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Web Design & Development |American High

School

Course Description Instructor: Mr. B.C. FUSD District Course Code:TCWAF-001 RM 711

MVROP Course Code: 303112 PHONE 796-1776 EXT. 57711 PLEASE CORRESPOND WITH INSTRUCTOR THROUGH: SCHOOL LOOP EMAIL &/OR

TCOUTS@FREMONT.K12.CA.US Course Website: http://ahsweb.mvrop.org/

FUSD District Catalogue Course Description

Explore web design as you incorporate graphics, sound, movies, and animation

into HTML/ CSS built websites. Students will learn all phases of the design

process from the idea state, through planning, production and testing while

creating original web sites. Learn design concepts for content and layout as you

design commercial web pages.

Course Purpose

In the dawn where web publishing has become completely accessible to the

average consumer, businesses are seeking qualified web-designers to cut

through the “boxed, cookie cutter”- excessive template-looking sites. This

course aims to arm students with the knowledge to establish sites, which can

offer companies, and their brands, products, and missions a tailored look and

style; A creative design, with friendly, accessible user interfaces, that meet the

needs of their clients’ innovations, ideas, and mission statements. This course

aims to give students the base practical knowledge to create web sites from the

ground up, using W3C standards building methods for current browser and

media queries. Students will also become knowledgeable regarding: website

accessibility, semantic markup, proper character encoding.

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Course Goals

By completing Web Page Design , students will be able to describe the history of web

design and make informed predictions about future trends; work in a team to deliver

professional-quality projects on deadline; design content for desktop, handset and

tablet delivery; choose appropriate tools to complete assigned tasks; and create

standards-compliant websites using HTML, CSS, JavaScript, bitmap and Flash assets.

Course Objectives

At the end of this course, students will be able to:

● Present their artistic web site designs while create a semantically structured HTML document

with a text editor, meeting publication requirements

● Create a standards-based CSS document with a text editor

● Use a Dropbox and file organization to manage and share documents, and back-ups, and

collaborate with colleagues and instructors.

● Use of browser property inspectors to effectively determine proper edits in markup.

● Understand color theory and use of Pantone color charts, and hexadecimal colors

● Open, copy, edit, and share Google Docs and spreadsheets

● Embed images, audio, video, and Flash .swf files in an HTML document

● Edit outdated HTML tags, and recreate websites with proper use of current standard methods.

● Create their own forms, galleries, and website design templates requiring input interfaces.

● Use Dreamweaver to create and manage a complete web site.

● Use Photoshop to crop, mask, and color-correct images.

● Explain the differences between JPEG and Gif, PNG file types

● Give an accurate estimate for how long a web design project will take to complete.

● Create and manage a personal web portfolio

● Learn methods, responsibilities, and protocol for publishing work on the World Wide Web.

● Critique, evaluate, and augment web site design to improve design effectiveness and

communication.

● Actuate Search engine optimization (SEO)

Texts & Supplemental Instructional Materials

Keith, J., DOM Scripting: Web Design with JavaScript and the Document Object Model, Apress

Negrino,T., Dreamweaver CS5 for Windows and Macintosh: Visual QuickStart Guide, Peachpit Press

Reding, E., Adobe Photoshop CS2 Revealed: Deluxe Education Edition, Thompson Course Technlogy

Weinmann,E., Photoshop CS5 for Windows and Macintosh: Visual QuickStart Guide, Peachpit Press

Zeldman, J., Designing with Web Standards: Third Edition, New Riders

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Online Resources

http://ahs-fusd-ca.schoolloop.com/ http://www.w3.org/standards/

http://www.codecademy.com/ https://developer.mozilla.org/en-US/

Additionally the course makes use of a variety of supplemental current web sites for reading

materials, tutorials, investigations, and current events, which establishes basic knowledge

foundations in: web design aesthetics, graphic design, structural terms, and other current

event website content knowledge.

Software

Microsoft Windows 7 & Office 7

Adobe Creative Suite 6: Web Design Premium: Acrobat Professional, Dreamweaver, Fireworks, Flash, Illustrator, Lightroom 2.0, Media Encoder, Photoshop, Apple Safari for PC, Google Chrome, Internet Explorer, Mozilla Firefox & their inspector element consoles. Sublime Text 3, Notepad ++,

See Course Outline (Next Page)

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Course Outline:

Course standards: National Visual & Performing Fine Arts Standards:

Creating, Performing ,Presenting, Producing, Responding, Connecting: [ CR, Pr3 Re, Cn ]

The California Visual & Performing Fine Arts Standards, are incorporateand within the above

national standards, which will be soon adopted by the state in the future.

Mission Valley Regional Occupational Program Standards:

Workplace Skills and Behaviors, Employment & Career skills, Professional Practices.

Course Intro Objective(s): Students understand the course expectations, requirements, rules, and routines.

Course Form Review, Discussion, Q&A & Forms to Return:

Syllabus, Media Release, Computer Network Use Agreement

AHS Website Pre-Publication Checklist & Parent Release

CA State Mandated Sexual Harassment Training

Student intros, icebreakers, computer assignments

Readings: Course forms and contracts, syllabus.

CODEACADEMY TUTORIALS ONGOING THROUGHOUT YEAR-LONG COURSE

Objective(s): In preparation for class exams and teacher observational assessments, students are

asked to register an account through codecademy, and in an ongoing process complete

trainings for the Html & CSS as well as the JavaScript

Websites: http://www.codecademy.com/

https://www.w3schools.com/html/

https://developer.mozilla.org/en-US/

https://developers.google.com/web/tools/

& others listed in curriculum unit context

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Basic HTML, HTML5: Tags, Elements, Expressions , direct & absolute links Objective(s): Students create three separate CV/ Resume Files in Sublime Text 3.0, and a

vector graphic based personal business logo, in Adobe CS6 Photoshop or

Illustrator.

Websites: http://www.w3schools.com/ website & The Mozilla Developer Network:

https://developer.mozilla.org/en-US/docs/Web/HTML/ for HMTL tags element

reference, and use tutorials to investigate and understand html in expressive ways.

http://www.smashingmagazine.com/2009/04/01/10-handy-tips-for-web-design-cvs-

and-resumes/

Creation:

A) Basic HTML: html template tags: html, head, title, body, h ,hr, br , p, b, em, i,

B) Above, plus links to institutions <a href> with relative path images used.

C) Above plus images as links to institutions, img src=”” , absolute links, parent directory, index files. type=”_blank” , Alt=””

Present: Students present their final CV/ resume to the class for critique.

Readings: Above websites for development reference: facts upon tags, expressions, attributes.

10 handy tips for writing web-based CV/resumes (class discussion and critique of

example resumes from the reading, and review of the author’s creative and

developmental process for creating her resume.

http://www.forbes.com/fdc/welcome_mjx.shtml : Why Every Job Seeker Should Have

a Personal Website, And What It Should Include, by Jacquelyn Smith 2013.

Vector Graphic Logo Creation in Adobe CS6 Photoshop & Illustrator Objective(s): Students will use Adobe CS6 Illustrator & Photoshop to create a vector graphic

based personal professional business logo, to apply to their online website CV/

Resume. Students will learn to use the pen tool to create shape layer paths to design

their logos.

Creation: A) Photoshop & Illustrator vector graphic .psd, .jpeg,.png file of a personal business

logo.

Websites: Adobe.com tutorials on The Pen Tool and its use to create vector graphics utilizing

adobe layers and shape paths to design personal logos. Readings: websites for

development, Box model layout, website scoping example, Mozilla developer

network html extensive element reference.

Div’s, Spans & Floats, Attributes: ID & Class, Link decoration styles Objective(s): Students will learn to create a box model based layout through schematic

drawings & box model layout drawings to scope the design of a given website.

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Students create 2 websites homepage layouts based upon following a basic html/CSS

tutorial for a 2 &3 column layout with header, horizontal navigation links, footer, and

the use of web-based placeholder texts, spans, divs and floats in CSS.

Websites: http://www.456bereastreet.com/archive/201012/how_to_create_a_3-

column_layout_with_css/ (3 column layout)

http://html.net/tutorials/css/lesson8.php

Creation: A) & B) Students create a two and three column layout homepage, styling them

with internal, and external CSS style sheets.

C) Students re-create their CV/ Resume website utilizing: divs, spans, and a

external CSS style sheet.

D) Students will create an opening navigation to a homepage of a fictional site,

utilizing the letters of their 1st of last name as the anchor elements of a

horizontal or vertical navigation, which is centered in the window.

Readings: websites for development, Box model layout, website scoping example.

Box Model Layout, The Domi : Inspect Element, and Web Site Scoping –

Favorite Website (Part 1) Objective(s): Students will use the browser’s inspector element and Mozilla’s X-ray goggles web

app, to effectively seek out html syntax, CSS styling and style sheets in resources, and

overall scoped design of a favorite website. They will manage the inspect element to

affect computed layout and style to a given website. Once this “box modeled” layout

is scoped upon paper, students will then code their scoped website design emulating

the original design, and applying personalization of their own.

Websites: https://developer.chrome.com/devtools/docs/dom-and-styles

https://developer.mozilla.org/enUS/docs/Tools/Page_Inspector

http://morpht.com/website/scoping

https://goggles.webmaker.org/

Creation: A) Students will scope out in a box model layout their favorite website, on paper

using a ruler, a pencil or pen, and the browser’s inspect element.

Readings: Websites for development, Box model layout, website scoping example,

Mozilla Developer Network html extensive element reference.

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New HTML & HTML5 Element(s) & Assoc. Attributes - Presentational Website; target attribute _blank

Objective(s): Students will combine their prior learned knowledge from previous lessons to

create a multiple page website in which to present: two newly learned HTML5

elements, their attributes and properties, show an example of the proper use of

these elements, reference them in the MDN (Mozilla Dev. Website) through

absolute links to each elements resource page, explain their: properties, values,

attributes and create an additional link to your re-created favorite website to

demonstrate further use of the presentational elements found within your site.

Websites: Mozilla Developer Network, Link to Student recreated favorite website, citing use

of their new element and demonstration of its proper use.

Creation: Create a multi-page website which introduces to the class two new html elements

of your choosing. The site will also make use of absolute links to the Mozilla Dev.

Network reference pages for your elements, allowing the student access to

attributes and properties unique to their elements and also sharing their global

attributes in common with other elements. Pages will present elements in proper

html syntax with tags (opening & closing; if closed,) These may use the SVG

element to draw your tags. Your homepage contains your name and links to your

other pages. This page should also contain a navigation inside a div, and will also

contain a link to your recreated favorite website. All links are to employ

the target attribute of _Blank.

Use of Brackets code editor and Bootstrap Plugins & Framework Integration

Objective(s): Students will learn to use Brackets code editor and sucessfully download, and

depoly and incorporate its Bootstrap plugins which allow for Bootstrap

framworks to be used in student website designs. Students will also integrate

designs using Angular application and its components as another method if

framework integration.

Websites: Brackets code editor, http://brackets.io/

Bootrap, http://getbootstrap.com/

https://angular.io/

Creation: Students will incorporate the use of Brackets code editor and its plugin extention

to allow Boostrap frameworks to be used integrating frameworks into their

website designs, and give attribution and cite credit to the use of those

frameworks integration into thier site designs.

Bootstrap frameworks may be continue to be used as a part of the Media

queries and Fluid design UI unit.

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Section 508 of the Rehabilitation Act & The Web Accessibility Initiative (WAI),

WAI validation

Objective(s): Students will learn about and employ the 508 rehabilitation act, and its web

accesscibility requirement into their website design & coding.

Websites: Learn About Section 508 Requirements and Responsibilities

https://www.section508.gov/content/learn

Web Accessibility Initiative (WAI), https://www.w3.org/WAI/

Web Accessibility in Mind, http://webaim.org/standards/508/checklist

(Wai Validation) tools: https://www.w3.org/WAI/ER/tools/

Creation: Students will complete readings upon the 508 law, its compliance requirments,

and compare and contrast website design, user interface UI, and accessbility

coding requirments, enabling all users to better access published web site design,

and allowing dsesign and site coding to take in consideration accessibility of thier

designs & Websites.

An understading and use of : Tab accessble web content Link alternatives: “skip navigation links”, & Invisible links

Every image, applet, embedded media, plug-in, etc. that conveys content has equivalent alternative text

Complex graphics (graphs, charts, etc.) are accompanied by equivalent text, either through a description in the body of the page, a link to a description on a separate page

Decorative graphics are CSS background images or have null/empty alt

values (alt="").

Transcripts are provided for media content. Video files and live audio broadcasts have synced captions. *As well as use of compliances listed in the 508 checklist.

Don’t Make Me Think By Steve Krug : Web Usability Design Principles & Site Testing

Objective(s): Through excerpted readings and a PowerPoint lecture with audience

participatory questions and quiz, students will learn the basis for creating user-

friendly design, and practical websites. Students will learn to think as a designer,

website developer, and experienced site user to prevent obvious & not-so-obvious

web design flaws.

Websites: http://www.sensible.com/

Respond & Create: Students & Instructor will critique the CV/ Resume websites and Element

Presentation websites recently created and critique them in context of the objectives

laid out in Steve Krug’s book.

Readings: PowerPoint slide text, and students’ websites.

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10 Usability Heuristics for User Interface Design by JAKOB NIELSEN Objective(s): Through excerpted readings Students will learn to identify specific Heuristic

usability traits that when rectified will enable anticipated website users to avoid

major and minor problems; emphasis upon locating and identifying minor

problems that lead to user turnoff.

Websites: http://www.nngroup.com/articles/ten-usability-heuristics/

http://www.nngroup.com/articles/usability-problems-found-by-heuristic-evalu

ation/

Respond & Create: Students will critique the CV/ Resume websites and Element Presentation

websites recently created and critique them in context of the objectives laid out in

the above websites, and creative solve these problems within their sites.

Readings: see sited websites above.

EXAM #1 SEMESTER 1 FINAL PART A COURSE APPLICATION WEBPAGE Objective(s): Students will complete a designed website homepage of the instructor’s choosing

as accurately as possible, including use of a single pixel background, multiple

nested divs, in a 2 column layout, color transparency, web kit-gradient, box-

shadow, field set, focus, background-color, input types, use of select.

Websites: Students Favorite website, box model scoped. for structure and CSS

Creation: A) Recreate the style of an existing favorite website from the divs up.

EXAM #1 SEMESTER 1 FINAL PART B ACME CORP WEBSITE HOMEPAGE Objective(s): Students will design to screenshot parameters, a homepage for a fictitious

company: Acme Corp. This website includes the use of CSS, inputs, background image

and header image company logo, absolute links, placeholder texts, and border

shadow, specific font to be matched, and alpha attributes applied to text.

Websites: Students Favorite website, box model scoped. for structure and CSS

Creation: B) Apply your personal style in a new innovative way to re-design your favorite

website.

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REDESIGN 1 : DECONSTRUCT & EMULATION OF STUDENTS' FAVORITE WEBSITE (PART 2)

Objective(s): Students will use the inspect element, W3schools.com, Mozilla Dev. Network, and

skills from past tutorials to emulate (re-create the style of the existing website),

without copying code, but instead designing from the previously scoped website

layout using the div’d box model.

Creation & Websites: Students’ Favorite website, box model scoped for structure and CSS.

A) Recreate the style of an existing favorite website from the divs up.

Reading: Applicable website research to complete effective emulation of website.

REDESIGN 2 : REDESIGNING STUDENTS' FAVORITE WEBSITE (PART 3)

Objective(s): For students, Choice in decisions can sometime, make or break the motivational

power student place in work. Also, the ability to challenge one's self further if they

have the capacity and skills to do so, cannot be understated in allowing students to

show their skills. Thus I give students the option of undertaking one of two different

Quarter Exams, and then allow them to take on the challenge of furthering their

knowledge and skills in the additional assessment. Given An Image Logo, and a screen

shot, how perfect can student match the screenshot. Students must design their box

model layout on paper showing the scoping design of their web page, and then

complete it. Students will use the inspect element, W3schools.com, Mozilla Dev.

Network, and skills from past tutorials to emulate (re-create the style of the existing

website without copying code, but APPLY THEIR OWN PERSONAL STYLE TO THE RE-

DESIGN, utilizing their previously scoped website layout as their basis for their box

model.

Websites: Students’ Favorite website, box model scoped for structure and CSS

Creation.

https://developer.chrome.com/devtools/docs/dom-and-styles

https://developer.mozilla.org/en-US/docs/Tools/Page_Inspector

http://morpht.com/website/scoping

https://goggles.webmaker.org/

B) Apply your personal style in a new innovative way to re-design the favorite

website.

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MOOD BOARDS- VISUAL CONCEPTUAL DESIGN COMMUNICATING APPEAL TO THE CLIENT

Objective(s): After reviewing the website reading, and several company mood boards, students

during this week-long lesson students will first decide on the design Theme direction

they’re going to create, go out and photograph images from their worlds that

represent their thematic ideas, create & Present for critique (3) mood boards to

represent three different “assigned” website clients, and prepare to pitch their

design ideas in a “mood board” (designed in html) their website’s: design, feel, color

and texts.

Create: A) Students will create 3 mood board representing three “assigned” clients.

Websites: http://www.creativebloq.com/graphic-design/mood-boards-812470

MEDIA QUERIES & MOBILE USER INTERFACE AND PLATFORMS * Objective(s): Students will learn to adjust websites designs to fit contemporary media

standard formats, designing a single website to conform to at least 3 different

media formats, adjusting designs for aesthetics, and user interface usability(UI).

Create: Three variations upon their website CSS Stylesheets to adjust designs in their

sites for 3 major media formats: HD screen, Ipad, and Iphone/Android formats

Websites: http://www.sitepoint.com/web-foundations/understanding-media-queries/

This is an excerpt from Jump Start Responsive Web Design, by

Craig Sharkie and Andrew Fisher.

CLIENT WORK #1 AMERICAN HIGH SCHOOL’S EAGLE LOGO & LOGO/ Brand

USE AGREEMENTS Objective(s): Introduction to this assignment comes from an initial request of our current

Associated Student Body Director to have American High students redesign out

American High School’s eagle logo, and Our “A” logo to incorporate Facebook,

Twitter, Instagram, & The as well as incorporating our school logo with Facebook’s

logo as seen on Granada High’s, and my response of turning down the offer to

complete this job on the grounds of infringing upon brand logo use agreements,

and ensuing copyright infringement and policies to use to avoid copyright issues.

)This project may be directly connected with the FUSD graduation requirement of serving

40 hours community service learning, as long as project agreements are met, and

instructor has signed off on proper paperwork )

Create: Redesign in vector graphic form, with a transparent background American High’s

Eagle, for better aesthetics and fit with our website.

Websites: Graphic Design Employment

https://www.printdesignblog.com/facebook-and-twitter-logo-usage-for-graphic-

designers

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https://about.twitter.com/press/brand-assets https://www.youtube.com/yt/brand/using-logo.html https://help.instagram.com/304689166306603

Readings: See above websites

CLIENT WORK #2 Objective(s): Creation of a website based upon client’s needs (Community Service- non-

compensated work.)

Creation: Students will have the opportunity to meet with a clients from within the school

community and develop mood boards, and scope and create a website based upon

client’s needs. (This project may be directly connected with the FUSD graduation

requirement of serving 40 hours community service learning, as long as project

agreements are met. )

Websites: All prior listings, but also including research into various other sites that may

include direct competitors of the client, or sites the client likes the aesthetic of.

Readings: Pre-Publication Checklist, company newsletter, and internal documents to help

establish the thematic traits and signatures of the client company.

CSS ANIMATIONS Objective(s): This lesson walks students through a scaffold run of 4 CSS

animation projects;

Creation: A) animating color changes with durations

B) the above with position changes

C) the above with duration, timing-function, delay, iteration, direction, play- state

4→Student creation using all of the above skills.

Websites: http://www.w3schools.com/css/css3_animations.asp

https://developer.mozilla.org/en-US/demos/search?q=animations

Readings: Reading for these assignments are specific to certain animations tutorials the

student is willing to tackle, and implement in their website design.

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JAVASCRIPT JS-CLOCK EXTENDED ANIMATION THROUGH PROGRAMMING Objective(s): Students will design and create HTML, CSS, animated clocks, then re-design them

to become accurate through the use of JavaScript to pull in from the DOM, the

current local time.

Creation: A) Design using images and / or vector graphic SVG html elements a programmed

working clock which uses code to keep time, and the browser information upon date

and time to confirm accuracy.

Websites: https://developer.mozilla.org/en-

US/docs/Web/API/Canvas_API/Tutorial/Basic_animations

Readings: Reading for these assignments are specific to certain animations tutorials the

student is willing to tackle, and implement in their website design.

WORDPRESS WEBSITE CREATIONS & PUBLISHING Objective(s): Students will learn to use the website WordPress, it’s interfaces, and designed

styled templates to create an aesthetic portfolio site. They will also learn the

requirements and formats to design and publish their own WordPress Templates

on the site.

Create: Students will create a portfolio website in WordPress

Websites: https://wordpress.com/

Readings: http://www.computerworld.com/article/2495111/open-source-tools/choosing-an-

open-source-cms--part-3--why-we-use-wordpress.html

FINAL EXAM PROJECT WEB DESIGN PORTFOLIO & PROPOSAL AND PROJECT Objective(s): Students will design and create an HTML, CSS, and perhaps JavaScript rich

Portfolio that also incorporates additionally a new designed website, after having

submitted a mood board, scope layout, and proposal write-up showing schematic

hierarchy of the site, including, buttons, inputs, forms, links etc…

Creation: Portfolio Website, incorporating all course work examples made by the student.

Websites: Websites used for this project consist of all previous websites as references, and

additionally any websites found through student and instructor research that assist

in the complete of the students portfolio website

Readings: Reading for these assignments are specific to certain animations tutorials the

student is willing to tackle, and implement in their website design.

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Computer Lab Donation

The American High School Visual & Performing Fine Arts Department , and Media Arts

Courses, and MVROP AMET Cluster are pleased to accept cash donations that will provide

enhanced learning opportunities for students. Donations are voluntary, but much

appreciated. Donation contribution is not a requirement for participating in any educational

activity. Donation funds will be used to purchase:

❑ Printer paper ❑ Kleenex ❑ LaserJet ink ❑ LCD projector bulbs ❑ Replacement computer parts and peripherals ❑ Additional software licenses

Grading

Grades are based on total points earned for participation, daily work, group projects,

and assessments. The following scale will be used:

90%-100% A 80%-89% B 70%-79% C 60%-69% D 68% & Below F

Homework Requirements and Policies

All work must be completed in class. No work will be accepted from home computers unless prior arrangement is made with the instructor. Regular attendance is imperative. Students with excused absences must arrange with the instructor to make up work during lunch or after school. Missed assignments are given a grace period equal to the number of school days missed. After that, no late assignments will be accepted. Assignments and quizzes missed because of truancy will automatically become a “zero” and will not receive credit.

PLEASE BE AWARE THAT M.V.R.O.P. Courses Do not honor independent studies as a way to complete missed work due to absences from the course instruction.

Non-excessive School Business excused absences are the only allowable absences, which do not require hours to be made up by the student to make-up for the loss of units.

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Classroom Rules: Students are not allowed to: Open, attempt to repair, or move computers hardware, Copy programs or other students’ data without prior permission from the instructor.

STUDENTS MAY NOT Install software on AHS / MVROP computers.

Bring food, drinks (including water), or chewing gum near computer workstations. VIOLATION OF THIS EQUALS A TARDY; 3 TARDIES EQUALS A CALL HOME AT SECOND OFFENSE,

AND AN 1HR DETENTION ON THE 3RD OFFENSE. without prior permission from the instructor.

( Please continue to see next page.)

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Your Printed Names & Signatures Below Acknowledges the Following:

▪ I have read and acknowledge an understanding of the above class policies, procedures, and requirements, and that I fully agree to participate to my fullest in the course.

▪ I have also been provided access to and have read the School Loop Link for : THE PRE-PUBLICATION DESIGN REVIEW OF STUDENT CREATED WEBSITES, and acknowledge that I understand that my student’s(s)’ first and last names will be listed as the web designer / master for their created web sites, and that only websites meeting all criteria layout out within this PRE-PUBLICATION DESIGN REVIEW document may be considered for Live Posting to the World Wide Web* Not all sites meeting the criteria will be posted, and this is at the discretion of the Course Instructor, FUSD and MVROP. (Server Use and access is, Pending Approval by Fremont Unified School District’s, Chief Technology Officer, Mr. Joseph Siam.)

▪ I acknowledge, that I and my student ARE CURRENTLY REGISTERED with separate emails on School Loop, and I currently have access to this course, its calendar, emails, and grades. ( BELOW :please list emails; and a explanation note.)

Note: ___________________________________________________________________

I understand Students who violate any classroom rules will be subject to lunch-time detention or after-school detentions.

o I understand that Students with excessive absences will lose semester units. Should missed

hours not be made up, prior to two weeks to the close of a semester, a loss of course units

will be incurred relational to the number of hours missed, based upon the MVROP formulae

of 4 hrs. = .5 units, 8 hrs = 1 units, 12 hrs = 1.5 units etc…

o I understand that Students who violate MVROP or FUSD computer network rules may be

subject to suspension and/or immediate withdrawal from the class, which will result in a

loss of credit for the semester. In accordance with FUSD Ed. Code § 48904(b)1, students

and/or legal guardians will be liable for damage to equipment or materials if damage is a

result of a student violating one or more of the above rules.

o

Grade Level

Student Signature Date

_______________________________________________________________________________________________

Printed Name

_______________________________________________________________________________________________

Parent / Guardian Signature Date

________________________________________________________________________________________________

Printed Name