Matanzas High School

Course Description

For more information about this Cambridge course, visit the curriculum page of the Cambridge Assessment International Education website. 

The key concepts for Cambridge International AS & A Level English Language are:

• Text and context: A text can be defined as a single, coherent unit of language, from the briefest spoken utterance to a book published across several volumes. However, no text exists without context; students of the English language must always consider how a text’s meaning is informed by the circumstances not only of its production, but also of its communication and reception.
• Meaning and style: The study of English language involves developing a range of strategies for exploring the complex ways in which different linguistic elements come together to create meaning. Whether producing their own texts or analyzing texts produced by others, students of the English language must consider how choices regarding form, structure and language also interact to create a distinctive style.
• Audience: Students of English language must learn to identify and analyze the strategies writers and speakers use to communicate with their intended audience(s). Likewise, they must be able to predict, recognise and analyze the various responses these strategies might elicit.
• Creativity: Whether writing artfully for a specified purpose and audience, reading deeply between the lines of a challenging text, or developing strategies for acquiring the language in the first place, users of the English language must demonstrate creativity in a range of forms and contexts.
• Diversity: Constantly subject to a range of influences – whether personal, social, geographical or otherwise – the English language exists in a range of competing and overlapping forms at any given moment. This extraordinary diversity offers a rich opportunity for analysis, comparison and exploration.
• Change: The phonological, morphological, semantic, syntactic and other aspects of the English language are liable to change over time. Students of the English language must analyze these changes and explore in detail the factors that drive them.

Additional Information

Students must sit for the AICE Exam, which may occur after the end of the school year.

Course Number: 1001550

Course Description

For more information about this Cambridge course, visit the curriculum page of the Cambridge Assessment International Education website. 

The key concepts for Cambridge International AS & A Level English Language are:

• Text and context: A text can be defined as a single, coherent unit of language, from the briefest spoken utterance to a book published across several volumes. However, no text exists without context; students of the English language must always consider how a text’s meaning is informed by the circumstances not only of its production, but also of its communication and reception.
• Meaning and style: The study of English language involves developing a range of strategies for exploring the complex ways in which different linguistic elements come together to create meaning. Whether producing their own texts or analyzing texts produced by others, students of the English language must consider how choices regarding form, structure and language also interact to create a distinctive style.
• Audience: Students of English language must learn to identify and analyze the strategies writers and speakers use to communicate with their intended audience(s). Likewise, they must be able to predict, recognise and analyze the various responses these strategies might elicit.
• Creativity: Whether writing artfully for a specified purpose and audience, reading deeply between the lines of a challenging text, or developing strategies for acquiring the language in the first place, users of the English language must demonstrate creativity in a range of forms and contexts.
• Diversity: Constantly subject to a range of influences – whether personal, social, geographical or otherwise – the English language exists in a range of competing and overlapping forms at any given moment. This extraordinary diversity offers a rich opportunity for analysis, comparison and exploration.
• Change: The phonological, morphological, semantic, syntactic and other aspects of the English language are liable to change over time. Students of the English language must analyze these changes and explore in detail the factors that drive them.

Additional Information

Prerequisite: AICE English Literature 1
Students must sit for the AICE Exam, which may occur after the end of the school year.

Course Number: 1001551

Course Description

For more information about this Cambridge course, visit the curriculum page of the Cambridge Assessment International Education website. 

• Genre: Exploring the characteristics of different text types: for example, tragedy, comedy and satire.
• Context: Exploring the relationship between a text and its historical, social and cultural backgrounds and the ways in which this can illuminate the reading of a text. In response to unseen texts, consider the ways in which a text’s meaning is shaped by conventions of form alongside those of language and style.
• Style: Analyzing the ways in which choices regarding form, structure and language interact to create a distinctive style, for different forms and genres.
• Interpretation At A Level: Evaluating and explaining different ideas within a text and using different critical readings to explore an understanding of texts and to help support literary arguments.

Additional Information

Students must sit for the AICE Exam, which may occur after the end of the school year.

Course Number: 1005370

Course Description

For more information about this Cambridge course, visit the curriculum page of the Cambridge Assessment International Education website. 

• Genre: Exploring the characteristics of different text types: for example, tragedy, comedy and satire.
• Context: Exploring the relationship between a text and its historical, social and cultural backgrounds and the ways in which this can illuminate the reading of a text. In response to unseen texts, consider the ways in which a text’s meaning is shaped by conventions of form alongside those of language and style.
• Style: Analyzing the ways in which choices regarding form, structure and language interact to create a distinctive style, for different forms and genres.
• Interpretation At A Level: Evaluating and explaining different ideas within a text and using different critical readings to explore an understanding of texts and to help support literary arguments.

Additional Information

Pre- Requisite AICE English Literature 1 AS - Students must sit for the AICE Exam, which may occur after the end of the school year.

Course Number: 1005375

Course Description

For more information about this Cambridge course, visit the curriculum page of the Cambridge Assessment International Education website. The aims are to enable students to do the following:

• develop understanding and use of English language in the context of contemporary topics
• encourage and appraise a broad range of topics
• develop a wider awareness and knowledge of contemporary issues through reading
• develop independent reasoning skills
• develop the skills of interpretation, analysis, evaluation and persuasion
• develop skills in writing structured and developed arguments, and present reasoned explanations
• develop the ability to present a point of view clearly, and consider and reflect upon those of others.

Learners will have the opportunity to gain knowledge and understanding of issues in these three broad topic areas:

1. Economic, historical, moral, political and social
2. Science, including its history, philosophy, ethics, general principles and applications; environmental issues; technology and mathematics
3. Literature, language, the arts, crafts, and the media.

Learners consider topics within local and international contexts. Learners should be able to draw upon knowledge and understanding gained from studying other subjects. Through the study of these broad topic areas, learners develop effective reading and writing skills in English. They work with information, ideas and opinions. They analyze and evaluate opinions and ideas. They also learn how to build an argument. These skills are all highly transferable and will help learners in other subjects they are studying, and equip them for higher education or employment. Candidates following this course should be encouraged to develop a range of skills.

• Application of information: Candidates should develop the ability to identify, select and apply appropriate information to respond to a task. They are encouraged to understand different points of view on a topic. Candidates should use information as evidence to support an argument with examples and to develop ideas.
• Reading: Candidates are encouraged to read widely for general understanding and develop skills to identify relevant information from a variety of sources. Candidates should develop a wide range of vocabulary in English and the ability to understand the use of English words and phrases in context. They should understand how information is presented and how the English language is used to convey implicit as well as explicit meaning.
• Analysis and evaluation: Candidates should develop the ability to analyze data, interpret information and offer key points. Candidates should learn skills of evaluation. They should go beyond observing or summarizing the evidence. They should learn to draw out inferences, understand the implications of a course of action, develop and draw out the significance of an argument and examine other points of view. Candidates should learn to make supported judgements. Writing: Candidates should develop the skills to write in accurate English in a clear, coherent and structured way, including essays. They should also learn to write shorter responses for a variety of purposes. These might include explanation, description, summary, analysis, evaluation and persuasion. Candidates should learn to use a range of vocabulary, appropriate spelling, grammar and punctuation, and use of register, to communicate information, ideas and opinions appropriate to the task.

Additional Information

Students must sit for the AICE Exam, which may occur after the end of the school year.

Course Number: 1009400

Course Description

The purpose of this course is to provide English 1 students, using texts of high complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness. The content should include, but not be limited to, the following:

• active reading of varied texts for what they say explicitly, as well as the logical inferences that can be drawn
• analysis of literature and informational texts from varied literary periods to examine:
  • text craft and structure
  • elements of literature
  • arguments and claims supported by textual evidence
  • power and impact of language
  • influence of history, culture, and setting on language
  • personal critical and aesthetic response
• writing for varied purposes
  • developing and supporting argumentative claims
  • crafting coherent, supported informative/expository texts
  • responding to literature for personal and analytical purposes
  • writing narratives to develop real or imagined events
  • writing to sources using text- based evidence and reasoning
• effective listening, speaking, and viewing strategies with emphasis on the use of evidence to support or refute a claim in multimedia presentations, class discussions, and extended text discussions
• collaboration amongst peers

Course Number: 1001310

Course Description

The purpose of this course is to provide English 1 students, using texts of high complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness. The content should include, but not be limited to, the following:

• active reading of varied texts for what they say explicitly, as well as the logical inferences that can be drawn
• analysis of literature and informational texts from varied literary periods to examine:
  • text craft and structure
  • elements of literature
  • arguments and claims supported by textual evidence
  • power and impact of language
  • influence of history, culture, and setting on language
  • personal critical and aesthetic response
• writing for varied purposes
  • developing and supporting argumentative claims
  • crafting coherent, supported informative/expository texts
  • responding to literature for personal and analytical purposes
  • writing narratives to develop real or imagined events
  • writing to sources using text- based evidence and reasoning
• effective listening, speaking, and viewing strategies with emphasis on the use of evidence to support or refute a claim in multimedia presentations, class discussions, and extended text discussions
• collaboration amongst peers
   

Additional Information

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Course Number: 1001320

Course Description

The purpose of this course is to provide English 1 students, using texts of high complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness. The content should include, but not be limited to, the following:

• active reading of varied texts for what they say explicitly, as well as the logical inferences that can be drawn
• analysis of literature and informational texts from varied literary periods to examine:
  • text craft and structure
  • elements of literature
  • arguments and claims supported by textual evidence
  • power and impact of language
  • influence of history, culture, and setting on language
  • personal critical and aesthetic response
• writing for varied purposes
  • developing and supporting argumentative claims
  • crafting coherent, supported informative/expository texts
  • responding to literature for personal and analytical purposes
  • writing narratives to develop real or imagined events
  • writing to sources using text- based evidence and reasoning
• effective listening, speaking, and viewing strategies with emphasis on the use of evidence to support or refute a claim in multimedia presentations, class discussions, and extended text discussions
• collaboration amongst peers

Course Number: 1001340

Course Description

The purpose of this course is to provide English 1 students, using texts of high complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness. The content should include, but not be limited to, the following:

• active reading of varied texts for what they say explicitly, as well as the logical inferences that can be drawn
• analysis of literature and informational texts from varied literary periods to examine:
  • text craft and structure
  • elements of literature
  • arguments and claims supported by textual evidence
  • power and impact of language
  • influence of history, culture, and setting on language
  • personal critical and aesthetic response
• writing for varied purposes
  • developing and supporting argumentative claims
  • crafting coherent, supported informative/expository texts
  • responding to literature for personal and analytical purposes
  • writing narratives to develop real or imagined events
  • writing to sources using text- based evidence and reasoning
• effective listening, speaking, and viewing strategies with emphasis on the use of evidence to support or refute a claim in multimedia presentations, class discussions, and extended text discussions
• collaboration amongst peers
   

Additional Information

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Course Number: 1001350

Course Description

The purpose of this course is to provide English 1 students, using texts of high complexity, integrated language arts study in reading, writing, speaking, listening, and language for college and career preparation and readiness. The content should include, but not be limited to, the following:

• active reading of varied texts for what they say explicitly, as well as the logical inferences that can be drawn
• analysis of literature and informational texts from varied literary periods to examine:
  • text craft and structure
  • elements of literature
  • arguments and claims supported by textual evidence
  • power and impact of language
  • influence of history, culture, and setting on language
  • personal critical and aesthetic response
• writing for varied purposes
  • developing and supporting argumentative claims
  • crafting coherent, supported informative/expository texts
  • responding to literature for personal and analytical purposes
  • writing narratives to develop real or imagined events
  • writing to sources using text- based evidence and reasoning
• effective listening, speaking, and viewing strategies with emphasis on the use of evidence to support or refute a claim in multimedia presentations, class discussions, and extended text discussions
• collaboration amongst peers

Course Number: 1001370

Course Description

This course defines what students should understand and be able to do by the end of 12th grade. Knowledge acquisition should be the primary purpose of any reading approach as the systematic building of a wide range of knowledge across domains is a prerequisite to higher literacy. At this grade level, students are working with universal themes and archetypes. They are also continuing to build their facility with rhetoric, the craft of using language in writing and speaking, using classic literature, essays, and speeches as mentor texts. The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
 

Additional Information

English Language Arts is not a discrete set of skills, but a rich discipline with meaningful, significant content, the knowledge of which helps all students actively and fully participate in our society. Standards should not stand alone as a separate focus for instruction, but should be combined purposefully. The texts students read should be meaningful and thought-provoking, preparing them to be informed, civic-minded members of their community. Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

Course Number: 1001400

Course Description

The purpose of this course is to enable students who are native speakers of languages other than English to develop proficient listening, speaking, reading, and writing skills in the English language. Emphasis will be on acquisition of integrated English communication skills in a wide range of content and activities using texts of high complexity to ensure college and career preparation and readiness.

Additional Information

Placement in these courses will be based on English proficiency.

Course Number: 1002300

Course Description

The purpose of this course is to enable students who are native speakers of languages other than English to develop proficient listening, speaking, reading, and writing skills in the English language. Emphasis will be on acquisition of integrated English communication skills in a wide range of content and activities using texts of high complexity to ensure college and career preparation and readiness.

Additional Information

Placement in these courses will be based on English proficiency.

Course Number: 1002310

Course Description

The purpose of this course is to enable students who are native speakers of languages other than English to develop proficient listening, speaking, reading, and writing skills in the English language. Emphasis will be on acquisition of integrated English communication skills in a wide range of content and activities using texts of high complexity to ensure college and career preparation and readiness.

Additional Information

Placement in these courses will be based on English proficiency.

Course Number: 1002320

Course Description

The purpose of this course is to enable students who are native speakers of languages other than English to develop proficient listening, speaking, reading, and writing skills in the English language. Emphasis will be on acquisition of integrated English communication skills in a wide range of content and activities using texts of high complexity to ensure college and career preparation and readiness.

Additional Information

Placement in these courses will be based on English proficiency.

Course Number: 1002330

Course Description

The purpose of this course is to enable students who are native speakers of languages other than English to develop proficient listening, speaking, reading, and writing skills in the English language. The course includes foundational skill standards to be used until a student has mastered the standard. Teachers will use the standards that correspond to student need based on diagnostic assessments and adjust according to ongoing progress monitoring data.

Additional Information

Placement in these courses will be based on English proficiency.

Course Number: 1000412

Course Description

This course is designed for 9th/10th grade students reading below grade level. The course includes foundational skill standards to be used until a student has mastered the standard. Teachers will use the standards that correspond to student need based on diagnostic assessments and adjust according to ongoing progress monitoring data.

Effective implementation requires the support to be matched to student need and is provided by the most experienced, and/or specialized expert. Instruction is individualized and targeted to the skills that pose the greatest barrier to learning and is characterized by the greatest number of minutes of instruction with the narrowest focus for an individual or a very small group of students. Individualized diagnostic data, as well as instructional time, are in addition to those provided in core instruction.

Formative assessments occur more frequently and focus on the learning barriers to success and are based on intensity of needs. The larger the gap, the more frequent the progress monitoring. The expected outcome is for the student to achieve grade-level proficiency.

Additional Information

This course is for students who previously scored a Level 1 on the FSA ELA state assessment.

Course Number: 1000412

Course Description

This course is designed for 9th/10th grade students reading below grade level. The course includes foundational skill standards to be used until a student has mastered the standard. Teachers will use the standards that correspond to student need based on diagnostic assessments and adjust according to ongoing progress monitoring data.

Effective implementation requires the support to be matched to student need and is provided by the most experienced, and/or specialized expert. Instruction is individualized and targeted to the skills that pose the greatest barrier to learning and is characterized by the greatest number of minutes of instruction with the narrowest focus for an individual or a very small group of students. Individualized diagnostic data, as well as instructional time, are in addition to those provided in core instruction.

Formative assessments occur more frequently and focus on the learning barriers to success and are based on intensity of needs. The larger the gap, the more frequent the progress monitoring. The expected outcome is for the student to achieve grade-level proficiency.

Additional Information

This course is for students who previously scored a Level 1 on the FSA ELA state assessment.

Course Number: 1000414

Course Description

This course is designed for11th/ 12th grade students reading below grade level. The course includes foundational skill standards to be used until a student has mastered the standard. Teachers will use the standards that correspond to student needs based on diagnostic assessments and adjust according to ongoing progress monitoring data.

Effective implementation requires the support to be matched to student needs and is provided by the most experienced, and/or specialized expert. Instruction is individualized and targeted to the skills that pose the greatest barrier to learning and is characterized by the greatest number of minutes of instruction with the narrowest focus for an individual or a very small group of students. Individualized diagnostic data, as well as instructional time, are in addition to those provided in core instruction.

Formative assessments occur more frequently and focus on the learning barriers to success and are based on intensity of needs. The larger the gap, the more frequent the progress monitoring. The expected outcome is for the student to achieve grade-level proficiency.

Additional Information

This course is for students who have not successfully completed their FSA ELA graduation requirement.

Course Number: 1000416

Course Description

This course is designed for11th/ 12th grade students reading below grade level. The course includes foundational skill standards to be used until a student has mastered the standard. Teachers will use the standards that correspond to student needs based on diagnostic assessments and adjust according to ongoing progress monitoring data.

Effective implementation requires the support to be matched to student needs and is provided by the most experienced, and/or specialized expert. Instruction is individualized and targeted to the skills that pose the greatest barrier to learning and is characterized by the greatest number of minutes of instruction with the narrowest focus for an individual or a very small group of students. Individualized diagnostic data, as well as instructional time, are in addition to those provided in core instruction.

Formative assessments occur more frequently and focus on the learning barriers to success and are based on intensity of needs. The larger the gap, the more frequent the progress monitoring. The expected outcome is for the student to achieve grade-level proficiency.

Additional Information

This course is for students who have not successfully completed their FSA ELA graduation requirement.

Course Number: 1000418

Course Description

The purpose of this course is to enable students to develop fundamental skills in the production of journalism across print, multimedia, web, and broadcast/radio platforms and to develop knowledge of journalism history, ethics use, and management techniques related to the production of journalistic media. English Language Arts is not a discrete set of skills, but a rich discipline with meaningful, significant content, the knowledge of which helps all students actively and fully participate in our society. Standards should not stand alone as a separate focus for instruction, but should be combined purposefully. The content should include, but not be limited to, the following:

• demonstrating entry-level skills in telling stories and packaging them across the platforms/mediums of print, multimedia, online, and broadcast/radio
• demonstrating fundamental skills in layout design
• organization/management skills, and use of technology for the successful production of journalistic media
• using writing strategies to craft various forms of journalistic writing, including news writing, feature writing, sports writing, and editorial writing expressing ideas with maturity and complexity appropriate to writer, audience, purpose, and context using fundamental research skills and networking formats
• demonstrating awareness of the history of journalism and changes in the responsible and ethical use of information, including the use of print and non-print photojournalism
• demonstrating awareness of the varied careers within the multiple formats of 21st century journalism

Additional Information

Application Required

Course Number: 1006300

Course Description

The purpose of this course is to enable students to develop fundamental skills in the production of journalism across print, multimedia, web, and broadcast/radio platforms and to develop knowledge of journalism history, ethics use, and management techniques related to the production of journalistic media. English Language Arts is not a discrete set of skills, but a rich discipline with meaningful, significant content, the knowledge of which helps all students actively and fully participate in our society. Standards should not stand alone as a separate focus for instruction, but should be combined purposefully. The content should include, but not be limited to, the following:

• demonstrating entry-level skills in telling stories and packaging them across the platforms/mediums of print, multimedia, online, and broadcast/radio
• demonstrating fundamental skills in layout design
• organization/management skills, and use of technology for the successful production of journalistic media
• using writing strategies to craft various forms of journalistic writing, including news writing, feature writing, sports writing, and editorial writing expressing ideas with maturity and complexity appropriate to writer, audience, purpose, and context using fundamental research skills and networking formats
• demonstrating awareness of the history of journalism and changes in the responsible and ethical use of information, including the use of print and non-print photojournalism
• demonstrating awareness of the varied careers within the multiple formats of 21st century journalism

Additional Information

Application Required

Course Number: 1006310

Course Description

The purpose of this course is to enable students to develop fundamental skills in the production of journalism across print, multimedia, web, and broadcast/radio platforms and to develop knowledge of journalism history, ethics use, and management techniques related to the production of journalistic media. English Language Arts is not a discrete set of skills, but a rich discipline with meaningful, significant content, the knowledge of which helps all students actively and fully participate in our society. Standards should not stand alone as a separate focus for instruction, but should be combined purposefully. The content should include, but not be limited to, the following:

• demonstrating entry-level skills in telling stories and packaging them across the platforms/mediums of print, multimedia, online, and broadcast/radio
• demonstrating fundamental skills in layout design
• organization/management skills, and use of technology for the successful production of journalistic media
• using writing strategies to craft various forms of journalistic writing, including news writing, feature writing, sports writing, and editorial writing expressing ideas with maturity and complexity appropriate to writer, audience, purpose, and context using fundamental research skills and networking formats
• demonstrating awareness of the history of journalism and changes in the responsible and ethical use of information, including the use of print and non-print photojournalism
• demonstrating awareness of the varied careers within the multiple formats of 21st century journalism

Additional Information

Application Required

Course Number: 1006320

Course Description

The purpose of this course is to enable students to develop fundamental skills in the production of journalism across print, multimedia, web, and broadcast/radio platforms and to develop knowledge of journalism history, ethics use, and management techniques related to the production of journalistic media. English Language Arts is not a discrete set of skills, but a rich discipline with meaningful, significant content, the knowledge of which helps all students actively and fully participate in our society. Standards should not stand alone as a separate focus for instruction, but should be combined purposefully. The content should include, but not be limited to, the following:

• demonstrating entry-level skills in telling stories and packaging them across the platforms/mediums of print, multimedia, online, and broadcast/radio
• demonstrating fundamental skills in layout design
• organization/management skills, and use of technology for the successful production of journalistic media
• using writing strategies to craft various forms of journalistic writing, including news writing, feature writing, sports writing, and editorial writing expressing ideas with maturity and complexity appropriate to writer, audience, purpose, and context using fundamental research skills and networking formats
• demonstrating awareness of the history of journalism and changes in the responsible and ethical use of information, including the use of print and non-print photojournalism
• demonstrating awareness of the varied careers within the multiple formats of 21st century journalism

Additional Information

Application Required

Course Number: 1006330

Course Description

The purpose of this course is to enable students with disabilities to acquire and generalize strategies and skills across academic, community, and employment settings to achieve annual goals based on assessed needs and the student's individual educational plan (IEP). This course is designed for students with disabilities who need intensive individualized intervention in learning strategies. The course may address academic skill deficits enabling students to learn strategies to access the general curriculum and close educational gaps. Instructional activities involving practical applications of course requirements may occur in home, school, community, and employment settings for the purpose of practice, generalization, and maintenance of skills and strategies. These applications may require that the student be trained in the use of related technology, tools, and equipment.

Additional Information

A student may earn multiple credits in this course. The particular course requirements that the student should master to earn each credit must be specified on an individual basis and relate to achievement of annual goals on the student's IEP. Instruction in subsequent courses should be designed to build upon students' previously mastered skills, not repeat previous course content. This course is designed to address a range of abilities within the population of students with disabilities. Course requirements may be added or modified based on assessed needs indicated in the student's IEP.

Course Number: 7963080