Scheduling Guide
Scheduling Philosophy
At Presentation we prepare students for college and beyond through Catholic education.
The scheduling process reflects our commitment to teach the whole student and to empower our students to thrive in all aspects of their lives. In partnership with the family, counselors and teachers advise students in an effort to guide them down the educational pathway that is most appropriate for their development and growth. We encourage students to choose classes that best align with their strengths and interests and complement their extracurricular pursuits.
In order to maintain class level scheduling priority, students must turn-in all scheduling documents on time. Students who miss deadlines will be scheduled with a lower priority group.
In This Section
Scheduling Process
Students are scheduled in the following priority order: Current juniors, current sophomores, current freshman. Once elective classes are full, students are placed in alternates or available courses.
Important Dates for 2026–2027 School Year
| Dates | Description |
|---|---|
| January 13, 15 and 20: Advisory Days | Students will attend multiple information sessions to help guide them in making their course selections. |
| January 19–23 | All academic departments will present information in their classes regarding their course offerings, AP/Honors options and prerequisites, graduation requirements, and information related to college majors. During this time, students should give careful consideration to their course selections and consult with their current teachers. Schedule changes should be the exception, not the rule. |
| January 30 |
Students must complete the following steps to complete the course selection process for the
In order to maintain PAC or class-level scheduling priority students must complete all requirements |
| February | Counselors will be meeting 1:1 with each of their assigned students to review their course selections. During the meeting, they will also review the student’s graduation status and progress towards college admissions requirements. They will also be checking for completion of prerequisites (if applicable) and overall rigor. Students will receive a print out of their finalized course selections for the upcoming school year. |
| March 23–27 | Rigor Changes: Students may ask to adjust the rigor of a course request in anticipation of third quarter grades (e.g. A student requests a change from Honors Chemistry to Chemistry after experiencing a decline in their current science grade). |
| Early June | All returning students will receive their course lists via email from the Scheduling Coordinator. Students will also receive instructions for how to request a schedule change, if necessary. |
| July 27, 2026 | Schedule change requests for rising 11th & 12th Grade students. |
| July 30, 2026 | Schedule change requests for rising 10th, incoming 9th, and transfer students. |
Scheduling in PowerSchool
- Students must submit schedule requests electronically through the Powerschool Scheduling Portal: https://presentationhs.powerschool.com/public/
- Students should read all directions provided in Powerschool very carefully.
- Students should select alternates according to the instructions in Powerschool. Additional resources are available in Schoology (Class Level Page > Resources > Course Selection 2026/2027).
- Students may only register for classes for which they meet the prerequisite.
- If a student selects a fall or spring free period, priority will be given to assigning the free period that semester. If a student would rather prioritize elective choice, the student should select the flexible free period option.
Classes for Freshmen
When selecting courses, only courses that are open to freshmen will be listed in the PowerSchool Scheduling Portal. If a course isn’t listed, it is already at capacity with upperclassmen and/or not available to freshmen.
Schedule Change Process
At Presentation we prioritize the interests and needs of students during the scheduling process. In January, we ask students which classes they wish to take, and we then build our master schedule to support those requests. In March, we allow students to request rigor changes in response to current grades.
In June, students receive their schedules. Students always get the classes they need and we make every effort to give a student their first choice electives. However, in order to offer a diverse set of electives, balance class size, and resolve scheduling conflicts, sometimes students are placed in an available course.
Because of the thoughtful and careful guidance we provide during the scheduling process, we ask students to commit to their schedules when selecting their courses. Schedule changes should be the exception, not the rule. Our schedule change process is designed to accommodate the flexibility that some students need, while maintaining the integrity of the scheduling process and classroom environment for all students.
Schedule Change Policies
- All schedule change requests should be initiated by the student.
- We cannot accommodate schedule change requests based on preference for teacher or period of the day.
Schedule Change Process
- Schedule changes often require students to make choices between scheduling options. Because of this, all schedule change requests must be made in person by the student during the allotted time frame.
- Student will receive additional instructions when they receive their schedules in June.
- Guiding the Whole Student
- Recommended Cap for Honors/AP Courses
- Curriculum Guide
- UC/CSU Approved Courses
- Documents and Worksheets
- Contact Information
Guiding the Whole Student
As educators, we cannot ignore our responsibility to support the whole student. And the courses a student takes is just one piece of their educational experience at Presentation High School.
Each dimension of the Student Wellness Wheel is interconnected and interdependent. Wellness is a process, and we counsel students throughout their individual journey of self-awareness. We remind our students to strive for balance in all areas of their life and to make choices that will help lead to their optimal wellness.
When deciding which courses to take, students are again reminded of the many roles and responsibilities that they carry when they complete the Time Management Worksheet (see the Documents and Worksheets tab). Students should:
- Create a schedule that is balanced and allocates enough time everyday for the important things in their life. This includes classes, clubs, sports, extracurriculars, jobs, special events, time with family and friends, and most importantly time for yourself.
- Keep in mind that your schedule should not come at the expense of your self-care. Having enough time each day to maintain the basic foundation of self-care (food, water, exercise, sleep) must be a priority for your mental health.
- Explore all of their options and consult with teachers, department chairs and counselors. Choose courses and extracurriculars that are based on your own interests and aspirations. The courses that one student chooses are not necessarily the best option for you.
- Do not base your course selections on what you think colleges may like.
We firmly believe that developing these healthy habits now will allow you to thrive and sustain them throughout college and beyond.
Guidance from College Counseling
Course selection should be about challenging yourself, finding balance and pursuing your academic interests.
- If your schedule allows it, take a study period during fall semester senior year so you will have time to work on college applications.
- Most four-year colleges take into account courses and grades from 9-12th grade in their holistic application review.
- CSU and UC campuses take into account courses and grades from 10-11th grade in their GPA calculation.
- Colleges evaluate both weighted and unweighted GPA calculations.
- Students are strongly advised to remediate if they earn a D/F grade in any of the UC/CSU approved courses listed in the UC/CSU Approved Courses tab.
Guidance from Student Activities
“It’s not the number of co-curricular activities you’re involved in, but rather the quality of your involvement that’s important. Choose to be active in co-curricular activities that interest and excite you, but don’t overcommit. You want to have enough time in your schedule to make your co-curricular involvement meaningful.” —Suzanne Colvin, Leadership Director
See the Documents and Worksheets for more information on the time commitment associated with various student activities.
Guidance from Athletics
“Committing yourself to an athletic team is a great way to learn and grow. It’s expected that you make all team practices and contests, and from that experience you will develop as a student-athlete, leader, and make lifelong friendships.” —Mike West, Athletic Director
- On average, students commit 10-15 hours per week to their team and training. See the Documents and Workseets tab, or contact the Athletic Director for more specific questions regarding the time commitment of your sport.
- If your schedule allows it, take a free period during your athletic season.
- To help ensure success, student athletes should:
- Create a schedule for homework, extracurriculars, rest and free time.
- Practice time management skills to balance your schedule.
- Follow nutrition guidelines to keep yourself healthy.
- Reach out to your community to help keep your goals.
Recommended Cap for Honors/AP Courses
Students should self-limit and be mindful when selecting to take an Honors/AP course. They should select Honors/AP courses in subject areas that genuinely interest them and where they have strong foundational knowledge.
Recommended Cap for Honors/AP Courses
Nationwide, colleges and universities have also adapted their admissions policies. Our college counselors diligently study admission trends and network with admission officers year-round to ensure that our curricular decisions are current.
Honors/AP courses are optional - they are not required by any college or university. While success in an Honors/AP course may add to a student’s college application, taking too many can often be detrimental.
- Many colleges restrict how many Honors/AP courses they give a GPA “bump” to when scoring a student’s application.
- The UC’s only grant GPA “bumps” for four semesters in 10th grade and four semesters in 11th grade. GPA “bumps” are not granted for any 12th grade coursework. So, regardless of how many Honors/AP courses a student completes in high school, the UC’s will grant the student a maximum of eight GPA “bumps when reviewing their application. You can find more information on how the UC’s calculate GPA and complete their holistic review process on their website.
- The CSU’s have a similar policy. The only difference is that they will grant GPA “bumps” for 12th grade coursework. But, the maximum is still eight semesters. You can find more information about their admission process on the CSU website.
- Each college recalculates a student’s GPA based on their rules and requirements. At Presentation, we grant GPA “bumps” for all Honors/AP classes. So, your PRES GPA will likely be significantly higher than what will be once recalculated by your selected colleges.
Colleges have also become selective as to whether or not they will grant early college credit for passing AP exam scores. By restricting the number of college credits they award for passing AP exam scores, colleges are able to ensure that students are prepared according to their own educational standards (as well as ensuring their enrollment and tuition targets).
| Grade Level | Recommended Cap |
|---|---|
| Freshmen | 2–3 |
| Sophomores | 3 |
| Juniors & Seniors | 4 (only if the student also has a Free Period) |
Curriculum Guide
Students must enroll in at least SIX academic classes per semester.
Curriculum Guide
Returning Students
Students must enroll in at least SIX academic classes per semester.
Please see the Course Catalog for complete descriptions and the Curriculum Guide.
Prerequisites are set by academic departments to help students, families, and counselors select courses that are most appropriate for the student’s academic development and growth. Prerequisites demonstrate that a student, based on past academic success, is prepared to enroll in and pass (with a C- grade or higher) a course that builds on prior knowledge or skills, while dedicating the average expected amount of time and effort to the course.
UC/CSU Approved Courses
Presentation High School graduation requirements exceed the UC/CSU requirements. While a D letter grade is considered passing for the purpose of graduation at Presentation, a student must receive at least a C- in a course for it to count towards UC and CSU eligibility. For this reason, students are strongly encouraged to remediate if they earn a D/F grade in any of the following courses.
UC/CSU Approved Courses
- History/Social Science
- AP U.S. Government & Politics*
- AP U.S. History*
- Civics
- Honors World History A/B
- U.S. History A/B
- World History, Cultures & Geography A/B
- English
- AP English Literature*
- British Literature
- Death in Literature
- English 11 A/B
- English 10 A/B
- English 9 A/B
- Honors English 3*
- Honors English 9 A/B
- Honors English 10 A/B
- Individual & Society
- Modern Playwrights
- Mathematics
- Algebra Readiness
- Algebra I
- Algebra II
- AP Calculus AB*
- AP Calculus BC*
- AP Computer Science A*
- AP Statistics*
- AP Precalculus*
- Calculus I
- Financial Math
- Geometry
- Honors Algebra II
- Honors Geometry
- Honors Multivariable Calculus
- Honors Precalculus*/ Calculus A*
- Precalculus
- Statistics I
- Statistics II
- Science
- Anatomy & Physiology A/B
- AP Biology*
- AP Chemistry*
- AP Environmental Science*
- AP Physics I*
- AP Physics C
- Biology I
- Chemistry
- Earth Science
- Engineering & Design
- Honors Biology I
- Honors Chemistry*
- Honors Physics*
- Physics
- Language Other than English
- AP French Language & Culture*
- AP Spanish Language & Culture*
- AP Spanish Literature & Culture*
- ASL I
- ASL II
- ASL III
- French I-IV
- Honors French II
- Honors French III*
- Honors Spanish II
- Honors Spanish II for Heritage Speakers
- Honors Spanish III*
- Honors Spanish III for Heritage Speakers
- Spanish I-IV
- Visual & Performing Arts
- 2D Art I/II/III/IV
- 3D Art I/II/III/IV
- Advanced Art
- Advanced Choir I/II
- AP Studio Art*
- AP Music Theory*
- Ceramics I/II
- Dance I/II/III/IV
- Design I/II
- Digital Arts I/II/II
- Drawing & Painting I/II
- Yearbook (pending approval)
- Advanced Yearbook II - VIII (pending approval)
- Performance Dance I/II
- Photography I/II/III
- Theater Production I/II
- Vocal and Music Theory I/II (pending approval)
- College-Preparatory Electives
- AP Macroeconomics*
- AP Psychology*
- ASB/Student Council Leadership
- Biotechnology & Bioethics
- Christian Lifestyles
- Dynamic Communication I/II (pending approval)
- Economics
- Ethnic Studies
- Global Women’s Issues
- Health
- Hebrew Scriptures
- Instructional Support: Analytical Reading & Writing
- Intro Narnia: Spirituality in the 20th Century
- Introduction to Computer Science
- Modern History
- Moral Theology
- Psychology
- Social Justice
- Sociology of Media
- Spirituality of the Saints
- The Church: Mission & Sacrament
- Women in the Church
- World Religions
- Yoga
Documents and Worksheets
Contact Information
Meet the team members who support course scheduling.
We believe that with the support of counselors, teachers and families, students are capable of taking ownership over the scheduling process. Students should contact their counselors, teachers and program directors with scheduling related questions.
For questions specific to a subject area, students should contact Department Chairs directly. All returning students will meet 1:1 with their counselor during February, but students may email them directly with general questions.
All other scheduling inquiries should be sent to scheduling@presentationhs.org.
Course Scheduling Staff Members
Elizabeth Schaffernoth
Scheduling Coordinator
Siobhan Ippolito ’91 O'Byrne
Vice Principal of Curriculum & Instruction, Physical Education Department Chair
Academic Department Chairs
Siobhan Ippolito ’91 O'Byrne
Vice Principal of Curriculum & Instruction, Physical Education Department Chair