Special education services at the high schools are offered to students identified as needing learning support, emotional support, life skills or multiple disabilities support.  Specific services, specially designed instruction, location, and level of intervention are determined by the student's Individualized Education Plan (IEP).  Meeting individual needs and abilities are the primary concerns in planning learning sequences and providing educational opportunities for each student. The regular education curriculum is followed and adapted as appropriate. Any students participating in an alternate curriculum is the decision of the IEP Team. Life Skills Support programs are scheduled on an individual basis. 

ENGLISH I

Each of the courses listed above is designed to supplement the basic English curriculum during each of four required courses and is open to those students in the learning support resource room.  The program is based on diagnosis and remediation. Each student's level is determined by diagnostic testing.  The class is designed to assist the student in two ways.  The regular English program is modified through direct instruction to suit the particular needs of the student.  Secondly, the special education teacher also assists the regular classroom teacher in any adaptations necessary to have the student succeed in the regular class.  This classroom provides remediation in deficit areas.  Goals, objectives, and classroom adaptations are specified in the Individualized Education Program (IEP).  

ENGLISH III 

Each of the courses listed above is designed to supplement the basic English curriculum during each of four required courses and is open to those students in the learning support resource room.  The program is based on diagnosis and remediation. Each student's level is determined by diagnostic testing.  The class is designed to assist the student in two ways.  The regular English program is modified through direct instruction to suit the particular needs of the student.  Secondly, the special education teacher assists the regular classroom teacher in any adaptations necessary to have the student succeed in the regular class.  This classroom provides remediation in deficit areas.  Goals, objectives, and classroom adaptations are specified in the Individualized Education Program (IEP).

Each of the courses listed above is designed to supplement the basic English curriculum during each of four required courses and is open to those students in the learning support resource room.  The program is based on diagnosis and remediation. Each student's level is determined by diagnostic testing.  The class is designed to assist the student in two ways.  The regular English program is modified through direct instruction to suit the particular needs of the student.  Secondly, the special education teacher assists the regular classroom teacher in any adaptations necessary to have the student succeed in the regular class.  This classroom provides remediation in deficit areas.  Goals, objectives, and classroom adaptations are specified in the Individualized Education Program (IEP). 

ACCELERATED MATH LAB 

The Accelerated Math Lab program is designed to provide instruction and/or support for those special education students who would benefit from additional support in math.  Students may request assistance through their special education teacher.  This program is provided on an individual basis based upon need and only after consultation with and approval of the students’ parents.

FUNCTIONAL MATH I 

Eligibility:  This course is a 55 minute a day course designed to provide a structured program to help students participating in an alternate curriculum improve their functional math skills. The course is designed to provide direct instruction to address students’ I.E.P goals and objectives.  Students’ progress at their own rate and new skills are taught on an individual need basis. 

Eligibility:  Successful completion of Functional Math I (8142).  This course is a 55 minute a day course designed to provide a structured program to help students participating in an alternate curriculum improve their functional math skills. The course is designed to provide direct instruction to address students’ I.E.P goals and objectives.  Students’ progress at their own rate and new skills are taught on an individual need basis. 

Eligibility:  Successful completion of Functional Math II (8143).  This course is a 55 minute a day course designed to provide a structured program to help students participating in an alternate curriculum improve their functional math skills. The course is designed to provide direct instruction to address students’ I.E.P goals and objectives.  Students’ progress at their own rate and new skills are taught on an individual need basis. 

FUNCTIONAL MATH IV 

Eligibility:  Successful completion of Functional Math III (8144).  This course is a 55 minute a day course designed to provide a structured program to help students participating in an alternate curriculum improve their functional math skills. The course is designed to provide direct instruction to address students’ I.E.P goals and objectives.  Students’ progress at their own rate and new skills are taught on an individual need basis. 

This course provides students with a comprehensive study of many types of consumer decisions.  Emphasis is placed upon the prerequisite skills, concepts, and problem-solving experiences required for the solution of the everyday problems of today's consumer.  Some time is spent reviewing the basic operations of whole numbers, fractions, and decimals, as well as a review of percentages.   

This course helps students understand the structures and techniques of algebra and expects them to become proficient in applying algebraic concepts and skills.  Students build their knowledge of number systems and properties of operations that justify simple algebraic skills.  Topics include the real number system, solving linear equations and inequalities, polynomial operations, and the rectangular coordinate system. operations with polynomials, factoring of polynomials, operations with rational expressions, operations with quadratic equations, and solving and graphing systems of equations and inequalities.

This course helps students understand the structures and techniques of algebra and expects them to become proficient in applying algebraic concepts and skills.  Students build their knowledge of number systems and properties of operations that justify simple algebraic skills.  Topics include the real number system, solving linear equations and inequalities, polynomial operations, and the rectangular coordinate system. operations with polynomials, factoring of polynomials, operations with rational expressions, operations with quadratic equations, and solving and graphing systems of equations and inequalities.

GEOMETRY 

This course explores the basic structure of geometry and develops an understanding and appreciation of deductive logic in mathematics.  The course is designed to strengthen algebraic skills, develop powers of spatial visualization, and assist students to grow in the understanding of the deductive method and the need for precision of language.

MATHEMATICS/CAREER EXPLORATION 

This course prepares the student to organize his/her personal financial affairs as an adult through the development of mathematical skills, concepts, and useful terminology.  Students’ progress at their own rate, and new skills are taught on an individual basis.  In addition, one class period per cycle is devoted to career planning.  Students explore interest/aptitude inventories and research careers.  Special emphasis is placed on the basic essential work habits necessary for successful employment.  12 Pds./Cycle meets eighty minutes per day for one (1) semester.  6 Pds./Cycle meets for forty minutes per day for a full year.

This course provides a structured program designed to help students improve their reading abilities.  This course makes use of individual and small group instruction in comprehension, word study skills, dictionary skills, vocabulary development and literary skills. 

READING (Semester)

This course provides a structured program designed to help students improve their reading abilities.  This course makes use of individual and small group instruction in comprehension, word study skills, dictionary skills, vocabulary development and literary skills. 

FUNCTIONAL READING I 

Eligibility:  This course is a 55 minute a day course designed to provide a structured program to help students participating in an alternate curriculum improve their functional reading skills.  The course is designed to provide direct instruction to address students’ I.E.P goals and objectives.  Students’ progress at their own rate and new skills are taught on an individual need basis. 

Eligibility:  Successful completion of Functional Reading I (8428).  This course is a 55 minute a day course designed to provide a structured program to help students participating in an alternate curriculum improve their functional reading skills. The course is designed to provide direct instruction to address students’ I.E.P goals and objectives.  Students’ progress at their own rate and new skills are taught on an individual need basis. 

Eligibility:  Successful completion of Functional Reading II (8429).  This course is a 55 minute a day course designed to provide a structured program to help students participating in an alternate curriculum improve their functional reading skills. The course is designed to provide direct instruction to address students’ I.E.P goals and objectives.  Students’ progress at their own rate and new skills are taught on an individual need basis.  

Eligibility:  Successful completion of Functional Reading III (8430).  This course is a 55 minute a day course designed to provide a structured program to help students participating in an alternate curriculum improve their functional reading skills. The course is designed to provide direct instruction to address students’ I.E.P goals and objectives.  Students’ progress at their own rate and new skills are taught on an individual need basis. 

This class is designed to provide students with an awareness and understanding of the working of the body, the environment, and the study of other life forms on earth.  A sincere effort is made to present all topics in a manner which makes them pertinent to the student's own world.  The course content follows that which is offered in the regular education curriculum.   

This course is designed to acquaint the student with the scientific laws and theories in physical science.  The course content follows that which is offered in the regular education curriculum. 

SPACE SCIENCE 

This course is designed for students who are interested in the space program, the solar system, life and death of stars, black holes and the organization for the universe.  Students who have taken Space Science may not take Astronomy. Students who have taken Astronomy may not take Space Science.

GEOLOGY 

This course is a non-technical elective in which students study the earth and the processes that alter its surface.  Students will analyze earth’s resources and evaluate the impact of their extraction and use.  Other topics include natural disasters, the rock cycle, hydrology, energy and paleontology.  

This course is designed to introduce students to the second half of United States history.  The content of this course includes information in the post-Civil War era (1865) to the present day.  Students will be introduced to the fundamental principles of historical research, interpretation and evaluation. 

Students will examine the advent of the modern world through an exploration of global events beginning with the period around 1500 CE.  The course will put a global context on Europe’s role in shaping world events leading up to and including the 19^th and 20^th centuries.  Students will analyze the causes and effects of industrialization worldwide, including imperialism and global conflict. The course will conclude with the emergence of Asia and Africa in the post-colonial world. In addition to historical content, the course will enhance the student’s critical thinking skills through the analysis of primary source documents, the composition of position papers and the application of cause and effect assessment. 

WORLD GEOGRAPHY AND GLOBAL ISSUES 

Students will explore the physical and cultural geography of the many regions of the earth as well as the important events that made and keep each region unique.  Students will develop a global perspective by analyzing the events and issues that affect the United States and other world nations.  This course is recommended for those students planning to enter college or seek a more challenging social studies course.  

This semester-long course is designed to produce an economically literate citizen.  Topics to be investigated include:  the market system, supply and demand, types of businesses, the stock market, business cycles, government economic policies, and how to successfully enter the American workforce.  Students will also complete a consumer economics unit designed to teach basic credit and money management skills.  This course satisfies 0.5 credits of the 3.0 Social Studies credits necessary for graduation.  Students may select to take this course and American Citizenship in place of a full-year Social Studies course. American Citizenship and Economics may be taken during different school years.  Students may also take Economics as an elective. 

AMERICAN CITIZENSHIP & GOVERNMENT 

This semester-long course is intended to develop an understanding and appreciation of the American Government.  This course will expose students to the important principles and documents of our government.  Students will examine the rights and responsibilities of citizenship in our society; as well as, how our federal, state and local governments work. Students will develop the skills to be engaged and politically active citizens.  This course satisfies 0.5 credits of the 3.0 Social Studies credits necessary for graduation.  Students may select to take this course and Economics in place of a full-year Social Studies course.  American Citizenship and Economics may be taken during different school years.  Students may also take American Citizenship as an elective. 

This course provides a structured program designed to help students improve their social skills with peers, adults and authority figures in the school and community environment.  This course also includes day to day social events which need to be discussed to assist students in developing strategies for more successful interactions. Students will work on assessing social situations, managing emotions, community awareness, leisure activities and career awareness activities.  Course is designed to fulfill I.E.P. goals.

Students selecting the Humanities course will be exposed to four separate entities of humanities that include: Art, Technology Education, Music, and Family and Consumer Science.  Students will participate in a different entity each marking period and will meet every day for a 55-minute time block.

CAREER EXPLORATION I

CAREER EXPLORATION II 

This course presents a variety of classroom and community based activities that focus on experiences for teaching and enhancing skills needed in the workplace.  The emphasis of this course is to provide students with opportunities to learn and apply pre-vocational/vocational skills, interpersonal relationship skills, and job preparation skills (i.e. interviewing, resume building, and personal care) in the natural community environment.  A focus of this course includes the generalization of learned skills.

CAREER EXPLORATION III 

This course presents a variety of classroom and community based activities that focus on experiences for teaching and enhancing skills needed in the workplace.  The emphasis of this course is to provide students with opportunities to learn and apply pre-vocational/vocational skills, interpersonal relationship skills, and job preparation skills (i.e. interviewing, resume building, and personal care) in the natural community environment.  A focus of this course includes the generalization of learned skills.

CAREER EXPLORATION IV 

This course presents a variety of classroom and community based activities that focus on experiences for teaching and enhancing skills needed in the workplace.  The emphasis of this course is to provide students with opportunities to learn and apply pre-vocational/vocational skills, interpersonal relationship skills, and job preparation skills (i.e. interviewing, resume building, and personal care) in the natural community environment.  A focus of this course includes the generalization of learned skills.

TRANSITION PLANNING I 

This course is designed to provide services and activities that explore opportunities for students to be self-aware and successful in high school as well as involved in their education, the development of their IEP and future goals.  Through this course, students may research an area of disability, explore their current IEP and investigate disability laws.  Students may practice their role as a self-advocate by analyzing and expressing their strengths and needs.  The course also includes practice of the independent learning skills needed for a student to succeed academically, socially and emotionally including but not limited to organizational and study skills.  Activities from this course may expand their individual Transition Portfolio. Students are recommended to take this course based on IEP teacher recommendation.

TRANSITION PLANNING II 
Prerequisite(s):  Successful completion of Transition Planning I

This course focuses on preparing students for post-secondary education options, obtaining and maintaining employment, and independent living skills including finances.  The course may include but is not limited to the following based upon individual student needs.  Students may research options for continuing their education and learn the differences between high school and post-secondary education and how to access resources related to their disability.  Students will expand their portfolio including items such as resumes, common interview questions, cover letters, and thank you letters in addition to other items included in the District’s Transition Portfolio.  The course may include community-based instruction and assessments. Students are recommended to take this course based on IEP teacher recommendation.

INDEPENDENT LIVING SKILLS I 

This course teaches basic kitchen safety and recipe preparation, basic clothing care skills, and basic home maintenance skills.  In addition, there is an emphasis on the development of personal and functional daily living skills (e.g. shopping, personal care, home care skills, etc.).  This course incorporates opportunities for enhancing interest in leisure time activities and developing appropriate social skills in and outside of the classroom. 

INDEPENDENT LIVING SKILLS II 
Prerequisite(s):  Successful completion of Independent Living Skills I

This course teaches basic kitchen safety and recipe preparation, basic clothing care skills, and basic home maintenance skills.  In addition, there is an emphasis on the development of personal and functional daily living skills (e.g. shopping, personal care, home care skills, etc.).  This course incorporates opportunities for enhancing interest in leisure time activities and developing appropriate social skills in and outside of the classroom. 

INDEPENDENT LIVING SKILLS III 
Prerequisite(s):  Successful completion of Independent Living Skills II

This course teaches basic kitchen safety and recipe preparation, basic clothing care skills, and basic home maintenance skills.  In addition, there is an emphasis on the development of personal and functional daily living skills (e.g. shopping, personal care, home care skills, etc.).  This course incorporates opportunities for enhancing interest in leisure time activities and developing appropriate social skills in and outside of the classroom. 

INDEPENDENT LIVING SKILLS IV (FULL YEAR) 
Prerequisite(s):  Successful completion of Independent Living Skills III

This course teaches basic kitchen safety and recipe preparation, basic clothing care skills, and basic home maintenance skills.  In addition, there is an emphasis on the development of personal and functional daily living skills (e.g. shopping, personal care, home care skills, etc.).  This course incorporates opportunities for enhancing interest in leisure time activities and developing appropriate social skills in and  outside of the classroom.