This course is designed to assist students with an Individual Education Plan (IEP) in their general education courses. An emphasis is placed on organization of course materials, preparation for tests, study techniques, and learning strategies, as well as, time to complete general course assignments and projects.

This course is designed to provide individual instruction in the area of music. Students experience both choral and instrumental music tailored to meet their individual learning needs as indicated through the student’s Individual Educational Plan (IEP). Students will be able to perform for peers and family.

This course is designed to provide individual instruction in the area of Physical Education (PE). The course is individualized to each student based on the decisions made by the IEP Team. Students are provided with activities that enhance motor development, movement, balance, agility, coordination, and adaptive sports skills.

This is an alternative to the regular Algebra I course. Students take two (2) semesters to complete the concepts of Algebra I, Semester 1, as well as increase their overall basic Mathematics skills. This course is designed for the students not recommended for the regular Mathematics program. The curriculum is based upon number sense, fractions, decimals, scientific notation, percentage, graphs, area, perimeter, and integers.

This course is designed for the students not recommended for the regular Mathematics program. Consumer Math reinforces general Mathematics topics (such as arithmetic using rational numbers, measurement, ratio and proportion, and basic statistics). Students learn to apply these skills to consumer problems and situations. Topics may include, but not limited to budgeting, taxation, credit, banking services, insurance, buying and selling products and services, home and/or car ownership and rental, managing personal income, and investment.

This course offers individualized instruction to meet a student’s need in the areas of reading comprehension, reading fluency, vocabulary development, written expression, and grammar. This class mirrors the skills and concepts taught in English 9. 

This course offers individualized instruction to meet a student’s need in the areas of reading comprehension, reading fluency, vocabulary development, written expression, and grammar. This course mirrors skills and concepts taught in English 10.

This course offers individualized instruction to meet a student’s need in the areas of reading comprehension, reading fluency, vocabulary development, written expression, and grammar. This course mirrors skills and concepts taught in English 11.

English Applications teaches students communication skills-reading, writing, listening, and speaking-concentrating on “real-world” applications rather than emphasizing language arts skills as applied to scholarly and literary materials.

This course is designed for students who have difficulty in basic English. Activities and lessons are individualized to meet a student's need in the areas of reading comprehension, reading fluency, and vocabulary development. 

This course offers individualized instruction to meet a student's need in the areas of reading comprehension, reading fluency, vocabulary development, written expression, and grammar. 

Functional Academics is designed for students who are significantly below grade level in one or more of the following areas (reading, writing, math) and they may or may not be eligible to take the AIMS-A. The course is designed to work through The Functional Arizona Academic Standards. The instruction is focused within the functional context of home, school, work, and community environments.

Functional Life Skills is designed for students who are significantly below grade level in one or more of the following areas (reading, writing, math) and they may or may not be eligible to take the AIMS-A. The instruction is focused within the functional context of home, school, work, and community environments focusing on independence within contexts, self-help and care skills, and basic communication and mobility.

Functional Workplace Skills is designed for students who are significantly below grade level in one or more of the following areas (reading, writing, mathematics) and they may or may not be eligible to take the AIMS-A. The instruction is focused within the functional context of home, school, work, and community environments focusing on preparing the student for transitioning to Adult Day Care, Shelter Workshop, Supported Employment, or other options determined by the IEP team and family. Student preferences are considered while developing appropriate work habits and routines.

Integrated Fine Arts course explores self-expression across the Fine Arts: any subset or all visual arts, music, drama, theater, and literature may be included in the curriculum for this course. Students study and critique the works of others and participate in or produce art themselves. This course often includes comparative study of various art forms over time (i.e., the interrelationship of literature, music, and the performing arts of a particular time period and culture).

This course is designed for the students not recommended for the regular Mathematics program. The curriculum is based on an algebraic curriculum focusing on Integers, Fractions, One and Two Step Equations, Intro to Functions, Square Roots, Basic Geometric Principles, and Irrational Numbers, etc. This course mirrors the skills taught in Algebra II.

This course is designed for the students not recommended for the regular math program. The curriculum is based upon assessment of math facts, computational skills, and practical real-life math.

This course is designed to provide individual instruction in the area of transition and work experience off campus. The course is individualized to each student based on the decisions made by the IEP Team. Students are provided with the basic skills in how to prepare for a job, complete job applications, interview for a job, and secure an off-campus job, based on the Arizona Workplace Standards.

Students who are enrolled in the TOPS program have the opportunity to take this job training course. Students need to be working at least 15 hours per week. Students are paid for working and are evaluated on job performance by his/her supervisor. The TOPS instructor helps place students in the work force. Students can be transported during school hours but will need to find transportation home.