For overnight or full-day experiences such as volunteering at Camp Harlow or mission trips, students may count only the hours used in service to others (not eating, sleeping, traveling or recreation) a maximum of 16 hours per day will be accepted.

● Service club meetings and conferences (e.g., Key Club, Interact, Lancer Pageant) will not count toward community service; only the service itself will be counted.

● Unverified community service hours will not be counted.

Scholar Athletes

Scholar Athletes are students who earn a 3.5 or better grade point average and earned a varsity letter in at least one OSAA-sanctioned sport.

OSAA Eligibility

To be OSAA eligible for their sport, athletes need to be enrolled and passing at least five classes (2.5 credits) in the semester of their sport, earned 2.5 credits in the previous grading period, and be on track to graduate to remain eligible.  “On track” is defined as Sophomores starting the school year with a minimum of 4.5 credits earned, Juniors with 10 credits, and Seniors with 17 credits.

PE Credit Request - High School Athletics

Eugene School District provide high school students the opportunity to meet 0.5 of their 1.0 PE credit requirements through participation in OSAA sports. Successful completion of a sports season as a student-athlete in good standing may qualify the student for 0.25 credit in PE. Up to 0.5 PE credit (for two sports seasons) may be earned in this manner. All students are required to complete the first 0.5 PE credit by taking courses offered through the school's PE department. 

Requirements: 

• Available for participation OSAA Sports only.
• A maximum total of 0.5 PE credit may be earned for sports participation.
• All students are required to earn at least 0.5 credit by successfully completing PE courses offered through the school’s PE department before applying for Athletic PE credit.
• Students must successfully complete the season in order to receive credit. Successful completion must be verified by the school’s Athletic Director.
• Credit will be recorded as P grade (Pass). Letter grades (A-F) will not be issued.
• Any of the items listed below will make a student ineligible to receive credit under this option:
  • Any violation of the Eugene School District 4J Student Rights & Responsibilities Handbook that disqualifies a student-athlete from completing a full sports season will make the student ineligible for credit in that sports season.
  • Students must be academically eligible for the entire season to be eligible to earn credit.
  • Serving as a student trainer, statistician, or manager for a sports team will not qualify for PE credit.

College Athletics

Athletes who want to participate in NCAA Division I/II college athletics must register online with the NCAA Eligibility Center, meet minimum additional core subject credit requirements, meet minimum GPA and may need test scores (SAT or ACT) requirements, and graduate from high school. Student-athletes should register with the Eligibility Center no later than the start of Junior year.

Please Note: The minimum core course requirements for college freshmen athletic eligibility at an NCAA school are often higher than the core course admission requirements.  The NCAA Eligibility Center requires 16 approved core course credits for eligibility, so make sure to check their website and work with the coach recruiting the student.

• Not all academic classes meet NCAA core requirements 
• Online Courses (e.g. Fuel Ed) or Proficiency-Based Credit classes do not always meet requirements.
• Remedial, Credit Recovery, Foundations, Special Education, and ELD classes do not meet the requirements.
• Only graded core courses are considered.  There are no Pass/No Pass credits allowed.  NCAA may have some temporary rules about this during the COVID-19 affected years.

For students wanting to continue competitive athletics and earn an athletic scholarship at the collegiate level, there are definite requirements that students must meet on a specific timeline. It is important to meet with a counselor before or during the 10th grade year if a student is considering this pathway. More detailed information is available on the website for the NCAA Eligibility Clearinghouse (www.ncaaclearinghouse.net).

Planning For College 

Students interested in attending college should begin planning early in high school.  School counselors and Career Center staff are available to help students research their various options and choose the school (four-year institution, community college or vocational/technical school) that best fits their interests and needs.  The Counseling Office and the College and Career Center have a wide range of resources for students and parents researching college or scholarship opportunities.  The Counseling Office and College & Career Center present on various topics during informational nights including topics such as SAT and ACT test registration and preparation materials, and financial aid info; also available on the SEHS website.

Comprehensive School Counseling

As part of the annual counseling program, students in every grade receive tailored support to help them prepare for life after high school.

• 9th Grade: Students explore their post-high school options and learn about the career and technical education (CTE) classes available at their chosen high school.
• 10th Grade: Students delve into their interests and discover careers that align with their skills, gaining insight into the education or training they may need after graduation.
• 11th Grade: Students begin enrolling in CTE courses, narrowing their focus on potential career paths or post-secondary options as they prepare for their next steps.
• 12th Grade: In the fall, seniors start applying to colleges and planning for their transition to life after high school.

The counseling program is seamlessly integrated throughout the year via advisory sessions, core classes, and collaborative interactions with the college and career staff, as well as the counseling department.

This structured, comprehensive approach ensures students are equipped with the knowledge and resources needed for their future success. 

Advisory Program

The advisory program at South Eugene High School is unique in the sense that district and school staff have created a series of lesson plans to help guide all students from their freshman year into their senior year.  Advisory ensures that all students have access to an adult who can help advocate for individual goals for each student for each year through high school.  This course is graded on participation and will earn students Other Subjects credit.  Attendance is required.

PreACT, PSAT/NMSQT, & SAT Exams

All 4J high schools offer several college-preparation exams, as well as exams that help students qualify for the Oregon State Seal of Bi/Multiliteracy. All of these exams are free for students, and there are two exam dates each school year: Fall Test Day in October and Spring Test Day in April. Multilingual students may take language proficiency exams beginning in 9th grade. PreACT is offered to all 10th grade students, typically during CCR Day.  PSAT and SAT are offered in the fall and spring, respectively, to 11th grade students. To qualify for possible National Merit Scholarships, students must take the PSAT-NMSQT during their junior year. Seniors may test a second time on the SAT in the fall of their senior year.  

*(Oregon State Seal of Bi/Multiliteracy language proficiency exams)

**Legislatively required to offer (Oregon Statewide Assessment System)

Academic Preparation

High school grades remain one of the best predictors of success in college, but admissions officers are taking a close look at the rigor of academic preparation and the kind of courses a student takes.  Please note, the Oregon University System schools typically will not accept “D” or “P” grades in college prep core courses, but have exercised greater flexibility recently due to the pandemic. Also, remember that extra-curricular activities will still be very important on a student’s record. 

Oregon Promise

Information Gathered from Oregon Student Aid Website

The Oregon Promise is a state grant that helps cover tuition costs at any Oregon community college for recent high school graduates and GED test graduates. Students must apply during their senior year or immediately after GED® test completion. The application is open for students who will graduate between October 1 and June 30 can apply for next school year. Students who graduated prior to October 1 cannot apply for the grant. 

Complete all of the steps by your application deadline (varies by graduation date). For most students, you MUST apply during your senior year of high school (before you graduate), or immediately after GED test completion.  All students only have one opportunity to apply for Oregon Promise, based on their grad date.

Eligibility:

• Appropriate application process (see below)
• Be a recent Oregon high school graduate or GED test graduate.
• Attend an Oregon community college by your required start term, based on your grad date.
• Have a 2.0 cumulative high school GPA or higher, or a 145 grade on all GED tests.
• Be an Oregon resident for at least 12 months prior to college attendance.
• For dependent students, your parent(s) must also live in Oregon.
• Have no more than 90 college credits completed or attempted.
• Students may be subject to eligibility requirements based on their Expected Family Contribution (EFC) or Student Aid Index (SAI).

If eligible, students can receive Oregon Promise until they have attempted a total of 90 credits. There is no limit to the number of years or terms you can receive the grant; it is based on the 90 credit limit. All of the following types of credits count toward the 90 credit limit:

• College credits you take while in high school or as part of a GED program
• College credits you take during summer term*
• College credits you take at another college/university while dual-enrolled at a community college
• College credits for courses you withdraw from or fail
• Advanced Placement (AP) or International Baccalaureate (IB) credits earned
• Any other college credits you attempt or complete prior to and during your time as an Oregon Promise recipient

*Oregon Promise does not pay for summer courses.

HOW TO APPLY:

• Submit the Oregon Promise application in the OSAC Student Portal.
• Submit the FAFSA or ORSAA for the year that you will start college. 
  • List at least one Oregon community college on the FAFSA or ORSAA.
• Students must meet all of the eligibility and application requirements.

AWARD AMOUNTS

Awards range from $2,124 to $4,422 (in 2024-25) for full-time, full-year students. Award amounts for 2025-26 will be determined in Spring 2025.

Community College Requirements 

Oregon community colleges have an open-door admission policy.  Students can complete a certificate program, a 2-year associate's degree program, or transfer to a 4-year college/university.  Placement testing at community colleges is required before any courses can be scheduled.  Students are not required to take the SAT or ACT for community college admission.

4 Year College Entrance Requirements

The Oregon State System of Higher Education Coordinating Commission (HECC) requires completing a set of college preparatory courses with a minimum high school GPA for admission to all state 4-year colleges and universities.  The SAT and ACT exams may or may not be a requirement in your application process to college.  Please check each school’s requirements.  The course requirements are listed below.  All students are strongly advised to plan a high school program that will meet these course requirements.  Many universities have additional requirements such as learning a world language, one full credit of fine arts, or a fourth core academic credit.  Be sure to check for specific requirements with individual colleges or universities.  Students must complete at least fifteen credits, with a “C-'' or better grade, to meet most colleges’ minimum requirements in the following core academic areas.

Credit Requirements by Subject Area for 4-Year College Entrance

What is a weighted Grade Point Average?

The 4J School District has now added a weighted GPA on the transcript in addition to the cumulative or unweighted GPA. Students will have two GPAs reflected on their transcript. The weighted GPA calculates any college level courses taken in the 4J School District and these courses are on a 5.0 GPA scale instead of a 4.0 unweighted GPA scale.

Which classes receive a weighted grade?

All Advanced Placement (AP), International Baccalaureate (IB) , and most College Now (CN) courses will be weighted. The weighted GPA scale is as follows:

Do 4 year colleges use the weighted or non weighted GPA?
Typically 4 year colleges will use the unweighted/cumulative GPA for admissions, but they will consider the academic rigor of a student's course history.  A weighted GPA communicates that a student has challenged themselves with college-level curriculum.  Universities will often have their own GPA calculator and this can vary by school and admission standards. 

Are there scholarships that use the weighted GPA?

Yes, there are scholarships that will accept a weighted GPA and students should report the weighted GPA.

When applying to college, which GPA should I report? 

We suggest reporting your weighted GPA.

I took a class at a university or college and I want to put that grade & credit on my transcript, will it be weighted?

No, only College Now, AP or IB courses taken within the 4J School District will be weighted.

I just moved to the 4J School District and my previous school district did not weight grades for College Now, AP, or IB courses, so can those now be weighted?

Yes.

I took AP, IB, College Now courses in my previous school district and received weighted grades, will the grades remain weighted on my 4J transcript?

Yes.

Do we weigh Honors classes like Honors English 10?

No, honors classes are not weighted.

 Advanced Placement Program (AP®)

Students may be awarded college credit by taking and scoring well on the College Board Advanced Placement (AP) tests during high school.  This credit will be awarded by the student’s future college or university.  AP classes provide rigorous instruction for test preparation in a variety of areas.  Registration with the College Board occurs typically in October, with the deadline in mid November. All tests are taken in May.
 

Complete List of AP Courses Offered:

English Language Arts

• AP English Language & Composition
• AP English Literature

Mathematics

• AP Calculus
• AP Statistics

Science

• AP Biology
• AP Chemistry
• AP Environmental Science

Social Studies

• AP U.S. History
• AP U.S. Government & Politics
• AP Comparative Government & Politics
• AP World History

World Languages

• AP Spanish V CN
• AP French V

Fine Arts/Applied Arts

• AP Computer Science Principles

Duck Link (UO)

The University of Oregon provides a special academic opportunity for high school students. Students who surpass the academic levels offered in the courses listed in this curriculum guide may take college coursework in that subject area via an arrangement with the University of Oregon.  Application and information are available in the Counseling Center.  The University of Oregon and Eugene 4J offer the Duck Link program to students who have exhausted all coursework offered in 4J in a particular subject area.  Please inform your counselor or the counseling secretary if interested in this program.  Students will be responsible for the course fee and books, but if that creates a financial strain please talk to your counselor.  The fee associated with this opportunity is the student’s responsibility and is approximately $600.

International Baccalaureate (IB)

Eugene 4J School District is home to two International Baccalaureate (IB) World Schools: Eugene International High School (Eugene IHS) and North Eugene High School (NEHS).  Entrance to Eugene IHS is via the 4J school choice process and available at Churchill, Sheldon, and South Eugene. NEHS is a neighborhood high school also open via the school choice process.  Both schools offer the IB Diploma Programme and NEHS was the first school in Oregon to also offer the IB Career-Related Programme. IB Programmes begin in 11th grade and are recognized by most colleges and universities.

• Students seeking the IB Diploma must pass six examinations, complete a 3500-4,000 word essay, and complete projects in Creativity, Action, and Service.  
• Students seeking the IB Career-Related Diploma must take IB coursework, sit for two IB exams, complete a reflective project, and complete skills and services projects. 
• All students in Eugene IHS and NEHS may also choose to take IB courses and sit for IB examinations.

Students who take IB coursework and pass IB exams can receive college credit at select colleges and universities, similar to Advanced Placement credit. Students must be enrolled in Eugene IHS at CHS, SHS or SEHS, or NEHS High School to access IB courses and exams.

College Now Courses (CN)

College Now (CN) is a program through which students can earn transferable college credit while in high school. Students who successfully complete instruction in approved College Now courses will earn college credit in addition to the credit they earn toward graduation, giving them a head start on tackling college-level work and making college and career decisions. Students must sign up in their current College Now class to earn College Now credit. Earning College Now credit is free.  Many credits may transfer to other colleges and strengthen student applications for college admissions and scholarships.

There are two types of College Now credit:

• Career technical courses: Eliminates duplication of learning and shortens the time students would actually be enrolled in LCC programs.  These courses provide guidance for students interested in professional technical areas.
• Lower-division academic transfer courses: Most of these credits transfer to other colleges and universities.  

Course availability may change periodically.  College Now credits earned in high school do impact the number of credits a student can complete with the Oregon Promise Scholarship.

Customize your Education – See your counselor for more details regarding these opportunities

In addition to earning high school credits by taking classes taught in a 4J High School, students can earn credits toward their high school diploma through one or more of the following programs. Prior approval by the student's counselor is required.

Online & Web-based Courses:

Eugene School District offers a limited number of online courses free to all 4J high school students through our online platform. Attendance is required for online courses taken during the school day. Final determination of online course placement will be made by the student’s counselor. 

Many colleges and universities also offer online courses in most content areas. These fee-based online courses are paid for by the student. It is recommended that prior to registering for an online course, you verify with your counselor that the online course you are considering will meet the credit requirement you are anticipating.

LCC/UO: 

With the prior approval of the high school counselor, students may choose to transcribe LCC and UO courses taken to meet high school diploma requirements. Students generally pay for these classes and should be aware that some universities will not grant transfer credit for college courses used to meet high school diploma requirements. Seniors are encouraged to explore these options as part of their transition from high school to college.

Summer Credit: 

Eugene School District offers an alternative learning option for students who are behind in credit. The program begins at the end of June and runs through July.  Counselor referral is required.

Work Study / Experience: 

See the Work Experience description in the Other Subjects section of this handbook.

Classic English Language Arts Pathway 

Preliminary English Courses

for 9th and 10th graders only

English 9 A & B…..1.0 Credit: ELA, Yearlong

This course is required for all 9th grade students not in Eugene IHS.  Honors designation option will be embedded into this course and appear on the transcript.

This course provides a strong foundation for subsequent English courses in our school district, including AP, IB, and CN courses. It emphasizes essential college preparatory skills that meet proficiency in Oregon Common Core Curriculum Standards, including reading, writing, speaking, and listening. Students will engage with a diverse range of texts, including novels, plays, poetry, and non-fiction, from global literature. They will enhance their writing skills through written and oral communications, covering research, paper writing, vocabulary, and grammar, in addition to literary analysis, exploring various genres, perspectives, and composition.  

English 10 A & B…..1.0 Credit: ELA, Yearlong 

This course explores a broad range of literary genres—novels, plays, poetry, short stories, and non-fiction. Focused on literary analysis, argumentation, and enhancing writing and speaking skills, the curriculum prepares students for advanced studies and state assessments. Through diverse literary works, students expand their vocabulary, understand various perspectives, and refine writing conventions. The course blends traditional analysis with creative expression, equipping students for success in college-level courses, including AP, IB, and CN.

Honors English 10 A & B…..1.0 Credit: ELA, Yearlong 

This course encourages students to delve deeper into literature, enhancing their analysis, writing, and critical thinking skills, while also focusing on vocabulary and grammar advancement. Designed to lay the groundwork for Advanced Placement classes and college-level studies; it integrates rigorous content exploration with AP protocols, including timed essays and poetry analysis. Ideal for highly motivated students, this course encourages a strong foundation in English 9 and a commitment to meeting higher academic expectations.

Upper Level English Courses

for 11th and 12th graders only

American Literature…..0.5 Credit: ELA, 1 Semester

Students read, discuss, and write about prose and poetry selections from early & modern American authors and storytellers in this course.  Students also study vocabulary and writing conventions.  This class focuses on Native American, Modernist, Post-Modernist, Romantic and Realistic literary eras, a study of the Harlem Renaissance and writers such as Arthur Miller, F. Scott Fitzgerald, Sylvia Plath, Alice Walker, Walt Whitman, Edgar Allan Poe, Emily Dickinson, and Zora Neale Hurston.

Courageous Conversations (CN).....0.5 Credit: ELA, 1 Semester 

This course explores the nature and complexity of racial and ethnic diversity in U.S. society.  Using current developments in ethnic studies scholarship, we will examine the social construction of race and ethnicity, theories of prejudice, and a historical overview of various ethnic and racial groups.  The course concludes with a comparative analysis of the intersection between race, class, and gender.  Students can earn 4 college credits for Ethnic Studies 101.

Creative Writing.....0.5 Credit: ELA, 1 Semester

This course explores the study of creative writing, encompassing fiction, nonfiction, poetry, and alternative forms, facilitated through a combination of direct instruction and peer workshops. The curriculum focuses on mastering literary techniques such as structure, point of view, voice, tone, word choice, and imagery, supported by the analysis and emulation of texts from a wide array of genres and periods. Participants are encouraged to engage deeply with reading assignments and to craft and refine their original writings, with opportunities to submit their best work for publication. Through this process, students will not only enhance their vocabulary and grammar skills but also experience significant personal growth as writers, preparing them for future academic and creative endeavors.

Film-Literature: Narrative & Structure…..0.5 Credit: ELA, 1 Semester (Not NCAA approved)

This course looks at the historical development and literary value of film and its contribution to our culture and artistic identity.  We will study iconic cinematography innovations like sound, color, and camera techniques in conjunction with literary elements to dissect a director or author’s purpose, tone, and theme.  As we study the cinematography innovations in film, we will also produce amateur screenplays and short films as final projects to display our creativity and knowledge of cinematography.

Film-Literature: Genre Studies…..0.5 Credit: ELA, 1 Semester (Not NCAA approved)

This course explores genre, a category of artistic composition characterized by similarities in form, style, or subject matter.  We will examine the interplay between literature and film and how both media inform the genre’s broad construct.  We will focus on classic genres and issues of representation in Hollywood.  This course includes the study of genres such as action-adventure, comedy, and horror.  We will also study basic literacy and cinematic techniques that contribute to the review of literature and film.

Literature - Horror…..0.5 Credit: ELA, 1 Semester

The literary genre known as “horror” has evolved since it first began. At the very core, the genre was designed to instill fear into people, by whatever means were thought necessary.  In this course, students will track the origins of the genre and employ the techniques used so artistically by the writers of this genre. Students will develop an appreciation for the elements within this genre and understand why it holds a timeless and hypnotic power over generations of fans everywhere. This is a class that is designed for students who enjoy the thrilling parts of the horror genre. We will be exploring, viewing, and reading unsettling material. Authors include Edgar Allen Poe, Shirley Jackson, Victor LaValle, Stephen King, Emily Carrol, Junji Ito, Octavia Butler, Tananarive Due and others.

Literature - Science Fiction.....0.5 Credit: ELA, 1 Semester

This course embarks on an exploration of how a single alteration can transform society, drawing on the imaginative works of renowned authors. It investigates the unintended consequences of such changes, utilizing stories, films, and other media inspired by these visions. Analysis focuses on literary and visual techniques, themes, imagery, and style through various assignments including written papers, presentations, and projects. This examination offers insights into contemporary societal issues and speculative reflections on necessary global adjustments.

World Literature.....0.5 Credit: ELA, 1 Semester

This course offers an insightful journey through global narratives, focusing on how diverse literary works reflect and influence societal and cultural dynamics. This course invites students to analyze a variety of texts that explore the complexities of storytelling across cultures and historical periods, emphasizing the role of literature in shaping and reflecting global perspectives. Through critical reading, discussion, and writing exercises, students will enhance their understanding of the world's interconnected narratives and develop their critical thinking and communication skills.

Integrated Outdoor Program (IOP): Lit-Nature & Outdoor Pursuits.....1.0 Credit: 0.5 Credit in ELA, 0.5 Credit in PE per term.  

• Literature - Nature - Fall + Outdoor Pursuits - Fall
• Literature - Nature - Spring + Outdoor Pursuits - Spring
• Literature - Nature - All Seasons + Outdoor Pursuits - All Seasons
• Literature - Nature - Adventure & Survival + Advanced Outdoor Pursuits (Seniors only)

Lit-Nature and Outdoor Pursuits is a two-period block integrating English and Physical Education through a common theme of outdoor activity and nature-based English studies.  Reading and writing sections examine nature, adventure, and environmental issues.  Physical activities might include rock climbing, mountaineering, bicycling, Frisbee, hiking, trail running, spelunking, and camping.  This class is offered as a two-period block to give students sufficient time to become fully engaged in each subject.  NOTE: To request this class, choose one or two terms.  If one term fills up, you may be assigned an alternate course.  This is a two-period class in which students will receive credit in both English and P.E. 

The advanced version of IOP (Lit Nature: Adventure & Survival plus Advanced Outdoor Pursuits) will be for seniors who have already completed fall and spring semester of IOP. This would be a more advanced course for a smaller number of students who are very invested in learning outdoor skills and expanding their knowledge of literature featuring nature themes.

AP Seminar A & B….1.0 Credit: ELA, Yearlong

Ever thought about how social media impacts teen mental health? Do you think rules around college sports should be changed? In AP Seminar, you choose what real-world or academic topics to investigate. AP Seminar teaches you how to find and use evidence from experts, and how to present the case from your own perspective effectively, both through writing and multimedia presentations. AP Seminar is an interdisciplinary course that encourages students to demonstrate critical thinking, collaboration, and academic research skills on topics of the student’s choosing. To accommodate the wide range of student topics, typical college course equivalents include interdisciplinary or general elective courses.

AP English Language & Composition A & B.....1.0 Credit: ELA, Yearlong

AP English Language and Composition is an introductory college-level composition course. Students cultivate their understanding of writing and rhetorical arguments through reading, analyzing, and writing texts as they explore topics like rhetorical situation, claims and evidence, reasoning and organization, and style.   All students must take AP English Language & Composition A to take AP English Language & Composition B.  Coursework will include an extensive study of argument essay structure and rhetorical analysis, research, synthesis-argument essay structure, satire, and application of rhetorical terminology to texts.  Students will write numerous timed impromptu essays with some revisions.  This course prepares students for the AP Language & Composition exam.

AP English Literature A & B.....1.0 Credit: ELA, Yearlong

Seniors only

Explore literary masterpieces through "Advanced Placement Literature," where analysis meets critical writing. Engage with novels, plays, poems, and short stories for deep analysis, honing college-level academic writing skills with a focus on impromptu essay writing, preparing for the AP exam and university-level coursework. Rigorous in nature, this course demands analytical skill, time investment, and extensive homework, aiming to develop proficiency in composition and literary insight. Exposure to college-level materials and teaching prepares students for potential college credit via the national advanced placement examination.

Algebra I A & B…..1.0 Credit: Math, Yearlong

In the first term of this course, students write linear and exponential functions to model authentic applications, including systems of equations. In the second term, students learn the basics of quadratic functions. The focus is on the comparison of linear, exponential, and quadratic models. Throughout both semesters, students represent their thinking with tables, graphs, equations, and descriptions of situations. Students demonstrate mastery of standards through exams, work samples, projects, and collaborative mathematical modeling tasks.

Algebra Success…..0.5 Credit: Other Subjects, repeatable

Placement or Teacher Recommendation, taken concurrently with Algebra I

Students who have demonstrated a need for additional support in pre-Algebra skills will concurrently take this course with Algebra I.  It can be taken a single or both semesters, depending on need.  Note: this class does not offer Math credit, but does offer Other Subjects credit.

Geometry & Statistics A & B…..1.0 Credit: Math, Yearlong

Prerequisite: Taken Algebra I

The course is a blend of geometry, statistics, and probability concepts. The geometry standards emphasize triangle congruence and similarity, rigid transformations, logical reasoning, and properties of geometric figures and solids. Students apply geometry foundations, transformation geometry, and right-triangle trigonometry to authentic application problems. The statistics and probability standards explore measures of center and spread in data sets, plan and analyze studies, produce models using probability theory, and make statistical inferences. Students demonstrate mastery of standards through exams, work samples, projects, and mathematical modeling tasks.

Algebra by Design A and/or B…..0.5-1.0 Credit: Math, can take either or both Semesters

Prerequisite: Taken Algebra I and Geometry Statistics

Students will learn Algebraic skills by applying them to design thinking, engineering design process, 3D modeling, physical computing, coding, and robotics. 

Geometry by Design A and/or B…..0.5-1.0 Credit: Math, can take either or both Semesters

Prerequisite: Taken Algebra I and Geometry Statistics

This math class will develop an understanding of geometry through the use of real world examples and applications.  Hands-on projects, such as geometric animals, tetrahedron kites, and scale gingerbread houses, will be part of the assessments.

Financial Algebra A and/or B…..0.5-1.0 Credit: Math, can take either or both Semesters (Video description)

Prerequisites: Taken Algebra I and GeoStats

This course is an algebra-based, applications-oriented, technology dependent course. It addresses college preparatory mathematics topics under seven financial umbrellas: Banking, Investing and Modeling a Business, Employment and Income Taxes, Automobile Ownership, Independent Living, and Retirement Planning and Household Budgeting. Students use a variety of problem solving skills and strategies in real-world contexts. The mathematics topics contained in this course are introduced, developed, and applied in an as-needed format in the financial settings covered.

Algebra II (Math 95) A & B (CN)…..1.0 Credit: Math, Yearlong

Prerequisite: Geometry Statistics A & B

This course emphasizes further concepts and skills in Algebra. With continued focus on mathematical modeling and multiple representations, students will explore linear, quadratic, exponential, logarithmic, polynomial, root, rational, trigonometric, and piecewise functions. Students demonstrate mastery of standards through exams, work samples, projects, and collaborative mathematical modeling tasks.  Students optionally can earn college credits for successful completion of this class.  Please check the Oregon Promise information or with your counselor to figure out whether earning college credit in addition to high school credit is right for you.
 

Algebra II/Pre-Calculus A & B (compressed course)…..1.0 Credit: Math, Yearlong, Sophomores and above only

Prerequisite: Geometry Statistics A & B

To prepare students to be successful in AP Calculus by their Senior year in high school, this course has combined the standards for Common Core Algebra 2 with essential concepts from Precalculus. In this compression course, instruction focuses on expanding understandings of functions and synthesize and generalize function properties to transform a variety of functions; extend the domain of trigonometric functions using the unit circle and model periodic phenomena with trigonometric functions; and develop understanding of essential topics from Precalculus to prepare students for AP Calculus.

Pre-Calculus (Math 111/112) A & B (CN)…..1.0 Credit: Math, Yearlong

Prerequisite: Algebra II A & B

This course is for students who have completed Algebra II.  The first semester is college algebra (Math 111), and students can earn five college credits.  The second semester is college trigonometry (Math 112) and students can earn an additional five college credits.  Students must earn a grade C- or higher to earn those college credits and may not take college trigonometry (second semester) for college credit unless they have reached a C or higher in the first semester course. Successful completion of this course prepares students for Calculus.  Please check the Oregon Promise information or with your counselor to figure out whether earning college credit in addition to high school credit is right for you.
 

IB Mathematical Studies I: Core Topics A & B…..1.0 Credit: Math, Yearlong

Open to Juniors or Seniors only.

IB Mathematics I: Core Topics is the first of a two-year IB Math sequence to prepare students to take either the IB Mathematics II: Analysis & Approaches High Level test or the IB Mathematics II: Applications & Interpretation High Level test.  Course topics include linear, quadratic, and exponential functions, solutions, and graphs; skills in computation, estimation, and development of algorithms; data analysis, including collection, calculation, and presentation of statistics; set operations and logic; sequences and series; limits and continuity; derivatives; and geometry and trigonometry.  Graphing calculators are essential for this course.

AP Statistics A & B…..1.0 Credit: Math, Yearlong

College Board Recommended Prerequisites: A second-year course in algebra.

AP Statistics is an introductory college-level statistics course that introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students cultivate their understanding of statistics using technology, investigations, problem solving, and writing as they explore concepts like variation and distribution; patterns and uncertainty; and data-based predictions, decisions, and conclusions. Students demonstrate mastery of standards through exams, work samples, projects, and can earn potential college credit by earning a passing score on the AP exam.
  

AP Calculus AB A & B…..1.0 Credit: Math, Yearlong

Prerequisite: Algebra II/Pre-Calculus A & B, Pre-Calculus CN A & B or IB Math

AP Calculus AB is an introductory college-level calculus course. Students cultivate their understanding of differential and integral calculus through engaging with real-world problems represented graphically, numerically, analytically, and verbally and using definitions and theorems to build arguments and justify conclusions as they explore concepts like change, limits, and the analysis of functions. Students need strong advanced algebra skills to be successful.  A graphing calculator is required.  This version of Calculus will mostly prepare students for the AP Calculus BC or CLEP Calculus exam in May, so some outside self-study or summer work may be needed to learn the entirety of the content tested.  There is potential for college credit awarded for earning a passing score on the AP or CLEP test.

For the Classes of 2026 and 2027

If the student started in Physical Science as a Freshman, this is the flowchart showing their Science sequence

If the student started in Biology as a Freshman, this is the flowchart showing their Science sequence

For the Classes of 2028 and beyond

Physics A & B…..1.0 Credit: Science, Yearlong

Standard 9th Grade Course

This physics course is centered on the Core Ideas of Motion, Stability, Waves, Energy, and Earth’s Place in the Universe. Through hands-on experiences, computational thinking, technology, discussions, texts, and writing, students will explore the following topics: Velocity, Acceleration, Forces, Energy, Waves, Electricity, Magnetism, Power Production, Climate Science, and Gravity.

Biology A & B…..1.0 Credit: Science, Yearlong

While invisible to the naked eye, the microscopic world of living things includes the building blocks upon which all life as we know it depends.  In the first half of the year-long biology course, students will investigate topics that include protein synthesis, biochemistry, cells, DNA, cell division, and photosynthesis and respiration.  In the second half of the course, students will investigate topics that include genetics, ecology, and evolution.  Students will also further develop their use of science and engineering practices through various scientific inquiry experiences, including labs, investigations, and problem-solving simulations.

Chemistry A & B…..1.0 Credit: Science, Yearlong

Chemistry is a laboratory-oriented course in which you will become acquainted with measurement and data analysis.  Students will study the structure, composition, and reactions of matter.  Topics include atomic theory, formulas, the mole concept, chemical reactions, stoichiometry, the periodic table, solutions, concentration, chemical bonding, organic chemistry, thermochemistry, acids and bases,  and states of matter.  Classroom lectures, lab work, demonstrations, discussions, and problem-solving are the basis of the course.  Chemistry is recommended as the science class for most juniors.  Note that Chemistry A and B are required for admission to most 4-year colleges and universities.

Earth & Space Science…..0.5 Credit: Science, 1 Semester

This course teaches topics central to Earth and its place in the Universe, focusing on the collection & interpretation of evidence.  Students will delve into the dynamic interaction of Earth’s systems (the hydrosphere, geosphere, and atmosphere) and how matter and energy cycle through them.  They will analyze and interpret evidence about how Earth's natural systems have interacted throughout Earth's history, and investigate how human activity impacts these natural systems.  Students will reach beyond Earth’s atmosphere to explore our solar system and the Universe.  They will study the star life cycle, galaxies & evidence revealing evidence to support the Big Bang Theory, the evolving universe, how climate has changed in the past on Earth (paleoclimate) and how climate is changing anthropogenically.  In alignment with the Next Generation Science Standards, students will engage in science and engineering practices to develop their scientific inquiry skills, representing data and analysis.

Forensic Science…..0.5 Credit: Science, 1 Semester

Prerequisites: Physical Science or Physics and Biology 

This course is designed to use project-based learning as a means to master topics such as fingerprinting, DNA analysis, blood typing, trajectories (for ballistics as well as blood spattering), fiber analysis, and the chemical analysis of drugs and poisons.  Experimental design, engineering, and argumentation are weaved within all projects in which students also interpret data and apply the appropriate techniques for both the chemical and biological analysis of evidence.  Students will learn about the different fields and careers within Forensic Science. They will play multiple roles as experts in the field and utilize teamwork to create and examine mock crimes.

Marine Biology…..0.5 Credit: Science, 1 Semester

Prerequisites: Physical Science or Physics and Biology 

Marine Biology explores marine habitats, ecology, and organisms, focusing on the taxonomy, adaptations, and physiology of marine life. This semester-long course introduces students to the fascinating marine environment through lectures, dissections, projects, and possible field trips. We'll delve into the biology of the sea, including the diversity of marine invertebrates, fishes, and mammals, adaptations to the marine environment, and the impact of human activity on the ocean.

Anatomy & Physiology A & B (CN)…..1.0 Credit: Science, Yearlong

Prerequisites: Two terms of Biology and at least one term of Chemistry

This course is aligned with the LCC courses Human Body Systems 1 and 2 (HP 150/152), and students who earn at least a C may earn three college credits per term The two term course acquaints you with the structure and function of the human body’s cells, tissues, organs, and organ systems.  The main emphasis is on how these structures work together to maintain the health of an organism.  Topics covered include the following body systems: integumentary, skeletal, muscular, nervous, sensory, endocrine, cardiovascular, respiratory, digestive, urinary, and reproductive.

AP Biology A & B (CN)…..1.0 Credits: Science, Yearlong

Prerequisites: Two terms of Biology and at least one term of Chemistry

AP Biology is an introductory college-level biology course. Students cultivate their understanding of biology through inquiry-based investigations as they explore topics like evolution, energetics, information storage and transfer, and system interactions.

AP Chemistry A & B…..1.0 Credits: Science, Yearlong

College Board prerequisites: Chemistry and Algebra II

AP Chemistry is an introductory college-level chemistry course. Students cultivate their understanding of chemistry through inquiry-based investigations as they explore topics like atomic and molecular structure, chemical reactions, kinetics, equilibrium, and thermodynamics. The AP Chemistry course provides students with a college-level foundation to support future advanced coursework in chemistry. Students cultivate their understanding of chemistry through inquiry-based investigations, as they explore content such as: atomic structure, intermolecular forces and bonding, chemical reactions, kinetics, thermodynamics, and equilibrium. The AP Chemistry course is designed to be the equivalent of the general chemistry course usually taken during the first college year. The course will begin with a summer assignment and a brief review of Chemistry I, followed by states of matter, atomic theory, chemical reactions, thermodynamics, equilibrium, acids and bases, reaction rates, oxidation and reduction, nuclear reactions, and organic chemistry.  Students will become proficient with many types of equipment in the lab, including the analytical balance, spectrophotometer, filtering crucible, and calorimeter.  Students will also use Vernier software with pH, temperature, and conductivity probes.

AP Environmental Science (CN)…..1.0 Credit: Science, Yearlong

Prerequisites: Two terms of Biology and at least one term of Chemistry

AP Environmental Science course, also available through the LCC College Now program, investigates the science-based study of environmental problems, connections, and solutions. Focusing on the interrelationships of the natural world, students explore topics like population ecology, weather and climate, global warming, natural resources, pollution, and solid waste management. Through inquiry-based lab investigations, field work, and a collaborative approach, students delve into the four Big Ideas: energy transfer, interactions between earth systems, interactions between species and the environment, and sustainability. This interdisciplinary course draws upon various scientific disciplines, including Earth Systems & Resources, The Living World, Population Dynamics, Land and Water Use, Energy Resources, Pollution, and Global Change. Students will develop the scientific principles, concepts, and methodologies required to understand environmental problems, evaluate associated risks, and examine alternative solutions. Each semester offers 4 science credits through LCC.

IB Physics I A & B…..1.0 Credit: Science, Yearlong

Pre/co-requisite: Algebra II or equivalent

Physics is designed for students who wish to gain an understanding of the whole physical world.  This is important as a background for further study in medicine, architecture, mathematics, and all the sciences.  It is also valuable for any college-bound student who wants some exposure to our culture’s central scientific ideas.   Topics in modern physics will be introduced.  We will continually refer back to current theories while we learn about classical, pre-twentieth century physics.  We will study Newton’s law of motion and gravity and see how they apply to earthly and celestial bodies.  We will also study the various forms of energy and how energy travels by waves.  The topics studied include kinematics, momentum, energy, optics, waves, electricity, and magnetism.  We will learn how physics rules our world from labs, demonstrations/ lectures, independent research projects, and text.  Problem-solving skills and experimental methods will be emphasized all year. At the end of the year, students will be prepared to take the SAT-II/Physics exam. 

IB Physics II A & B…..1.0 Credits: Science, Yearlong

Prerequisite: IB Physics I.  Completing Pre-Calculus or IB Math is recommended.  

The primary focus is on learning physics - learning how fascinating the physical world around us is - and doing physics - actually investigating that physical world yourself to see what secrets it holds.  We will build on the foundation laid last year in the fundamental physics of IB Physics I by revisiting many topics in greater detail and with greater mathematical sophistication and by exploring new areas of physics.  These include electromagnetism, thermodynamics, digital technology, nuclear, quantum, and relativity.  Be prepared to experience even more of the majesty and awe that comes with scientific investigation!  This is the continuation of a two-year physics sequence that will prepare students to take either the Higher Level or Standard Level IB exam at the end of this year.  After completing this sequence, students should be able to be placed into an honors-level first-year university physics course or a second-year university physics course.