Texas Entrepreneurship I

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

The materials provide a comprehensive scope and sequence that outlines how the program introduces, reinforces, and expands foundational concepts and technical skills across lessons. Within the Texas Instructor Resources, the unit 3 framework details the essential concepts and technical skills needed to start and manage a business. For example, the organizational timeline maps a logical progression from opportunity recognition through marketing, finance, and operations. The materials outline the instructional progression by connecting daily lesson content to academic standards and applied technical competencies to support instructional planning.

The materials feature localized chapter planning tools that align explicit technical tasks to the required state curriculum standards. Within the Texas Instructor Resources, the chapter 4 documentation provides precise instructional citations linked to the Texas Essential Knowledge and Skills (TEKS). For example, the chapter 11 planning materials feature an independent scope and sequence that identifies the exact concepts, student objectives, and technical workflows taught throughout that section. These resources support students as they apply their understanding through guided activities, practice opportunities, and specialized technical tasks to reinforce conceptual learning.

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 materials provide an “Introductory Guide” with pacing recommendations for multiple school models in the Texas Instructor Resources 18-week scope and sequence framework. These models provide structured guidance for traditional secondary schools, Early College High Schools (ECHS), and Pathways in Technology Early College High School (P-TECH) programs. For example, the overview sections supply specific pacing models that support implementation within traditional, block, and modified block schedules. This structural support assists educators as they adjust the lessons to fit local campus calendars and the varying numbers of instructional days.

The materials feature an “Introductory Guide” within the online Texas Instructor Resources 36-week scope and sequence. The guide details how to adapt the instructional timeline for various scheduling formats. For example, it outlines specific methods to partition lessons across traditional, block, and modified block schedules to sustain the sequence of skill development. The guide provides instructional models with direct recommendations to adjust the pacing for school calendars with a varying number of instructional days. These flexible frameworks assist educators in balancing technical skill acquisition with academic requirements across diverse high school schedules.

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.

The materials explain the course progression in the introductory sections of the online textbook. For example, the “New to This Edition” section outlines a structural framework that sequences concepts across chapters, guiding students from foundational knowledge to launching a business venture. This organizational structure supports student development by establishing a baseline understanding of business operations before introducing strategic decisions. The text shows how early knowledge inputs connect directly to executing complex entrepreneurial tasks in later sections.

The materials explain the structural rationale for the seven core units in the Texas Instructor Resources’ introductory pacing guide. For example, the instructional sequence mirrors the real process of starting and managing a modern business. The unit order guides students through a pathway that builds from initial opportunity recognition and business formation to advanced marketing strategies, financial literacy, management, and business scaling. This programmatic layout gives educators and students a clear conceptual roadmap showing how technical skills connect throughout the course.

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

The materials support unit internalization through instructional overview frameworks in the Texas Instructor Resources. For example, the course overview, scope and sequence, and unit order rationale outline student learning outcomes, technical skill progressions, and core assessment connections. Each unit overview provides a guided outline, practical teaching tips, and essential questions to help educators analyze the content’s purpose and instructional focus before implementation. These structural resources help educators internalize the overarching unit goals to plan learning sequences.

The materials feature lesson internalization guidance through detailed planning roadmaps within the online educator components. For example, each lesson plan details specific student learning outcomes, target business vocabulary, and explicit alignment to the TEKS. The materials assist educators during lesson preparation by providing step-by-step teaching instructions alongside the suggested time allocations for each activity block. Furthermore, educators use structured instructional protocols, such as the Business Partnership Guidance, to manage guest speaker series, roundtable discussions, and student business mentorship activities.

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

The materials identify and explain the student and instructor resources that support course implementation within the introduction to the Texas Instructor Resources. For example, the “Introductory Guide” outlines the general instructional components and explains how educators use the text, activities, and digital courseware throughout the year. Additionally, the unit overviews provide general teaching tips to support educators during initial lesson planning. These orientation resources assist instructors with understanding the foundational layout of the program.

The materials do not include specific resources or guidance designed for instructional leaders or administrators to support educators with implementing the materials as designed. For example, while the Texas Instructor Resources unit 1 overview includes general teaching tips, the materials do not provide content-specific instructional strategies or leadership rubrics to assist administrators in monitoring classroom implementation. Furthermore, the Texas Instructor Resources do not provide coaching tools, observation protocols, or implementation checklists designed specifically for instructional leaders.

The course overview in the Texas Instructor Resources provides a list of regional and national external organizations, including local Chambers of Commerce, Economic Development Corporations, and Small Business Development Centers. However, the materials do not provide instructional leaders with explicit administrative guidance, implementation strategies, or instructional frameworks for supporting educators with curriculum implementation. The listed organizations serve as external resources rather than guidance for instructional leaders to monitor, facilitate, or support educators in implementing the materials as designed.

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.

The materials provide unit overviews that outline the background content knowledge and programmatic context for educators. In the Texas Instructor Resources for unit 5, the unit overview framework provides a guided outline, instructional protocols, and a detailed chapter-by-chapter rationale. For example, the overview sections list essential questions, teaching tips, project-based learning opportunities, and specialized end-of-unit activities to guide the instructional flow. These educator-facing components provide foundational background details and academic vocabulary before the lesson content.

The materials integrate specific background content knowledge and technical terms within localized chapter resources. In the Texas Instructor Resources for chapter 7, lesson 1, the lesson plan details the essential business concepts and technical skills needed for the topic. For example, the materials introduce professional and technical vocabulary through dedicated key-terms sections, accompanied by distinct instructional guidance for the educator. This resource architecture helps educators build their own background knowledge while preparing to introduce technical content to students.

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.

The materials provide dedicated communication resources in multiple languages to encourage family engagement across each instructional segment. In the Texas Instructor Resources for chapters 1 and 2, the files include fully translated family letters in English and Spanish. These documents outline the required background knowledge for the upcoming unit and feature the major course concepts and primary academic vocabulary terms for the given chapter. The letters offer specific, actionable suggestions for how families can monitor student progress and reinforce technical concept development at home.

The materials use parallel language support structures throughout subsequent chapters to maintain consistent school-to-home connections. In the Texas Instructor Resources for chapter 3, the publisher includes identical Spanish and English family information sheets to support learning outside the classroom. For example, the letters explain the unit’s specific instructional focus and define the business competencies students are working to achieve. These dual-language resources provide practical recommendations to help families actively guide student development and career readiness conversations.

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).

The materials provide structured lesson plans that outline explicit instructional parameters for individual topics. In the Texas Instructor Resources for chapter 1, the lesson plans for lessons 1.1 and 1.2 include detailed educator support components, including background instructor notes, learning outcomes, and measurable lesson objectives. For example, the lesson workflows explicitly map out targeted student tasks, list necessary materials, and identify the specific TEKS covered. This detailed structure ensures that educators have the necessary organizational resources to address the content requirements of each lesson.

The materials use parallel instructional designs across subsequent lessons to maintain consistent delivery frameworks. In the Texas Instructor Resources for chapter 1, lesson 1.3 features an instructional roadmap containing detailed instructor notes and expected learning outcomes. For example, the lesson framework directs educator actions through predefined discussion questions, guided application tasks, and specific instructional assessments like quizzes or exit tickets. These cohesive components align daily learning experiences with the TEKS to verify that students meet the core academic standards of the course.

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 provide a detailed lesson overview layout in the Texas Instructor Resources for Chapter 1. For example, the planning documents for lessons 1.1 and 1.2 offer an organized inventory of required educator and student materials. These include digital software platforms, presentation technology, and core classroom supplies. Additionally, these lesson plans suggest timing for each instructional segment. This structure helps educators manage daily pacing and delivery throughout the introductory course activities.

The materials outline the operational tools, hardware, and specific media required to execute advanced business topics. In the Texas Instructor Resources for lesson 2.1, the introductory lesson overview details these items to ensure that instructors and students can prepare for the upcoming tasks. For example, the planning files partition the lesson structure into distinct activity blocks, including dedicated time allocations for independent research, student presentation work, and instructional assessment components. This logistical guidance supports classroom management by mapping out material needs alongside time requirements.

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 feature a dedicated extension segment within the lesson frameworks to guide student learning beyond core classroom instruction. In the Texas Instructor Resources for chapter 1, the lesson plans for lessons 1.1 and 1.2 integrate Extended Practice activities. For example, these resource blocks outline specific independent activities that support continued practice, enrichment, and the real-world application of foundational entrepreneurship concepts. The lesson plans define clear operational parameters for each activity, listing suggested time allocations and corresponding levels of Bloom’s Taxonomy to help educators structure extended learning opportunities.

The materials include final lesson extensions at the conclusion of advanced instructional sequences to manage out-of-class study. In the Texas Instructor Resources for lesson 2.1, the instructional framework includes Extended Practice activities to help educators extend student learning beyond the traditional classroom. For example, the materials detail instructions for each extension task, providing explicit guidelines that connect the activity to technical skills and cognitive levels. These materials list suggested completion times and alignment targets to help educators facilitate enrichment experiences.

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 materials provide an assessment system to measure student learning within the digital assessment components. For example, the online chapter 2 resources include diagnostic assessments that gauge students’ prior knowledge and identify areas needing additional instruction before the lesson begins. Educators utilize the review assessments as formative checks to reinforce key concepts and monitor ongoing student understanding throughout the unit. Finally, summative posttests evaluate students’ mastery of chapter objectives through a mix of multiple-choice, true/false, and open-ended questions.

The materials include assessment types that measure student understanding through performance-based tasks in unit 4 of the Texas Instructor Resources. For example, a student business plan rubric evaluates marketing strategies, promotional planning, inventory management, budgeting, and project timelines. Students complete a range of planning activities in the unit to develop and refine distinct sections of their business plans over time. This summative evaluation uses a variety of task formats, including written narrative responses, structured tables, flowcharts, and financial spreadsheets.

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

The materials outline the definitions and instructional roles of the evaluation tools in the Texas Instructor Resources. For example, an introductory video walkthrough details the assessment types embedded throughout the course and describes the intended purpose of each evaluation to help educators monitor student progress. This walkthrough outlines how formative tools, such as lesson checks and practice activities, measure student understanding during instruction. Additionally, the video describes how summative assessments, including chapter reviews and posttests, evaluate student mastery after instruction occurs.

The materials define the specific purpose of each assessment type in the online instructor planning resources. For example, the documentation outlines how pretests assess prior student knowledge before beginning a chapter, while comprehension questions provide formative checkpoints during daily instruction. Posttests evaluate the final summative mastery of content and technical skills at the conclusion of a chapter. This classification shows how educators can use matching, completion, and multiple-choice questions to support instructional decision-making.

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

The materials provide educator guidance for the administration of assessments throughout the instructional sequence in lesson 2.2 of the Texas Instructor Resources. For example, the lesson plan outlines specific entry points to administer evaluation opportunities, such as the digital animation quiz. Additionally, the materials guide educators on incorporating informal assessments, including a vocabulary application activity to check student comprehension during delivery. This structural placement assists educators in monitoring student progress at designated intervals.

The materials provide evaluation tools in unit 4 of the Texas Instructor Resources to support assessment administration. For example, the instructional files supply corresponding answer keys, rubrics, and detailed checklists, such as the business plan writing checklist. The materials incorporate suggested pacing guidelines and checkpoint markers to help educators track student progress during multi-step, performance-based activities. These implementation resources provide educators with a framework for scoring and monitoring student output uniformly.

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

The materials align diagnostic, formative, and summative assessments with the designated unit objectives in the Texas Instructor Resources for Unit 4. For example, the Unit Overview Framework identifies essential questions and chapter objectives that align with the TEKS standards. For formative evaluation, the lessons integrate operational marketing tasks and business plan development activities to help educators monitor student progress. The final summative project-based learning assessment uses a structured rubric to measure a student’s ability to apply core course concepts.

The materials align individual assessments with localized learning objectives in chapter 2, lesson 2.3 of the Texas Instructor Resources. For example, the lesson plan includes a diagnostic check via an initial discussion-based poll and a chapter pretest before instruction begins. Formative assessment occurs during instruction through directed class discussions, targeted polling questions, and guided activities to monitor student understanding. Finally, a posttest evaluates student mastery of the TEKS and specific learning objectives after instruction concludes.

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

The materials provide formative assessments through Lesson Review and Practice activities in lesson 3.1 of the Texas Instructor Resources. These assessment items align with TEKS 127.276 across multiple cognitive complexity tiers. The Review Your Knowledge activity contains questions addressing foundational cognitive skills such as recall and comprehension. Conversely, the Apply Your Knowledge prompts present tasks that require application and analysis skills aligned with Bloom’s Taxonomy.

The chapter posttests and test bank assessments in the Texas Instructor Resources measure TEKS-aligned learning for summative evaluation. For example, these assessment items evaluate student understanding of the TEKS and lesson learning outcomes at varying levels of complexity. The associated Extended Practice activities prompt students to apply entrepreneurial concepts to open-ended scenarios. Educators use these assessment instruments to track student progress across the first four levels of Bloom’s Taxonomy.

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

The materials provide scoring information and performance criteria within the Texas Instructor Resources for unit 1. For example, the unit 1 project-based learning rubric breaks down evaluation criteria across multiple components, including country research, feasibility analysis, and business planning. Point values and associated descriptors identify the requirements for each performance level to support scoring. Educators use student performance on these individual criteria blocks to identify strengths and areas for growth in opportunity recognition and entrepreneurial decision-making.

The materials include an instructional progress chart for monitoring student performance in the chapter 10 components. For example, the Data Analysis Progress Tracking System outlines instructions to assist educators in interpreting student results and delivering targeted feedback. Educators track student data trends on the chart to identify specific business concepts requiring instructional adjustments. This tracking resource assists educators as they evaluate student progress across ongoing promotional and selling tasks.

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

The materials provide guidance on responding to student performance trends in Chapter 10 of the Texas Instructor Resources. For example, chapter 10’s Promotion and Selling Data Analysis Chart organizes assessment information by lesson objective and identifies student misconceptions or errors. To address confusion between institutional and product promotion, the materials recommend reviewing concepts using real-world advertisements. Educators use small-group case studies and media planning matrices to target these specific learning gaps.

The materials provide guidance for responding to student performance trends in lesson 8.1 of the Texas Instructor Resources. For example, the lesson plan includes targeted instructional activities such as animation-based quizzes and mix-and-match review tasks. Educators use these activities to reinforce concepts and address learning gaps identified during ongoing progress monitoring. The materials provide content-specific recommendations to adjust instruction based on daily student performance.

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 materials provide a framework for tracking student language development in the “Bilingual Instructional Tools Guide” in the Texas Instructor Resources. For example, the guide includes language acquisition milestones to monitor individual progress across listening, speaking, reading, and writing. Educators utilize this proficiency framework as a progress-monitoring chart to document growth and determine differentiation strategies over time. The resource outlines expected student responses and instructional supports to help educators evaluate student language acquisition.

The materials incorporate progress charts and student reflection activities in the chapter 13 Texas Instructor Resources data analysis and progress-tracking files. For example, the chapter data analysis chart and performance key allow educators to evaluate student achievement over time by documenting performance trends across specific lessons. Additionally, the materials integrate student reflection prompts into lesson activities in units 1 and 2 to support personal progress monitoring. These reflection tasks ask students to assess their development and examine their performance against the course learning objectives.

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.

The materials provide paired and scaffolded learning activities that follow an instructional progression in the lesson-level supports and the general additional assessment guidance of the Texas Instructor Resources. For example, the instructional design guides educators to lead students through initial whole-group modeling and interactive classroom discussion. Educators then transition students into supported collaborative structures, such as think-pair-share tasks or guided problem-solving. Finally, the lessons assign independent application tasks to help students demonstrate mastery of the TEKS.

The materials incorporate direct guidance to support students with varying instructional needs through structured learning experiences in lesson 1.1 of the Texas Instructor Resources. For example, the lesson plan details cooperative activities such as turn-and-talk discussions, peer-supported structures, animation-based instruction, and guided review exercises. The educator guide includes steps for pairing students based on achievement levels to facilitate collaborative peer assistance during concept development. These peer conversations and vocabulary exercises reinforce entrepreneurship concepts to help students master the 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).

The materials provide embedded vocabulary supports to reinforce comprehension within the online vocabulary resources of the digital companion for chapter 1. These digital tools offer interactive matching activities, flashcards, and a glossary to provide students with exposure to unfamiliar language. The guide directs educators to assign vocabulary games and interactive review tasks during daily instruction. Students use these digital activities to match terms to their corresponding definitions and apply them within context-based business scenarios.

The materials include embedded supports to clarify unfamiliar academic, professional, and technical terms in chapter 3, lesson 3.3, of the Texas Instructor Resources. For example, the lesson plan provides definitions for concepts such as minimum viable product, value proposition, and the lean startup method. Educators facilitate peer discussions and utilize digital flashcards to activate knowledge before and during instruction. Additional learning activities include visual matching games, a vocabulary development task, and a mix-and-match exercise pairing definitions with pictorial representations.

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.

The materials integrate Extended Practice activities in lesson 4.1 of the Texas Instructor Resources to provide guidance for differentiated instruction, enrichment, and extension activities. For example, these enrichment opportunities extend learning beyond baseline topic mastery by engaging advanced students in higher-order cognitive tasks. The activities direct students to complete root word analyses, context-based interpretations, and descriptive explanations to demonstrate a deeper conceptual understanding. Educators assign these extension exercises to expand a student’s technical vocabulary and reinforce critical thinking skills.

The Texas Instructor Resources incorporate “Expand Your Learning” activities that extend learning beyond the core lesson-level objectives. For example, advanced learners conduct independent research, interview industry professionals, and create digital presentations or infographics to apply entrepreneurship concepts. These enrichment tasks instruct students to analyze business scenarios and develop practical solutions to authentic entrepreneurial challenges. This project-based model allows students to expand their skill sets while applying previously mastered technical content and career readiness skills.

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

The materials provide educators with guidance on delivering specially designed instruction to students receiving special education supports and services in lesson 5.1 of the Texas Instructor Resources. For example, the lesson plan outlines ways to adapt instructional delivery and methodologies to address the needs of students with disabilities. Educators use the instructional strategies resource to implement the recommended accommodations and approaches for students with varying abilities. This guidance helps educators modify classroom tasks to ensure learners can access the entrepreneurship content.

The materials include progress-monitoring guidelines to evaluate implementation of selected accommodations. For example, the instructional guidelines direct educators to analyze performance data and adjust lesson delivery based on individual student progress. This evaluation framework lets educators adjust instructional pacing and break down tasks for learners. These ongoing checkpoints help educators tailor learning activities to support the academic achievement of students receiving special education services.

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 materials provide instructional prompts and discussion questions to support concept development in lesson 1.1 of the Texas Instructor Resources. For example, the presentation slides outline scripted talking points and visual cues that direct educators to introduce core entrepreneurship concepts. Educators use these slides to display visual examples and walk students through theoretical business setups before assigning independent practice tasks. These embedded lesson-introduction prompts assist educators in modeling and explaining the foundational instructional objectives.

The materials incorporate an educator-guided framework to model and explain active learning procedures in lesson 8.1 of the Texas Instructor Resources. For example, the lesson plan details instructions for facilitating a cooperative peer conversation that models collaborative problem-solving techniques. Additionally, the guidelines direct educators to steer students to the digital companion for interactive, game-based vocabulary reinforcement. These direct guidance features help educators explain technical terms and scaffold instruction to clarify course vocabulary.

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

The materials provide educator guidance and delivery recommendations in the unit 1 PowerPoint materials of the Texas Instructor Resources. For example, the presentation slides incorporate direct instruction frameworks to introduce course vocabulary and explain baseline entrepreneurship concepts. Educators use the embedded prompts and discussion questions to facilitate collaborative checks for understanding. These slideshow resources supply structural support for multiple delivery models to help educators monitor student comprehension as instruction progresses.

The materials provide operational recommendations for implementing various instructional approaches in the “Instructional Strategies” document of the Texas Instructor Resources. For example, this resource outlines methods for addressing student learning modalities and facilitating active learning opportunities throughout the course. The guidelines advise educators on integrating technology resources and managing cooperative learning activities. Educators use these pedagogical recommendations to adapt their facilitation and manage lesson delivery across units.

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.

The materials guide educators in establishing instructional structures for concept practice in lesson 1.1 of the Texas Instructor Resources. For example, the lesson plan supports student learning by embedding guided, collaborative, and independent practice opportunities throughout the presentation slides. Students participate in cooperative turn-and-talk exercises and peer-led fishbowl discussions to reinforce course content. Educators use these structured reflection prompts and reviews to transition students from educator-supported modeling to independent application tasks.

The materials guide students through guided, collaborative, and independent learning configurations in lesson 1.2 of the Texas Instructor Resources. For example, students independently generate responses during the Bell Ringer activity to evaluate laws related to business operations. They then participate in paired discussions and educator-guided vocabulary instruction to clarify course terminology. Educators use a mix of whole-group, small-group, and individual structures to facilitate active student participation.

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 materials include a standards alignment chart in the unit 1 overview in the Texas Instructor Resources that identifies which chapters address specific language standards. They additionally provide general strategies for vocabulary development, peer interaction, and structured classroom conversation. The framework also incorporates vocabulary games, interactive review tasks, and digital flashcard tools throughout the course. These features benefit students by clearly connecting lessons to learning goals, reinforcing vocabulary retention through varied practice, and building confidence in speaking and listening through authentic peer interaction. Students stay actively engaged through hands-on review activities that support learners of varying styles and paces.

The materials in the “Differentiating Instruction by Language Proficiency” section provide enhanced instructional supports for emergent bilingual students. These include Spanish note-taking templates and additional instructional resources that support reading and language acquisition. The materials also include language acquisition strategies and structured linguistic accommodations aligned to varying levels of English language proficiency. These supports provide educators with guidance for addressing students’ language development needs and supporting progression toward increasingly academic, professional, and technical language.

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

The materials provide instructional implementation guidance to support educators in state-approved English as a Second Language (ESL) programs in lesson 5.2 of the Texas Instructor Resources. For example, the lesson plan directs educators to incorporate cooperative learning structures, vocabulary classification tasks, and reflective exit tickets during classroom instruction. Educators use these embedded practices to scaffold lessons and deliver vocabulary supports based on varying levels of English proficiency. Additionally, the instructional resources guide educators to use vocabulary reflection and definition rewriting tasks to monitor ongoing language acquisition.

The “Bilingual Instructional Tools Guide” of the Texas Instructor Resources provides educators with a framework for selecting and implementing language supports. For example, the resource details specific accommodations, including sentence starters, visual aids, and interactive discussion prompts, to assist emergent bilingual (EB) students. Educators follow these recommendations to design listening, speaking, reading, and writing tasks that promote language development. Throughout the chapter, the materials offer embedded strategies to help educators integrate entrepreneurship concepts with language acquisition activities.

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 materials include embedded educator guidance to support language development within the “Bilingual Instructional Tools Guide” of the Texas Instructor Resources. For example, the guidance provides instructional strategies to help students acquire academic, professional, and technical vocabulary while increasing comprehension. Educators follow these recommendations to build background knowledge and facilitate cross-linguistic connections through oral and written discourse. The framework outlines listening, speaking, reading, and writing tasks to engage students in language practice.

The lesson plan provides embedded guidance to support vocabulary development through collaborative oral discourse in lesson 5.2 of the Texas Instructor Resources. For example, students engage in turn-and-talk discussions and vocabulary categorization tasks to practice business terminology. To reinforce these concepts through written discourse, the materials direct students to define terms and rewrite definitions in their own words. Additional written tasks include maintaining personal vocabulary glossaries, completing guided note-taking worksheets, and responding to chapter reflection prompts.

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 provide instructional guidance in chapter 1, “Becoming an Entrepreneur,” lesson 1.1, “What Is an Entrepreneur?” to help educators deliver direct instruction on industry-specific knowledge and skills. For example, the lesson layout includes instructional supports such as Bell Ringer activities and Say, Ask, and Poll prompts that structure each stage of instruction. The Bell Ringer asks students to “Raise your hand if you consider yourself an entrepreneur” to activate prior knowledge. Students then engage with academic terms through oral, written, auditory, and visual language experiences while tracking professional and technical terms associated with the tools, materials, and procedures used in business careers.

The materials incorporate educator framework directions for introducing entrepreneurship concepts and technical skills. For example, educators introduce and explain entrepreneurial characteristics, business concepts, and workplace expectations before students engage in application-based learning activities. Throughout the course, case studies, entrepreneurial scenarios, discussion activities, and business application tasks embedded within the online textbook reinforce the concepts introduced through direct instruction. Students engage in activities that require explanation, analysis, and the application of entrepreneurship knowledge and technical skills to deepen learning.

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

In lesson 1.2, students engage in vocabulary activities that require them to classify entrepreneurship terms, such as academic, professional, and technical vocabulary, while explaining their reasoning. For example, students revisit terms, discuss terminology with peers, and rewrite definitions using localized language. Throughout the course, chapter discussions, lesson activities, and business application tasks reinforce entrepreneurship terminology and guide students to communicate ideas using industry-specific language. Students apply vocabulary while analyzing entrepreneurship concepts, participating in collaborative discussions, and explaining entrepreneurial decision-making.

in chapter 1 of the Entrepreneurship 4e, Texas Digital Companion, the materials provide opportunities for students to develop, use, and apply industry-specific vocabulary. For example, each chapter includes e-flash cards to support pre-teaching and embedded vocabulary instruction for unfamiliar terms and concepts. The digital tool also includes vocabulary-based activities that reinforce student understanding through practice and application. Additionally, an interactive glossary provides reference support for terms to strengthen comprehension and vocabulary retention throughout instruction.

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 Building Your Business Plan activities require students to develop and refine entrepreneurship knowledge and skills as they construct a business plan throughout the course. For example, students apply concepts related to finance, operations, marketing, management, and entrepreneurship while refining previously learned skills in progressive business-planning tasks. Students then engage in cumulative business-planning activities that require the integration of concepts learned across lessons. As the course introduces new concepts, students modify existing business plans, revisit prior learning, and apply entrepreneurship knowledge to support continuous skill growth.

The materials provide students with the opportunity to develop industry-specific knowledge and skills by focusing on the creation of a business plan. For example, the progression of the units introduces a separate piece of the business plan they are building in each section. Students progress from identifying business ideas to analyzing their target market and conducting SWOT (strengths, weaknesses, opportunities, and threats) analyses. They then move to choosing a business location, estimating start-up costs, creating marketing strategies, and developing financial statements.

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 include Project-Based Learning (PBL) activities that give students the opportunity to demonstrate understanding of entrepreneurship concepts and technical skills through practical business applications. For example, students analyze entrepreneurial opportunities, develop business solutions, conduct research, and communicate recommendations while applying knowledge gained throughout instruction. These performance-based tasks require students to apply entrepreneurial decision-making, business planning, communication, and problem-solving skills to real-world business scenarios. Similarly, the business plan activities require students to synthesize learning across multiple units to demonstrate mastery of entrepreneurship concepts by developing a cumulative plan.

Unit 5, “Building Your Business Plan,” includes tasks that require students to demonstrate industry-specific knowledge and skills. For example, in the Sales Forecast activity, students use market research data, industry trends, and demand information to develop an initial sales forecast for their business. Students then analyze competitors and similar companies to estimate monthly and yearly sales volumes. Using this information, students complete a sales forecast chart for the first year of operation, which is included in the appendix of their business plan template.

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 connect new knowledge and skills to prior learning through introductory activities across lessons within the course. For example, in the Texas Instructor Resources, the lesson plan for lesson 1-1 directs educators to activate prior knowledge through discussion prompts that ask students to identify familiar vocabulary and describe how the terms relate to their daily lives. Students categorize vocabulary terms as academic, professional, or technical to build direct connections between prior understanding and new course content aligned to the TEKS. Additionally, in chapter 1, lesson 1-2, “What Is an Intrapreneur?” the materials guide educators to consistently reinforce these vocabulary categorization activities across subsequent lessons to help students systematically link existing knowledge to new industry-specific concepts.

The materials use an ongoing business plan project and integrated PBL tasks to connect new learning to foundational skills established throughout the curriculum sequence. For example, in unit 4, the Building Your Business Plan activities require students to apply marketing mix concepts, including product, price, place, and promotion, by completing strategy tasks and incorporating those components into a comprehensive template introduced in unit 1. This recurring structure requires students to draw upon earlier activities to construct complex components of an actionable business venture model. Furthermore, the unit 7 project-based learning activity, Mastering Persuasive Communication, requires students to write a persuasive email detailing a new product concept. To complete this activity, students must activate prior knowledge and apply sequential course skills, such as identifying market problems and determining product feasibility.

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 in lesson 2.1 of the Texas Instructor Resources provide relevant cross-curricular connections that support transferable academic knowledge and skills in literacy, mathematics, and social studies. For example, during the Thinking Critically activity, students analyze economic reasons for price differences and draft a written response. This reinforces literacy and social studies concepts like market forces. Students also examine how economic conditions influence purchasing decisions and business operations. Additionally, the You Do the Math activity reinforces mathematical skills, requiring students to apply quantitative reasoning and calculations using the Math Skills Handbook.

Reading preparation tasks support literacy development across the course by requiring students to analyze informational text and interpret entrepreneurship concepts prior to instruction. For example, these introductory activities instruct students to read, interpret, and discuss business contexts before engaging in core lesson tasks. The materials further support cross-curricular connections through the Expand Your Learning activities embedded within the units. These tasks require students to complete research, analysis, and problem-solving assignments that reinforce transferable academic skills while extending learning.

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 in unit 2, “Forming a Business, Guided Outline: Building Your Business Plan.” For example, students develop the business description section of their plan by establishing goals, creating mission and vision statements, and selecting an operating location. These activities require students to apply technical entrepreneurship knowledge alongside academic skills such as research, analysis, and written communication. Furthermore, peer review sessions reinforce employability skills during which students provide constructive feedback to classmates to modify their work.

The materials identify and sequence technical skill development across lessons in unit 2 of the Texas Instructor Resources. For example, sequential practice activities such as Check Your Understanding, Review Your Knowledge, and Apply Your Knowledge structure student engagement with business formation concepts. Students engage with topics such as sole proprietorships, partnerships, corporations, LLCs, and LLPs. They reinforce academic and technical knowledge by analyzing the advantages of different business structures and differentiating legal forms of ownership.

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 Entrepreneurship, 4e, Texas Online Textbook section 1.2-3, “Explore Your Career Options,” provides opportunities for students to investigate career clusters and programs of study aligned with the TEKS. For example, the text details career clusters and corresponding subclusters to help students understand how occupations fit within broader industry sectors. The lesson explains that each career cluster contains multiple career pathways, allowing students to explore a range of occupations and educational opportunities. The materials prompt students to reflect on their personal interests and identify a specific career cluster for pursuing future opportunities. By examining these pathways, students learn the relationship between careers, education, training, and workforce opportunities.

The materials include additional opportunities for students to investigate career clusters and programs of study aligned to the TEKS. For example, in the Apply Your Knowledge activity, question 7 requires students to complete the O*NET Interest Profiler to identify occupations aligned with their interests, abilities, and technical skills. Students analyze their assessment results, compare different career possibilities, and reflect on personal strengths while identifying opportunities for continued skill development related to entrepreneurship careers. Educator implementation guidance encourages students to use these assessment results to discuss career interests, evaluate entrepreneurship pathways, and identify specific areas for future professional growth.

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 provide career exploration opportunities through lesson 1.2-3, “Explore Your Career Options,” in the Entrepreneurship, 4e, Texas Online Textbook, aligned to the TEKS. For example, students investigate career pathways, examine career cluster structures, and use national career information resources such as the O*NET Interest Profiler to identify occupations aligned with their personal interests. The career exploration activities focus on national career information and general workforce planning resources. This gives students the opportunity to make informed, personalized decisions about their future education and career paths while building foundational research skills they can apply to long-term career planning.

The materials provide opportunities for students to analyze relevant regional and statewide Labor Market Information (LMI) to support data-driven career investigations. For example, in lesson 1.2 and activity 7, students conduct research using state-specific labor market and emerging workforce data, examining regional employment trends, job growth projections, and salary expectations. Students then apply their findings to evaluate career pathway options, compare occupational opportunities in their region or state, and make informed, evidence-based decisions about future career and educational planning.

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 Entrepreneurship, 4e, Texas Online Textbook provides career investigation activities designed to support individual career goals aligned to the TEKS. For example, in the “Expand Your Learning” section, activity 7 requires students to complete the O*NET Interest Profiler to identify personal interests and connect them to compatible career options. This digital process guides students in exploring occupations that align with their strengths and preferences. The materials require students to analyze the inventory’s top career to examine real-world expectations and understand the required technical competencies. The reflective portion supports personalized career planning as students assess their readiness and identify gaps between their current skills and target careers.

The materials include additional tasks designed to support post-secondary career plans aligned to the TEKS. For example, in the “Expand Your Learning” section, activity 8 requires students to interview a local entrepreneur to explore training, education, certifications, and internships. Students conduct online research to identify additional preparation requirements for their desired career field. The materials require students to use this information to write a one-to two-page essay analyzing the most appropriate education and training pathways for their selected career. The essay includes a discussion of career development and entrepreneurship opportunities within the chosen field to support the growth of individualized post-secondary career goals.

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 include guidance for educators to provide explicit instruction on professional standards and employability skills aligned to the TEKS and the Texas CTE Employability Skills Standards. For example, in the chapter 1 instructor resources, the Discuss Career Clusters slide presents an overview of career clusters and subclusters. In the notes pane, the guidance directs educators to engage students in a cooperative learning strategy. The materials instruct educators to ask students to respond to the prompt, “In which career cluster do you see yourself most likely working and why?” Students prepare to explain their thinking by sharing summarized responses with the class to build fundamental workplace communication and presentation skills.

The materials provide additional guidance for educators on career development instruction through PowerPoint presentations included in each chapter, aligned to the TEKS and the Texas CTE Employability Skills Standards. For example, the presentations guide educators using scripted discussion prompts, instructional notes, visual supports, and structured questioning. Embedded educator notes provide recommendations for introducing career concepts, facilitating collaborative learning, and reinforcing workforce expectations. This implementation guidance includes suggested questioning techniques and cooperative learning activities that encourage students to examine entrepreneurship careers. These integrated supports help educators intentionally introduce career readiness skills, professional behavior, and teamwork into daily instruction while promoting active student engagement.

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 Entrepreneurship, 4e, Texas Online Textbook provides opportunities for students to engage in career development tasks aligned to the TEKS and the Texas CTE Employability Skills Standards. For example, in the “Expand Your Learning” section, activity 8 requires students to interview an entrepreneur to determine the training, certifications, and education required before launching a business. Students conduct online research into the training, certifications, internships, or apprenticeships associated with their desired career field. Based on their findings, students write an essay analyzing preparation pathways and identifying career development and entrepreneurship opportunities related to their chosen field. This activity engages students in structured career planning, professional workplace communication, and real-world career exploration tasks.

The materials include additional career development activities through the “Portfolio Development” section located in the instructor resources, aligned to the TEKS and the Texas CTE Employability Skills Standards. For example, the materials introduce the purpose of a portfolio as a curated collection demonstrating professional skills, talents, and experiences. Students analyze how portfolios function during applications for employment, community programs, or admission to postsecondary programs of study. The text emphasizes professionalism, explains how portfolios serve as competitive tools, and guides students through self-reflection and artifact organization. Through these structured tasks, students develop career readiness skills by documenting accomplishments and preparing physical or digital professional materials.

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

The materials provide vocabulary and career exploration prompts in the Apply Your Learning and Apply Your Knowledge activities in the student text, aligned to the TEKS. For example, students differentiate among core industry roles such as entrepreneur, intrapreneur, and employee to explain which career path best aligns with their individual interests and professional goals. The tasks give students opportunities to define technical workplace terms and reflect on how specific operational concepts relate to their career intentions.

The materials provide opportunities for students to use and apply relevant academic, professional, and technical vocabulary during career development activities. For example, in activity 7, students identify vocabulary specific to their selected career and incorporate relevant academic, professional, and technical terminology into their career research and career development deliverables. Students apply vocabulary within the context of their chosen career as they communicate their research findings and demonstrate understanding of career-specific terminology. These opportunities support students in developing the vocabulary needed to communicate effectively in professional settings and prepare them to use industry-specific language in future educational, career, and workplace environments.

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 project-based learning activities, the materials provide experiential learning opportunities through realistic business contexts. For example, students assume entrepreneurial roles to complete industry-relevant tasks such as evaluating business opportunities and analyzing market needs. These authentic experiences require students to solve complex business challenges through structured collaboration, professional communication, and interactive problem-solving. These hands-on components progressively increase in complexity throughout the course to reinforce technical and employability skills.

In unit 4, the project-based learning activity, Developing Marketing Strategies, offers a comprehensive workplace simulation. For example, students assume the role of a product manager for Nike to design, market, and manage a new product line. Student tasks include analyzing customer demands, creating promotional materials using technology, and presenting a promotional plan to an audience. Embedded reflection activities further reinforce professional development and decision-making to satisfy the TEKS.

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.

In unit 1, the project-based learning activity, Pursuing Global Opportunities, enables students to use industry-specific materials during experiential learning tasks. For example, students use digital activity files, professional entrepreneurial planning tools, and business-modeling frameworks to conduct international market research. Student tasks include analyzing global economic environments, assessing target market needs, and developing a structured Business Model Canvas to map a start-up venture concept. This experience requires students to apply authentic industry resources to investigate real-world economic considerations and propose entrepreneurial solutions.

Within the multi-unit Building Your Business Plan project, students use industry-standard planning documents and analytical tools to guide business development. For example, in unit 1, students complete activity 1-1 to identify business opportunities for a start-up venture and activity 1-2 to complete a formal feasibility analysis. Students evaluate competitor behaviors and customer demands by downloading a digital business plan template and using a companion business plan writing checklist. This workplace simulation ensures that students use relevant professional materials to make evidence-based decisions.

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

The materials give students opportunities to develop, use, and apply academic, professional, and technical vocabulary through experiential learning activities. For example, in activity 1-2, students use relevant academic, professional, and technical vocabulary, summarize how they applied the terminology, and develop a plan for continuing to incorporate appropriate vocabulary into their work. In chapter 3, “Expand Your Learning,” students further apply relevant vocabulary within the context of their learning. These activities help students move beyond defining terminology to intentionally using career- and industry-specific language in authentic contexts, strengthening their ability to communicate effectively in academic and professional settings.

The materials provide educators with guidance and strategies to develop students’ academic, professional, and technical vocabulary. For example, the “Instructional Strategies” section includes “Marzano’s Six-Step Process for Teaching Vocabulary,” which provides educators with a structured methodology for direct vocabulary instruction. The process helps educators introduce terminology, build student understanding, and provide opportunities for students to interact with and apply vocabulary throughout instruction and experiential learning. This guidance supports consistent, intentional vocabulary development and helps students build the language needed to communicate effectively in academic, professional, and technical contexts during experiential learning.

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.

In unit 6, the Building Your Business Plan activity provides opportunities for students to apply academic and technical knowledge to authentic, industry-specific problems. For example, in activity 6-3, students develop the human resources and operations sections of a start-up venture plan. Student tasks include creating an organizational chart, designing recruitment strategies, and structuring employee retention policies. These experiential exercises require students to synthesize management concepts to construct a comprehensive business proposal intended for real-world investors.

In another section of unit 6, the project-based learning activity requires students to evaluate viable solutions for realistic community and organizational challenges. For example, students assume the role of a student organization president to initiate, execute, and monitor a community service project. Students manage the complete project cycle by drafting a project charter, identifying operational risks, tracking performance data, and taking corrective actions. Finally, students deliver a formal presentation to administrators and stakeholders to evaluate the overall effectiveness of their final project outcomes.

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.

Within the unit 2 project-based learning activity, “Launching New Products,” students conduct a market research study to evaluate consumer information and identify trends. For example, students assume the role of a product developer for a regional frozen yogurt company, analyzing primary and secondary data sources to support product development decisions. These tasks require students to integrate quantitative and qualitative reasoning to solve industry-specific problems in alignment with the TEKS.

In unit 3, the Building Your Business Plan activity requires students to perform an authentic market evaluation for a business start-up. For example, students evaluate industry conditions and market data by conducting political, economic, social, technological, legal, and environmental (PESTLE) and SWOT analyses. Students research target market characteristics, construct a customer profile, and analyze competitors to justify an evidence-based unique selling proposition in alignment with the TEKS.

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.

Within the unit 2 project-based learning activity, Pursuing Global Opportunities, students engage in inquiry-based learning within an international entrepreneurial context. For example, students assume the role of a global entrepreneur launching a business in a market economy and formulate industry-specific questions to research international market opportunities. Using the Business Model Canvas to organize their research findings, students analyze customer needs and evaluate venture feasibility. These tasks require students to apply inquiry-driven data to justify product development decisions in alignment with the TEKS.

In Unit 3, the Building Your Business Plan activity gives students additional opportunities to conduct authentic market research for a business start-up. For example, students investigate competitive factors and external business influences by performing PESTLE and SWOT analyses. Students synthesize these research findings into the market evaluation section of a comprehensive business plan template. This systematic process requires students to integrate qualitative and quantitative information to establish a competitive advantage in alignment with the TEKS.