Computer Science Foundations standards is a one-year introductory survey course that emphasizes the principles underlying computer science, including computing systems, networks and the internet, cybersecurity, data analysis, algorithms and programming, and impacts of computing. Students develop ideas and practices of computational thinking and problem solving to consider how computing impacts the world. Students use programmable computing tools to facilitate design, analysis, and implementation of computer programs. This course provides a transition from block-based programming to a text-based programming language and familiarizes the student with developing and executing computer programs.

CS Programming is a one-year course in a text-based language (Python). Students write programs of increasing complexity to solve real-world problems of personal interest and professional relevance. Students explore a variety of connections to career fields and prepare for future studies in computer science. The standards build on the concepts of computer science developed in prior grade levels. Prior exposure to text-based coding is recommended, but no prerequisites are required. Contextual instruction and student participation in co-curricular career and technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.

The AP Computer Science Principles course is equivalent to a first-semester introductory college computing course. The course explores the big ideas of computing: creativity, abstraction, data and information, algorithms, programming, the Internet, and global impact. These big ideas are fundamental to computing and connect students to a curriculum that includes the art of programming but is not programming-centric. Students in this course design and produce solutions, models, and artifacts, and they evaluate and analyze their own computational work as well as the computational work others have produced. There is an emphasis on innovation through collaboration and communication as a tool to analyze, justify and describe computational work.

The purpose of AP Computer Science A is to prepare students for the Advanced Placement Computer Science A examination, for which college credit and/or placement may be given, if a qualifying score is achieved. Content of this college-level course corresponds to the syllabus of the College Board Advanced Placement Program for Computer Science A. Students will design software to solve problems by developing and implementing algorithms and using data structures, such as classes and arrays, to represent information within a program. The course emphasizes object-oriented programming, and Java is the primary programming language for implementing solutions to problems.

Cybersecurity affects every individual, organization, and nation. This course focuses on the evolving and all-pervasive technological environment with an emphasis on securing personal, organizational, and national information. Students will be introduced to the principles of cybersecurity, explore emerging technologies, examine threats and protective measures, and investigate the diverse high-skill, high-wage, and high-demand career opportunities in the field of cybersecurity. Contextual instruction and student participation in co-curricular career and technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.

CS Programming is a one-year course in a text-based language (Python). Students write programs of increasing complexity to solve real-world problems of personal interest and professional relevance. Students explore a variety of connections to career fields and prepare for future studies in computer science. The standards build on the concepts of computer science developed in prior grade levels. Prior exposure to text-based coding is recommended, but no prerequisites are required. Contextual instruction and student participation in co-curricular career and technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.

The AP Computer Science Principles course is equivalent to a first-semester introductory college computing course. The course explores the big ideas of computing: creativity, abstraction, data and information, algorithms, programming, the Internet, and global impact. These big ideas are fundamental to computing and connect students to a curriculum that includes the art of programming but is not programming-centric. Students in this course design and produce solutions, models, and artifacts, and they evaluate and analyze their own computational work as well as the computational work others have produced. There is an emphasis on innovation through collaboration and communication as a tool to analyze, justify and describe computational work.

Academic Literacy is designed to provide focused language & literacy instruction to English learners (ELP level 1 & 2). This course builds on students’ oral proficiency to develop disciplinary language & literacy by increasing decoding, fluency, and comprehension skills. Learning opportunities for students are based on individual needs. This course is the second course in the SLIFE literacy sequence, following Literacy Foundations or Bridging to Literacy or a first course for students with similar learning profiles. Enrollment is limited to students with 3 years or less in US schools. This course satisfies ELD requirement.

English language development (ELD) is direct language instruction in the 2 modes of communication: the interpretive mode (listening, reading, and viewing) and the expressive mode (writing, speaking, and representing). ELD is standards-based instruction aligned to the 5 WIDA ELD Standards that targets language development at the word/phrase, sentence, and discourse levels of language. The WIDA Proficiency Level Descriptors are used to set individualized goals for language development, monitor students’ progress toward those goals, and plan for meaningful instruction. This course is designed for students at the beginning levels of English language discourse. This course is designed for students at the beginning levels of English language discourse.

English language development (ELD) is direct language instruction in the 2 modes of communication: the interpretive mode (listening, reading, and viewing) and the expressive mode (writing, speaking, and representing). ELD is standards-based instruction aligned to the 5 WIDA ELD Standards that targets language development at the word/phrase, sentence, and discourse levels of language. The WIDA Proficiency Level Descriptors are used to set individualized goals for language development, monitor students’ progress toward those goals, and plan for meaningful instruction. This course is designed for students at the beginning levels of English language discourse. This course is designed for students at the emerging levels of English language discourse.

English language development (ELD) is direct language instruction in the 2 modes of communication: the interpretive mode (listening, reading, and viewing) and the expressive mode (writing, speaking, and representing). ELD is standards-based instruction aligned to the 5 WIDA ELD Standards that targets language development at the word/phrase, sentence, and discourse levels of language. The WIDA Proficiency Level Descriptors are used to set individualized goals for language development, monitor students’ progress toward those goals, and plan for meaningful instruction. This course is designed for students at the beginning levels of English language discourse. This course is designed for students at the developing levels of English language discourse.

English language development (ELD) is direct language instruction in the 2 modes of communication: the interpretive mode (listening, reading, and viewing) and the expressive mode (writing, speaking, and representing). ELD is standards-based instruction aligned to the 5 WIDA ELD Standards that targets language development at the word/phrase, sentence, and discourse levels of language. The WIDA Proficiency Level Descriptors are used to set individualized goals for language development, monitor students’ progress toward those goals, and plan for meaningful instruction. This course is designed for students at the beginning levels of English language discourse.