To inspire students to achieve their dreams and reach beyond themselves to make a difference in the world.
HILLBROOK’S MISSION
Hillbrook provides an extraordinary educational experience that fosters a love of learning in our students and helps them develop the knowledge, skills, and confidence to achieve their highest individual potential in school and in life. At Hillbrook, students are known, respected, and valued as individuals, and every day is a journey of self-discovery, imaginative thinking, creative problem solving, laughter, and friendship.
CORE
Why Hillbrook Upper School?
OUR EDUCATIONAL PHILOSOPHY
Since our founding in 1935, Hillbrook has provided an extraordinary educational experience and exceptional foundation for our students. The core differentiators for our program—the placement of choice and engagement at the center of the learning experience, an integrated, real-world approach that fosters deeper context and connections, and a commitment to diversity, equity, and inclusion—are the key components that allow us to evolve and expand students’ learning at every age and stage, from our youngest students in junior kindergarten to our graduating high schoolers.
Our academic program is guided by the core questions of the Scott Center for Social Entrepreneurship - “What matters to you? What are you doing about it?” These questions emphasize two foundational beliefs: learning must be purposeful and have enduring impact, and student interest drives both engagement and success.
A Hillbrook education is more than just challenging academics—students are inspired to make an impact on the world in a way that matters and makes sense to them, developing the skills and habits to reach beyond themselves and make a difference in the world. Hillbrook empowers students to make immediate and lasting civic and social impact during their high school years.
Each and every day on our San José campus, Hillbrook Upper School students live out our Core Values—be kind, be curious, take risks, be your best —as they engage with an exceptional team of educators, each of whom is committed to helping each student reach their highest individual potential in school and in life.
PURPOSEFUL LEARNING WITH ENDURING IMPACT
STUDENT INTEREST DRIVES ENGAGEMENT AND SUCCESS
Why Hillbrook Upper School?
DIVERSITY, EQUITY, INCLUSION, JUSTICE, & ACTION
In partnership with the Scott Center for Social Entrepreneurship, Hillbrook has built an educational program centering diversity, equity,and inclusivity, alongside justice and action. This program prepares students to see the world as it is, imagine what it might be, and develop the knowledge, skills, and confidence to build a more equitable and just future.
At Hillbrook, we teach cultural competency as the willingness to see oneself situated in a complex and diverse world, to seek understanding and appreciation of difference, to develop empathy, and to challenge biases and discrimination
We commit to constant iterative examinations of our curriculum, programs, and resources, while providing ongoing education for students through anti-bias / anti-racist practices and lenses.
ADDRESSING INEQUITY AND TAKING ACTION AGAINST INJUSTICE MAKING A MEANINGFUL DIFFERENCE IN OUR OWN COMMUNITY
Hillbrook Upper School
REACH BEYOND SCHOLARS
The Reach Beyond Scholars Program at Hillbrook brings together an extraordinary group of diverse 5th-12th grade students from under- represented and often marginalized communities. It actively supports students in their academic pursuits and seeks to provide clear pathways towards realizing their dreams and aspirations.
The Reach Beyond Scholars Program seeks to foster a sense of belonging for all students and families, understanding that our differences are not barriers, but an essential part of a strong community. We do this by our unwavering commitment to supporting students and families in every aspect of school, including financial, academic, social emotional support, college and career guidance, and other specific needs that families might have. Our program honors the experiences of every student and elevates their voices as valued and important contributors to the Hillbrook community.
The Reach Beyond Scholars Program serves students who demonstrate financial need and identify as part of one or more of these groups:
• First-generation college students
• BIPOC students (Black, indigenous, and people of color)
• Part of a community-based access organization (e.g. Breakthrough Silicon Valley, Peninsula Bridge, Boys & Girls Club)
STUDENT SUPPORT
At regular check-ins, students connect, reflect, and receive support in areas such as communication, advocacy, and peer-to-peer relationships. Students will additionally benefit from participation in affinity groups, college tours, and leadership development.
MENTORSHIP
Students will have opportunities to develop relationships with a caring professionals with shared social affinity, connect with students in higher education programs, and participate in shared learning experiences.
FAMILY SUPPORT
Families receive support through affinity groups, assistance with teacher communications, regular student progress check-ins, community resource connections, social support services (including translations), parent education events, and our Partner Family program.
OTHER RESOURCES & COMMUNITY SUPPORT
Hillbrook provides help with tuition, fees, transportation, school supplies, field trips, tests, and applications; we provide opportunities for meetings and celebrations with students and families
Hillbrook Upper School CLASS SCHEDULE
Hillbrook Upper School
SCHEDULE
The Hillbrook Upper School schedule combines research on learning, student engagement, and community wellness. Our rotating Block schedule, with three classes meeting each day for 80 minutes, provides students with the opportunity to engage in deeper learning, while allowing them to focus their attention on meaningful work outside of classes.
Key features of the schedule include:
• Six academic Blocks for students to deepen foundational competencies in core academics
• Exploratory Blocks for students to take risks in exploring new ways of thinking and doing
• All-school or advisory meetings to focus on community and belonging, social emotional growth, and critical topics of equity and inclusion
• Student Support Blocks offered three times per week for students to work with their teachers
• 3-week Reach Beyond Immersive courses each semester to engage in challenging, intense, real-world learning experiences (local, national, and international) focused on social impact
• The Hillbrook Experiential block (HEx Block) provides students opportunities to partner with local organizations through community engagement and internships. The four-year program supports students in developing and delivering on their two-year Social Impact Capstone project.
BLOCK SCHEDULE
Deeper connections to learning
EXPLORATORIES
New ways of thinking and doing
ALL-SCHOOL MEETINGS
Building community connections and belonging
STUDENT SUPPORT BLOCK
Connections and guidance with teachers
IMMERSIVES
Real-world learning experiences focused on social impact.
INTEGRATED ARTS Integrated Arts: Visual Inquiry and Fabrication Integrated Arts: Human Centered Design
EXPLORATORY Heath and Wellness 9 String Ensemble Yearbook Introduction to Robotics
IMMERSIVE I Social Impact 9: Climate Resilience
IMMERSIVE 2 Social Impact 9: Ocean Stewardship (Bahamas Island School)
10th Q1
MATH Math 3
10th Grade
Q2
SCIENCE Foundations of Science 2: Biochemistry
ENGLISH English 10: American Literature
HISTORY History 10: U.S. History
LANGUAGE Spanish 2
Q3
Q4
ELECTIVE Medical Problem Solving Advanced Robotics
EXPLORATORY Cryptography Health and Wellness 10 The Musical String Ensemble
IMMERSIVE I Social Impact 10: Sustainable Housing in Silicon Valley
IMMERSIVE 2 Advanced Social Impact: Women Driving Change (Montgomery, AL)
Sample Class Schedules (Cont’d)
Q1 Q2 Q3
MATH Advanced Calculus: Derivatives
11th Grade
Q4
Advanced Calculus: Integrals
SCIENCE Physics: Mechanics Physics: Electricity and Magnetism
ENGLISH Advanced Modern American Literature Advanced Shakespearean Analysis
HISTORY/ELECTIVE Civics: The Supreme Court
LANGUAGE Spanish 3
INDEPENDENT PROJECTS AND INTERNSHIPS: CURIOSITY/IMPACT
Advanced Robotics Engineering
San Jose Civics Challenge Capstone
EXPLORATORY String Ensemble String Ensemble Health and Wellness 11 College Counseling
IMMERSIVE I Advanced Social Impact: Climate Science and Policy
IMMERSIVE 2 Advanced Social Impact: The Economics of Water
Q1
Q2
MATH Advanced Calculus: Polynomial Approximations
12th Grade
Q3
GOA: Linear Algebra
Q4
Advanced Ecology
ENGLISH Advanced Modern American Literature Argentinian Literature
ELECTIVE Civics: The Supreme Court Advanced Argentinian History
LANGUAGE Spanish 4
SCIENCE Advanced Marine Biology Quarter Abroad –Argentina: Revolutions and Justice (Trans-disciplinary courses taught in Spanish; one English Elective)
INDEPENDENT PROJECTS AND INTERNSHIPS: CURIOSITY/IMPACT
Senior Impact Project
Spanish 5
Senior Impact Project
EXPLORATORY College Counseling Journalism: The School Newspaper The Forge: Metalworking
IMMERSIVE I Advanced Social Impact: The Language and Culture of Baja Sur
Hillbrook Upper School ACADEMIC PROGRAM
Academic Program
ENGLISH
Our English program seeks to develop appreciation for the joys and possibilities of literary expression, helping students become attentive analytical readers and clear, compelling writers. Students engage in close reading and discussion of literature, honoring diverse points of view and varieties of interpretation.
The curriculum is grounded in a range of world literature chosen to introduce students to important literary traditions, to help them develop and defend their own ideas, and to foster a lifelong love of learning. Students leave Hillbrook as thinkers and writers, capable in expressing both their critical and creative sensibilities through writing, and able to understand themselves, their families, and their world more clearly.
ENGLISH 9
English 9 focuses on a close study of World Literature, with an emphasis on voice and self-discovery. In partnership with World History, this introductory English class explores the interplay of culture, environment, and perspective. How do we and the world shape one another? How do I become a force for positive social and environmental impact? Over the school year, we examine themes that consistently surface within stories of struggle and transformation borne from cultural upheaval and change. Furthermore, we consider the role of personal and global agency in writing the story of our futures. Through a variety of texts and genres and an intensive focus on writing, students learn critical analysis, oral discourse, and persuasive composition skills that they will continue to practice throughout their four years of high school. In addition, they build awareness and understanding about their own identities and those of other people; engage in meaningful inquiry through discussion, research, and debate; and communicate their ideas with precision and purpose.
ENGLISH I0
English 10 builds upon English 9, studying U.S. literature through a variety of genres and identities. Students will explore broad themes in the American experience, such as freedom, power, and belonging, while analyzing texts through lenses like race, class, and religion. Students practice sustained and focused discussion, critical and literary analysis, and writing in multiple modes. The course complements U.S. History, as teachers work with students to find uncover interdisciplinary connections and concepts.
ENGLISH 11 & 12, ADVANCED STUDIES
In junior and senior year, we will offer a broad range of elective courses, including a variety of Advanced Studies options. Similar to offerings at colleges and universities, these courses will be heavily influenced by the pedagogical and academic expertise of our faculty. Options could include different genres of literature such as Poetry, Drama, or Speculative Fiction; identity-based literature such as gender studies or immigrant stories; or thematic literature courses on topics such as Environmental Studies or the “Coming of Age” Novel.
Academic Program SOCIAL SCIENCE & HISTORY
Our program emphasizes the value of studying history and social science as a means of better understanding the past, the present, and the future in context with one another. Students are active historians, learning from a range of historical sources, both secondary and primary, and challenged to develop their own analytical ideas through writing, research, and discussion. Students gain insights about the world and themselves through interdisciplinary investigation, evidence-based reasoning, critical thinking, identifying perspective, evaluating bias, building empathy, and finding interconnectedness between people, culture, and environment.
Beginning in one core course for all 9 students build community both within their school and with the broader San José community. They learn to recognize how patterns of human interaction and achievement, as well as current and past events, influence their lives, and how to identify and take action on opportunities to partner with others to create positive change. Courses include both general survey courses and Advanced Studies courses that focus on specific themes, regions, and eras. All coursework emphasize the positive impact of taking an active role in society, and students are provided meaningful opportunities and inspiration to apply their learning in real-world contexts.
In this ninth grade course, students explore modern world history across regions and eras in order to develop the skills and techniques that historians use to understand and interpret the past. The course will emphasize global interactions and connections—from the Great/Columbian Exchange through the world wars, decolonization, and international realignments—that affected Europe, the Americas, Africa, East Asia, and the Middle East. Using a broad range of secondary and primary sources, students will practice critical thinking skills and develop a sense of history as a series of evolving interpretations. The course will analyze the interconnection between geography and culture, and will provide a foundation for the 9th grade Spring Reach Beyond Immersives that are built around one question: “How do geography, history, and culture create the capacity for social impact?”
U.S. HISTORY
This 10th grade course, taught alongside U.S. Literature, considers broad themes in American history, including the creation of the Republic, expansionism, industrialization, urbanization, the changing role of the United States in the world, social justice movements throughout history, and the continuing tension between stated ideals and the reality of lived experiences. Students will engage with a range of secondary and primary sources, and produce a variety of analytical essays, historiography and research projects. Classes will be active, including a range of debates and discussions, research, and presentations.
11TH - 12TH GRADE, ADVANCED STUDIES
11th and 12th graders will have the opportunity to take a rich array of history and social science classes, including a series of Advanced Studies options. Possible courses may include studies of histories of various continents, countries and regions (Africa, China, Latin America), social science courses such as constitutional law, civics, and economics, and topical histories about race, gender, or immigration.
Academic Program MATH
Learning math means actively see mathematics as an act of curiosity, critical thinking, and communication. Our math program uses an integrated and problem-based approach to inspire students to think and act as mathematicians. Algebra, geometry, and trigonometry are woven together as students learn to tackle problems from multiple angles. The focus is less on finding the “right answer,” and more on providing a discussion-based, student-centered classroom, where students compare work, present ideas, and work together to find solutions. Rather than simply learning a set of computational procedures, students learn to explore, identify patterns, and develop and prove conjectures, applying these ideas to new problems. Through a three-year sequence of integrated mathematics (Math 1-3), students develop competency in data analysis, geometry, algebra, and trigonometry. They will also be introduced to the key concepts in single-variable calculus (derivatives, integrals, and Taylor polynomials). Through this process, students gain enduring and transferable understanding of the key mathematical content, concepts, and skills.
Upon completing the Integrated Math program, students will have explored topics typically covered in traditional Algebra 1 and 2, Geometry, Precalculus, and Statistics courses. While completing the Math 1-3 sequence, students can take electives in courses such as matrix theory/linear algebra, cryptography, mathematical modeling, discrete mathematics, and computer science. After finishing the sequence, students can pursue Advanced Studies coursework on topics such as single variable and multivariable calculus, linear algebra, logic, set theory, and group theory.
Upon entering ninth grade, students will typically be placed in either Math 1, 2, or 3 depending on their competency, teacher recommendations, a diagnostic test, and conversations with the family.
MATH 1
Math 1, the first of three integrated math courses in our core math sequence, serves to help students develop useful habits and skills for thinking like a mathematician. While the course primarily focuses on exploring concepts from geometry linked with processes from algebra, students will also explore introductory ideas in statistics and data analysis. Students will study plane and analytic geometry, while continuing to use and extend algebra concepts. Topics include: slope, lines, angles, polygons, circles, area, coordinate geometry, congruence, similarity, and right triangle trigonometry. Vectors and parametric equations will be explored at an introductory level and occasionally used as a means for studying various geometric concepts. Students will also gain an introductory exposure to coding, using ideas to enhance their understanding of certain mathematical processes and formulas.
MATH 2
Math 2, the second of three integrated math courses in our core math sequence, serves to help students continue to develop useful habits and skills for thinking like a mathematician. While the course primarily focuses on continuing to explore algebraic and geometric concepts and the links between them, students will also explore introductory ideas in statistics, probability, and coding. Topics include: slope; linear, absolute value, quadratic, radical, rational, exponential, and logarithmic properties, equations, and functions; circles; coordinate geometry; and right triangle trigonometry. Explorations of vectors and parametric equations will continue in Math 2, with some extensions into vector algebra. Time permitting, students may also encounter introductions to circular trigonometry, series/sequences, and complex numbers.
MATH 3
Math 3 is the final course in the three-year integrated sequence. Circular trigonometry is studied in depth as students review and round out their explorations of mathematical functions and modeling techniques. Function analysis and transformations play a central role in Math 3, as do series and sequences. Students begin to explore introductory ideas from calculus, including limits, approximating the slope of the tangent to a curve at a given point, and difference quotients. Other topics include: introductory combinatorics, polar coordinates and curves, parametric equations, and complex numbers and the complex plane.
Academic Program SCIENCE
Hillbrook’s Science program leverages students’ innate sense of wonder about the world to elicit thoughtful questions, addressed through inquiry, reason, observation, and experimentation. Our program creates time to tinker and explore, situates investigations in students’ interests and experiences, and examines the diverse ways scientists study the world and propose evidence-based explanations.
Utilizing state-of-the-art equipment and partnerships with local universities and companies, students are encouraged and prepared to conduct original, authentic scientific research. They develop questions, drive investigations, and incorporate diverse perspectives to build rigorous understanding about what matters to them.
Students will take two foundational science courses in chemistry and biology in their first two years, a course in Advanced Climate Science and/or Physics in their third year, and will have the opportunity to take a range of electives, including Advanced Studies. The Hillbrook Science and Research programs work hand-in-hand to produce students who can use scientific knowledge and research solutions to their community's problems.
Planned electives will include Anatomy, Physiology, and Emergency Medicine; Advanced Marine Biology; Science and Society: HIV; Science and Society: Addiction; Advanced Research/Project Management; Advanced Ecology.
FOUNDATIONS IN SCIENCE: BIOCHEMISTRY 1
This ninth grade course lays the foundation for scientific inquiry. Students develop proficiency in laboratory practice, the scientific method, research, and scientific writing as they explore topics of chemistry and molecular biology.
FOUNDATIONS IN SCIENCE: BIOCHEMISTRY 2
10th graders build an understanding of dynamic living systems and the interplay between humans and the natural world. Students apply theoretical tools to examine change and impact on various levels of living systems over time, as they learn to define systems and then isolate and test the impact of different factors. Through labs and hands-on explorations, students build their understanding of the process of science through direct experience.
ADVANCED CLIMATE SCIENCE
In this Advanced Course, students will examine the general structure of the ocean and atmosphere in order to consider the processes and interactions that contribute to climate variability. Students will research and explore the dominant climate models of variability, including El Niño-Southern Oscillation, in order to evaluate the processes driving climate change on longer timescales. With this framework, students will explore the impacts of anthropogenic greenhouse gases and how the climate system may be influenced in a warming climate.
PHYSICS
Students learn to apply principles of the physical sciences to real-world examples. Practicing and refining their skills in the scientific method, students ask questions, design and carry out experiments, interpret the results, and communicate their results to others. Whenever possible, students learn the material through hands-on explorations and experiments, including digital simulations. In addition, students spend time in class learning strategies and gaining endurance in solving challenging problems.
Academic Program VISUAL & PERFORMING ARTS
Our Arts programs further Hillbrook’s mission to help students develop knowledge, skills, and confidence to discover and express themselves through a variety of visual and performing arts courses. Students build curiosity, awareness, appreciation, familiarity, technical skill, and discernment, laying a foundation for a lifelong connection to the arts and the important role that creativity and self-expression play in the human experience.
Our students hone their perception, acquire skills and methods, build flexible thinking and transdisciplinary skills, create and make in conversation, and learn how creation conveys deliberation and intention. Students will be met where they are, discover and refine their abilities, and gain wisdom through wonder and discovery.
The Visual and Performing Arts program is expansive in breadth and depth. With offerings in visual arts and thinking, dance, music, and theater, we emphasize the creative process as much as the final product or production. The art program deepens student understanding of inspiration and context, while emphasizing critical-thinking and communication skills. At the core of the program is the belief that the arts help make us fully realized human beings, as we learn new ways to see and think about ourselves and others.
In addition to plays and performances, all ninth grade students take a yearlong Integrated Arts course, an arts and engineering course (which provides students with an introduction to digital and physical fabrication), and visual art.
INTEGRATED ARTS AND DESIGN
Students are introduced to ways of thinking and communicating visually. The course blends visual and digital arts, design and engineering into a experience designed to unleash one’s creative potential.
ADDITIONAL COURSES
Visual Art- 2D and 3D Spaces; Graphic Design; Sculpture; Advanced Ceramics; Video Production; Advanced Visual Art; Music Composition; String Ensemble; Contemporary Band; Introduction to Theater; Advanced Musical Theater; Advanced Theater; Advanced Documentary Filmmaking (** Scott Center Social Impact class**)
Academic Program DESIGN & ENGINEERING
At Hillbrook, we believe all students graduating high school must have hands-on experiences and fluency with design principles, engineering practices, and coding and algorithmic thinking. These courses prepare students to have the intellectual, emotional, and relational endurance to develop as dynamic problem solvers, seek opportunity in the face of adversity, and tackle the myriad problems of the future.
In these courses, students use a combination of systems and design thinking to identify problems and building potential solutions. These courses are deeply interdisciplinary and entirely project-based. All ninth graders focus on elements and principles of art and design, which builds the foundation for future design and engineering courses.
INTEGRATED ARTS AND DESIGN
Students are introduced to ways of thinking and designing in 2- and 3-d space. Using traditional and digital fabrication tools in the Design and Innovation Center, students engage in human-centered design to solve real-world problems.
ADDITIONAL COURSES:
Architecture: CAD Design and Build; App Design; Art and Fabrication; Designing for Social Impact (** Scott Center for Social Impact class**); Mechanical Engineering; Advanced Machine Learning; Video Game Development; Cybersecurity
Academic Program WORLD LANGUAGES: Spanish
World language learning furthers Hillbrook’s mission to know, respect, and value individuals as they achieve their highest individual potential in school and in life. Our World Language students acquire and practice language skills, investigate world issues, understand and appreciate their own and others’ cultures, cultivate creative, flexible thinking, and understand language as a tool for connection and collaboration.
At Hillbrook, we expect students to graduate with proficiency in at least one other language. Along with teaching the language, we use class time to investigate other cultures, challenging students to gain broader cultural competencies. Language is taught in the target language, and classes frequently use the city as a classroom to engage in place-based and immersive learning.
Upon entering ninth grade, students will be placed in the level 1, 2, or 3 class of their chosen language (Spanish or Mandarin) based on proficiency. Students are required to take three years during high school in a given language. After completing level 3, students can choose from a number of different level 4 and 5 electives.
SPANISH 1
Students will learn to communicate in Spanish in real, meaningful situations and cultural contexts. By the end of the course, students will have developed basic proficiency in Spanish at the novice-low to novice-mid level. This includes being able to understand Spanish speech about familiar topics spoken at a slower than usual pace, reading short texts, and writing in simple sentences with basic vocabulary and cognates. Students will be able to speak and write about daily life in short, simple sentences, mostly in the present and immediate future tenses.
SPANISH 2
Students will further develop the skills needed to interact in Spanish, to understand grammatical concepts, and to appreciate the immense linguistic and cultural diversity of the Spanish speaking world. Vocabulary will extend to topics of jobs, daily routines, giving directions, important life events and the history of Spain. Grammatical concepts include the present progressive: the verb estar + gerund; ser vs. estar; direct and indirect object pronouns; saber vs. conocer; dar vs. decir; more verbs like gustar for expressing likes and dislikes; the preterit tense of regular and irregular verbs; saying how long ago something happened: hace + time + que; and ordinal numbers.
SPANISH 3
Building on Spanish 2, students will use their increasing fluency to speak and write about daily life in complete sentences, mostly in the present and immediate future tenses, with some past tense. They will also recognize the forms and contexts of use for different past tenses, with a focus on when to use the preterit vs. the imperfect. Topics will include food culture, entertainment, and the natural world. Grammatical concepts will cover the imperfect tense of regular and irregular verbs; formal commands; speaking generally with impersonal and passive use; expressing negation; avoiding repetition with double object pronouns; expressing obligation or uncertainty, giving advice, or reacting emotionally with the present subjunctive.
Academic Program WORLD LANGUAGES: Mandarin
World language learning furthers Hillbrook’s mission to know, respect, and value individuals as they achieve their highest individual potential in school and in life. Our World Language students acquire and practice language skills, investigate world issues, understand and appreciate their own and others’ cultures, cultivate creative, flexible thinking, and understand language as a tool for connection and collaboration.
At Hillbrook, we expect students to graduate with proficiency in at least one other language. Along with teaching the language, we use class time to investigate other cultures, challenging students to gain broader cultural competencies. Language is taught in the target language, and classes frequently use the city as a classroom to engage in place-based and immersive learning.
Upon entering ninth grade, students will be placed in the level 1, 2, or 3 class of their chosen language (Spanish or Mandarin) based on proficiency. Students are required to take three years during high school in a given language. After completing level 3, students can choose from a number of different level 4 and 5 electives.
MANDARIN 1
Students develop basic language skills in a cultural context by understanding and responding to structured social conversations. Starting with the introduction of the Chinese language system (including Pinyin), tones, radicals, and characters, this course focuses on students' production of simple sentences and brief paragraphs related to the topics of greeting, sharing personal information and preferences, introducing others, making plans, and discussing school life.
MANDARIN
2
Students continue to improve their Chinese skills by using both structured and created language. Cultural connections are made at appropriate intervals to familiarize students with the Chinese-speaking world. Students learn to initiate and participate in daily communication, apply new vocabulary and more complex sentence patterns to fulfill the functions of expressing individual needs, describing circumstances, comparing the similarities and differences of phenomena, and demonstrating culturally contextualized understanding.
MANDARIN
3
Students develop their essential Chinese language skills while gaining a deeper understanding of Chinese culture through engaging with various audio, visual, and textual materials to produce an increasingly authentic language application experience. The course is designed for students who have had at least two years of Chinese study, and features structured communication through comprehensive skill enhancement with abundant task-based practical grammatical structures and sentence patterns.
Academic Program ATHLETICS
Something powerful happens when you engage curious, motivated student-athletes with coaches who care and know how to inspire students toward a goal.
At Hillbrook, the pursuit of excellence in our athletic program will be evident in a way that will challenge others how to think and act and that will serve to unite the community. Based on an individualized approach centered around sustainable sports performance and wellness principles, we will support the physical, social and emotional growth of our students in a way that is grounded in the core values of the school.
Our current sports offerings include Cross Country, 8 Person Football, Girls Volleyball, Boys Basketball, Girls Basketball, Track & Field and Boys Volleyball. As our student body grows, our athletic program will grow based on student interest and in a way that will support the college bound student-athlete and the student-athlete who is committed to team and school. We are currently competing as an associate member of the CIF-CCS with plans to become a full member in 2024-25.
CURRENT & FUTURE
ATHLETIC OFFERINGS
Cross Country
Football
Volleyball
Basketball
Track & Field
Soccer
Lacrosse
Swimming & Diving
Water Polo
Tennis
Golf
Academic Program REACH BEYOND IMMERSIVES
How do we empower students to wrestle with complex problems? How do we prepare them to seek opportunity in uncertainty, to thrive in ambiguity, and learn to reach beyond themselves to make a difference in the world? We do this by building upon Hillbrook’s longtime commitment to experiential and social impact learning. We do this by providing students with real-world, hands-on learning. We do this by bringing students outside of the classroom to engage in place-based learning, learning that is by nature complex and interdisciplinary and thus calls on students to develop as systems thinkers. We do this in our three-week Immersive classes.
Occurring at the beginning and end of each semester, these courses transform the way students see themselves and the world around them. Reach Beyond Immersives offer Hillbrook students learning experiences that are as exciting as they are important, and as empowering as they are eye-opening. Through our partnership with The Scott Center for Social Entrepreneurship, each course provides authentic, immersive opportunities that extend learning far beyond the confines of a classroom, with near-unlimited potential for social impact. Students might spend time in New Zealand on a kiwi farm learning about innovations in sustainable AgTech, working in a state-of-the-art oceanography lab at MIT, or creating revolutionary inclusive design with IDEO in San Francisco—no matter where a Reach Beyond journey leads, it always takes our students somewhere unforgettable.
REACH BEYOND IMMERSIVES: FALL SEMESTER
In their Fall semester, students will have a series of choices tied to San Jose emphasizing the role of the City as Classroom and building on the work of our social impact program.
2024 Courses included:
• Civics and Climate Resistance - With an emphasis on building a sustainable future, students explore the effects of climate threats such as heat, flooding, and fire. In order to combat these issues, students study climate solutions in the realms of energy, infrastructure, urban agriculture, and the landscape, all centered on the city of San José.
• Housing and the Unhouses - In this course, students learn about housing systems and study issues impacting the unhoused within our community. Students explore existing supportive housing solutions through expert interviews and site visits, while identifying unmet needs and gaps within the system of which they could contribute potential solutions.
• Our Voices, Our Rights - In this course, students learn about the First Amendment and its role within a contemporary society. With a focus on campus protest, pop culture, and sports, students look deeply into the layers of our society and how our rights are expressed in action.
REACH BEYOND IMMERSIVES: SPRING SEMESTER
Spring Reach Beyond Immersive courses explore the following essential questions: Why do we leave home? How does social impact emerge from place? What matters to others?
Courses will occur all over the world, and might include:
• Ocean Sustainability & Marine Science in Bahamas - Students investigate south Eleuthera local ecosystems alongside educators, scientists, and local community experts and witness firsthand the challenges facing the ocean and its wildlife.
• Highland Sustainability & Community Empowerment in Costa Rica - Students collaborate with local leaders in the Los Santos region to convert conventional coffee farms into organic ones. They engage in environmental sustainability efforts and participate in authentic cultural exchange.
• Climate Justice in Alaska - Students explore climate change and environmental stewardship through scientific research, hiking, kayaking, book talks with authors, and learning about the relationship between the Tlingit people and the National Park.
• Food Justice: Local to Global Connections in San Jose, CA - Students examine local food insecurity and recovery efforts, partnering with nonprofits focused on equity and sustainability. They also connect virtually with a school abroad to collaborate on shared food justice challenges.
• Race, Power, and Preservation of African-American History in Savannah, GAStudents explore the history of race, slavery, and Black land ownership in Savannah and the rural Gullah-Geechee culture. Topics include reparations, banking inequity, gentrification, redlining, heirs property law, and more.
• Women Driving Change: Montgomery Civil Rights Field Experience in Montgomery, ALStudents delve into the critical role of women in the Civil Rights Movement, exploring key events, including Rosa Parks and the Montgomery Bus Boycott and the Freedom Rides. Students connect these historic struggles to current issues of racial and social inequality.
BEYOND ACADEMICS: CULTURE, CONNECTIONS,
& COMMUNITY
ADVISORY
Students will be paired with an advisor who will be their point-person and support, both academically and social-emotionally. Students meet in their advisory group (10-12 students) 2-3 times per week. The advisory curriculum will be built around topics of Diversity, Equity, Inclusion, Justice, and Action.
ALL-SCHOOL MEETING
As our Upper School grows and expands in its first years, regular meetings—by grade and as a full school—shape a culture of inclusion. Like Friday Flag in JK-8, weekly All-School meetings are a place for Upper School students to join together in community, providing a key opportunity for student leadership and opportunities to build culture and community. The time will also be used to deepen our Diversity, Equity, Inclusion, Justice, and Action curriculum.
EXPLORATORIES
The Exploratory program provides students the opportunity to explore a passion project or topic—sometimes something brand-new, other times a long-standing area of interest. Because these courses are ungraded or Pass/No Credit, the Exploratory periods create opportunities for students to take risks without the perceived pressure of impacting their GPA. Exploratory classes are a quarter in length.
HEx BLOCK
The HEx Block, or Hillbrook Experiential Block, is dedicated time for students to work on individual or group projects, engage in their curiosity or social impact project, or participate in an internship or service learning. An advisor and college counselor support each student develop effective frameworks for product/project management.
STUDENT SUPPORT BLOCK: EXPLORE & EXTEND
Each week we will have five Support Blocks that allow students uninterrupted time to meet with their teachers for support, acceleration, enrichment, or even just to talk through an issue or topic. Our “low floor, no ceiling” approach to learning provides opportunities for each student to be uniquely challenged and supported by the educators who know them best.
Hillbrook Upper School PREPARING FOR GRADUATION
Preparing for Graduation: ADVANCED STUDIES PROGRAM
While all Hillbrook classes provide a rich and robust foundation for academic success in college and beyond, many classes offer a level of rigor equal to–and at times exceeding–college level work. These courses are designated as Hillbrook Advanced Studies courses.
The Hillbrook Advanced Studies courses, offered in every discipline, are intentionally designed independently by Hillbrook faculty to provide unbounded learning opportunities for students to engage in purposeful, relevant learning that matters to them. These classes represent the school’s most challenging coursework, and will be recognized as honors-level courses by colleges.
Calculus
Studio Art
Literature Analysis & Composition
Calculus-Based Physics
Science and Society
ADVANCED STUDIES –UNIQUELY HILLBROOK
Drug Design
Thermodynamics
Machine Learning
Epidemiology
Dystopian Literature
History of Reconstruction Era
Cultural Anthropology
Climate Justice
Modern Conflict
Preparing for Graduation: HYBRID CLASSES
Our oldest students engage in a hybrid learning model and flexible schedule, a proto-college experience that emphasizes increased responsibility and greater independence. In this hybrid model, classes have both in-person instruction coupled with work outside the classroom. 11th and 12th graders thrive with a sophisticated schedule that offers a level of trust and independence—as well as greater opportunities for real-world learning—that put our graduates head and shoulders ahead as they enter their college years.
HYBRID LEARNING MIGHT LOOK LIKE…
Lab research
Off-campus internships
Mentorship sessions
Studio or stage rentals
Engineering lab work
Hybrid learning combines elements of the college experience while also retaining the structures (in-person advisory times each week, for example) that are critical to supporting and nurturing young minds. This model will evolve through the years to fit students’ needs and manifest new possibilities we have not yet imagined, as part of our ongoing commitment to make the learning experience better for our students.
WHY HYBRID LEARNING?
Flexibility
Independence
Community Engagement
Confidence-Building
Bespoke learning experience
Preparing for Graduation: IMPACT FELLOWS PROGRAM
Created in partnership with the Scott Center for Social Entrepreneurship, The Social Impact Fellowship is the most prestigious and intellectually challenging designation and recognition of students that excel in their commitment to see the world as it is, imagine what it might be and partner with their communities to make a positive impact for people and the planet.
PROGRAM REQUIREMENTS
In order to qualify for the Impact Fellows Program, students must:
Using the United Nations’ Sustainable Development Goals as a framework, each discipline will offer courses that deepen students’ capacity to reach beyond themselves and make a positive difference in the world. Through a focus on one (or more) Sustainable Development Goal, each of these courses will have a project component that deepens students’ understanding and application of the 6 lenses of social entrepreneurship, raising their impact literacy and analytical skills. www.scottcenterse.org
• Take at least eight courses designated as Social Impact classes
• Design and lead an independent or group project focused on social impact in the San José area
• Successfully defend their social impact portfolio to a team of faculty and community advisors
COLLEGE COUNSELING
Hillbrook’s mission, Core Values, and beliefs are uniquely aligned with those qualities sought not only by colleges and universities, but also by employers in our ever-changing world. Before students begin doing the work traditionally associated with “College Counseling”—college research, visits, essays, applications, interviews—they assemble a portfolio of work, present this work to faculty, developing their personal writing, pursuing rigorous coursework, gain exposure to standardized testing through the PSAT and prep opportunities, and engaging meaningfully within the community and in areas of strong personal interest. These experiences build the foundation of self-knowledge and purpose that the college application demands of students, a foundation that is central to Hillbrook’s identity as an institution.
YOUR CHOICE, OUR SUPPORT.
The College Counseling team is actively involved with the life of the school, and committed to supporting students and families. We share timely and current information about college admissions and financial aid, based on years of experience reading applications, serving on admission committees, visiting colleges, connecting with colleagues and institutions through local and national professional organizations and conferences, and remaining current on relevant issues and policies.
By the time the focus shifts in junior year to finding a strong match between student and institution, students are developmentally ready to apply the same rigorous attention they’ve spent learning about themselves, their interests, and goals to the places where they will continue to grow, learn, and discover themselves in the years ahead.
Applying to college is a time- and energy-consuming process, and the individual and group College Counseling meetings offered (primarily in junior and senior year) are aimed at clearly conveying information, prompting students to complete tasks with direct applicability to what they will be required in their future application materials.
While each student’s personality, interests, and goals will vary, there are shared aspects of this process that College Counseling will work to model and reinforce: time management and organization, self-advocacy, and decisionmaking—essential life skills that are an integral part of each student’s college journey.
Preparing for Graduation: CREDITS AND REQUIREMENTS
The graduation requirements provide students with a well-balanced course load that prepares them for college academics—while also providing them with the space to focus on areas of interest. One student might choose to pursue a suite of advanced Engineering courses, while another may choose to take additional courses in Humanities. Hillbrook requires both students to take above and beyond the UC requirements.
In terms of the requirements, the unit of measurement is 1.0 Carnegie Unit, which serves as the equivalent of a full year course. This can be met in the following ways:
• Semester course (0.5 credits)
• Full year course (1.0 credits)
• a Reach Beyond Immersive (.5 credits)
Students must earn 27.5 credits to graduate.
HILLBROOK GRADUATION REQUIREMENTS:
• World Language: 3 years of the same language
• History: 3 years, including 1.0 US History; 1.0 Modern World History; 0.5 Civics
• English: 4 years, including 1.0 American Literature, 1.0 World Literature
• Mathematics: 3 years, at least through Math 3
• Science: 3 years: Biochemistry 1 and Biochemistry 2, plus Physics or Advanced Climate Science
• Arts: 1 year of Applied Arts (9)
• Design and Engineering: 0.5 credit elective
• Physical Education: Four semesters or seasons of P.E. or competitive sports
Subject
GRADUATION REQUIREMENTS: BY THE NUMBERS
University of California (UC) Requirements
History
English
Mathematics
Two years of history, including one year of world history, cultures or historical geography (may be a single yearlong course or two one-semester courses), and one year of U.S. history or one-half year of U.S. history and one-half year of civics or American government
Four years of college-preparatory English that include frequent writing, from brainstorming to final paper, as well as reading of classic and modern literature. No more than one year of ESL-type courses can be used to meet this requirement.
Three years of college-preparatory mathematics that include the topics covered in elementary and advanced algebra and two- and three-dimensional geometry. A geometry course or an integrated math course with a sufficient amount of geometry content must be completed. Approved integrated math courses may be used to fulfill part or all of this requirement, as may math courses taken in the seventh and eighth grades if the high school accepts them as equivalent to its own courses; also acceptable are courses that address the previously mentioned content areas and include or integrate probability, statistics or trigonometry. Courses intended for 11th and/or 12th grade levels may satisfy the required third year or recommended fourth year of the subject requirement if approved as an advanced math course.
Hillbrook Upper School Academic Program
3 years, including 1.0 U.S. History; 1.0 Modern World History; 0.5 Civics
4 years, including 1.0 American Literature, 1.0 World Literature
3 years, or at least through Math 3
Science
Language
Visual & Performing Arts
College Preparatory Elective
Two years of college-preparatory science, including or integrating topics that provide fundamental knowledge in two of these three subjects: biology, chemistry, or physics. One year of approved interdisciplinary or earth and space sciences coursework can meet one year of the requirement. Computer Science, Engineering, Applied Science courses can be used in area D as an additional science (i.e., third year and beyond).
Two years, or equivalent to the 2nd level of high school instruction, of the same language other than English are required. (Three years/3rd level of high school instruction recommended). Courses should emphasize speaking and understanding, and include instruction in grammar, vocabulary, reading, composition and culture. American Sign Language and classical languages, such as Latin and Greek, are acceptable, as are Native American languages. Courses taken in the seventh and eighth grades may be used to fulfill part or all of this requirement if the high school accepts them as equivalent to its own courses.
One yearlong course of visual and performing arts chosen from the following disciplines: dance, music, theater, visual arts or interdisciplinary arts — or two one-semester courses from the same discipline is also acceptable.
One year (two semesters) chosen from courses specific to the elective (G) subject area or courses beyond those used to satisfy the requirements of the A-F subjects.
3 years, Biochem 1, Biochem 2, and either Physics or Advanced Climate Science
3 years of the same language (Spanish, Mandarin,)
1 year minimum from the same discipline
Equivalent of 13.0 credits, which includes Reach Beyond Immersives
STUDENT SUPPORT
Health & Wellness
A comprehensive Health and Wellness program is central to the Hillbrook experience. We recognize that there is growing mental health crisis in young people, and our focus emphasizes kindness toward others as well as toward oneself. Learning courage and resilience requires students to have the intra- and inter-personal skills to navigate unexpected challenges; students have myriad opportunities to learn and practice skills in all-school and grade-level meetings and during advisory, as well as during one exploratory class each year. This integrated learning method creates a “spiral,” where students have multiple opportunities to encounter the same lessons again and again—ensuring ongoing opportunities to develop empathy and a sense of self, with the capacity to care for both self and for others in their community.
Learning Strategies & Support
We recognize and honor that all students learn differently, and believe wholeheartedly in a learning culture that values and supports all learners. A Hillbrook education is hands-on, student-driven, and highly differentiated—a “low floor, no ceiling” approach designed to be accessible to a diverse range of learning styles and needs. Teachers partner with colleagues, advisors, and our Director of Student Support to design successful and challenging educational experiences for all students in their classes. Student Support Plans provide extra pull-up support when needed, and are created by the Director of Student Support in partnership with school leaders, the family, and the student.
CAMPUS LOCATIONS
227 NORTH 1ST STREET
SAN JOSE, CA 95113
Located next to a VTA light rail line, the historic Moir Building - also known as the St. James Hotel - dates back to 1894, and is filled with classic and modern touches, with natural light from a large central skylight. When searching for a home for Hillbrook School, we all wanted a building with a presence and character; additionally, the adaptive reuse of a Nationally Historic building aligns with our school's values, especially around sustainability. Beginning in Fall 2025, the Moir will be our main classroom building.
240 NORTH 2nd STREET
SAN JOSE, CA 95112
Our San José campus is housed in the historic Armory, a Spanish Revival-style building that was constructed in 1934 to house the California National Guard. Currently serving as both our gym and our main classroom space, our newest building features a hand-laid oak floor in the gym, large, spacious classrooms filled with natural light, and a beautiful mix of historic elements and modern updates. In 2024, Hillbrook was actually honored with a “Rehab and Reuse” Structures Award from The Silicon Valley Business Journal for the building’s transformation!
