| | A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y |
|---|
| 1 |
Course Name |
Long Description |
Sem or Year |
Block Code |
Semester Codes |
State Course Code |
Dept |
Prerequisites |
Other |
Gr 6 |
Gr 7 |
Gr 8 |
EIS |
EVG |
GTW |
HWD |
NOR |
HS Credit |
Qualifying CTE Pathway Course |
CIP Code |
Credit Rule |
Primary Graduation Area(s) |
Additional Graduation Area |
Course Level |
Notes |
|---|
| 2 |
English 6 |
In English 6, students focus on building important skills and
knowledge areas for college readiness, including analyzing literary
works through close reading, developing awareness of how stylistic
effects are achieved by a writer, engaging in the writing process
in an ongoing effort to achieve stylistic maturity in narrative,
explanatory and informative, and argumentative modes of writing,
and using a wide-ranging vocabulary with attention to accurate
denotation and purposeful connotation. Course content includes
short stories, editorials, images-as-text, Shakespearean drama,
and film. Students analyze literature, conduct research, and
synthesize meaning from historical, cultural, and intellectual
contexts while exploring the thematic concept of change. |
Yr |
691ENG |
ENG691/692 |
01034 |
EN |
None |
None |
Y |
N |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
General or Regular |
This course will be used for: *General Ed *ML *General Ed and
SpEd Co-Taught Model |
|---|
| 3 |
English 7 |
In English 7, students focus on developing important skills and
knowledge areas for college readiness, including close reading
and analysis of both literary and nonfiction texts, analyzing
relationships among author’s purpose and desired effects for
intended audiences, writing with an attention to selecting textual
evidence and organizational patterns according to audience and
purpose, and developing control of language and command of conventions
required for academic writing. Course content includes personal
narratives, mythology, persuasive advertising, full-length novels,
and Shakespearean comedy. Students analyze literature, conduct
research, and synthesize meaning from historical, cultural, and
intellectual contexts while exploring the thematic concept of
choice. |
Yr |
791ENG |
ENG791/792 |
01035 |
EN |
None |
None |
N |
Y |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
General or Regular |
This course will be used for: *General Ed *ML *General Ed and
SpEd Co-Taught Model |
|---|
| 4 |
English 8 |
In English 8, students focus on refining important skills and
knowledge areas for college readiness, including challenging
literary and informational texts, revising and editing texts
for effective expression of ideas, making careful and considered
use of evidence during reading and writing, and describing how
word choice helps shape meaning and tone. Course content includes
graphic novels, memoir, persuasive speeches, news articles, poetry,
and Shakespearean comedy. Students analyze literature, conduct
research, and synthesize meaning from historical, cultural, and
intellectual contexts while exploring the thematic concept of
challenge. |
Yr |
891ENG |
ENG891/892 |
01036 |
EN |
None |
None |
N |
N |
Y |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
General or Regular |
This course will be used for: *General Ed *ML *General Ed and
SpEd Co-Taught Model |
|---|
| 5 |
Honors English 7 |
In Honors English 7, students focus on developing important skills
and knowledge areas for college readiness, including close reading
and analysis of both literary and nonfiction texts, analyzing
relationships among author’s purpose and desired effects for
intended audiences, writing with an attention to selecting textual
evidence and organizational patterns according to audience and
purpose, and developing control of language and command of conventions
required for academic writing. Course content includes personal
narratives, mythology, persuasive advertising, full-length novels,
and Shakespearean comedy. Students analyze literature, conduct
research, and synthesize meaning from historical, cultural, and
intellectual contexts while exploring the thematic concept of
choice. |
Yr |
793ENG |
ENG793/794 |
01036 |
EN |
None |
This course is recommended for students who score a 3 or 4 on
the ELA SBA and/or have demonstrated high levels of proficiency
toward the 5th grade ELA standards. Highly Capable Program students
should register for this course |
Y |
N |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Honors | |
|---|
| 6 |
Honors English 8 |
In Honors English 8, students focus on refining important skills
and knowledge areas for college readiness, including using reasoning
and analysis to comprehend challenging literary and informational
texts, revising and editing texts for effective expression of
ideas, making careful and considered use of evidence during reading
and writing, and describing how word choice helps shape meaning
and tone. Course content includes graphic novels, memoir, persuasive
speeches, news articles, poetry, and Shakespearean comedy. Students
analyze literature, conduct research, and synthesize meaning
from historical, cultural, and intellectual contexts while exploring
the thematic concept of challenge. |
Yr |
893ENG |
ENG893/894 |
01036 |
EN |
None |
This course is recommended for students who score a 3 or 4 on
the ELA SBA and/or have demonstrated high levels of proficiency
in Honors English 7. |
N |
Y |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Honors | |
|---|
| 7 |
Pre-AP English I |
Pre-AP English 1 focuses on the close reading, analytical writing,
and language skills that have immediate relevance for students
across their current courses and that are most essential for
their future work in high school, college, and careers. Texts
take center stage in the Pre-AP English 1 classroom, where students
engage in close, critical reading of a wide range of materials.
The course trains the reader to observe the small details within
a text to arrive at a deeper understanding of the whole. It also
trains the writer to focus on crafting complex sentences as the
foundation for writing to facilitate complex thinking and communicate
ideas clearly. |
Yr |
103ENG |
ENG103/104 |
01001 |
EN |
None |
This course is recommended for students who score a 3 or 4 on
the ELA SBA and/or have demonstrated high levels of proficiency
in Honors English 8. |
N |
N |
Y |
Y |
Y |
Y |
Y |
Y |
Y |
N |
N |
O-Fill |
A1 |
X1 |
General or Regular | |
|---|
| 8 |
Modified English 6 |
In Modified English 6, students focus on accessing literature
and informational texts. Students write narrative, informational,
and argumentative essays aligned with standards. Speaking and
listening and language are also areas of focus. The scope and
sequence provide flexibility for students to develop proficiency
towards grade level standards and meeting student-specific IEP
goals. Students engage in learning with Language Live and Springboard
curricular materials based on present levels of performance.
Students work in large group, small group, and independent settings
throughout this yearlong course. |
Yr |
635ENG |
ENG635/636 |
01034 |
EN |
IEP team placement |
Resource Room class placement |
Y |
N |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Basic or Remedial |
Formerly called English Language Arts 6 |
|---|
| 9 |
Modified English 7 |
In Modified English 7, students focus on accessing literature
and informational texts. Students write narrative, informational,
and argumentative essays aligned with standards. Speaking and
listening and language are also areas of focus. The scope and
sequence provide flexibility for students to develop proficiency
towards grade level standards and meeting the student-specific
IEP goals. Students engage in learning with Language Live and
Springboard curricular materials based on present levels of performance.
Students work in large group, small group, and independent settings
throughout this yearlong course. |
Yr |
735ENG |
ENG735/736 |
01035 |
EN |
IEP team placement |
Resource Room class placement |
N |
Y |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Basic or Remedial |
Formerly called English Language Arts 7 |
|---|
| 10 |
Modified English 8 |
In English Language Arts 8, students focus on accessing literature
and informational texts. Students write narrative, informational,
and argumentative essays aligned with standards. Speaking and
listening and language are also areas of focus. The scope and
sequence provide flexibility for students to develop proficiency
towards grade level standards and meeting the student-specific
IEP goals. Students engage in learning with Language Live and
Springboard curricular materials based on present levels of performance.
Students work in large group, small group, and independent settings
throughout this yearlong course. |
Yr |
835ENG |
ENG835/836 |
01036 |
EN |
IEP team placement |
Resource Room class placement |
N |
N |
Y |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Basic or Remedial |
Formerly called English Language Arts 8 |
|---|
| 11 |
Modified Math 6 |
In Modified Math 6, students focus on accessing four critical
areas: (1) connecting ratio and rate to whole number multiplication
and division and using concepts of ratio and rate to solve problems;
(2) completing understanding of division of fractions and extending
the notion of number to the system of rational numbers, which
includes negative numbers; (3) writing, interpreting, and using
expressions and equations; and (4) developing understanding of
statistical thinking. Students engage in learning with grade
level curricular materials, working in large groups, small groups,
and independent settings throughout this yearlong course. |
Yr |
671MTH |
MTH671/672 |
02036 |
MA |
IEP team placement |
Resource Room class placement |
Y |
N |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Basic or Remedial |
Formerly called Resource Math 6 |
|---|
| 12 |
Modified Math 7 |
In Modified Math 7, students focus on accessing four critical
areas: (1) developing understanding of and applying proportional
relationships; (2) developing understanding of operations with
rational numbers and working with expressions and linear equations;
(3) solving problems involving scale drawings and informal geometric
constructions, and working with two- and three- dimensional shapes
to solve problems involving area, surface aream and volume; and
(4) drawing inferences about populations based on samples. Students
engage in learning with grade level curricular materials, working
in large groups, small groups, and independent settings throughout
this yearlong course. |
Yr |
771MTH |
MTH771/772 |
02037 |
MA |
IEP team placement |
Resource Room class placement |
N |
Y |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Basic or Remedial |
Formerly called Resource Math 7 |
|---|
| 13 |
Modified Math 8 |
In Modified Math 8, students focus on accessing three critical
areas: (1) formulating and reasoning about expressions and equations,
including modeling an association in bivariate data with a linear
equation, and solving linear equations and systems of linear
equations; (2) grasping the concept of a function and using functions
to describe quantitative relationships; (3) analyzing two- and
three-dimensional space and figures using distance, angle, similiarity,
and congruence, and understanding and applying the Pythagorean
Theorem. Students engage in learning with grade level curricular
materials, working in large groups, small groups, and independent
settings throughout this yearlong course. |
Yr |
871MTH |
MTH871/872 |
02038 |
MA |
IEP team placement |
Resource Room class placement |
N |
N |
Y |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Basic or Remedial |
Formerly called Resource Math 8 |
|---|
| 14 |
Adaptive ELA 6 |
This course is designed for students in the Life Skills program.
Based on individual goals and objectives, students develop basic
reading and writing skills required for daily life tasks. |
Yr |
675LAA |
LAA675/676 |
01034 |
EN |
IEP team placement |
Life Skills class placement |
Y |
N |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Basic or Remedial | |
|---|
| 15 |
Adaptive ELA 7 |
This course is designed for students in the Life Skills program.
Based on individual goals and objectives, students develop basic
reading and writing skills required for daily life tasks. |
Yr |
775LAA |
LAA775/776 |
01035 |
EN |
IEP team placement |
Life Skills class placement |
N |
Y |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Basic or Remedial | |
|---|
| 16 |
Adaptive ELA 8 |
This course is designed for students in the Life Skills program.
Based on individual goals and objectives, students develop basic
reading and writing skills required for daily life tasks. |
Yr |
875LAA |
LAA875/876 |
01036 |
EN |
IEP team placement |
Life Skills class placement |
N |
N |
Y |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Basic or Remedial | |
|---|
| 17 |
Functional ELA 6 |
This course is designed for students in the Extended Resource
Room (ERR) program. Based on individual goals and objectives,
this class will address reading fluency and comprehension skills,
as well as functional practical writing skills to build written
expression. |
Yr |
663ENG |
ENG663/664 |
01034 |
EN |
IEP team placement |
ERR class placement |
Y |
N |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Basic or Remedial | |
|---|
| 18 |
Functional ELA 7 |
This course is designed for students in the Extended Resource
Room (ERR) program. Based on individual goals and objectives,
this class will address reading fluency and comprehension skills,
as well as functional practical writing skills to build written
expression. |
Yr |
765ENG |
ENG765/766 |
01035 |
EN |
IEP team placement |
ERR class placement |
N |
Y |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Basic or Remedial | |
|---|
| 19 |
Functional ELA 8 |
This course is designed for students in the Extended Resource
Room (ERR) program. Based on individual goals and objectives,
this class will address reading fluency and comprehension skills,
as well as functional practical writing skills to build written
expression. |
Yr |
865ENG |
ENG865/866 |
01036 |
EN |
IEP team placement |
ERR class placement |
N |
N |
Y |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Basic or Remedial | |
|---|
| 20 |
Math 6 |
In Math 6, instructional time focuses on four critical areas:
(1) connecting ratio and rate to whole number multiplication
and division and using concepts of ratio and rate to solve problems;
(2) completing understanding of division of fractions and extending
the notion of number to the system of rational numbers, which
includes negative numbers; (3) writing, interpreting, and using
expressions and equations; and (4) developing understanding of
statistical thinking. Students engage in instruction aligned
to the grade level standards in mathematics. |
Yr |
600MTH |
MTH605/606 |
02036 |
MA |
None |
None |
Y |
N |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
General or Regular |
This course will be used for: *General Ed *General Ed and SpEd
Co-Taught Model |
|---|
| 21 |
Math 7 |
In Math 7, instructional time focuses on four critical areas:
(1) developing understanding of and applying proportional relationships;
(2) developing understanding of operations with rational numbers
and working with expressions and linear equations; (3) solving
problems involving scale drawings and informal geometric constructions,
and working with two- and three-dimensional shapes to solve problems
involving area, surface area, and volume; and (4) drawing inferences
about populations based on samples. |
Yr |
700MTH |
MTH701/702 |
02037 |
MA |
None |
None |
N |
Y |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
General or Regular |
This course will be used for: *General Ed *General Ed and SpEd
Co-Taught Model |
|---|
| 22 |
Math 8 |
In Math 8, instructional time focuses on three critical areas:
(1) formulating and reasoning about expressions and equations,
including modeling an association in bivariate data with a linear
equation, and solving linear equations and systems of linear
equations; (2) grasping the concept of a function and using functions
to describe quantitative relationships; (3) analyzing two- and
three-dimensional space and figures using distance, angle, similarity,
and congruence, and understanding and applying the Pythagorean
Theorem. |
Yr |
800MTH |
MTH801/802 |
02038 |
MA |
None |
None |
N |
N |
Y |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
General or Regular |
This course will be used for: *General Ed *General Ed and SpEd
Co-Taught Model |
|---|
| 23 |
Accelerated Math 6 |
In Accelerated Math 6, instructional time focuses on seven critical
areas: (1) connecting ratio and rate to whole number multiplication
and division and using concepts of ratio and rate to solve problems;
(2) developing understanding of and applying proportional relationships;
(3) completing understanding of division of fractions and extending
the notion of number to the system of rational numbers, which
includes negative numbers; (4) developing understanding of operations
with rational numbers; (5) writing, interpreting, and using expressions
and linear equations; (6) developing understanding of statistical
thinking and drawing inferences about populations based on samples;
and (7) working with two- and three-dimensional shapes to solve
problems involving area, surface area, and volume. |
Yr |
613MTH |
MTH613/614 |
02036 |
MA |
None |
This course is recommended for students who score a 3 or 4 on
the math SBA and/or have demonstrated high levels of proficiency
towards the 5th grade math standards. |
Y |
N |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Enriched or Advanced | |
|---|
| 24 |
Accelerated Math 7 |
In Accelerated Math 7, instructional time focuses on six critical
areas: (1) Solving problems involving scale drawings and informal
geometric constructions, and working with two- and three-dimensional
shapes to solve problems involving area, surface area, and volume
(2) Analyzing two- and three-dimensional space and figures using
distance, angle, similarity, and congruence; (3) Working with
expressions, and analyzing and solving linear equations; (4)
Solving problems using algebraic expressions and equations (5)
Applying and extending previous understanding of operation to
rational numbers (6) Using probability models and drawing interference
about and between two populations. |
Yr |
713MTH |
MTH713/714 |
02037 |
MA |
Successful completion of Accelerated Math 6 as part of the Highly
Capable Program in 5th grade |
None |
N |
Y |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Enriched or Advanced | |
|---|
| 25 |
Algebraic Concepts |
Students deepen and extend their understanding of linear relationships,
contrasting them with exponential phenomena, applying linear
models to data that exhibit a linear trend, and understanding
of geometric knowledge. This course ties together algebraic
and geometric ideas. |
Yr |
117MTH |
MTH117/118 |
02052 |
MA |
Successful completion of Accelerated Math 7 |
None |
N |
Y |
Y |
Y |
Y |
Y |
Y |
Y |
Y |
N |
N |
O-Fill |
C2 |
X1 |
General or Regular | |
|---|
| 26 |
GeometryinApplication |
The second year of high school mathematics is focused on new functions;
comparing their characteristics and behavior to those functions
from year 1. The link between probability and data is explored
through conditional probability and counting methods, including
their use in making and evaluating decisions. The study of similarity
leads to an understanding of right triangle trigonometry and
connects to quadratics through Pythagorean relationships. Circles,
with their quadratic algebraic representations, round out the
course. |
Yr |
217MTH |
MTH217/218 |
02072 |
MA |
Successful completion of Algebraic Concepts |
None |
N |
N |
Y |
Y |
Y |
Y |
Y |
Y |
Y |
N |
N |
O-Fill |
C3 |
X1 |
General or Regular | |
|---|
| 27 |
Adaptive Multi-Age Math |
This course is designed for students in the Life Skills program.
Based on individual goals and objectives, students develop basic
mathematical skills required for daily life tasks. |
Yr |
961MTH |
MTH961/962 |
02039 |
MA |
IEP team placement |
Life Skills class placement |
Y |
Y |
Y |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Basic or Remedial | |
|---|
| 28 |
Functional Math 6 |
This course is designed for students in the Extended Resource
Room (ERR) program. Based on individual goals and objectives,
this class will address mathematical skills, such as simple calculation
and calculator skills. |
Yr |
663MTH |
MTH663/664 |
02039 |
MA |
IEP team placement |
ERR class placement |
Y |
N |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Basic or Remedial | |
|---|
| 29 |
Functional Math 7 |
This course is designed for students in the Extended Resource
Room (ERR) program. Based on individual goals and objectives,
this class will address mathematical skills, such as simple calculation
and calculator skills. |
Yr |
765MTH |
MTH765/766 |
02039 |
MA |
IEP team placement |
ERR class placement |
N |
Y |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Basic or Remedial | |
|---|
| 30 |
Functional Math 8 |
This course is designed for students in the Extended Resource
Room (ERR) program. Based on individual goals and objectives,
this class will address mathematical skills, such as simple calculation
and calculator skills. |
Yr |
865MTH |
MTH865/866 |
02039 |
MA |
IEP team placement |
ERR class placement |
N |
N |
Y |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Basic or Remedial | |
|---|
| 31 |
Science 6 |
In Science 6, students articulate and use a set of norms to promote
safe and equitable classroom culture that they will use as they
investigate and explain phenomena. They learn how to ask different
kinds of questions about the phenomenon and how to model what
they figure out to explain the phenomenon. Through their investigations,
they will work together to answer questions such as “Why do
we sometimes see different things when looking at the same object?”
or “Where do natural hazards happen and how do we prepare for
them?” |
Yr |
600SCI |
SCI601/602 |
03236 |
SC |
None |
None |
Y |
N |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
General or Regular | |
|---|
| 32 |
Science 7 |
In Science 7, students articulate and use a set of norms to promote
safe and equitable classroom culture that they will use as they
investigate and explain phenomena. They learn how to ask different
kinds of questions about the phenomenon and how to model what
they figure out to explain the phenomenon. Through their investigations,
they will work together to answer questions such as “How can
we use chemical reactions to design a solution to a problem?”
or “How do changes in Earth’s system impact our communities
and what can we do about it?” |
Yr |
700SCI |
SCI701/702 |
03237 |
SC |
None |
None |
N |
Y |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
General or Regular | |
|---|
| 33 |
Science 8 |
In Science 8, students articulate and use a set of norms to promote
safe and equitable classroom culture that they will use as they
investigate and explain phenomena. They learn how to ask different
kinds of questions about the phenomenon and how to model what
they figure out to explain the phenomenon. Through their investigations,
they will work together to answer the questions such as “Why
do things sometimes get damaged when they hit each other?”
or “How are we connected to the patterns we see in the sky
and space?” |
Yr |
800SCI |
SCI801/802 |
03238 |
SC |
None |
None |
N |
N |
Y |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
General or Regular | |
|---|
| 34 |
Coordinated Science |
The Coordinated Science course integrates physical science, earth
and space sciences, life sciences and engineering. In this laboratory,
high school credit bearing course, students engage in science
and engineering practices such as conducting investigations,
analyzing data, developing models, constructing explanations,
and designing solutions to real-world problems. |
Yr |
155SCI |
SCI155/156 |
03008 |
SC |
See counselor for more information |
None |
N |
N |
Y |
Y |
Y |
Y |
Y |
Y |
Y |
Y |
210198 |
F-Full |
D2, G3 |
NA |
General or Regular | |
|---|
| 35 |
History 6 |
In History 6, students deepen their understanding of the Earth
and its peoples through the study of history, geography, politics,
culture, and economic systems. Students explore the location,
place, and spatial organization of the world’s major regions.
This exploration is then followed by looking at world history
from its beginnings. Students are given an opportunity to study
ancient civilizations and other major world societies deeply.
Students analyze the interactions among the various cultures,
emphasizing their enduring contributions and the link between
the contemporary and ancient worlds. By balancing depth and breadth,
teachers provide students with the opportunity to gain enduring
understandings that world history has to teach us about ourselves
and our world. |
Sem | |
HIS601 |
04436 |
SO |
None |
None |
Y |
N |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
General or Regular | |
|---|
| 36 |
WA State History |
In Washington State History, students learn about the geologic,
environmental, historical, economic, and current factors that
created the present-day state of Washington and its people.
Students study from ancient Pacific Northwest to present day
and the current structure and politics of Washington state and
local governments. |
Sem | |
SOC401 |
WA0004 |
SO |
None |
None |
N |
Y |
Y |
Y |
Y |
Y |
Y |
Y |
Y |
N |
N |
O-Fill |
B4 |
B5, X1 |
General or Regular | |
|---|
| 37 |
History 8 |
In History 8, students develop a new, more abstract level of understanding
of social studies concepts. The context for developing this deeper
understanding in U.S. history and government is student exploration
of the ideas, issues, and events from the framing of the Constitution
through Reconstruction. After reviewing the founding of the United
States, particularly the Constitution, students explore the development
of politics, society, culture, and economy in the United States
to deepen conceptual understandings in civics, geography, history,
and economics. By balancing depth and breadth and having students
consider course essential questions, teachers provide students
with the opportunity to gain enduring understandings that U.S.
history teaches us about ourselves and the world. |
Yr |
800HIS |
HIS801/802 |
04438 |
SO |
None |
None |
N |
N |
Y |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
General or Regular | |
|---|
| 38 |
Functional History 6 |
This course is designed for students in the Extended Resource
Room (ERR) program. Based on individual goals and objectives,
this class will address foundational knowledge and skills related
to World History. |
Sem | |
HIS673 |
04436 |
SO |
IEP team placement |
ERR class placement |
Y |
N |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
General or Regular | |
|---|
| 39 |
Functional WA State History |
This course is designed for students in the Extended Resource
Room (ERR) program. This class will address foundational components
of Washington state history and is based on the Washington State
Enduring Understandings and state standards, in addition to individual
goals and objectives. |
Sem | |
HIS753 |
WA0004 |
SO |
IEP team placement |
ERR class placement |
N |
Y |
Y |
Y |
Y |
Y |
Y |
Y |
Y |
N |
N |
O-Fill |
B4 |
B5, X1 |
Basic or Remedial | |
|---|
| 40 |
Functional History 8 |
This course is designed for students receiving special services.
Based on individual goals and objectives, this class will address
foundational knowledge and skills related to US History. |
Yr |
873HIS |
HIS873/874 |
04438 |
SO |
IEP team placement |
ERR class placement |
N |
N |
Y |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Basic or Remedial | |
|---|
| 41 |
Human Geography |
In this course, students “visit” many countries to explore
their physical features, cultures, history, and economic systems.
The main purpose of this course is for students to broaden their
understanding of the different types of geography around the
world. Units include Thinking Geographically, Movement, Region,
Human/Environment Interaction, and Place. Course helps to prepare
students for success in AP Human Geography in high school. |
Sem | |
HIS925 |
04001 |
SO |
None |
None |
N |
Y |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
General or Regular | |
|---|
| 42 |
Health 6 |
Health 6 provides students with knowledge, attitudes, and skills
to make health-promoting decisions. This class addresses the
physical, mental, emotional, and social dimensions of health.
Health is not a one-time decision but a series of decisions continuing
throughout our lives. Students will begin to develop a level
of comprehension and understanding in the areas of personal wellness,
mental and emotional health, drugs, alcohol and tobacco, body
systems and disease, nutrition, safety, and human sexuality.
The health education curriculum is in place to meet the Washington
State Health Education Standards. |
Sem | |
HTH601 |
08051 |
PE |
None |
None |
Y |
N |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
General or Regular | |
|---|
| 43 |
Health 7 |
Health 7 is designed to help students learn about their changing
bodies, to help them sort out emotions and personal values, to
aid them in maintaining optimum health as a lifelong process,
and to show students how to take responsibility for making healthy
decisions. Topics include real-life situations for teens. Units
last one to four weeks and topic areas are based on teen pressures
and teenage risk behaviors, as well as the Washington State Health
Education Standards. |
Sem | |
HTH701 |
08051 |
PE |
None |
None |
N |
Y |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
General or Regular | |
|---|
| 44 |
PE Foundational 6 |
This course provides students the opportunity to learn through
a developmentally appropriate, comprehensive, and sequentially
planned physical education program aligned with the Physical
Education Standards for Washington state. Units of activity include
soccer, pickleball, basketball, fitness and circuit training,
invasion games, track and field, volleyball, rhythm & dance,
wamba ball and cricket, and ultimate frisbee and frisbee golf.
Students will also be provided instruction in goal setting, exercise
anatomy (muscles and bones), heart rate, and components of health
and skill related fitness. Students will also develop social
skills through cooperation, teamwork, sportsmanship, and confidence
building. |
Sem | |
SemPED601 |
08036 |
PE |
None |
None |
Y |
N |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
General or Regular | |
|---|
| 45 |
PE Foundational 7 |
This course provides students the continuing opportunity to learn
through a developmentally appropriate, comprehensive, and sequentially
planned physical education program aligned with the Physical
Education Standards for Washington state. Content standards emphasize
meeting challenges and making decisions. The focus of this course
is the application of movement skills and knowledge to individual
and dual physical activities. Units of activity include soccer,
badminton, basketball, fitness and circuit training, track and
field, volleyball, hockey, softball, and football. |
Sem | |
SemPED701 |
08037 |
PE |
None |
None |
N |
Y |
N |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
General or Regular | |
|---|
| 46 |
PE Foundational 8 |
This course provides students the continuing opportunity to learn
through a developmentally appropriate, comprehensive sequentially
planned physical education program aligned with the Physical
Education Standards for Washington state. The focus of this
course is the application of movement skills and knowledge (including
defensive and offensive strategies) to team physical activities,
the assessment and maintenance of physical fitness to improve
health and performance, the requisite knowledge of physical fitness
concepts, principles and strategies to improve health and performance,
and the application of psychological and sociological concepts.
Units of activity include soccer, tennis, basketball, fitness
and circuit training, Olympic games, volleyball, lacrosse, golf,
world games, and football and rugby. |
Sem | |
SemPED801 |
08038 |
PE |
None |
None |
N |
N |
Y |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
General or Regular | |
|---|
| 47 |
Lifetime PE |
This class is designed for students interested in improving their
physical fitness through avenues outside the scope of the foundational
classes, including but not limited to resistance and strength
training, cardiorespiratory fitness, muscular strength, muscular
endurance, and flexibility activities. Students will learn training
principles, techniques, and injury prevention. Individual sports
such as bowling, archery, badminton, tennis, track and field,
yoga, circuit training, pickleball, and more. Students will continue
developing social skills in cooperation, encouragement, and confidence
building. Units may vary depending on school and equipment availability.
|
Sem | |
PED925 |
08001 |
PE |
PE Foundational 8 |
None |
Y |
Y |
Y |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
General or Regular | |
|---|
| 48 |
Team Sports |
Students in this class participate in a variety of team sports
and fitness activities as an extension of the foundational class
requirements. Students gain an understanding of how each activity
can be used to improve and maintain health and wellness and will
improve their understanding of the history, rules, offensive
and defensive strategies, and roles in sports. This course also
includes topics such as stress management, goal setting, recreational
activities in relationship to fitness and wellness, and personal
assessment of a variety of health and skill-related fitness areas.
Units may vary depending on school, and equipment availability. |
Sem | |
PED927 |
08001 |
PE |
PE Foundational 8 |
None |
N |
Y |
Y |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
General or Regular | |
|---|
| 49 |
PE Peer Coach |
Peer coaches work with a maximum of one to three students to allow
for small group help with kids. Coaches directly work with teacher
to help students receiving Special Education services improve
and reach their goals. |
Sem | |
PED825 |
08995 |
EL |
None |
None |
N |
N |
Y |
N |
Y |
Y |
N |
N |
N |
N |
N |
NA |
NA |
NA |
General or Regular | |
|---|
| 50 |
English Lang Dev Support I |
Part of a two-period block of English 6, 7 or 8 and English Language
Development Support 1 (ELD I). English 6, 7, 8 provides students
access to literature and informational texts in English. The
scope and sequence provides flexibility for students to develop
proficiency toward grade level standards. ELD I offers students
an opportunity to develop speaking and listening skills in English.
In addition, students begin to develop reading and writing skills.
|
Yr |
913LAA |
LAA913/914 |
22999 |
EL |
ML team placement, students with WIDA score of 1.0 – 1.9 |
None |
Y |
Y |
Y |
Y |
Y |
Y |
Y |
Y |
N |
N |
N |
NA |
NA |
NA |
Basic or Remedial | |
|---|