1. Will be able to use their skills to solve operations on whole numbers, positive and negative numbers, fractions and decimals to succeed in the next level of math.
   
   
2. Understand and explain patterns, graphing, percents, probability, square roots and measurement, angles and triangles.
   
   
3. Pre-Algebra skills include similar figures, finding and graphing equations of lines, adding like terms and solving simple equations.  To use the concepts to model mathematics and problem solve.

• Students will be able to:Students will bridge access in preparation for Algebra I  in the mainstream.  
• Learning focus will be on solving linear equations, solving and graphing quadratic functions, and using basic operations with variable and polynomial functions.
• Students will develop a strong understanding of foundational Algebra skills.

• Students will learn basic Google functions including: Gmail, Drive, Forms, Documents, Presentations, and Google Classroom 
  
  
• Students will work on basic typing skills using Typing. Com
  
  
• Students will learn basic coding skills using Tynker
  
  
• Student will also help to create and manage their own LIfe Skills Yearbook

• Community-based education curriculum
  
  
• Life skills
  
  
• Transition skills into our standards-based life skills academic curriculum
  
  
• Focus on relationships, communication, telephone skills, home/community safety, manners, problem solving/coping strategies, hygiene, organizational skills, laundry use, art /creative expression, basic cooking techniques and nutrition.

1. Identify and analyze the philosophical and historical roots, and constitutional structure, of U.S. democracy.
   
   
2. Analyze the essential framework and functions of government in the United States.
   
   
3. Analyze individual rights and forms of civil society that influence participation in U.S. political culture.
   
   
4. Identify and analyze the variables that affect different economic systems and how those economic systems affect each other
   
   
5. Analyze the relationship between demand and supply and the role of banking and savings in a market economy.
   
   
6. Identify and analyze the frameworks of personal finances.

1. Students will be given the opportunity to build their foundation of basic reading. Students will improve on reading comprehension and understanding of the main ideas and key themes in selected novels based on students reading levels.
2. Students will develop their writing skills in order to produce a one-paragraph essay that includes basic transitions that link sections of a text and provide a concluding statement
   
   
3. Students will demonstrate effective listening and speaking through class presentations and peer to peer feedback

•  Students will be given the opportunity to improve their reading skills through both fiction and nonfiction text. Students will improve on reading comprehension and understanding of the main ideas and identifying key themes in selected novels based on students reading levels. 

• Students will develop their writing skills in order to produce a two-paragraph essay that includes a logical claim with supporting relevant evidence. 

• Students will demonstrate effective listening and speaking through class presentations and peer to peer feedback

Development of basic reading and writing skills as outlined in the student’s IEP.  SAI English III and IV are the next steps in the SAI English sequence. The classes focus on the development of writing a three to five-paragraph essay with an introduction, body and conclusion.  Emphasis is placed on reading comprehension and understanding key themes in selected grade level novels. This literature will parallel and include general education core curriculum. Students will demonstrate effective speaking, writing and listening skills.

Development of basic reading and writing skills as outlined in the student’s IEP.  SAI English III and IV are the next steps in the SAI English sequence. The classes focus on the development of writing a three to five-paragraph essay with an introduction, body and conclusion.  Emphasis is placed on reading comprehension and understanding key themes in selected grade level novels. This literature will parallel and include general education core curriculum. Students will demonstrate effective speaking, writing and liste

Development of basic reading and writing skills as outlined in the student's IEP.  SAI English V is the final class in the SAI English sequence. The classes focus on the development of writing a three- to five-paragraph essay with an introduction, body, and conclusion.  Emphasis is placed on reading comprehension and understanding of key themes in selected grade-level novels. This literature will parallel and include the general education core curriculum. Students will demonstrate effective speaking, writing, and listening skills. Expository reading and writing curriculum will be utilized along with additional resources. 

• Students will learn appropriate on the job behaviors, expectations, and work habits.
  
  
• Students will learn basic barista skills
  
  
• Transition skills into our standards-based life skills academic curriculum
  
  
• Students will work on making change/basic money math.

• Learning Skills is a course designed to assist those students who are eligible for special education services.
  
  
• Students will receive academic support for their general education classes from the Resource staff in a small group setting. 
  
  
• Students will be taught to utilize Study Skills strategies with an emphasis on organization, time management, and test-taking skills. 
  
  
• Students will be supported in their efforts to build essential life skills such as self-advocacy, confidence, responsibility, initiative, and perseverance. 
  
  
• Students will also utilize the Learning Skills period for pull-out of additional support services.
  
  
• Students will be able to explore college and vocational options in preparation for life after high school.

• Community-based education curriculum
  
  
• Life skills
  
  
• Transition skills into our standards-based life skills academic curriculum 
  
  
• Students will be working individually in small groups and large groups.
  
  
• Functional reading, vocabulary, spelling and written expression will be addressed.
  
  
• Assistive technology and computer based reading programs will be used to support students learning.

• Community-based education curriculum
  
  
• Life skills
  
  
• Transition skills into our standards-based life skills academic curriculum
  
  
• Group and individual work will be geared toward practical math and basic skills, with an emphasis on money and telling time
  
  
• Touch Math will be used when appropriate to help students with their arithmetic skills
  
  
• Students will learn to use calculators

• Demonstrate a foundational understanding of the principles of science and show understanding how and why  the world works.
  
  
• To allow students to think critically and independently using their knowledge about science and technology.  To understand the geography, climate, and natural resources of a region influence the culture, economy, and lifestyle of its inhabitants.

• Demonstrate a foundational understanding of the principles of science and show understanding how and why  the world works.
• To allow students to think critically and independently using their knowledge about science and technology.  To understand the geography, climate, and natural resources of a region influence the culture, economy, and lifestyle of its inhabitants.

1. Readiness:  Students will be able to independently navigate all learning platforms used in their current classes in order to access assignments and curriculum.
2. Transferability:  Students will utilize self-advocacy skills by learning to make requests, ask questions and share ideas with their teachers virtually and in-person.
   
   
3. Endurance:  Students will be encouraged to take their self-advocacy skills and apply what they learned to the workplace environment and other areas of their lives.

• Students will explore career interests with learning vocational skills within the classroom and within the community.   
  
  
• Students will work on tasks involving 1-4 step directions.
  
  
• Students will work on vocabulary development with an emphasis on vocational.
  
  
• Students will learn age-appropriate social skills within the community.
  
  
• Student will work on executive function skills.

In this course we will examine the social, political, and economic evolution of the United States from the colonial period to the present day.  We will emphasize several main overarching themes: such as how our American identity has changed over time, our shifts in foreign and domestic policy, as well as the changes in the American human experience as demographics, technology, and belief systems continue to develop and change over time.

This is a Special Day Class for students that have been diagnosed with Mild to Moderate Disabilities.