entreINCedu

Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and technical skills taught in the course.

The materials include Scope and Sequence and Course Outcomes documents that identify the Texas Essential Knowledge and Skills (TEKS), English Language Proficiency Standards (ELPS), instructional concepts, and technical skills throughout the course sequence. The materials also organize learning into eight instructional modules, with an optional Entrepreneurship and Small Business (ESB) Certification Prep module, demonstrating a logical sequence of entrepreneurship concepts and technical skill development. Together, these resources provide a comprehensive scope and sequence that outlines standards alignment, instructional competencies, and technical skills across the course.

The materials provide a structured progression of entrepreneurship concepts, professional skills, and technical business applications throughout the course. Specifically, the lesson plans and module structures organize instruction to support entrepreneurial thinking, business foundations, leadership development, creative problem-solving, and financial management concepts. Additionally, the materials integrate academic, professional, and technical vocabulary throughout the instructional sequence to support standards-aligned entrepreneurship instruction and workforce-readiness skill development.

Evaluation for 1.1b
Materials include suggested pacing to support effective implementation for various school models [e.g., traditional secondary schools, Early College High Schools (ECHS), Pathways in Technology Early College High School (P-TECH)], schedules (e.g., block, modified block), and instructional calendars (e.g., varying number of instructional days).

The Pacing and Implementation Models document provides pacing recommendations for traditional secondary schools, Early College High Schools (ECHS), Pathways in Technology Early College High School (P-TECH) models, block schedules, modified block schedules, and flexible instructional calendars. The materials also explain how instructional modules may be adapted to varying instructional time frames while maintaining TEKS coverage, instructional coherence, and technical skill development. Together, these supports provide pacing guidance for multiple school models, schedules, and instructional calendars.

The materials include pacing structures and implementation guidance to support multiple instructional schedules and instructional settings. For example, lesson plan resources organize instructional activities, project milestones, and instructional progression to support implementation across varying instructional calendars and classroom models. Additionally, modular lesson sequencing and project-based learning structures provide flexibility while maintaining alignment to entrepreneurship concepts, technical skill progression, and course expectations.

Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts and technical skills to be learned connect throughout the course.

In the Rationale for Module Order and Coursewide Connections document, the rationale for module sequencing explains how instruction progresses from foundational entrepreneurial concepts to advanced applications involving leadership, communication, innovation, collaboration, and business development. The materials also describe how concepts and technical skills build sequentially across instructional experiences. Together, these supports explain how concepts and technical skills connect across the course.

The materials demonstrate a sequenced progression of entrepreneurship concepts and technical skills throughout the course sequence. Specifically, the curriculum moves students from foundational entrepreneurial concepts and business literacy to advanced applications involving leadership, innovation, creative problem-solving, financial management, collaboration, and venture development. Additionally, the lesson plans and module structures demonstrate how the materials scaffold and reinforce academic concepts, professional skills, and technical business applications throughout instructional units to support increasing rigor and authentic entrepreneurial application.

Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.

In the “Internalization Forms: Module and Lesson” resources, structured protocols guide educators through instructional planning, lesson preparation, analysis of lesson objectives, student outcomes, instructional priorities, and assessment considerations prior to instruction. The materials also include blank templates and completed exemplar forms that model effective instructional internalization practices. Together, these resources provide protocols with corresponding guidance for both unit and lesson internalization.

Additionally, the lesson plans, module overviews, instructional sequencing supports, and implementation guidance support educators’ instructional preparation and lesson delivery throughout the course. The materials provide structured lesson components, instructional objectives, academic and technical vocabulary, project expectations, and pacing guidance that support instructional coherence. Together, these supports help educators understand instructional progression, entrepreneurship concepts, and technical skill application prior to instruction.

Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.

The “Instructional Leader Support” resource provides implementation guidance, observation protocols, coaching supports, pacing structures, and instructional planning tools to help campus and instructional leaders implement the curriculum. The materials also include classroom observation rubrics, implementation recommendations, and educator support structures aligned to instructional goals and technical skill development. Together, these resources guide instructional leaders in supporting implementation of the curriculum as designed.

The materials include implementation supports and instructional resources to help educators and instructional leaders implement the curriculum in alignment with standards. For example, the lesson plan structures, family communication resources, and module organization provide guidance related to instructional delivery, student progress-monitoring, project implementation, and entrepreneurship skill development. Additionally, organized instructional frameworks and implementation supports help educators maintain instructional coherence, pacing consistency, and standards-aligned entrepreneurship instruction across instructional settings.

Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic, professional, and technical vocabulary necessary to effectively teach the concepts and technical skills in the unit.

In the Entrepreneurship and Business Foundations Lesson Plans, the structured modules include unit objectives, instructional sequencing, entrepreneurship concepts, durable skills, and discipline-specific vocabulary aligned with lesson content. The materials also support educators’ understanding of how foundational entrepreneurship knowledge progresses to more advanced applications of leadership, innovation, financial literacy, and business development. Together, these resources provide the background content knowledge and technical vocabulary needed to teach the course concepts and technical skills effectively.

Additionally, the lesson plans, such as “Creative Problem Solving and Innovative Thinking” and “Leadership and Durable Skill Development,” provide academic, professional, and technical vocabulary embedded within instruction. The lesson overviews include structured instructional guidance, background content knowledge, and opportunities for students to apply entrepreneurial thinking, communication, collaboration, and problem-solving skills. Together, these resources align to the expectations for comprehensive unit overviews and technical vocabulary support.

Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.

In the “Family Support Letters,” families receive explanations of what students will learn, why the learning is important, key academic and technical vocabulary, major learning experiences, and strategies for reinforcing entrepreneurship concepts at home. The materials also strengthen communication between educators and families by providing accessible course information and student support guidance in both English and Spanish. Together, these resources support family engagement and student progress throughout the course.

Additionally, multilingual family support resources are available through downloadable documents and the online instructional platform. The English- and Spanish-language family materials provide unit-specific guidance designed to help families monitor progress, reinforce learning, and support student engagement throughout entrepreneurship instruction.

Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).

In the Entrepreneurship and Business Foundations Lesson Plans, the structured modules include lesson objectives, essential questions, instructional tasks, application activities, instructional materials, and assessments aligned to entrepreneurship instruction and technical skill development. The lesson plans also include TEKS alignment, lesson sequencing, and instructional supports to reinforce content knowledge and academic language development. Together, these components provide comprehensive, structured, and detailed lesson plans aligned to the TEKS and the ELPS.

Additionally, lesson plan resources, such as “Customer-Centric Design Thinking” and “Leadership and Durable Skill Development,” provide structured instructional guidance that supports entrepreneurship concepts and professional skills instruction. The materials consistently include objectives, essential questions, instructional tasks, lesson applications, instructional resources, and assessments aligned with lesson expectations. Together, these supports help educators deliver instruction that integrates entrepreneurship concepts, communication skills, collaboration, innovation, and problem-solving within authentic Career and Technical Education (CTE) contexts.

Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson (e.g., equipment, labs, technology, supplies, safety gear), and the suggested timing for each lesson component.

The materials include lesson overviews that identify the educator and student materials needed to deliver instruction effectively. For example, the lesson plans provide instructional materials, classroom resources, technology supports, and lesson structures necessary for entrepreneurship instruction. Furthermore, the materials include suggested lesson timing and pacing guidance for instructional components to support classroom organization and instructional delivery.

Additionally, resources, such as the Entrepreneurship and Business Foundations Lesson Plans, Financial Management Lesson Plans, and Leadership and Durable Skill Development Lesson Plans, include daily instructional structures with pacing recommendations, implementation guidance, and identified instructional resources. Lesson overviews consistently provide instructional sequencing, suggested timing for learning activities, and structured lesson components. The recurring structure gives educators resource timing information before instruction begins.

Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment, work-based learning, Career and Technical Student Organizations, professional skills practice).

The materials include guidance on effectively using lesson materials for extended practice, enrichment, homework, independent learning, work-based learning, Career and Technical Student Organization (CTSO) connections, and professional skills practice. Specifically, the lesson plans include “Recommended Extensions” and “Extended Practice Enrichment and Professional Application” sections that provide opportunities to extend entrepreneurship learning beyond direct instruction through authentic application activities and career-focused experiences.

Furthermore, the materials support extended practice through enrichment activities, homework, independent practice, work-based learning connections, CTSO alignment, and professional skills development opportunities embedded throughout the lesson plans. Resources, such as the Entrepreneurship and Business Foundations and Leadership and Durable Skill Development Lesson Plans, guide students in applying entrepreneurship concepts in real-world business contexts while reinforcing communication, collaboration, leadership, and workplace readiness skills. These resources extend entrepreneurship concepts and technical skills to independent, career-focused application.

Evaluation for 2.1a
Materials include a variety of instructional assessments (e.g., skills demonstrations, portfolio evaluations, certification benchmarks) at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.

The Assessment Overview establishes a system of diagnostic, formative, and summative assessments that occur throughout the course. Assessment opportunities range from quick knowledge checks and lesson-level application activities to hands-on prototypes, communication tasks, project deliverables, and optional test-bank assessments. Assessment charts identify instructional purpose and cognitive complexity, demonstrating variation in task types and assessment formats. For example, students engage in quick knowledge checks to demonstrate foundational understanding, while prototypes, communication tasks, project deliverables, and optional test-bank assessments require application, analysis, and evaluation of entrepreneurial concepts at increasing levels of complexity. The progression from baseline understanding to authentic entrepreneurial application ensures that students engage with multiple forms of assessment at both the lesson and unit levels.

The materials embed assessment opportunities throughout the lesson plans that require students to demonstrate learning through varied performance tasks and applications. Students complete inventories, case studies, collaborative activities, feasibility analyses, Business Model Canvas work, reflections, and Community Impact Project deliverables that measure understanding of entrepreneurial concepts in authentic contexts. For example, students may complete entrepreneurial inventories and reflections to assess self-awareness and understanding, then move on to feasibility analyses, Business Model Canvas development, and Community Impact Project deliverables that require applying concepts, decision-making, problem-solving, and communicating entrepreneurial solutions. The lesson plans provide opportunities for diagnostic, formative, and summative assessment while varying the types of questions, tasks, and products students must complete to demonstrate mastery.

Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.

The Assessment Overview defines the diagnostic, formative, and summative assessment structures used throughout the course and explains the instructional purpose of each assessment type. Diagnostic assessments establish a baseline understanding and identify areas requiring support. Formative assessments provide ongoing opportunities to monitor student progress and guide instructional adjustments. Summative assessments evaluate mastery of entrepreneurial concepts and skills. Assessment descriptions clearly communicate how each assessment type supports student learning and TEKS mastery throughout instruction. For example, the assessment framework identifies diagnostic inventories as tools for establishing baseline understanding, formative application activities and case studies as opportunities to monitor progress during instruction, and Community Impact Project deliverables as summative measures used to evaluate mastery of entrepreneurial concepts and skills.

The Entrepreneurship and Business Foundations Lesson Plans reinforce assessment purposes through embedded instructional activities and performance tasks. The instructional sequence includes diagnostic inventories, formative applications, case studies, and summative Community Impact Project deliverables, each serving a distinct purpose in the learning progression. For example, students complete diagnostic inventories to identify entrepreneurial strengths and interests, engage in formative case studies and application activities to build understanding, and demonstrate mastery through Community Impact Project deliverables that serve as culminating performance assessments. Students first establish foundational understanding, then demonstrate growth through application activities before completing culminating performance tasks designed to evaluate mastery of module objectives.

Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.

The Entrepreneurship and Business Foundations Lesson Plans provide educators with detailed implementation guidance that supports consistent administration of instructional assessments. The “How to Use the Materials” section outlines instructional pacing, assessment placement, timing expectations, and the color-coded navigation system used throughout the lessons. Educators receive prompts, examples, scaffolding, and slide-note guidance that support consistent delivery of instruction and assessment activities across classrooms. Together, these supports promote consistent implementation of instructional activities and assessment opportunities across classrooms.

The module’s instructional structures embeds guidance for administering assessment-related activities. Educator scripts, discussion prompts, bell ringers, exit tickets, guided practice activities, collaborative tasks, and independent assignments include implementation and facilitation directions. These embedded directions support consistent administration and monitoring of student learning. Written notes identify when instruction should occur in whole-group, small-group, or individual settings, supporting consistency in assessment administration and student participation throughout the module.

Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.

Diagnostic, formative, and summative assessments connect to the course’s instructional goals and entrepreneurial skill development. The Assessment Overview identifies assessment opportunities designed to measure students’ understanding of module objectives as students progress from baseline knowledge and skill inventories to authentic entrepreneurial performance tasks. For example, diagnostic inventories establish baseline understanding of entrepreneurial skills and interests, formative application activities monitor progress throughout instruction, and Community Impact Project deliverables serve as summative measures that evaluate student application of module objectives and entrepreneurial concepts. Assessment activities are purposefully aligned to the concepts and skills addressed throughout instruction and culminate in Community Impact Project deliverables that measure application of learning.

Alignment between assessments, lesson objectives, and standards is evident throughout the lesson plans. Essential questions, learning objectives, instructional activities, and performance tasks are organized within a cohesive instructional framework that supports measurement of student mastery. For example, students evaluate business structures, analyze ethical scenarios, conduct feasibility analyses, and apply entrepreneurial reasoning through activities directly connected to module objectives and entrepreneurial skill development. These assessment opportunities require students to demonstrate mastery of the concepts and skills identified within the lesson objectives while applying entrepreneurial knowledge in authentic contexts.

Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.

Assessment opportunities progress across multiple levels of cognitive complexity throughout the course. The Assessment Overview identifies assessment tasks that move beyond foundational recall and comprehension to application, analysis, evaluation, and creation. Students engage in reflections, inventories, case studies, problem analyses, feasibility evaluations, and performance-based project work that require increasingly sophisticated application of entrepreneurial concepts and skills. For example, students may begin by reflecting on personal entrepreneurial characteristics and completing inventories before progressing to case studies, problem analyses, feasibility evaluations, and performance-based projects that require students to apply, analyze, evaluate, and create entrepreneurial solutions.

Student learning is evaluated through a range of TEKS-aligned assessment experiences with varying cognitive demands. Activities such as assessing personal Agilities, comparing business structures, evaluating ethical business practices, analyzing community needs, conducting market feasibility analyses, and developing Community Impact Project deliverables require students to apply knowledge, evaluate information, justify decisions, and create authentic entrepreneurial solutions. These varied performance expectations demonstrate increasing rigor and complexity throughout instruction. For example, students move from comparing and evaluating entrepreneurial concepts to conducting feasibility analyses and developing Community Impact Project deliverables that require higher-order decision-making, problem-solving, and creation of authentic solutions.

The materials offer diversity in item types for formative assessments throughout the curriculum. For example, in the “Glow and Grow” activity, students respond to multiple-select questions to analyze the theme of a business logo, then students respond to open-ended questions with a video prompt in the “Executive Presence” activity within the “Leadership in Action” unit. The variety of items enrich students’ ability to demonstrate their learning with a critical lens.

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.

The Entrepreneurship and Business Foundations Lesson Plans provide explicit guidance for interpreting student performance through assessment implementation and response protocols. The assessment section includes guidance for implementing assessments, analyzing assessment results, and responding instructionally to student performance data. Assessment resources include implementation notes, cognitive complexity indicators, and recommendations for instructional responses that help educators identify strengths, misconceptions, levels of understanding, and appropriate next instructional steps. These supports help educators use assessment results to make informed instructional decisions and monitor student progress toward mastery of entrepreneurship concepts and skills.

The PESTLE Trends Analysis Rubric embeds scoring guidance with clearly defined performance levels and detailed evaluation criteria. Student work is assessed across “Industry Understanding,” “PESTLE Factor Application,” and “Clarity and Completeness,” using performance descriptors ranging from “Developing” to “Exemplary.” For example, the rubric enables educators to distinguish among “Developing,” “Proficient,” and “Exemplary” performance levels and to identify specific strengths and areas for growth within each assessment category. The rubric provides specific indicators of mastery and includes a dedicated “Teacher Feedback” section, enabling educators to interpret levels of understanding, identify areas for improvement, and provide targeted feedback based on demonstrated performance.

Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

Guidance for responding to student performance trends is embedded throughout the Entrepreneurship and Business Foundations Lesson Plans. The instructional framework includes recommended interventions, differentiated instructional supports, guided practice opportunities, and multiple instructional structures that allow educators to adjust instruction based on assessment results. For example, educators can use guided practice activities to reteach concepts when assessment results reveal misconceptions, implement small-group instruction for targeted intervention, and assign independent or collaborative activities to reinforce learning or extend instruction for students demonstrating mastery. These options allow educators to match additional support or extension to demonstrated student needs.

The Customer-Centric Design Thinking Lesson Plans provide educators with structured opportunities to use lesson activities and performance tasks to address assessment outcomes. The module incorporates formative tasks, case studies, independent practice, collaborative activities, and recommended intervention strategies to address trends identified through assessment data. For example, educators can use formative tasks and case studies to identify areas of misunderstanding, provide additional independent practice for students requiring reinforcement, and leverage collaborative activities or intervention strategies to address trends identified through assessment results. Educator guidance identifies opportunities for whole-group, small-group, and individual instruction, allowing educators to provide targeted support and additional practice based on student performance patterns.

Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth and tools for students to track their own progress and growth.

The Teacher Tracker – Student Agility Performance feature gives educators a structured tool to monitor student growth across career-readiness skills throughout the course. The tracker allows educators to record performance using mastery indicators ranging from “Struggling” to “Mastery” across multiple “Agilities” categories and associated course activities. For example, educators can document student performance across multiple “Agilities” categories and course activities, compare performance over time, identify growth trends, and determine areas requiring additional support or intervention. Because performance is documented across multiple instructional experiences, the tracker supports longitudinal review of employability and career-readiness skills throughout the course.

The Student Workbook: Course Connections embeds student self-monitoring and reflection. The workbook covers a range of activities—including “Agilities Reflection,” “Student Growth Tracker,” “Beginning-of-Year Goals,” “Mid-Year Goal Updates,” career exploration activities, portfolio development, and Community Impact Project reflections. For example, students use the “Student Growth Tracker” to set beginning-of-year and mid-year goals, engage in reflection activities to monitor progress, evaluate skill development, and adjust goals based on learning experiences throughout the course. As the course progresses, students document their learning, measure progress toward goals, assess skill development, and revise their plans in response to new discoveries. These tracking and reflection opportunities foster ongoing student ownership of progress and growth, providing evidence of development over time.

Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency in content and technical skills in the course TEKS.

Differentiated instructional supports are embedded throughout lesson implementation to assist students who have not yet reached proficiency in content and technical skills. Within the Entrepreneurship and Business Foundations Lesson Plans, educators receive “Recommended Interventions,” alternative lesson content, alternative assignments, small-group supports, guided practice opportunities, and lesson-specific accommodations designed to scaffold learning. The materials give educators structured approaches to adjust instruction while maintaining access to grade-level content and entrepreneurial concepts. For example, in the “Business Ethics and Responsibility” lesson, the “Recommended Interventions” section directs educators to facilitate guided discussions using familiar ethical scenarios, provide sentence stems to support student responses, and use partner-based learning opportunities before students complete independent application activities.

Targeted learner supports are reinforced through course-level accommodation resources and lesson-specific intervention guidance. Within the Course Accommodations and Support document, educators receive recommendations for differentiating bell ringers, lesson content, application activities, and exit tickets while incorporating tier one supports, ELPS strategies, progress-monitoring tools, and scaffolded instructional techniques. Additionally, module lesson plans consistently include “Recommended Interventions,” “SDI Support,” and “Extended Practice” sections that help educators adjust instruction based on student needs. For example, the “Recommended Interventions” sections in module lesson plans direct educators to provide guided highlighting of key concepts, reference sheets for content review, opportunities for oral responses, and structured partner discussions to support students who need additional assistance acquiring content before transitioning to independent work. Together, these resources provide comprehensive educator guidance for differentiated instruction and scaffolded learning aligned with the course TEKS.

Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic, professional, and technical language).

Support for unfamiliar academic, professional, and technical vocabulary is embedded within the Presentation: Recognizing Opportunities and Business Model Innovation. Throughout the presentation, entrepreneurship terminology is introduced through explicit definitions, explanatory text, visuals, and contextual examples before students apply concepts during lesson activities. These supports provide embedded vocabulary support at the point of instruction and help students understand unfamiliar language in the lesson content. For example, the presentation defines and explains terms such as opportunity recognition, trends, customer needs, market gaps, and business model innovation while pairing the terminology with visuals and real-world examples to support comprehension.

Vocabulary development is reinforced through dedicated educator resources and embedded instructional supports across multiple modules. In the “Module Vocabulary” section of the Customer-Centric Design Thinking Lesson Plans, educators receive lesson-specific vocabulary terms and definitions for every lesson in the module. These supports provide educator-facing guidance for pre-teaching unfamiliar academic, professional, and technical language before students engage with lesson content. For example, the “Module Vocabulary” section identifies key terminology and definitions that educators can introduce before instruction and notes that the same vocabulary is embedded within the chapter presentations, allowing students to encounter and apply the terminology in multiple instructional contexts. This structure is consistently implemented throughout the course modules.

Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in content and technical skills in the course TEKS.

Enrichment and extension opportunities are embedded throughout the course to support students who have demonstrated proficiency in content and technical skills. The “Recommended Extensions” sections of the Financial Management Lesson Plans provide educators with advanced application activities that require students to engage in higher-level analysis, evaluation, and decision-making. These supports extend learning beyond foundational content and require students to apply entrepreneurial concepts in authentic business contexts. For example, educator guidance within the “Recommended Extensions” sections directs educators to assign activities such as the “Financial Red Flags Investigation Activity,” “Funding Mix Optimization Lab Activity,” “Financial Statement Detective Activity,” and “Founder Pitch: Defend Your Budget Activity” in which students analyze financial data, evaluate funding alternatives, justify recommendations, and defend business decisions using evidence.

Lesson-level extension activities and professional application experiences embedded throughout the curriculum support advanced learning opportunities. In the “Extended Practice” sections of the Entrepreneurship and Business Foundations and Customer-Centric Design Thinking Lesson Plans, educators receive guidance for extending instruction beyond the core lesson through enrichment activities, professional application tasks, homework extensions, and independent learning opportunities. The materials provide educators with structured options for differentiating instruction for students who have already demonstrated proficiency in course content and technical skills. For example, the “Extended Practice” sections direct educators to assign professional application activities that require students to analyze business scenarios, communicate recommendations, solve problems, and apply entrepreneurial decision-making in increasingly complex contexts beyond the lesson expectations.

Evaluation for 3.1d
Materials include teacher guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.

The Course Accommodations and Support document embeds comprehensive guidance for implementing specially designed instruction (SDI). Educators receive explicit guidance for adapting content, methodology, instructional pacing, and assessment practices while maintaining alignment to course objectives and standards. These supports provide actionable recommendations for supporting students receiving special education services across multiple instructional settings. For example, the document provides educator guidance for implementing accommodations such as pre-teaching key concepts and vocabulary, chunking assignments into manageable tasks, providing assistive technology supports, offering multiple methods for demonstrating mastery, and utilizing structured checklists to support task completion.

Lesson-level accommodations further address the needs of students receiving special education services. The Customer-Centric Design Thinking and Entrepreneurship and Business Foundations Lesson Plans include “SDI Support” sections focused on instructional methodology, pacing, task complexity, and content access. These supports help educators adjust instructional delivery while maintaining engagement with course concepts and technical skills. For example, the “SDI Support” sections direct educators to provide modified assignments, reduce task complexity when appropriate, use guided practice opportunities, provide structured supports for application activities, and adjust instructional pacing based on individual student needs. Together, these lesson-specific accommodations provide educators with ongoing guidance for implementing SDI across the course.

Evaluation for 3.2a
Materials include (explicit) direct prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.

The instructional presentations embed explicit educator guidance to support modeling, explanation, and concept development. For example, in the “Presentation: Recognizing Opportunities and Business Model Innovation,” each slide includes speaker notes, instructional scripts, facilitation directions, discussion prompts, examples, and timing recommendations that guide lesson delivery. These supports give educators direct language, questions, and instructional moves to explain entrepreneurial concepts before students apply the concepts. For example, the presentation includes educator-facing speaker notes that guide educators through the bell ringer activity and provide instructional talking points, discussion prompts, and explanations related to trends, disruptors, opportunity recognition, and business model innovation. Additionally, slide-level scripting directs educators in introducing concepts and facilitating classroom discussion throughout the lesson.

Structured presentation features provide ongoing guidance that supports effective concept instruction throughout the lesson. The “Presentation: Funding and Investment” provides educators with speaker notes, instructional prompts, scripted explanations, and facilitation guidance that support educator-led instruction. These features clearly show educators how to introduce content, explain concepts, and guide students through learning experiences. For example, in the “Lesson Outcomes: Day One” section, educators receive the following direct instructional prompt: “Today we’re digging into a big question every entrepreneur has to answer: Where’s the money going to come from?” The speaker notes continue by guiding educators to explain the importance of funding, entrepreneurship, and venture creation before students begin application activities. Together, these resources provide explicit guidance for educators to model and explain course concepts.

Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.

A variety of instructional approaches are embedded throughout lesson implementation and supported with educator-facing guidance. Within the Financial Management Lesson Plans, the sections titled “Instructional Approach and Student Demonstration of Learning” and “Instructional Practices and Structures” describe how educators facilitate direct instruction, guided discussions, collaborative learning experiences, independent practice, and application-based tasks. These supports recommend organizing instruction using multiple approaches that support concept acquisition and skill development. For example, the “Instructional Approach and Student Demonstration of Learning” section directs educators to model financial management concepts through educator-led instruction and guided discussion, while Day 2 application activities use multiple instructional approaches, including the “Sort That Cost & Pricing Strategy” activity for independent practice and the “Funding Matchup” activity for collaborative group discussion.

Module-level instructional frameworks reinforce educator guidance for lesson facilitation by describing how to deliver content across multiple learning formats. The Entrepreneurship and Business Foundations Lesson Plans describe multiple learning formats in the “Instructional Practices and Structures” section that provides guidance for direct instruction, guided practice, collaborative learning, and independent application activities. These supports offer multiple instructional pathways to engage students and reinforce entrepreneurial concepts. For example, the guidance states that educators directly introduce and model industry-specific concepts such as business ownership structures, entrepreneurial mindset, “Agilities,” and ethical business behavior through real-world examples and guided discussion. Additionally, lessons such as “Business Structures and Roles” and “Business Ethics and Responsibility” incorporate whole-group instruction, collaborative activities, and independent application tasks to support effective lesson delivery and facilitation. Together, these resources describe how educators can implement a variety of instructional approaches, including direct instruction, guided practice, collaborative learning, and independent application.

Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.

Multiple forms of practice are embedded throughout instruction and supported through explicit implementation guidance. Within the “Presentation: Funding and Investment,” educator notes direct students to engage in guided instruction, independent analysis, partner discussions, collaborative group work, and whole-class debrief activities connected to entrepreneurial funding scenarios. The educator notes describe structured opportunities for students to engage with content through guided, independent, and collaborative practice while providing directions for implementing these activities. For example, in the “Loan Decision Role-Play” activity, educator guidance directs students to work in pairs to evaluate lending scenarios and justify funding decisions, while the “Jeremy’s Lounge Chairs” discussion uses collaborative small-group analysis before transitioning to whole-class discussion. Additionally, educator notes on the “Loan: Banks” slide instruct educators to explain collateral and guide student understanding before application activities. Together, these instructional experiences support guided, independent, and collaborative practice.

The Financial Management Lesson Plans recommend structures for multiple forms of practice. In the “Instructional Practices and Structures” section, educators receive guidance for guided practice, independent application, collaborative learning, and varied instructional groupings. The materials help educators organize learning experiences using multiple practice formats and instructional structures. For example, the section directs educators to facilitate guided practice through lesson content and discussion questions, independent practice through individual application activities and written responses, and collaborative practice through team-based learning experiences and problem-solving tasks. The guidance further recommends implementing instruction through whole-group, small-group, partner, and individual structures to support effective lesson delivery.

Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic, professional, and technical language.

The “Texas—ELPS Guidance & Support” and “Recommended EB Support Strategies” sections of the Course Accommodations and Support resource embeds guidance for supporting emergent bilingual (EB) students across varying levels of English language proficiency. The sections provide educators with proficiency-level accommodations aligned to Pre-Production, Beginning, Intermediate, High-Intermediate, and Advanced language-development stages, along with instructional recommendations designed to increase participation in academic, professional, and technical language tasks. The materials provide differentiated linguistic accommodations that progressively increase language expectations as students develop proficiency. For example, the guidance recommends that educators provide Pre-Production and Beginning students with visual aids, bilingual dictionaries, sentence stems, modeling, and opportunities to communicate through drawings or short phrases, while Intermediate and High-Intermediate students receive structured discussion opportunities, technical vocabulary references, and sentence frames that support increasingly complex language production. The materials encourage Advanced students to engage in grade-level assignments using discipline-specific vocabulary with minimal language accommodations.

Proficiency-based language supports are reinforced through lesson-level implementation guidance embedded within the Entrepreneurship and Business Foundations and the Building a Personal Brand Lesson Plans. The “Emergent Bilingual (EB) Supports” sections provide educators with lesson-specific accommodations that support language development while maintaining access to entrepreneurship content. Using these supports, educators engage students in increasingly sophisticated academic, professional, and technical language during instruction. For example, the “Emergent Bilingual (EB) Supports” guidance directs educators to use sentence stems, academic vocabulary supports, visual aids, structured peer discussions, oral-administration accommodations, and background-knowledge-building strategies that help students practice and apply entrepreneurship terminology during collaborative and independent learning activities.

Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.

The “Recommended EB Support Strategies” and “Texas—ELPS Guidance & Support” sections of the Course Accommodations and Support resource embeds implementation support for bilingual and English as a Second Language (ESL) instructional settings. The resource provides implementation recommendations for supporting EB students during entrepreneurship instruction, including bilingual dictionaries, translation tools, native-language resources, peer language partnerships, assistive technology, graphic organizers, and proficiency-level language supports. The materials help educators implement instructional materials effectively in bilingual and ESL settings while maintaining access to course content. For example, the guidance recommends providing students access to bilingual dictionaries and translation tools during instruction, using native-language resources to support content understanding, and implementing peer language partnerships that allow students to discuss and clarify entrepreneurship concepts using academic and technical vocabulary.

Language-development guidance is reinforced through the “Emergent Bilingual (EB) Support” sections embedded within the Entrepreneurship and Business Foundations Lesson Plans and Customer-Centric Design Thinking Lesson Plans. Educators receive lesson-specific implementation recommendations aligned with bilingual and ESL instructional practices while supporting access to entrepreneurship content. For example, the “Emergent Bilingual (EB) Support” guidance recommends using sentence stems, pre-teaching vocabulary, allowing oral responses during application activities, incorporating visual supports, and facilitating structured peer discussions to help students engage with academic, professional, and technical entrepreneurship terminology.

Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic, professional, and technical vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.

The “Texas – ELPS Guidance & Support” section of the Course Accommodations and Support resource embeds comprehensive language-development supports to strengthen vocabulary acquisition, comprehension, background knowledge, and cross-linguistic connections. The materials provide educators with module-specific guidance aligned to varying English language proficiency levels through a chart that addresses vocabulary development, comprehension, background knowledge, and oral and written discourse. For example, within the Entrepreneurship & Business Essentials module, the guidance recommends proficiency-level supports such as sentence stems and language frames for oral and written responses, visual supports and graphic organizers to strengthen comprehension, native-language resources and cognate connections to build background knowledge, and structured opportunities for students to practice entrepreneurship vocabulary through speaking and writing activities.

Vocabulary development and language-acquisition supports are reinforced through the “Emergent Bilingual (EB) Support” sections embedded within the Entrepreneurship and Business Foundations Lesson Plans. Educators receive lesson-specific recommendations that support academic, professional, and technical vocabulary development, increase comprehension, and support oral and written discourse. The materials provide educators with practical strategies for integrating language-development supports directly into entrepreneurship instruction. For example, the “Emergent Bilingual (EB) Support” guidance recommends pre-teaching key vocabulary before lesson activities, providing sentence stems to support classroom discussions, allowing oral responses for application tasks, and incorporating structured peer discussions that require students to practice entrepreneurship terminology while engaging with course concepts. The resources provide embedded guidance to develop vocabulary, increase comprehension, build background knowledge, and support cross-linguistic connections through oral and written discourse.

Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

Evaluation for 4.1a
Materials include guidance for teachers to provide explicit (direct) instruction on industry-specific knowledge and skills in alignment with the course TEKS.

The materials direct educators to provide explicit instruction through the “Instructional Approach & Student Demonstration of Learning” section of the Entrepreneurship and Business Foundations Lesson Plans. Educators use lesson objectives, instructional routines, educator prompts, modeling opportunities, and scaffolds to introduce foundational entrepreneurship concepts, then guide students through structured practice and independent application of industry-specific knowledge and skills. The lesson plans also include pacing guidance, instructional practices, and TEKS-aligned learning experiences that support consistent delivery of explicit entrepreneurship instruction. These educator-facing supports help students develop foundational industry knowledge before progressing to authentic application activities.

The materials provide additional guidance for explicit instruction through the “Guidance for Direct Instruction on Industry Knowledge, Technical Skills, and Employability” section of the Instructor Guide: Course Connections. The guide directs educators to explicitly teach entrepreneurship concepts, technical vocabulary, employability skills, and authentic business applications before facilitating “Course Connections” activities. The guide also provides implementation recommendations for reinforcing professional behaviors, career readiness, and technical entrepreneurship skills throughout the course. These structured instructional supports help educators consistently deliver TEKS-aligned entrepreneurship instruction across multiple modules.

Evaluation for 4.1b
Materials consistently provide opportunities for students to develop, use, and apply industry-specific academic, professional, and technical vocabulary.

The materials direct educators to introduce industry-specific academic, professional, and technical vocabulary through the “Presentation: Funding and Investment.” Educators explicitly introduce entrepreneurship and finance terminology, including angel investor, crowdfunding, loan, and venture capitalist, using vocabulary slides that provide student-friendly definitions, contextual examples, and guided discussion before students engage in lesson activities. Students then apply this terminology as they evaluate funding options, analyze entrepreneurial scenarios, and discuss business decision-making. These structured learning experiences build the technical vocabulary students need to communicate entrepreneurship concepts accurately throughout the course.

The materials reinforce vocabulary development through “Section 4: Career & Technical Vocabulary” in the Instructor Guide: Course Connections. Educators facilitate recurring “Course Connections” activities that require students to use entrepreneurship terminology while participating in collaborative discussions, analyzing authentic business scenarios, and completing course applications connected to each instructional module. These recurring opportunities require students to develop, use, and accurately apply academic, professional, and technical vocabulary throughout the course while strengthening their understanding of entrepreneurship concepts.

Evaluation for 4.1c
Materials provide opportunities for students to develop and refine industry-specific knowledge and skills through activities and tasks that progressively increase in rigor and complexity across lessons and units within the course.

The materials organize entrepreneurship instruction through the “Instructional Design Approach” described in the Rationale for Module Order and Coursewide Connections document. Educators introduce foundational entrepreneurship concepts before guiding students through increasingly rigorous learning experiences involving financial management, leadership, branding, marketing, project management, and business communication. Students continually revisit and extend previously learned concepts as instructional expectations increase across lessons and modules, creating a coherent progression of industry-specific knowledge and skills throughout the course.

The materials provide recurring opportunities for students to refine industry-specific knowledge and skills through the Student Workbook: Course Connections. Students expand career portfolios, complete “Agilities” reflections, participate in career exploration, and develop the Community Impact Project by continuously incorporating newly learned entrepreneurship concepts into increasingly sophisticated real-world applications. These cumulative learning experiences intentionally increase the rigor and complexity of entrepreneurial knowledge and skills while reinforcing prior learning across multiple instructional modules.

Evaluation for 4.1d
Materials include activities and tasks that require students to demonstrate understanding of industry-specific knowledge and skills in alignment with the course TEKS.

The materials guide educators through the “Instructional Approach & Student Demonstration of Learning” section of the Entrepreneurship and Business Foundations Lesson Plans to facilitate TEKS-aligned activities that require students to demonstrate entrepreneurship knowledge and skills. Students singularly analyze business structures, evaluate ethical scenarios, assess personal “Agilities,” identify community problems, and communicate entrepreneurial reasoning using industry-specific vocabulary through written and oral responses. These authentic learning tasks provide evidence that students can apply entrepreneurship concepts and technical business knowledge aligned with the course TEKS.

The materials continue to require students to demonstrate industry-specific knowledge and skills through authentic performance tasks in the Student Workbook: Course Connections. Students individually complete career exploration activities, develop professional portfolios, conduct Community Impact Project investigations, perform customer research, analyze financial information, develop branding strategies, and deliver professional presentations to individually demonstrate their understanding of entrepreneurship concepts, technical business knowledge, and employability skills. These cumulative performance-based learning experiences provide evidence that students can apply entrepreneurship knowledge and skills in authentic contexts aligned with the course TEKS.

Evaluation for 4.2a
Materials explicitly connect new knowledge and skills to prior learning across lessons and units within the course and across courses as applicable.

The materials guide educators to connect new knowledge and skills to prior learning through the Instructor Guide: Course Connections. “Section 5: Course Connections Student Workbook and Included Activities” explains that every “Course Connections Day” requires students to revisit previously learned entrepreneurship concepts and apply them to increasingly complex learning experiences. Educators facilitate activities involving career exploration, portfolio development, “Agilities” reflections, and the Community Impact Project, allowing students to extend prior learning through authentic applications rather than introducing new content. This intentional instructional design reinforces connections across lessons and units within the course.

The Cross-Course Connections resource explicitly connects new knowledge and skills to prior learning across courses by identifying foundational entrepreneurship concepts and skills developed in earlier coursework and explaining how those concepts are extended in the course. For example, the materials connect prior experiences with entrepreneurial mindset, business foundations, and problem identification to current instruction in entrepreneurial thinking and problem-first thinking. Additionally, the Guidance for Implementing Cross-Course Learning resource directs educators to create learning bridges by reminding students of previously learned concepts, using artifacts from previous courses to support new learning, and posing reflection questions that connect current instruction to prior coursework. The Entrepreneurship and Business Foundations Lesson Plans further identify connections between foundational business and entrepreneurship knowledge developed in prior coursework and the concepts introduced in the current module. Together with the established connections across lessons and units within the course, these resources connect new knowledge and skills to prior learning within the course and across courses.

Evaluation for 4.2b
Materials are aligned with and provide relevant cross-curricular connections that support transferable academic knowledge and skills in literacy, math, social studies, and science.

The materials intentionally integrate cross-curricular learning through the Cross-Curricular Connections guide by identifying how entrepreneurship instruction reinforces literacy, mathematics, social studies, and science throughout the course. The module summaries align entrepreneurial learning experiences with transferable academic skills, such as written and verbal communication, quantitative reasoning, business analysis, legal and economic understanding, and evidence-based problem solving. These planned instructional connections demonstrate how entrepreneurship concepts strengthen academic learning across multiple disciplines.

The materials guide instructional leaders and educators to emphasize transferable academic skills through the “Cross-Curricular Content Support” section of the Instructional Leader Support Guide. The guide encourages educators to identify literacy, mathematics, social studies, and science skills embedded in entrepreneurship lessons, collaborate with core-content educators, and highlight communication, data analysis, percentage calculations, legal reasoning, and hypothesis testing during instruction. These implementation supports intentionally connect entrepreneurship content with core academic disciplines while reinforcing transferable knowledge and skills.

Evaluation for 4.2c
Materials integrate academic, technical, and employability knowledge and skills in the context of the course and in alignment to the course TEKS.

The materials integrate academic, technical, and employability knowledge and skills through the “Applications: Employability, Technical Skills, & Industry Knowledge” section of the Entrepreneurship and Business Foundations Lesson Plans. Educators facilitate activities that require students to develop entrepreneurship vocabulary, analyze business structures and operations, evaluate workplace expectations, complete “Agilities” assessments, explore career pathways, and contribute to the Community Impact Project. These authentic learning experiences integrate academic concepts, technical entrepreneurship knowledge, and workplace readiness skills within instruction aligned with the course TEKS.

The materials reinforce the integration of academic, technical, and employability knowledge and skills through the entreINC Standards Map (TESS). The standards map identifies the Texas CTE Employability Skills Standards intentionally embedded within individual lessons and modules, allowing educators to connect entrepreneurship instruction with communication, collaboration, professionalism, critical thinking, leadership, and problem-solving. By aligning employability standards with course-specific learning experiences, the materials support students in developing workplace competencies alongside technical entrepreneurship knowledge throughout the course.

Evaluation for 5.1a
Materials provide opportunities for students to investigate career clusters and programs of study as applicable to the level of the course and in alignment with the course TEKS.

The materials provide structured opportunities for students to investigate career clusters and programs of study through the “Career Explorations & Programs of Study” activity in the Student Workbook: Course Connections. Students identify careers aligned to their “Agilities,” investigate high school programs of study and course pathways that support those careers, compare educational options, and justify pathway selections based on their interests, strengths, and career goals. These guided career investigation activities help students connect personal interests with postsecondary education and workforce opportunities while supporting informed career planning aligned with the course TEKS.

The materials guide educators to facilitate career exploration through “Section 1: Purpose of Course Connections Days” and “Section 2: What Happens During a Course Connections Day” in the Instructor Guide: Course Connections. These sections direct educators to engage students in researching career pathways, examining programs of study, exploring workforce roles, and connecting entrepreneurial learning to authentic career opportunities through structured discussions and inquiry-based activities. These implementation supports embed career investigation throughout instruction rather than present it as an isolated activity.

Evaluation for 5.1b
Materials provide opportunities for students to analyze relevant regional or statewide Labor Market Information (LMI) or emerging market workforce data to support data-driven investigations of careers.

The materials give students opportunities to analyze Labor Market Information (LMI) through the “Career Labor Market Research” activity in the Student Workbook: Course Connections. Students research national and regional LMI for careers previously identified through the “Agilities” activities, analyze workforce demand and employment trends, and evaluate how labor market data influences future education and career decisions. These authentic research activities require students to use quantitative workforce information to conduct data-driven investigations of careers aligned to their interests.

The materials direct educators to incorporate LMI analysis into career development through “Section 2: What Happens During a Course Connections Day” and “Section 3: Employability, Technical Skills, and Industry Knowledge” in the Instructor Guide: Course Connections. Educators facilitate student investigations of career pathways, labor market data, and employability requirements while guiding classroom discussions that connect workforce trends to entrepreneurial opportunities. These educator-facing implementation supports guide students to use relevant LMI to make informed career decisions throughout the course.

Evaluation for 5.1c
Materials include career investigation activities and tasks designed to support development of individual career goals (e.g., career interest inventories, career goals, post-secondary education requirements, post-secondary career plans).

The materials direct educators to administer the “Agilities© Work Profiler” during Entrepreneurship Essentials to help students develop individual career goals. Students complete the career interest inventory by evaluating workplace interests, strengths, and experiences, then analyze their results to identify careers that align with their personal “Agilities.” Educators use the profiler results to facilitate discussions about career pathways and future planning, providing students with an individualized foundation for career investigation and goal development.

In the Student Workbook: Course Connections, career investigation continues through the “Career Explorations & Programs of Study,” “Career Labor Market Research,” and “Career Share-Out Planning” activities. Students investigate career options, research postsecondary education pathways, analyze labor market information, and communicate evidence-based career plans supported by work from the activities. These connected career investigation tasks guide students in developing individualized education and career goals while preparing students to make informed decisions about future training, education, and workforce opportunities.

Evaluation for 5.2a
Materials include guidance for teachers to provide explicit (direct) instruction on professional standards and employability skills relevant to career clusters and programs of study as applicable to the level of the course and in alignment with the course TEKS and Texas CTE Employability Skills Standards.

The materials direct educators to provide explicit instruction on professional standards and employability skills through the “Exploring Careers” section of the “Presentation: Designing with Customers in Mind.” Educators introduce professional behaviors, customer relationship management, communication, collaboration, problem-solving, and customer service using structured lesson outcomes, educator prompts, guided discussions, and authentic business examples before students apply these skills during classroom activities. These educator-directed learning experiences explicitly connect employability skills to entrepreneurship career clusters, programs of study, and the course TEKS while reinforcing the Texas CTE Employability Skills Standards.

The materials provide additional guidance for explicit instruction through “Section 3: Employability, Technical Skills, and Industry Knowledge” in the Instructor Guide: Course Connections. Educators use “Course Connections Days” to model professional behaviors, reinforce workplace communication, facilitate collaboration and problem-solving, and evaluate student performance using lesson frameworks, educator prompts, and assessment-aligned rubrics. These implementation supports intentionally embed employability instruction throughout the course while aligning professional standards with the course TEKS as well as the Texas CTE Employability Skills Standards.

Evaluation for 5.2b
Materials provide opportunities for students to engage in career development activities and tasks (e.g., mock interviews, resume writing, portfolio development) as applicable to the level of the course and in alignment with the course TEKS and Texas CTE Employability Skills Standards.

The materials provide authentic career development opportunities through the “Portfolio Building” section in the Student Workbook: Course Connections. Students develop a professional portfolio that includes an “About Me” statement, documentation of “Agilities” and workplace skills, career exploration activities, and the Community Impact Project while adding evidence of professional growth throughout the course. These cumulative portfolio tasks require students to reflect on their skills, document career readiness, and connect classroom learning to future education and employment opportunities aligned with the course TEKS and the Texas CTE Employability Skills Standards.

The materials give students opportunities to practice career development skills through the “Application: Networking Practice” activity in the Student Workbook: Course Connections. Students introduce themselves professionally in face-to-face conversations, compose a networking email requesting an informational interview, and create a professional social media connection request while demonstrating appropriate workplace communication and networking behaviors. These authentic application activities strengthen professional communication, relationship-building, and career readiness skills that support successful participation in future education and workforce settings.

Evaluation for 5.2c
Materials emphasize the use of academic, professional, and technical vocabulary during career development opportunities.

Within the Entrepreneurship and Business Foundations Lesson Plans, educators use the “Module Vocabulary” sections to emphasize academic, professional, and technical vocabulary. Educators introduce lesson-specific entrepreneurship and career-readiness terminology before instruction using vocabulary lists, definitions, and guided discussion to prepare students for career development activities. Students use this industry-specific language during collaborative learning experiences, project work, and professional communication tasks, strengthening their understanding and application of technical vocabulary throughout the course.

The materials reinforce academic, professional, and technical vocabulary through career development activities in the Student Workbook: Course Connections. Students apply entrepreneurship and career-readiness terminology while completing the “Career Explorations & Programs of Study,” “Career Labor Market Research,” and “Career Share-Out Planning” activities by discussing career pathways, evaluating labor market information, justifying education and career decisions, and communicating professional plans using appropriate industry language. These authentic career investigation tasks require students to consistently use technical vocabulary within meaningful career development experiences.

Evaluation for 6.1a
Materials include experiential learning through classroom experiences (e.g., labs, workplace simulations, project-based learning) and/or work-based learning (e.g., job shadowing, internships, practicums) to develop or reinforce the real-world application of technical and employability skills in the context of the course and aligned to the appropriate level on the work-based learning continuum.

Within the financial management lesson, the Financial Management Lesson Plans guide students through the “Application: Let’s Play with Numbers,” an experiential financial modeling simulation that reinforces technical and employability skills through authentic business decision-making. Students manipulate revenue, expenses, and other financial variables within an interactive financial model; analyze resulting changes to gross margin, cost of goods sold, net income, and cash flow; and evaluate how financial decisions affect business performance. This classroom simulation mirrors authentic entrepreneurial financial analysis while providing opportunities to apply financial reasoning and problem-solving skills in a real-world business context.

Similarly, the Leadership and Durable Skill Development Lesson Plans include the “Application: Boardroom Challenge,” which engages students in a workplace simulation that builds entrepreneurial communication and professional skills. Students prepare and deliver a business pitch to a panel of potential investors while demonstrating confidence, professionalism, engagement, and clear communication. This authentic presentation experience reinforces technical entrepreneurship knowledge alongside employability skills that reflect expectations encountered in entrepreneurial and business environments.

Evaluation for 6.1b
Materials provide opportunities for students to use relevant industry-specific materials (e.g., technical texts/manuals, equipment, technology, supplies) during experiential learning.

The materials give students opportunities to use industry-specific materials during experiential learning in the financial management lesson. Within the Financial Management Lesson Plans, the “Application: Let’s Play with Numbers” guides students to use an interactive web-based financial model to manipulate revenue, expenses, cost of goods sold, gross margin, net income, and cash flow while observing how financial decisions affect business performance over time. Students work directly with an industry-aligned financial modeling tool during an authentic business simulation, reinforcing technical financial analysis and entrepreneurial decision-making through hands-on application.

Additionally, the customer-centered design thinking lesson gives students opportunities to use industry-specific materials during experiential learning. Within the Customer-Centric Design Thinking Lesson Plans, the “Application: (Super) Rapid Prototyping” requires students to apply the “Build-Measure-Learn” process while creating, testing, and revising a prototype using paper, digital, or physical prototype materials. Students use industry-aligned product development tools and prototyping materials throughout the design process, providing authentic experience with resources commonly used during entrepreneurial product development.

Evaluation for 6.1c
Materials emphasize the use of academic, professional, and technical vocabulary during experiential learning opportunities.

The materials emphasize using academic, professional, and technical vocabulary during experiential learning through the business structures lesson. Within the Business Structures and Roles Lesson Plans, the “Application: Vendor Showdown” requires students to evaluate vendor contracts, negotiate contract completion, verify contractual obligations, and document final approval while using terminology associated with business structures, vendor agreements, organizational roles, and professional communication. Students apply academic, professional, and technical vocabulary while participating in an authentic workplace simulation that mirrors entrepreneurial business operations.

Similarly, the financial management lesson requires students to apply technical entrepreneurship vocabulary during an authentic business case study. Within the Financial Management Lesson Plans, the “Case Study: Fresh Sips Smoothie Bar” prompts students to analyze business questions using technical financial terminology by selecting the appropriate financial statement—including the income statement, balance sheet, and cash flow statement—to justify business decisions. This experiential case study intentionally requires students to communicate using industry-specific financial vocabulary while solving authentic entrepreneurial problems.

Evaluation for 6.2a
Materials include opportunities for students to apply academic and technical knowledge and skills to authentic, real-world, industry-specific problems and develop and evaluate viable solutions as applicable to the level of the course and in alignment with the course TEKS.

The materials give students opportunities to apply academic and technical knowledge to authentic entrepreneurial problems through the “Application: Future-Proofing Business Research Guide and Presentation.” Students investigate an existing business, analyze barriers to innovation, research emerging technologies and market strategies, evaluate potential solutions, and develop evidence-based recommendations that are communicated through a professional presentation. This application requires students to synthesize entrepreneurial concepts, business research, and critical thinking to develop viable solutions for real-world industry challenges while supporting recommendations with evidence.

Additionally, the Community Impact Project in the Student Workbook: Course Connections engages students in solving authentic community-based entrepreneurial problems. Students identify community opportunities, develop a business model canvas, evaluate possible solutions, refine a venture concept, and construct a business pitch that addresses an identified need. This sequenced project requires students to apply academic and technical entrepreneurship knowledge while developing and evaluating solutions that align with authentic business and community contexts.

Evaluation for 6.2b
Materials include opportunities for students to conduct industry-related data analysis to evaluate information, identify trends, and justify decisions using quantitative and qualitative reasoning as applicable to the level of the course and in alignment with the course TEKS.

The materials include opportunities for students to conduct quantitative industry-related data analysis through the “Application: Case Study Jasmine’s Cupcake Corner.” Students categorize business expenses as startup costs, cost of goods sold, or selling, general, and administrative expenses; distinguish between fixed and variable costs; and justify each classification using financial reasoning. This authentic business case requires students to analyze financial data, evaluate cost structures, and support entrepreneurial decisions using quantitative and qualitative analysis.

Similarly, the “Application: Trend and Gap Spotting Workshop” engages students in analyzing industry information to identify entrepreneurial opportunities. Students research an assigned industry, examine market trends, identify unmet customer needs and marketplace gaps, evaluate research findings, and justify business opportunities based on evidence collected during the investigation. This inquiry-based analysis develops students’ ability to interpret industry data and make reasoned entrepreneurial decisions supported by qualitative and quantitative evidence.

Evaluation for 6.2c
Materials include opportunities for students to engage in inquiry-based learning (e.g., formulating industry-specific questions, conducting research using industry-specific sources) as applicable to the level of the course and in alignment with the course TEKS.

Inquiry-based learning continues in the “Application: Future-Proofing Business Research Guide and Presentation.” Students formulate research questions about an existing business, investigate industry-specific sources, analyze obstacles to innovation, evaluate emerging technologies and strategies, and develop evidence-based recommendations for future growth. This research process requires students to investigate authentic entrepreneurial questions and communicate solutions supported by industry research.

Furthermore, the “Discovering Community Problems” lesson engages students in inquiry-based learning by guiding them through an iterative problem-discovery process. Students investigate community needs, analyze multiple stakeholder perspectives, refine customer problem statements using “Atomic Thinking,” and revise their conclusions as new evidence emerges before developing entrepreneurial solutions. This structured inquiry process requires students to formulate questions, investigate authentic problems, and continuously refine their thinking using evidence gathered throughout the lesson sequence.