Literature will include To Kill a Mockingbird, Shakespeare’s Romeo and Juliet or A Midsummer’s Night Dream and when appropriate, novels from the extended mainstream literature list. Poetry and short story selections will be used to incorporate various cultures and eras, as well as universal human issues. Reading assignments using high interest books will be incorporated weekly with the intent to develop reading comprehension skills. All students will participate in the five-sentence paragraph format including correct grammatical structures and mechanics. These paragraphs will prepare the student for autobiographical, observational, and literary essays.
Literature may include The Secret Life of Bees, Black Boy, Lord of the Flies and This Boy’s Life. Poetry and short stories will be incorporated throughout the school year. Reading assignments using the internet, and high interest books will be incorporated weekly with the intent to develop reading comprehension skills. The mechanics, grammar, and styles of writing will be refined and continue to be a focus of the five paragraph essay. Essays will continue expository writing and literary analysis involving core literature.
American Literature is the focus of the student’s reading. Novels include The Great Gatsby, The Grapes of Wrath, and The Things They Carried when appropriate. These novels will follow the student’s U.S. History course from the 1920s through Vietnam War. Reading assignments using newspapers, internet exploration, and high interest books will be incorporated weekly with the intent to develop reading comprehension skills. In the junior year, the persuasive essay, literature papers, an extended research project and debate will be covered.
Instruction will emphasize critical reading and thinking skills as well as the development of analytical writing abilities. Literature will include novels from the mainstream literature list. Poetry and short stories will be incorporated throughout the school year. Reading assignments using the current events, internet, and high interest books will be incorporated with the intent to develop reading comprehension skills. The mechanics, grammar, and styles of writing will be refined and continue to be a focus of the 5 paragraph essay. Essays will include expository writing and literary analysis involving core literature. Students will explore various postgraduate opportunities. There will be a fourth quarter senior career project.
Students needing to build basic skills in math are given individualized instruction in computation and building mathematical concepts. Emphasis is placed on problem solving and application of math skills. In addition, practical consumer skills are taught.
The RSP Math 1 course is a one year course paralleling mainstream Math 1. It is the first of two courses needed for the two year math graduation requirements. The pace is slower and individualized per student and taught with a more advanced Algebra skill and basic Geometry skills are taught. Basic Algebra skills are taught. Emphasis is on California Standards. Students transition to Math 2.
RSP students transition to Math 2 from Math 1. Math 2 parallels the mainstream Math 2 curriculum. The pace is slower like with Math 1, and individualized per student’s needs and IEP. More advanced Algebra skills and Geometry skills are taught. This fulfills the two year Math graduation requirement.
This is a school-based class in which community resources job skills, social etiquette norms and health/safety skills are taught. Students usually take this class throughout their high school career. Curriculum emphasis varies from year to year.
**Off-Campus Work Experience
These classes are taught in the community at various work sites. Small groups of students are accompanied and supervised by SDC personnel where they practice social and vocational skills. This program is affiliated with the Workability Program.
Workability is a state and federally funded work experience program for students with special needs. Services include counseling, on-the-job training, vocational testing, placement, weekly classes, credit awards, and/or career preparation exercises. Credits are only given if the student is employed 10 hours per week for a minimum of 12 weeks per semester.
The curriculum for this class follows the state standards, but modified to meet the reading and writing needs of students with significant disabilities. Students are working on written expression, everyday math and money use, and knowledge of everyday reading material such as newspapers, magazines, as well as environmental print, such as street and pedestrian safety signs. The classroom uses technology extensively to help students learn to read and find information at their reading level. Students also begin to gain work experience by participating in off-campus work sites. This is in preparation for their future so that they may prepare for work late in life. Students at this age often use their academic skills to practice becoming a worker.
This class is designed to support students who require tailored reading and writing intervention identified by an Individual Education Plan (IEP), or a combination of formal and informal academic testing in order to become proficient readers. Students are placed in one of three levels of reading (Corrective Reading B1, B2, or C) and one of two levels of writing (Expressive Writing 1 or Expressive Writing 2). Reading and writing programs provide direct instruction in a small group setting. A third component of the program provides a survey of literature and literature response, and includes explicit literacy instruction interacting with authentic text. If dictated in an IEP, this course may be taken multiple times for credit.
The SDC Social Studies class offers a three-fold approach to learning about our world. First, students learn factual information about geography, history, and science. Second, students explore conceptual understanding of social studies fundamentals. Finally, students apply and reinforce Language Arts skills through topic-based reading and writing activities. Computer skills and social skills are incorporated into content based learning activities. Emphasis on World Geography and Cultures, World History, United States History, and Government will vary from year to year.