Course Options to Meet Graduation Requirements
- Refer to the general education course descriptions for most courses.
- Only courses without a general education counterpart will be described in this section.
Courses listed in the General Education (GE) Texas Essential Knowledge and Skills (TEKS) column are courses taught in the general education setting in which students are responsible for mastery of all the TEKS. If the course is End of Course (EOC) tested, students in these courses will be assessed with the State of Texas Assessments of Academic Readiness (STAAR) EOC (STAAR) as determined by the ARD Committee.
If a student’s Individualized Education Program (IEP) requires modifications to course content in order to access the TEKS, the student will automatically graduate on the Foundation High School Plan (FHSP).
Graduating on a FHSP will impact a student’s options for post-secondary education. The three options for courses with modified content are as follows:
- The General Education (GE) Modified column denotes courses taught in the general education setting in which the student has a content related IEP. The IEP indicates modified content the student requires in order to access the course curriculum.
- The Special Education (SE) Modified column denotes courses taught in the special education setting in which the student has a content related IEP. The IEP indicates modified content the student requires in order to access the course curriculum.
- The Special Education (SE) Alternate column denotes courses taught in the special education setting in which the student has a content related IEP. The IEP indicates the student is accessing the course curriculum at the prerequisite skill level.
ENGLISH/LANGUAGE ARTS
| COURSE | General Education Courses | Special Education Courses | ||
|---|---|---|---|---|
| TEKS | Modified (M) | Modified (M) | Alternate (Alt) | |
| English I | LA1210* | LAM210* | SPLM10* | SPLT10* |
| English II | LA1220* | LAM220* | SPLM20* | SPLT20* |
| English III | LA1230 | LAM230 | SPLM30 | SPLT30 |
| English IV | LA1240 | LAM240 | SPLM40 | SPLT40 |
*EOC Tested Course
MATH
| COURSE | General Education Courses | Special Education Courses | ||
|---|---|---|---|---|
| TEKS | Modified (M) | Modified (M) | Alternate (Alt) | |
| Algebra I | MA1220* | MAM220* | SPMM20* | SPMT20* |
| Geometry | MA1245 | MAM245 | SPMM45 | SPMT45 |
| Math Models | MA1250 | MAM250 | SPMM50 | SPMT50 |
| Algebra II | MA1230 | MAM230 | SPMM30 | SPMT30 |
*EOC Tested Course
SOCIAL STUDIES
| COURSE | General Education Courses | Special Education Courses | ||
|---|---|---|---|---|
| TEKS | Modified (M) | Modified (M) | Alternate (Alt) | |
| World Geography | SS1212 | SSM212 | SPSM12 | SPST12 |
| World History | SS1211 | SSM211 | SPSM11 | SPST11 |
| US History | SS1210* | SSM210* | SPSM10* | SPST10* |
| Government / Economics | SS1220 / SS1230 | SSM220 / SSM230 | SPSM20 / SPSM30 | SPST20 / SPST30 |
*EOC Tested Course
SCIENCE
| COURSE | General Education Courses | Special Education Courses | ||
|---|---|---|---|---|
| TEKS | Modified (M) | Modified (M) | Alternate (Alt) | |
| Biology | SC1220* | SCM220* | SPCM20* | SPCT20* |
| IPC | SC1210 | SCM210 | SPCM10 | SPCT10 |
| Physics or Environmental Systems | SC1280 or SC1290 |
SCM280 or SCM290 |
SPCM90 | SPCT90 |
| Chemistry | SC1250 | SCM250 | SPCM50 | SPCT50 |
*EOC Tested Course
FINE ARTS AND PHYSICAL EDUCATION
| COURSE | General Education Courses | Special Education Courses | ||
|---|---|---|---|---|
| TEKS | Modified (M) | Modified (M) | Alternate (Alt) | |
| Fine Arts: Art I | Varies | Varies | N/A | SPS117 |
| Fine Arts: Art II | SPS118 | |||
| Lifetime Fitness and Wellness | PE1247 | PE1247 | N/A | SPS11B |
| Lifetime Fitness and Wellness: Partners in PE | PE1247A | PE1247A | ||
| Skill Based Lifetime Activities | PE1248 | PE1248 | N/A | SPS12B |
| Skill Based Lifetime Activities: Partners in PE | PE1248A | PE1248A | ||
** These courses are for students receiving services from the Individuals with Severe and Profound Disability (ISPD) teacher and require approval from the coordinator supervising the program.
READING
| COURSE | General Education Courses | Special Education Courses | ||
|---|---|---|---|---|
| TEKS | Modified (M) | Modified (M) | Alternate (Alt) | |
| Reading I | LA1273 | N/A | SPA170 | SPAT170 |
| Reading II | LA1274 | N/A | SPA171 | SPAT171 |
| Reading III | LA1275 | N/A | SPA172 | SPAT172 |
CAREER AND TECHNICAL EDUCATION
| COURSE | General Education Courses | |||||
|---|---|---|---|---|---|---|
| CTE | CTE ABLE | CTE SEAS | CTE AC | CTEVAC | CREDITS | |
| Principles of Human Services | CC1250 | SPU154 | SPE154 | SPS11L | N/A | 1 |
| Interpersonal Studies | CC1252 | SPU155 | SPE155 | SPS12L | N/A | 0.5 |
| Intro to Culinary Arts | CC1254 | N/A | N/A | SPS115 | N/A | 1 |
| Principles of Hospitality | CC4254 | N/A | N/A | SPS116 | N/A | 1 |
| Principles of Business, Marketing & Finance | CC1233 | N/A | N/A | SPS11J | N/A | 1 |
| Career Prep I | N/A | N/A | N/A | (SPS151) | SPV151 | 2 |
| Career Prep II | N/A | N/A | N/A | (SPS152) | SPV152 | 2 |
| Money Matters | CC1240 | N/A | N/A | N/A | SPV140 | 1 |
CTED courses are taught by special education teachers and only special education students are enrolled in these courses. For these course descriptions and other CTE course options, refer to the CTE section of the course description handbook.
| COURSE | Special Education Courses | |
|---|---|---|
| Alternate (Alt) | Local Credits | |
| Activities for Daily Living I | SPS14D | 1 |
| Activities for Daily Living II | SPS14E | 1 |
| Activities for Daily Living III | SPS14F | 1 |
| Activities for Daily Living IV | SPS14K | 1 |
These courses provide individualized instruction for acquiring skills for daily living including: nutrition, food preparation, safety and emergency procedures, and personal health issues (hygiene, grooming, dressing, and communicating with health care professionals). Instruction will focus on independent living skills that will facilitate progress in the IEP. Grade Placement: 11-12, 12+
GENERAL EDUCATION
Navigating Life With Hearing Loss
This course will provide the necessary information, resources, and opportunities to 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 post-secondary environments.
Location:Â Bowie Only
Prerequisites: Deaf or Hard of Hearing (DHH) Coordinator Approval
DYS Reading I
Evidence-based dyslexia instruction is available only for students with dyslexia who are served under the Individuals with Disabilities Education Act (IDEA). This instruction adheres to the critical components outlined in the Texas Dyslexia Handbook, offering multi-sensory structured literacy instruction. It is explicit, systematic, and intentional in its approach. Students will participate in this course every other day a week for 90 minutes. Students enrolled in Evidence-Based Dyslexia Instruction A, are students needing their instruction in the SIPPS Challenge.
 A course code is not required if the campus schedules this course during intervention/enrichment (I/E) or advisory. Approval from the district’s Section 504/Dyslexia Coordinator is required for the selection of this course code.
Prerequisites: None
DYS Reading II
Evidence-based dyslexia instruction is available only for students with dyslexia who are served under the Individuals with Disabilities Education Act (IDEA). This instruction adheres to the critical components outlined in the Texas Dyslexia Handbook, offering multi-sensory structured literacy instruction. It is explicit, systematic, and intentional in its approach. Students will participate in this course every other day a week for 90 minutes. Students enrolled in Evidence-Based Dyslexia Instruction B, are students needing their instruction in SIPPS Extension.
 A course code is not required if the campus schedules this course during intervention/enrichment (I/E) or advisory. Approval from the district’s Section 504/Dyslexia Coordinator is required for the selection of this course code.
Prerequisites: None
These are courses that are designed to facilitate progress in the IEP as determined by the ARD committee. Instruction is focused on skills the student needs to facilitate movement towards post- secondary goals. However, these courses are not eligible for state credit to meet graduation requirements.
Adaptive / Study Skills
This course is designed to provide instruction on adaptive and/or study skills for students who are DHH and/or have a visual impairment.
Location: Martin HS or Bowie HS.
Prerequisites: None
Communication Skills
This course provides individualized instruction for acquiring skills in receptive and expressive language (reading, listening, writing, speaking, sign language, pictures/symbol exchange, Assistive/Adaptive Technology devices). Instruction will focus on improving the mode(s) of communication that will facilitate progress in the IEP. This class can be repeated until a student meets graduation requirements or exceeds age eligibility for special education services.
Prerequisites: None
Mathematical Applications
This course is designed to facilitate progress in the IEP in functional skills of mathematics for the workplace and independent living.
Prerequisites: None
Mathematical Applications
This course is designed to facilitate progress in the IEP in functional skills of mathematics for the workplace and independent living. This class can be repeated until a student meets graduation requirements or exceeds age eligibility for special education services.
Prerequisites: None
Home Living
This course provides individualized instruction for acquiring skills in and maintaining a residence including: managing personal living space, grocery shopping, budgeting, paying bills, and time management (developing hobbies and leisure activities). Instruction will focus on independent living skills that will facilitate progress in the IEP. This class can be repeated until a student meets graduation requirements or exceeds age eligibility for special education services.
Prerequisites: None
School to Work Prep
This course provides classroom based individualized instruction as identified in the IEP in vocational skills including introduction to various occupations, specific tasks required for those occupations, and assessment of vocational aptitude and interests. School to Work Prep can be repeated until a student meets graduation requirements or exceeds age eligibility for special education services.
Prerequisites: None
Neighborhood Experiences
This course provides individualized instruction as identified in the IEP in mobility within the neighborhood community via written instructions and maps. Use of neighborhood resources such as the post office, bank, library, recycling plant, and local stores will also be explored. Neighborhood Experiences can be repeated until a student meets graduation requirements or exceeds age eligibility for special education services.
Prerequisites: None
Community Based Exploration and Training I
This double blocked course is based in the community and provides individualized instruction and support to facilitate the maintenance and generalization of acquired vocational skills identified in the IEP. Students will explore, sample and train in various occupational settings with a job coach.
Prerequisites: None
Community Based Exploration and Training II
This double blocked course is based in the community and provides individualized instruction and support to facilitate the maintenance and generalization of acquired vocational skills identified in the IEP. Students will explore, sample and train in various occupational settings with a job coach. CBET II can be repeated until a student meets graduation requirements or exceeds age eligibility for special education services.
Prerequisites: None
School to Work Training
This double-blocked course prepares students to enter the workforce by facilitating progress in the IEP in the areas of communication, problem-solving, and interpersonal skills. Students will learn and practice job searching techniques, how to complete job applications based on the requirements of employers and role play job interviewing skills. Additionally, this course provides an opportunity for students to experience real-life work tasks in the community and/ or in the classroom. Supervised job-shadowing develops work-related ethics, social skills, and specific job skills as identified by the IEP.
Prerequisites: None
Workplace Introduction
This double-blocked course prepares students to enter the workforce by facilitating progress in the IEP in the areas of communication, problem-solving, and interpersonal skills. Students will learn and practice job searching techniques, how to complete job applications based on the requirements of employers and role play job interviewing skills. Additionally, this course provides an opportunity for students to experience real-life work tasks in the community and/or in the classroom. Supervised job-shadowing develops work-related ethics, social skills, and specific job skills as identified by the IEP.
Prerequisites: None
Community Transition I & II
These courses assess students’ interests and aptitudes while assisting them to obtain employment. Students are also provided an opportunity to research a variety of career options based on their individual interests and aptitudes. The primary focus is on obtaining employment and developing a career portfolio.
Prerequisites: None
Career Prep I & II VAC
Students combine classroom instruction and employability skills learned to be prepared for success in the workplace. Students are taught job-specific skills applicable to their vocational training, job interview techniques, communication skills, financial and budget skills.
Prerequisites: School to Work Training and Workplace Introduction or School to Work Prep and Community Based Exploration and Training I & II
Career Prep I & II AC
This course provides instruction for vocational skills to include basic production and assembly skills, cooperative work skills, soft skills and generalized employability skills. Access to this course is determined by the ARD committee and based on a student’s IEP.
Prerequisites: None
Community Based Independent Living
This course is designed to meet the Transition IEP goal in the area of Daily/Adult living. It is taught in a community setting and will support students’ progress toward their individualized post secondary goals as identified by the IEP and transition plan. This class can be repeated until a student meets graduation requirements or exceeds age eligibility for special education services.
Prerequisites: None
Community Based Independent Living
This course is designed to meet the Transition IEP goal in the area of Community Experiences. It is taught in a community setting and will support students’ progress toward their individualized post secondary goals as identified by the IEP and transition plan. This class can be repeated until a student meets graduation requirements or exceeds age eligibility for special education services.
Prerequisites: None
Community Based Vocational Instruction (CBVI)
This course is designed to meet the Transition IEP goal in the area of Employment. It is taught in a community setting and will support students’ progress toward their individualized post secondary goals as identified by the IEP and transition plan. This class can be repeated until a student meets graduation requirements or exceeds age eligibility for special education services.
Prerequisites: None
College Prep
This course is designed to meet the Transition IEP goal in the area of Post-Secondary Education. It is taught in a community setting and will support students’ progress toward their individualized Post secondary goals as identified by the IEP and transition plan. This class can be repeated until a student meets graduation requirements or exceeds age eligibility for special education services.
Prerequisites: None
The focus for grades 9-12 will be for students to satisfactorily complete foundation credit requirements and minimum curriculum requirements identified in the IEP and as determined by the ARD committee. Based on individual needs as determined by the ARD committee, a student may then continue to receive services on a high school campus or in the community.
After four years of high school, if the ARD committee deems the student continues to need services, students may participate in a graduation ceremony without graduating/ terminating services. After meeting foundation credit and curriculum requirements, an ARD committee will graduate students when a student completes the requirements of the Individualized Education Program (IEP) and one of the following conditions:
- Full-time employment and sufficient self-help skills to maintain employment without direct and ongoing support from the school district
- Demonstration of specific employability and self-help skills that do not require direct ongoing support from the school district
- Access to services that are not within the legal responsibility of public education or to employment or educational options for which the student has been prepared by the academic program
- No longer meets age eligibility requirements and has completed requirements specified in the IEP TEC 28.025 (c)
