Special Education

Special education services at the high schools are offered to students identified as needing a variety of support.  Specific services, specially designed instruction, location, and level of intervention are determined by the student's Individualized Education Plan (IEP) team.  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 or modified as appropriate. Any students participating in an alternate curriculum is the decision of the IEP Team.

ENGLISH I, II, III and IV

Each of the English courses above is designed to supplement the basic English curriculum during each of four required courses.  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 reach state standards in ELA through modified curriculum and direct instruction to suit the particular needs of the student.  Goals, objectives, and classroom adaptations, accommodations, and modifications are specified in the Individualized Education Program (IEP).


ALGEBRA I - Part 1

This course takes the Algebra I content and spreads it out over two years to help ensure students are prepared to take the Keystone assessment in Algebra. 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.

ALGEBRA I - Part 2

This is the second year of the Algebra I course where students will continue to 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.


CONSUMER MATH

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.


SOCIAL SKILLS I, II, III and IV

Strong social skills are essential for personal and professional success. This course is designed to help high school students develop and strengthen their interpersonal skills, improve communication, and build confidence in various social situations. Through interactive activities, group discussions, and real-world scenarios, students will learn how to listen actively, make and maintain friendships, express themselves effectively, resolve conflicts, understand and manage their emotions, and collaborate with others.


INTERPERSONAL SKILLS AND COMMUNICATION I, II, III and IV

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 the IEP teacher recommendation.


READING I, II, III and IV

This course is designed for students who are still working on foundational skills in reading. Students will learn decoding and encoding skills. Both full year and semester courses are offered. 


PASA ONLY

FUNCTIONAL MATH I, II, III and IV

Functional Math courses are designed to provide a structured program for students participating in an alternate curriculum to improve their functional math skills. The course is aligned to the alternate state standards, the Dynamic Learning Maps Essential Elements.  Students will learn a range of functional math skills that will help prepare them for life after high school.


TRANSITION MATH I, II, III and IV

Transition Math courses are designed for students who are participating in an alternate curriculum and staying in high school past their four years.  These transition math classes will continue to improve their functional math skills. The course is aligned to the alternate state standards, the Dynamic Learning Maps Essential Elements.  Students will continue to learn a range of functional math skills that will help prepare them for life after high school.


FUNCTIONAL READING I, II, III and IV

Functional Reading courses are designed to provide a structured program for students participating in an alternate curriculum to improve their functional functional skills. The course is aligned to the alternate state standards, the Dynamic Learning Maps Essential Elements.  Students will learn a range of functional reading skills that will help prepare them for life after high school.


TRANSITION READING I, II, III and IV

Transition Reading courses are designed for students who are participating in an alternate curriculum and staying in high school past their four years.  These transition reading classes will continue to improve their functional reading skills. The course is aligned to the alternate state standards, the Dynamic Learning Maps Essential Elements.  Students will continue to learn a range of functional reading skills that will help prepare them for life after high school.


CAREER EXPLORATION  I, II, III and IV 

Career Exploration courses are designed to provide a structured program for students participating in an alternate curriculum to improve their vocational skills. These career exploration courses present a variety of classroom and community based activities that focus on experiences for teaching and enhancing skills needed in the workplace, including the Practical Assessment Exploration System (PASES) lab, non-paid work experiences and community based trips.  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. The course is aligned to the alternate state standards, the Dynamic Learning Maps Essential Elements. Students will continue to learn a range of vocational skills that will help prepare them for life after high school.


TRANSITION CAREER EXPLORATION I, II, III and IV 

Transition Career Exploration courses are designed for students who are participating in an alternate curriculum and staying in high school past their four years. These career exploration courses present a variety of classroom and community based activities that focus on experiences for teaching and enhancing skills needed in the workplace, including the Practical Assessment Exploration System (PAES) lab, non-paid work experiences and community based trips.  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. The course is aligned to the alternate state standards, the Dynamic Learning Maps Essential Elements. Students will continue to learn a range of vocational skills that will help prepare them for life after high school.


INDEPENDENT LIVING SKILLS I, II, III and IV

Independent Living Skills courses are designed to provide a structured program for students participating in an alternate curriculum to improve their functional independent living skills. These independent living skills courses present a variety of classroom and community based activities that focus on experiences for teaching and enhancing skills needed to live independently, including cooking, cleaning, hygiene, laundry, nutrition, safety, healthy relationships, budgeting, and community shopping. The course is aligned to the alternate state standards, the Dynamic Learning Maps Essential Elements. Students will continue to learn a range of independent living skills that will help prepare them for life after high school. 


INTERPERSONAL SKILLS AND COMMUNICATION I, II, III and IV

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 the IEP teacher recommendation.
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