The Special Education course offerings are divided into three levels: MildModerate (MM), Moderate (MOD) (formerly known as LH/S may include AF and Adult Transition for some classes), and ModerateSevere
(MS) (formerly known as SH). Students must have designated services through the IEP process to take special education courses. All Special Education coursework is aligned with the IEP, as well as Content and Performance Standards. Students in RSP programs are fullyincluded in general education throughout the day unless the IEP team determines that a MildModerate special education class is most appropriate.
(MM) Various occupations and their entry-level requirements are reviewed. Vocational assessments are completed to assist students in their career planning. Students are prepared for job interviews using role models and role playing.
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(MM) Various occupations and their entry-level requirements are reviewed. Vocational assessments are completed to assist students in their career planning. Students are prepared for job interviews using role models and role playing.
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The intent is to give students structured, off-site experiences to enhance the classroom portion of the course. After job shadowing and mentoring, students will be placed in an externship position directly related to their specific career aspirations.
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The intent is to give students structured, off-site experiences to enhance the classroom portion of the course. After job shadowing and mentoring, students will be placed in an externship position directly related to their specific career aspirations. Inactive after 19/20 school year.
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Keyboarding and computer skills are developed and reinforced. The application skills of word processing, spreadsheets, database, multimedia, and internet are addressed.
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(MOD) This course is aligned with Alternative English/Language Arts Content and Performance Standards. Instruction is based on individual needs and ability levels. The development of reading, writing, speaking, listening, and critical thinking skills is emphasized. This course does not meet the requirement for a diploma.
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(MOD) This course is aligned with Alternative English/Language Arts Content and Performance Standards. Instruction is based on individual needs and ability levels. The development of reading, writing, speaking, listening, and critical thinking skills is emphasized. This course does not meet the requirement for a diploma.
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(MM) This course is aligned with English/Language Arts Content and Performance Standards. The development of reading, writing, speaking, listening, and critical thinking skills is emphasized. A focus on sentence patterns, vocabulary development, spelling, grammar, and writing skills is provided. Instruction is based on individual needs and ability levels.
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(MM) This course is aligned with English/Language Arts Content and Performance Standards. The development of reading, writing, speaking, listening, and critical thinking skills is emphasized. A focus on sentence patterns, vocabulary development, spelling, grammar, and writing skills is provided. Instruction is based on individual needs and ability levels.
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(MM) This course is aligned with English/Language Arts Content and Performance Standards. The development of reading, writing, speaking, listening, and critical thinking skills is emphasized. A focus on sentence patterns, vocabulary development, spelling, grammar, and writing skills is provided. Instruction is based upon individual needs and ability levels.
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(MM) This course is aligned with English/Language Arts Content and Performance Standards. The development of reading, writing, speaking, listening, and critical thinking skills is emphasized. A focus on sentence patterns, vocabulary development, spelling, grammar, and writing skills is provided. Instruction is based upon individual needs and ability levels.
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(MM) This course is aligned with English/Language Arts Content and Performance Standards. The development of reading, writing, speaking, listening, and critical thinking skills is emphasized. A focus on sentence patterns, vocabulary development, spelling, grammar, and writing skills is provided. Instruction is based upon individual needs and ability levels.
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(MM) This course is aligned with English/Language Arts Content and Performance Standards. The development of reading, writing, speaking, listening, and critical thinking skills is emphasized. A focus on sentence patterns, vocabulary development, spelling, grammar, and writing skills is provided. Instruction is based upon individual needs and ability levels.
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(MM) This course is aligned with English/Language Arts Content and Performance Standards. The development of reading, writing, speaking, listening, and critical thinking skills is emphasized. A focus on sentence patterns, vocabulary development, spelling, grammar, and writing skills is provided. Instruction is based upon individual needs and ability levels.
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(MM) This course is aligned with English/Language Arts Content and Performance Standards. The development of reading, writing, speaking, listening, and critical thinking skills is emphasized. A focus on sentence patterns, vocabulary development, spelling, grammar, and writing skills is provided. Instruction is based upon individual needs and ability levels.
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(MOD) Instruction is related to mental health, growth and development, personal health problems, nutrition, environmental pollution, communicable and non-communicable diseases. Content is geared to the individual student's level of understanding and needs.
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(MOD) This course addresses the five mathematical strands: Number Sense, Algebra and Functions, Measurement and Geometry, Statistics, Data Analysis and Probability, and Mathematical Reasoning. Instruction is based upon individual needs and ability levels. Focus is on functional math skills also. This course does not count as one of the required years of mathematics instruction for a diploma.
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(MOD) This course addresses the five mathematical strands: Number Sense, Algebra and Functions, Measurement and Geometry, Statistics, Data Analysis and Probability, and Mathematical Reasoning. Instruction is based upon individual needs and ability levels. Focus is on functional math skills also. This course does not count as one of the required years of mathematics instruction for a diploma.
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(Mild Moderate students only) Integrated Math 1A is the first of a two-year sequence that is comparable to the California Integrated Mathematics 1. Note: Students must complete both Integrated Math 1A and Integrated Math 1B to receive CA Integrated Mathematics I credit. Students will understand the connections between proportional relationships, lines, and linear equations. They will investigate patterns of association in bivariate data and reason quantitatively, using units to solve problems. Students will create equations that describe numbers or relationships, understanding solving equations as a process of reasoning and able to explain the reasoning. They will solve equations and inequalities in one variable, solve systems of equations, and represent and solve equations and inequalities graphically. They will define, evaluate, and compare functions and use functions to model relationships between quantities. Students will understand the concept of a function and use function notation, interpret functions that arise in applications in terms of the context, analyze functions using different representations, construct and compare linear, quadratic, and exponential models and solve problems, and interpret expressions for functions in terms of the situation they model. The students will be able to go beyond the simple application of previously constructed mathematics to real-world problems. Students will understand and apply the Pythagorean Theorem.
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(Mild Moderate students only) Integrated Math 1A is the first of a two-year sequence that is comparable to the California Integrated Mathematics 1. Note: Students must complete both Integrated Math 1A and Integrated Math 1B to receive CA Integrated Mathematics I credit. Students will understand the connections between proportional relationships, lines, and linear equations. They will investigate patterns of association in bivariate data and reason quantitatively, using units to solve problems. Students will create equations that describe numbers or relationships, understanding solving equations as a process of reasoning and able to explain the reasoning. They will solve equations and inequalities in one variable, solve systems of equations, and represent and solve equations and inequalities graphically. They will define, evaluate, and compare functions and use functions to model relationships between quantities. Students will understand the concept of a function and use function notation, interpret functions that arise in applications in terms of the context, analyze functions using different representations, construct and compare linear, quadratic, and exponential models and solve problems, and interpret expressions for functions in terms of the situation they model. The students will be able to go beyond the simple application of previously constructed mathematics to real-world problems. Students will understand and apply the Pythagorean Theorem.
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(Mild Moderate student only.) Integrated Math 1B is the second of a two-year sequence that is comparable to the California Mathematics I. Students will experiment with transformations in the plane, understand congruence in terms of rigid motions, make geometric constructions, and use coordinates to prove simple geometric theorems algebraically. They will summarize, represent, and interpret data on a single count or measurement variable, summarize, represent, and interpret data on two categorical and quantitative variables, and interpret linear models. The students to go beyond the simple application of previously constructed mathematics to real-world problems.
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(Mild Moderate student only.) Integrated Math 1B is the second of a two-year sequence that is comparable to the California Mathematics I. Students will experiment with transformations in the plane, understand congruence in terms of rigid motions, make geometric constructions, and use coordinates to prove simple geometric theorems algebraically. They will summarize, represent, and interpret data on a single count or measurement variable, summarize, represent, and interpret data on two categorical and quantitative variables, and interpret linear models. The students to go beyond the simple application of previously constructed mathematics to real-world problems.
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(Mild Moderate students only.) Building on the work done in Grade 8 and Integrated Math 1A/1B, students in Integrated Math 2A will extend their understanding of similarity in terms of similarity transformations. They will develop understanding of the concept of proof and then prove geometric theorems, including those involving similarity, and trigonometric identities as they apply to the Pythagorean Theorem. They will continue to explore and then define trigonometric ratios and solve problems involving right triangles. Students will explore, understand and apply theorems about circles and find arc lengths and areas of sectors of circles. Students will translate between the geometric description and the equation for circles and parabolas, use coordinates to prove simple geometric theorems algebraically, and explain volume formulas and use them to solve problems. Students will explore independence and conditional probability and use them to interpret data; they will use the rules of probability to compute probabilities of compound events in a uniform probability and then use probability to evaluate outcomes of decisions, applying counting rules.
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(Mild Moderate students only.) Building on the work done in Grade 8 and Integrated Math 1A/1B, students in Integrated Math 2A will extend their understanding of similarity in terms of similarity transformations. They will develop understanding of the concept of proof and then prove geometric theorems, including those involving similarity, and trigonometric identities as they apply to the Pythagorean Theorem. They will continue to explore and then define trigonometric ratios and solve problems involving right triangles. Students will explore, understand and apply theorems about circles and find arc lengths and areas of sectors of circles. Students will translate between the geometric description and the equation for circles and parabolas, use coordinates to prove simple geometric theorems algebraically, and explain volume formulas and use them to solve problems. Students will explore independence and conditional probability and use them to interpret data; they will use the rules of probability to compute probabilities of compound events in a uniform probability and then use probability to evaluate outcomes of decisions, applying counting rules.
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(Mild Moderate students only.) Students in Integrated Math 2B will extend the properties of exponents to rational exponents and use properties of rational and irrational numbers. They will perform arithmetic operations with complex numbers and when a quadratic equation will have complex solutions. Students will interpret the structure of quadratic and exponential expressions and be able to write quadratic and exponential expressions in equivalent forms, including factored form, to solve problems. Students will perform arithmetic operations on polynomials that simplify to quadratics and be able to create equations that describe numbers or relationships, solve quadratic equations with real coefficients and inequalities in one variable. They will be able to solve linear-quadratic systems of equations. Students will interpret quadratic functions that arise in applications in terms of the context and the situation they model. Students will analyze functions (Linear, exponential, quadratic, absolute value, step, piecewise) using different representations, build quadratic and exponential functions that model a relationship between two quantities and build new quadratic and absolute value functions from existing functions. They will construct and compare linear, quadratic, and exponential models and solve problems.
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(Mild Moderate students only.) Students in Integrated Math 2B will extend the properties of exponents to rational exponents and use properties of rational and irrational numbers. They will perform arithmetic operations with complex numbers and when a quadratic equation will have complex solutions. Students will interpret the structure of quadratic and exponential expressions and be able to write quadratic and exponential expressions in equivalent forms, including factored form, to solve problems. Students will perform arithmetic operations on polynomials that simplify to quadratics and be able to create equations that describe numbers or relationships, solve quadratic equations with real coefficients and inequalities in one variable. They will be able to solve linear-quadratic systems of equations. Students will interpret quadratic functions that arise in applications in terms of the context and the situation they model. Students will analyze functions (Linear, exponential, quadratic, absolute value, step, piecewise) using different representations, build quadratic and exponential functions that model a relationship between two quantities and build new quadratic and absolute value functions from existing functions. They will construct and compare linear, quadratic, and exponential models and solve problems.
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(M/S) This course is designed to teach students practical skills that will assist them in independent living. This may include domestic activities, food preparation and nutrition, household skills, social living, leisure relationships and community activities.
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(M/S) This course is designed to teach students practical skills that will assist them in independent living. This may include domestic activities, food preparation and nutrition, household skills, social living, leisure relationships and community activities.
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(M/S) This course is designed to teach students practical skills that will assist them in independent living. This may include domestic activities, food preparation and nutrition, household skills, social living, leisure relationships and community activities.
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(M/S) This course is designed to teach students practical skills that will assist them in independent living. This may include domestic activities, food preparation and nutrition, household skills, social living, leisure relationships and community activities.
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(M/S) This course is designed to teach students practical skills that will assist them in independent living. This may include domestic activities, food preparation and nutrition, household skills, social living, leisure relationships and community activities.
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(M/S) This course is designed to teach students practical skills that will assist them in independent living. This may include domestic activities, food preparation and nutrition, household skills, social living, leisure relationships and community activities.
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(M/S) This course is designed to teach students practical skills that will assist them in independent living. This may include domestic activities, food preparation and nutrition, household skills, social living, leisure relationships and community activities.
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(M/S) This course is designed to teach students practical skills that will assist them in independent living. This may include domestic activities, food preparation and nutrition, household skills, social living, leisure relationships and community activities.
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(MOD) This course is designed to teach students practical skills that will assist them in independent living. This may include domestic activities, food preparation and nutrition, household skills, social living, leisure relationships and community activities.
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(MOD) This course is designed to teach students practical skills that will assist them in independent living. This may include domestic activities, food preparation and nutrition, household skills, social living, leisure relationships and community activities.
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(MM) Instruction is based on individual needs and ability levels. Basic study skills of organization, work habits, research, and independent study are presented. Class time may be used to receive extra assistance on assignments from other classes or test preparation.
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(MM) Instruction is based on individual needs and ability levels. Basic study skills of organization, work habits, research, and independent study are presented. Class time may be used to receive extra assistance on assignments from other classes or test preparation.
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(Moderate-Severe/Adult Transition) In Student Led Enterprise, students will develop a business and marketing plan to operate their own student led business. The business will be an on-going venture and will entirely operated by the students.
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(Moderate-Severe/Adult Transition) In Student Led Enterprise, students will develop a business and marketing plan to operate their own student led business. The business will be an on-going venture and will entirely operated by the students.
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(Moderate-Severe/Adult Transition) In this course, students will experience hands-on application of functional life skills for the purpose of increasing individual independence. Students will receive training and will practice skills such as using public transportation, personal care routines, housekeeping routines, problem solving and decision making skills, internet safety, food preparation and meal planning, money management, navigating stores and making purchases, and participating in regular, meaningful, non-work community settings.
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(Moderate-Severe/Adult Transition) In this course, students will experience hands-on application of functional life skills for the purpose of increasing individual independence. Students will receive training and will practice skills such as using public transportation, personal care routines, housekeeping routines, problem solving and decision making skills, internet safety, food preparation and meal planning, money management, navigating stores and making purchases, and participating in regular, meaningful, non-work community settings.
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(Moderate-Severe/Adult Transition) In this course, students will receive training in work related skills necessary for job competency while providing a variety of vocational experiences, including work Based experiences and volunteer experience. Students will complete activities and training in use of computers and/or personal communication devices, job search skills, on the job skills.
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(Moderate-Severe/Adult Transition) In this course, students will receive training in work related skills necessary for job competency while providing a variety of vocational experiences, including work Based experiences and volunteer experience. Students will complete activities and training in use of computers and/or personal communication devices, job search skills, on the job skills.
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(Moderate-Severe/Adult Transition) In this course, students will develop and maintain specific social competencies to allow students to effectively communicate and interact with peers, co-workers, family and community members. Students will 1) Identify relationships to others, friends, family, acquaintances, coworkers, or roommates, 2) Describe a social event, and how to make heallthy food and drink chooses, 3) Practice mindfulness activity when facing stressful situations, 4) Observe appropriate, safe social behaviors, 5) Develop successful responses when given situations where student must make a decision, 6) Use active listening skills such as eye contact, not interrupting, asking clarifying questions, monitor voice volume, 7) Practice mindfulness activity when facing stressful situations, 8) Observe appropriate, safe social behaviors, 9) Develop successful responses when given situations where student must make a decision, 10) Use active listening skills such as eye contact, not interrupting, asking clarifying questions, monitor voice volume, 11) Be a Health Advocate, 12) Appropriate ways to communicate feelings, and 13) Develop safe relationships.
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(Moderate-Severe/Adult Transition) In this course, students will develop and maintain specific social competencies to allow students to effectively communicate and interact with peers, co-workers, family and community members. Students will 1) Identify relationships to others, friends, family, acquaintances, coworkers, or roommates, 2) Describe a social event, and how to make heallthy food and drink chooses, 3) Practice mindfulness activity when facing stressful situations, 4) Observe appropriate, safe social behaviors, 5) Develop successful responses when given situations where student must make a decision, 6) Use active listening skills such as eye contact, not interrupting, asking clarifying questions, monitor voice volume, 7) Practice mindfulness activity when facing stressful situations, 8) Observe appropriate, safe social behaviors, 9) Develop successful responses when given situations where student must make a decision, 10) Use active listening skills such as eye contact, not interrupting, asking clarifying questions, monitor voice volume, 11) Be a Health Advocate, 12) Appropriate ways to communicate feelings, and 13) Develop safe relationships.
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(Moderate-Severe/Adult Transition) In Active Recreation and Leisure, students will plan and set up activities with peers. Students will be exposed to a variety of healthy, active recreation and leisure opportuities that lead to lifelong personal fulfillment.
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(Moderate-Severe/Adult Transition) In Active Recreation and Leisure, students will plan and set up activities with peers. Students will be exposed to a variety of healthy, active recreation and leisure opportuities that lead to lifelong personal fulfillment.
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(Moderate-Severe/Adult Transition) In this course, students will research, visit and connect with community resources and agencies to assist them with future goals. Community agencies include Dayle Macintosh, North O
range County Community College (NOCE), Department of Vocational Rehab; and Vendors of Regional Center. Students will have opportunities to visit community resources such as local fire, police, bank, community center and post office.
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(Moderate-Severe/Adult Transition) In this course, students will research, visit and connect with community resources and agencies to assist them with future goals. Community agencies include Dayle Macintosh, North O
range County Community College (NOCE), Department of Vocational Rehab; and Vendors of Regional Center. Students will have opportunities to visit community resources such as local fire, police, bank, community center and post office.
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(Moderate-Severe/Adult Transition) In Student Led Enterprise, students will develop a business and marketing plan to operate their own student led business. The business will be an on-going venture and will entirely operated by the students.
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(Moderate-Severe/Adult Transition) In Student Led Enterprise, students will develop a business and marketing plan to operate their own student led business. The business will be an on-going venture and will entirely operated by the students.
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(Moderate-Severe/Adult Transition) In this course, students will experience hands-on application of functional life skills for the purpose of increasing individual independence. Students will receive training and will practice skills such as using public transportation, personal care routines, housekeeping routines, problem solving and decision making skills, internet safety, food preparation and meal planning, money management, navigating stores and making purchases, and participating in regular, meaningful, non-work community settings.
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(Moderate-Severe/Adult Transition) In this course, students will experience hands-on application of functional life skills for the purpose of increasing individual independence. Students will receive training and will practice skills such as using public transportation, personal care routines, housekeeping routines, problem solving and decision making skills, internet safety, food preparation and meal planning, money management, navigating stores and making purchases, and participating in regular, meaningful, non-work community settings.
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(Moderate-Severe/Adult Transition) In this course, students will receive training in work related skills necessary for job competency while providing a variety of vocational experiences, including work Based experiences and volunteer experience. Students will complete activities and training in use of computers and/or personal communication devices, job search skills, on the job skills.
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(Moderate-Severe/Adult Transition) In this course, students will receive training in work related skills necessary for job competency while providing a variety of vocational experiences, including work Based experiences and volunteer experience. Students will complete activities and training in use of computers and/or personal communication devices, job search skills, on the job skills.
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(Moderate-Severe/Adult Transition) In this course, students will develop and maintain specific social competencies to allow students to effectively communicate and interact with peers, co-workers, family and community members. Students will 1) Identify relationships to others, friends, family, acquaintances, coworkers, or roommates, 2) Describe a social event, and how to make heallthy food and drink chooses, 3) Practice mindfulness activity when facing stressful situations, 4) Observe appropriate, safe social behaviors, 5) Develop successful responses when given situations where student must make a decision, 6) Use active listening skills such as eye contact, not interrupting, asking clarifying questions, monitor voice volume, 7) Practice mindfulness activity when facing stressful situations, 8) Observe appropriate, safe social behaviors, 9) Develop successful responses when given situations where student must make a decision, 10) Use active listening skills such as eye contact, not interrupting, asking clarifying questions, monitor voice volume, 11) Be a Health Advocate, 12) Appropriate ways to communicate feelings, and 13) Develop safe relationships.
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(Moderate-Severe/Adult Transition) In this course, students will develop and maintain specific social competencies to allow students to effectively communicate and interact with peers, co-workers, family and community members. Students will 1) Identify relationships to others, friends, family, acquaintances, coworkers, or roommates, 2) Describe a social event, and how to make heallthy food and drink chooses, 3) Practice mindfulness activity when facing stressful situations, 4) Observe appropriate, safe social behaviors, 5) Develop successful responses when given situations where student must make a decision, 6) Use active listening skills such as eye contact, not interrupting, asking clarifying questions, monitor voice volume, 7) Practice mindfulness activity when facing stressful situations, 8) Observe appropriate, safe social behaviors, 9) Develop successful responses when given situations where student must make a decision, 10) Use active listening skills such as eye contact, not interrupting, asking clarifying questions, monitor voice volume, 11) Be a Health Advocate, 12) Appropriate ways to communicate feelings, and 13) Develop safe relationships.
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(Moderate-Severe/Adult Transition) In Active Recreation and Leisure, students will plan and set up activities with peers. Students will be exposed to a variety of healthy, active recreation and leisure opportuities that lead to lifelong personal fulfillment.
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(Moderate-Severe/Adult Transition) In Active Recreation and Leisure, students will plan and set up activities with peers. Students will be exposed to a variety of healthy, active recreation and leisure opportuities that lead to lifelong personal fulfillment.
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(Moderate-Severe/Adult Transition) In this course, students will research, visit and connect with community resources and agencies to assist them with future goals. Community agencies include Dayle Macintosh, North O
range County Community College (NOCE), Department of Vocational Rehab; and Vendors of Regional Center. Students will have opportunities to visit community resources such as local fire, police, bank, community center and post office.
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(Moderate-Severe/Adult Transition) In this course, students will research, visit and connect with community resources and agencies to assist them with future goals. Community agencies include Dayle Macintosh, North O
range County Community College (NOCE), Department of Vocational Rehab; and Vendors of Regional Center. Students will have opportunities to visit community resources such as local fire, police, bank, community center and post office.
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(Moderate-Severe/Adult Transition) In Student Led Enterprise, students will develop a business and marketing plan to operate their own student led business. The business will be an on-going venture and will entirely operated by the students.
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(Moderate-Severe/Adult Transition) In Student Led Enterprise, students will develop a business and marketing plan to operate their own student led business. The business will be an on-going venture and will entirely operated by the students.
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(Moderate-Severe/Adult Transition) In this course, students will experience hands-on application of functional life skills for the purpose of increasing individual independence. Students will receive training and will practice skills such as using public transportation, personal care routines, housekeeping routines, problem solving and decision making skills, internet safety, food preparation and meal planning, money management, navigating stores and making purchases, and participating in regular, meaningful, non-work community settings.
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(Moderate-Severe/Adult Transition) In this course, students will experience hands-on application of functional life skills for the purpose of increasing individual independence. Students will receive training and will practice skills such as using public transportation, personal care routines, housekeeping routines, problem solving and decision making skills, internet safety, food preparation and meal planning, money management, navigating stores and making purchases, and participating in regular, meaningful, non-work community settings.
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(Moderate-Severe/Adult Transition) In this course, students will receive training in work related skills necessary for job competency while providing a variety of vocational experiences, including work Based experiences and volunteer experience. Students will complete activities and training in use of computers and/or personal communication devices, job search skills, on the job skills.
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(Moderate-Severe/Adult Transition) In this course, students will receive training in work related skills necessary for job competency while providing a variety of vocational experiences, including work Based experiences and volunteer experience. Students will complete activities and training in use of computers and/or personal communication devices, job search skills, on the job skills.
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(Moderate-Severe/Adult Transition) In this course, students will develop and maintain specific social competencies to allow students to effectively communicate and interact with peers, co-workers, family and community members. Students will 1) Identify relationships to others, friends, family, acquaintances, coworkers, or roommates, 2) Describe a social event, and how to make heallthy food and drink chooses, 3) Practice mindfulness activity when facing stressful situations, 4) Observe appropriate, safe social behaviors, 5) Develop successful responses when given situations where student must make a decision, 6) Use active listening skills such as eye contact, not interrupting, asking clarifying questions, monitor voice volume, 7) Practice mindfulness activity when facing stressful situations, 8) Observe appropriate, safe social behaviors, 9) Develop successful responses when given situations where student must make a decision, 10) Use active listening skills such as eye contact, not interrupting, asking clarifying questions, monitor voice volume, 11) Be a Health Advocate, 12) Appropriate ways to communicate feelings, and 13) Develop safe relationships.
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(Moderate-Severe/Adult Transition) In this course, students will develop and maintain specific social competencies to allow students to effectively communicate and interact with peers, co-workers, family and community members. Students will 1) Identify relationships to others, friends, family, acquaintances, coworkers, or roommates, 2) Describe a social event, and how to make heallthy food and drink chooses, 3) Practice mindfulness activity when facing stressful situations, 4) Observe appropriate, safe social behaviors, 5) Develop successful responses when given situations where student must make a decision, 6) Use active listening skills such as eye contact, not interrupting, asking clarifying questions, monitor voice volume, 7) Practice mindfulness activity when facing stressful situations, 8) Observe appropriate, safe social behaviors, 9) Develop successful responses when given situations where student must make a decision, 10) Use active listening skills such as eye contact, not interrupting, asking clarifying questions, monitor voice volume, 11) Be a Health Advocate, 12) Appropriate ways to communicate feelings, and 13) Develop safe relationships.
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(Moderate-Severe/Adult Transition) In Active Recreation and Leisure, students will plan and set up activities with peers. Students will be exposed to a variety of healthy, active recreation and leisure opportuities that lead to lifelong personal fulfillment.
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(Moderate-Severe/Adult Transition) In Active Recreation and Leisure, students will plan and set up activities with peers. Students will be exposed to a variety of healthy, active recreation and leisure opportuities that lead to lifelong personal fulfillment.
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(Moderate-Severe/Adult Transition) In this course, students will research, visit and connect with community resources and agencies to assist them with future goals. Community agencies include Dayle Macintosh, North O
range County Community College (NOCE), Department of Vocational Rehab; and Vendors of Regional Center. Students will have opportunities to visit community resources such as local fire, police, bank, community center and post office.
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(Moderate-Severe/Adult Transition) In this course, students will research, visit and connect with community resources and agencies to assist them with future goals. Community agencies include Dayle Macintosh, North O
range County Community College (NOCE), Department of Vocational Rehab; and Vendors of Regional Center. Students will have opportunities to visit community resources such as local fire, police, bank, community center and post office.
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(Moderate-Severe/Adult Transition) In Student Led Enterprise, students will develop a business and marketing plan to operate their own student led business. The business will be an on-going venture and will entirely operated by the students.
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(Moderate-Severe/Adult Transition) In Student Led Enterprise, students will develop a business and marketing plan to operate their own student led business. The business will be an on-going venture and will entirely operated by the students.
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(Moderate-Severe/Adult Transition) In this course, students will experience hands-on application of functional life skills for the purpose of increasing individual independence. Students will receive training and will practice skills such as using public transportation, personal care routines, housekeeping routines, problem solving and decision making skills, internet safety, food preparation and meal planning, money management, navigating stores and making purchases, and participating in regular, meaningful, non-work community settings.
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(Moderate-Severe/Adult Transition) In this course, students will experience hands-on application of functional life skills for the purpose of increasing individual independence. Students will receive training and will practice skills such as using public transportation, personal care routines, housekeeping routines, problem solving and decision making skills, internet safety, food preparation and meal planning, money management, navigating stores and making purchases, and participating in regular, meaningful, non-work community settings.
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(Moderate-Severe/Adult Transition) In this course, students will receive training in work related skills necessary for job competency while providing a variety of vocational experiences, including work Based experiences and volunteer experience. Students will complete activities and training in use of computers and/or personal communication devices, job search skills, on the job skills.
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(Moderate-Severe/Adult Transition) In this course, students will receive training in work related skills necessary for job competency while providing a variety of vocational experiences, including work Based experiences and volunteer experience. Students will complete activities and training in use of computers and/or personal communication devices, job search skills, on the job skills.
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(Moderate-Severe/Adult Transition) In this course, students will develop and maintain specific social competencies to allow students to effectively communicate and interact with peers, co-workers, family and community members. Students will 1) Identify relationships to others, friends, family, acquaintances, coworkers, or roommates, 2) Describe a social event, and how to make heallthy food and drink chooses, 3) Practice mindfulness activity when facing stressful situations, 4) Observe appropriate, safe social behaviors, 5) Develop successful responses when given situations where student must make a decision, 6) Use active listening skills such as eye contact, not interrupting, asking clarifying questions, monitor voice volume, 7) Practice mindfulness activity when facing stressful situations, 8) Observe appropriate, safe social behaviors, 9) Develop successful responses when given situations where student must make a decision, 10) Use active listening skills such as eye contact, not interrupting, asking clarifying questions, monitor voice volume, 11) Be a Health Advocate, 12) Appropriate ways to communicate feelings, and 13) Develop safe relationships.
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(Moderate-Severe/Adult Transition) In this course, students will develop and maintain specific social competencies to allow students to effectively communicate and interact with peers, co-workers, family and community members. Students will 1) Identify relationships to others, friends, family, acquaintances, coworkers, or roommates, 2) Describe a social event, and how to make heallthy food and drink chooses, 3) Practice mindfulness activity when facing stressful situations, 4) Observe appropriate, safe social behaviors, 5) Develop successful responses when given situations where student must make a decision, 6) Use active listening skills such as eye contact, not interrupting, asking clarifying questions, monitor voice volume, 7) Practice mindfulness activity when facing stressful situations, 8) Observe appropriate, safe social behaviors, 9) Develop successful responses when given situations where student must make a decision, 10) Use active listening skills such as eye contact, not interrupting, asking clarifying questions, monitor voice volume, 11) Be a Health Advocate, 12) Appropriate ways to communicate feelings, and 13) Develop safe relationships.
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(Moderate-Severe/Adult Transition) In Active Recreation and Leisure, students will plan and set up activities with peers. Students will be exposed to a variety of healthy, active recreation and leisure opportuities that lead to lifelong personal fulfillment.
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(Moderate-Severe/Adult Transition) In Active Recreation and Leisure, students will plan and set up activities with peers. Students will be exposed to a variety of healthy, active recreation and leisure opportuities that lead to lifelong personal fulfillment.
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(Moderate-Severe/Adult Transition) In this course, students will research, visit and connect with community resources and agencies to assist them with future goals. Community agencies include Dayle Macintosh, North O
range County Community College (NOCE), Department of Vocational Rehab; and Vendors of Regional Center. Students will have opportunities to visit community resources such as local fire, police, bank, community center and post office.
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(Moderate-Severe/Adult Transition) In this course, students will research, visit and connect with community resources and agencies to assist them with future goals. Community agencies include Dayle Macintosh, North O
range County Community College (NOCE), Department of Vocational Rehab; and Vendors of Regional Center. Students will have opportunities to visit community resources such as local fire, police, bank, community center and post office.
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This course code number will be used to designate credits for courses not offered in the Anaheim Union High School District.
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This coeducation course is designed for students to; develop skills, gain knowledge and apply movement patterns in; Aquatics, Rhythms/Dance, and Individual and Dual Activities, as well as the Effects of Physical Activity on Health and Mechanics of Body Movement. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during all of the activities. Students will be expected to demonstrate knowledge of and competency in a variety of motor skills, health related level of physical fitness, demonstrate adapted and modified knowledge of fitness concepts, and learn the value of positive psychological and sociological strategies that apply to the needs of individuals in a diverse society This course may typically include, but is not limited to units on: Yoga, Pilates, Tae Bo, Health-Related Fitness, Badminton, Volleyball, Pickle ball, Frisbee Golf, Tennis, Handball, Track & Field, Fitness, Tumbling, Dance, Weight/Resistance Training, CPR/First Aid. Also included during this course is the California state mandated physical fitness test with accommodations as aligned with the student's Individual Education Plan.
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This coeducation course is designed for students to; develop skills, gain knowledge and apply movement patterns in; Aquatics, Rhythms/Dance, and Individual and Dual Activities, as well as the Effects of Physical Activity on Health and Mechanics of Body Movement. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during all of the activities. Students will be expected to demonstrate knowledge of and competency in a variety of motor skills, health related level of physical fitness, demonstrate adapted and modified knowledge of fitness concepts, and learn the value of positive psychological and sociological strategies that apply to the needs of individuals in a diverse society This course may typically include, but is not limited to units on: Yoga, Pilates, Tae Bo, Health-Related Fitness, Badminton, Volleyball, Pickle ball, Frisbee Golf, Tennis, Handball, Track & Field, Fitness, Tumbling, Dance, Weight/Resistance Training, CPR/First Aid. Also included during this course is the California state mandated physical fitness test with accommodations as aligned with the student's Individual Education Plan.
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This coeducation course is designed for students to; develop skills, gain knowledge and apply movement patterns in; Aquatics, Rhythms/Dance, and Individual and Dual Activities, as well as the Effects of Physical Activity on Health and Mechanics of Body Movement. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during all of the activities. Students will be expected to demonstrate knowledge of and competency in a variety of motor skills, health related level of physical fitness, demonstrate adapted and modified knowledge of fitness concepts, and learn the value of positive psychological and sociological strategies that apply to the needs of individuals in a diverse society This course may typically include, but is not limited to units on: Yoga, Pilates, Tae Bo, Health-Related Fitness, Badminton, Volleyball, Pickle ball, Frisbee Golf, Tennis, Handball, Track & Field, Fitness, Tumbling, Dance, Weight/Resistance Training, CPR/First Aid. Also included during this course is the California state mandated physical fitness test with accommodations as aligned with the student's Individual Education Plan.
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This coeducation course is designed for students to; develop skills, gain knowledge and apply movement patterns in; Aquatics, Rhythms/Dance, and Individual and Dual Activities, as well as the Effects of Physical Activity on Health and Mechanics of Body Movement. Theories, rules and regulations, techniques, strategies and tactics, positive social skills and safety are taught and emphasized during all of the activities. Students will be expected to demonstrate knowledge of and competency in a variety of motor skills, health related level of physical fitness, demonstrate adapted and modified knowledge of fitness concepts, and learn the value of positive psychological and sociological strategies that apply to the needs of individuals in a diverse society This course may typically include, but is not limited to units on: Yoga, Pilates, Tae Bo, Health-Related Fitness, Badminton, Volleyball, Pickle ball, Frisbee Golf, Tennis, Handball, Track & Field, Fitness, Tumbling, Dance, Weight/Resistance Training, CPR/First Aid. Also included during this course is the California state mandated physical fitness test with accommodations as aligned with the student's Individual Education Plan.
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This course is designed for Special Education students with significant gross motor delays. It is a Designated Instructional Service as identified in the IEP with goals and objectives, taught by an Adapted Physical Education Specialist.
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This course is designed for Special Education students with significant gross motor delays. It is a Designated Instructional Service as identified in the IEP with goals and objectives, taught by an Adapted Physical Education Specialist.
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(MOD) This course is aligned with Alternative Science Content and Performance Standards. Skills are developed in the areas of observation, organization, communication and manipulation of laboratory equipment. Instruction is based on individual needs and ability levels.
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(MOD) This course is aligned with Alternative Science Content and Performance Standards. Skills are developed in the areas of observation, organization, communication and manipulation of laboratory equipment. Instruction is based on individual needs and ability levels.
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(M/S) Students will describe the cause and result of a historical event or period of time and any effects that the event or time still has on life today. They will compare key physical and human-made features of the past with those of today. Students will explain how events in history can result in positive or negative change including ways that technology has improved global relations.
Students will recognize examples of conflict situations and strategies to resolve disagreements through compromises (Content connection to World Wars I and II, Vietnam War, Cold War) and current national issues and implications that these may have, now and in the future.
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(M/S) Students will describe the cause and result of a historical event or period of time and any effects that the event or time still has on life today. They will compare key physical and human-made features of the past with those of today. Students will explain how events in history can result in positive or negative change including ways that technology has improved global relations.
Students will recognize examples of conflict situations and strategies to resolve disagreements through compromises (Content connection to World Wars I and II, Vietnam War, Cold War) and current national issues and implications that these may have, now and in the future.
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(M/S) Students will identify the cause or result of a historical event or period of time. Identify social, economical and political reasons for the Declaration of Independence and the American Revolution. Students will describe ways that technology has changed workplaces, cities and communities (e.g., results of the Industrial Revolution to present day). Students will recognize that attitudes can reflect prejudice and discrimination (e.g., racial discrimination that continued after the Civil War, Nineteenth Amendment) and that working as a group can help identify a problem and develop a plan for its solution (e.g., The Great Depression and the New Deal). Students will describe contributions to our society by people of various cultures, races and ethnicities.
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(M/S) Students will identify the cause or result of a historical event or period of time. Identify social, economical and political reasons for the Declaration of Independence and the American Revolution. Students will describe ways that technology has changed workplaces, cities and communities (e.g., results of the Industrial Revolution to present day). Students will recognize that attitudes can reflect prejudice and discrimination (e.g., racial discrimination that continued after the Civil War, Nineteenth Amendment) and that working as a group can help identify a problem and develop a plan for its solution (e.g., The Great Depression and the New Deal). Students will describe contributions to our society by people of various cultures, races and ethnicities.
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(M/S) This course provides a look at the roles and responsibilities of citizens; local, state, and federal governing bodies; and how decisions made at these levels affect the rights of individuals. Provides a study of the structure and functions of federal, state, and local governments. Content in this area is designed to assist students in the required knowledge for postsecondary living or community participation as a contributing member of society.
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(M/S) Focus of the course is to study the major concepts of economics with emphasis on practical, personal application. Concepts include: 1.) fundamental economic concepts; 2.) role of government, labor, and business in the functioning of the economy; 3.) a usable understanding of the United States economy as it relates to students as consumers, workers, and citizens; 4.) practical money and financial management.
This course emphasizes economic and personal finance decision making. Students will examine the relationship between individual choices and the direct influence of these choices on career, future earning potential, and independent living.
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(MOD) Instruction is based on individual needs and ability levels. The curricular focus is World History/Culture/Geography, U.S. History/Geography, American Government, and Economics. This course does not meet the requirement for a diploma.
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(MOD) Instruction is based on individual needs and ability levels. The curricular focus is World History/Culture/Geography, U.S. History/Geography, American Government, and Economics. This course does not meet the requirement for a diploma.
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(MM) This course examines major turning points in the modern world. Following a short review of the ancient and medieval worlds, the course focuses on the history of the modern period from the late eighteenth century to the present. This course provides a global perspective of the forces and movements that have linked the past to the present. A study of the cultural and geographic regions of the Western and non-Western Worlds demonstrates the importance of the growing interdependence of the modern world. Instruction is based upon individual needs and ability levels.
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(MM) This course examines major turning points in the modern world. Following a short review of the ancient and medieval worlds, the course focuses on the history of the modern period from the late eighteenth century to the present. This course provides a global perspective of the forces and movements that have linked the past to the present. A study of the cultural and geographic regions of the Western and non-Western Worlds demonstrates the importance of the growing interdependence of the modern world. Instruction is based upon individual needs and ability levels.
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(MM) This course provides an interdisciplinary, conceptual, multicultural, and literature-based approach to United States History. The intent of this course is to examine the history of the United States with respect to political, economic, geographical, and social issues of significance. After a brief review of the Pre-Columbian age through U.S. growth and conflict, this course focuses on the continuity and change from 1900 through the present. Instruction is based upon individual needs and ability levels.
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(MM) This course provides an interdisciplinary, conceptual, multicultural, and literature-based approach to United States History. The intent of this course is to examine the history of the United States with respect to political, economic, geographical, and social issues of significance. After a brief review of the Pre-Columbian age through U.S. growth and conflict, this course focuses on the continuity and change from 1900 through the present. Instruction is based upon individual needs and ability levels.
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(MM) Our country's heritage and those principles considered essential to federalism are emphasized. The basic functions of our United States political system at the national, state, and local levels are covered. The students enrolled in this course study the legislative, executive, and judicial branches of government as interpreted through the Constitution, the amendments, and court decisions. Instruction is based upon individual needs and ability levels.
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(MM) Students examine the fundamental economic concepts of: resource allocation, opportunity costs, scarcity, supply and demand, competition, and market structures. The elements of the United States market economy in a global setting, the influence of the United States government on the American economy, global trade, and comparative economic systems are reviewed. Instruction is based upon individual needs and ability levels.
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