approved innovative course · approved for use beginning: 2015-2016 expires: when technology...

Approved for use beginning: 2015-2016 Expires: when technology applications TEKS are revised

Approved Innovative Course

Course: Cyber Citizenship PEIMS Code: N1260001 Abbreviation: CYBERC Grade Level(s): 9-12 Number of Credits: 0.5

Course description:

Today’s student’s main means of communication is cyber-based. Studies show that 95 percent of all teens are now online with an average of ten hours and forty-five minutes spent online daily. (http://kff.org/disparities-policy/press-release/daily-media-use-among-children-and-teens-up-dramatically-from-five-years-ago/; http://www.pewinternet.org/fact-sheets/teens-fact-sheet/) The evolution of technology has taken issues that were once overt and visible in the classroom to the abstract world of online communication.

This course will educate students regarding evolving platforms of social media and familiarize them with their use. It will highlight the controversial issues associated with social media, including the laws regarding social media, inappropriate usage, and online harassment. Overall, this course will educate students in maintaining a responsible online digital footprint.

Activities in this course include the analysis and application of various forms of social media platforms, a study of laws concerning online aggression and safety, and the use of learned technology that will further engage students in academics.

Essential knowledge and skills:

(a) Introduction (1) Cyber Citizenship will address social media platforms such as Facebook, Twitter, Instagram, Snapchat, LinkedIn, and Tumblr. Students will learn appropriate online anonymity and cyber safety, in addition to the mechanics associated with the various platforms. (2) Students will learn to make informed decisions using digital tools and appropriate applications. By using online research and information resources such as journals, newspapers, or authoritative databases, students will synthesize knowledge and create solutions that exhibit digital leadership. (3) Cyber Citizenship will prepare students for the societal demands of increased use of online technology through communication and collaboration, critical thinking, problem solving and decision making as well as promote positive digital citizenship. Students will be expected to exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. Students must demonstrate personal responsibility and exhibit leadership for digital citizenship. The goal of the process is to provide students an authentic platform to demonstrate effective application of digital applications with an ability to identify and resolve cyber conflict among their peers.

http://kff.org/disparities-policy/press-release/daily-media-use-among-children-and-teens-up-dramatically-from-five-years-ago

http://kff.org/disparities-policy/press-release/daily-media-use-among-children-and-teens-up-dramatically-from-five-years-ago

http://www.pewinternet.org/fact-sheets/teens-fact-sheet/



(4) Students will acquire a knowledge of the significance of their digital footprint while learning to take control of their personal online identity, and to demonstrate responsibility for a life-long positive online reputation.

(b) Knowledge and Skills (1) The student evaluates the benefits and risks of sharing information online. The student is

expected to: (A) identify and demonstrate online behaviors that reflect negative risks shared online

such as cyber-bullying, sexting, stalking and harassing; (B) demonstrate an understanding of ethical responsibilities of online usage; (C) identify and list the benefits of healthy and safe online usage; (D) research current cyber issues in the media; and (E) generate and demonstrate positive solutions to current cyber issues.

(2) The student demonstrates an understanding of their digital footprint in both a positive and negative context. The student is expected to:

(A) identify and understand the application and use of various social media platforms; (B) demonstrate appropriate behaviors and risks associated with each platform; (C) create appropriate online content for each of the major platforms; (D) demonstrate the use of embedded features that mitigate risk in each platform; and (E) make decisions based on a variety of interactions via their social media platforms.

(3) The student applies an understanding of online safety within cyber platforms. The student is expected to:

(A) analyze the student’s current online behaviors; (B) recognize and demonstrate defensive online behaviors to prevent exploitation; (C) identify methods of protecting one’s online security and identify; (D) examine the negative effects and consequences of sharing personal information

online; and (E) acknowledge the importance of never sharing one’s location on the Internet.

(4) The student understands the importance of cyber laws and the ramifications of the student’s online behavior in relation to those laws. The student is expected to:

(A) identify cyber laws and how they vary from state to state; (B) identify the nature of and understand penalties associated with violations of cyber

laws, citing recent court cases; (C) collaborate with local city or town authorities to demonstrate the need for cyber laws

to be approved and maintained; (D) recognize the importance of protecting one’s passwords by securing accounts and

acquiring knowledge regarding the different types of authentication; and (E) identify the risks associated with sharing location services through Internet and social

media applications and take appropriate steps to mitigate un intended sharing of location.

(5) The student evaluates leadership qualities and the transfer of those qualities from the cyber world to face-to-face interaction. The student is expected to:

(A) identify and demonstrate behavioral strategies that enable the student to face the pressures of today’s media-driven society;



(B) explain practical ways to balance social media with the student’s daily life; (C) comprehend social media’s effect on human interaction; and (D) (recognize the importance of mentorship and appropriate cyber usage in helping the

student reach goals. (6) The student identifies spam and phishing in order to keep private information protected

online. The student is expected to: (A) navigate and enable filters on their email programs; (B) identify the characteristics and signs of a dangerous or unsecure website; (C) discuss the importance of virus protection software; (D) compare and contrast various anti-viral software; (E) investigate the processes to file a claim to a legitimate source of guidance and

protection, such as the federal trade commission, against an online identity thief; and (F) understand the importance of website certificates as indicators of an authenticated

website. (7) The student exhibits behaviors that protect the student from cybercrime. The student is

expected to: (A) demonstrate knowledge of how to protect online accounts by researching online

security measures beyond passwords; (B) activate and employ a firewall in order to maintain safety from cybercriminals; (C) identify behaviors to protect one’s self from cybercrimes such as hacking, theft,

cyberstalking, and identify theft; (D) describe appropriate behaviors for encountering public wireless internet access such

as refraining from using public internet for sensitive information, personal banking, and confidential correspondence;

(E) demonstrate knowledge of the two-step verification process in order to prevent cybercriminals from using a stolen password; and

(F) research the process of reporting fraudulent activity with local law enforcement agency in the case of compromised identity.

(8) The student maintains the safety of their data by avoiding data loss. The student is expected to:

(A) identify various ways data can be lost or corrupted, such as computer malfunctions, theft, viruses, spyware, accidental deletion, and natural disasters;

(B) perform the three-step process for data back-up, including making copies of data, selecting the hardware or method to store data, and safely storing the backup device;

(C) locate and describe the functions of links to backup utilities in various operating systems; and

(D) analyze the various options of external and internal hardware available to save and store data.

Description of specific student needs this course is designed to meet:

Equip students with the skills and resources to treat each other respectfully when they use cyber technologies, and empower students with the skills to use cyber technologies to embrace a successful future.



Major resources and materials:

These resources are recommended but not limited to Journals, databases, social media outlets, blogs, and experts in the fields of social media, health and technology.

https://www.commonsensemedia.org/educators/cyberbullying-toolkit Common Sense Education provides informative classroom material for the classroom. Videos, discussion guides, and presentations that bring engagement among students. Cyberbullying Toolkit – Standing up, Not Standing by is one example of how Common Sense fits within Cyber Citizenship.

Cyberbullying Prevention and Response: Expert Perspectives: edited by Justin W. Patchin, Sameer Hinduja, http://cyberbullying.us/tag/cyberbullying-research/ This document is a nine-page summary – filled with as much useful information as possible – to equip educators and parents to spot cyberbullying, respond to it appropriately and meaningfully, and to prevent its future occurrence among the children and teenagers they care for.

Suggested course activities:

Engage in virtual social media applications enabling them to learn cyber safety as well as positive digital leadership. Students must make decisions based on a variety of interactions via their social media platforms. The decision outcome will reflect a possible point based end result for a particular task. Students will also learn safety measures and consequences through guest expert’s lectures in the field of cyber safety.

Sample Activity – Each class will use a virtual social media account created by the teacher. Students will be given tasks that will confront them with real life scenarios each student must respond to. An example might be receiving a friend request from a “stranger” who claims to attend their school and/or a task to create a post that meets the requirements of the particular assignment.

Activity – Students will create a cyber safety assembly for their school. Each class contributes to a section of a 30-minute assembly to be taken place toward the end of the school year. Peer-to-peer education results in a positive outcome.

Suggested methods for evaluating student outcomes:

Rubrics, participation and group discussions are standard methods for evaluating student outcomes. Within this course the activities suggested below will not only engage students, but will also provide a direct impact on the entire school.

Daily, the students will be required to create an example of a social media post with guidelines for students to follow. These postings could be written in a journal format that allows students to visualize a positive timeline of their “posts” throughout the course.

Weekly role playing activities provide students with hands on social media practice skills. Students are given a situation based on social media topics discussed in class. Students must work in groups to formulate the most appropriate response and present/role play their solution to the class.

Throughout the course, each class will be required to brainstorm and develop an impactful method of teaching the rest of the student body about cyber-citizenship. Ideally, each school will celebrate Cyber

https://www.commonsensemedia.org/educators/cyberbullying-toolkit

http://cyberbullying.us/tag/cyberbullying-research/



Citizenship Week. During this week the students will execute their plan of action demonstrating positive cyber citizenship and education to the student body.

Example: Each student will interview ten students outside their class with previously chosen questions regarding their online usage. The class will compile the data and create posters and other visual media that will demonstrate their school’s online statistics during Cyber Citizenship Week. A student chosen from the class will read one of the statistics each day over the morning/afternoon announcements.

Teacher qualifications:

Technology Applications Certified Educator

§231.253 Technology Applications, Grades 9-12

Additional information:

This curriculum will establish a schoolwide climate that is conducive to positive interactions among students. This course has the potential to prove that schoolwide efforts are more effective in addressing online aggression and safety than classroom components alone. This course has the potential to encourage students to spread the message of maintaining a positive digital footprint amongst their peers, thus creating a school-wide atmosphere that is inclusive, responsible, and conflict-free.

Course created by:

Lauren Galley, President Girls Above Society http://www.girlsabovesociety.org

http://www.girlsabovesociety.org/

Approved for use beginning: 2016-2017 Expires: 2021-2022

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Approved Innovative Course • Districts must have local board approval to implement

innovative courses • Innovative courses may meet state elective credit only • CTE Innovative courses may not be the final course in a

coherent sequence for an endorsement • Course requirements must be met without modification

Course: Making Connections I PEIMS Code: N1290332 Abbreviation: MAKECON1 Grade Level(s): 9-12 Number of Credits: 0.5

Course description:

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 the students with developing and generalizing appropriate and beneficial social skills and in turn increases that student’s postsecondary outcome.

Making Connections I assists the students in developing an understanding of autism and other related disorders. The course also assists the students in developing and generalizing appropriate and beneficial social skills and in turn increases that student’s postsecondary outcome.


(a) General requirements. Students shall be awarded one-half credit for successful completion of the course. The Making Connections courses do not have to be taken in a sequential manner, however it is recommended.

(b) Introduction. The Making Connections courses serve students who have an autism spectrum disorder or a related disorder, such social (pragmatic) communication disorder, which causes them to have difficulty with social skills. These courses assist the students in developing and understanding autism spectrum disorder and other related disorders. The courses also assist students with developing and generalizing appropriate and beneficial social skills and increase student’s postsecondary outcomes. Making Connections I includes an overview of autism and other related disorders as well as the student’s new school. The student identifies the areas with which autism has impacted their life. The student identifies and modifies the atypical behaviors.

(c) Knowledge and Skills


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(1) Disability Awareness. The student develops an understanding of autism and other related disorders. The student is expected to: (A) use various resources to research autism and related disorders; (B) identify and describe the typical deficits consistent in autism and related

disabilities such as social (pragmatic) communication disorder; and (C) identify and describe the atypical behaviors of autism and related

disorders such as restricted, repetitive patterns of behavior, interests, or activities.

(2) Personal Growth and Awareness. The student analyzes how autism spectrum disorder or a related disorder has impacted the student. The student is expected to: (A) analyze the student’s current social skills by completing a social skills

inventory; (B) analyze the results of the social skills inventory and observations of the

student’s behavior to recognize specific strengths and deficits ; (C) identify the student’s individual strengths; (D) compare strategies and skills that will allow the student to mediate the

disability; (E) summarize what impact the student’s social deficits may be having on

academic and social success; (F) identify any environments or situations in which the student’s atypical

behaviors, such as stemming, are useful or socially acceptable; and (G) evaluate various strategies to increase the student’s prosocial behaviors

and decrease problematic behaviors. (3) Personal Growth and Awareness. The student develops a plan to eliminate or

decrease the frequency and intensity of the atypical behaviors deemed inappropriate, nonfunctional, or detrimental to the student’s academic and social success. The student is expected to: (A) practice the formulated plan to eliminate or decrease the frequency and

intensity of the atypical behaviors within the classroom; (B) implement the plan across all settings for a set period of time; (C) record and analyze data such as frequency of implementation of plan,

antecedent of each incident, or consequence of each incident as observed during plan implementation;


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(D) evaluate the success of the plan at decreasing the frequency and intensity of atypical behaviors; and

(E) make any adjustments to the plan and employ the new plan for a period of time while recording the data.

(4) Social Awareness. The student demonstrates an understanding of academic and social expectations in the student’s high school. The student is expected to: (A) discuss, observe, and roleplay socially appropriate and expected

behaviors in each school setting under various circumstances; (B) demonstrate socially appropriate and expected behaviors in prescribed

situations across various educational settings such as initiating a conversation, ending a conversation, joining a conversation, making a phone call to a peer, making a phone call to a teacher, sending an email to a peer, sending an email to a teacher, using humor appropriately, participating in a group activity, or participating in a competitive activity; and

(C) record and analyze data as to when the student demonstrated socially appropriate and expected behaviors and what the results of those behaviors were.

(5) Personal Growth and Awareness. The student compares various organizational strategies and determines an organizational strategy that will best work for the student. The student is expected to: (A) apply organizational strategies successfully in order to meet assignment

deadlines, locate needed supplies, and maintain an orderly work area; (B) examine the outcome of the organizational strategy by comparing

previous strategies used and whether or not the current strategy was successful;

(C) document if the student has missing assignments and zeros in grade books;

(D) determine the effectiveness of the strategy by monitoring student success using the selected strategies; and

(E) make adjustments to the strategy in order to increase its effectiveness such as decreasing number of missing assignments and having all needed supplies.

(6) Social Success. The student employs and demonstrates appropriate interactions with peers, teachers, and other school personnel. The student is expected to:


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(A) identify the steps to build positive relationships with peers, teachers, and other school personnel;

(B) practice skills needed to initiate, and maintain relationships with peers, teachers, and other school personnel;

(C) identify and describe various social organizations and clubs in the school; (D) summarize the pros and cons of joining social organizations and the

social expectations of those groups; (E) apply social strategies in various settings; (F) evaluate the strategies used and continue to refine the skills; (G) demonstrate socially appropriate behaviors with increased frequency

while demonstrating a reduction in frequency or intensity of socially inappropriate behaviors in various school settings during authentic situations; and

(H) compare the student’s resulting social skills with the student’s initial social skills by completing a second social skills inventory.

(7) Social Awareness in the Community. The student demonstrates an understanding of social expectations in various community settings. The student is expected to: (A) observe, discuss, and roleplay socially appropriate and expected

behaviors in various community settings under various circumstances; (B) record and analyze data as to when the student demonstrated socially

appropriate and expected behaviors and what the consequences of those behaviors were;

(C) develop a plan to modify appropriate social skills during the next community experience in order to build and maintain relationships as well as successfully participate in social or professional networks; and

(D) evaluate the employed strategies and continue to refine the skills.

(8) Future Planning. The student investigates postsecondary options. The student is expected to: (A) identify postsecondary options in school, living arrangements, and

community;

(B) discuss the pros and cons of the various postsecondary options; and


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(C) identify the student’s individual areas of strength and need for each of the various options.


The Making Connections courses are designed to meet the needs of 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. These social skill deficits are identified within the students’ Functional Behavior Assessment. Despite many students on the spectrum having average to above average intelligence, research has shown that students on the autism spectrum are less successful in their postsecondary endeavors than students with intellectual disabilities in obtaining and maintaining a job (Shattuck et al., 2012). Research has also illustrated individuals with an autism spectrum disorder as having difficulty achieving postsecondary success due to their deficits in social skills (Hendricks, 2010). Students in this course require direct social skills instruction as well as assistance generalizing those skills across multiple settings. This course will increase students’ postsecondary outcomes.


autism Society: About autism http://www.autism-society.org/what-is/ autism Society. Living with autism. http://www.autism-society.org/ Career Interest and Aptitude Assessment Functional Behavior Assessment (multiple sources) Individualized Education Program Laugeson, E.A. (2013). The science of making friends: Helping socially challenged teens

and young adults. San Francisco, CA: Jossey-Bass. Laugeson, E.A. (2014). The peers curriculum for school-based professional: Social skills

training for adolescents with autism spectrum disorder. New York, NY: Routledge. Laugeson, E.A., & Frankel, F. (2010). Social skills for teenagers with developmental and

autism spectrum disorders: The peers treatment manual. New York, NY: Routledge.


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Social Skills Inventory (e.g., Social Responsiveness Scale, Second Edtion (SRS-2; Constantino & Gruber, 2012); Social Skills Improvement System (SSIS; Gresham & Elliot, 2008)

Recommended course activities:

Making Connections I • Orientation • Reading and discussing multiple resources regarding autism (e.g., autism Society

Webpage, DSM -5) • Completing pre- and post- social skills inventory • Discuss results of social skills inventory • Goal setting • Observing appropriate and inappropriate social behaviors in various school settings • Observing appropriate and inappropriate social behaviors in various community settings • Discuss community outings with family and friends • Role-play • Behavior rehearsal exercises • Discuss various career aspirations and the pros and cons of each avenue • Homework assignments – Aimed at increasing generalization. These assignments don’t

necessarily occur in the home. They can occur in the students’ other classrooms, or settings such as in the cafeteria, or in the mall.

• Reading and discussing excerpts from the school code of conduct


The students participate in a class period that includes direct teaching of social skills instruction, but then is also monitored throughout the day by the Making Connections teacher and paraprofessionals. Monitoring consists of the staff consistently observing the students’ other classes and providing prompting, redirection, and coaching of the learned social skills. This allows for the student to employ the learned strategies in an authentic circumstance and receive feedback from their trusted Making Connections staff. The combination of the Making Connections course and the monitoring serves to increase the students’ social skills by moving them through all levels of learning (acquisition, fluency, maintenance, and generalization). The students will be evaluated using various minor and major grades as well as their progress towards their individualized goals. The progress towards their goals will be evaluated using consistently obtained data.


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At least one valid Texas educator certification related to the subject area indicated on page 1 must be listed. Please consult high school teacher assignment rules for guidance. Emotionally Disturbed Generic Special Education High School – Generic Special Education Language and/or Learning Disabilities Secondary Generic Special Education (Grades 6 – 12) (Grades 6 – 12 only) Severely Emotionally Disturbed and Autistic Special Education Certification Early Childhood - Grade 12


This course is designed for students with identified social skills deficits. These deficits should be addressed within the student’s individualized educational plan. That plan is helpful at encouraging the appropriate interventions be used by staff as well as by each student. Although the students can only work towards acquisition, fluency, and maintenance within the Making Connections classroom the individualized educational plan should also detail the manner with which the student will achieve generalization of those skills across all educational settings.

References: Hendricks, D. (2010). Employment and adults with autism spectrum disorders: Challenges and

strategies for success. Journal of Vocational Rehabilitation, 32(2), 125-134. doi: 10.3233/JVR-2010-0502

Shattuck, P. T., Narendorf, S. C., Cooper, B., Sterzing, P. R., Wagner, M., & Taylor, J. L.

(2012). Postsecondary education and employment among youth with an autism spectrum disorder. Pediatrics, 129(6), 1042-1049. doi: 10.1542/peds.2011-2864

http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=7&ch=231&sch=E


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Course: Making Connections II PEIMS Code: N1290333 Abbreviation: MAKECON2 Grade Level(s): 9-12 Number of Credits: 0.5

Course description:

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 the students with developing and generalizing appropriate and beneficial social skills and in turn increases that student’s postsecondary outcomes.



(b) Introduction. The Making Connections courses serve students who have an autism spectrum disorder or a related disorder, such social (pragmatic) communication disorder, which causes them to have difficulty with social skills. These courses assist the students in developing and understanding autism spectrum disorder and other related disorders. The courses also assist students with developing and generalizing appropriate and beneficial social skills and increase student’s postsecondary outcomes. Making Connections II assists students with understanding true friendships. Their enrollment in this course assists students to develop and maintain relationships.

(c) Knowledge and Skills. (1) Disability Awareness. The student examines the impact that autism and other

related disorders can have on the ability to develop, maintain, and understand relationships. The student is expected to: (A) use various resources to research; (B) express an understanding of explain the student’s specific manifestations

of autism how they impact the student’s social progress;


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(C) research the impact that deficits related to autism such as social communication deficits or adaptive skill deficits have on individuals with autism in various aspects of their lives including school, family, and postsecondary settings;

(D) examine the number and quality of personal interactions that occur during and after school; and

(E) determine if increased efforts toward understanding, developing, and maintaining relationships would be beneficial to the student.

(2) Social Awareness. The student demonstrates an understanding of friendship. The student is expected to: (A) identify the student’s interests or skills that may be of interest to peers; (B) identify activities in which the student is currently involved that may

enable the student to develop friendships based on shared interests; (C) analyze aspects of the student’s behavior that may solicit or prevent

friendships; (D) identify behaviors that the student wants to change to allow the student to

develop more appropriate friendships; and (E) identify, develop, and employ strategies to address the student’s problem

behaviors that prevent appropriate friendships. (3) Social Awareness. The student demonstrates an understanding of appropriate

friendships versus inappropriate friendships. The student is expected to: (A) compare and contrast the qualities of appropriate and inappropriate

friendships; (B) identify and discuss behaviors that make others appropriate friends to

pursue; (C) identify and discuss behaviors that make others inappropriate friends; (D) analyze the behaviors of peers through modeling, roleplay, and natural

opportunities and describe those behaviors as demonstrating social acceptance or rejection; and

(E) roleplay and participate in natural opportunities of initiating conversation, and sharing information with a peer regarding each other, and the student’s individual experiences or interests.


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(4) Personal Growth and Awareness. The student demonstrates an understanding of negative attention from peers and identifies multiple ways in which to cope with that attention. The student is expected to: (A) identify various ways that students receive negative attention from peers

such as teasing, physical bullying, cyber bullying, and rumors or gossip; (B) differentiate between peer rejection and bullying; (C) analyze roleplay situations involving negative attention from peers to

another; (D) compare and contrast possible action plans for the student to pursue

when receiving negative attention such as accessing available support systems, ignoring the peer, or attempting to have a conversation with the peer;

(E) characterize personality traits and behaviors that inspire confidence and trust in others and identify those traits and behaviors in current personal relationships; and

(F) roleplay scenarios of peer interaction and discuss actions or steps the student could take in the scenarios or in previous circumstances to practice preventative as well as coping strategies.

(5) Social Success. The student engages in conflict resolution. The student is expected to: (A) identify strategies for remaining calm in stressful situations such as deep

breathing, counting backwards, or taking a break; (B) discuss, observe, and roleplay the behaviors such as the appropriate use

of prosody, tone, volume, and cadence a person employs when engaging in effective conflict resolution;

(C) discuss, observe, and roleplay the appropriate use of body language such as proximity, facial expressions, arms and hand movements, eye contact, and shoulder placement during effective conflict resolution;

(D) discuss, observe, and roleplay the use of appropriate conflict resolution phrases to express frustration;

(E) discuss, observe, and roleplay the use of statements that express an interest and empathic understanding another person’s point of view to resolve conflict;

(F) discuss, observe, and roleplay expressing an opinion in a respectful manner;


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(G) discuss, observe, and roleplay listening respectfully to another person’s opinion;

(H) discuss, observe, and roleplay developing a mutually agreed upon plan of action to resolve a conflict and to prevent further conflict; and

(I) discuss, observe, and roleplay coping skills to employ when a conflict does not end in a resolution.

(6) Social Awareness in the community. The student develops strategies for initiating, maintaining, and understanding relationships. The student is expected to: (A) describe the various settings in which the student has the opportunity to

develop friendships; (B) discuss strategies for developing friendships in various community

settings; (C) employ strategies for developing friendships in various settings; and (D) examine the effectiveness of each strategy or developing friendships in

natural settings. (7) Future Planning. The student describes the importance of developing, maintaining,

and understanding relationships. The student is expected to: (A) identify current appropriate friendships; (B) develop a plan for developing more appropriate friendships in multiple

settings such as school and work; and (C) develop a plan for maintaining friendships throughout high school.


The Making Connections courses are designed to meet the needs of 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. These social skill deficits are identified within the students’ Functional Behavior Assessment. Despite many students on the spectrum having average to above average intelligence, research has shown that students on the autism spectrum are less successful in their postsecondary endeavors than students with intellectual disabilities in obtaining and maintaining a job (Shattuck et al., 2012). Research has also illustrated individuals with an autism spectrum disorder as having difficulty achieving postsecondary success due to their deficits in social skills (Hendricks, 2010). Students in this course require direct social skills instruction as well as assistance generalizing those skills across multiple settings. This course will increase students’ postsecondary outcomes.


Page 5





"Autism Society of America: About Autism." Autism Society of America: What Is Autism. Autism Society of America, n.d. Web. 20 Mar. 2017. Autism Society of America: Living with Autism." Autism Society of America: What Is Autism. Autism Society of America, n.d. Web. 20 Mar. 2017. "Disability Rights Texas." Disability Rights Texas - Advancing the Rights of Texans with Disabilities. N.p., 2011. Web. 20 Mar. 2017. Career Interest and Aptitude Assessment Functional Behavior Assessment (multiple sources) Individualized Education Program Buron, K.D. (2012). The incredible 5-poing scale; The significantly improved and expanded

second edition. Shawnee Mission, KS: AAPC Publishing Gerhardt, P.F., & Crimmins, D. (2013). Social skills and adaptive behavior in learners with

autism spectrum disorder. Baltimore, MD: Paul H . Brooks Laugeson, E.A. (2013). The science of making friends: Helping socially challenged teens and

young adults. San Francisco, CA: Jossey-Bass. Laugeson, E.A. (2014). The peers curriculum for school-based professional: Social Skills

training for adolescents with autism spectrum disorder. New York, NY Routledge Laugeson, E.A., & Frankel, F. (2010). Social skills for teenagers with developmental and autism

spectrum disorders: The peers treatment manual. New York, NY: Routledge Luiselli, J.K. (2014). Children and youth with autism spectrum disorder: Recent advances and

innovations in assessment, education, and intervention. Oxford, NY: Oxford University Press


Making Connections II

• Personal Interest Survey


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• Reinforcement Survey • Goal Setting • Discuss community outings with family and friends • Role-Play with critiques • Behavior rehearsal exercises • Homework assignments – aimed at increasing generalization. These assignments don’t

necessarily occur in the home. They can occur in the students’ other classrooms, or settings such as in the cafeteria or in the mall.


The students participate in a class period that includes direct teaching of social skills instruction, but then is also monitored throughout the day by the Making Connections teacher and paraprofessionals. Monitoring consists of the staff consistently observing the students’ other classes and providing prompting, redirection, and coaching of the learned social skills. This allows for the student to employ the learned strategies in an authentic circumstance and receive feedback from their trusted Making Connections staff. The combination of the Making Connections course and the monitoring serves to increase the students’ social skills by moving them through all levels of learning (acquisition, fluency, maintenance, and generalization). The students will be evaluated using various minor and major grades as well as their progress towards their individualized goals. The progress towards their goals will be evaluated using consistently obtained data.


An assignment for a Making Connections course is allowed with one of the following certificates: • Emotionally Disturbed • Generic Special Education • High School—Generic Special Education • Language and/or Learning Disabilities • Secondary Generic Special Education (Grades 6 – 12) (Grades 6 – 12 only) • Severe Emotionally Disturbed and Autistic • Special Education: Early Childhood – Grade 12


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This course is designed for students with identified social skills deficits. These deficits should be addressed within the student’s individualized educational plan. That plan is helpful at encouraging the appropriate interventions be used by staff as well as by each student. Although the students can only work towards acquisition, fluency, and maintenance within the Making Connections Classroom the individualized educational plan should also detail the manner with which the student will achieve generalization of those skills across all educational settings.

References:

Hendricks, D. (2010). Employment and adults with autism spectrum disorders: Challenges and strategies for success. Journal of Vocational Rehabilitation. 32(2), 125-134. Doi: 10.3233/JVR-2010-0502

Shattuck, P.T.. Narendorf, S.C., Cooper, B., Sterzing, P.R., Wagner, M., & Taylor, J.L. (2012). Postsecondary education and employment among youth with an autism spectrum disorder. Pediatrics, 129(6), 1042-1049. doi: 10.1542/peds.2011-2864


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Course: Making Connections III PEIMS Code: N1290334 Abbreviation: MAKECON3 Grade Level(s): 9-12 Number of Credits: 0.5

Course description:


Making Connections III assists students in understanding how their specific disability impacts their learning style. Students learn to employ the proper accommodations and modifications to be more successful. Additionally, they develop the skill to effectively self-advocate for the accommodations and modifications they require.



(b) Introduction. The Making Connections courses serve students who have an autism spectrum disorder or a related disorder, such social (pragmatic) communication disorder, which causes them to have difficulty with social skills. These courses assist the students in developing and understanding autism spectrum disorder and other related disorders. The courses also assist students with developing and generalizing appropriate and beneficial social skills, which may lead to increased postsecondary outcomes. Making Connections III assists students in understanding how their specific disability impacts their learning style. Students learn to employ the proper accommodations and modifications to be more successful. Additionally, they develop skills to effectively self-advocate for the accommodations and modifications they require.



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(1) Disability Awareness. The student develops an understanding of autism and specific implications concerning an individual’s learning style. The student is expected to: (A) identify and describe the common relative strengths and weaknesses

consistent to those on the autism spectrum; (B) use various resources to research the typical learning styles of individuals

on the spectrum; and (C) compare various effective interventions for individuals on the spectrum.

(2) Personal Growth and Awareness. The student analyzes the learning style and study skills, and accommodations that would most benefit the student. The student is expected to: (A) analyze study skill preferences by completing a learning inventory; (B) identify the student’s preferred learning style; (C) compare learning strategies such as typing notes or listening to audio

lectures and discuss how the strategies align with the student’s preferred learning style; and

(D) identify the strategies including accommodations that will be most effective in each of the student’s classes.

(3) Social Awareness. The student demonstrates self-advocacy skills in roleplay

scenarios and in authentic situations. The student is expected to: (A) compare advocacy and self-advocacy; (B) discuss the benefits of becoming an effective self-advocate; (C) discuss, observe, and roleplay the steps of effective self-advocacy; (D) demonstrate appropriate and effective self-advocacy in real situations; (E) evaluate the student’s effectiveness in self-advocacy; and (F) develop a plan for improvement in future situations requiring self-

advocacy such as developing a list of the available support systems to access in various scenarios or environments or developing a task analysis to effectively communicate frustration.

(4) Personal Growth and Awareness. The student explains the purpose and goals of the Admission Review and Dismissal Committee (ARD-C). The student is expected to:


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(A) identify the essential components of the student’s IEP such as academic goals, behavior intervention plan, behavior and social skills goals, autism supplement, and transition plan;

(B) demonstrate the ability to discuss the student’s disability, including identifying strengths, acknowledging needs, and participating in the development of plans to address those needs; and

(C) evaluate each accommodation and modification to determine the student’s need for that service based on its effectiveness and appropriateness; and

(D) communicate effectively and respectfully the student’s needs and rights according to law and the student’s IEP.

(5) Self-Advocacy. The student advocates for appropriate accommodations and modifications in the classroom. The student is expected to: (A) discuss various self-advocacy strategies; (B) employ self-advocacy strategies to ensure all needed and agreed upon

accommodations and modifications are available; (C) roleplay respectful approaches in informing teachers of the appropriate

accommodations or modifications the student receives; and (D) review and articulate disability rights for Texas students with disabilities.

(6) Social Awareness in the Community. The student explains that accommodations and modifications needed in the educational setting may also be needed in other community settings. The student is expected to: (A) compare the student’s needs in community settings to the student’s

needs in the educational setting; (B) identify how accommodations provided to the student at school can be

used to mitigate demands in other settings; (C) roleplay the use of accommodations and modifications in various

community settings; (D) practice the use of accommodations and modifications in community

settings; and (E) analyze the effectiveness of accommodations and modifications and

make necessary changes. (7) Future Planning. The student discusses transition goals and adjusts goals based

on various feedback. The student is expected to:


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(A) identify the student’s graduation plan; (B) identify all credits and assessments needed for graduation; (C) develop a plan for the completion of required courses; (D) discuss the importance of having a state identification card and develop a

plan to obtain one; (E) discuss the components of an effective resume such as work experience,

volunteer work, involvement in school organizations, and mastery of marketable skills;

(F) practice completing a job application and developing a resume; (G) discuss, observe, and roleplay socially appropriate and marketable

behaviors to demonstrate in an interview such as appropriate dress for various interviews, promptness, eye contact, and answering questions regarding marketable strengths and weaknesses;

(H) practice skills in real-world situations and analyze how the interactions were successful and/or unsuccessful; and

(I) develop a plan for how the student will engage in real-world situations in the future.


The Making Connections courses are designed to meet the needs of 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. These social skill deficits are identified within the students’ Functional Behavior Assessment. Despite many students on the spectrum having average to above average intelligence, research has shown that students on the autism spectrum are less successful in their postsecondary endeavors than students with intellectual disabilities in obtaining and maintaining a job (Shattuck et al., 2012). Research has also illustrated individuals with an autism spectrum disorder as having difficulty achieving postsecondary success due to their deficits in social skills (Hendricks, 2010). Students in this course require direct social skills instruction as well as assistance generalizing those skills across multiple settings. This course will increase students’ postsecondary outcomes..


"Autism Society of America: About Autism." Autism Society of America: What Is Autism. Autism Society of America, n.d. Web. 20 Mar. 2017.


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Autism Society of America: Living with Autism." Autism Society of America: What Is Autism. Autism Society of America, n.d. Web. 20 Mar. 2017. "Disability Rights Texas." Disability Rights Texas - Advancing the Rights of Texans with Disabilities. N.p., 2011. Web. 20 Mar. 2017. Career Interest and Aptitude Assessment Functional Behavior Assessment (multiple sources) Individualized Education Program Buron, K.D. (2012). The incredible 5-poing scale; The significantly improved and expanded,

(2nd.ed.) second edition. Shawnee Mission, KS: AAPC Publishing Gerhardt, P.F., & Crimmins, D. (2013). Social skills and adaptive behavior in learners with







Making Connections III • Learning Inventory • Review of indicated learning strategies • Review of expectations in each course • Review of current Individualized Education Program • Participate in ARD-C • Review of graduation plans


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• Review of current transcript • Meet with educational planner • Writing resume • Observing appropriate interview behavior • Role-Play with critique • Behavior rehearsal exercises • Discuss available work / volunteer opportunities • Review how to obtain state identification (e.g., Driver’s License, Identification Cards,


The students participate in a class period that includes direct teaching of social skills instruction, but then is also monitored throughout the day by the Making Connections teacher and paraprofessionals. Monitoring consists of the staff consistently observing the students’ other classes and providing prompting, redirection, and coaching of the learned social skills. This allows for the student to employ the learned strategies in an authentic circumstance and receive feedback from their trusted Making Connections staff. The combination of the Making Connections course and the monitoring serves to increase the students’ social skills by moving them through all levels of learning (acquisition, fluency, maintenance, and generalization).

The students will be evaluated using various minor and major grades as well as their progress towards their individualized goals. The progress towards their goals will be evaluated using consistently obtained data.





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Course: Making Connections IV PEIMS Code: N1290335 Abbreviation: MAKECON4 Grade Level(s): 9-12 Number of Credits: 0.5

Course description:


Making Connections IV assists students with developing skills to employ collaborative problem solving.


(a) General requirements. Students shall be awarded one-half credit for successful completion of the course. The Making Connections courses do not have to be taken in a sequential manner, however it is recommended. Enrollment in Making Connections IV is recommended for students grades 11-12.

(b) Introduction. The Making Connections courses serve 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. These courses assist the students in developing and understanding autism spectrum disorder and other related disorders. The courses also assist the students with developing and generalizing appropriate and beneficial social skills and in turn increases that student’s postsecondary outcome. Making Connections IV assists students with developing skills to effectively employ collaborative problem solving.


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(1) Disability Awareness. The student develops an understanding of how autism may impact a person’s ability to engage in collaborative problem solving. The student is expected to: (A) research repetitive patterns of behavior, interests, or activities and how

these factors may impact an individual with autism’s ability to use collaborative problem solving skills; and

(B) explain how collaborative problem solving skills may impact an individual with autism’s education and employment success.

(2) Personal Growth and Awareness. The student identifies personal abilities and weaknesses related to collaborative problem solving. The student is expected to: (A) evaluate statements regarding an individual with Autism’s ability to

engage in collaborative problem solving and compare to the student’s experience;

(B) identify aspects of the student’s behavior and belief system which may need to be modified to successfully engage in collaborative problem solving; and

(C) develop a plan to effectively employ collaborative problem solving strategies in various circumstances.

(3) Social Success. The student engages in collaborative problem solving techniques. The student is expected to: (A) identify multiple facets of an identified problem; (B) generate multiple possible strategies to solve an identified problem; (C) identify and discuss the pros and cons of each generated strategy; (D) determine a strategy to employ; (E) delineate the roles of each member in a collaborative group; (F) employ the agreed upon strategy and record observations or resulting

data; (G) discuss the results and effectiveness of the selected strategy in solving

an identified problem; (H) evaluate the outcomes and effectiveness of different collaborative

problem solving strategies; and (I) determine what strategy may be most effective in the future; and


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(J) assist other students with identifying and developing skills to employ collaborative problem solving.

(4) Social Awareness. The student engages in social, or group, problem solving. The student is expected to: (A) identify the who, what, when, where, and why of a given social situation; (B) document the student’s behavior in response to a social situation; (C) compare the outcome of a social situation with the student’s intended

outcome; (D) analyze the perspective of other individuals involved in the social

situation; (E) analyze the cause-and-effect relationship between one’s behaviors and

the student’s relationships with others; (F) identify potential solutions to a problem in a social situation; (G) describe the pros and cons of various solutions, including analyzing the

perspective of others and predicting the likelihood that the student can effectively employ the solution;

(H) analyze past social interaction by employing strategies such as social autopsies for real-world situations and roleplays of interactions that are not successful;

(I) roleplay the solution in which the student should have engaged in; and (J) determine the student’s course of action for potential problems that may

occur in upcoming social settings. (5) Social Awareness in the Community. The student assists a peer in a mentor-

mentee relationship in the school environment. The student is expected to: (A) demonstrate empathy and use knowledge of the school, and

understanding of the student’s disability to build a mentor relationship with a student mentee;

(B) assist the student mentee with navigating the school, including highlighting routines, expectations, and social skills of each setting;

(C) use conversation strategies to learn about and build rapport with the student’s mentee;

(D) assist the student mentee in identifying the mentee’s area of needs and what available support systems such as teachers and counselors are available in the school to address those needs; and


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(E) identify and discuss the student’s personal experience with having a disability and how that recognition and understanding has positively impacted the student’s success in school and community such as enabling the student and teachers to ensure the adequate and effective implementation of accommodations and modifications and promoting the student’s ability to self-advocate.

(6) Future Planning. The student identifies a post-secondary plan and takes steps to succeed in that plan. The student is expected to: (A) identify and discuss the student’s post-secondary plan;

(B) identify the steps necessary to successfully initiate the post-secondary plan;

(C) identify steps that can be taken prior to graduation such as completing a Free Application for Federal Student Aid (FAFSA) application, meeting with a transition specialist, comparing colleges with the student’s desired degree, scheduling and completing college entrance exams, completing job applicants, and comparing available living arrangements in the college or work area;

(D) participate in mock interviews and utilize critiques appropriately to increase the student’s employment opportunities;

(E) research available accommodations at the post-secondary institution or work place; and compare the student’s current accommodations and/or modifications with the available accommodations at the post-secondary institution or work place the student is interested in.


The Making Connections courses are designed to meet the needs of 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. These social skill deficits are identified within the students’ Functional Behavior Assessment. Despite many students on the spectrum having average to above average intelligence, research has shown that students on the autism spectrum are less successful in their postsecondary endeavors than students with intellectual disabilities in obtaining and maintaining a job (Shattuck et al., 2012). Research has also illustrated individuals with an autism spectrum disorder as having difficulty achieving postsecondary success due to their deficits in social skills (Hendricks, 2010). Students in this


Page 5




course require direct social skills instruction as well as assistance generalizing those skills across multiple settings. This course will increase students’ postsecondary outcomes.


"Autism Society of America: About Autism." Autism Society of America: What Is Autism. Autism Society of America, n.d. Web. 20 Mar. 2017. Autism Society of America: Living with Autism." Autism Society of America: What Is Autism. Autism Society of America, n.d. Web. 20 Mar. 2017. "Disability Rights Texas." Disability Rights Texas - Advancing the Rights of Texans with Disabilities. N.p., 2011. Web. 20 Mar. 2017. Career Interest and Aptitude Assessment Functional Behavior Assessment (multiple sources) Individualized Education Program Buron, K.D. (2012). The incredible 5-poing scale; The significantly improved and expanded,

(2nd.ed.) second edition. Shawnee Mission, KS: AAPC Publishing Gerhardt, P.F., & Crimmins, D. (2013). Social skills and adaptive behavior in learners with







Page 6





Making Connections IV

• Review of strategies for working in a team • Review of student’s strengths and weaknesses in each team activity • Discussion of pros and cons of multiple problem solving techniques in each team activity • Discussion of the benefits of flexible thinking vs rigid thinking • Multiple team problem solving scenarios / activities • Role-play with critiques • Behavior rehearsal exercises • Social Autopsies • SOCCSS • Perspective Taking Practices • Review of Community Resources (e.g., Police, DARS) • Multiple social exchanges with mentee • Provide model for mentee • Assisting mentee in navigating the school and getting to know the available support

systems. • Role-play with Critique • Reviews of paraverbal communication • Reviews of nonverbal communication • Complete FAFSA • Schedule and complete College Entrance Exams • Meet with transition specialist • Compare Colleges • Compare current accommodations / modifications with what would be available in

college • Compare IDEIA and ADA


The students participate in a class period that includes direct teaching of social skills instruction, but then is also monitored throughout the day by the Making Connections teacher and paraprofessionals. Monitoring consists of the staff consistently observing the students’ other classes and providing prompting, redirection, and coaching of the learned social skills. This allows for the student to employ the learned strategies in an authentic circumstance and receive feedback from their trusted Making Connections staff. The combination of the Making Connections course and the monitoring serves to increase the students’ social skills by moving them through all levels of learning (acquisition, fluency, maintenance, and generalization).


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The students will be evaluated using various minor and major grades as well as their progress towards their individualized goals. The progress towards their goals will be evaluated using consistently obtained data.




Curriculum Standards and Student Support Division Approved Innovative Course 08/2009

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Course: Modern Physics PEIMS Code: N1120041 Abbreviation: MODPHY Number of credits that may be earned: 1/2-1

Brief description of the course (150 words or less):

Most physics courses effectively end their study at the year 1900. For students to be educated in a field it is important they have some sort of knowledge of the current state of the field. In physics this necessitates some knowledge of relativity and quantum mechanics and their applications and implications. Beyond this students will gain an understanding of how science works; what motivates it, how initially promising ideas are refuted by continued research, and the consequences of science on other fields and society in general.

Essential Knowledge and Skills of the course:

(a) General Requirements

This course is recommended for 11th or 12th graders. The recommended prerequisites are first year physics , precalculus, and geometry. Calculus concurrent would be beneficial but not required.

(b) Introduction

(1) In Modern Physics, students will conduct field and laboratory investigations using scientific methods to study a variety of topics related to relativity and quantum mechanics, the fundamental concepts written down by 1930 continuing to applications and consequences throughout the 20th century, including particle physics, unification, and cosmology.

(2) Science is a collaborative process that is affected by the historical context in which it is pursued. Students will study the historical context around the advances of 20th century physics and understand the influences that shape the development of the science.

(3) Science presents a model for understanding how the natural world works. Students will

have an understanding of the fundamental picture of the natural world, both in elementary particles and fundamental forces, and cosmology.

(4) Hypotheses, postulates, and conjectures drive science research and direct scientific efforts. Students will gain knowledge and some degree of understanding of many of the most cutting edge ideas in physics, ideas trying to answer some of the most difficult


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unanswered questions. Examples include but are not limited by string theory, loop quantum gravity, etc., understanding their promises as well as limitations.

( c ) Knowledge and Skills

(1) Scientific Processes. The student, for at least 40% or the time, conducts field and laboratory investigations using safe, appropriate scientific practices, planning experimental procedures, making quantitative measurements, and interpreting and evaluating data to reach and communicate valid conclusions.

(1) Science Concepts. The student is expected to understand the historical context of research leading to special relativity. The student is expected to demonstrate:

(a) the historical basis and result of the Michelson-Morley experiment;

(b) the conflict between the Galilean Transformation and Maxwell’s Equations; and

(c) the concept of the aether and preferred frames of reference.

(2) Science Concepts. The student is expected to identify the basic postulates, and demonstrate the consequences of special and general relativity including the quantitative effects on space and time. The student is expected to:

(a) demonstrate length contraction, time dilation, lorentz transformations, gravitational redshift, Doppler effect; and

(b) demonstrate the Equivalence Principle, bending of space and time, and other consequences of general relativity.

(3) Science Concepts. The student is expected to understand the historical context of research leading to the first quantum ideas. The student is expected to:

(a) describe photoelectric effect, blackbody radiation, and the models of the atom; Thomson, Rutherford, and Bohr.

(4) Science Concepts. The student is expected to analyze historical experimental data relating to emission spectra and evaluate the strengths and weakness of various atomic models designed to explain the spectra, including the advent of the four quantum numbers.

(5) Science Concepts. The student is expected to analyze the development of the concept of wave-particle duality. The student is expected to:

(a) understand de Broglie’s relations, Compton effect;

(b) know Heisenberg’s Uncertainty Principle;

(c) describe both Schrödinger’s Equation and Heisenberg’s Matrix Mechanics;


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(d) demonstrate solutions to the Schrödinger Equation for simple cases; infinite square well, finite square well, and harmonic oscillator; and

(e) evaluate the results for the hydrogen atom.

(6) Science Concepts. The student is expected to identify the applications of quantum mechanics to technologies; including electrical conductivity, superconductivity, semiconductors, and newer nanotechnologies.

(7) Science Concepts. The student is expected to identify the historical context for our theoretical understanding of fundamental forces and elementary particles and demonstrate the classification and properties of the fundamental elementary particles, various models of unification of the forces, and the workings of the standard model.

(8) Science Concepts. The student is expected to identify and analyze current knowledge in cosmology, including the expansion of the universe, the big bang, time scale of the evolution and fate of the universe, and size and geometry of the universe.

(9) Science Concepts. The student is expected to identify and describe fields at the forefront of contemporary physics, including string theory, various competing paths toward unification, and complexity and chaos theory.

Description of the specific student needs this course is designed to meet:

The student will benefit in three ways. First and most important a much more sophisticated level of understanding of physical science will be achieved which will benefit the student in physics, chemistry, and many engineering fields in future study. Second, the student will see an incredible array of mathematical applications in science that aren’t found in any other high school science course. Third, the student will further their familiarity with research in science, both in universities and industry.

Major resources and materials to be used in the course:

The course will draw from several texts, periodical literature, web-based sources, and individual student research of various sources. 40% of the coursework will be devoted to laboratory investigations, including traditional lab work, virtual investigations, and survey of current research from the physics community, when appropriate. Also guest lectures from university professors or attendance at lectures and symposiums will be encouraged.

Required activities and sample optional activities to be used:

Several components will make up the coursework. 1) Traditional text sources and exercises. 2) Lab work and student research of historical and current physics research. 3) Student papers and in-class presentations on various topics. 4) A student journal of readings and personal reflections of academic progress.


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Methods for evaluating student outcomes:

Evaluation will be traditional testing over course work, both quantitatively and qualitatively, and evaluation of the students’ quality of participation in presentations and projects.


Certified in physics or composite science with additional coursework in physics is preferred. An advanced degree is also preferable so the instructor has first-hand experience with graduate work and research.

Additional information (optional):

Topics in this course may vary year to year. Since the purpose of the course is to study cutting edge science, the curriculum should constantly be updated. This allows flexibility and opportunity to adjust both the content and the methods to student interests and abilities.

Original course creator: Austin Independent School District


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Course: Organic Chemistry PEIMS Code: N1120027 Abbreviation: ORGCHEM Number of credits that may be earned: 1/2-1

Brief description of the course (150 words or less):

Organic chemistry is an introductory course that is designed for the student who intends to continue future study in the sciences. The student will learn the concepts and applications of organic chemistry. Topics covered include aliphatic and aromatic compounds, alcohols, aldehydes, ketones, acids, ethers, amines, spectra, and stereochemistry. A brief introduction into biochemistry is also provided. The laboratory experiments will familiarize the student with the important laboratory techniques, specifically spectroscopy.

Traditional high school chemistry courses focus on the inorganic aspects of chemistry whereas organic chemistry introduces the student to organic compounds and their properties, mechanisms of formations, and introduces the student to laboratory techniques beyond the traditional high school chemistry curriculum.

Essential Knowledge and Skills of the course:

(a) General requirements. This course is recommended for students in Grades 11-12. The recommended prerequisite for this course is AP Chemistry.

(b) Introduction. Organic chemistry is designed to introduce students to the fundamental concepts of organic chemistry and key experimental evidence and data, which support these concepts. Students will learn to apply these data and concepts to chemical problem solving. Additionally, students will learn that organic chemistry is still evolving by reading about current breakthroughs in the field. Finally, students will gain appreciation for role that organic chemistry plays in modern technological developments in diverse fields, ranging from biology to materials science.

(c) Knowledge and skills.

(1) The student will be able to write both common an IUPAC names for the hydrocarbon.

(A) Apply the IUPAC rules for writing compound names.

(B) Memorize the common names for the simpler compounds.

(C) Relate the structure of organic compounds to either IUPAC or common names.


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(2) The student will be able to relate the structure of organic molecules to atomic theory.

(A) Relate molecular structure to bond geometry and hybridization.

(B) Explain the difference between conformation and configuration.

(C) Be able to draw both the Newman and sawhorse projections.

(D) Recognize the difference between empirical, molecular, and structural formulas. Be able to determine the empirical formula from the elemental analysis.

(E) Be able to draw all possible isomers given a molecular formula.

(3) The student will be able to comprehend the structure, geometry, and conformation of the cyclic hydrocarbon.

(A) Determine the geometry of the cyclic compound.

(B) Relate the molecular geometry to bond strain and reactivity.

(C) Describe and distinguish between the various conformations of cylcohexane.

(D) Identify the cis or the trans isomers of cyclohexane

(4) The student will be able to analyze and relate chemical reaction mechanisms to potential energy diagrams.

(A) Relate potential energy diagrams to reaction mechanisms.

(B) Explain the difference between endothermic and exothermic reactions.

(C) Relate the stability of molecules and transition states to potential energy diagrams.


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(D) Relate reaction rate with activation energy.

(E) Describe and explain the role of a catalyst in chemical reactions.

(5) The student will be able to write equations for the common reactions involving hydrocarbons.

(A) Describe and be familiar with the applications of the following reactions i. Wurtz reaction

ii. Combustion iii. Halogenation

(B) Explain the free-radical mechanism for the halogenation of alkanes.

(C) Be familiar with the term “substitution reactions”.

(6) The student will be able to describe and explain the origin and important uses of the common hydrocarbon.

(A) Describe the source of most hydrocarbons.

(B) Explain the uses of the petrochemicals.

(C) Explain the process of crude oil refining.

(D) Describe some of the non-petroleum sources of carbon energy.

(7) The student will be able to describe the properties, reactions, and uses of unsaturated hydrocarbons.

(A) Describe the bonding involved in a multiple bond system.

(B) Describe the important reactions for the preparation of alkenes

i. Dehydration of alcohols ii. Dehydrohalogenation


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(C) Explain the physical properties of the unsaturated hydrocarbon.

(D) Relate the mechanism of addition reactions to the various products formed.

(E) Describe and be able to use the application of common addition reactions of alkenes or alkynes

i. addition of hydrogen ii. addition of halogen

iii. addition of water iv. hydroboration v. addition of hydrogen halides

1. Markovnikov addition 2. Anti-Markovnikov addition

(F) Compare and contrast addition and substitution reactions.

(8) The student will be able to describe the characteristics of aromatic hydrocarbons and how they differ from aliphatic hydrocarbons.

(A) Describe the history concerning the structure of the benzene molecule.

(B) Define aromaticity and resonance; be able to identify aromatic compounds by using the Huckel (4n+2) rule.

(C) Draw the molecular orbital representation of benzene.

(D) Describe and use the applications of the reactions of aromatic hydrocarbons i. halogenation

ii. hydrogenation iii. Friedal-Crafts alkylation iv. nitration v. sulfonation

(E) Name aromatic compound using both the IUPAC and common names.

(F) Explain the difference between ortho, para, and meta directing groups. Also be able to explain the difference between activating and deactivating groups.

(G) Be familiar with the more common polycyclic and heterocyclic aromatic compounds.


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(9) The student will be able to identify the different types of stereoisomers.

(A) Describe the history of the development of opitical isomerism.

(B) Explain and identify the difference between chiral and achiral compounds.

(C) Communicate the concept and calculations involved in optical rotation of plane polarized light.

(D) Identify optically active molecules as having either the R or S configuration.

(E) Be able to use the E – Z notation for geometric isomers.

(F) Be able to identify enantiomers, diastereomers, and meso compounds.

(G) Describe the process of resolving and determining the absolute configuration of enantiomers.

(10) The student will be able to describe and identify the reactions, mechanisms, and uses of organic halide compounds.

(A) Know both the IUPAC and common names of the organic halides.

(B) Describe the common methods of prepartation and reactions of the organic halides.

(C) Explain the detailed mechanisms for these reactions (Sn1, Sn2, E1, and E2).

(D) Relate the stereochemistry of the Sn1 and Sn2 reactions to the mechanisms.

(E) Be aware of the competition between substitution and elimination reactions.

(F) Be able to identify methyl, primary, secondary, tertiary alkyl halides.

(11) The student will be able to describe the importance, occurrence, and uses of alcohols and phenols.


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(A) Write IUPAC and common names for alcohols and phenols.

(B) Identify alcohols and being primary, secondary, or tertiary.

(C) Describe the role of hydrogen bonding in determining the physical characteristics of alcohols.

(D) Relate the acidity with the structure of the alcohol or phenol.

(E) Describe the common reactions for the preparation of alcohols i. Grignard reaction

ii. hydroboration of alkenes

(G) Describe the common reactions of alcohols and phenols i. oxidation

ii. conversion to alkyl halides

(H) Identify the names and uses of common polyols (glycols).

(I) Describe the structure and metabolic function of some of the biologically active alcohols (cholesterol, vitamin A and C, etc.).

(12) The student will be able tot describe the uses, preparation, and physical properties of ethers and epoxides.

(A) Name the simpler ethers and epoxides using both common and IUPAC names.

(B) In terms of molecular structure, explain the low reactivity of ethers and high reactivity epoxides. Also explain the physical characteristics in these terms.

(C) Describe the common reactions for the preparation of ethers and epoxides i. Williamson synthesis

ii. from peracids iii. from chlorohydrins

(D) Describe the common reactions of ethers and epoxides i. cleavage


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ii. ring opening

(E) Explain the mechanism of the Williamson synthesis.

(F) Describe the uses of some common ethers and crown ethers (solvents)

(13) The student will be able to describe the names, preparation, and reactions of aldehydes and ketones.

(A) Name the aldehydes and ketones by the IUPAC system and common names.

(B) Relate the physical properties of aldehydes and ketones to their structures.

(C) Explain the chemical behavior of the carbonyl group.

(D) Describe the reactions involved in th eformation of aldehydes and ketones i. oxidation of alcohols

ii. oxidation of alkenes

(E) Describe the reactions of aldehydes and ketones i. Reduction with lithium aluminum hydride, hydrogen, and sodium borohydride

ii. Oxidation of aldehydes iii. Addition of Grignard reagents iv. Clemenson and Wolff-Kishner reduction

(F) Explain the keto and enol structures of ketones

(G) Describe the reason that alpha hydrogens are acidic

(H) For the aldo condensation i. Be able to write the mechanism

ii. Understand the role of the alpha hydrogens iii. Know the problems involved during a crossed (mixed) aldo condensation.

(I) Explain what is done and seen when testing for the presence of aldehydes and ketones (Fehling’s, Benedict’s, and Tollens tests).


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(14) The student will be able to describe the importance and uses of the carboxylic acids. (A) Write the IUPAC and common names for carboxylic acids.

(B) Relate the physical properties of carboxylic acids to the structure.

(C) Describe the reactions and reagents involved in the formation of carboxylic acids i. Oxidation of

1. primary alcohols or aldehydes 2. arenas

ii. Arndt – Eistert synthesis iii. Nitrile synthesis iv. Carbonylation of Grignard reagents.

(D) Explain the term resonance and how it is related to the stability of the carboxyate anion.

(E) Relate the degree of acidity (K) to the structure of the carboxylic acid.

(F) Describe the common reactions of carboxylic acids. i. Reduction with lithium aluminum hydride

ii. Conversion of acid derivatives (acid chloride, esters, anhydrides, amides) iii. Alpha substitution of halides.

(15) The student will be able to describe the characteristics and uses of esters, anhydrides, amides, and acid chlorides.

(A) Write the IUPAC and common names of the acid derivatives

(B) Describe the reactions for the formation of each derivative i. Anhydride – dehydration of carboxylic acids

ii. Esters – addition of alcohols to carboxylic acids iii. Amides – addition of ammonia and ammonia derivatives to carboxylic acids.

(C) Explain the ractivity of acid derivatives and compared with carboxylic acids.

(D) Describe the reactions of the carboxylic acid derivatives i. Anhydride

1. hydrolysis 2. Friedel-Crafts acylation 3. ester formation

ii. Esters


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1. hydrolysis 2. reduction

iii. Amides – hydrolysis iv. Acid chlorides

1. hydrolysis 2. Friedel-Crafts acylation 3. ester formation 4. amide formation 5. Rosenmun reduction.

(16) The student will be able to describe the chemical and physical characteristics of the dicarboxylic acids, hydroxyl acids, keto acids, and how they are different from the monocarboxylic acid.

(A) Write the IUPAC and common names for the dicarboxylic acids, hydroxyl acids, keto acids.

(B) Relate the acidity to the structure of the acid.

(C) Describe the follow reactions i. Decarboxylation

ii. Anhydride formation iii. Lactone formation iv. Claisen condensation.

(D) Compare the structure of soaps and detergents.

(E) Explain the biological importance and structure of fats.

(F) Relate the melting point to unsaturation of vegetable oils.

(G) Communicate the structure and biological function of lipids, such as steroids.

(17) The student will be able to describe the fundamental chemical and physical properties of amines, which are organic derivatives of ammonia.

(A) Write IUPAC and common names for the amines.

(B) Relate the degree of basicity with the structure of the amines.

(C) Classify the amines as being primary, secondary, or tertiary.

(D) Describe the reactions for the preparation of amines i. Alkylation

ii. Reduction of nitro compounds iii. Reduction of amides iv. Reduction of nitriles v. Gabriel synthesis of pure primary amines.


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(E) Be familiar with some of the naturally occurring amines, such as alkaloids.

(18) The student will be able to relate the structure of a compound to its UV, NMR, IR, and mass spectrum.

(A) Relate electromagnetic radiation to Planck’s equation E=hf.

(B) Discuss the location of the UV, visible, and IR regions on the electromagnetic spectrum.

Also know the units used to measure wavelength and frequency.

(C) For UV and visible spectra, discuss the i. Design of the instrument used to measure absorption

ii. Significance of the Beer-Lambert Law iii. Effect of conjugation on wavelength.

(D) For IR spectra, discuss the i. Design of the instrument

ii. Procedure involved in the preparation of a sample for measurement iii. Determination of what functional groups are present in an organic molecule, given

a chart.

(E) For NMR spectrum, describe the i. General theory of operation

ii. Sample preparation iii. Effect of the environment on the absorption of the hydrogens iv. Splitting patterns v. Information obtained from the C-13 NMR.

(F) For Mass Spectrum, describe the

i. Design of the instrument ii. Procedure involved in determining the mass and isotope peaks

iii. Information obtained from the fragmentation patterns.

(19) The student will be able to discuss the structure and biological properties of drugs and natural products.

(A) Discuss the meaning of the term “heterocyclic”, for both aromatic and nonaromatic compounds.


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(B) Describe the structure and mode of action of herbicides such as 2, 4-D, paraquat, and atrazine.

(C) Be familiar with the structure and uses of the common alkaloids such as morphine, nicotine, curare, and atropine.

(D) Learn the structure of the common central nervous system drugs.

(E) Understand the concept of pharmacology and medicinal chemistry in terms of i. Cancer drugs

ii. Penicillin iii. Sulfa drugs iv. Amphetamines v. Narcotics

vi. Analgesic.

(20) The student will be able to discuss the structure, chemical and physical properties of polymers, and also the mechanism of polymerization.

(A) Name and draw the structure of some common polymers, identifying the monomer unit.

(B) Discuss the mechanism of polymerization.

(C) Differentiate between addition and condensation polymers.

(D) Discuss the physical and chemical characteristics of polymers.

(E) Explain the importance of cross-linking of polymers.

(F) Compare and contrast the following types of polymers; elastomer, thermoplastic and thermosetting

(G) Describe some of the naturally occurring polymers, such as proteins and polysaccharides

Description of the specific student needs this course is designed to meet:

The student will understand the fundamentals of organic chemistry and the data that supports these concepts. Students will learn to apply organic chemistry concepts to problem solving. Students will learn laboratory techniques in organic chemistry. Students will learn to communicate scientific data effectively through lab reports. Students will learn to work as a team member on laboratory exercises.

Major resources and materials to be used in the course:


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Organic chemistry requires the use of a chemical laboratory with a working chemical hood, access to UV, IR, and mass spectroscopy, organic glassware, and the appropriate chemicals.

Required activities and sample optional activities to be used:

After studying the material presented in Organic chemistry, the student will be able to:

• Identify and carry out basic organic reactions in the laboratory • Use various instrumentation in the laboratory such as UV and mass spectroscopy • Apply various troubleshooting skills • Apply the concepts gained to real life uses.

Methods for evaluating student outcomes:

The student will be evaluated upon the completion and mastering of the Essential Knowledge and Skills for Organic Chemistry as determined by the instructor.


The teacher for this course shall be certified in the area of Chemistry or Science Composite.

Additional information (optional):

The student will perform multiple laboratory exercises aimed at exposing them to organic chemistry techniques that are practical skills, which could be used in future research.

approved innovative course · approved for use beginning: 2015-2016 expires: when technology...

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