Course Offerings

Academic Courses 

Science Department (Biology/Life Sciences):
Students in our science classes display a wide range of abilities and interest. Using cooperative learning groups has allowed all students to be more successful. Math is incorporated into our lessons; measuring, graphing, interpretation of data, and various calculation are embedded. The structure of the classes has developed a consistent rhythm and tone that provide a stable learning environment for our students. The introduction of technology has also increased student success by allowing vibrant multi-media presentations that help hold the attention of our students. The recent addition of laptop computers has allowed students to engage in virtual labs and experiments. 


English Department (English/Literature/Book Club):
Despite a wide range of abilities, each student is able to excel at his or her pace in the English classroom. Each round of state assessments shows improvements in basic skill development in reading and writing. The learning environment for English class utilizes staffing options, along with multiple classrooms available like the computer lab and an additional small classroom. Grouping can occur in large and small groups, and even one-on-one when needed. Each class begins with an opening activity followed by the lesson. Structure is kept the same for each class period so that students can know what to expect; however, the methods to express learning styles produce daily variety. 
Social Studies Department (History/Psychology/Economics/Civics):
Social Studies lessons have moved in a direction that is less rote in nature and more student/teacher discussion based. Students are more willing to engage in discussion and analysis of subject matter than in past years. For example, students in the past might be more likely to ask for “where in the book is the answer," or "is it A, B, or C?” Now students can answer more completely in journals, discussions, and worksheets. More students are engaging in increasingly evaluative and analytical activities where the material is internalized and thought out, versus simply “how can I earn my participation points on this assignment?” In summation, the greatest success is to see the overall maturity level of the students rise, which has resulted in higher level activities and greater understanding of subjects being taught by the Social Studies Department.
Special Education Department:
The Special Education Department continues to develop its services in supporting students in the classroom and in post high school transitional plans. Special Ed staff join math classes and provide afternoon study skills classes for Special Education students. Career Explorations is offered to help support students in planning for post high school. In addition to our Special Education Teachers, the Department works with two School Social Workers who are able to help link students to community resources. Face to Face has had a partenership with Rehabilitation Vocational Services since 2008-09, which supports Special Education students with individualized transitional goals and services.  
Art Department (Fundamentals of Art/Ceramics/Painting):
One of the most positive characteristics of teaching art at Face to Face is that the students have a period of time to express themselves, have fun, relax, ask questions, solve problems, talk to peers and teachers, develop interpersonal skills, as well as learn a new art form. The students love to try working in new mediums, and one of the art department's greatest strengths is a well rounded and extensive art background. Students are taught the history and meaning of what they are creating, bringing relevance to their lives. It is also rewarding to watch students get excited and achieve a goal that they did not think they were capable of. They build fundamental life skills by thinking creatively and producing a product that they are proud of. 
Math Department (Algerbra/Geometry/Algebra II/Pre Calculus):
In addition to the Accelerated Math program and a set of TI – 83 Plus graphing calculators, the math department utilizes Prentice Hall Mathematics Algebra 2 textbooks and its curriculum. Recent state assessments have shown student improvements in basic skill development in math, and "adequate yearly progress" on the MCA–II math for Grade 11 two years in a row. The department also strived to provide a better learning environment for math by having more staff in the math classroom. Frequently. students are able to work in small groups of 3-4 students per staff member.
Life Skills Courses
Women’s Group:
The Women’s Group was successful in allowing students to trust each other and to begin building emotional connections, relationships, and friendships that were encouraging and supportive of the participants. The students reported that they celebrated their successes in life with each other. They set goals for the future and found support and encouragement to continue working towards goals. One young woman stated that she was able to recognize and express her emotions.  Another learned how to trust others, and then determined she was interested in having on-going therapy, initiating that process on her own. A health educator and a nurse practitioner presented to the group, answering many questions about pregnancy and sexual and women’s health issues. The group was referred to other resources as needed.
Film Study:
In this class, the flexibility of the curriculum allows for the success of students with a wide range of ability levels. The class structure includes vocabulary (and recap if starting the second part of a film), watching a segment of a film, then analyzing the film using discussion, writing, art, or small group projects. This allows students of different ability levels to participate, and is the perfect environment for differentiated instruction due to the small class size.
Diverse Perspectives:
Diverse Perspectives is designed in a way to allow for a high energy class that gets students thinking about self-image and discrimination. On a weekly basis we touch on a variety of subjects such as stereotyping, what it means to be part of a culture or community, the importance of having good communication skills, and respect. This class gives students an opportunity to look into their own biases. The activities are designed to guide the students by communicating with one another in a respectful way. The class always has a variety of students from different ethnic and cultural backgrounds. This diversity brings good debate, helping to teach respect of differing perspectives. 
Physical Education Department (Life Fitness/Wellness & Recreation):
Within the Physical Education classes, an ongoing success is that students feel comfortable participating in activities and have a high level of enjoyment. The students are able to practice teamwork and cooperation, as well as techniques of problem solving and compromise. The lessons are differentiated so that every student is able to be successful in the learning objectives. Classroom lessons begin with a technologically-assisted activity using portable computer carts in the classroom, followed by a short written and discussion activity. Many times we are able to use the local Park and Recreation facility to provide a safe and adequate environment for the physical activities. Both students and staff are able to share in relationship building and the learning process.
Community Activities:
Community Activity is a community building class focused on developing self-esteem and gaining knowledge of one another. The goal in the art option of the community activity class is to open the art classroom and offer time to the students that are feeling intimidated or challenged, or have been absent from art classes. Students are able to receive one-on-one support, getting them to a point where they are happy and confident going forward with the art assignment. 

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