Health Science §127.I.
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Chapter 127. Texas Essential Knowledge and Skills for Career Development and Career
and Technical Education
Subchapter I. Health Science
Statutory Authority: The provisions of this Subchapter I issued Texas Education Code, §§7.102(c)(4); 28.002(a),
(c), (n), and (o); and 28.025(a), (b-2), and (b-17), unless otherwise noted.
§127.403. Principles of Health Science (One Credit), Adopted 2015.
(a) General requirements. This course is recommended for students in Grades 9 and 10. Students shall be
awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further their education and
succeed in current or emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostics services, health informatics, support services, and biotechnology research
and development.
(3) The Principles of Health Science course is designed to provide an overview of the therapeutic,
diagnostic, health informatics, support services, and biotechnology research and development
systems of the health care industry.
(4) To pursue a career in the health science industry, students should learn to reason, think critically,
make decisions, solve problems, and communicate effectively. Students should recognize that
quality health care depends on the ability to work well with others.
(5) Professional integrity in the health science industry is dependent on acceptance of ethical and
legal responsibilities. Students are expected to employ their ethical
and legal responsibilities,
recognize limitations, and understand the implications of their actions.
(6) Students are encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular organizations.
(7) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(A) express ideas in a clear, concise, and effective manner;
(B) exhibit the ability to cooperate, contribute, and collaborate as a member of a team; and
(C) identify employer expectations such as punctuality, attendance, time management,
communication, organizational skills, and productive work habits.
(2) The student applies mathematics, science, English language arts, and social studies in health
science. The student is expected to:
(A) convert units between systems of measurement;
(B) apply data from tables, charts, and graphs to provide solutions to health-related problems;
(C) interpret technical material related to the health science industry;
(D) organize, compile, and write ideas into reports and summaries;
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(E) plan and prepare effective oral presentations;
(F) formulate responses using precise language to communicate ideas;
(G) describe biological and chemical processes that maintain homeostasis;
(H) identify and analyze principles of body mechanics and movement such as forces and the
effects of movement, torque, tension, and elasticity on the human body;
(I) identify human needs according to Maslow's Hierarchy of Human Needs;
(J) describe the stages of development related to the life span;
(K) identify the concepts of health and wellness throughout the life span;
(L) analyze and evaluate communication skills for maintaining healthy relationships
throughout the life span;
(M) research the historical significance of health care;
(N) describe the impact of health services on the economy;
(O) analyze the impact of local, state, and national government on the health science
industry;
(P) identify diverse and cultural influences that have impacted contemporary aspects of
health care delivery; and
(Q) research and compare practices used by various cultures and societies to solve problems
related to health.
(3) The student uses verbal and nonverbal communication skills. The student is expected to:
(A) identify components of effective and non-effective communication;
(B) demonstrate effective communication skills for responding to the needs of individuals in
a diverse society;
(C) evaluate the effectiveness of conflict-resolution techniques in various situations; and
(D) accurately interpret, transcribe, and communicate medical vocabulary using appropriate
technology.
(4) The student implements the leadership skills necessary to function in a democratic society. The
student is expected to:
(A) identify traits of a leader;
(B) demonstrate leadership skills, characteristics, and responsibilities of leaders such as goal-
setting and team building; and
(C) demonstrate the ability to effectively conduct and participate in meetings.
(5) The student assesses career options and the preparation necessary for employment in the health
science industry. The student is expected to:
(A) locate, evaluate, and interpret career options and employment information; and
(B) recognize the impact of career decisions, including the causes and effects of changing
employment situations.
(6) The student identifies academic preparation and skills necessary for employment as defined by the
health science industry. The student is expected to identify academic requirements for professional
advancement such as certification, licensure, registration, continuing education, and advanced
degrees.
(7) The student identifies the career pathways related to health science. The student is expected to:
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(A) compare health science careers within the diagnostic, therapeutic, health informatics,
support services, and biotechnology research and development systems; and
(B) identify the collaborative role of team members between systems to deliver quality health
care.
(8) The student examines the role of the multidisciplinary team in providing health care. The student
is expected to:
(A) explain the concept of teaming to provide quality health care; and
(B) examine the role of professional organizations in the preparation and governance of
credentialing and certification.
(9) The student interprets ethical behavior standards and legal responsibilities. The student is expected
to:
(A) compare published professional codes of ethics and scope of practice;
(B) explain principles of ethical behavior and confidentiality, including the consequences of
breach of confidentiality;
(C) discuss ethical issues related to health care, including implications of technological
advances;
(D) examine issues related to malpractice, negligence, and liability; and
(E) research laws governing the health science industry.
(10) The student recognizes the rights and choices of the individual. The student is expected to:
(A) identify situations related to autonomy;
(B) identify wellness strategies for the prevention of disease;
(C) evaluate positive and negative effects of relationships on physical and emotional health
such as peers, family, and friends in promoting a healthy community;
(D) review documentation related to rights and choices; and
(E) demonstrate an understanding of diversity and cultural practices influencing
contemporary aspects of health care.
(11) The student recognizes the importance of maintaining a safe environment and eliminating
hazardous situations. The student is expected to:
(A) identify governing regulatory agencies such as the World Health Organization, Centers
for Disease Control and Prevention, Occupational Safety and Health Administration,
U.S. Food and Drug Administration, Joint Commission, and National Institute of Health;
(B) identify industry safety standards such as standard precautions, fire prevention and safety
practices, and appropriate actions to emergency situations; and
(C) relate safety practices in the health science industry.
(12) The student identifies the technology used in the diagnostic, therapeutic, health informatics,
support services, and biotechnology research and development systems. The student is expected
to:
(A) research and identify technological equipment used in the diagnostic, therapeutic, health
informatics, support services, and biotechnology research and development systems;
(B) identify potential malfunctions of technological equipment; and
(C) recognize and explain the process for reporting equipment or technology malfunctions.
Source: The provisions of this §127.403 adopted to be effective April 7, 2022, 47 TexReg 1677.
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§127.410. Mathematics for Medical Professionals (One Credit), Adopted 2015.
(a) General requirements. This course is recommended for student in Grades 11 and 12. Prerequisites:
Geometry and Algebra II. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further their education and
succeed in current or emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostic services, health informatics, support services, and biotechnology research and
development.
(3) The Mathematics for Medical Professionals course is designed to serve as the driving force behind
the Texas essential knowledge and skills for mathematics, guided by the college and career
readiness standards. By embedding statistics, probability, and finance, while focusing on fluency
and solid understanding in medical mathematics, students will extend and apply mathematical
skills necessary for health science professions. Course content consists primarily of high school
level mathematics concepts and their applications to health science professions.
(4) The mathematical process standards describe ways in which students are expected to engage in the
content. The placement of the process standards at the beginning of the knowledge and skills
listed for each grade and course is intentional. The process standards weave the other knowledge
and skills together so that students may be successful problem solvers and use mathematics
efficiently and effectively in daily life. The process standards are integrated at every grade level
and course. When possible, students will apply mathematics to problems arising in everyday life,
society, and the workplace. Students will use a problem-solving model that incorporates analyzing
given information, formulating a plan or strategy, determining a solution, justifying the solution,
and evaluating the problem-solving process and the reasonableness of the solution. Students will
select appropriate tools such as real objects, manipulatives, paper and pencil, and technology and
techniques such as mental math, estimation, and number sense to solve problems. Students will
effectively communicate mathematical ideas, reasoning, and their implications using multiple
representations such as symbols, diagrams, graphs, and language. Students will use mathematical
relationships to generate solutions and make connections and predictions. Students will analyze
mathematical relationships to connect and communicate mathematical ideas. Students will
display, explain, or justify mathematical ideas and arguments using precise mathematical language
in written or oral communication.
(5) Students are encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular organizations.
(6) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(A) express ideas in a clear, concise, and effective manner;
(B) exhibit the ability to cooperate, contribute, and collaborate as a member of a team; and
(C) demonstrate adaptability skills such as problem solving and creative thinking.
(2) The student uses mathematical processes to acquire and demonstrate mathematical understanding.
The student is expected to:
(A) apply mathematics to problems arising in health science professions;
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(B) use a problem-solving model that incorporates analyzing given information, formulating
a plan or strategy, determining a solution, justifying the solution, and evaluating the
problem-solving process and the reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as
appropriate, to solve problems in health science professions;
(D) communicate mathematical ideas, reasoning, and their implications to the health science
field using multiple representations, including symbols, diagrams, graphs, and language
as appropriate;
(E) create and use representations to organize, record, and communicate mathematical ideas
in health science professions;
(F) analyze mathematical relationships to connect and communicate mathematical ideas in
health science professions; and
(G) display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication as it applies to health science
professions.
(3) The student generates deeper mathematical understandings through problems involving numerical
data that arise in health science professions. The student extends existing knowledge and skills to
analyze real-world clinical situations. The student is expected to:
(A) add, subtract, multiply, and divide rational numbers fluently in problem-solving
situations related to health science professions;
(B) keep track of and manage inventory using the First In, Last Out (FILO) concept;
(C) solve health science related problems involving ratios, rates, and percentages accurately
and precisely, including lab analysis, body fluid analysis, vital signs, medication dosages
and administration, growth charts, body surface area, parenteral solutions and data
collection related to homeostasis;
(D) learn to read and use military time fluently for health science situations, including
medication administration, scheduling, and documentation;
(E) apply appropriate estimation techniques used in health science professions to estimate
percent and then confirm those estimates with calculations; and
(F) read and determine accurate numerical value of Roman numerals as used in the health
science professions, including cranial nerves.
(4) The student applies the process standards in mathematics to create and analyze mathematical
models of health science situations to make informed decisions related to improved health care
outcomes by appropriate, proficient, and efficient use of tools, including technology. The student
judges the validity of a prediction and uses mathematical models to represent, analyze, and solve
dynamic health care problems. The student is expected to:
(A) collect data to create a scatterplot and apply various functions to model the data in an
effort to interpret results and make predictions in health science situations such as
interpreting growth charts, interpreting disease and mortality rates, and diagnosing and
determining treatment modalities;
(B) create, represent, and analyze appropriate mathematical functions such as linear,
quadratic, exponential, logarithmic, and sinusoidal functions used to model, interpret and
predict situations that occur in health science professions such as supply and demand,
inventory control, and cost analysis within clinical situations;
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(C) determine or analyze an appropriate sinusoidal model for health science situations that
can be modeled with periodic functions, including those related to electrocardiograms
(EKG), repolarization of the heart, and medication dosage and administration;
(D) write and solve systems of equations, especially those representing mixtures, which apply
to health science situations, including intravenous (IV) solutions and medication dosages;
(E) use properties of logarithmic and exponential functions to solve equations related to
health science situations such as determining the pH of a solution, the concentration of
hydrogen ions (H+) given the pH, calculating the absorbance and transmittance, and
determining exponential growth and decay; and
(F) calculate accurate and precise unit rates used in health science situations.
(5) The student applies mathematical process standards to obtain accurate and precise measurements.
The student is expected to:
(A) define each of the health science professions that require a unique set of measurement or
calculation standards and explain or identify the importance of each measurement system
(apothecary, metric, household systems);
(B) explain the necessity of obtaining accurate measurements in the health science
professions;
(C) use dimensional analysis with precision and accuracy in performing unit conversions
from one measurement system to another, including the use of proportions and unit rates
in pharmacology;
(D) classify the specific system to which a given unit belongs and explain its similarity or
differences to units in other measurement systems;
(E) select and use appropriate measurement tools used in health science professions such as
rulers, tape measures, thermometers, syringes, scales, and sphygmomanometer gauges to
obtain accurate and precise measurements; and
(F) select and use appropriate measurement techniques used in health science professions to
obtain accurate and precise measurements, including determining measures for
medication, nutrition, fluids, and homeostasis.
(6) The student applies mathematical process standards to analyze statistical information used in
health science professions. The student is expected to:
(A) obtain and analyze lab reports to evaluate if values lie outside normal parameters;
(B) obtain and analyze vital signs by comparing to normal parameters;
(C) calculate and apply measures of central tendency in application problems in the health
science field;
(D) demonstrate an understanding of the significance of the normal distribution;
(E) demonstrate an understanding of and apply the Empirical Rule to find probabilities from
normal distributions;
(F) calculate and use the z-score to calculate standard deviation of a normal distribution
using a formula;
(G) calculate the percentile rank for a given score using a formula;
(H) describe characteristics of well-designed and well-conducted experiments, observational
studies, and surveys in the health science field, including the ethical issues associated
with each;
(I) distinguish between populations and samples;
(J) explain placebo and placebo effect; and
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(K) define epidemiology and its extension of statistical procedures to public health issues.
(7) The student applies mathematical process standards to solve geometric problems arising in health
science professions. The student is expected to:
(A) calculate volumes of various liquids and solids encountered in health science professions,
including irregularly shaped solids, using formulas and geometric reasoning;
(B) calculate surface area of various surfaces encountered in health science professions,
including body surface area, using formulas and geometric reasoning;
(C) calculate appropriate angles encountered in health science professions such as medication
administration, body positioning, and physical therapy using geometric reasoning; and
(D) calculate and analyze range of motion using a goniometer.
Source: The provisions of this §127.410 adopted to be effective April 7, 2022, 47 TexReg 1677.
§127.413. Health Science Clinical (One Credit), Adopted 2015.
(a) General requirements. This course is recommended for students in Grades 10-12. Prerequisite: Biology.
Corequisite: Health Science Theory. This course must be taken concurrently with Health Science Theory
and may not be taken as a stand-alone course. Districts are encouraged to offer this course in a consecutive
block with Health Science Theory to allow students sufficient time to master the content of both courses.
Students shall be awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further their education and
succeed in current or emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostic services, health informatics, support services, and biotechnology research and
development.
(3) The Health Science Clinical course is designed to provide for the development of advanced
knowledge and skills related to a wide variety of health careers. Students will employ hands-on
experiences for continued knowledge and skill development.
(4) To pursue a career in the health science industry, students should recognize, learn to reason, think
critically, make decisions, solve problems, and communicate effectively. Students should
recognize that quality health care depends on the ability to work well with others.
(5) The health science industry is comprised of diagnostic, therapeutic, health informatics, support
services, and biotechnology research and development systems that function individually and
collaboratively to provide comprehensive health care. Students should identify the employment
opportunities, technology, and safety requirements of each system. Students are expected to apply
the knowledge and skills necessary to pursue a health science career through further education and
employment.
(6) Professional integrity in the health science industry is dependent on acceptance of ethical and
legal responsibilities. Students are expected to employ their ethical and legal responsibilities,
recognize limitations, and understand the implications of their actions.
(7) Students are encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular organizations.
(8) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
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(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(A) express ideas in a clear, concise, and effective manner; and
(B) exhibit the ability to cooperate, contribute, and collaborate as a member of a team.
(2) The student applies mathematics, science, English language arts, and social studies in health
science. The student is expected to:
(A) solve mathematical calculations appropriate to situations in a health-related environment;
(B) communicate using medical terminology;
(C) express ideas in writing and develop skills in documentation;
(D) interpret complex technical material related to the health science industry;
(E) summarize biological and chemical processes that maintain homeostasis;
(F) explain the changes in structure and function due to trauma and disease; and
(G) research the global impact of disease prevention and cost containment.
(3) The student displays verbal and non-verbal communication skills. The student is expected to:
(A) demonstrate therapeutic communication appropriate to the situation;
(B) execute verbal and nonverbal skills when communicating with persons with sensory loss
and language barriers; and
(C) use electronic communication devices with appropriate supervision such as facsimile,
scanner, electronic mail, and telephone.
(4) The student analyzes and evaluates communication skills for maintaining healthy relationships
throughout the life span. The student is expected to:
(A) evaluate how a healthy relationship influences career goals;
(B) demonstrate communication skills in building and maintaining healthy relationships;
(C) demonstrate strategies for communicating needs, wants, and emotions; and
(D) evaluate the effectiveness of conflict resolution techniques in various practical situations.
(5) The student relates appropriate information in the practical setting to the proper authority. The
student is expected to:
(A) identify and retrieve reportable information; and
(B) report information according to facility policy in the practical setting.
(6) The student identifies documents integrated into the permanent record of the health informatics
system. The student is expected to:
(A) research and describe document formats; and
(B) compile and record data according to industry based standards.
(7) The student describes academic requirements necessary for employment in the health science
industry. The student is expected to:
(A) research specific health science careers; and
(B) review employment procedures for a specific health science career.
(8) The student identifies problems and participates in the decision-making process. The student is
expected to:
(A) analyze systematic procedures for problem solving;
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(B) evaluate the impact of decisions; and
(C) suggest modifications based on decision outcomes.
(9) The student implements the knowledge and skills of a health science professional in the clinical
setting. The student is expected to:
(A) comply with specific industry standards related to safety and substance abuse;
(B) model industry expectations of professional conduct such as attendance, punctuality,
personal appearance, hygiene, and time management;
(C) articulate comprehension of assignment;
(D) employ medical vocabulary specific to the health care setting;
(E) perform admission, discharge, and transfer functions in a simulated setting;
(F) demonstrate skills related to activities of daily living in rehabilitative care such as range
of motion, positioning, and ambulation according to the health science industry
standards, regulatory agency standards, and professional guidelines;
(G) role play techniques used in stressful situations such as trauma, chronic, and terminal
illness;
(H) demonstrate first aid, vital signs, cardiopulmonary resuscitation, and automated external
defibrillator skills in a laboratory setting; and
(I) perform skills specific to a health science professional such as medical assistant, dental
assistant, emergency medical technician-basic, phlebotomy technician, and pharmacy
technician.
(10) The student evaluates ethical behavioral standards and legal responsibilities. The student is
expected to:
(A) research and describe the role of professional associations and regulatory agencies;
(B) examine legal and ethical behavior standards such as Patient Bill of Rights, Advanced
Directives, and the Health Insurance Portability and Accountability Act;
(C) investigate the legal and ethical ramifications of unacceptable behavior; and
(D) perform within the designated scope of practice.
(11) The student exhibits the leadership skills necessary to function in a democratic society. The
student is expected to:
(A) identify leadership skills of health science professionals;
(B) participate in group dynamics; and
(C) integrate consensus-building techniques.
(12) The student maintains a safe environment. The student is expected to:
(A) conform to governmental regulations and guidelines from entities such as the World
Health Organization, Centers for Disease Control and Prevention, Occupational Safety
and Health Administration, U.S. Food and Drug Administration, Joint Commission, and
National Institute of Health;
(B) explain protocol related to hazardous materials and situations such as material safety data
sheets;
(C) observe and report unsafe conditions; and
(D) practice recycling and waste management for cost containment and environmental
protection.
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(13) The student assesses wellness strategies for the prevention of disease. The student is expected to:
(A) research wellness strategies for the prevention of disease;
(B) evaluate positive and negative effects of relationships on physical and emotional health;
(C) explain the benefits of positive relationships among community health professionals in
promoting a healthy community;
(D) research and analyze access to quality health care; and
(E) research alternative health practices and therapies.
Source: The provisions of this §127.413 adopted to be effective April 7, 2022, 47 TexReg 1677.
§127.414. Practicum in Health Science (Two Credits), Adopted 2015.
(a) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisites: Health
Science Theory and Biology. Students shall be awarded two credits for successful completion of this
course. A student may repeat this course once for credit provided that the student is experiencing different
aspects of the industry and demonstrating proficiency in additional and more advanced knowledge and
skills.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further their education and
succeed in current or emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostic services, health informatics, support services, and biotechnology research and
development.
(3) The Practicum in Health Science course is designed to give students practical application of
previously studied knowledge and skills. Practicum experiences can occur in a variety of locations
appropriate to the nature and level of experience.
(4) To pursue a career in the health care industry, students should learn to reason, think critically,
make decisions, solve problems, and communicate effectively. Students should recognize that
quality health care depends on the ability to work well with others.
(5) The health care industry is comprised of diagnostic, therapeutic, health informatics, support
services, and biotechnology research and development systems that function individually and
collaboratively to provide comprehensive health care. Students recognize the employment
opportunities, technology, and safety requirements of each system. Students are expected to apply
the knowledge and skills necessary to pursue a health science certification or licensure through
further education and employment.
(6) Professional integrity in the health care industry is dependent on acceptance of ethical and legal
responsibilities. Students are expected to employ their ethical and legal responsibilities, recognize
limitations, and understand the implications of their actions.
(7) Students are encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular organizations.
(8) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(A) demonstrate verbal and non-verbal communication in a clear, concise, and effective
manner; and
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(B) exhibit the ability to cooperate, contribute, and collaborate as a member of a team.
(2) The student applies mathematics, science, English language arts, and social sciences in health
science. The student is expected to:
(A) interpret data from various sources in formulating conclusions;
(B) compile information from a variety of sources to create a technical report;
(C) plan, prepare, and deliver a presentation;
(D) examine the environmental factors that affect homeostasis;
(E) relate anatomical structure to physiological functions; and
(F) distinguish atypical anatomy and physiology in the human body systems.
(3) The student uses verbal and non-verbal communication skills. The student is expected to:
(A) accurately report information according to facility policies and procedures;
(B) demonstrate therapeutic communication skills to provide quality care; and
(C) employ therapeutic measures to minimize communication barriers.
(4) The student implements the knowledge and skills of a health care professional necessary to
acquire and retain employment. The student is expected to:
(A) demonstrate proficiency in medical terminology and skills related to the health care of an
individual;
(B) develop new problem-solving strategies based on previous knowledge and skills; and
(C) evaluate performance for continuous improvement and advancement in health care.
(5) The student employs ethical behavior standards and legal responsibilities. The student is expected
to:
(A) identify individual ethical and legal behavior standards according to professional
regulatory agencies; and
(B) research case studies related to unethical behavior in the health care industry.
(6) The student employs a safe environment to prevent hazardous situations. The student is expected
to:
(A) integrate regulatory standards such as standard precautions and safe patient handling;
(B) evaluate hazardous materials according to the material safety data sheets; and
(C) apply principles of infection control and body mechanics in all aspects of the health care
industry
.
(7) The student explores the knowledge and skill levels necessary for advancing in the health science
professions. The student is expected to:
(A) identify knowledge and skills that are transferable among health science professions; and
(B) research career pathways pertaining to the health care industry.
(8) The student implements skills in monitoring individual health status during therapeutic or
diagnostic procedures. The student is expected to:
(A) identify care indicators of health status; and
(B) record health status according to facility protocol.
(9) The student recognizes the importance of participation in extended learning experiences. The
student is expected to:
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(A) participate in extended learning experiences such as community service, career and
technical student organizations, and professional organizations; and
(B) create a plan of action targeting the career and technical student organization's
community service goal.
Source: The provisions of this §127.414 adopted to be effective April 7, 2022, 47 TexReg 1677.
§127.415. Extended Practicum in Health Science (One Credit), Adopted 2015.
(a) General requirements. This course is recommended for students in Grades 11 and 12. The practicum course
is a paid or unpaid capstone experience for students participating in a coherent sequence of career and
technical education courses in the Health Science Career Cluster. Prerequisites: Health Science Theory and
Biology. Corequisite: Practicum in Health Science. This course must be taken concurrently with Practicum
in Health Science and may not be taken as a stand-alone course. Students shall be awarded one credit for
successful completion of this course. A student may repeat this course once for credit provided that the
student is experiencing different aspects of the industry and demonstrating proficiency in additional and
more advanced knowledge and skills.
(b) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further their education and
succeed in current or emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostic services, health informatics, support services, and biotechnology research and
development.
(3) The Extended Practicum in Health Science course is designed to give students practical
application of previously studied knowledge and skills. Practicum experiences can occur in a
variety of locations appropriate to the nature and level of experience.
(4) To pursue a career in the health science industry, students should learn to reason, think critically,
make decisions, solve problems, and communicate effectively. Students should recognize that
quality health care depends on the ability to work well with others.
(5) The health science industry is comprised of diagnostic, therapeutic, health informatics, support
services, and biotechnology research and development systems that function individually and
collaboratively to provide comprehensive health care. Students should identify the employment
opportunities, technology, and safety requirements of each system. Students are expected to apply
the knowledge and skills necessary to pursue a health science career through further education and
employment.
(6) Professional integrity in the health science industry is dependent on acceptance of ethical and
legal responsibilities. Students are expected to employ their ethical and legal responsibilities,
recognize limitations, and understand the implications of their actions.
(7) Students are encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular organizations.
(8) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(A) participate in a paid or unpaid, laboratory- or work-based application of previously
studied knowledge and skills related to health science;
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(B) participate in training, education, or preparation for licensure, certification, or other
relevant credentials to prepare for employment;
(C) demonstrate professional standards and personal qualities needed to be employable such
as self-discipline, positive attitude, integrity, commitment, leadership, appreciation for
diversity, customer service, and adaptability with increased fluency;
(D) employ teamwork and conflict-management skills with increased fluency to achieve
collective goals; and
(E) employ planning and time-management skills and tools with increased fluency to
enhance results and complete work tasks.
(2) The student applies professional communications strategies. The student is expected to:
(A) demonstrate verbal and non-verbal communication consistently in a clear, concise, and
effective manner;
(B) report information according to facility policies and procedures accurately;
(C) demonstrate therapeutic communication skills with increased fluency to provide quality
care;
(D) analyze, interpret, and effectively communicate information, data, and observations;
(E) apply active listening skills to obtain and clarify information; and
(F) observe and interpret verbal and nonverbal cues and behaviors to enhance
communication.
(3) The student implements advanced problem-solving methods. The student is expected to employ
critical-thinking skills with increased fluency both independently and in groups to solve problems
and make decisions.
(4) The student understands and applies proper safety techniques in the workplace to prevent
hazardous situations. The student is expected to:
(A) demonstrate an understanding of and follow workplace safety rules and regulations;
(B) implement regulatory standards such as standard precautions and safe patient handling
with increased fluency;
(C) evaluate hazardous materials according to the material safety data sheets in a consistent
manner; and
(D) apply principles of infection control and body mechanics in all aspects of the health care
industry.
(5) The student understands the professional, ethical, and legal responsibilities in health science. The
student is expected to:
(A) demonstrate a positive, productive work ethic by performing assigned tasks as directed;
(B) implement individual ethical and legal behavior standards according to professional
regulatory agencies;
(C) show integrity by choosing the ethical course of action when making decisions; and
(D) comply with all applicable rules, laws, and regulations in a consistent manner.
(6) The student implements the knowledge and skills of a health care professional necessary to
acquire and retain employment. The student is expected to demonstrate proficiency in medical
terminology and skills related to the health care of an individual.
(7) The student participates in a supervised health science experience. The student is expected to:
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(A) conduct, document, and evaluate learning activities in a supervised health science
experience;
(B) develop advanced technical knowledge and skills related to a personal occupational
objective;
(C) evaluate strengths and weaknesses in technical skill proficiency; and
(D) collect representative work samples.
Source: The provisions of this §127.415 adopted to be effective April 7, 2022, 47 TexReg 1677.
§127.417. Medical Terminology (One Credit), Adopted 2021.
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the
2024-2025 school year.
(1) No later than August 31, 2024, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials that cover the essential
knowledge and skills identified in this section.
(2) If the commissioner makes the determination that instructional materials funding has been made available,
this section shall be implemented beginning with the 2024-2025 school year and apply to the 2024-2025
and subsequent school years.
(3) If the commissioner does not make the determination that instructional materials funding has been made
available under this subsection, the commissioner shall determine no later than August 31 of each
subsequent school year whether instructional materials funding has been made available. If the
commissioner determines that instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that this section shall be implemented for the
following school year.
(b) General requirements. This course is recommended for students in Grades 9-12. Students shall be awarded
one credit for successful completion of this course.
(c) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic
standards, industry-relevant technical knowledge, and college and career readiness skills for
students to further their education and succeed in current and emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostics services, health informatics, support services, and biotechnology research
and development.
(3) The Medical Terminology course is designed to introduce students to the structure of medical
terms, including prefixes, suffixes, word roots, singular and plural forms, and medical
abbreviations. The course allows students to achieve comprehension of medical vocabulary
appropriate to medical procedures, human anatomy and physiology, and pathophysiology.
(4) To pursue a career in the health science industry, students should learn to reason, think critically,
make decisions, solve problems, and communicate effectively. Students should recognize that
quality health care depends on the ability to work well with others.
(5) The health science industry is comprised of diagnostic, therapeutic, health informatics, support
services, and biotechnology research and development systems that function individually and
collaboratively to provide comprehensive health care. Students should identify the employment
opportunities, technology, and safety requirements of each system. Students are expected to learn
the knowledge and skills necessary to pursue a health science career through further education and
employment.
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(6) Professional integrity in the health science industry is dependent on acceptance of ethical and
legal responsibilities. Students are expected to employ their ethical and legal responsibilities,
recognize limitations, and understand the implications of their actions.
(7) Students are encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular organizations.
(8) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(A) express ideas in a clear, concise, and effective manner;
(B) exhibit the ability to cooperate, contribute, and collaborate as a member of a team; and
(C) exemplify professional work standards such as appearance, attire, time management,
organizational skills, and responsibilities.
(2) The student recognizes the terminology related to the health science industry. The student is
expected to:
(A) identify abbreviations, acronyms, and symbols related to the health science industry;
(B) recognize the incorrect use of abbreviations, acronyms, and symbols through review of
The Joint Commission's "Do Not Use List";
(C) identify and define the component parts of medical words, including root, prefix, suffix,
and combining vowels;
(D) practice word-building skills;
(E) research the origins of eponyms;
(F) recall directional terms and anatomical planes related to body structure;
(G) define and accurately spell occupationally specific terms such as those relating to the
body systems, surgical and diagnostic procedures, diseases, and treatment; and
(H) use prior knowledge and experiences to understand the meaning of terms as they relate to
the health science industry.
(3) The student demonstrates communication skills using the terminology applicable to the health
science industry. The student is expected to:
(A) demonstrate appropriate verbal strategies such as correct pronunciation of medical terms
and written strategies such as correct spelling in a variety of health science scenarios;
(B) employ increasingly precise language to communicate; and
(C) translate technical material related to the health science industry.
(4) The student examines available resources. The student is expected to:
(A) examine medical and dental dictionaries and multimedia resources;
(B) integrate resources to interpret technical materials; and
(C) investigate electronic and digital media with appropriate supervision.
(5) The student interprets medical abbreviations. The student is expected to:
(A) distinguish medical abbreviations used throughout the health science industry; and
(B) translate medical abbreviations in simulated technical material such as physician progress
notes, radiological reports, and laboratory reports.
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(6) The student appropriately translates health science industry terms. The student is expected to:
(A) interpret, transcribe, and communicate vocabulary related to the health science industry;
(B) translate medical terms to conversational language to facilitate communication;
(C) distinguish medical terminology associated with medical specialists such as geneticists,
pathologists, and oncologists;
(D) summarize observations using medical terminology; and
(E) interpret contents of medical scenarios correctly.
Source: The provisions of this §127.417 adopted to be effective April 26, 2022, 47 TexReg 2166.
§127.418. Health Informatics (One Credit), Adopted 2021.
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the
2022-2023 school year.
(1) No later than August 31, 2022, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials that cover the essential
knowledge and skills identified in this section.
(2) If the commissioner makes the determination that instructional materials funding has been made available,
this section shall be implemented beginning with the 2022-2023 school year and apply to the 2022-2023
and subsequent school years.
(3) If the commissioner does not make the determination that instructional materials funding has been made
available under this subsection, the commissioner shall determine no later than August 31 of each
subsequent school year whether instructional materials funding has been made available. If the
commissioner determines that instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that this section shall be implemented for the
following school year.
(b) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisite: Medical
Terminology. Recommended prerequisites: Principles of Health Science and Business Information
Management I. Students shall be awarded one credit for successful completion of this course.
(c) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic
standards, industry-relevant technical knowledge, and college and career readiness skills for
students to further their education and succeed in current and emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostic services, health informatics, support services, and biotechnology research and
development.
(3) The Health Informatics course is designed to provide knowledge of one of the fastest growing
areas in both academic and professional fields. Healthcare information technology has increased
demand for information and health professionals who can effectively design, develop, and use
technologies such as electronic medical records, patient monitoring systems, and digital libraries.
This course will include a focus on billing and coding.
(4) Students are encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
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(A) demonstrate verbal and non-verbal communication in a clear, concise, and effective
manner;
(B) demonstrate adaptability skills such as problem solving and critical and creative thinking;
(C) develop a career plan;
(D) exhibit teamwork;
(E) create a job-specific resume; and
(F) exemplify professional work standards such as appearance, attire, time management,
organizational skills, and responsibilities.
(2) The student interprets fundamental knowledge of concepts of health information systems
technology and the tools for collecting, storing, and retrieving health care data. The student is
expected to:
(A) discuss, define, and differentiate the common health information systems such as
electronic medical records and electronic health records, practice management software,
master patient index (MPI), patient portals, remote patient monitoring, and clinical
decision support; and
(B) explain how various health information systems support the administrative, financial,
clinical, and research needs of a health care enterprise.
(3) The student employs the various types of databases in relation to health informatics. The student is
expected to:
(A) define the function of a database management system;
(B) identify the purpose of data modeling;
(C) define the customary steps in the data modeling process;
(D) differentiate between entities, attributes, and relationships in a data model; and
(E) explain various types of organizational databases.
(4) The student distinguishes between data and information. The student is expected to:
(A) discuss the importance of data security, accuracy, integrity, reliability, and validity; and
(B) demonstrate an understanding of data information concepts for health information
systems, electronic health records, and patient registries.
(5) The student examines the evolution of the health information system. The student is expected to:
(A) evaluate the growing role of the electronic health record;
(B) review the progress of the development of the electronic health record;
(C) explain functional requirements for electronic health records; and
(D) explain the concept and importance of the interoperability of electronic health records
and other health information systems.
(6) The student examines the process of medical diagnostic and coding concepts as well as current
procedural practices. The student is expected to:
(A) examine Health Insurance Portability and Accountability Act (HIPAA) guidelines for
confidentiality, privacy, and security of a patient's information within the medical record;
(B) differentiate between insurance fraud and insurance abuse;
(C) discuss the linkage between current procedural terminology (CPT) codes; International
Classification of Diseases, 10th revision, Clinical Modification (ICD-10-CM) codes; and
medical necessity for reimbursement for charges billed;
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(D) search ICD-10-CM code system for correct diagnosis code using patient information;
(E) identify the two types of codes in the health care common procedure coding system
(HCPCS); and
(F) explain how medical coding affects the payment process.
(7) The student identifies agencies involved in the health insurance claims process. The student is
expected to:
(A) define fiscal intermediary;
(B) define Medicaid and Medicare;
(C) discuss health care benefit programs such as TRICARE and Civilian Health and Medical
Program of the Department of Veterans Affairs (CHAMPVA);
(D) explain how to manage a worker's compensation case;
(E) complete a current health insurance claim form such as the Centers for Medicare and
Medicaid Service (CMS-1500) form; and
(F) identify three ways to transmit electronic claims.
Source: The provisions of this §127.418 adopted to be effective April 26, 2022, 47 TexReg 2166.
§127.419. Healthcare Administration and Management (One Credit), Adopted 2021.
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the
2022-2023 school year.
(1) No later than August 31, 2022, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials that cover the essential
knowledge and skills identified in this section.
(2) If the commissioner makes the determination that instructional materials funding has been made available,
this section shall be implemented beginning with the 2022-2023 school year and apply to the 2022-2023
and subsequent school years.
(3) If the commissioner does not make the determination that instructional materials funding has been made
available under this subsection, the commissioner shall determine no later than August 31 of each
subsequent school year whether instructional materials funding has been made available. If the
commissioner determines that instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that this section shall be implemented for the
following school year.
(b) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisites:
Medical Terminology. Recommended prerequisites: Principles of Health Science and Business Information
Management I. Students shall be awarded one credit for successful completion of this course.
(c) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic
standards, industry-relevant technical knowledge, and college and career readiness skills for
students to further their education and succeed in current and emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostic services, health informatics, support services, and biotechnology research and
development.
(3) Healthcare Administration and Management is designed to familiarize students with the concepts
related to healthcare administration as well as the functions of management, including planning,
organizing, staffing, leading, and controlling. Students will also demonstrate interpersonal and
project-management skills.
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(4) Students are encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills required by the healthcare
industry. The student is expected to:
(A) role play examples of effective written and oral communication in various scenarios such
as customer service, marketing, and public relations;
(B) demonstrate collaboration skills through teamwork;
(C) demonstrate professionalism by conducting oneself in a manner appropriate for the
profession and workplace;
(D) demonstrate a positive, productive work ethic by performing assigned tasks as directed;
(E) comply with all applicable rules, laws, and regulations; and
(F) demonstrate time-management skills by prioritizing tasks, following schedules, and
tending to goal-relevant activities in a way that uses time wisely and optimizes efficiency
and results.
(2) The student demonstrates an understanding of the healthcare management concept. The student is
expected to:
(A) define the term healthcare management;
(B) explain the roles and responsibilities of healthcare professionals, including the
management functions of planning, organizing, staffing, leading, and controlling;
(C) explain how organizational behavior and teamwork in healthcare impact patient
outcomes and effective day-to-day operations;
(D) explore and discuss the factors that influence healthcare management such as
governmental regulations, payment models, employee turnover, and workforce shortages;
(E) define ethical workplace behavior and role play how to make ethical decisions; and
(F) explain how socially responsible management policies such as healthcare equity access,
inclusion, and diversity policies are initiated and implemented.
(3) The student recognizes the business functions of healthcare systems. The student is expected to:
(A) differentiate among the major healthcare delivery systems such as hospitals, outpatient
care facilities, community-based organizations, insurance companies, and pharmaceutical
companies;
(B) define and discuss healthcare quality and quality improvement;
(C) specify various types of health information technology and discuss barriers to health
information technology adoption;
(D) investigate healthcare financing models;
(E) explain the difference between and provide examples of healthcare revenues and
healthcare expenses;
(F) define revenue-cycle management; and
(G) describe the roles of customer service and marketing in health care.
(4) The student evaluates ethical behavioral standards and legal responsibilities. The student is
expected to:
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(A) research and describe the role of professional associations and regulatory agencies;
(B) examine legal and ethical behavior standards such as Patient Bill of Rights, Advanced
Directives, and the Health Insurance Portability and Accountability Act (HIPAA);
(C) investigate the legal and ethical ramifications of unacceptable behavior;
(D) identify examples of conflicts of interest; and
(E) differentiate between the concepts of fraud, waste, and abuse.
Source: The provisions of this §127.419 adopted to be effective April 26, 2022, 47 TexReg 2166.
§127.420. World Health and Emerging Technologies (One Credit), Adopted 2021.
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the
2024-2025 school year.
(1) No later than August 31, 2024, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials that cover the essential
knowledge and skills identified in this section.
(2) If the commissioner makes the determination that instructional materials funding has been made available,
this section shall be implemented beginning with the 2024-2025 school year and apply to the 2024-2025
and subsequent school years.
(3) If the commissioner does not make the determination that instructional materials funding has been made
available under this subsection, the commissioner shall determine no later than August 31 of each
subsequent school year whether instructional materials funding has been made available. If the
commissioner determines that instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that this section shall be implemented for the
following school year.
(b) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisites: one
credit in biology and at least one credit in a Level 2 or higher course from the health science career cluster.
Students shall be awarded one credit for successful completion of this course.
(c) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic
standards, industry-relevant technical knowledge, and college and career readiness skills for
students to further their education and succeed in current and emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostic services, health informatics, support services, and biotechnology research and
development.
(3) The World Health and Emerging Technologies course is designed to examine major world health
problems and emerging technologies as solutions to these medical concerns. It is designed to
improve students' understanding of cultural, infrastructural, political, educational, and
technological constraints and inspire ideas for appropriate technological solutions to global
medical care issues.
(4) Students are encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
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(A) demonstrate verbal and non-verbal communication in a clear, concise, and effective
manner;
(B) exhibit the ability to cooperate, contribute, and collaborate as a member of a team; and
(C) exemplify professional work standards such as appearance, attire, time management,
organizational skills, and responsibilities.
(2) The student explores and discusses current major human health problems in the world. The
student is expected to:
(A) describe the pathophysiology of the three leading causes of death in developing and
developed countries;
(B) discuss history of diseases and the evolution of medical technology over time;
(C) contrast health problems in developing and developed countries;
(D) compare the functions of public health organizations, including the Centers for Disease
Control and Prevention (CDC) and World Health Organization (WHO), at the local,
state, national, and international levels;
(E) define and calculate incidence, morbidity, and mortality;
(F) identify and describe the challenges in global health that can have the greatest impact on
health in developing nations; and
(G) investigate various social determinants of health such as food insecurity, homelessness,
or financial insecurities.
(3) The student explains who pays for health care in the world today. The student is expected to:
(A) compare the availability and quality of health care in developing and developed
countries;
(B) discuss and contrast the four basic healthcare system models, including the Beveridge
Model, Bismarck Model, National Health Insurance Model, and the Out-of-Pocket
Model, and compare these models to existing payment mechanisms in the United States
of America;
(C) explain how countries that have different healthcare systems such as Canada, the United
Kingdom, Japan, Germany, Taiwan, Switzerland, and the United States of America pay
for health care and compare their patient outcomes such as infant mortality rates, rate of
cancer, or rate of heart disease;
(D) describe how healthcare expenditures have changed over time; and
(E) identify the major contributors to the rising healthcare industry costs.
(4) The student describes the engineering technologies developed to address clinical needs. The
student is expected to:
(A) describe technologies that support the prevention and treatment of infectious diseases;
(B) explain the implication of vaccines on the immune system and on public health;
(C) discuss the dangers of antibiotic overuse and misuse;
(D) investigate technologies such as genetics and molecular diagnostics used for the early
detection and treatments of several types of cancers;
(E) describe and discuss the technologies used in the diagnosis and treatment of heart
disease;
(F) describe and discuss technologies developed to support vital organ failure; and
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(G) investigate emerging digital technology such as telehealth and remote monitoring and its
impact on healthcare delivery.
(5) The student explores how human clinical trials are designed, conducted, and evaluated. The
student is expected to:
(A) describe and discuss types of clinical trials, including the role of the institutional review
board;
(B) define and calculate a sample size;
(C) identify quantitative and qualitative methods used in clinical trials; and
(D) compare and contrast different phases of pharmaceutical trials.
(6) The student recognizes the ethical and legal aspects involved in clinical research. The student is
expected to identify issues and explain the ethical and legal guidelines, including informed
consent and patient confidentiality, for the conduct of research involving human subjects.
(7) The student explains how research guides the development of new medical technologies. The
student is expected to:
(A) describe how health science research is funded;
(B) explain the role of the U.S. Food and Drug Administration in approving new drugs and
medical devices; and
(C) analyze factors that affect the dissemination of new medical technologies.
(8) The student applies research principles to create a project that addresses a major health topic. The
student is expected to:
(A) facilitate data analysis and communicate experimental results clearly by effectively using
technology such as creating visual aids; and
(B) present the project to classmates, health professionals, parents, or instructors.
Source: The provisions of this §127.420 adopted to be effective April 26, 2022, 47 TexReg 2166.
§127.421. Medical Billing and Coding (One Credit), Adopted 2021.
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the
2022-2023 school year.
(1) No later than August 31, 2022, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials that cover the essential
knowledge and skills identified in this section.
(2) If the commissioner makes the determination that instructional materials funding has been made available,
this section shall be implemented beginning with the 2022-2023 school year and apply to the 2022-2023
and subsequent school years.
(3) If the commissioner does not make the determination that instructional materials funding has been made
available under this subsection, the commissioner shall determine no later than August 31 of each
subsequent school year whether instructional materials funding has been made available. If the
commissioner determines that instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that this section shall be implemented for the
following school year.
(b) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisite: Medical
Terminology. Students shall be awarded one credit for successful completion of this course.
(c) Introduction.
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(1) Career and technical education instruction provides content aligned with challenging academic
standards, industry-relevant technical knowledge, and college and career readiness skills for
students to further their education and succeed in current and emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostic services, health informatics, support services, and biotechnology research and
development.
(3) Medical Billing and Coding familiarizes students with the process, language, medical procedure
codes, requirements of Health Insurance Portability and Accountability Act (HIPAA), and skills
they will need to make accurate records. Students will develop an understanding of the entire
process of the revenue cycle and how to effectively manage it. The program is designed to prepare
students for employment in a variety of health care settings as entry level coder, medical billing
specialist, and patient access representative.
(4) Students are encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills required by the healthcare
industry. The student is expected to:
(A) demonstrate the ability to communicate and use interpersonal skills effectively;
(B) compose written communication, including emails using correct spelling, grammar,
formatting, and confidentiality;
(C) use appropriate medical terminology and abbreviations; and
(D) model courtesy and respect for patients and team members in the multi-disciplinary
healthcare setting and maintain good interpersonal relationships.
(2) The student explores career opportunities in revenue cycle management. The student is expected
to:
(A) identify professional opportunities within the medical billing and revenue cycle
management professions;
(B) demonstrate ethical billing and coding practices as outlined by professional associations
guidelines; and
(C) investigate professional associations applicable to the field of health informatics such as
American Academy of Professional Coders (AAPC), American Health Information
Management Association (AHIMA), Healthcare Billing and Management Association
(HBMA), and American Association of Healthcare Administrative Management
(AAHAM).
(3) The student explains the ethical and legal responsibilities of personnel in medical billing and
coding. The student is expected to:
(A) identify major administrative agencies that affect billing and coding such as Centers for
Medicare and Medicaid Services (CMS) and the Office of the Inspector General (OIG);
(B) identify major laws and regulations that impact health information, including HIPAA, the
Stark Law, the Fair Debt Collection Practices Act, and the False Claims Act;
(C) analyze legal and ethical issues related to medical billing and coding, revenue cycle
management, and documentation within the medical record;
(D) research compliance laws;
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(E) identify appropriate documentation required for the release of patient information;
(F) differentiate between informed and implied consent;
(G) compare and contrast use of information and disclosure of information; and
(H) evaluate cases for insurance fraud and abuse.
(4) The student identifies the body systems to support proficiency in billing and coding. The student
is expected to:
(A) explain the sections and organizations of the International Classification of Diseases and
Related Health Problems, 10th Revision, Clinical Modification (ICD-10-CM) and
Current Procedural Terminology (CPT) coding manuals by identifying the anatomy and
physiology of body systems and how they apply to medical billing and coding, including:
(i) the integumentary system;
(ii) the skeletal system;
(iii) the muscular system;
(iv) the cardiovascular system;
(v) the respiratory system;
(vi) the digestive system;
(vii) the endocrine system;
(viii) the urinary system;
(ix) the reproductive system; and
(x) the nervous system and special senses; and
(B) identify mental, behavioral, and neurodevelopmental disorders and how they apply to
medical billing and coding.
(5) The student demonstrates proficiency in the use of the ICD-10-CM, CPT, and Healthcare
Common Procedure Coding System (HCPCS) coding systems. The student is expected to:
(A) apply coding conventions and guidelines for appropriate charge capture;
(B) describe the process to update coding resources;
(C) assign and verify diagnosis and procedure codes to the highest level of specificity, and,
as applicable, HCPCS level II codes and modifiers in accordance with official guidelines;
(D) describe the concepts of disease groupings and procedure-code bundling; and
(E) identify coding compliance, including medical necessity.
(6) The student understands revenue cycle management. The student is expected to:
(A) define revenue cycle management;
(B) differentiate between various types of employer-sponsored and government-sponsored
insurance models, including health maintenance organization (HMO), preferred-provider
organization (PPO), Medicare, Medicaid, TRICARE, high deductible health plans, and
workers' compensation;
(C) define Medicare Administrative Contractors (MACs) and investigate the administrative
services provided by the MAC for Texas;
(D) describe the patient scheduling and check-in process, including verifying insurance
eligibility, obtaining pre-authorization, and processing appropriate patient authorization
and referral forms;
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(E) describe the sections of the CMS-1500 form to prepare and submit mock clean claims
electronically or manually;
(F) differentiate between primary and secondary insurance plans to initially process
crossover claims;
(G) interpret remittance advice to determine financial responsibility of insurance company
and patient, including a cash-paying patient;
(H) analyze reason for insurance company denials or rejections and determine corrections or
appeals required; and
(I) analyze an aging report and how it relates to the revenue cycle.
Source: The provisions of this §127.421 adopted to be effective April 26, 2022, 47 TexReg 2166.
§127.422. Health Science Theory (One Credit), Adopted 2021.
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the
2024-2025 school year.
(1) No later than August 31, 2024, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials that cover the essential
knowledge and skills identified in this section.
(2) If the commissioner makes the determination that instructional materials funding has been made available,
this section shall be implemented beginning with the 2024-2025 school year and apply to the 2024-2025
and subsequent school years.
(3) If the commissioner does not make the determination that instructional materials funding has been made
available under this subsection, the commissioner shall determine no later than August 31 of each
subsequent school year whether instructional materials funding has been made available. If the
commissioner determines that instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that this section shall be implemented for the
following school year.
(b) General requirements. This course is recommended for students in Grades 10-12. Prerequisites: one credit
in biology and at least one credit in a course from the health science career cluster. Recommended
prerequisite: Medical Terminology. Recommended corequisite: Health Science Clinical. Students shall be
awarded one credit for successful completion of this course.
(c) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic
standards, industry-relevant technical knowledge, and college and career readiness skills for
students to further their education and succeed in current and emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostic services, health informatics, support services, and biotechnology research and
development.
(3) The Health Science Theory course is designed to provide for the development of advanced
knowledge and skills related to a wide variety of health careers. Students will become familiar
with industry-based standards for documenting and maintaining medical information; research
industry employment requirements, including education, certification, and licensing requirements;
and evaluate ethical and legal responsibilities of health science professionals. Students will
employ hands-on experiences for continued clinical knowledge and skill development.
(4) To pursue a career in the health science industry, students should learn to reason, think critically,
make decisions, solve problems, and communicate effectively. Students should recognize that
quality health care depends on the ability to work well with others.
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(5) The health science industry is comprised of diagnostic, therapeutic, health informatics, support
services, and biotechnology research and development systems that function individually and
collaboratively to provide comprehensive health care. Students should identify the employment
opportunities, technology, and safety requirements of each system. Students are expected to learn
the knowledge and skills necessary to pursue a health science career through further education and
employment.
(6) Professional integrity in the health science industry is dependent on acceptance of ethical and
legal responsibilities. Students are expected to employ their ethical and legal responsibilities,
recognize limitations, and understand the implications of their actions.
(7) Students are encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular organizations.
(8) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(A) express ideas in a clear, concise, and effective manner;
(B) exhibit the ability to cooperate, contribute, and collaborate as a member of a team; and
(C) model industry expectations of professional conduct such as attendance, punctuality,
appropriate professional dress, proper hygiene, and time management.
(2) The student demonstrates patient-centered skills and interactions that foster trust and lead to a
quality customer service experience. The student is expected to:
(A) demonstrate care, empathy, and compassion;
(B) communicate medical information accurately and efficiently in language that patients can
understand; and
(C) comply with Health Insurance Portability and Accountability Act (HIPAA) policy
standards.
(3) The student applies mathematics, science, English language arts, and social studies in health
science. The student is expected to:
(A) solve mathematical calculations appropriate to situations in a healthcare-related
environment;
(B) express ideas clearly in writing and develop skills in documentation related to health
science;
(C) interpret complex technical material related to the health science industry;
(D) summarize biological and chemical processes in the body such as maintaining
homeostasis; and
(E) research topics related to health science such as the global impact of disease prevention.
(4) The student demonstrates verbal, non-verbal, and electronic communication skills. The student is
expected to:
(A) demonstrate therapeutic communication appropriate to the situation;
(B) use appropriate verbal and non-verbal skills when communicating with persons with
sensory loss and language barriers in a simulated setting; and
(C) use electronic communication devices in the classroom or clinical setting appropriately.
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(5) The student analyzes and evaluates communication skills for maintaining healthy relationships in
the healthcare workplace. The student is expected to:
(A) evaluate how healthy relationships influence career performance;
(B) identify the role of communication skills in building and maintaining healthy
relationships;
(C) demonstrate strategies for communicating needs, wants, and emotions in a healthcare
setting; and
(D) evaluate the effectiveness of conflict-resolution techniques in various simulated
healthcare workplace situations.
(6) The student documents and records medical information into a permanent health record. The
student is expected to:
(A) research document formats such as dental or medical records;
(B) prepare health documents or records according to industry-based standards; and
(C) record health information on paper and electronic formats such as patient history, vital
statistics, and test results.
(7) The student describes industry requirements necessary for employment in health science
occupations. The student is expected to:
(A) research education, certification, licensing, and continuing education requirements and
salary related to specific health science careers; and
(B) practice employment procedures for a specific health science career such as resume
building, application completion, and interviewing.
(8) The student identifies problems and participates in the decision-making process. The student is
expected to:
(A) apply critical-thinking, adaptability, and consensus-building skills to solve problems
relevant to health science;
(B) evaluate the impact of decisions in health science; and
(C) suggest modifications to a decision or plan based on healthcare outcomes.
(9) The student demonstrates comprehension and proficiency of clinical skills used by health science
professionals in a classroom or clinical setting. The student is expected to:
(A) comply with specific industry standards related to safety requirements;
(B) employ medical vocabulary specific to the healthcare setting;
(C) perform admission, discharge, and transfer functions in a simulated setting;
(D) demonstrate skills related to assisting patients with activities of daily living such as
dressing, undressing, grooming, bathing, and feeding;
(E) determine proper equipment needed for patient ambulation such as gait belts,
wheelchairs, crutches, or walkers;
(F) demonstrate skills related to assessing range of motion and assisting with mobility,
including positioning, turning, lifting, and transferring patients for treatment or
examination;
(G) role play techniques used in stressful situations such as situations involving trauma and
chronic and terminal illness;
(H) demonstrate first aid, vital signs, cardiopulmonary resuscitation, and automated external
defibrillator skills; and
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(I) identify basic skills specific to a health science profession such as medical assistant,
dental assistant, emergency medical technician-basic, phlebotomy technician, and
pharmacy technician.
(10) The student evaluates ethical behavioral standards and legal responsibilities of a health science
professional. The student is expected to:
(A) research and describe the role of professional associations and regulatory agencies;
(B) examine legal and ethical behavior standards such as Patient Bill of Rights, advanced
directives, and HIPAA; and
(C) investigate the legal, ethical, and professional ramifications of unacceptable or
discriminatory behavior.
(11) The student exhibits the leadership skills necessary to function in a healthcare setting. The student
is expected to:
(A) identify essential leadership skills of health science professionals;
(B) assess group dynamics in real or simulated groups; and
(C) integrate consensus-building techniques.
(12) The student maintains a safe work environment. The student is expected to:
(A) describe governmental regulations and guidelines from entities such as the World Health
Organization (WHO), Centers for Disease Control and Prevention (CDC), Occupational
Safety and Health Administration (OSHA), U.S. Food and Drug Administration (FDA),
The Joint Commission, and the National Institute of Health (NIH), and Texas
Department of State Health Services (DSHS);
(B) explain protocols related to hazardous materials and situations such as personal
protective equipment (PPE) and blood borne pathogen exposure;
(C) describe how to assess and report unsafe conditions;
(D) identify the benefits of recycling and waste management for cost containment and
environmental protection; and
(E) demonstrate proper body mechanics to reduce the risk of injury.
(13) The student assesses wellness strategies for the prevention of disease. The student is expected to:
(A) research wellness strategies for the prevention of disease;
(B) evaluate positive and negative effects of relationships on physical and emotional health;
(C) explain the benefits of positive relationships between community members and health
professionals in promoting a healthy community;
(D) research and analyze the effects of access to quality health care;
(E) research alternative health practices and therapies; and
(F) explain the changes in structure and function of the body due to trauma and disease.
Source: The provisions of this §127.422 adopted to be effective April 26, 2022, 47 TexReg 2166.
§127.423. Anatomy and Physiology (One Credit), Adopted 2021.
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the
2024-2025 school year.
(1) No later than August 31, 2024, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials that cover the essential
knowledge and skills identified in this section.
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August 2024 Update Page 29 of 70
(2) If the commissioner makes the determination that instructional materials funding has been made available,
this section shall be implemented beginning with the 2024-2025 school year and apply to the 2024-2025
and subsequent school years.
(3) If the commissioner does not make the determination that instructional materials funding has been made
available under this subsection, the commissioner shall determine no later than August 31 of each
subsequent school year whether instructional materials funding has been made available. If the
commissioner determines that instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that this section shall be implemented for the
following school year.
(b) General requirements. This course is recommended for students in Grades 10-12. Prerequisite: one credit in
biology and one credit in chemistry, Integrated Physics and Chemistry, or physics. Recommended
prerequisite: a course from the Health Science Career Cluster. This course satisfies a high school science
graduation requirement. Students shall be awarded one credit for successful completion of this course.
(c) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic
standards, industry-relevant technical knowledge, and college and career readiness skills for
students to further their education and succeed in current and emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostic services, health informatics, support services, and biotechnology research and
development.
(3) The Anatomy and Physiology course is designed for students to conduct laboratory and field
investigations, use scientific methods during investigations, and make informed decisions using
critical thinking and scientific problem solving. Students in Anatomy and Physiology will study a
variety of topics, including the structure and function of the human body and the interaction of
body systems for maintaining homeostasis.
(4) Science, as defined by the National Academy of Sciences, is the "use of evidence to construct
testable explanations and predictions of natural phenomena, as well as the knowledge generated
through this process." This vast body of changing and increasing knowledge is described by
physical, mathematical, and conceptual models. Students should know that some questions are
outside the realm of science because they deal with phenomena that are not currently scientifically
testable.
(5) Students are expected to know that:
(A) hypotheses are tentative and testable statements that must be capable of being supported
or not supported by observational evidence. Hypotheses of durable explanatory power
that have been tested over a wide variety of conditions are incorporated into theories; and
(B) scientific theories are based on natural and physical phenomena and are capable of being
tested by multiple independent researchers. Unlike hypotheses, scientific theories are
well established and highly reliable explanations, but they may be subject to change as
new areas of science and new technologies are developed.
(6) Scientific inquiry is the planned and deliberate investigation of the natural world using scientific
and engineering practices. Scientific methods of investigation are descriptive, comparative, or
experimental. The method chosen should be appropriate to the question being asked. Student
learning for different types of investigations include descriptive investigations, which involve
collecting data and recording observations without making comparisons; comparative
investigations, which involve collecting data with variables that are manipulated to compare
results; and experimental investigations, which involve processes similar to comparative
investigations but in which a control is identified.
(A) Scientific practices. Students should be able to ask questions, plan and conduct
investigations to answer questions, and explain phenomena using appropriate tools and
models.
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(B) Engineering practices. Students should be able to identify problems and design solutions
using appropriate tools and models.
(7) Scientific decision making is a way of answering questions about the natural world involving its
own set of ethical standards about how the process of science should be carried out. Students
should be able to distinguish between scientific decision-making methods (scientific methods) and
ethical and social decisions that involve science (the application of scientific information).
(8) Science consists of recurring themes and making connections between overarching concepts.
Recurring themes include systems, models, and patterns. All systems have basic properties that
can be described in space, time, energy, and matter. Change and constancy occur in systems as
patterns and can be observed, measured, and modeled. These patterns help to make predictions
that can be scientifically tested, while models allow for boundary specification and provide a tool
for understanding the ideas presented. Students should analyze a system in terms of its
components and how these components relate to each other, to the whole, and to the external
environment.
(9) Students are encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular organizations.
(10) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) Employability skills. The student demonstrates professional standards/employability skills as
required by business and industry. The student is expected to:
(A) demonstrate verbal and non-verbal communication in a clear, concise, and effective
manner;
(B) exhibit the ability to cooperate, contribute, and collaborate as a member of a team; and
(C) investigate necessary skills for heath careers related to anatomy and physiology.
(2) Scientific and engineering practices. The student, for at least 40% of instructional time, asks
questions, identifies problems, and plans and safely conducts classroom, laboratory, and field
investigations to answer questions, explain phenomena, or design solutions using appropriate tools
and models. The student is expected to:
(A) ask questions and define problems based on observations or information from text,
phenomena, models, or investigations;
(B) apply scientific practices to plan and conduct descriptive, comparative, and experimental
investigations and use engineering practices to design solutions to problems;
(C) use appropriate safety equipment and practices during laboratory, classroom, and field
investigations as outlined in Texas Education Agency-approved safety standards;
(D) use appropriate tools such as lab notebooks or journals, calculators, spreadsheet software,
data-collecting probes, computers, standard laboratory glassware, microscopes, various
prepared slides, stereoscopes, metric rulers, meter sticks, electronic balances, micro
pipettors, hand lenses, Celsius thermometers, hot plates, timing devices, Petri dishes,
agar, lab incubators, dissection equipment, reflex hammers, pulse oximeters, stethoscope,
otoscope, blood pressure monitors (sphygmomanometers), pen lights, ultrasound
equipment, and models, diagrams, or samples of biological specimens or structures;
(E) collect quantitative data using the International System of Units (SI) and United States
customary units and qualitative data as evidence;
(F) organize quantitative and qualitative data using lab reports, labeled drawings, graphic
organizers, journals, summaries, oral reports, and technology-based reports;
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(G) develop and use models to represent phenomena, systems, processes, or solutions to
engineering problems; and
(H) distinguish among scientific hypotheses, theories, and laws.
(3) Scientific and engineering practices. The student analyzes and interprets data to derive meaning,
identify features and patterns, and discover relationships or correlations to develop evidence-based
arguments or evaluate designs. The student is expected to:
(A) identify advantages and limitations of models such as their size, scale, properties, and
materials;
(B) analyze data by identifying significant statistical features, patterns, sources of error, and
limitations;
(C) use mathematical calculations to assess quantitative relationships in data; and
(D) evaluate experimental and engineering designs.
(4) Scientific and engineering practices. The student develops evidence-based explanations and
communicates findings, conclusions, and proposed solutions. The student is expected to:
(A) develop explanations and propose solutions supported by data and models and consistent
with scientific ideas, principles, and theories;
(B) communicate explanations and solutions individually and collaboratively in a variety of
settings and formats; and
(C) engage respectfully in scientific argumentation using applied scientific explanations and
empirical evidence.
(5) Scientific and engineering practices. The student knows the contributions of scientists and
engineers and recognizes the importance of scientific research and innovation on society. The
student is expected to:
(A) analyze, evaluate, and critique scientific explanations and solutions by using empirical
evidence, logical reasoning, and experimental and observational testing, so as to
encourage critical thinking by the student;
(B) relate the impact of past and current research on scientific thought and society, including
research methodology, cost-benefit analysis, and contributions of diverse scientists and
engineers as related to the content; and
(C) research and explore resources such as museums, libraries, professional organizations,
private companies, online platforms, and mentors employed in a science, technology,
engineering, and mathematics (STEM) or health science field in order to investigate
careers.
(6) Human body organization. The student demonstrates an understanding of the anatomic and
physiological basis of life and the ability to explain the interdependence of structure and function
in biological systems. The student is expected to:
(A) distinguish between the six levels of structural organization in the human body, including
chemical, cellular, tissue, organ, system, and organism, and explain their
interdependence;
(B) identify and use appropriate directional terminology when referring to the human body,
including directional terms, planes, body cavities, and body quadrants;
(C) identify and describe the major characteristics of living organisms, including response to
stimuli, growth and development, homeostasis, cellular composition, metabolism,
reproduction, and the ability to adapt to the environment;
(D) research and describe negative and positive feedback loops as they apply to homeostasis;
and
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(E) research and identify the effects of the failure to maintain homeostasis as it relates to
common diseases in each of the body systems.
(7) Histology. The student demonstrates the ability to analyze the structure and function of eukaryotic
cells in relation to the formation of tissue. The student is expected to:
(A) define tissue and identify the four primary tissue types, their subdivisions, and functions;
(B) compare epithelial tissue and connective tissue in terms of cell arrangement and
interstitial materials;
(C) describe the process of tissue repair involved in the normal healing of a superficial
wound; and
(D) describe the general metabolic pathways of carbohydrates, lipids, and proteins.
(8) Skeletal system. The student analyzes the relationships between the anatomical structures and
physiological functions of the skeletal system. The student is expected to:
(A) identify and differentiate between the axial skeleton and appendicular skeleton;
(B) identify the types of joints, including gliding, hinge, pivot, saddle, and ball and socket,
and describe the movements of each;
(C) identify and locate the anatomy of bone, including spongy and compact tissue, epiphysis,
diaphysis, medullary cavity, periosteum, bone marrow, and endosteum;
(D) explain the major physiological functions of the skeletal system;
(E) describe the role of osteoblasts, osteocytes, and osteoclasts in bone growth and repair;
(F) identify and describe the different types of fractures such as compound, complete,
simple, spiral, greenstick, hairline, transverse, and comminuted; and
(G) identify and describe common diseases and disorders of the skeletal system such as
scoliosis, osteoporosis, and bone cancer.
(9) Integumentary system. The student analyzes the relationships between the anatomical structures
and physiological functions of the integumentary system. The student is expected to:
(A) identify and describe the structures of the integumentary system, including layers of the
skin, accessory organs within each layer, and glandular components in each layer;
(B) describe the factors that can contribute to skin color;
(C) describe and explain the process of tissue repair and scar formation; and
(D) identify and describe common diseases and disorders of the integumentary system such
as skin cancer and psoriasis.
(10) Muscular system. The student analyzes the relationships between the anatomical structures and
physiological functions of the muscular system. The student is expected to:
(A) explain the major physiological functions of the muscular system, including voluntary
movement, involuntary movement, heat production, and maintaining posture;
(B) explain the coordination of muscles, bones, and joints that allows movement of the body,
including the methods of attachment of ligaments and tendons;
(C) examine common characteristics of muscle tissue, including excitability, contractibility,
extensibility, and elasticity;
(D) identify and describe the appearance, innervation, and function of the three muscle types,
including cardiac, skeletal, and smooth;
(E) examine the microscopic anatomy of a muscle fiber, including sarcomere, actin, and
myosin;
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(F) describe the mechanisms of muscle contraction at the neuromuscular junction;
(G) name, locate, and describe the action of major voluntary muscles in regions of the body,
including the head and neck, trunk, upper extremity, and lower extremity;
(H) identify and describe common diseases and disorders of the muscular system such as
muscle strains and muscular dystrophy; and
(I) analyze and describe the effects of pressure, movement, torque, tension, and elasticity on
the human body.
(11) Nervous system. The student analyzes the relationship between the anatomical structures and
physiological functions of the nervous system. The student is expected to:
(A) summarize and distinguish between the major physiological functions of the nervous
system, including sensation, integration, and motor response;
(B) identify the senses and explain their relationship to nervous system;
(C) investigate and explain the interdependence between the cranial and spinal nerves with
the special senses of vision, hearing, smell, and taste;
(D) describe the anatomy of the structures associated with the senses, including vision,
hearing, smell, taste, and touch;
(E) identify the anatomical and physiological divisions of the peripheral nervous system and
central nervous system;
(F) explain the glial cells within the central nervous system and peripheral nervous system
and their associated functions;
(G) analyze the functional and structural differences between gray and white matter relative
to neurons;
(H) distinguish between the types of neurons and explain the initiation of a nerve impulse
during resting and action potential;
(I) categorize the major neurotransmitters by chemical and physical mechanisms; and
(J) identify and describe common diseases and disorders of the nervous system such as
epilepsy, neuralgia, Parkinson's disease, and Alzheimer's disease.
(12) Endocrine system. The student analyzes the relationships between the anatomical structures and
physiological functions of the endocrine system. The student is expected to:
(A) identify and locate the nine glands associated with the endocrine system, including the
ovaries, testes, pineal gland, pituitary gland, thyroid gland, parathyroid glands, thymus,
pancreas, and adrenal glands;
(B) compare and contrast endocrine and exocrine glands and identify the glands associated
with each;
(C) describe the hormones associated with each endocrine gland;
(D) research the impact of the endocrine systems on homeostatic mechanisms and other body
systems such as the integration between the hypothalamus and the pituitary gland;
(E) explain how the endocrine glands are regulated, including neural, hormonal, and humoral
control; and
(F) identify and describe common diseases and disorders of the endocrine system such as
hypothyroidism, pancreatic cancer, and diabetes.
(13) Urinary system. The student analyzes the relationships between the anatomical structures and
physiological functions of the urinary system. The student is expected to:
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(A) identify and describe the anatomical structures and functions of the urinary system,
including the kidney, ureters, bladder, and urethra;
(B) compare and contrast the anatomical structures and describe the functions of the male
and female urinary system;
(C) summarize and illustrate the structures, functions, and types of nephrons;
(D) examine the methods of fluid balance and homeostasis in the urinary system, including
fluid intake and output;
(E) analyze the composition of urine and the process of urine formation, including filtration,
reabsorption, and secretion;
(F) describe the relationship between the nervous system, renal system, and muscular system
before and during micturition; and
(G) identify and describe common diseases and disorders of the urinary system such as
chronic kidney disease, kidney stones, urinary tract infections, and renal cancer.
(14) Cardiovascular system. The student analyzes the relationships between the anatomical structures
and physiological functions of the cardiovascular system. The student is expected to:
(A) identify the major functions of the cardiovascular system, including transport,
maintaining homeostasis, and immune response;
(B) compare and contrast the anatomical structure of arteries, arterioles, capillaries, venules,
and veins;
(C) investigate and illustrate how systemic circulation transports blood, gasses, and nutrients
from the heart to the internal anatomy of the heart, including tissue layers, chambers, and
valves, and external anatomy of the heart, including coronary vessels;
(D) describe the relationship between blood flow and blood pressure, including systolic and
diastolic pressure, pulse pressure, and mean arterial pressure;
(E) compare and contrast coronary, pulmonary, and systemic circulation, and describe the
major vessels of each;
(F) illustrate how the PQRST waves of an electrocardiogram (EKG) demonstrate the
conduction of electricity through the structures of the heart;
(G) describe the relationship between the cardiovascular system, nervous system, and
muscular system in regulating cardiac output; and
(H) identify and describe common diseases and disorders of the cardiovascular system such
as heart disease, myocardial infarction, ischemia, and hypertrophic cardiomyopathy.
(15) Lymphatic system. The student analyzes the relationships between the anatomical structures and
physiological functions of the lymphatic system and understands the immune response. The
student is expected to:
(A) evaluate the interaction of the lymphatic system with other body systems such as the
circulatory system;
(B) describe the structure and function of the lymphatic organs and explain how lymph
moves through the body;
(C) identify and describe the role and function of the immune cells, including T cells and B
cells, within the lymphatic system structures;
(D) identify and determine antigens associated with ABO blood typing, including Rhesus
(Rh) factor;
(E) summarize the ways the body protects and defends against disease, including
inflammation, barrier defenses, and active and passive immunity;
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(F) describe the role of antigens and antibodies in the immune response; and
(G) identify and describe common diseases and disorders associated with the lymphatic and
immune systems such as inherited or acquired immunodeficiencies, autoimmune
diseases, and lymphomas.
(16) Digestive system. The student analyzes the relationships between the anatomical structures and
physiological functions of the digestive system. The student is expected to:
(A) examine the anatomical structures and function of the alimentary canal and accessory
organs;
(B) compare and contrast mechanical and chemical digestive processes;
(C) evaluate the modes by which energy is processed and stored within the body, including
ingestion, propulsion, absorption, and elimination; and
(D) identify and describe common diseases and disorders of the digestive system such as
gallstones, Crohn's disease, irritable bowel syndrome, and gastroesophageal reflux
disorder.
(17) Respiratory system. The student analyzes the relationships between the anatomical structures and
physiological functions of the respiratory system. The student is expected to:
(A) identify and sequence the anatomical structures and functions of the respiratory system;
(B) compare and contrast the functions of upper and lower respiratory tract;
(C) describe the physiology of respiration, including internal and external respiration and gas
exchange;
(D) describe the relationship between the respiratory and cardiovascular systems during
pulmonary circulation;
(E) investigate factors that affect respiration, including exercise and environmental changes
such as altitude; and
(F) identify and describe common diseases of the respiratory system such as asthma,
emphysema, pneumonia, viruses, and allergies.
(18) Reproductive system. The student analyzes the relationships between the anatomical structures
and physiological functions of the reproductive system. The student is expected to:
(A) explain embryological development of cells, tissues, organs, and systems;
(B) describe and examine the location, structure, and functions of the internal and external
female and male reproductive organs and accessory glands;
(C) describe and compare the process of oogenesis and spermatogenesis;
(D) research and discuss the physiological effects of hormones on the stages of the menstrual
cycle;
(E) identify and distinguish the hormones involved in maturation and development
throughout the life cycle, including puberty, gestation, and menopause; and
(F) identify and describe common diseases and disorders of the reproductive system such as
sexually transmitted diseases and cancers of the female and male reproductive systems.
(19) Emerging technologies. The student identifies emerging technological advances in science and
healthcare treatment and delivery. The student is expected to:
(A) research and discuss advances in science and medicine at the organ and tissue level such
as bionics and wearable monitoring technologies; and
(B) research and describe advances in science and medicine at the cellular level such as stem
cells and gene therapy.
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Source: The provisions of this §127.423 adopted to be effective April 26, 2022, 47 TexReg 2166.
§127.424. Pathophysiology (One Credit), Adopted 2021.
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the
2024-2025 school year.
(1) No later than August 31, 2024, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials that cover the essential
knowledge and skills identified in this section.
(2) If the commissioner makes the determination that instructional materials funding has been made available,
this section shall be implemented beginning with the 2024-2025 school year and apply to the 2024-2025
and subsequent school years.
(3) If the commissioner does not make the determination that instructional materials funding has been made
available under this subsection, the commissioner shall determine no later than August 31 of each
subsequent school year whether instructional materials funding has been made available. If the
commissioner determines that instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that this section shall be implemented for the
following school year.
(b) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisites: one
credit in biology, one credit in chemistry, and at least one credit in a Level 2 or higher course from the
health science career cluster. Recommended prerequisite: Anatomy and Physiology. This course satisfies a
high school science graduation requirement. Students shall be awarded one credit for successful completion
of this course.
(c) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic
standards, industry-relevant technical knowledge, and college and career readiness skills for
students to further their education and succeed in current and emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostic services, health informatics, support services, and biotechnology research and
development.
(3) The Pathophysiology course is designed for students to conduct laboratory and field
investigations, use scientific methods during investigations, and make informed decisions using
critical thinking and scientific problem solving. Students in Pathophysiology will study disease
processes and how humans are affected. Emphasis is placed on prevention and treatment of
disease.
(4) Science, as defined by the National Academy of Sciences, is the "use of evidence to construct
testable explanations and predictions of natural phenomena, as well as the knowledge generated
through this process." This vast body of changing and increasing knowledge is described by
physical, mathematical, and conceptual models. Students should know that some questions are
outside the realm of science because they deal with phenomena that are not currently scientifically
testable.
(5) Students are expected to know that:
(A) hypotheses are tentative and testable statements that must be capable of being supported
or not supported by observational evidence. Hypotheses of durable explanatory power
that have been tested over a wide variety of conditions are incorporated into theories; and
(B) scientific theories are based on natural and physical phenomena and are capable of being
tested by multiple independent researchers. Unlike hypotheses, scientific theories are
well established and highly reliable explanations, but they may be subject to change as
new areas of science and new technologies are developed.
Health Science §127.I.
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(6) Scientific inquiry is the planned and deliberate investigation of the natural world using scientific
and engineering practices. Scientific methods of investigation are descriptive, comparative, or
experimental. The method chosen should be appropriate to the question being asked. Student
learning for different types of investigations include descriptive investigations, which involve
collecting data and recording observations without making comparisons; comparative
investigations, which involve collecting data with variables that are manipulated to compare
results; and experimental investigations, which involve processes similar to comparative
investigations but in which a control is identified.
(A) Scientific practices. Students should be able to ask questions, plan and conduct
investigations to answer questions, and explain phenomena using appropriate tools and
models.
(B) Engineering practices. Students should be able to identify problems and design solutions
using appropriate tools and models.
(7) Scientific decision making is a way of answering questions about the natural world involving its
own set of ethical standards about how the process of science should be carried out. Students
should be able to distinguish between scientific decision-making methods (scientific methods) and
ethical and social decisions that involve science (the application of scientific information).
(8) Science consists of recurring themes and making connections between overarching concepts.
Recurring themes include systems, models, and patterns. All systems have basic properties that
can be described in space, time, energy, and matter. Change and constancy occur in systems as
patterns and can be observed, measured, and modeled. These patterns help to make predictions
that can be scientifically tested, while models allow for boundary specification and provide a tool
for understanding the ideas presented. Students should analyze a system in terms of its
components and how these components relate to each other, to the whole, and to the external
environment.
(9) Students are encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular organizations.
(10) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(A) demonstrate verbal and non-verbal communication in a clear, concise, and effective
manner; and
(B) demonstrate the ability to cooperate, contribute, and collaborate as a member of a team.
(2) The student, for at least 40% of instructional time, asks questions, identifies problems, and plans
and safely conducts classroom, laboratory, and field investigations to answer questions, explain
phenomena, or design solutions using appropriate tools and models. The student is expected to:
(A) ask questions and define problems based on observations or information from text,
phenomena, models, or investigations;
(B) apply scientific practices to plan and conduct descriptive, comparative, and experimental
investigations and use engineering practices to design solutions to problems;
(C) use appropriate safety equipment and practices during laboratory, classroom, and field
investigations as outlined in Texas Education Agency-approved safety standards;
(D) use appropriate tools such as calculators, spreadsheet software, data-collecting probes,
computers, standard laboratory glassware, microscopes, various prepared slides,
stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micro
pipettors, hand lenses, Celsius thermometers, hot plates, timing devices, Petri dishes, lab
Health Science §127.I.
August 2024 Update Page 38 of 70
incubators, biochemical media and stains dissection equipment, meter sticks, and models,
diagrams, or samples of biological specimens or structures;
(E) collect quantitative data using the International System of Units (SI) and United States
customary units and qualitative data as evidence;
(F) organize quantitative and qualitative data using lab notebooks or journals, lab reports,
labeled drawings, graphic organizers, peer reviewed medical journals, summaries, oral
reports, and technology-based reports;
(G) develop and use models to represent phenomena, systems, processes, or solutions to
engineering problems; and
(H) distinguish between scientific hypotheses, theories, and laws.
(3) The student analyzes and interprets data to derive meaning, identify features and patterns, and
discover relationships or correlations to develop evidence-based arguments or evaluate designs.
The student is expected to:
(A) identify advantages and limitations of models such as their size, scale, properties, and
materials;
(B) analyze data by identifying significant statistical features, patterns, sources of error, and
limitations;
(C) use mathematical calculations to assess quantitative relationships in data; and
(D) evaluate experimental and engineering designs.
(4) The student develops evidence-based explanations and communicates findings, conclusions, and
proposed solutions. The student is expected to:
(A) develop explanations and propose solutions supported by data and models and consistent
with scientific ideas, principles, and theories;
(B) communicate explanations and solutions individually and collaboratively in a variety of
settings and formats; and
(C) engage respectfully in scientific argumentation using applied scientific explanations and
empirical evidence.
(5) The student knows the contributions of scientists and engineers and recognizes the importance of
scientific research and innovation on society. The student is expected to:
(A) analyze, evaluate, and critique scientific explanations and solutions by using empirical
evidence, logical reasoning, and experimental and observational testing so as to
encourage critical thinking by the student;
(B) relate the impact of past and current research on scientific thought and society, including
research methodology, cost-benefit analysis, and contributions of diverse scientists and
engineers as related to the content; and
(C) research and explore resources such as museums, libraries, professional organizations,
private companies, online platforms, and mentors employed in a science, technology,
engineering, and mathematics (STEM) or health science field in order to investigate
careers.
(6) The student analyzes the mechanisms of pathology. The student is expected to:
(A) describe abnormal biological and chemical processes at the cellular level;
(B) examine and analyze changes resulting from mutations and neoplasms by examining
cells, tissues, organs, and systems;
(C) investigate factors that contribute to disease, including age, gender, environment,
lifestyle, and heredity; and
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August 2024 Update Page 39 of 70
(D) analyze and describe how the body's compensating mechanisms attempt to maintain
homeostasis when changes occur.
(7) The student examines the process of pathogenesis. The student is expected to:
(A) differentiate and identify pathogenic organisms using microbiological techniques such as
gram staining, biochemical identification, and microscopic observation;
(B) research and summarize the stages of pathogenesis, including incubation period,
prodromal period, and exacerbation or remission;
(C) analyze the body's natural defense systems against infection, including barriers, the
inflammatory response, and the immune response;
(D) analyze other mechanisms of disease prevention and treatment such as vaccinations,
antibiotics, chemotherapy, and immunotherapy; and
(E) evaluate the effects of chemical agents, environmental pollution, and trauma on the
disease process.
(8) The student examines diseases throughout the body's systems. The student is expected to:
(A) investigate the etiology, signs and symptoms, diagnosis, prognosis, and treatment of
diseases;
(B) explore and describe advanced technologies for the diagnosis and treatment of disease;
(C) research and describe reemergence of diseases such as malaria, tuberculosis, polio, and
measles;
(D) research the causes, prevention, and impact of nosocomial infections and differentiate
between the causes, prevention, and impact of nosocomial infections versus community-
acquired infections;
(E) research and describe antibiotic-resistant diseases such as methicillin-resistant
Staphylococcus aureus;
(F) differentiate between various types of diseases and disorders, including hereditary,
infectious, and auto-immune; and
(G) investigate ways diseases such as diabetes, Parkinson's, lupus, and congestive heart
failure affect multiple body systems.
(9) The student integrates the effects of disease prevention and control. The student is expected to:
(A) evaluate public health issues related to asepsis, isolation, immunization, and quarantine;
(B) analyze the effects of stress and aging on the body;
(C) analyze patient medical data and interpret medical laboratory test results to inform
diagnosis and treatment;
(D) analyze and interpret epidemiological data to determine common trends and predict
outcomes in disease progression;
(E) research and summarize diseases that threaten world health and propose intervention
strategies; and
(F) develop a prevention plan that considers how behaviors contribute to lifestyle diseases.
Source: The provisions of this §127.424 adopted to be effective April 26, 2022, 47 TexReg 2166.
§127.425. Pharmacy I (One Credit), Adopted 2021.
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the
2024-2025 school year.
Health Science §127.I.
August 2024 Update Page 40 of 70
(1) No later than August 31, 2024, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials that cover the essential
knowledge and skills identified in this section.
(2) If the commissioner makes the determination that instructional materials funding has been made available,
this section shall be implemented beginning with the 2024-2025 school year and apply to the 2024-2025
and subsequent school years.
(3) If the commissioner does not make the determination that instructional materials funding has been made
available under this subsection, the commissioner shall determine no later than August 31 of each
subsequent school year whether instructional materials funding has been made available. If the
commissioner determines that instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that this section shall be implemented for the
following school year.
(b) General requirements. This course is recommended for students in Grades 10 and 11. Recommended
prerequisites: Introduction to Pharmacy Science or Principles of Health Science and one credit in biology.
Students shall be awarded one credit for successful completion of this course.
(c) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic
standards, industry-relevant technical knowledge, and college and career readiness skills for
students to further their education and succeed in current and emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostic services, health informatics, support services, and biotechnology research and
development.
(3) The goal of Pharmacy I is for the student to gain a strong foundation in the knowledge and skills
needed to pursue a career in the pharmaceutical field (e.g., pharmacy technician, pharmacist).
Knowledge includes pharmacology, pharmacy law, medication safety, the dispensing process, and
inventory. Pharmacy I is designed to be the second course in a pathway leading to college and
career readiness in the healthcare therapeutics professions. The course content aligns with the
competencies of pharmacy technician certification examinations.
(4) Students are encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student exhibits personal and interpersonal knowledge and skills. The student is expected to:
(A) model ethical conduct in complex situations;
(B) model a respectful and professional attitude when interacting with diverse patient
populations, colleagues, and professionals;
(C) apply self-management skills such as stress and change management;
(D) apply interpersonal skills, including negotiation skills, conflict resolution, customer
service, and teamwork;
(E) practice problem-solving skills in respect to complex ethical decision making; and
(F) compare unethical and illegal conduct in the workplace.
(2) The student communicates effectively with diverse populations. The student is expected to:
(A) practice a respectful and professional attitude when interacting with diverse patient
populations, colleagues, and professionals; and
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August 2024 Update Page 41 of 70
(B) compare communication techniques that are effective for various population clients such
as terminally ill, intellectually disabled, visually/hearing impaired, and elderly/pediatric
populations.
(3) The student interprets pharmacy correspondence utilizing medical abbreviations and terminology
typically found in the pharmacy setting. The student is expected to:
(A) employ pharmacy terminology and abbreviations in creating and utilizing
correspondence in the pharmacy such as prescriptions, medication administration records
(MARs), and patient order sheets;
(B) compare terminology typically used in the community and institutional pharmacy
settings; and
(C) translate sig codes and abbreviations used in the pharmacy.
(4) The student distinguishes between the requirements of various federal agencies. The student is
expected to:
(A) explain the handling and disposal of non-hazardous, hazardous, and pharmaceutical
substances and waste;
(B) discuss the requirements for controlled substance prescriptions, including new, refill, and
transfer prescriptions, according to the Drug Enforcement Administration (DEA)
controlled substances schedules;
(C) describe Food and Drug Administration (FDA) recall requirements based on
classification for medications, devices, supplies, and supplements;
(D) interpret and apply state and federal laws pertaining to processing, handling, and
dispensing of medications, including controlled substances;
(E) interpret state and federal laws and regulations pertaining to pharmacy technicians; and
(F) explain pharmacy compliance with professional standards and relevant legal, regulatory,
formulary, contractual, and safety requirements.
(5) The student recalls drug information. The student is expected to:
(A) identify brand name, generic name, classification, and indication of use for common
medications with automaticity;
(B) discuss common and life-threatening drug interactions and contraindications;
(C) identify narrow therapeutic index (NTI) medications; and
(D) access and use references such as United States Pharmacopeia (USP) standards, drug
reference books, and clinical information sources as needed to perform job duties.
(6) The student explains the dispensing process. The student is expected to:
(A) identify a prescription or medication order for completeness, including drug strength,
dosage form, directions, quantity, and refills, and obtain missing information if needed;
(B) communicate with patients to obtain information, including demographics, medication
history, health conditions, allergies, and insurance, for the patient profile;
(C) practice assisting pharmacists in collecting, organizing, and recording demographic and
clinical information for the Pharmacists' Patient Care Process;
(D) perform the necessary mathematical calculations required for order entry, including
formulas, ratios, concentrations, percent strength, dilutions, proportions, and allegations;
(E) identify equipment and supplies, including diabetic supplies, spacers, and oral/injectable
syringes, required for drug administration based on the package size and unit dose;
Health Science §127.I.
August 2024 Update Page 42 of 70
(F) identify and describe the importance of lot numbers, expiration dates, and National Drug
Codes (NDC) on drug packaging;
(G) practice and adhere to effective infection control procedures;
(H) apply appropriate cleaning standards, including hand washing and cleaning counting
trays, countertops, and equipment; and
(I) explain the state pharmacy boards' roles in the regulation of pharmacy technicians and
that differences exist between states in the processing, handling, and dispensing of
prescription medications.
(7) The student identifies common medication errors and explains error prevention strategies. The
student is expected to:
(A) identify high-alert/risk and look-alike/sound-alike (LASA) medications;
(B) describe error prevention strategies, including using Tall Man lettering, trailing/leading
zeros, and barcodes; separating inventory; and limiting use of error-prone abbreviations;
(C) describe types of prescription errors, including abnormal doses, early refill, incorrect
quantity, incorrect patient, and incorrect drug;
(D) explain pharmacy professional standards for and the role of the pharmacy technician in
the patient care process;
(E) identify opportunities to assist pharmacists in the identification of patients who desire or
require counseling to optimize the use of medications, equipment, and devices;
(F) discuss the pharmacy technician's role in patient and medication safety practices such as
how to calculate dosage of pediatric over-the-counter drugs;
(G) explain how pharmacy technicians assist pharmacists in responding safely and legally to
emergent patient situations; and
(H) explain basic safety and emergency preparedness procedures applicable to pharmacy
services.
(8) The student performs inventory procedures according to federal, state, local, and facility
guidelines. The student is expected to:
(A) identify proper storage for medications in regard to temperature, light sensitivity, product
demand, fast movers, cost, and restricted access;
(B) explain the definition and purpose of a formulary or approved/preferred product list;
(C) describe procedures for inventory control, including removal of expired and recalled drug
products, rotating inventory, performing a physical inventory, ordering medications and
supplies, monitoring periodic automatic replenishment (PAR) levels, and using just-in-
time ordering;
(D) explain accepted procedures in purchasing pharmaceuticals, devices, and supplies; and
(E) explain accepted procedures for identifying and disposing of expired medications.
Source: The provisions of this §127.425 adopted to be effective April 26, 2022, 47 TexReg 2166.
§127.426. Pharmacy II (Two Credits), Adopted 2021.
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the
2022-2023 school year.
(1) No later than August 31, 2022, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials that cover the essential
knowledge and skills identified in this section.
Health Science §127.I.
August 2024 Update Page 43 of 70
(2) If the commissioner makes the determination that instructional materials funding has been made available,
this section shall be implemented beginning with the 2022-2023 school year and apply to the 2022-2023
and subsequent school years.
(3) If the commissioner does not make the determination that instructional materials funding has been made
available under this subsection, the commissioner shall determine no later than August 31 of each
subsequent school year whether instructional materials funding has been made available. If the
commissioner determines that instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that this section shall be implemented for the
following school year.
(b) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisites: one
credit in biology, one credit in chemistry, and Pharmacy I. Recommended prerequisite: Algebra I,
Introduction to Pharmacy Science, and Pharmacy I. Students shall be awarded two credits for successful
completion of this course.
(c) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic
standards, industry-relevant technical knowledge, and college and career readiness skills for
students to further their education and succeed in current and emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostic services, health informatics, support services, and biotechnology research and
development.
(3) The Pharmacy II course provides students with the advanced knowledge and skills to explore
various careers in the pharmacy field, including pharmacology, pharmacy law, medication errors,
inventory pharmacy calculations, compounding, and workflow expectations in a pharmacy setting.
Pharmacy II is designed to be the third course in a pathway leading to college and career readiness
in the healthcare therapeutics professions. The course content aligns with the competencies of
pharmacy technician certification examinations.
(4) Students are encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student exhibits personal and interpersonal knowledge and skills. The student is expected to:
(A) apply appropriate verbal communication in a clear, concise, and effective manner;
(B) apply appropriate non-verbal communication in a clear, respectful, and effective manner;
(C) apply appropriate adaptability skills such as problem solving and creative thinking;
(D) create or evaluate a career plan using methods such as identifying educational pathways,
developing career goals, and assessing individual aptitudes;
(E) demonstrate teamwork;
(F) create an occupation-specific resume; and
(G) identify soft skills desired by employers.
(2) The student communicates effectively with diverse populations. The student is expected to:
(A) practice a respectful and professional attitude in communications with diverse patient
populations, colleagues, and professionals such as written, oral, and electronic
communications;
Health Science §127.I.
August 2024 Update Page 44 of 70
(B) demonstrate communication techniques that are effective for various populations such as
terminally ill, intellectually disabled, visually/hearing impaired, and elderly/pediatric
populations; and
(C) demonstrate skills for supporting communication between various stakeholders such as
serving as a liaison between the nurse and the patient.
(3) The student demonstrates the use of medical terminology and abbreviations in a pharmacy setting.
The student is expected to:
(A) interpret and translate prescription and medication orders according to pharmacy settings
such as community and hospital environments;
(B) create pharmacy correspondence such as prescriptions, medication administration records
(MARs), and patient order sheets using medical terminology and abbreviations;
(C) use medical terminology found in various pharmacy settings to communicate
appropriately; and
(D) translate sig codes and abbreviations used in the pharmacy to communicate instructions
to patients.
(4) The student applies the strictest requirements using the laws of local, state, and federal agencies.
The student is expected to:
(A) demonstrate the proper handling and disposal of non-hazardous, hazardous, and
pharmaceutical substances and waste;
(B) apply the requirements for controlled substance prescriptions, including new, refill, and
transfer prescriptions;
(C) apply the requirements for receiving, storing, ordering, labeling, and dispensing
controlled substances and the reverse distribution, take-back, and loss or theft of
controlled substances;
(D) classify controlled substances such as cocaine, heroin, marijuana, fentanyl,
dextroamphetamine, amphetamine salts, benzodiazepines, and anabolic steroids
according to their Drug Enforcement Administration (DEA) schedules;
(E) identify the federal requirements for restricted drugs such as pseudoephedrine and related
medication processing programs such as Risk Evaluation and Mitigation Strategies
(REMS) and iPLEDGE;
(F) demonstrate the process for Food and Drug Administration (FDA) recalls based on
classification for medications, devices, supplies, and supplements; and
(G) explain pharmacy compliance with professional standards such as scope of practice and
relevant legal, regulatory, formulary, contractual, and safety requirements.
(5) The student interprets drug information. The student is expected to:
(A) apply knowledge of brand name, generic name, classification, and indication of use for
common medications such as the top 200 drugs with automaticity in a pharmacy setting;
(B) analyze the common and life-threatening drug interactions and contraindications such as
drug-disease, drug-drug, drug-lab, and drug-food;
(C) apply knowledge of the narrow therapeutic index (NTI) to drug use evaluations; and
(D) integrate the use of digital and hard copy references such as United States Pharmacopeia
(USP) standards, drug reference books, and clinical information sources as needed to
perform job duties.
(6) The student demonstrates the dispensing process in various pharmacy settings. The student is
expected to:
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August 2024 Update Page 45 of 70
(A) analyze a prescription and medication order for completeness, including drug strength,
dosage form, directions, quantity, date, and refills, and obtain missing information if
needed;
(B) communicate with patients or care givers using the appropriate modality to obtain
information, including demographics, medication history, health conditions, allergies,
and insurance, for the patient profile;
(C) collect, organize, and record demographic and clinical information accurately for patient
continuity of care;
(D) identify the required steps in preparing sterile compounded products, including putting
on (donning) personal protective equipment (PPE), cleaning the vertical or horizontal
flow hoods, selecting correct supplies, and preparing the product for dispensing;
(E) select the appropriate equipment and supplies, including diabetic supplies, spacers, and
oral/injectable syringes, for drug administration based on package size and unit dose;
(F) apply lot numbers, expiration dates, and National Drug Codes (NDC) on drug packaging
for the dispensing of medication; and
(G) differentiate between the use of effective infection control procedures such as sterile and
non-sterile compounding in various pharmacy related settings.
(7) The student analyzes common medication errors and practices error prevention strategies. The
student is expected to:
(A) use knowledge of high alert/risk and look-alike/sound-alike (LASA) medications to
prevent medication errors;
(B) apply knowledge of current error prevention strategies such as using Tall Man lettering,
trailing/leading zeros, and barcodes; separating inventory; and limiting use of error-prone
abbreviations to prevent medication errors;
(C) apply knowledge of various prescription errors such as abnormal dose, early refill,
incorrect quantity, incorrect patient, and incorrect drug for improved accuracy;
(D) demonstrate how to assist pharmacists in recognizing issues that require intervention
such as adverse drug events, drug utilization review (DUR), and use of equipment and
devices; and
(E) demonstrate knowledge of medication errors such as near miss and adverse events and
various reporting procedures such as MedWatch, vaccine adverse event reporting system
(VAERS), and route-cause analysis (RCA).
(8) The student applies pharmacy workflow procedures according to federal, state, local, and facility
guidelines. The student is expected to:
(A) describe the process for creating a prescription or medication order in compliance with
pharmacy standards such as standards for patient rights, completeness of a prescription or
medication order, and authorization;
(B) discuss the steps in verifying a prescription or medication order such as right patient,
right drug, right dosage, right time, and right route;
(C) identify the proper procedures for entering a prescription or medication order, including
procedures for workstation, use of technology, validation with drug enforcement
administration (DEA) calculations, and transcribing such as using military time and
Roman numerals;
(D) apply the proper techniques for filling a prescription or medication order such as
techniques for use of technology, counting, and selecting the correct medication;
Health Science §127.I.
August 2024 Update Page 46 of 70
(E) explain the proper procedure for the administration of prescription or medication orders
such as ear drops, eye drops, inhalations, parenteral, and enteral;
(F) demonstrate knowledge of the workflow process for prescriptions and medication orders
such as creation of the order, order entry, adjudication, verification, filling, labeling,
billing, dispensing, and administration; and
(G) describe the elements of third-party billing for out-patient dispensing, including
prescription insurance ID cards, group numbers, BIN numbers, prior authorization,
quantity limits, patient co-pays, maximum out-of-pocket costs, and deductibles.
(9) The student evaluates mathematical process standards related to the practice of pharmacy. The
student is expected to:
(A) calculate dosage calculations for adults and special populations using conversions, ratios,
and dimensional analysis to perform duties in a pharmacy setting;
(B) apply conversions to systems of measurements, including apothecary, metric, and
household, to perform duties in a pharmacy setting;
(C) calculate the flow rate (or rate of administration) for an IV solution using ratios and
conversions such as milliliters to drops, weight, or hours to minutes;
(D) calculate days supply for a prescription order given a dose and sig;
(E) calculate volume or mass of each of the total parenteral nutrition (TPN) components such
as lipids, amino acids, dextrose, calcium, and magnesium;
(F) calculate volume or mass of ingredients needed for compounding both sterile and non-
sterile products;
(G) calculate amount needed for percent of weight-to-volume, volume-to-volume, and
weight-to-weight based on stock concentration; and
(H) use calculations related to business math in a pharmacy setting, including profit, net
profit, discounts, mark-ups, dispensing fee, average wholesale price, depreciation, and
third-party.
(10) The student demonstrates the use of technology in a pharmacy setting. The student is expected to:
(A) identify the types and uses of automated dispensing technology such as cabinets, units,
and carousels;
(B) demonstrate knowledge and components of pharmacy dispensing software used in the
out-patient setting, the in-patient setting, and in-office use dispensing;
(C) apply professional standards using communication technology such as telephone, emails,
fax, electronic prescriptions, and social media appropriate for a pharmacy setting;
(D) apply knowledge of technology hardware devices for input and output such as computers,
scanners, printers, interface devices, and other devices; and
(E) select and use appropriate technology tools to search for drug information such as pill
identification, adverse events, and contraindications.
(11) The student uses critical thinking, scientific reasoning, research, or problem solving to make
informed decisions and communicate within and outside the classroom. The student is expected
to:
(A) critique the validity and reliability of scientific research such as assessing for bias,
conflict of interest, and study design;
(B) demonstrate the ability to independently find valid and reliable sources such as primary,
secondary, and tertiary literature;
Health Science §127.I.
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(C) identify safe use of online resources that maintain the privacy and confidentiality of the
user and patient;
(D) analyze online resources used in scientific research;
(E) describe the recent innovations and advances in pharmacy;
(F) identify opportunities for extended learning experiences such as community services,
career and technical service organizations (CTSOs), and professional organizations; and
(G) evaluate scientific information extracted from various sources such as accredited
scientific journals, institutions of higher learning, current events, news reports, published
journal articles, and marketing and promotional materials.
(12) The student performs inventory procedures according to federal, state, local, and facility
guidelines. The student is expected to:
(A) analyze proper storage for medications in regard to temperature, light sensitivity, product
demand, cost, and restricted access;
(B) analyze therapeutic substitutions and product selection using the knowledge of
formularies or preferred product list;
(C) practice procedures for inventory control such as removal of expired/recalled drug
products, rotating inventory, performing a physical inventory, and ordering
medications/supplies;
(D) explain how just-in-time or drop ship ordering and periodic automatic replenishment
(PAR) levels are used to maintain pharmacy inventory;
(E) analyze how laws affect the procedures for purchasing or ordering medications, devices,
and supplies; and
(F) analyze lot numbers, expiration dates, and National Drug Codes (NDC) on drug
packaging for inventory accuracy.
(13) The student demonstrates knowledge of safety procedures in a pharmacy setting. The student is
expected to:
(A) apply appropriate hygiene and cleaning standards, including hand washing and cleaning
counting trays, countertops, and equipment;
(B) perform basic safety and emergency preparedness procedures such as basic life support
(BLS) and first aid applicable to pharmacy services;
(C) explain the risks of drug diversion to employees, patients, and the community;
(D) explain the potential solutions to minimize drug diversion such as identifying red flags,
controlling inventory, and monitoring the prescription drug monitoring program
(PDMP);
(E) explain the types and uses of PPE and the steps for putting on (donning) and removing
(doffing) PPE; and
(F) explain why collecting and documenting patient allergies are important steps in
medication safety.
Source: The provisions of this §127.426 adopted to be effective April 26, 2022, 47 TexReg 2166.
§127.427. Medical Assistant (One Credit), Adopted 2021.
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the
2022-2023 school year.
Health Science §127.I.
August 2024 Update Page 48 of 70
(1) No later than August 31, 2022, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials that cover the essential
knowledge and skills identified in this section.
(2) If the commissioner makes the determination that instructional materials funding has been made available,
this section shall be implemented beginning with the 2022-2023 school year and apply to the 2022-2023
and subsequent school years.
(3) If the commissioner does not make the determination that instructional materials funding has been made
available under this subsection, the commissioner shall determine no later than August 31 of each
subsequent school year whether instructional materials funding has been made available. If the
commissioner determines that instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that this section shall be implemented for the
following school year.
(b) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisite or
corequisite: Anatomy and Physiology. Recommended prerequisite: Medical Terminology. Students shall be
awarded one credit for successful completion of this course.
(c) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic
standards, industry-relevant technical knowledge, and college and career readiness skills for
students to further their education and succeed in current and emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostics services, health informatics, support services, and biotechnology research
and development.
(3) The Medical Assistant course provides students with the knowledge and skills to pursue a career
as a medical assistant and to improve college and career readiness. Students will obtain
communication skills, clinical ethics knowledge, safety awareness, and information related to
medical assisting career opportunities.
(4) To pursue a career in the health science industry, students should learn to reason, think critically,
make decisions, solve problems, and communicate effectively. Students should recognize that
quality health care depends on the ability to work well with others.
(5) Professional integrity in the health science industry is dependent on acceptance of ethical and
legal responsibilities. Students are expected to employ their ethical and legal responsibilities,
recognize limitations, and understand the implications of their actions.
(6) Students are encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular organizations.
(7) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student applies professional standards/employability skills as required by business and
industry. The student is expected to:
(A) apply appropriate verbal communication in a clear, concise, and effective manner;
(B) apply appropriate non-verbal communication in a clear, respectful, and effective manner;
(C) apply appropriate adaptability skills such as problem solving and creative thinking;
(D) create or evaluate a career plan using methods such as identifying educational pathways,
professional organizations, career goals, continuing education opportunities, and
individual aptitudes;
(E) demonstrate teamwork;
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August 2024 Update Page 49 of 70
(F) create an occupation-specific resume; and
(G) identify and demonstrate soft skills desired by employers in health care.
(2) The student evaluates the roles and responsibilities of the medical assistant as a member of the
healthcare team. The student is expected to:
(A) explain the role of the medical assistant in various healthcare settings;
(B) discuss the scope of practice, including responsibilities and limitations of a medical
assistant;
(C) explain the level of authority within the healthcare professional hierarchy; and
(D) identify the members of an interdisciplinary healthcare team and their roles such as
licensed vocation nurse, registered nurse, primary care provider, specialists, and other
allied health professionals.
(3) The student applies professional communication skills to provide information to patients and team
members in a healthcare setting. The student is expected to:
(A) demonstrate the ability to report abnormal results in writing and orally to the patient's
provider;
(B) demonstrate how to communicate with patients, caregivers, and the interdisciplinary
team to assist in the planning, delivery, and coordination of patient-centered care;
(C) evaluate different communication techniques for responding to the needs of individuals
in a diverse society;
(D) practice conflict-resolution techniques such as cooperation, contribution, compromise,
and collaboration in various situations; and
(E) practice providing patient education on health-related topics such as clean catch urine
collection, the risks and benefits of vaccinations, use of a peak-flow, and nebulizer
treatments.
(4) The student demonstrates knowledge of healthcare ethical principles in their practice of medical
assisting. The student is expected to:
(A) evaluate principles of ethical behavior, including beneficence, non-maleficence, justice,
and autonomy;
(B) debate ethical issues related to technological advances in health care such as stem cells,
robotics, and immunologic therapies in health care;
(C) evaluate ethical issues and legal ramifications related to malpractice, negligence, and
liability; and
(D) summarize legal and ethical standards, including Patient Bill of Rights, Advanced
Directives, and the Health Insurance Portability and Accountability Act (HIPAA).
(5) The student demonstrates knowledge of the administrative duties of a medical assistant in a
healthcare setting. The student is expected to:
(A) identify considerations for scheduling a patient such as availability of test results,
availability of staff, patient flow, triage, and coordination of care;
(B) discuss considerations related to managing an office schedule such as types of
scheduling, under booking, over booking, cancellations, add-ons, and no-shows;
(C) define the terms used in medical billing such as diagnosis codes, billing codes, billing
cycle, co-pay, deductibles, maximum out-of-pocket, and time of service;
(D) describe the elements of completing patient registration such as recording demographics,
emergency contact, and insurance information;
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(E) analyze different types of health insurance coverage, including Medicare, Medicaid,
TRICARE, Civilian Health and Medical Program of the Department of Veterans Affairs
(CHAMPVA), private insurance, employer-based insurance, and workers' compensation;
(F) identify the components of an insurance card such as plan name, group number, ID
number, patient co-pay, co-insurance, and phone numbers;
(G) define insurance plan terminology such as prior authorization, formulary, explanation of
benefits, denial, appeal, and referrals;
(H) define electronic health records systems and their components such as demographics,
financial insurance information, orders and referrals, correspondence, and test results;
and
(I) analyze the benefits and risks of electronic health records systems.
(6) The student uses appropriate medical terminology as a medical assistant. The student is expected
to:
(A) use directional terms and anatomical planes related to body structure;
(B) use occupationally specific terms such as terms relating to the body systems, surgical and
diagnostic procedures, diseases, and treatment; and
(C) apply knowledge of prefixes, suffixes, and root words to translate medical terms to
conversational language to facilitate communication.
(7) The student practices or models patient intake skills as a medical assistant. The student is expected
to:
(A) collect and document patient information during an intake interview, including chief
complaint; patient care team; past medical, surgical, social, and family histories; patient
allergies; and comprehensive medication list;
(B) explain how to use a medical chart to identify patient care needs;
(C) identify normal ranges for vital signs per age group, including blood pressure,
temperature, heart rate, respiratory rate, and oxygen saturation;
(D) measure and record accurate vital signs, including manual blood pressure, temperature,
heart rate, respiratory rate, and pain scale;
(E) measure and record accurate anthropometric measurements, including height, weight,
and head circumference; and
(F) calculate accurate conversions between different units of measurement such as kilograms
to pounds, centimeters to inches, and Fahrenheit to Celsius.
(8) The student demonstrates knowledge and application of point of care testing as a medical
assistant. The student is expected to:
(A) define point of care testing;
(B) identify and correlate specimen types and collection methods, including throat swabs,
capillary blood, and urine used in point of care testing;
(C) describe tests that might be performed as a point of care test in an office such as rapid
strep, rapid flu, glucose, urine dip, urine pregnancy, vision screening, and
electrocardiogram (EKG) tests;
(D) perform and document a vision screening using the Snellen eye chart; and
(E) locate landmarks for performing a 12-lead electrocardiogram (EKG).
(9) The student demonstrates knowledge of medication preparation and administration in a clinical
setting specific to the role of a medical assistant. The student is expected to:
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(A) apply the six rights of medication administration, including right patient, right
medication, right dose, right time, right route, and right documentation;
(B) identify drug classifications and the indication for use;
(C) define drug-related terms, including adverse event, therapeutic response, side effect, drug
interactions, and allergic reaction;
(D) calculate the amount of medication to administer based on the dosage ordered and the
strength of medication supply on hand;
(E) evaluate a patient for known allergies and contraindications prior to administering any
medication;
(F) identify routes of medication administration, including oral, buccal, sublingual, inhaled,
intranasal, otic, ophthalmic, intravaginal, anal, topical, transdermal, intradermal,
subcutaneous, intramuscular, intravenous, and intrathecal;
(G) use proper technique when preparing medications for administration, including
injections, oral, sublingual, inhaled, otic, ophthalmic, and topical;
(H) use proper technique when administering medications, including injections, oral,
sublingual, inhaled, otic, ophthalmic, and topical;
(I) identify appropriate muscle groups for intramuscular injections, including deltoid, vastus
lateralis, and ventrogluteal;
(J) explain the factors that influence intramuscular injection site selection, including patient
size, patient age, viscosity of medication, and muscular density;
(K) explain the factors that affect needle size and gauge selection, including medication
viscosity, patient size, muscular density; and
(L) demonstrate knowledge of syringe styles and markings on various size syringes such as
Luer Lock, oral, insulin, TB, 1ml, 3ml, 5ml, and 10ml syringes.
(10) The student demonstrates knowledge of collecting, labeling, storing, and transferring lab
specimens. The student is expected to:
(A) identify how to properly store and transfer lab specimens such as blood, urine, fecal, and
sputum samples;
(B) list the proper order of draw for blood collection tubes;
(C) select the proper collection tubes for specific types of blood tests such as complete blood
count (CBC), comprehensive metabolic panel (CMP), and lipid panel;
(D) locate veins used for blood draws;
(E) demonstrate proper technique and post procedural care for veinous blood draws; and
(F) demonstrate proper labeling of lab specimens, including patient name, date of birth,
source, date, time, and initials of collector.
(11) The student demonstrates knowledge of patient populations and their specific care considerations.
The student is expected to:
(A) discuss and identify stages of development throughout a patient's lifespan;
(B) describe coping and defense mechanisms exhibited by patients such as emotion-focused
behaviors, problem-focused behaviors, denial, displacement, intellectualization,
projection, rationalization, and regression;
(C) identify and discuss end-of-life considerations such as advanced directives, power of
attorney, stages of grief, and family support;
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(D) practice appropriate methods of care for working with patients with mental, physical, and
developmental disabilities;
(E) explain how socioeconomic factors such as income, transportation, access to community
resources, employment, and education level can influence patient outcomes; and
(F) explain how various multicultural values can affect patient care decisions.
(12) The student demonstrates knowledge of safety practices and procedures as related to medical
assisting. The student is expected to:
(A) employ standard precautions in a healthcare scenario;
(B) identify various modes of disease transmission, including vector borne, air borne, direct
or indirect contact, and vehicle;
(C) distinguish between the types of isolation precaution signage used to address modes of
disease transmission such as contact, droplet, and airborne;
(D) identify personal protective equipment (PPE);
(E) apply the knowledge of PPE used in various situations such as venipuncture, collecting a
throat swab, or dipping urine;
(F) demonstrate proper putting on (donning) and removing (doffing) of PPE;
(G) define the use of a sharps container, biohazard container, shredding bin, and trash
receptacle;
(H) practice safe handling of sharps such as not recapping after injection and prompt disposal
in a sharps container;
(I) identify symptoms of anaphylaxis and the proper emergency response;
(J) explain storage requirements for medications, vaccines, and lab specimens;
(K) locate and use the safety data sheets (SDS) to retrieve information such as proper storage,
clean up, and exposure response; and
(L) define and apply knowledge of medical asepsis.
Source: The provisions of this §127.427 adopted to be effective April 26, 2022, 47 TexReg 2166.
§127.428. Pharmacology (One Credit), Adopted 2021.
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the
2023-2024 school year.
(1) No later than August 31, 2023, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials that cover the essential
knowledge and skills identified in this section.
(2) If the commissioner makes the determination that instructional materials funding has been made available,
this section shall be implemented beginning with the 2023-2024 school year and apply to the 2023-2024
and subsequent school years.
(3) If the commissioner does not make the determination that instructional materials funding has been made
available under this subsection, the commissioner shall determine no later than August 31 of each
subsequent school year whether instructional materials funding has been made available. If the
commissioner determines that instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that this section shall be implemented for the
following school year.
(b) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisites: one
credit in biology, one credit in chemistry, and at least one credit in a Level 2 or higher course from the
health science career cluster. Students shall be awarded one credit for successful completion of this course.
Health Science §127.I.
August 2024 Update Page 53 of 70
(c) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic
standards, industry-relevant technical knowledge, and college and career readiness skills for
students to further their education and succeed in current and emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostic services, health informatics, support services, and biotechnology research and
development.
(3) The Pharmacology course is designed to study how natural and synthetic chemical agents such as
drugs affect biological systems. Knowledge of the properties of therapeutic agents is vital in
providing quality health care. It is an ever-changing, growing body of information that continually
demands greater amounts of time and education from healthcare workers.
(4) Students are encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student applies professional standards/employability skills as required by the healthcare
system. The student is expected to:
(A) apply appropriate verbal and non-verbal communication in a clear, concise, and effective
manner;
(B) apply appropriate adaptability skills such as problem solving and creative thinking;
(C) create and evaluate a career plan using methods such as educational pathways, career
goals, and individual aptitudes;
(D) demonstrate teamwork;
(E) create an occupation-specific resume; and
(F) identify and apply soft skills desired by employers.
(2) The student explores the field and foundation of pharmacology. The student is expected to:
(A) differentiate between pharmacology subdivisions, including pharmacodynamics,
pharmacokinetics, pharmaceutics, and pharmacotherapeutics;
(B) use common drug information materials such as accredited scientific journals, institutions
of higher learning, current events, news reports, published journal articles, textbooks, and
marketing materials;
(C) list examples of primary, secondary, and tertiary drug information references;
(D) research and describe the history of pharmacy and contributions of the field;
(E) draw inferences based on data from promotional materials for products and services;
(F) analyze the societal impact of medication costs; and
(G) evaluate the impact of scientific research on society, including drug development and the
natural environment, including drug disposal.
(3) The student identifies careers associated with pharmacology. The student is expected to:
(A) evaluate career pathways utilizing pharmacology;
(B) define the role of the pharmacy team; and
(C) research and describe emerging opportunities within the pharmacy profession.
Health Science §127.I.
August 2024 Update Page 54 of 70
(4) The student explains the ethical and legal responsibilities associated with pharmacology. The
student is expected to:
(A) explain the causes, effects, and consequences associated with medical errors, including
medication errors;
(B) define legal terminology associated with medical errors such as negligence, product
liability, contributory negligence, and regulatory law;
(C) analyze the principles of medical ethics, including beneficence, autonomy, maleficence,
and justice; and
(D) evaluate professional liability.
(5) The student uses medical terminology to communicate effectively with other healthcare
professionals, patients, and caregivers. The student is expected to:
(A) use the appropriate medical terminology to identify different classes of drugs;
(B) communicate using medical terminology associated with pharmacology;
(C) analyze unfamiliar terms using the knowledge of word roots, suffixes, and prefixes; and
(D) interpret medical terminology to communicate with patients and caregivers.
(6) The student demonstrates mathematical knowledge and skills to solve problems with systems of
measurement used in the pharmacy. The student is expected to:
(A) calculate medication dosages using formulas, ratios, proportions, and allegations;
(B) convert a measurement expressed in one standard unit within a system to a measurement
expressed in another unit within the same system;
(C) convert a measurement expressed in one system to a unit of the same measurement in a
different system, including metric, apothecary, avoirdupois, and household systems; and
(D) evaluate statistical data and its limitations such as patient compliance, study design, and
controls.
(7) The student evaluates pharmaceutical agents, their dosage form, and routes of administration. The
student is expected to:
(A) analyze the availability of different dosage forms such as solid, liquid, patch, and IV
solution;
(B) give examples of the brand or generic names of drugs such as the top 200 drugs in each
dosage form and routes of drug administration;
(C) define medical terminology associated with drug dosage forms;
(D) explain the difference between therapeutic effects, side effects, and toxic effects;
(E) identify the mechanism of action of different drug classifications such as drug receptors,
agonists, and antagonist relationships;
(F) explain the dose response relationship concept such as the difference between oral and IV
administration of drugs and explain the relationship between drug dosage, drug response,
and time; and
(G) explain drug safety practices such as monitoring expiration dates and drug disposal.
(8) The student demonstrates knowledge and use of appropriate equipment, instruments, and
technology. The student is expected to:
(A) identify technology components used in the pharmacy workflow such as ordering,
entering, filling, and dispensing;
(B) describe how technology applications improve efficiency in the pharmacy; and
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August 2024 Update Page 55 of 70
(C) identify and demonstrate proper use and maintenance of equipment and instruments used
in a pharmacy setting such as IV drop sets, scales, glucose supplies, dispensing units or
cabinets, and other laboratory supplies.
(9) The student practices safe protocols in preventing personal and client illness or injury. The student
is expected to:
(A) employ safety standards such as workplace standards;
(B) interpret and apply pharmacy standards according to the strictest local, state, or federal
regulations to enhance safety;
(C) examine the consequences of unsafe practices; and
(D) demonstrate safe procedures in the administration of client care in a simulated or clinical
setting.
Source: The provisions of this §127.428 adopted to be effective April 26, 2022, 47 TexReg 2166.
§127.429. Respiratory Therapy I (One Credit), Adopted 2021.
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the
2022-2023 school year.
(1) No later than August 31, 2022, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials that cover the essential
knowledge and skills identified in this section.
(2) If the commissioner makes the determination that instructional materials funding has been made available,
this section shall be implemented beginning with the 2022-2023 school year and apply to the 2022-2023
and subsequent school years.
(3) If the commissioner does not make the determination that instructional materials funding has been made
available under this subsection, the commissioner shall determine no later than August 31 of each
subsequent school year whether instructional materials funding has been made available. If the
commissioner determines that instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that this section shall be implemented for the
following school year.
(b) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisite: At least
one credit in a course from the health science career cluster. Students shall be awarded one credit for
successful completion of this course.
(c) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic
standards, industry-relevant technical knowledge, and college and career readiness skills for
students to further their education and succeed in current and emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostic services, health informatics, support services, and biotechnology research and
development.
(3) Respiratory Therapy I is a technical lab course that addresses knowledge and skills related to
cardiopulmonary medicine. Respiratory therapists are specialized healthcare practitioners trained
in cardiopulmonary medicine to work therapeutically with people suffering from cardiopulmonary
diseases. Students will learn basic knowledge and skills performed by respiratory therapists using
equipment such as: stethoscopes, sphygmomanometers, thermometers, pulse oximeters, oxygen
delivery devices (nasal cannula, masks of various types), nebulizers, and airway clearance and
hyperinflation therapy devices.
(4) Students are encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular organizations, including:
Health Science §127.I.
August 2024 Update Page 56 of 70
(A) work-based experiences/learning; and
(B) volunteering/shadowing opportunities.
(5) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student demonstrates professional standards and employability skills required by the
respiratory therapy profession. The student is expected to:
(A) model professionalism associated with respiratory therapy such as adaptability, time
management, punctuality, appreciation for diversity, decision-making, dedication, and
organizational and leadership skills;
(B) demonstrate effective verbal and non-verbal communication in a clear and concise
manner;
(C) demonstrate therapeutic communication appropriate to the situation, including
communication with individuals with language differences/barriers and sensory loss;
(D) evaluate the effectiveness of conflict resolution techniques in various situations; and
(E) demonstrate the ability to cooperate, contribute, and collaborate as a member of a team.
(2) The student applies mathematics, science, English language arts, and social studies in respiratory
therapy. The student is expected to:
(A) interpret complex technical material related to respiratory therapy;
(B) identify how race, culture, and religion impact patient care;
(C) solve mathematical calculations related to respiratory therapy; and
(D) summarize biological and chemical processes that maintain homeostasis.
(3) The student investigates the history and profession of respiratory therapy, including education and
licensure. The student is expected to:
(A) analyze the advancement of respiratory therapy practices over time;
(B) summarize the roles of respiratory therapists in various settings; and
(C) identify academic requirements for respiratory therapist and professional advancement
opportunities such as professional organizations, credentials, certifications, registrations,
licensure, continuing education, and advanced degrees.
(4) The student applies regulatory and safety standards in a respiratory therapy setting. The student is
expected to:
(A) identify and conform to regulations and guidelines from entities such as the World Health
Organization (WHO), Centers for Disease Control and Prevention (CDC), Occupational
Safety and Health Administration (OSHA), U.S. Food and Drug Administration (FDA),
The Joint Commission, the National Institute of Health (NIH), Texas Commission on
Environmental Quality (TCEQ), Texas Department of State and Health Services (DSHS),
and American Association for Respiratory Care (AARC);
(B) identify infection control standard and transmission-based precautions in the patient care
setting, including hand hygiene, equipment sterilization, and the use of personal
protective equipment (PPE); and
(C) identify industry safety standards, including standards for body mechanics, fire
prevention, electrical safety, oxygen safety, and the handling of hazardous materials.
(5) The student investigates the structure and function of cardiopulmonary anatomy. The student is
expected to:
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(A) analyze the cardiovascular system, including ventricles, atrium, valves, blood vessels,
nerves, blood flow, and cardiac conduction system;
(B) explain the respiratory system, including airways, trachea, lungs, and pulmonary vessels
that aid the body in the exchange of gases;
(C) trace the blood flow through the cardiopulmonary system; and
(D) examine a variety of human diseases and disorders affecting the cardiopulmonary system
such as chronic obstructive pulmonary disease (COPD), asthma, pneumonia, cystic
fibrosis, and lung cancer.
(6) The student develops knowledge pertaining to respiratory therapy procedures. The student is
expected to:
(A) demonstrate the use of breathing exercises for patients with cardiopulmonary disease
such as pursed lipped breathing and diaphragmatic breathing;
(B) explain the use of hyperinflation and airway clearance therapies;
(C) explain the use of tracheostomy and endotracheal tubes and oral and nasal airway devices
for assisted breathing;
(D) identify anatomy of the heart and lungs and proper endotracheal tube placement on X-
ray;
(E) explain the use of oximetry and arterial blood-gases for patient assessment;
(F) identify and explain the use of the equipment for oxygen therapies such as nasal cannula,
high flow nasal cannula, simple masks, air-entrainment masks, partial rebreather masks,
and non-rebreather masks; and
(G) demonstrate the administration of oxygen therapy using oxygen concentrators and
portable cylinders.
(7) The student recognizes cardiopulmonary pharmaceutical agents and safety and protocol measures.
The student is expected to:
(A) identify medications used in respiratory therapy, including bronchodilators and inhaled
corticosteroids;
(B) summarize indications, contraindications, and side effects of respiratory medications;
(C) discuss delivery of respiratory medications such as nebulizers and meter dose inhalers
(MDI); and
(D) assess the impact of cardiopulmonary agents on vital signs.
(8) The student implements the knowledge and skills of respiratory therapy professionals in a
laboratory setting. The student is expected to:
(A) demonstrate patient assessment of vital signs, including blood pressure, pulse, respiratory
rate, temperature, oxygenation, and ventilation status;
(B) demonstrate patient positioning for respiratory comfort and procedures;
(C) demonstrate patient care techniques used in high stress respiratory therapy situations such
as non-compliant, combative, and distressed patients; and
(D) demonstrate correct cardiopulmonary resuscitation (CPR) and automated external
defibrillator (AED) skills.
(9) The student evaluates ethical behavioral standards and legal responsibilities in the respiratory
therapy profession. The student is expected to:
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(A) examine legal and ethical behavior standards such as the Patient's Bill of Rights,
advanced directives, and the Health Insurance Portability and Accountability Act
(HIPAA);
(B) investigate and discuss the legal and ethical ramifications of unacceptable behavior in
therapeutic practice;
(C) research and describe role of professional associations and regulatory agencies; and
(D) describe ethical dilemmas in health care.
Source: The provisions of this §127.429 adopted to be effective April 26, 2022, 47 TexReg 2166.
§127.430. Respiratory Therapy II (One Credit), Adopted 2021.
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the
2023-2024 school year.
(1) No later than August 31, 2023, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials that cover the essential
knowledge and skills identified in this section.
(2) If the commissioner makes the determination that instructional materials funding has been made available,
this section shall be implemented beginning with the 2023-2024 school year and apply to the 2023-2024
and subsequent school years.
(3) If the commissioner does not make the determination that instructional materials funding has been made
available under this subsection, the commissioner shall determine no later than August 31 of each
subsequent school year whether instructional materials funding has been made available. If the
commissioner determines that instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that this section shall be implemented for the
following school year.
(b) General requirements. This course is recommended for students in Grade 12. Prerequisite: Respiratory
Therapy I. Students shall be awarded one credit for successful completion of this course.
(c) Introduction.
(1) Career and technical education provides content aligned with challenging academic standards,
industry-relevant technical knowledge, and college and career readiness skills for students to
further their education and succeed in current and emerging professions.
(2) The Health Science Cluster focuses on planning, managing, and providing therapeutic services,
diagnostic services, health informatics, support services, and biotechnology research and
development.
(3) Respiratory Therapy II is a technical lab course that addresses knowledge and skills related to
critical care and cardiopulmonary medicine. Respiratory therapists are specialized healthcare
practitioners trained in cardiopulmonary medicine to work therapeutically with people suffering
from cardiopulmonary diseases. Students will learn advanced knowledge and skills performed by
respiratory therapists using equipment such as stethoscopes, sphygmomanometers, thermometers,
pulse oximeters and monitors, oxygen delivery devices (nasal cannula, masks of various types),
nebulizers, airway clearance and hyperinflation therapy devices, spirometers, and intubation
mannequin heads and equipment (endotracheal tubes, laryngoscopes, stylets).
(4) Students are encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular organizations, including:
(A) work-based experiences/learning; and
(B) volunteering/shadowing opportunities.
(5) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
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(d) Knowledge and skills.
(1) The student demonstrates professional standards and employability skills required by the
respiratory therapy profession. The student is expected to:
(A) model professionalism associated with respiratory therapy such as adaptability, time
management, punctuality, appreciation for diversity, decision-making, dedication, and
organizational and leadership skills;
(B) demonstrate effective verbal and non-verbal communication in a clear and concise
manner;
(C) demonstrate therapeutic communication appropriate to the situation, including
communication with individuals with language differences or barriers and sensory loss;
(D) evaluate the effectiveness of conflict resolution techniques in various situations;
(E) demonstrate the ability to cooperate, contribute, and collaborate as a member of a team;
and
(F) explore career options for respiratory therapy and preparation necessary for employment
such as creating a cover letter and resume, completing an application, and conducting
mock interviews.
(2) The student applies mathematics, science, English language arts, and social studies in respiratory
therapy. The student is expected to:
(A) analyze complex technical material related to respiratory therapy;
(B) analyze how race, culture, and religion impact patient care;
(C) apply mathematical calculations related to respiratory therapy; and
(D) analyze biological and chemical processes that affect homeostasis in relation to
cardiopulmonary diseases.
(3) The student applies safety standards for a respiratory therapy setting. The student is expected to:
(A) evaluate and apply standards and guidelines from entities, including the American
Association for Respiratory Care (AARC), World Health Organization (WHO), Centers
for Disease Control and Prevention (CDC), U.S. Food and Drug Administration (FDA),
and Texas Commission on Environmental Quality (TCEQ), as they apply to
cardiopulmonary diseases;
(B) demonstrate infection control standard and transmission-based precautions in the
laboratory setting, including hand hygiene, equipment sterilization, and the use of
personal protective equipment (PPE); and
(C) model industry safety standards, including standards for body mechanics, fire prevention,
electrical safety, oxygen safety, and the handling of hazardous materials.
(4) The student explains the interactions between the cardiopulmonary and other body systems as they
relate to wellness and diseases. The student is expected to:
(A) analyze the role of the autonomic nervous system in the regulation of the
cardiopulmonary system as it pertains to health and illness;
(B) analyze the role of the urinary system in the regulation of the acid-base and fluid balance
and in cardiopulmonary health and illness;
(C) investigate the interactions between body systems and cardiopulmonary diseases and
disorders such as Guillain-Barré syndrome, Myasthenia Gravis, SARS-CoV-2 (Covid),
Idiopathic Pulmonary Fibrosis (IPF), adult respiratory distress syndrome (ARDS), and
congestive heart failure (CHF);
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(D) differentiate between normal heart rhythms and common cardiac dysrhythmias such as
ventricular fibrillation, ventricular tachycardia, and asystole attributed to malfunctions in
other body systems; and
(E) discuss the role of respiratory therapists in the use of mechanical systems, including non-
invasive and invasive mechanical ventilators and extracorporeal membrane oxygenation
(ECMO), when the cardiopulmonary system fails.
(5) The student implements the knowledge and skills of a respiratory therapy professional used in a
laboratory setting. The student is expected to:
(A) demonstrate breathing exercises commonly used for patients with cardiopulmonary
disease;
(B) demonstrate airway management skills in a laboratory setting using equipment for
intubation and airway maintenance such as endotracheal and tracheostomy tubes,
endotracheal/tracheal suction catheters, laryngoscopes, bag valve mask devices, oral and
nasal airways, tube fasteners, or tape;
(C) demonstrate airway clearance and hyperinflation therapies in a laboratory setting using
equipment such as oscillating positive end pressure devices, high frequency chest wall
oscillation devices, and an incentive spirometer;
(D) differentiate between normal lung and pathology in a chest X-ray;
(E) recognize typical and atypical arterial blood-gas values related to patient oxygenation and
ventilation status;
(F) demonstrate the use of the oxygen therapy equipment such as nasal cannula, high flow
nasal cannula, simple masks, air-entrainment masks, partial rebreather masks, non-
rebreather masks, and non-invasive ventilators;
(G) demonstrate patient assessment methods, including inspection, auscultation, palpitation,
and percussion;
(H) interpret and create a basic care plan for asthma and chronic obstructive pulmonary
disease (COPD);
(I) demonstrate the role of a respiratory therapist during simulated emergency situations
such as situations requiring a rapid response team and advanced cardiac life support; and
(J) describe the respiratory therapists' role in patient education regarding the disease process
and proper use of medication and respiratory equipment.
(6) The student understands cardiopulmonary pharmaceutical agents and safety. The student is
expected to:
(A) research and identify the application of medications used in respiratory therapy,
including bronchodilators, inhaled corticosteroids, mucolytics, biologics, inhaled
antibiotics, inhaled pulmonary vasodilators, and antivirals;
(B) evaluate indications, contraindications, and side effects of respiratory medications;
(C) demonstrate delivery methods of medication such as nebulizers and meter dose inhalers
(MDI); and
(D) evaluate patient response to therapy before, during, and after respiratory treatments such
as heart rate, blood pressure, respiration, and breath sounds.
(7) The student evaluates ethical behavioral standards and legal responsibilities in the respiratory
therapy profession. The student is expected to:
(A) analyze legal and ethical scenarios as it relates to the Patient's Bill of Rights and the
Health Insurance Portability and Accountability Act (HIPAA);
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(B) evaluate the legal and ethical ramifications of unacceptable behavior in therapeutic
practice; and
(C) describe ethical dilemmas in respiratory therapy such as advanced directives, palliative
care, hospice, and end-of-life care.
(8) The student identifies academic preparation and skills necessary for employment in the field of
respiratory therapy. The student is expected to:
(A) research and identify academic requirements for professional advancement such as
credentials, certifications, licensure, registration, continuing education, and advanced
degrees; and
(B) research and identify the path to obtain and maintain entry level licensure and
credentialing.
Source: The provisions of this §127.430 adopted to be effective April 26, 2022, 47 TexReg 2166.
§127.431. Leadership and Management in Nursing (One Credit), Adopted 2021.
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the
2022-2023 school year.
(1) No later than August 31, 2022, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials that cover the essential
knowledge and skills identified in this section.
(2) If the commissioner makes the determination that instructional materials funding has been made available,
this section shall be implemented beginning with the 2022-2023 school year and apply to the 2022-2023
and subsequent school years.
(3) If the commissioner does not make the determination that instructional materials funding has been made
available under this subsection, the commissioner shall determine no later than August 31 of each
subsequent school year whether instructional materials funding has been made available. If the
commissioner determines that instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that this section shall be implemented for the
following school year.
(b) General requirements. This course is recommended for students in Grades 10-12. Prerequisites: one credit
in biology, one credit in chemistry, and at least one credit in a course from the health science career cluster.
Recommended prerequisite: Science of Nursing. Students shall be awarded one credit for successful
completion of this course.
(c) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic
standards, industry-relevant technical knowledge, and college and career readiness skills for
students to further their education and succeed in current and emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostic services, health informatics, support services, and biotechnology research and
development.
(3) This course is designed to explore leadership and management in nursing, studying topics such as
ethics, educational levels, career paths, regulatory bodies, and personal and professional
leadership skills.
(4) Students are encouraged to participate in extended learning experiences such as Health
Occupations Students of America (HOSA), Skills USA, career and technical student
organizations, and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
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(d) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(A) demonstrate verbal and non-verbal communication in a clear, concise, and effective
manner; and
(B) exhibit the ability to cooperate, contribute, and collaborate as a member of a team.
(2) The student understands the different educational levels of licensed nurses and applicable careers
and career pathways. The student is expected to:
(A) compare the differences between the educational requirements and roles of a licensed
vocational nurse and a registered nurse;
(B) diagram the educational requirements of a registered nurse, including diploma, associate
degree, bachelor's degree, master's degree, and doctoral degree;
(C) identify the different specializations of a nurse with a master's degree such as family
nurse practitioner, nurse informaticist, nurse midwife, and nurse educator;
(D) differentiate the roles of the Doctor of Philosophy (PhD) and the Doctor of Nursing
Practice (DNP) prepared nurse; and
(E) develop a six-year career plan in nursing.
(3) The student understands the functions of leadership in nursing. The student is expected to:
(A) illustrate or diagram the relationship and progression within the hierarchy of nursing
leadership;
(B) identify critical skills and competencies for each level in the hierarchy of nursing
leadership;
(C) present and examine the impact of each level of nursing in the hierarchy of leadership;
and
(D) investigate and analyze different leadership styles and how they are used in different
situations.
(4) The student demonstrates personal and professional leadership qualities and competencies. The
student is expected to:
(A) identify different personal growth practices such as self-reflection, introspection, self-
care, and journaling;
(B) describe and demonstrate intrapersonal skills such as empathy, patience, risk-taking,
confidence, integrity, personal values and ethics, punctuality, and goal setting;
(C) examine personal and professional values and ethics;
(D) research and develop a plan to coach and mentor others; and
(E) evaluate decision-making processes such as delegation, problem-solving processes such
as conflict management, and processes to support patient satisfaction, patient safety, and
patient advocacy.
(5) The student demonstrates the appropriate use of communication techniques. The student is
expected to:
(A) examine communication platforms and apply the appropriate professional response in
different mediums such as telephone, email, text, electronic health records, and face to
face;
(B) demonstrate professional written and verbal communication skills for individuals and
teams using communication tools such as Situation Background Assessment and
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Recommendation (SBAR) and Acknowledge Introduce Duration Explanation and Thank
you (AIDET);
(C) determine appropriate communication methods for urgent, emergent, and non-urgent
situations such as team strategies and tools to enhance performance and patient safety
(TeamSTEPPS); and
(D) demonstrate receiving and giving constructive criticism.
(6) The student understands the definition and application of time management. The student is
expected to:
(A) demonstrate how to create an agenda that prioritizes tasks, duties, and responsibilities
that must be completed, including required meetings and communications;
(B) differentiate goals that advance professional growth and responsibility and non-
professional goals;
(C) identify factors that inhibit the good use of time and apply strategies that mitigate the loss
of time; and
(D) demonstrate how to manage long- and short-term personal and professional schedules by
creating and updating a yearly calendar.
(7) The student understands how to build and manage interdisciplinary teams and facilitate teamwork.
The student is expected to:
(A) define and explain the purpose of an interdisciplinary team and the role of each member;
(B) develop a plan for creating a team through team-building exercises, culture and climate
awareness, and interpersonal skills;
(C) define and apply techniques to manage personal conflict within teams; and
(D) describe the stages of team evolution such as forming, storming, norming, performing,
and transforming.
(8) The student understands regulatory agencies and boards and their related requirements. The
student is expected to:
(A) identify the role and responsibility of the Board of Nursing, including establishing
graduation and licensure requirements;
(B) identify federal, state, and local regulatory agencies such as local hospital boards, Health
and Human Services, The Joint Commission, and Center for Medicare and Medicaid
Services;
(C) define and identify the nursing scope of practice;
(D) compare the difference between a certification and licensure; and
(E) compare the role of the Board of Nursing and professional nursing organizations.
Source: The provisions of this §127.431 adopted to be effective April 26, 2022, 47 TexReg 2166.
§127.432. Practicum in Nursing (Two Credits), Adopted 2021.
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the
2023-2024 school year.
(1) No later than August 31, 2023, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials that cover the essential
knowledge and skills identified in this section.
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August 2024 Update Page 64 of 70
(2) If the commissioner makes the determination that instructional materials funding has been made available,
this section shall be implemented beginning with the 2023-2024 school year and apply to the 2023-2024
and subsequent school years.
(3) If the commissioner does not make the determination that instructional materials funding has been made
available under this subsection, the commissioner shall determine no later than August 31 of each
subsequent school year whether instructional materials funding has been made available. If the
commissioner determines that instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that this section shall be implemented for the
following school year.
(b) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisites: one
credit in biology, one credit in chemistry, and at least one course in a Level 2 or higher course in the
nursing science program of study. Recommended prerequisites: Science of Nursing, Medical Terminology,
and Anatomy and Physiology. Students shall be awarded two credits for successful completion of this
course.
(c) Introduction.
(1) Career and technical education instruction provides content aligned with challenging academic
standards, industry-relevant technical knowledge, and college and career readiness skills for
students to further their education and succeed in current and emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostic services, health informatics, support services, and biotechnology research and
development.
(3) Practicum in Nursing is designed to give students practical applications of previously studied
knowledge and skills. Practicum experiences can occur in a variety of locations appropriate to the
nature and level of experience.
(4) To pursue a career in the nursing industry, students should learn to reason, think critically, make
decisions, solve problems, and communicate effectively. Students should recognize that quality
health care depends on the ability to work well with others.
(5) The health care industry is comprised of diagnostic, therapeutic, health informatics, support
services, and biotechnology research and development systems that function individually and
collaboratively to provide comprehensive health care. Students recognize the employment
opportunities, technology, and safety requirements of each system. Students are expected to apply
the knowledge and skills necessary to pursue a health science certification or licensure through
further education and employment.
(6) Professional integrity in the health care industry is dependent on acceptance of ethical and legal
responsibilities. Students are expected to employ their ethical and legal responsibilities, recognize
limitations, and understand the implications of their actions.
(7) Students are encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular organizations.
(8) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(A) demonstrate verbal and non-verbal communication in a clear, concise, and effective
manner; and
(B) demonstrate the ability to cooperate, contribute, and collaborate as a member of a team.
Health Science §127.I.
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(2) The student applies mathematics, science, English language arts, and social sciences in nursing.
The student is expected to:
(A) solve mathematical calculations appropriate to situations in a health-related environment;
(B) communicate using medical terminology;
(C) express ideas in writing and develop skills in documentation;
(D) interpret complex technical material related to the health science industry;
(E) summarize biological and chemical processes that maintain homeostasis;
(F) explain changes in body structure due to trauma and disease; and
(G) research the global impact of disease prevention and cost containment.
(3) The student models ethical behavior standards and legal responsibilities. The student is expected
to:
(A) apply facility and industry standard policies and procedures, including the Health
Insurance Portability and Accountability Act (HIPAA);
(B) research and present case studies related to legal and ethical issues in health care;
(C) recognize and analyze professional boundaries of patient relationships; and
(D) model safe practices, including infection control, proper body mechanics, and patient
handling.
(4) The student explores the knowledge and skills of the nursing process for assessment. The student
is expected to:
(A) perform and assess subjective data during a patient intake in a clinical or simulated
setting by:
(i) performing a complete health history, including family and social data; and
(ii) assessing the chief complaint, history of present illness, past medical history,
and a review of systems; and
(B) perform and assess objective data during a patient intake in a clinical or simulated setting
by demonstrating:
(i) the skill of obtaining core vital signs;
(ii) the skill of obtaining and assessing height and weight and weight fluctuations;
and
(iii) the performance of a head-to-toe physical assessment.
(5) The student explores the knowledge and skills of the nursing process for implementation or
intervention. The student is expected to:
(A) demonstrate the proper use and application of medical equipment related to oxygen
therapy, glucometers, pulse oximeters, catheters, incentive spirometers, mobility devices,
patient handling devices, and electric hospital beds and chairs;
(B) demonstrate patient care, including care related to activities of daily living (ADL),
patient positioning, patients' range of motion, basic first aid, patient transfers, and patient
transport;
(C) demonstrate skills related to or acquire basic life support (BLS) certification as required
by industry standards; and
(D) demonstrate the skills necessary to track nutrition and elimination such as input and
output (I&O) and types of diets.
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(6) The student explores the knowledge and skills of the nursing process of evaluation and re-
evaluation. The student is expected to:
(A) compare normal and abnormal healthcare data;
(B) identify how to report trends and abnormal findings to appropriate personnel according to
facility protocols; and
(C) explain the significance of abnormal findings.
(7) The student explores the knowledge and skills of the nursing process of documentation. The
student is expected to:
(A) document objective data using medical terminology;
(B) document subjective data using medical terminology; and
(C) record documentation using various models such as Situation, Background, Assessment,
and Recommendation (SBAR); Acknowledge, Introduce, Duration, Explanation, and
Thank you (AIDET); and Subjective, Objective, Assessment Plan (SOAP).
(8) The student provides care for diverse populations such as persons from varying age groups and
persons with physical limitations or mental health needs in clinical or simulated environment. The
student is expected to:
(A) demonstrate appropriate usage of verbal and non-verbal communication techniques for
providing care to persons from diverse populations; and
(B) apply appropriate techniques for assessments and care.
(9) The student is expected to provide culturally appropriate care. The student is expected to:
(A) use culturally appropriate verbal and non-verbal communication skills; and
(B) demonstrate patient interaction strategies for assessments and care.
Source: The provisions of this §127.432 adopted to be effective April 26, 2022, 47 TexReg 2166.
§127.433. Medical Microbiology (One Credit), Adopted 2021.
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the
2024-2025 school year.
(1) No later than August 31, 2024, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials that cover the essential
knowledge and skills identified in this section.
(2) If the commissioner makes the determination that instructional materials funding has been made available,
this section shall be implemented beginning with the 2024-2025 school year and apply to the 2024-2025
and subsequent school years.
(3) If the commissioner does not make the determination that instructional materials funding has been made
available under this subsection, the commissioner shall determine no later than August 31 of each
subsequent school year whether instructional materials funding has been made available. If the
commissioner determines that instructional materials funding has been made available, the commissioner
shall notify the State Board of Education and school districts that this section shall be implemented for the
following school year.
(b) General requirements. This course is recommended for students in Grades 10-12. Prerequisites: one credit
in biology, one credit in chemistry, and at least one credit in a course from the health science career cluster.
This course satisfies a high school science graduation requirement. Students shall be awarded one credit for
successful completion of this course.
(c) Introduction.
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(1) Career and technical education instruction provides content aligned with challenging academic
standards, industry-relevant technical knowledge, and college and career readiness skills for
students to further their education and succeed in current and emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostic services, health informatics, support services, and biotechnology research and
development.
(3) The Medical Microbiology course is designed to explore the microbial world, studying topics such
as pathogenic and non-pathogenic microorganisms, laboratory procedures, identifying
microorganisms, drug-resistant organisms, and emerging diseases.
(4) Science, as defined by the National Academy of Sciences, is the "use of evidence to construct
testable explanations and predictions of natural phenomena, as well as the knowledge generated
through this process." This vast body of changing and increasing knowledge is described by
physical, mathematical, and conceptual models. Students should know that some questions are
outside the realm of science because they deal with phenomena that are not currently scientifically
testable.
(5) Students are expected to know that:
(A) hypotheses are tentative and testable statements that must be capable of being supported
or not supported by observational evidence. Hypotheses of durable explanatory power
that have been tested over a wide variety of conditions are incorporated into theories; and
(B) scientific theories are based on natural and physical phenomena and are capable of being
tested by multiple independent researchers. Unlike hypotheses, scientific theories are
well established and highly reliable explanations, but they may be subject to change as
new areas of science and new technologies are developed.
(6) Scientific inquiry is the planned and deliberate investigation of the natural world using scientific
and engineering practices. Scientific methods of investigation are descriptive, comparative, or
experimental. The method chosen should be appropriate to the question being asked. Student
learning for different types of investigations include descriptive investigations, which involve
collecting data and recording observations without making comparisons; comparative
investigations, which involve collecting data with variables that are manipulated to compare
results; and experimental investigations, which involve processes similar to comparative
investigations but in which a control is identified.
(A) Scientific practices. Students should be able to ask questions, plan and conduct
investigations to answer questions, and explain phenomena using appropriate tools and
models.
(B) Engineering practices. Students should be able to identify problems and design solutions
using appropriate tools and models.
(7) Scientific decision making is a way of answering questions about the natural world involving its
own set of ethical standards about how the process of science should be carried out. Students
should be able to distinguish between scientific decision-making methods (scientific methods) and
ethical and social decisions that involve science (the application of scientific information).
(8) Science consists of recurring themes and making connections between overarching concepts.
Recurring themes include systems, models, and patterns. All systems have basic properties that
can be described in space, time, energy, and matter. Change and constancy occur in systems as
patterns and can be observed, measured, and modeled. These patterns help to make predictions
that can be scientifically tested, while models allow for boundary specification and provide a tool
for understanding the ideas presented. Students should analyze a system in terms of its
components and how these components relate to each other, to the whole, and to the external
environment.
(9) Students are encouraged to participate in extended learning experiences such as career and
technical student organizations and other leadership or extracurricular organizations.
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(10) Statements that contain the word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(A) demonstrate verbal and non-verbal communication in a clear, concise, and effective
manner;
(B) demonstrate the ability to cooperate, contribute, and collaborate as a member of a team;
and
(C) locate, evaluate, and interpret career options, opportunities, and postsecondary transitions
relating to the field of microbiology.
(2) The student, for at least 40% of instructional time, asks questions, identifies problems, and plans
and safely conducts classroom, laboratory, and field investigations to answer questions, explain
phenomena, or design solutions using appropriate tools and models. The student is expected to:
(A) ask questions and define problems based on observations or information from text,
phenomena, models, or investigations;
(B) apply scientific practices to plan and conduct descriptive, comparative, and experimental
investigations and use engineering practices to design solutions to problems;
(C) use appropriate safety equipment and practices during laboratory, classroom, and field
investigations as outlined in Texas Education Agency-approved safety standards;
(D) use appropriate tools such as microscopes, slides, streak plates, inoculating loops, Bunsen
burners, striker, hot plate, petri dish, agar and other growth mediums, reactive agents,
personal protective equipment (PPE), disposable pipettes, lab glassware and instruments,
bacterium and other live microbial agents, enzymes, computer software and probes,
incubator, and autoclave;
(E) collect quantitative data using the International System of Units (SI) and United States
customary units and qualitative data as evidence;
(F) organize quantitative and qualitative data using equipment such as graphing calculator,
computer software and probes, graphic organizers;
(G) develop and use models to represent phenomena, systems, processes, or solutions to
engineering problems; and
(H) distinguish between scientific hypotheses, theories, and laws.
(3) The student analyzes and interprets data to derive meaning, identify features and patterns, and
discover relationships or correlations to develop evidence-based arguments or evaluate designs.
The student is expected to:
(A) identify advantages and limitations of models such as their size, scale, properties, and
materials;
(B) analyze data by identifying significant statistical features, patterns, sources of error, and
limitations;
(C) use mathematical calculations to assess quantitative relationships in data; and
(D) evaluate experimental and engineering designs.
(4) The student develops evidence-based explanations and communicates findings, conclusions, and
proposed solutions. The student is expected to:
(A) develop explanations and propose solutions supported by data and models and consistent
with scientific ideas, principles, and theories;
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(B) communicate explanations and solutions individually and collaboratively in a variety of
settings and formats; and
(C) engage respectfully in scientific argumentation using applied scientific explanations and
empirical evidence.
(5) The student knows the contributions of scientists and engineers and recognizes the importance of
scientific research and innovation on society. The student is expected to:
(A) analyze, evaluate, and critique scientific explanations and solutions by using empirical
evidence, logical reasoning, and experimental and observational testing so as to
encourage critical thinking by the student;
(B) relate the impact of past and current research on scientific thought and society, including
research methodology, cost-benefit analysis, and contributions of diverse scientists and
engineers as related to the content; and
(C) research and explore resources such as museums, libraries, professional organizations,
private companies, online platforms, and mentors employed in a science, technology,
engineering, and mathematics (STEM) or health science field in order to investigate
careers.
(6) The student examines the field of microbiology in relation to medical care. The student is
expected to:
(A) examine the historical development of microbiology as it relates to health care of an
individual in modern medicine; and
(B) compare the roles, functions, and responsibilities of agencies governing infectious
disease control.
(7) The student is expected to perform and analyze results in the microbiology laboratory. The student
is expected to:
(A) classify microorganisms using a dichotomous key;
(B) prepare slides and discuss the differences between Gram positive and Gram negative
bacteria such as the bacterial cell wall and the use of oxygen;
(C) identify chemical processes such as enzyme catalyst and osmotic potential of
microorganisms;
(D) identify and discuss technologies used in a laboratory setting such as polymerase chain
reaction (PCR), serology, enzyme-linked immunoassay (ELISA), and electrophoresis;
(E) prepare plates or active mediums to differentiate the factors required for microbial
reproduction and growth;
(F) identify the normal flora microorganisms of the human body;
(G) identify and differentiate between various pathogens, including opportunistic pathogens,
hospital-acquired infections, community-acquired infections, and colonizing
microorganisms;
(H) isolate colonies and describe the morphology of microorganisms; and
(I) interpret and explain the role of the culture and sensitivity report provided to the
clinician.
(8) The student examines the role of microorganisms in infectious diseases. The student is expected
to:
(A) outline and explain the infectious disease process, including how pathogenic
microorganisms affect human body systems;
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(B) categorize diseases caused by bacteria, including Rickettsia, fungi, viruses, protozoa,
arthropods, and helminths;
(C) explain and interpret the body's immune responses and defenses against infection;
(D) prepare a bacterial colony and evaluate the effects of anti-microbial agents such as
narrow and broad-spectrum antibiotics;
(E) examine the environmental and social causes of the emergence and reemergence of
diseases such as corona viruses, Ebola, malaria, tuberculosis, and polio;
(F) research and discuss drug aureus-resistant microorganisms, including carbapenem-
resistant Enterobacteriaceae, methicillin-resistant Staphylococcus aureus, vancomycin-
intermediate/resistant Staphylococci, vancomycin-resistant enterococci, and emergent
antibiotic-resistant superbugs; and
(G) outline the role of governing agencies in monitoring and establishing guidelines based on
the spread of infectious diseases.
(9) The student recognizes the importance of maintaining a safe environment and eliminating
hazardous situations. The student is expected to:
(A) identify and apply standard laboratory precautions;
(B) identify and apply microbiological safety practices in accordance with industry standards,
including the proper handling, disinfection, and disposal of biological waste and
maintenance of containment levels;
(C) identify and apply appropriate personal protection equipment (PPE) and transmission-
based precautions, including precautions against droplet, contact, and airborne
transmission;
(D) sterilize laboratory and medical equipment and instruments in accordance with industry
standards; and
(E) define and select different mechanisms of decontamination such as antiseptics,
disinfection, and sterilization.
Source: The provisions of this §127.433 adopted to be effective April 26, 2022, 47 TexReg 2166.
