Curriculum Offerings & Instructional Practices
 |
|
Life Science/Physical Science is a one year program targeting 6th and 7th grade ability level. Remediation and enrichment are provided as needed. Typically the life science program is first semester, followed by the physical science segment in the second semester. The entire program is activity based. No text is used. Assessment is accomplished via teacher-made tests, student journals, and classroom projects. |
 |
|
Biology Is a one year course offered to high school aged students who need a general biology class for graduation requirement. Because most students in this group have a limited background in science the course targets 8th and 9th grade abilities. These are typically small classes and therefore the programs can be individualized to a great extent. No text is used; activity based. |
 |
|
Independent studies is a one year long program designed for students who have had biology but need another science class for high school graduation. In this course the students choose a topic of interest that they can realistically study and be successful at. Research is conducted and a project is developed to demonstrate proficiency. Depending on the topic chosen there may be several done over the course of the school year. |
 |
|
Consumer Science is geared toward the needs and style of individual students through role-plays, group discussion, visual aids and personal experience sharing. Guided reading techniques, six traits of reading and writing resources are incorporated as well as the use of Tribes rules as guidelines for expectations of attitude and behavior modification. Five focuses for personal development; self awareness, autonomy, social skills, family relations, hope for a bright future. Foods and nutrition – safe and sanitary food handling, storage and preparation. Six focuses on areas of a quality world; respect, trustworthiness, responsibility, caring, diversity, and citizenship. |
 |
|
Special Education/ Resource classes are individualized for each student according to each individual education plan in order to accomplish state standards. Subjects vary according to students needs. Small group and one-on-one instruction includes the use of texts, verbal discussions, overheads, videos, white boards, computers and hands-on activities. |
 |
|
Art courses are structured to expand the student’s art knowledge from wherever s/he is and continue on in basic techniques of drawing, painting, sculpture, and crafts using a variety of media, tools, and subject matter. Instruction of the art elements and design principles occur throughout the curriculum. Students in grades 10-12 are offered courses in art fundamentals and media survey. Student achievement is estimated by portfolio, in-class work, observation and teacher-made tests. |
 |
|
Math Classes are independently molded around each student’s abilities and skill level in order to increase their math knowledge using real world math projects to encourage continued interest. Each student works on skills appropriate to their intellectual grade level through daily basic skill review. |
 |
|
Physical Education - Lessons are individualized for the student population and their needs and concerns through discussions and hands on activities including football, volleyball, basketball, Yoga, soccer, and tennis. Tribes guidelines are adhered to as well as the 6 P’s; prompt, polite, prepared, productive, participate, and positive mental attitude. A multidisciplinary outdoor segment is incorporated to study fish environments, conservation, orienteering, and camping. |
 |
|
Health - A Guide to Wellness, by Merki & MerKi (1996) and TEEN Health; Decisions for Healthy Living, by Merki (1993) are the primary texts used. Classroom discussions and hands on learning are used in the units covered; body systems, nutrition, drugs and alcohol, sex, sexually transmitted diseases, pregnancy, social problems, and relationships. |
 |
|
Social Studies Classes studied 10 units covering Introduction to Law and the Legal System, Criminal Law and Juvenile Justice, Torts, Individual Rights and liberties, the Constitution, the Bill of Rights, the Citizen and the Community, Parties and Politics, Voting and Elections and Public Opinion and Interest Groups. Two text books were used this year, CIVICS: Responsibilities and Citizenship, and STEET LAW: A course in Practical Law. Teaching strategies vary depending on the abilities and interest of the individual students. |
 |
|
US History Classes use United States History, by Wayne E. King, John L. Napp, and History of a Free Nation, by Bragdon, McCutchen, and Ritchie. Subjects of focus were intolerance, immigration, imperialism and progressivism, Roaring twenties, Depression and New Deal, WWII, the Cold War, and the Civil Right Movement. All teaching strategies revolve around the learning styles of each student. |
 |
|
Supplemental Reading Instruction classes use Utilizing Picture Book’s with Children and Young Adult Readers, Using Picture Books; An Annotated Bibliography by Ruth Culham to illustrate literary devices so students understand what an author is doing within the text; adding this to their other reading skills furthers their understanding with written text. Creating an environment in which students feel safe, instructors encourage life-long reading with intrinsic satisfaction as a result of a positive relationship with the written word. When provided with the tools needed to decode, comprehend and use fiction and non-fiction texts as advanced in journals, workshops, seminars, research and best-practices such as guided reading and Six Traits of Reading, students work towards mastering reading, which adds to their success in other classes. |
 |
|
Deaf Studies Has a goal to help deaf and hearing students discover the heritage of deaf people, and to show them the richness of the culture, language, history and accomplishments of deaf people in the United States and around the world. |
 |
|
Spanish/Language Arts - The English classroom is a place where students come to improve their reading and writing skills by studying the cultural diversity of the world they live in. We create a healthy and safe environment that students feel comfortable enough to take risks. Group plans, as well as differentiated instruction for individuals who need extra help. Group individual reading, one-on-one and additional instructional practices that work effectively depending on students abilities. |
 |
|
Civics is a course that is designed to help make students well-informed, responsible citizens of the global community that we live in. This class focuses on learning about the constitution, bill of rights, civil and criminal law, civil rights, human rights, political systems, and current events. Students do a variety of projects based on these topics. The goal of civics is to encourage students to become active in their communities and responsible citizens in a democratic society. Teaching strategies vary depending on the learning styles of the students. |
Classes Offered
The Bike Program
This program is part of the school classes and is a special blend of hands on work and formal education. Many of the students in this classroom have a difficult time with language skills, reading and writing, coupled with a very short attention span and emotional problems. Grasping concepts in math, English, science and other traditional coursework is very difficult.
During the bicycle repair and maintenance class, children learn a practical application of the concepts they are learning. Children learn to completely disassemble and rebuild a bike from scratch, visit a local bike shop to see how a business is run, and learn the fundamentals of bicycling and safety. The class ends in a week long mountain bike trip. Children completing this class have the skills to work as bike mechanics, as well as mastering concepts such as fractions, ratios, aerodynamics, balance, and are exposed to small business operations.
Residents rest during their Bike Week adventures.
Setting off on the next leg of Bike Week.
These services are federally funded through Carl D. Perkins Vocational and Technical Education Act of 1998 and administered by the Wyoming department of Education
