This course fulfills the 0.5 Credit of Health required for graduation and is backed with NM History Philosophy of Wellness that Enriches Relationships (POWER) focuses on ‘real life’ problems. The student studies, analyzes, interprets, and evaluates universal topics. Components range from self-concept, self- analysis (Myers- Briggs), nutrition, brain research, multiple intelligence theory, learning styles, technology, mental, spiritual, physical, and sexual issues. The themes woven throughout the course balance independent learning, interest development, communication, critical thinking, ethical reasoning, leadership, interpersonal skills, creativity, and problems solving. Based on his/her research, analysis, synthesis, and evaluation each student begins to develop his/her own philosophy for life. Special topics include, but are not limited to exercise, nutrition, and food choices; weight control, and the consequences of obesity; sexuality (pregnancy and sexually transmitted diseases); and addiction, addictive substances, and addictive behavior. The small class size supports discussion, creativity, and higher-level thinking skills. This course seeks to promote positive relationships, accurate interpretation of alternative points of view, and the refinement of personal life management skills. Areas of focus are health promotion, behaviors, factors, and advocacy; career readiness; communication/expression; art; and math and science as inquiry with emphasis on problem solving, critical/creative thinking, and cooperation (teamwork). Literacy strategies are integrated throughout the course.
Academic Career Experience (ACE)
This course satisfies the graduation requirement that a student must earn one (1) career cluster, workplace readiness, or language credit.
Note: The student must currently be receiving gifted services through an Individualized Education Plan (IEP) to enroll in this course.
Through work experiences as supported by portfolio, the student explores personal and career interests, aptitudes and abilities. Personal management of time, health, and finances are also included. The necessary components of a productive and successful career are examined: technical knowledge, responsible and ethical behavior, and goal setting. Literacy strategies are integrated throughout the course. Standards and skills are acquired through course and/or work experiences and demonstrated in a cumulative ACE portfolio. Minimum requirements are documentation of time sheets, evaluation, work site agreement, and proof of APS insurance where applicable.
Academic Career Experience (ACE) II
Prerequisites: Successful Completion of ACE I
This course satisfies the graduation requirement that a student must earn one (1) career cluster, workplace readiness, or language credit. Note: The student must currently be receiving gifted services through an Individualized Education Plan (IEP) to enroll in this course. The student develops career decision-making and employability skills to gain an understanding of workplace cultures and expectations. The student develops an understanding of the competing demands and responsibilities that are part of the world of work and learn how to balance those roles in his/her own life. The ability to work well with others; understand complex interrelationships; work with a variety of technologies; acquire and use information; organize, plan, and allocate resources; and safety are included in the curriculum and evidenced through a portfolio. Literacy strategies are integrated throughout the course. Standards and skills are acquired through course and/or work experiences and demonstrated in a cumulative ACE portfolio. Minimum requirements are documentation of time sheets, evaluation, work site agreement, and proof of APS insurance where applicable
Academic Career Experience (ACE) III
Prerequisites: Successful Completion of ACE I and ACE II
This course satisfies the graduation requirement that a student must earn one (1) career cluster, workplace readiness, or language credit. Note: The student must currently be receiving gifted services through an Individualized Education Plan (IEP) to enroll in this course. In ACE III, the student continues to develop career decision-making and employability skills to further expand and gain in depth understanding of workplace cultures and expectations. The student demonstrates an understanding of the competing demands and 87 responsibilities that are part of the world of work and, and learns how to balance those roles in his or her own life. The ability to work well with others; understand complex interrelationships; work with a variety of technologies; acquire and use information; organize, plan, and allocate resources; and safety are included in the curriculum and evidenced through a portfolio. Literacy strategies are integrated throughout the course. Standards and skills are acquired through course and/or work experiences and demonstrated in a cumulative ACE portfolio. Minimum requirements are documentation of time sheets, evaluation, work site agreement, and proof of APS insurance where applicable.
The student must currently be receiving gifted services through an Individualized Education Plan (IEP) to enroll in this course.
The Gifted Contemporary Issues I class is a Social Studies elective course designed to provide the student with an up-to-date view of the world around him/her. Emphasis is placed on an analysis of real-world issues, which have a direct impact on students’ lives. The student focuses on improving geographic knowledge, reading, writing, and vocabulary skills as a means for understanding important issues and communicating facts, his/her ideas, and opinions to others. The curriculum framework contained in this document identifies learner outcomes, suggested classroom illustrations, and suggested valuation/assessment activities.
Contemporary Issues II
Prerequisites: Successful Completion of Contemporary Issues I Note: The student must currently be receiving gifted services through an Individualized Education Plan (IEP) to enroll in this course.
The Contemporary Issues II class is a gifted elective course designed to provide the student with an up-to-date view of the world around them. Emphasis is placed on an analysis of real-world issues, which have a direct impact on students’ lives. In Contemporary Issues II the expectation is that the student has experience with the Problem Solving Model and is able to choose topics that are more global, complex, or controversial. The student focuses on improving geographic knowledge, reading, writing, and vocabulary skills as a means for understanding important issues and communicating facts, his/her ideas, and opinions to others. The curriculum framework contained in this document identifies learner outcomes, suggested classroom illustrations, and suggested valuation/assessment activities.
The student must currently be receiving gifted services through an Individualized Education Plan (IEP) to enroll in this course.
Great Books I is an elective course in which the student examines a variety of literature and texts considered to be relevant within the history of human thought. The student studies and considers a broad spectrum of themes and perspectives across a variety of traditional texts while making connections between themselves, his/her peers, and society. Although there may be a wide variety of supplemental and anticipatory activities, Great Books I combines Great Books materials and the Shared InquiryTM method. The Great Books curriculum develops thinking and language together through interactive learning; develops oral language and literacy through appropriately challenging learning; draws on literature from many genres, time periods, and cultures; emphasizes writing as an essential way to develop, clarify, and communicate ideas in persuasive, expository, literary, and expressive discourse; provides for literacy in all forms of media, embeds skills instruction in meaningful learning; teaches the strategies necessary for acquiring academic knowledge and attaining independence in learning; builds on the language, experiences, strategies, and interests that the student brings to school; and develops each student’s distinctive writing or speaking voice.
Great Books II
Prerequisites: Successful Completion of Great Books I Note: The student must currently be receiving gifted services through an Individualized Education Plan (IEP) to enroll in this course.
Great Books II is an elective course in which the student builds on literary analysis and discussion skills from Great Books I in order to examine a wider variety of literature and relevant texts. The student is expected to develop skills for an increasing leadership role during discussion and text selection as well as to begin to examine sustained themes across increasingly more complicated texts. The student is also encouraged to expand the definition of relevant texts across cultures and non-traditional formats. The student studies and considers a broad spectrum of themes and perspectives across a variety of texts while making connections between themselves, his/her peers, and society. Although there may be a wide variety of supplemental and anticipatory activities, Great Books combines Great Books materials and the Shared InquiryTM method. The Great Books curriculum develops thinking and language together through interactive learning; develops oral language and literacy through appropriately challenging learning; draws on literature from many genres, time periods, and cultures; emphasizes writing as an essential way to develop, clarify, and communicate ideas in persuasive, expository, literary, and expressive discourse; provides for literacy in all forms of media, embeds skills instruction in meaningful learning; teaches the strategies necessary for acquiring academic knowledge and attaining independence in learning; builds on the language, experiences, strategies, and interests that the student brings to school; and develops each student’s distinctive writing or speaking voice.
The teacher: recognizes that the characteristics of successful guided study students include the motivation, commitment, organizational skills, and academic skills necessary to work somewhat independently. As necessary, the teacher assists motivated and committed students in strengthening their organizational and academic skills so they can work independently, meets daily in the class setting to provide needed instruction, adequately judge student progress, and make appropriate modifications on student progress, and provides supports for parents/guardians, and other responsible adults who are consulted and/or work with guided study students. The student designs a Guided Study program so he/she explores and acquires a strong knowledge base in an area of individual interest; exercises independence in learning; develops basic research skills and study skills; develops skills specific to an area of individual interest; develops a variety of presentation and communication skills; develops critical thinking and problem solving skills; explores career fields of individual interest; develops goal setting and decision making skills; and practices time management and organizational skills.
Guided Study II
The teacher: recognizes that the characteristics of successful guided study students include the motivation, commitment, organizational skills, and academic skills necessary to work somewhat independently. As necessary, the teacher assists motivated and committed students in strengthening their organizational and academic skills so they can work independently, meets daily in the class setting to provide needed instruction, adequately judge student progress, and make appropriate modifications on student progress, and provides supports for parents/guardians, and other responsible adults who are consulted and/or work with guided study students. The student designs a Guided Study program so he/she explores and acquires a strong knowledge base in an area of individual interest; exercises independence in learning; develops basic research skills and study skills; develops skills specific to an area of individual interest; develops a variety of presentation and communication skills; develops critical thinking and problem solving skills; explores career fields of individual interest; develops goal setting and decision making skills; and practices time management and organizational skills.
Investigating Multiple Pathways and Careers is divided into four quarters which allows the student to explore several career pathways and multiple occupations using a global approach. The course focuses on careers (e.g., construction, transportation, hospitality) and the planning and operations that are necessary to manage any enterprise. The student experiences hands-on activities, teamwork, and collaboration by working on a culminating project that varies from year to year based on topics, student interest, and teacher expertise. Employability, academic, and literacy skills are emphasized and integrated throughout the curriculum. This career exploration with life skills provides the student with direction in developing an academic plan.
This multi-level course is designed to provide both individual and small group instruction in order to meet each student’s needs in reading. Research-based instruction is guided by ongoing assessments. The student practices the essential reading elements: fluency, vocabulary, word study, academic language, text structure, and comprehension. This course may be in addition to English requirement, or instead of based on individual need and pathway.
This course is for the student who needs extensive support with Algebra I skills and concepts (e. g. operations with integers, solving equations, graphing), and is concurrently taking special ed Algebra I. The student receives personalized instruction in his/her areas of need and learns through a variety of strategies, techniques (e.g. graphic organizers), and technology (e.g. graphing calculators and computers). These strategies and techniques to improve the student’s abilities to interpret the text, problem solve, and make connections to real-world situations through a variety of opportunities to learn, practice, and internalize critical-thinking skills. This course may be in addition to Algebra I requirement, or instead of based on individual need and pathway.
Math Strategies II
This course is for the student who needs extensive support with Geometry skills and concepts (e. g. lines, planes, polygons, circles, three-dimensional figures and their measurements), and is concurrently taking special ed Geometry. The student receives personalized instruction in his/her areas of need and learns through a variety of strategies, techniques (e.g. graphic organizers), and technology (e.g. calculators) and the use of construction tools (e.g. compass, protractor, straight edge). These strategies and techniques to improve the student’s abilities to interpret the text, problem solve, and make connections to real-world situations through a variety of opportunities to learn, practice, and internalize critical-thinking skills. This course may be in addition to Geometry requirement, or instead of based on individual need and pathway.
Math Strategies III
This course is for the student who needs extensive support with Algebra II skills and concepts and is concurrently taking special ed Algebra II. The student receives personalized instruction in his/her areas of need and learns through a variety of strategies, techniques (e.g. graphic organizers), and technology (e.g. graphing calculators and computers). These strategies and techniques to improve the student’s abilities to interpret the text, problem solve, and make connections to real-world situations through a variety of opportunities to learn, practice, and internalize critical-thinking skills. This course may be in addition to Algebra II requirement, or instead of based on individual need and pathway.
The course is designed to help students improve study skills, organizational skills, and preparation for tests. Students will compare, categorize, classify and sequence ideas and information; summarize and synthesize ideas from a variety of sources; use the skills of reading, writing and viewing to interpret and evaluate information; follow written and oral directions; apply strategies for studying and taking test; take accurate notes; ask clear and relevant questions to elicit additional information; use paraphrasing, scanning and skimming skills; use technology to exes and apply information; use library resources; proofread for standard language mechanics; use strategies for active listening; use strategies for participating in discussions; utilize reading strategies for text books, newspapers, fiction and visual materials; relate to a self-evaluation in multiple intelligences to improve study skills; and organize notebooks for all classes.