Innovative Courses — Other Electives
For questions regarding the following innovative courses, contact the Curriculum Standards and Student Support Division.
| Course Name | Credit | Description | Expiration |
|---|---|---|---|
| Advanced Placement (AP) Seminar (PDF) |
1.0 | AP Seminar is a foundational course that aims to equip students with the power to analyze and evaluate information with accuracy and precision in order to craft and communicate evidence-based arguments. | 2024–2025 |
| Advanced Placement (AP) Research (PDF) |
1.0 | In the AP Research course, students further their skills acquired in the AP Seminar course by understanding research methodology; employing ethical research practices; and accessing, analyzing, and synthesizing information as they address a research question. | 2024–2025 |
| Advancement Via Individual Determination (AVID) I (PDF) |
1.0 | AVID l serves as an overview of the AVID philosophy and strategies. Students work on academic and personal goals, communication, and adjusting to the high school setting. Students increase their awareness of their personal contributions to their learning, as well as their involvement in their school and community. There is an emphasis on analytical writing, focusing on personal goals and thesis writing. College research includes financial topics and building their knowledge of colleges and careers of interest. | 2024–2025 |
| Advancement Via Individual Determination (AVID) II (PDF) |
1.0 | AVID II students refine the AVID strategies to meet their independent needs and learning styles. Students continue to refine and adjust their academic learning plans and goals, increasing awareness of their actions and behaviors. As students increase the rigorous course load and school and community involvement, they refine their time management and study skills accordingly. Students expand their writing portfolio to include analyzing prompts, supporting arguments and claims, character analysis, and detailed reflections. Lastly, students narrow down their college and careers of interest based on personal interests and goals. | 2024–2025 |
| Advancement Via Individual Determination (AVID) III (PDF) |
1.0 | AVID III focuses on writing and critical thinking skills expected of first- and second-year college students. In addition to the academic focus of AVID III, there are college-bound activities, methodologies, and tasks that should be undertaken during the third year to support students as they apply to postsecondary institutions. | 2024–2025 |
| Advancement Via Individual Determination (AVID) IV (PDF) |
1.0 | AVID IV focuses on writing and critical thinking expected of first- and second-year college students. Students complete a final research essay project from research conducted in AVID III. In addition to the academic focus of the AVID IV, there are college-bound activities, methodologies, and tasks that should be achieved during the fourth year that support students as they apply to four-year universities and confirm their postsecondary plans. | 2024–2025 |
|
Braille |
1.0 |
This course provides instruction in pre-braille skills, tactual discrimination, the reading and writing of the braille code, and the development of efficient braille reading including fluency and comprehension. The braille reading and writing course emphasizes the conventions and mechanics of braille. |
TBD |
|
College Transition |
1.0 |
College Transition is a high school course designed to equip students with the knowledge, skills and abilities necessary to be active and successful learners both in high school and in college. |
2024–2025 |
| Community Transportation (PDF) |
0.5
|
The purpose of this course is to introduce knowledge and skills to empower students to research and access public transportation options in their respective communities. Areas to be addressed include pedestrian and rider safety, navigating public transportation systems, use of technology, and general social skills, including self-advocacy, self-assertiveness, and transportation etiquette. |
2025–2026 |
|
1.0 |
This course, based on the Exit Level Texas Performance Standards Project (TPSP) for gifted/talented (G/T) students, offers a non-traditional learning experience to those students who have the ability to create innovative products or performances. |
2024–2025 |
|
| Innovative Thinking (PDF) |
1.0 |
Innovative Thinking teaches innovation as a process that can be applied to any subject or career. This course prepares students for college and career by developing 21st century skills, including creativity, collaboration, critical thinking, and communication. Students are introduced to the innovative thinking framework which includes five themes: creativity, storytelling, design, collaboration, and entrepreneurship. |
TBD |
| Leadworthy the Course (PDF) |
0.5 | Leadworthy The Course is designed to develop personal responsibility, leadership, and professional skills through explicit social-emotional participatory learning experiences. Students will develop an understanding of what it means to be an effective member of the community through community service. | TBD |
|
Logic I-II |
0.5 |
Logic I will provide content in informal logic which includes logical fallacies, inductive reasoning, strong versus weak and fallacious arguments, and probability. Logic II offers content in formal logic, or the logic that pertains to pure reasoning in the abstract – deductive reasoning, valid or invalid arguments, and certainty. |
2024–2025 |
|
1.0 |
The purpose of this course is to provide the necessary information, resources, and opportunities that will empower students who are deaf or hard of hearing to effectively apply information and skills learned in educational, home, and community settings in order to facilitate achievement in secondary and postsecondary environments. |
2024–2025 |
|
|
Making Connections I |
0.5 |
The Making Connections course sequence serves students who have an autism spectrum disorder or a related disorder which causes them to have difficulty with social skills. This course assists the students in developing an understanding of autism and other related disorders. |
2024–2025 |
|
Making Connections II |
0.5 |
The Making Connections course sequence serves students who have an autism spectrum disorder or a related disorder such as social (pragmatic) communication disorder which causes them to have difficulty with social skills. The courses also assist students with developing and generalizing appropriate and beneficial social skills and in turn increases the student’s postsecondary outcomes. |
2024–2025 |
|
Making Connections III |
0.5 |
The Making Connections course sequence serves students who have an autism spectrum disorder or a related disorder such as social (pragmatic) communication disorder which causes them to have difficulty with social skills. The courses also assist students with developing and generalizing appropriate and beneficial social skills and in turn increases the student’s postsecondary outcomes. |
2024–2025 |
|
Making Connections IV |
0.5 |
The Making Connections course sequence serves students who have an autism spectrum disorder or a related disorder such as social (pragmatic) communication disorder which causes them to have difficulty with social skills. The courses also assist students with developing and generalizing appropriate and beneficial social skills and in turn increases the student’s postsecondary outcomes. |
2024–2025 |
|
1.0 |
The course focuses on the skills and strategies necessary for students to make a successful transition into high school and an academic career. Students explore the options available in high school, higher education, and the professional world in order to establish both immediate and long-range personal goals. |
2024–2025 |
|
|
1.0 |
The central focus of this course is to help emergent bilingual (EB) students in embracing their acculturation experience. Acculturation refers to the cultural and social changes that an immigrant undergoes when exposed to a new environment and interacts with a different cultural group (Berry & Sam, 2018). The course takes an integrated identity approach, aiming to facilitate a successful academic journey for newcomer students as they learn a new culture and language. It offers cultural and social support tailored to the diverse needs of newcomer students, guiding them through various stages of acculturation and fostering increased community engagement and academic achievement. By incorporating research-based strategies, students will explore how they can blend their home country’s culture with that of their new country, enhancing their understanding and showcasing their unique strengths to contribute to global appreciation as they prepare for their future. This course provides students with a supportive system to help them navigate and adapt during this transitional period, ultimately leading to greater success in and readiness for their academic journey. |
2024–2025 |
|
|
Path College Career I
|
1.0 |
All students deserve academic and social support to help prepare them for the challenges they must face after high school graduation. The Path-College/Career Prep courses advance intellectual curiosity, conscientiousness, dependability, emotional stability, and perseverance through tasks that foster deeper levels of thinking and reasoning in the four core content areas. |
2024–2025 |
| Path College Career II (PDF) |
1.0 |
All students deserve academic and social support to help prepare them for the challenges they must face after high school graduation. The Path-College/Career Prep courses advance intellectual curiosity, conscientiousness, dependability, emotional stability, and perseverance through tasks that foster deeper levels of thinking and reasoning in the four core content areas. |
2024–2025 |
| Path College Career III (PDF) |
1.0 |
All students deserve academic and social support to help prepare them for the challenges they must face after high school graduation. The Path-College/Career Prep courses advance intellectual curiosity, conscientiousness, dependability, emotional stability, and perseverance through tasks that foster deeper levels of thinking and reasoning in the four core content areas. |
2024–2025 |
| Path College Career IV (PDF) |
1.0 |
All students deserve academic and social support to help prepare them for the challenges they must face after high school graduation. The Path-College/Career Prep courses advance intellectual curiosity, conscientiousness, dependability, emotional stability, and perseverance through tasks that foster deeper levels of thinking and reasoning in the four core content areas. |
2024–2025 |
| PeaceKeepers® I (PDF) |
1.0 | This course is a peer mediation program offering selected high school students the opportunity to work in a field experience practicum where they become trained mediators for their peers on their own campus or on feeder school campuses. | 2024-2025 |
| PeaceKeepers® II (PDF) |
1.0 | This course is a peer mediation program offering selected high school students the opportunity to work in a field experience practicum where they become trained mediators for their peers on their own campus or on feeder school campuses | 2024-2025 |
| Peer Assistance and Leadership (PAL®) I (PDF) |
1.0 | Peer Assistance and Leadership I course utilizes the potential of youth to make a difference in their lives, schools, and communities. PAL® nurtures and builds capacities to help youth develop protective factors, helping them to achieve school and social successes, which lead to a productive life. | 2024-2025 |
| Peer Assistance and Leadership (PAL®) II (PDF) |
1.0 | The Peer Assistance and Leadership II course utilizes the potential of youth to make a difference in their lives, schools, and communities. PAL® nurtures and builds capacities to help youth develop protective factors, helping them to achieve school and social successes, which lead to a productive life. | 2024-2025 |
|
Peer Assistance for Students with Disabilities I and II |
0.5 |
The Peer Assistance for Students with Disabilities is designed to promote an inclusive educational environment for special education students. Peer assistants assist teachers in general education and special education settings by helping to facilitate inclusion in the classroom. |
2024–2025 |
| Sports Medicine I (PDF) |
1.0 | This course provides an opportunity for the study and application of the components of sports medicine including sports medicine, concepts of sports injury, athletic healthcare team, sports injury law, sports injury prevention, sports psychology, nutrition, recognition of injuries, emergency action plan and initial injury evaluation, first aid/CPR/AED, the injury process, immediate care of athletic injuries of specific body areas, skin conditions in sports, blood borne pathogens, thermal injuries, and special medical concerns of the adolescent athlete. | 2024–2025 |
| Sports Medicine II (PDF) |
1.0 | This course provides a more in-depth study and application of the components of sports medicine including: CPR and AED certification, rehabilitative techniques; therapeutic modalities; prevention, recognition, and care of injuries to the head and face, spine, upper extremity, lower extremity; taping and bandaging; injuries to the young athlete; substance abuse in sports; and general health concerns in sports medicine. | 2024–2025 |
| Sports Medicine III (PDF) |
1.0 | This course will provide a logical progression for students that have advanced through the sports medicine courses and provide them with an opportunity to apply the knowledge and skills they have gained to athletic injury recognition, evaluation, management, treatment, and rehabilitation through research investigations and applications related to sports medicine. | 2024–2025 |
| Student Leadership (PDF) |
1.0 | This course provides an opportunity to study, practice, and develop group and individual leadership and organizational skills. These skills include the structure of leadership, organization and managerial skills, citizenship, goal setting, group processes, and communication. | 2024–2025 |
| Team Sport Officiating (PDF) |
1.0 | In Team Sport Officiating, students apply rules and regulations of selected team sports, developing skills in the area of communication, decision making, and conflict management which are needed to officiate team sport competitions. | TBD |
Curriculum Standards and Student Support Division
For questions or additional information, please submit a Curriculum Request Form through the TEA Help Desk.
(512) 463-9581