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5-10 Credits / Grades 11-12

Prerequisite: Teacher approval
This course is for students who wish to gain knowledge of simple office procedures, who wish to tutor their peers under the direction of school personnel, and/or who wish to work for individual instructors. Student duties may include such clerical and/or instructional tasks as delivery and organization of messages and materials, room or office arrangement, researching, filing, typing, organizing materials, monitoring equipment, answering phones, assisting visitors, tutoring students, taking notes, or other duties as requested. Level and type of experience will vary with the individual teacher and/or department.

10 Credits / Grades 9-12

Prerequisite: Elected or selected in the previous year

(Freshmen are elected in September of current school year.)

Students learn the theories of leadership, public speaking, and how to conduct meetings. They are responsible for organizing meetings and activities, implementing and evaluating Student Body programs, and maintaining open communication between students and staff. This course may be repeated for credit.


5-10 Credits / Grades 9-12

Prerequisite: Keyboarding or demonstrated skill of typing 25 wpm

HS (h); CSU / UC (g)

This course is an introduction to the basic skills required by the modern newspaper, including the writing of news, features, critical reviews, editorials, sports, and advertising. The reading and analysis of relevant literature are required. This course teaches the history of journalism and stresses the ethics and responsibilities of the press. Students in this class will write articles for the school newspaper, The Chronicle, and will have the opportunity to take Advanced Journalism second semester and/or the following year. Students must be able to assume responsibility, work cooperatively, and respect the standards of the school community.


10 Credits (may be repeated) / Grades 10-12

Prerequisite: Journalism, grade of C or better, and teacher approval

HS (h); CSU / UC (g)

This course teaches advanced skills required by the modern newspaper, including the writing of news, features, critical reviews, editorials, sports, and advertising. The reading and analysis of relevant literature are required. This course stresses the ethics and responsibilities of the press. Students in this class will learn newspaper layout and the desktop publishing program Quark XPress. In addition, students will produce the school newspaper, The Chronicle. Students must be able to assume responsibility, work cooperatively, and respect editorial authority and the standards of the school community. Consistent attendance and time commitment are vital.

5-10 Credits / Grades 9-12

Prerequisite: None

CSU / UC (g)

This course will help students learn to compose and deliver several kinds of public speeches with confidence. It will emphasize practice in research techniques, the use of logic to develop an argument to convince, and formal methods of presenting ideas. Assignments include locating materials for interpretation in literature, preparation of materials for oral presentation, methods of presentation, verbal and non-verbal communication, and the development of listening skills.

5-10 Credits (may be repeated) / Grades 9-12

Prerequisite: Teacher approval

HS (h)

Students are trained in various areas of yearbook production such as copy-writing, interviewing, headline and captions, photographs, layout and design, and computer skills. The entire yearbook is planned, designed, and produced by students on staff. Students are provided with numerous opportunities to assume leadership roles and a great deal of responsibility. They will learn the importance of meeting deadlines, working cooperatively, and paying attention to detail. Students need to possess excellent writing skills and a high degree of creativity. They will learn to work independently and efficiently.


5-10 Credits (10 credits maximum in high school) / Grades 11-12

Prerequisite: Teacher approval
This course is for students with a background in laboratory sciences who wish to assist an instructor with the preparation of lab activities in science courses. This includes the lab set up, assistance during class lab activities, and lab clean up.

G.a.t.e / honors / a.p. program

The Gifted and Talented Education (G.A.T.E.) program is designed to meet the special needs of students who are intellectually gifted. The state legislature, which provides funding for G.A.T.E., has set the following criteria for all G.A.T.E. programs:

  • Differentiated opportunities for learning commensurate with the gifted and

talented individual’s particular abilities and talents

  • Alternative learning environments in which gifted and talented individuals can

acquire skills and understanding at advanced ideological and creative levels

commensurate with their potentials

  • Elements that help the gifted and talented develop sensitivity and responsibility

to others

  • Elements that help to develop a commitment in gifted and talented individuals

to constructive ethical standards

  • Elements that assist the gifted and talented to develop self-generating

problem-solving abilities to expand each pupil’s awareness of choices for

satisfying contributions for his or her environment

To meet these criteria, Los Alamitos High School, with input from parents, students, and staff, sponsors a G.A.T.E. program that provides gifted and high-achieving students with a rich academic experience that helps prepare them for entrance to and success at top universities. The emphasis of the program is in the “differentiated” honors and advanced placement classes rather than in extra-curricular enrichment. Students in these classes are presented a dense curriculum that moves at a steady and swift pace. Most classes are augmented by staff-sponsored schoolwide activities such as Science Olympiad, Model United Nations, and Math Team competitions which are also open to all students. G.A.T.E. students typically have a balanced schedule that includes both honors/advanced placement classes, college preparatory classes, and electives.
The G.A.T.E. coordinator oversees the program, supports honors/advanced placement classes, sponsors enrichment activities, and plans workshops for students and parents. The coordinator also works with the counseling department to assist gifted students in reaching academic goals, in dealing with personal issues, and in completing the college application process.

SpeciAL services

Programs are designed to place students with disabilities in the least restrictive environment for a successful learning experience. Special education teachers are responsible for providing consultation to the general education teachers as needed to enhance the opportunity for the special education students’ success in the general education environment.

The goals and objectives of instruction shall be outlined in the Individual Education Program (IEP), and the progress of each pupil shall be reviewed annually. The IEP is written during a meeting with a team of educators, parents, and students who decide on the needs of the individual student and agree on appropriate placement. The IEP contains a statement of the student’s present levels of performance and goals. In addition, the IEP contains a statement of specific educational services to be provided and the extent to which the student will participate in general education. Students who wish to be considered for special education services need to speak with their counselors. Parents may request that their student be considered for special education by contacting the student’s counselor.

Students demonstrating symptoms of a disability that significantly adversely affects their educational performance may be referred for a multidisciplinary assessment by the Student Study Team. This referral would occur following Student Study Team meetings when general education program interventions have not been successful in assisting students to benefit from their educational program.
Short-term crisis intervention counseling will be provided. Students may self-refer or be referred by their counselors, teachers, parents, and/or peers. A list of community agencies for additional service will be made available.


The Speech and Language Program provides individual, small group, and classroom instruction for those students identified as experiencing significant speech and/or language processing and expression problems. Students suspected of having speech and/or language difficulties undergo a comprehensive evaluation. A written report is then prepared which profiles the student’s speech-language skills and provides students, teachers, parents, and other professionals with specific recommendations aimed toward assisting that individual to achieve academic and social success. Consultation with teachers and parents regarding students’ speech/language needs is also provided. Service delivery models and the amount of instruction time provided varies from student to student, depending on need. The speech and language pathologist also serves as a resource to the staff.

According to state guidelines, those students who have been tested and classified as limited English proficient are placed in ELD English, SDAIE content classes, and/or Reading classes as needed.

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