# 00 — Overview and Scope & Sequence

## Course at a Glance
- **Course title:** Leadership High School (LHS) — Roseville School District
- **Grade band:** 9–12 (mixed-grade cohort recommended; vertically aligned)
- **Length:** 20 instructional weeks (≈ 100 days), 50–55 minute periods
- **Credit:** 5 elective credits (or 10 if year-long doubled), CTE Public Services
  pathway concentrator-eligible
- **Class size sweet spot:** 18–28 students

## The Four Domains of Leadership (Spiral)
Every week touches all four domains; each unit *foregrounds* one.

| Code | Domain          | Question students answer        |
|------|-----------------|---------------------------------|
| I    | Intra-personal  | "Who am I and what do I stand for?" |
| II   | Inter-personal  | "How do I show up with others?" |
| III  | Organizational  | "How do we get things done together?" |
| IV   | Civic / Community | "What do we owe each other, and how do we act on it?" |

## Standards Crosswalk (anchor)
- **CASEL 5:** Self-awareness, Self-management, Social awareness, Relationship
  skills, Responsible decision-making.
- **ASCA Mindsets & Behaviors:** M1, M2, M3, M5, M6; B-LS 1, 4, 7, 9; B-SMS 1, 5,
  7, 10; B-SS 1, 2, 5, 6, 8, 9.
- **California CTE Public Services — Anchor 9 (Leadership and Teamwork).**
- **C3 Framework (Civics):** D2.Civ.1.9-12, D2.Civ.10.9-12, D2.Civ.14.9-12.
- **Common Core ELA:** SL.9-12.1, SL.9-12.4, W.9-12.7, RI.9-12.1.

## 20-Week Scope & Sequence

### Unit 1 — Lead Yourself (Weeks 1–5) — Domain I
Identity, values, strengths, habits, emotional self-regulation, growth mindset.

| Wk | Big Idea | Essential Question | Key Performance |
|----|----------|-------------------|------------------|
| 1  | Welcome, norms, why leadership | What is leadership and why does it matter for me? | Class Compact + Leadership Pre-Assessment |
| 2  | Identity & story | Who am I and what shaped me? | "Six-Word Memoir + 90-second story" |
| 3  | Values & purpose | What do I stand for? | Personal Values Statement (v1) |
| 4  | Strengths & growth mindset | What am I good at; what can I grow? | Strengths Inventory + Growth Plan |
| 5  | Habits, time, energy | How do I lead my day? | 14-Day Habit Tracker launch |

### Unit 2 — Lead With Others (Weeks 6–10) — Domain II
Listening, empathy, feedback, conflict, communication, public speaking.

| Wk | Big Idea | Essential Question | Key Performance |
|----|----------|-------------------|------------------|
| 6  | Active listening & empathy | Can I make others feel heard? | Listening Lab fishbowl |
| 7  | Communication & voice | How do I speak so others want to listen? | 3-minute "This I Believe" talk |
| 8  | Feedback culture | How do I give and receive feedback? | Feedback Carousel + reflection |
| 9  | Conflict & repair | What do I do when it's hard? | Conflict role-play assessment |
| 10 | Inclusion & belonging | How do I make space for everyone? | Inclusion Audit of our class |

### Unit 3 — Lead Teams & Projects (Weeks 11–15) — Domain III
Goal-setting, decision-making, facilitation, project management, ethics.

| Wk | Big Idea | Essential Question | Key Performance |
|----|----------|-------------------|------------------|
| 11 | Vision, mission, goals (SMART) | What are we trying to do, and why? | Team Charter |
| 12 | Decision-making frameworks | How do good teams decide? | Decision Matrix on real choice |
| 13 | Meetings & facilitation | How do I run a meeting people want to attend? | Facilitate a 15-min meeting |
| 14 | Project management | How do we deliver on time? | Capstone WBS + Gantt |
| 15 | Ethics & integrity | What do I do when no one is watching? | Ethical Dilemma case write-up |

### Unit 4 — Lead in Community (Weeks 16–20) — Domain IV
Service-learning capstone, civic action, advocacy, transitions, legacy.

| Wk | Big Idea | Essential Question | Key Performance |
|----|----------|-------------------|------------------|
| 16 | Community needs & assets | What does our community actually need? | Asset Map + 2 stakeholder interviews per team |
| 17 | Advocacy & systems | How do we change the rules, not just the room? | Advocacy one-pager to a decision-maker |
| 18 | Capstone execution | Can we deliver? | Mid-capstone review |
| 19 | Capstone delivery & showcase | Did it work? Did it matter? | Public Showcase + impact data |
| 20 | Reflection, transition, legacy | What did I become, and what's next? | Portfolio defense + Leadership Letter to next year's class |

## Pacing Notes
- 5 lessons per week × 20 weeks = 100 lessons. Each weekly file contains all 5.
- Build in 3 **flex days** per quarter (built into Weeks 5, 10, 15, 20) for makeups,
  guest speakers, or community partner visits.
- Reserve **Friday** weekly as "Circle + Showcase" (see weekly rhythm).

## Differentiation across 9–12
- Use the **tier card** in each lesson (Foundational / Core / Stretch).
- 9th graders may need more scaffolding around academic vocabulary; 12th graders
  may co-lead lessons in Units 3–4.
- Cross-grade pairings ("Leadership buddies") are recommended in Week 2.

## Materials Baseline (one-time setup)
- Composition notebooks for each student ("Leader Journal")
- Movable seating (chairs in a circle every Friday)
- Chart paper, markers, sticky notes (lots), painters tape
- A class set of timers, talking pieces, sentence-frame cards
- A shared digital space (Google Classroom / Canvas) with portfolio templates
- A bulletin board for "Leader of the Week" peer nominations