Palm Springs Unified School District
High School Course Description Template
Please read: Sections 1, 2 and 4 below must be completed and submitted to the Director of
Secondary Curriculum and Instruction for all courses seeking Palm Springs Unified School
District Cabinet and Board approval. Sections 3 and 5 must also be completed if the course
will be submitted to the University of California (UC) for placement on your school’s a-g list.
For yes/no or check box questions, mark the appropriate blank with an X.
District Office Use Only
Transcript Title(s)/Abbreviation:
Freshmen Seminar
Transcript Course Code(s)/Number(s):
8019S1-8019S2
Cabinet/
BOE Approval Date:
May 24, 2011
Section 1: Course Content
1. Course Title:
Freshmen Seminar
Date this course was first submitted to the Curriculum Steering Committee: April 7, 2011
Note: All courses submitted to the Curriculum Steering Committee will be evaluated for Cabinet and Board approval following the
established guidelines and timelines. Incomplete or missing information will delay the approval process.
2. Is this a re-write of an existing course?
X
No
Yes
If “Yes,” what is the Zangle Course Code:
3. CBEDS Course Code http://www.cde.ca.gov/ds/sd/cb/subjects.asp :
4. PSUSD graduation requirement subject area:
4225 (S1) and 2722 (S2)
General elective
Note: Choose one from the following list- English I, II, III, or IV; Algebra; Math; World History; U.S. History; Civics; Economics;
Foreign Language; Fine Art; Physical Education; Health; General Elective; Biological Science; Physical Science.
ALSO: All courses in the subject area listed above must be taught by teachers who hold the appropriate and valid single subject
or designated subject teaching credential and/or are approved by the Human Resources Department to teach the course.
5. Unit Value for
complete course:
6. Grade Level:
2.5 PSUSD credits (one
quarter)
5 PSUSD credits (half
year/one semester)
X
9
10
X
10 PSUSD credits (one
year/two semesters)
Other (indicate value)
11
12
Note: Grade level pertains to which grades the course has been designed.
Note: For UC, 9th grade cannot be selected for Advanced Visual/Performing Arts courses. 9 th and 10th grades cannot be
selected for honors courses.
7. PSUSD Department:
Non-Departmental
Note: Choose one from the following list- English; Mathematics; Social Science; Science; Visual and Performing Arts; Vocational
and Applied Technology; Foreign Language; Physical Education; Special Education; or Non-Departmental.
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8. PSUSD weighted GPA?
X
No
Yes
9. Is this an “online” learning course?
X
No
Yes
If “Yes,” list the online provider:
Note: If “Yes,” an additional course code will be created by ETIS with a virtual designation.
10. Will this course be offered only through the Alternative
Education Program?
X
No
Yes
11. Is this course an NCLB core subject course?
X
No
Yes
If “Yes,” list the NCLB subject area:
Note: Choose one from the following list: Arts; Biology; Chemistry; Civics and Government; Economics; English; Foreign
Language- French, German, Latin, Spanish, other; Geography; Geoscience; History; Math; Physics; Reading/Language Arts;
Science.
12. Career Pathway Relationship
Note: Refer to the list of Industries and their associated Pathways in Section 5, Item #38
Is this course an Industry and Career Pathway-related Course?
X
No
Yes
If “Yes,” which Industry?
Which Pathway?
What sequence level?
Note: Must be one of the following: 16-Beginning Literacy; 17-Beginning; 18-Intermediate; 19-Advanced (Capstone)
13. Is this course an Academy-related Course?
X
No
Yes
If “Yes,” which Academy?
14. California Content Standards Taught in This Course:
Health Concepts:
1.1A Short & long term effects of use of alcohol, tobacco and other drugs.
1.2A Relationship between using alcohol, tobacco and other drugs and their risky behaviors.
1.4A Consequences of suing alcohol, tobacco and other drugs during pregnancy.
2.2A Evaluation of the influence of marketing and advertising techniques on use and abuse of
alcohol, tobacco and other drugs.
3.1A Analyze the validity of information, products and services related to use of alcohol, tobacco
and other drugs.
4.2S Communication skills and refusal skills to avoid violence, gang involvements and risky
situations.
4.3S Methods to manage interpersonal conflicts nonviolently.
5.1S Decision making process to examine risky social and dating situations.
5.4S Evaluation of bullies and similar situations.
5.5S Decision-making/ problem-solving steps to situations involving assault, intimidation and
sexual harassment.
6.1S Creation of a personal safety plan
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6.3 Understanding the importance and use of precautions and infection control.
7.2S Practice of methods to resolve conflicts nonviolently.
7.3S Practice in the use and safety of technology.
Science:
1.2.9b Understanding how the nervous system communicates with different parts of the body.
1.2.10b Role of antibodies and the body’s response to infection.
1.2.10c Protections from infectious diseases.
Writing:
2.2 Synthesize information from multiple sources and identify complexities and discrepancies in
information found in various mediums.
2.3 Produce legible work that shows accurate spelling, correct punctuation and capitalization.
2.3b Demonstration of understanding of proper English usage, sentence structure, diction and
syntax.
2.4b Analyze historical records, examine elements of the research topic.
2.5c Clarify and defend precise and relevant evidence, expert opinions, expressions of accepted
beliefs and logical reasoning.
2.6a Combine text, images and draw information from many sources (television broadcasts,
video, films, news print, magazines, CD-ROMs, Internet, electronic media-generated images).
Problem Solving- Critical Thinking
5.2 Critical thinking skills to make informed decisions and to solve problems.
Listening and Speaking:
2.2 Convey information and ideas from primary and secondary sources accurately and
coherently.
2.3 Application of appropriate interviewing techniques which include preparation of relevant
questions and demonstration of knowledge of subject and organization, evaluation of
effectiveness of the interview.
Career Planning:
3.3 Development of a career plan: design to reflect career interests, pathways and postsecondary options.
15. California Standards Test Relationship - Name of the CST taken at the end of this course:
No CST will be related to this course
16. Course Outline:
Freshmen Seminar is designed to develop career goals and expectations, increase postsecondary preparation, improve overall attitude towards academic subjects, decrease teen
pregnancy and dropout rates, and improve academic test scores. It is part of a comprehensive
guidance program to build characteristics, attitudes and skills in students such as critical thinking,
goal-setting, personal responsibility, motivation, respect for self and others, and increased
empowerment. Students recognize the value of education, and learn a life/career planning and
decision-making process to be used throughout their lives.
17. Key Assignments:
 Students will project into the future and understand the consequences of their actions and
the choices made today.
--Analyze the impact of education on life satisfaction, by determining the lifestyle for:
---high school dropout; high school graduate entering workforce without training,
community college certification, college graduate.
--Develop and analyze a budget; analyzing a variety of scenarios.
---Set goals for wellness practices to maximize present health, appearance and peak
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







performance.
---Student will write a resume, work on interviewing skills, writing job applications and
appropriate attire for employment.
Students will complete formal assessments and surveys to help establish and consolidate
“identity-achieved.”
--Students will write essays to reflect and evaluate their research as defined as success.
--Essays will identify factors that might impede success and create plans to circumvent
limitations.
Students will analyze the effect of personal interest and aptitude upon educational/career
planning.
--Students will complete a formal career interest and aptitude assessment.
--Portfolios will be created to track career opportunities/research/aptitude/interest.
Students will recognize the impact of career choice on personal lifestyle.
--Students will prepare personal budgets reflecting lifestyle: desired- supporting minimum
wage, unemployment insurance, or welfare.
--Portfolio will track on line income level changes and impact to lifestyle.
--Research salaries of 3 career choices with: no h.s. diploma, h.s. diploma & postsecondary education/training.
--Develop chart that graphically demonstrates difference between total lifetime wages for
each career found above. Additionally, list rewards & sacrifices (psychological/financial)
for each career researched.
Students will recognize the impact their commitment to education has on future lifestyle
and satisfaction.
--Prepare proportional life-long timeline (to age 78) Amt. of time plan for
education/training/ timeframe for active work force participation.
Students will understand transition from middle to high school.
--Following rules (school and classroom)
--Students will work on organizational skills (Cornell notes) and create freshmen goals.
--Study skills will be stressed, graphic organizers, outlining, mnemonic devices, time
management and test preparation.
Students will understand the need for social skill development.
--Components will include: cooperation, active listening, self-control, compromising, and
staying out of trouble.
Students will study health, personal traits and health care planning.
--Students short and long term effects of alcohol, tobacco and other drugs including
steroids, performance-enhancing drugs and inhalants.
--Students will understand the relationship between using alcohol, tobacco and other
drugs and engaging in risky behaviors.
--Students will study the consequences of using alcohol, tobacco and other drugs during
pregnancy including fetal alcohol spectrum disorders.
-- Student will evaluate the influence of marketing and advertising techniques and how
they affect alcohol, tobacco and other drugs use and abuse.
--Students will analyze the validity of information, products and services related to the use
of alcohol, tobacco and other drugs.
Students will research, write and present oral presentations throughout the course.
18. Instructional Methods and Strategies:
Project-based learning; cooperative learning; brainstorming; case studies; debates; dialogues;
fishbowls; interviews; journals; guest speakers; lectures/panels; peer learning groups; thinking
maps; role-playing; skits; writing process; presentations; technology.
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19. Assessment Methods:
Pre/Post Assessment; papers, essays, writing and oral language grading rubrics; journals; class
participation and observation; work values survey; variety of projects; student video
presentations; on-line surveys and assessments, student generated research to create a portfolio
20. Target Audience and Outcomes:
This course is an entry level-required freshmen course to target the following goals:
 Reduce the dropout rates for both high school and post-secondary education
 Increase matriculation rates for college and post-secondary programs
 Assist students acquire the skills necessary to successfully navigate their life/work
transitions:
--middle school to high school
--high school to college or post-secondary training
--education to a quality workforce
--adolescence to adulthood
--dependency to self-sufficiency
 Course intent is to outline a rigorous, research-based course from which all 9th grade
students will benefit, whether they are entering the workforce following high school
graduation or have their sights set on college, a graduate degree or some other form of
post-secondary education.
Note: Include in this section information on the demographic population(s) the course is intended to serve, i.e. intervention
(strategic, intensive, English learner, Special Education) benchmark, or advanced; the course(s) students currently are taking in
the absence of this course and why these courses may not be meeting students’ needs; what outcomes and skills students will
possess as a result of passing this course; how this course supports student achievement in subsequent courses; and how this
course is uniquely different from similar Board/Cabinet approved courses in our district.
21. Brief Course Description (to be used in your school’s Course Description Booklet):
Freshmen Seminar is designed to develop career goals and expectations, increase postsecondary preparation, improve overall attitude towards academic subjects, decrease teen
pregnancy and dropout rates, and improve academic test scores. It is part of a
comprehensive guidance program to build characteristics, attitudes and skills in students
such as critical thinking, goal-setting, personal responsibility, motivation, respect for self and
others, and increased empowerment. Students recognize the value of education, and learn a
life/career planning and decision-making process to be used throughout their lives.
22. Texts and Supplemental Instructional Materials (all non-core instructional materials are the
responsibility of individual schools to purchase.)
Texts:
Title: Career Choices: A Guide for Teens and Young Adults
Edition: 3rd edition
Publication Date: 2003
Publisher: Academic Innovations, Santa Barbara, CA
Author(s): Mindy Bingham and Sandy Stryker
Instructor’s and Counselor’s Guide for Career Choices Possibilities
Glencoe Health a Guide to Wellness, Merki and Merki, New York, NY 2003
Research on-line, student workbooks, daily journals, Best
Supplemental Materials:
Practices: Freshman Transition in Action, Career Exploration,
Career Choices
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23. Will this course be submitted for approval by UC?
X
No
Yes
If “Yes,” complete sections 3, 4 and 5
Section 2: School and District Information
School Information
24. School Name:
Desert Hot Springs High School
School District:
Palm Springs Unified School District
City and State:
Palm Springs, California
District Web Site:
http://www.psusd.us
School Course List Contact Information (Name of AP of Curriculum or Principal)
25. First Name:
Linda
Last Name:
Dugdale
Position/Title:
Assistant Principal
Email:
ldugdale@psusd.us
Phone #:
(760) 288 - 7002
Ext:
7002
Teacher Contact Information (Name of teacher/administrator who authored this course)
26. First Name:
David
Last Name:
Farris
Position/Title:
Health Teacher
Email:
dfarris@psusd.us
Phone #:
(760) 288 - 7000
Ext.
2406
Section 3: Course Information
27. Was this course “Previously Approved” by UC?
Yes
X
No
Note: if this course is to be submitted to UC and it was “Previously Approved,” the exact same course title as the previously
approved course must be used. Compete outlines are not needed for courses previously approved by UC. Courses that
are defined as “previously approved” are courses from the following programs (Advanced Placement, International
Baccalaureate, ROP courses, etc.), or courses from within the same district, or courses that have been removed within a
three-year window are being reinstated, and/or courses from UC-approved online providers. Courses modeled after
courses from outside the school district are also defined as “previously approved” but a complete course description will be
required for submission to UC. Each section below represents an individual page on the UC electronic submission site.
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If “No,” proceed to the Course Description Section (Section 4).
If “Yes,” indicate which category applies:
28. Is this course modeled after a UC-approved course from another high school outside of
our district?
Yes
No
Note: If “Yes,” you will be required to submit a complete course description. UC will review the previous submission, if it is
available, to assist them in their review process.
If “Yes,” list which school and the school’s ATP code:
Exact Course Title:
29. Is this course modeled after an identical course approved by UC for the current year at
another high school in PSUSD:
Yes
No
If “Yes,” what school?
Exact Course Title:
30. Is this course being reinstated after removal within 3 years:
Yes
No
If “Yes,” what year was the course removed from the list?
Exact Course Title:
31. Has this course been provided program status, is not an online course, and is it listed
below?
Yes
No
If “Yes,” select an option from the Program Status list:
AVID Program
Advanced Placement (AP)
CDE Agricultural Education
CSU Early Assessment Program (EAP)
Center for Advancement Research and Technology (CART)
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International Baccalaureate (IB) Program
Project Lead the Way
ROP/C Organization
Name of ROP/C:
32. If “Advanced Placement,” has it been authorized by the College Board through the AP
audit process?
No
Yes
In Progress
Note: UC will only allow Advanced Placement courses that have passed or are in the AP audit process. UC requires all AP
courses on your list, including those approved in prior years, to be verified via the College Board AP audit process. UC will
run quarterly reports based on AP Audit data. AP courses not listed on the AP audit list will be removed.
If “In Progress,” date submitted to AP:
MM/DD/YYYY
Exact Program Course Title:
33(a). Is this course provided by one of the UC-approved online curriculum providers listed in #33?
Yes
No
33(b). Have you signed the appropriate partnership agreement with the provider regarding
methods of delivery and instruction?
Yes
No
Note: You must have signed an agreement with the appropriate provider and filed with UC in order to use their courses.
34. If the answer to either 33(a) or (b) is “No,” UC will not approve this course. If “Yes” to both
33(a) and (b), then select the appropriate option from the Online Provider List below:
Apex Learning Virtual School
Brigham Young University Independent Study
Connections Academy
Education Program for Gifted Youth Online High School at Stanford University (EGPY)
K12, Inc.
Laurel Springs School (LSO)
National University Virtual High School
PASS Program/Cyber High
UC College Prep Online (UCCP)
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Section 4: Course Description
35. Seeking “Honors” Distinction
Note: To receive “Honors” distinction for both UC and PSUSD, the course content must satisfy certain requirements. For
information about these requirements, refer to the a-g Guide: http://www.ucop.edu/a-gGuide/ag/a-g/honors.html. For
“Previously Approved” courses (including AP and IB), the honors information will be pre-populated as applicable on your UC
submission template.
X
No
Yes, AP
Yes, IB (Higher Level)
Yes, IB (Standard Level)
Yes, Other Honors
Note: “Other Honors” is defined by UC as a course specifically designed with distinctive features which set it apart from
regular high school courses in the same discipline areas. The course should be seen as comparable in terms of workload
and emphasis to AP, IB or introductory college courses in the subject. Honors courses must be designed for the 11 th and
12th grade level to be UC approved and require a comprehensive, year-long written final exam. In addition to AP and IB
higher level courses, high schools may certify not more than one honors level course per grade level in each of the
following subject areas only: history, English, advanced mathematics, each laboratory science course, each
language other than English, and each of the four VPA disciplines. If there are no AP or IB or higher level courses in a
given subject area, the high school may certify up to, but not more than two honors level courses in that area.
36. Subject Area and Category
“a”- History/Social Science
American Government/Civics
U.S. History
World History/ Geography/ Cultures
“b”- English
English
English ESL/ ELD
“c”- Mathematics
Algebra 1: Yr 1 of 2
Algebra 1: Yr 2 of 2
Algebra 1
Geometry: Yr 2 of 2
Geometry
Algebra 2: Yr 2 of 2
Algebra 2
Advanced Math
Statistics
Integrated Math 1
Geometry: Yr 1 of 2
Integrated Math 2
Algebra 2: Yr 1 of 2
Integrated Math 3
Algebra 2 and Trig
“d”- Laboratory Science
Biological Science
Chemistry
Physics
Integrated Science
Note: Students electing to enroll in an integrated-science program (ISP) are strongly advised by UC to complete the entire
three-year sequence. In most cases, the first year of an integrated science sequence fulfills only the “g” elective
requirement: the second and third years of the sequence then fulfill the two-year “d” laboratory science requirement.
Accordingly, if only ISP 1 and only one of ISP 2 or ISP 3 are completed, then one additional course from the categories of
Biology, Chemistry, or Physics from the “d” subject area must be taken to fulfill the “d” requirement.
Interdisciplinary Science
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Note: This category demonstrates that the course is cross-disciplinary and is often used for advanced science courses such
as AP Environmental Science or Biochemistry
“e”- Language Other than English
LOTE Year 1
LOTE Year 2
LOTE Year 3
LOTE Year 4+
ASL
Chinese
French
German
Hebrew
Italian
Japanese
Latin
Russian
Spanish
Other- List:
Language
“f”- Visual and Performing Arts
Dance (Intro)
Dance (Advanced)
Music (Intro)
Music (Advanced)
Theater Arts (Intro)
Theater Arts (Advanced)
Visual Arts (Intro)
Visual Arts (Advanced)
“g”- Elective
History/Social Science
English
English- ESL/ELD
Math
Statistics
Science- Biological
Science- Integrated
Science- Physical
LOTE
VPA
Interdisciplinary
X Other
Section 5: Course Attributes
37. Is this course classified as a Career Technical Education Course?
Yes
X
No
If no, skip to item #38
38. If “Yes,” select the name of the industry and Career Pathway:
Agriculture and Natural Resources
Agricultural Business
Agricultural Mechanics
Agriscience
Animal Science
Forestry and Natural Resources
Ornamental Horticulture
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Plant and Soil Science
Arts, Media, and Entertainment
Media and Design Arts
Performing Arts
Production and Managerial Arts
Building and Construction
Cabinetmaking and Wood Products
Engineering and Heavy Construction
Mechanical Construction
Residential and Commercial Construction
Education, Child Development and Family Services
Child Development
Consumer Services
Education
Family and Human Services
Energy and Utilities
Electromechanical Installation and Maintenance
Energy and Environmental Technology
Public Utilities
Residential and Commercial Energy and Utilities
Engineering Design
Architectural and Structural Design
Computer Hardware, Electrical, and Networking Engineering
Engineering Design
Engineering Technology
Environment and Natural Science Maintenance
Fashion and Interior Design
Fashion Design, Manufacturing, and Merchandising
Interior Design, Furnishings, and Maintenance
Finance and Business
Accounting Services
Banking and Related Services
Business Financial Management
Health Science and Medical Technology
Biotechnology Research and Development
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Diagnostic Services
Health Information
Support Services
Therapeutic Services
Hospitality, Tourism, and Recreation
Food Service and Hospitality
Food, Science, Dietetics, and Nutrition
Hospitality, Tourism, and Recreation
Information Technology
Information Support and Services
Media Support and Services
Network Communications
Programming and Systems Development
Manufacturing and Product Development
Graphic Arts Technology
Integrated Graphics Technology
Machine and Forming Technology
Welding Technology
Marketing, Sales, and Service
E-Commerce
Entrepreneurship
International Trade
Professional Sales and Marketing
Public Services
Human Services
Legal and Government Services
Protective Services
Transportation
Aviation and Aerospace Transportation Services
Collision Repair and Refinishing
Vehicle Maintenance, Service, and Repair
Catalog Description
39. Brief Course Description
Note: Briefly (in a short paragraph) describe the course, focusing on content rather than instructional strategies,
assessments, or rationale. This description should be identical to the description in your school’s course catalogue.
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Freshmen Seminar is designed to develop career goals and expectations, increase postsecondary preparation, improve overall attitude towards academic subjects, decrease teen
pregnancy and dropout rates, and improve academic test scores. It is part of a
comprehensive guidance program to build characteristics, attitudes and skills in students
such as critical thinking, goal-setting, personal responsibility, motivation, respect for self and
others, and increased empowerment. Students recognize the value of education, and learn a
life/career planning and decision-making process to be used throughout their lives.
40. Pre-Requisite:
None
Required:
Recommended:
Note: Laboratory science and VPA courses require a pre-requisite. Submissions will not be allowed if this is not included.
Some courses, particularly in the mathematics subject areas, require appropriate pre-requisites. For further explanation,
refer to either the “Guide to a-g Requirements” document or the a-g Interactive Guide web site at www.UCOP.edu/a-gGuide.
Background Information
Note: Do not include information that could identify your school or PSUSD.
41. Context for Course (Required for CTE Courses)
Note: In order for UC to understand the context for a new course, it is helpful for UC to understand the broader program
and/or reform efforts of the school. In the space below, describe how this new course fits into broader departmental and/or
pathway structure and how it fits into the overall school restructuring plan. Also, identify if the course is intended to be a
core or supplemental course as well as the student, school, and community needs met by this course.
42. History of Course Development (Required for CTE Courses)
Note: Likewise, it is sometimes helpful for UC to know the origins of a course and who was involved in its development. In
the space below, describe whether or not you consulted with UC admissions personnel or UC professors and include the
nature of the consultation. Also, identify if the course was modeled after another course at another school. Describe how
the course being submitted differs from the course which it was modeled, and include if the course (or very similar course)
has received any special recognitions, designations or awards, and if it has been articulated to a local community college
(COD) or university.
Textbooks
Note: Include a list of primary and secondary texts. Ensure to note the books that will be read entirely and those that will be
as excerpts. Textbook information is not necessary if the course is a Visual and Performing Arts, Advanced Placement, or
an International Baccalaureate course. Include the link to any/all online texts or non-standard electronic text materials.
43. Textbook
Title:
Edition:
Publication Date:
Publisher:
Author(s):
URL Resource(s):
Primary Text
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Read in entirety or near entirety
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Usage:
44. In the space below, list any additional textbooks that are used for this class.
45. In the space below, list and describe additional supplemental materials that will be used
for this class. If using online texts or non-standard material, provide the title of the material
or webpage and the URL link.
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