Lone Star High School – Independent Study and Mentorship Program II

Mar 2026 · 2nd Semester

Students continue their study on a topic or career of their choice. Students will either dig deeper into their ISM I career of study or may choose to research a second career. They will continue to hone skills in original product design and development, research, time management, communication, goal setting for project completion, and presentation skills in this academically rigorous course. Students work with mentors at their place of business to gain deeper understanding of their career path. They will work with their mentor to create a product related to their topic. Students give progressively longer speech presentations and will give a formal presentation of their product and mentorship in May. For students interested in the health field: updated immunizations, current TB tests, a current flu vaccine, drug screen, background check, and HIPAA training are required. Students are required to cover these costs. (Additional requirements may be necessary for certain clinics/hospitals). See the counseling office for more information. FISD offers the following competitive sports: Football Boys Basketball Baseball Girls Volleyball Girls Basketball Softball Tennis Boys Soccer Swimming & Diving Golf Girls Soccer Cross Country Track Powerlifting Wrestling IMPORTANT NOTE: Students are allowed to sign up for any sport of their choosing. If the sports program has an athletic period, then the student must make the team in order to stay in the class. Athletic tryouts typically take place during the first few weeks of each semester. Those students who do not make the team will need to have a schedule change. Underclassmen who do not make the team will likely be transferred to a physical education class. Other students will be given their choice of elective classes that are still OPEN. # General Employability Skills (1 credit) 9th - 12th grade Prerequisite: ARD Committee Recommendation General Employability Skills provides students with knowledge of the prerequisite skills for general employment as well as the means of obtaining those skills. The course includes the knowledge, skills, and attitudes that allow employees to get along with their co-workers, make important work-related decisions, and become strong members of the work team. Discovering job possibilities that link skills, abilities, interests, values, needs, and work environment preferences is a part of the process of obtaining employability skills and abilities and is experiential learning that takes place over time. This course is designed to guide students in obtaining the knowledge and the needed employability skills that are transferable among a variety of jobs and careers and are considered essential in any employment situation. Students will learn and apply basic knowledge of what is expected in the workplace. # Methodology for Academic and Personal Success 9th - 10th grade Methodology for Academic and Personal Success focuses on the skills and strategies necessary for students to make a successful transition into high school and an academic career. Students will explore the options available in high school, higher education, and the professional world in order to establish both immediate and long-range personal goals. After identifying their individual learning styles and abilities, students will build on these abilities by developing critical time-management, organization, and study skills. The course focuses on self-understanding, decision-making, resiliency, attitude, character education, and leadership to help students maximize personal achievement. Students will develop the specific strategies necessary to achieve their personal and professional goals. # Making Connections I (0.5 credits) 9th - 12th grade Prerequisite: ARD Committee Recommendation Making Connections I assist students who have challenges with pragmatic language or social skills. The course assists students in developing and understanding their disability and how it relates to their social skill deficits. The course also assists students with developing and generalized appropriate and beneficial social skills to increase students’ post-secondary outcomes. # Making Connections II (0.5 credits) 9th - 12th grade Prerequisite: Making Connection I & ARD Committee Recommendation Making Connections II assist students who have challenges with pragmatic language or social skills. The course assist students with understanding true friendships. Making Connections II assists students to develop and maintain relationships. Students will compare and contrast the qualities of friendships, identify behaviors that make others appropriate friends to pursue, and 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. # Making Connections III (0.5 credits) 9th - 12th grade Making Connections III assists students in understanding how their specific disability impacts their learning style. Students learn how 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. # Making Connections IV (0.5 credits) 9th - 12th grade Making Connections IV assists students with developing skills to effectively employ collaborative problem solving. Students will research how collaborative problem solving skills may impact an individual's education and employment success. Students will identify aspects of their own behavior and belief system which may need to be modified to successfully engae in collaborative problem solving and develop a plan to effectively employ collaborative problem solving strategies in various circumstances. # Occupational Preparation I (locally developed credit) 9th – 12th grade Occupational Preparation I is a transition course designed to provide students with opportunities in career exploration, vocational interest experiences, and integrated career development activities based on post-secondary goals. This course involves career preparatory curriculum, programs, and activities that align with labor market trends and specific job requirements. With the guidance of school and community professionals, students will use a career planning process (i.e., assessments, evaluations, career portfolios, etc.) based on career goals, interests, and abilities. # Occupational Preparation II (locally developed credit) 10th – 12th grade Occupational Preparation II is a transition course designed to provide students opportunities to organize and select career based experience based on their career interests, goals, and present skills. Students will have multiple opportunities to develop traditional job preparation skills through jobreadiness curricula and training. Within the Occupational II Preparation course, students will participate in various on-the-job training experiences, including community service, specifically linked to school credit and/or program content. Students will demonstrate appropriate job-seeking and maintenance skills. Students must secure a minimum of ten hours per week of community based volunteer or paid employment. # Vocational Adjustment Class I (no credit assigned) 11th – 12th grade Vocational Adjustment Class I is a transition educational experience that provides students with meaningful school based and community based work experiences based on his/her individualized post-secondary vocational goals. The Vocational Adjustment Class I program targets student’s future goal planning and adult world transitions. Students participate in quality work experiences that are offered to them prior to exiting school (i.e., apprenticeships, mentoring, paid and unpaid employment, service learning, school-based enterprises, on-the job training, and internships). Student must maintain a minimum of fifteen hours per week of paid or volunteer employment. Student must be enrolled in a CTE vocationally focused course or career prep course while participating in VAC. # Vocational Adjustment Class II (no credit assigned) 12th grade Vocational Adjustment Class II is an intensive vocational experience that provides preparatory activities that lead to student’s acquisition of employability and technical skills, knowledge, and behaviors based on his/her individualized post-secondary vocational goals. Students will practice selfmanagement and responsible decision-making that reflects appropriate work-based choices. Students will demonstrate independent advocacy, interpersonal, and vocational skills. Student is independent/interdependent at job site, maintaining appropriate time-management skills, behaviors, and communication skills. Students must secure a minimum of fifteen hours per week of competitive paid employment. Student must be enrolled in a CTE vocationally focused course or career prep course while participating in VAC. # Prerequisites: High School Graduation Credit Completion / ARD Committee Recommendation Students are eligible for $1 8 +$ services if, as seniors in high school, they receive special education services and their ARD committee determine a need for continued support and transition services in order to meet goals and objectives related to a successful transition to his/her post-secondary goals. $^ { 1 8 + }$ services provide individualized instructional activities based on person-centered planning and reflect transitional outcomes leading to the student’s individualized post-secondary goals in the areas of education and training, independent living, and vocational skills. Student instruction is engaged within a variety of environments, including community based recreation and leisure, work sites, public transportation, and adult learning institutes. Instruction emphasizes skills in supporting communication, socialization personal management, vocational, personal care, safety, selfadvocacy, interpersonal, and self-help. Frisco ISD provides campus-based and community-based $^ { 1 8 + }$ transition services for students aged 18-22 that best fit the needs of all students within the district. Campus based services are provided within centralized programs at the high school campuses. Community-based programs are provided in the Aspire program. The Aspire program encompasses five varying pods of services: Connect: Students in the Connect service program focuses primarily on sensorimotor learning within the classroom and community environment, the use of functional communication to obtain wants and needs, participation in basic personal care, and engagement in cause and effect connections. Connect students retain post- secondary goals including assisted living with full time assistance and/or care and prevocational skills focused on personal self-help care and in-home or supported tasks within a group home or day rehabilitation environment. Embark: Students in the Embark service program engage in curriculum targeted to pre-vocational skills, functional communication to articulate needs, wants, ideas, and thoughts, emotional and behavioral regulation, independent living skills and adult daily living abilities, and self-advocacy and selfdetermination. Embark students typically develop post-secondary goals in assisted living with pre vocational skills focused on in-home or supported tasks within a group home or day rehabilitation environment. Elevate: Students in the Elevate service program engage in targeted pre- vocational to vocational curriculum for basic work behaviors and skills, functional communication for community engagement, independent living skills and adult daily living abilities, and self- advocacy and self-determination. Elevate programming balances vocational training in integrated business sites with targeted skills training in independent adult daily living skills. Students involved in the Elevate program retain post-secondary goals in on-the-job training for competitive employment (through work-site training and community agency supports) and supported living in a variety of environments. Launch: Students in the Launch service program engages students in adult world related skills of social and behavioral skills, self-advocacy and self determination, and vocational skills focused on independent competitive employment. Students maintain fully integrated internships in community business sites throughout the school year, immersed in the world of work, learning from co- workers and supervisors, with support from job coaches trained to teach independence and self-reliance. Launch students retain post- secondary goals of on-the-job training for competitive employment and supported to independent living. Bridge: Students in the Bridge service program engage in self-advocacy and self-determination skills to complete goals of independent or interdependent adult living and/or pre-vocational to vocational postsecondary goals. Students accessing the Bridge program typically are within their final weeks to months of programming and have life-long supports within the community resources. Bridge is provided to “bridge” the final gap between public schooling and adult life directly from high school. Agriculture, Food & Natural Resources  Survey of Agriculture, Food & Natural Resources (9- 10) Wildlife, Fisheries & Ecology Management (9-10) Equine Science (10-12)\* Livestock Production (10-12) Small Animal Management(10-12)\* Veterinary Medical Applications(11-12)^ Animal Science (12)^ Practicum In Veterinary Medical Applications(12)^ Floral Design I (10-12) Horticulture Science (10-12) Landscape Design & Management(10-12)\* Floral Design II (11-12) ^ Greenhouse Operation & Production (11-12)^ Plant & Soil Science (11-12)^ Ag Mechanics & Metal Technologies (9-12) Ag Structures Design & Fabrication (10-12)^ Ag Equipment Design & Fabrication (11-12)^ Introduction to Welding (11-12)^ Practicum in Ag Structures & Equipment(12)^ Architecture & Construction  Architecture & Construction I (9-12) Architecture & Construction II (10-12)^ Architectural Design I (11-12)^ Architectural Design II (12)^ Interior Design I (10-12) 3D Modeling & Animation (9-12) Web Technologies (10-12)^ Animation I (10-12)^ Animation II (11-12)^ Practicum in Animation (12)^ Audio/Video Production I (9-12) Audio/Video Production II (10-12)^ Practicum in News Production I (11-12)^ Practicum in News Production II (12)^ Practicum in Sports Broadcasting I ^ (11 - 12) Practicum in Sports Broadcasting II ^ (12) Digital Media (9-12) Web Technologies (10-12)^ Graphic Design & Illustration I (10-12)^ Graphic Design & Illustration II (11-12)^ Practicum In Graphic Design & Illustration(12)^ Fashion Design I (10-12) Fashion Design II (11-12)^ Business Management & Administration Survey of Business, Marketing & Finance (9-12) Touch System Data Entry (9-12)\* Business Information Management I (9-12) Business Information Management II (10-12)^ Business Law (10-12) Global Business (11-12)\* Education & Training  Survey of Education & Training (9-12) Child Development (10-12) Child Guidance (11-12)^ Education and Training (11-12)^ Interpersonal Studies (9-12)\* Practicum in Child Guidance (12)^ Practicum in Education and Training (12)^ Finance  Banking & Financial Services (10-12)\* Dollars & Sense (10-12)\* Accounting I (10-12) Accounting II (11-12)^ Money Matters (11-12)^ Securities & Investment (12)^ \\* is for one semester classes ^ classes that require a prerequisite Shading is for any class that is double blocked  Government& PublicAdministration Survey of Government & Public Administration (9- 11) Court Systems & Practices(10-12)^ Political Science (10-12)^ Mock Trial (11-12)^ Foreign Services & Diplomacy (11-12)^ Practicum in Government (12)^ Competitive Trial Advocacy (10-12) Health Science  Medical Terminology (9-12) Anatomy & Physiology (10-12)^ Health Science (10-12)^ Health Science Clinical (11-12)^ Future Ready Health Care (11-12)^ Medical Microbiology (11-12)^ Pathophysiology (11-12)^ Pharmacy Technician (12)^ Practicum in Health Science (12)^ Rehabilitation Aide (11-12)^ Medical Scribe (11-12)^ Hospitality & Tourism  Survey of Hospitality & Tourism (9-12) Hotel Management (10-12)^ Travel & Tourism Management(10-12)^ Hospitality Services (11-12)^ Practicum in Hospitality Services(12)^ Intro to Culinary Arts (10-12) Culinary Arts I (11-12)^ Culinary Arts II (12)^ Baking and Pastry(12)^\* Food Science (12)^  Human Services Interpersonal Studies (9-12)\* Child Development (10-12) Information Technology  Survey of Information Technology (9-12) Computer Maintenance(9-12)^ Cybersecurity (10-12)^ Digital Media (9-12) Internetworking I (CISCO I) (10-12)^ Internetworking II (CISCO 2 & 3) (11-12)^ Computer Science I (9-12)^ Computer Science I Advanced (9-12)^ AP Computer Science Principles (9-12) AP Computer Science A (10-12)^ Computer Science III Advanced (11-12)^ Mobile Application Programming (11-12)^ Video Game Programming I (10-12)^ Video Game Programming II (11-12)^  Law, Public Safety, Corrections & Security Survey of Law, Public Safety, Corrections & Security (9-11) Law Enforcement I (10-12)^ Law Enforcement II (11-12)^ Forensic Science (12)^ Manufacturing  \*See Agriculture Mechanics Marketing  Survey of Business, Marketing & Finance (9-12) Social Media Marketing (9-12)\* Advertising (9-12)\* Introduction to Esports (9-12) Sports & Entertainment Marketing (10-12)\* Entrepreneurship (10-12) INCubatoredu (10-12)(CHS, FHS, HHS, LSHS) ACCELeratoredu (11-12)(CHS, FHS, HHS, LSHS) Fashion Marketing (9-12)\* Practicum in Marketing I (11-12)^ Practicum in Marketing II (12)^ Sports Management (12)^  Science, Technology, Engineering & Mathematics Introduction to Engineering Design (9-12)^ Principles of Engineering (10-12)^ Civil Engineering and Architecture (11-12)^ Digital Electronics (11-12)^ Aerospace Engineering (11-12)^ Engineering Design & Development (12)^ \* is for one semester classes ^ classes that require a prerequisite Shading is for any class that is double blocked