Planning for High School
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- HIGH SCHOOL Course Catalog
- Non-Credit / Miscellaneous Codes
- Special Education Course Options
Looking for the 2025-2026 Course Guides?
Syllabi for Special Education
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.
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
