Academics

Morgan Hill Unified School District’s high school programs are offered at Ann Sobrato, Live Oak, and Central High School. All sites provide rigorous, standards-based instruction along with opportunities such as Advanced Placement courses, Career Technical Education pathways, and electives in the arts, world languages, and technology. Students can participate in athletics, clubs, leadership, and community service, and benefit from academic supports and enrichment activities. The district’s high school programs focus on preparing students for college, career, and life beyond graduation through strong academics, social-emotional learning, and opportunities to explore individual interests.

High School Curriculum

Adopted Core Instructional Materials

MHUSD's Core Instructional Materials Adoption Process

English Language Arts (ELA)

Novel List: MHUSD School Board Approved 6th-12th Grade Novel List
Bedford/St Martins The Bedford Introduction to Literature
Bedford/St Martins Language of Composition Reading Writing Rhetoric
Norton, W.W. “They Say / I Say”: the moves that matter in academic writing with readings
McGraw-Hill StudySync

English Language Development

Hampton Brown/National Geographic Edge

World Languages / Spanish Language Arts (SLA)

SAVVAS Autentico Spanish (1-3)
McGraw Hill Tu Mundo
Wayside Publishing Azulejo
Vista Higher Learning Temas

Mathematics

Integrated I: College Preparatory Math (CPM) Core Connections, Integrated I
Integrated II: College Preparatory Math (CPM) Core Connections, Integrated II
Integrated III: College Preparatory Math (CPM) Core Connections, Integrated III
Pre Calculus/Trigonometry: College Preparatory Math (CPM) PreCalculus
Calculus: College Preparatory Math (CPM) Calculus
Cengage Learning Calculus for AP
Brooks Cole Single Variable Calculus Early Transcendental
College Preparatory Mathematics Precalculus / Core Connections / Making Connections: Foundations for Algebra
Freeman Practice of Statistics
Freeman Statistics and Probability
Next Gen Personal Finance High School Personal Finance

History/Social Science

Prentice Hall US History 11
Pearson World History 10
Savvas California Magruder’s American Government
Pearson Government in America People Politics and Policy
Bedford/St Martins America’s History for the AP Course
Bedford, Freeman & Worth High School Ways of the World: A Brief Global History with Sources

Science

Houghton Mifflin Harcourt The Living Earth
SAVVAS Experiencing Chemistry
Houghton Mifflin Harcourt Physics in the Universe
Delmar Cengage Learning Plan and Soil Science
Prentice Hall Campbell Biology in Focus AP
Pearson Education College Physics: Strategic App (AP Edition)
Pearson Education Hole’s Human Anatomy & Physiology

Physical Education

Human Growth and Development (9th Grade Only)

2020 Positive Prevention Plus High School

California Standards and Instructional Frameworks

California’s Content Standards

Common Core State Standards for English Language Arts — adopted August 2010 (updated March 2013)
Common Core State Standards for Mathematics — same adoption period
California English Language Development (ELD) Standards — adopted November 2012
Next Generation Science Standards (NGSS) — adopted September 2013
Preschool/TK Learning Foundations (PTKLF) — adopted January 2008 (updated November 2024)
Health Education Standards — adopted March 2008

California’s Curriculum Frameworks (TK–Grade 12)

Arts Education Framework — adopted July 2020
Career Technical Education Framework
English Language Arts and English Language Development (ELA/ELD) Framework — adopted July 2014
Health Education Framework — adopted May 2019
History–Social Science Framework — adopted July 2016
Mathematics Framework — adopted July 2023
Physical Education Framework — adopted September 2008
Science Framework — adopted November 2016
World Languages Framework — adopted July 2020

Graduation Requirements

Administrative Regulation 6146.1

Instruction

The Governing Board provides opportunities to support all students to obtain a diploma of high school graduation that prepares them for success in postsecondary education, the workplace and as productive citizens. To support and apply to the graduating class of 2017 forward, multiple pathways to graduation have been established to support students with various needs or circumstances that include:

At our comprehensive high schools or through individual educational plans, a rigorous curriculum meeting the University of California and California State University (CSU) system A-G requirements with additional elective courses to broaden development of the whole student including the Arts, Career Technical Education, and promoting multilingualism, 220 credits
At our alternative high school or through individual educational plans, pathways to meet
- UC/CSU A-G requirements in alignment with the comprehensive high school requirements. 220 credits.
- A 220 credit high school diploma with less specific requirements in the areas of the Arts, CTE, and world language required than the A-G pathway.
- A 180 credit diploma that exceeds all minimum state graduation requirements
At our Adult School
- An Adult High School diploma, 140 credits AB
- California High School Equivalency Certificates by examination.
At any high school site
- Individual adjustments may be made by the Principal or Principal’s designee to a student’s program that are based on extraordinary circumstances. Such adjustments must meet specific and compelling student personal and educational needs for those who can demonstrate a lack of access or need for accommodation beyond the student’s control. Such students may be students with disabilities, English learners, foster, homeless, children of active duty military, migrant students, newly arrived immigrants or students who may move into the district during high school from districts with different graduation requirements. Waivers to subject or A-G requirements may be considered. Such waivers may not reduce the total number of credits required for a pathway and may not be used as a remedy to availability of courses or scheduling issues, nor may they waive California State minimum subject area requirements. Such students have the option to pursue a regular diploma during a fifth year.
- Students qualifying under AB 216/167 or AB 1806 and pursuant to provisions of Education Code 51225 regarding Foster, Homeless, migrant, or children of active U.S. military students who are transferred during their Junior or Senior years without a reasonable opportunity of meeting the regular graduation requirements within 4 total years of high school may be awarded a diploma if they meet the California State minimum requirements for coursework and 130 credits.

Graduation Requirements, Comprehensive High School

College and Career Readiness Pathway: Students shall complete at least 220 credits including the following UC A-G list approved course credits in grades 9-12 Note: All class must be passed with a C- or better for a UC or CSU to count it for UC/CSU college readiness and for the student to be considered an A-G completer.

40 English credits
30 Social Studies credits including:
* 10 World History
* 10 United States History
* 5 Civics
* 5 Economics
30 Mathematics credits--at least one mathematics course shall meet or exceed Integrated Math 1 or the state academic content standards for Algebra I. Students may complete the graduation requirement with 20 math credits earned during grades 9-12 including the successful completion of Integrated Math II and Integrated Math III contingent on successful completion of Math 8 before grade 9 (Education Code 51224.5) In such case the student’s elective requirement will increase by ten (10) credits.
20/30 Science Credits including:
Applying to graduates through the class of 2020: 20 Science credits including:
* 10 Physical Science
* 10 Life Science
Applying to the graduating class of 2021 forward: 30 Science credits including:
* 10 Biology in the Living Earth
* 10 Chemistry in the Earth System
* 10 Physics in the Universe or AP Physics
20 Physical Education Credits: May include up to 5 credits per year for successful completion of the PE/Marching Band Course earned during the 2019-20 and 2020-21 school years pilot program for students in grades 10-12 who have successfully completed PE-9 and have passed 5 of 6 domains of the California Fitness Exam.
10 World Language credits that meet or exceed year 2 level of a World Language (not English), or American Sign Language taken at any grade 9-12. Students who demonstrate equivalent UC/CSU proficiency by exam or transcript evaluation may waive this requirement. In such case the student’s elective requirement will be increased by ten (10) credits.
10 credits taken in Visual and Performing Arts. VPA courses also qualifying as CTE may satisfy requirements 7 and 8, although the credits will only count once in the total.
10 credits taken in Career and Technical Education
50 additional A-G or applied arts electives of the student’s choice up through the class of 2020
40 additional A-G or applied arts electives of the student’s choice for the class of 2021 forward

Graduation Requirements, Alternative High School Pathways or Individual Educational Plan Pathways

College and Career Readiness Pathway: Students may complete the comprehensive high school A-G coursework listed above.

High School Diploma Pathway: Students may complete 220 credits including the following accredited but non A-G approved course work:

40 English credits
30 Social Studies credits including:
* 10 World History
* 10 United States History
* 5 Civics
* 5 Economics
30 Mathematics credits--at least one mathematics course shall meet or exceed Integrated Math 1 or the state academic content standards for Algebra I.
20 Science credits, including:
* 10 Physical Science
* 10 Life Science
20 Physical Education Credits
20 Credits that are a combination of any two of these areas -
Applied Arts, Visual and Performing Arts, or World Language (may include American Sign Language). Dual-listed courses may only be applied to a single requirement.
10 credits taken in Career and Technical Education
50 additional A-G or applied arts electives of the student’s choice

Transitional High School Pathway: Students may document post graduate plans and complete at least 180 credits including the following courses by grade 12:

40 English credits
30 Social Studies credits including:
* 10 World History
* 10 United States History
* 5 Civics
* 5 Economics
30 Mathematics credits--at least one mathematics course shall meet or exceed Integrated Math 1 or the state academic content standards for Algebra I.
20 Science credits including:
* 10 Physical Science
* 10 Life Science
20 Physical Education credits
10 credits either Visual and Performing Arts World Language or Career Technical Education.
30 Additional credits of the student's choice
To qualify for this option, students must have the approval of the site Principal who may consider:

Documented post graduation plan which may include:
- Full time employment.
- Enrollment into a Junior College, vocational training program, internship, or apprenticeship.
- Induction into the Armed Services.
- Primary care provider for a child or elder.
- Plan determined suitable for the student through the individual educational plan
Maintaining at least 85% attendance and staying on track for 4 year graduation.

Graduation Requirements: Community Adult School

Students shall complete at least 140 credits including the following courses:

30 English credits
30 Social Studies credits including:
* 10 World History
* 10 United States History
* 5 Civics
* 5 Economics
20 Mathematics credits--at least one mathematics course shall meet or exceed Integrated Math 1 or the state academic content standards for Algebra I.
20 Science credits including:
* 10 Physical Science
* 10 Life Science
10 credits either Visual and Performing Arts or World Language or Career Technical Education.
30 additional elective credits which must include Financial Literacy (5), Work Readiness (5), and Digital Literacy (5).

Graduation Requirements: California State minimum requirements. Reference only.

30 English credits
30 Social Studies credits including:
* 10 World History
* 10 United States History
* 5 Civics
* 5 Economics
20 Mathematics credits--at least one mathematics course shall meet or exceed Integrated Math 1 or the state academic content standards for Algebra I.
20 Science credits including:
* 10 Physical Science
* 10 Life Science
20 Physical Education credits
10 credits in Visual or Performing Arts or Foreign Language

Student Class Designation
Students earn 5 units of credit per semester course passed or up to 2.5 credits per course each six week grading period at Central Continuation High School. Student’s class designation will be based upon earned credits:
1.   0-39 earned credits - Freshman
2.   40-99 earned credits - Sophomore
3.   100-159 earned credits - Junior
4.   160-completion - Senior

Course Load
All 9th, 10th, and 11th grade students at the comprehensive high schools are required to take 6 classes each semester. All 12th grade students at the comprehensive high schools are required to take a minimum of 5 classes each semester. Students are encouraged to exceed graduation requirements and to earn the full 240 credits available to them.

Alternative Means of Meeting Course Requirements
Because the prescribed course of study may not accommodate the needs of some students, the Board shall provide alternative means for the completion of prescribed courses in accordance with law.

Supplemental Methods of Earning Credit for Graduation
In addition to credits earned through attendance at district schools, full credit may be accepted (with principal approval) for comparable work successfully completed through the following:

Courses offered by other public high schools;
Accredited digital curriculums that have been locally adopted.
Courses taken at summer school.
Courses offered by accredited private high schools;
Concurrent enrollment in community college or accredited college or university as provided for in the Education Code (Dual credit may be awarded);
Courses offered by Career Technical Education centers or programs;
University of California high school correspondence courses;
Courses offered by an accredited adult school; and/or
Courses offered through the district's Independent Study program.

The Board shall grant to a pupil for the satisfactory completion of work experience education established under Education Code 51760 credit in an amount not to exceed a total of 40 semester credits made up of one or a combination of two or more of the following types:

For Exploratory Work Experience Education: 10 credits for each semester, with a maximum of 20 credits earned in two semesters.
For General Work Experience Education: 10 credits for each semester with a maximum of 40 credits.
For Vocational Work Experience Education: 10 credits for each semester with a maximum of 40 credits.

Graduation requirements under AB 216/167 or AB 1806 and Education code 51225 et.seq.
Foster youth, homeless students, migrant students, newly arrived immigrant students or children of U.S. military active duty parents who transfer between schools after their second year of high school will be awarded a diploma if they meet the State graduation requirements and if their circumstances render them unable to meet the local graduation requirements during their fourth year. Students will also have the option to finish during a fifth year if reasonably able to do so. Students graduating under this provision must be advised of the potential negative impact on qualifying for college admission of reduced credit or non UC/CSU A-G diploma pathways.

Exemption from physical education graduation requirement:
Enrollment in physical education is required in grade 9. An additional 10 units is required in grades 10-12. Additional physical education courses may be taken for elective credit in grades 10-12.
The Principal or designee may permanently waive physical education requirements for students who are:

Sixteen years of age or older and have been enrolled in the 10th grade for one academic year or longer.
Enrolled as a postgraduate pupil.
Enrolled in a juvenile home, ranch, camp, or forestry camp where pupils are scheduled for recreation and exercise pursuant to the requirements of section 4346 of Title 15 of the California Code of Regulations.” (EC Section 51241 [c][1][2][3]

The Principal or designee may exempt from the physical education requirement for two years any time during grades ten to twelve if the following criteria are met: (1) the student consents to the exemption; and (2) the student has met satisfactorily any five of six standards of the physical performance test administered in grade nine pursuant to EC Section 60800 (the FITNESSGRAM®). A student has satisfactorily met the standards of the FITNESSGRAM® if the student performs within the Healthy Fitness Zone (HFZ) on tests in five of the six areas.

Issuance of Diplomas
Students will receive a diploma from the district school in which they were last regularly enrolled and attending classes.

Students must complete all graduation requirements in order to participate in graduation exercises or receive a diploma. Students who do not meet all requirements after eight full semesters (grades 9-12) may complete their high school graduation requirements and once completed receive a diploma from the last regular school of attendance by:

Enrollment in summer school immediately following the student's eighth semester
Enrollment as a fifth-year student if less than 18 years of age at the time of enrollment, or if enrollment is in the semester which follows the student's eighth semester; or
Completion of coursework that is equivalent to that not completed at the high school by enrolling in and receiving credits from:
1. a community college,
2. an accredited adult school,
3. an accredited private school,
4. another public high school, and/or
5. University of California high school correspondence or online courses.

Honorary Recognition for Foreign Exchange Students
Honorary Recognition may be given to senior foreign exchange students who meet the following criteria:

A transcript analysis that indicates similar progress to the requirements for the Morgan Hill Unified School District.
Have enrolled full time and successfully completed two consecutive semesters of their senior year including all core courses: English, Math, Science, Civics and Economics as well as US History taken either as an elective or as an additional online course.
Have maintained a minimum of a 2.0 GPA with no failing grades.
Have maintained 95% attendance
Have a positive discipline record of compliance with the rules and expectations of the code of conduct with no out of school suspensions.

Students who are approved by the principal for meeting the above may participate in all graduation activities with their peer group. This includes participation in the graduation ceremony where students may receive a certificate of participation in the foreign exchange program that recognizes their successful participation in the program. The certificate is not recognized as a diploma and must be visibly different from an official diploma.

Legal Reference:
EDUCATION CODE
47612 Enrollment in charter school
48200 Compulsory attendance
48204.4 Parents/guardians departing California against their will
48412 Certificate of proficiency
48430 Continuation education schools and classes
48645.5 Acceptance of coursework
48980 Required notification at beginning of term
49701 Interstate Compact on Educational Opportunity for Military Children
51224 Skills and knowledge required for adult life
51224.5 Algebra instruction
51225.1 Exemption from district graduation requirements
51225.2 Pupil in foster care defined; acceptance of coursework, credits, retaking of course
51225.3 High school graduation
51225.35 Mathematics course requirements; computer science
51225.36 Instruction in sexual harassment and violence; districts that require health education for graduation
51225.5 Honorary diplomas; foreign exchange students
51225.6 Compression-only cardiopulmonary resuscitation
51228 Graduation requirements
51240-51246 Exemptions from requirements
51250-51251 Assistance to military dependents
51410-5141251413 Diplomas
51420-51427 High school equivalency certificates
51430 Retroactive high school diplomas
51440 Retroactive high school diplomas
51450-51455 Golden State Seal Merit Diploma
51745 Independent study restrictions
56390-56392 Recognition for educational achievement, special education
60850-60859 High school exit examination
66204 Certification of high school courses as meeting university admissions criteria
67386 Student safety; affirmative consent standard
CODE OF REGULATIONS, TITLE 5
1600-1651 Graduation of students from grade 12 and credit toward graduation
4600-4687 Uniform complaint procedures
COURT DECISIONS
O'Connell v. Superior Court (Valenzuela), (2006) 141 Cal.App.4th 1452

Management Resources:
WEB SITES
CSBA: http://www.csba.org
California Department of Education, High School: http://www.cde.ca.gov/ci/gs/hs
University of California, List of Approved a-g Courses: http://www.universityofcalifornia.edu/admissions/freshman/requirements

Policy MORGAN HILL UNIFIED SCHOOL DISTRICT
adopted: October 1, 2019 Morgan Hill, California

BP 6146.1 -- adopted February 2017 (Revised October 2019)

A-G Graduation Requirements: CSU-UC Comparison of Minimum Freshman Admission Requirements

High School Instruction

Instructional frameworks give teachers and schools a shared roadmap for effective teaching and learning. They create consistency, set clear expectations, and align instruction with district goals so every student has access to high-quality education. MHUSD's key frameworks are listed below.

5 Dimensions of Teaching and Learning - Student Engagement

The 5 Dimensions of Teaching and Learning framework describes the key elements of effective instruction in classrooms: Purpose, Student Engagement, Curriculum & Pedagogy, Assessment for Student Learning, and Classroom Environment & Culture.

Student Engagement is at the heart of this framework for high school students. It means students are not only on task but are thinking, asking questions, making connections, and feeling excited to learn. Engaged students are more likely to develop strong academic skills and cultivate a lasting love of learning that extends far beyond the school years.

In a high school classroom, using the 5 Dimensions of Teaching and Learning with a focus on Student Engagement means instruction should be:

Purposeful and connected to the future – Lessons clearly link to real-world applications, career pathways, and postsecondary goals, showing students why the learning matters beyond graduation.
Rigorous and intellectually challenging – Students are expected to analyze, synthesize, and apply knowledge, engaging in complex problem-solving and higher-order thinking.
Responsive and personalized – Instruction adapts to varied readiness levels, interests, and learning needs, with opportunities for choice, independent projects, and differentiated supports.
Collaborative and dialogue-rich – Students engage in meaningful discussions, group work, and peer feedback, learning to communicate, defend ideas, and consider multiple perspectives.
Feedback- and reflection-driven – Teachers provide actionable feedback, and students regularly reflect on their progress, identify areas for growth, and set personal learning goals.
Built on a culture of trust and respect – Classrooms foster an inclusive, supportive environment where students feel safe to take risks, challenge ideas, and explore new perspectives.

In short, instruction moves from memorizing information to engaging in authentic, challenging learning experiences that prepare students for college, careers, and life beyond high school.

Inclusive Practices

Inclusion in high school ensures that students of all abilities and learning needs learn together in general education classes, with the necessary supports and services to achieve success. It emphasizes equitable access to challenging coursework, meaningful participation, and preparation for life after graduation.

In an inclusive high school classroom:

Belonging is essential – Every student is a respected, contributing member of the class.
Access is intentional – Teachers provide accommodations, modifications, and flexible strategies so all students can engage with rigorous content.
Collaboration is ongoing – General education teachers, special education teachers, counselors, and specialists work together to plan instruction and monitor progress.
High expectations guide learning – All students are encouraged to pursue challenging goals that align with their college, career, and personal aspirations.

Inclusion at the high school level prepares students not only to meet academic requirements but also to build the skills, confidence, and relationships they need for success beyond graduation.

Universal Design for Learning

Universal Design for Learning (UDL) is an instructional approach that removes barriers to learning by offering flexibility in how content is taught, how students engage with it, and how they demonstrate understanding. In high school, UDL supports diverse learners by ensuring that lessons are designed from the start to be accessible, challenging, and relevant.

In practice, UDL in high school looks like:

Multiple ways to learn – Teachers use a variety of methods such as lectures, videos, primary sources, lab work, technology tools, and real-world case studies.
Multiple ways to participate – Students can engage through discussions, collaborative projects, independent research, online platforms, or experiential learning opportunities.
Multiple ways to show understanding – Students might write analytical essays, present research, create multimedia projects, build models, or design solutions to real-world problems.
Built-in supports – Lessons include tools like outlines, exemplars, glossaries, flexible deadlines, and options for revising work to help all students meet high expectations.

By using UDL, high school teachers create inclusive classrooms that prepare students for college, careers, and life by fostering independence, choice, and meaningful engagement.

Instructional Minutes

State law sets minimum daily and annual instructional time for high school grades, not including lunch or passing periods.

Daily Minimum

Grades 9–12: At least 240 instructional minutes per day

Annual Minimum

Grades 9–12: 64,800 instructional minutes per year