Innovative Courses — Other Electives
For questions regarding the following innovative courses, contact the Curriculum Standards and Student Support Division.
|
Course Name |
Credit |
Description |
Expiration |
|
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. | 2022–2023 |
|
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 |
|
|
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 |
|
Peer Assistance for Students with Disabilities I and II |
0.5 |
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 |
Curriculum Standards and Student Support Division
curriculum@tea.texas.gov
(512) 463-9581