Innovative Courses — Other Electives

Braille
(PDF)

1.0

Braille 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
(PDF)

1.0

College Transition is designed to equip students with the knowledge, skills, and abilities necessary to be active and successful learners, both in high school and in college. Students examine numerous research-based learning strategies (such as goal setting, effective time management, stress management, note taking, active reading, test-taking strategies, and research methods) that are proven to lead to academic success. In the College Transition course, students will research financial scholarships and grant opportunities, complete applications, and explore technical schools, colleges, and universities. With the increased emphasis on career and college readiness and postsecondary education, students need opportunities to learn how to excel in a postsecondary environment while in grades 9–12.

2029–2030

Community Transportation is intended 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

G/T Interdisciplinary Study Mentorship I–IV
(PDF)

1.0

G/T Interdisciplinary Studies/Mentor Seminar I-IV are based on the required Texas Performance Standards Project (TPSP) for gifted and talented (G/T) learners; These courses offer a non-traditional learning experience to students who have the ability to create innovative products and/or performances. Students will develop a product proposal, compile a portfolio, conduct in-depth research, be matched with a mentor from the professional community, and prepare for a public presentation of their portfolio, product, or performance at the end of the school year. An audience that includes expert(s) in the field will evaluate the product and/or performance. Students work with their mentor to create a related product with real-world application and tangible documentation. The final product will be shared with an audience outside the school setting.

2029–2030

 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

Logic I
(PDF)

0.5

Logic I provides course content in informal logic which includes intensive experience with logical fallacies and an emphasis on inductive reasoning, strong versus weak and fallacious arguments, and probability. In Logic I, students concentrate on evaluating the content of arguments. The course deals almost entirely with “ordinary language arguments” in the interchange of ideas between people. Logic I prepares students for college, careers and military pursuits, as inductive reasoning is integral to thinking well in various aspects of daily life that involve decision-making, problem-solving, and communication with others in civic, work, and other settings.

2029–2030

Logic II is a course in formal logic, or the logic that pertains to pure reasoning in the abstract-deductive reasoning, valid or invalid arguments, and certainty (given the premise). In Logic II, students will learn about Aristotelian logic, and they will engage in the world of syllogism where focus is placed on understanding the form and structure of an argument and arguments that can be analyzed using symbols. Students will build on those skills as they construct their own syllogisms and practice real-world application of structured deductive logic. 

Making Connections I
(PDF)

0.5

Making Connections I is an introduction to the Making Connections course sequence that assists students with autism spectrum disorder or other related disorders such as social pragmatic communication disorder, that may cause deficits in the individual’s social skills in developing an understanding of autism and other disorders which may cause deficits in social skills. Making Connections I will assist students in analyzing their own strengths and social skill deficits through self-assessment and the creation of plans to address atypical behaviors that may hinder academic or social success. The course covers topics such as building positive relationships, understanding social expectations in school and community settings, and applying organizational strategies for academic success. Additionally, students will explore postsecondary options, helping them to identify strengths and areas for growth in preparation for life beyond high school.

2029–2030

Making Connections II
(PDF)

0.5

Making Connections II helps students with autism spectrum disorder or related conditions, such as social (pragmatic) communication disorder, develop a deeper understanding of friendships and social relationships. The course covers disability awareness, teaching students how autism impacts their ability to form and maintain relationships. It guides students through self-assessment of their social skills, encourages strategies for improving friendships, and helps differentiate between appropriate and inappropriate relationships. Students also learn to cope with negative attention, engage in conflict resolution, and apply these skills in various community and social settings. Additionally, the course includes future planning, where students create strategies for sustaining friendships beyond high school.

2029–2030

Making Connections III
(PDF)

0.5

Making Connections III is designed to help students focus on enhancing their understanding of personal learning styles and developing effective self-advocacy skills. Students will explore the strengths and weaknesses commonly associated with autism, analyze their learning preferences, and identify effective strategies for academic success. Making Connections III emphasizes self-advocacy, where students will earn how to articulate their needs within their individualized education programs (IEPs) and effectively communicate their rights and accommodations. Additionally, students will examine how the skills they develop in the educational setting can be applied to community contexts. Through role-playing, discussions, and real-world practice, students will engage in future planning activities, including developing graduation plans, resumes, and interview skills to facilitate a successful transition to postsecondary opportunities.

2029–2030

Making Connections IV
(PDF)

0.5

Making Connections IV assists students with developing skills to employ collaborative problem solving. This course specifically focuses on the aspect of social communication, by focusing on their collaborative problem-solving skills. The student will develop skills to understand their autism specifically related to their ability to communicate socially, engage in collaborative problem-solving, and navigate social situations effectively. This course also encourages mentoring relationships within the school environment and helps students identify and take steps toward their postsecondary goals, including job applications, FAFSA completion, and understanding available accommodations at postsecondary institutions or workplaces.

2029–2030

Methodology for Academic and Personal Success (MAPS)
(PDF)

1.0

Methodology for Academic and Personal Success (MAPS) 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

Multilingual Acculturation Studies for Newcomers (PDF)

0.5

Multilingual Acculturation Studies for Newcomers is intended 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. 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.

Navigating Life for Hearing Loss is intended 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.

Path College Career I
(PDF)

1.0

Path College Career I advances 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 advances 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 advances 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 advances 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
(PDF)

0.5

Peer Assistance for Students with Disabilities is designed for students interested in promoting social inclusion and fostering accepting school environments. The course provides the opportunity for nondisabled peer assistants to help students with disabilities build confidence, independence, and social skills through structured interactions.  Peer assistants receive training in confidentiality, cueing, prompting, and positive reinforcement to support their peers effectively. The goals of the course include enhancing the abilities of students with disabilities, enabling them to find joy and fulfillment in an active lifestyle, and developing empathy and understanding in peer assistants. This course prepares students for college, careers, or military service by developing skills in interpersonal communication, disability awareness, and supportive assistance strategies.  Students form meaningful relationships that extend beyond the classroom, enriching their social and academic lives.

2029–2030