Innovative Courses — Foundation
Foundation innovative courses include the following subject areas: bilingual/English as a second language (ESL), English language arts and reading, mathematics, science, and social studies.
Mathematics
For questions regarding mathematics innovative courses, contact James Slack, Mathematics Coordinator.
| Course Name | Credit | Description | Expiration |
|---|---|---|---|
|
Elements of Data Science (PDF) |
1.0 |
The purpose of the Elements of Data Science course is to introduce students to statistical modeling and analysis considerably beyond the scope of Statistics/AP Statistics. In Elements of Data Science, students will learn to manipulate large datasets containing multiple explanatory variables, learn techniques for modeling, analysis, and visualization, and combine these skills with fundamental statistical principles to propose solutions to real-world problems. This course will empower students to grow in intuition as well as skillset and mature as analysts. Those who wish to pursue data science, or another STEM field, will find themselves prepared for the next level of their chosen educational or professional path. |
2025–2026 |
|
Linear Algebra |
0.5 |
Mathematically talented and gifted students need to know the vocabulary, concepts, and problem-solving techniques of linear algebra. This course introduces students to other areas of mathematics, such as multivariable calculus, differential equations, and probability theory, as well as the physical and social sciences and engineering. |
2025–2026 |
|
Modern Geometry |
0.5–1.0 |
This course is designed to explore concepts related to the development of non-Euclidean geometry, including projective, spherical, and hyperbolic geometries. |
2024–2025 |
|
0.5–1.0 |
Multivariable Calculus applies the concepts learned in the single variable calculus course to multiple dimensions. |
2025–2026 |
|
|
Number Theory |
0.5 |
The topics of study contribute to the student’s enhanced understanding of historical developments, proofs and discoveries of mathematical numerical relationships. |
2024–2025 |
|
1.0 |
This course is intended to create strategic mathematical learners from underprepared mathematics students. The basic understandings will stimulate students to think about their approach to mathematical learning. |
2025–2026 |
Science
For questions regarding science innovative courses, contact the Curriculum Standards and Student Support Division.
| Course Name | Credit | Description | Expiration |
|---|---|---|---|
|
0.5–1.0 |
This course provides the foundation for a deeper understanding of the problems, issues, perspectives, and developments in the areas of bio-fuels, solar and wind energy. A significant focus of the course will be on critical and creative thinking, problem solving, and communication of ideas relating to renewable energy. |
To be determined (TBD) |
Social Studies
For questions regarding social studies innovative courses, contact Jim Doris, Social Studies Director.
| Course Name | Credit | Description | Expiration |
|---|---|---|---|
| Civic Discourse (PDF) |
1.0 | This course is designed to equip students with the knowledge and skills necessary to be a productive citizen in both their private life and public life. It uniquely approaches civic discourse through the lens of psychology, exploring evidence-based material in order to understand why people act as they do, what biases people are prone to, and how these factors affect civic life. Students will learn an essential toolkit of communication and collaboration skills. Students will apply these newfound skills to conversations on stimulating topics in politics, morality, religion, and culture. They will come away with a strong understanding of the need for civic discourse and a toolkit for how to effectively practice it. | 2024-2025 |
|
1.0 |
In Ethnic Studies: American Indian/Native Studies, an elective course, students learn about the history and living cultures of American Indians/Natives. This course is designed to assist students in understanding issues and events from American Indian/Native perspectives and should be presented in a manner in which each Native Nation studied is given the same independence and sovereignty as a foreign nation. This course is a survey course of Nations in what is now known as the United States and Texas that develops an understanding of the roots of American Indian/Native cultures, especially as it pertains to social, economic, and political interactions within the broader context of North American history. It requires an analysis of important ideas, social and cultural values, beliefs, and traditions. Knowledge of how past events affect the present provides students of the 21st century with a broader context within which to address the many triumphs and challenges of American Indian/Native communities in the United States today. |
2024-2025 | |
| School to College (PDF) |
0.5 | In School to College, students identify interests and strengths, mapping them to potential careers, and research in-demand occupations and industries. Students then evaluate the best institution type which meets their career goals. As part of financial planning, students calculate returns on postsecondary investment. Students quantitatively evaluate postsecondary options by analyzing their return on investment (ROI). | 2024-2025 |
|
Teen and Police Service |
1.0 |
The Teen and Police Service (TAPS) course includes specific topic areas associated with Children and Youth Safety (COPS-CPD-2011-3) such as violence, physical and sexual abuse, stalking, domestic trafficking, sexual exploitation, and bullying. The course is designed to help youth change behavior, learn responsible decision making, participate in crime prevention projects, and reduce the social distance between themselves and law enforcement. |
2024–2025 |
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