EIF(LEGAL) - ACADEMIC ACHIEVEMENT: GRADUATION

High School Diploma

  1. The curriculum requirements identified by the State Board of Education (SBOE) [see State Graduation Requirements, below] and has performed satisfactorily on applicable state assessments [see EKB]; or
  2. An individualized education program (IEP) developed under Education Code 29.005. [See EHBAB]

Note: Education Code 28.0258 and 19 Adminstrative Code 74.1025 related to individual graduation committees expire September 1, 2019.

Individual Graduation Committee

  1. The principal or principal's designee;
  2. For each EOC assessment instrument on which the student failed to perform satisfactorily, the teacher of the course;
  3. The department chair or lead teacher supervising the teacher(s) above; and
  4. As applicable:
    1. The student's parent or person standing in parental relation to the student;
    2. A designated advocate if the parent is unable to serve; or
    3. The student, at the student's option, if the student is at least 18 years of age or is an emancipated minor.

Notice

Curriculum Requirements

Additional Requirements to Graduate

  1. The completion of a project related to the subject area of the course that demonstrates proficiency in the subject area; or
  2. The preparation of a portfolio of work samples in the subject area of the course, including work samples from the course that demonstrate proficiency in the subject area.

English Language Learners

Students Who Entered Grade 9 Before the 2011–12 School Year

  1. Entered grade 9 before the 2011–12 school year;
  2. Successfully completed the curriculum requirements for high school graduation applicable when the individual entered grade 9;
  3. Has not performed satisfactorily on the exit-level assessment instrument or part of an assessment instrument required for high school graduation, including an alternative assessment instrument offered under Education Code 39.025(c-1);
  4. Has been administered at least three times the required subject-area test(s) for which the individual has not performed satisfactorily on the exit-level assessment instrument applicable to the individual when the individual entered grade 9; and
  5. Meets the alternative requirements for graduation in accordance with 19 Administrative Code 74.1027(c) or the local alternative requirements approved by the board in accordance with 19 Administrative Code 74.1027(d).

District Determination

Alternative Requirements

Local Alternative Requirements

Appeals

Documentation

Special Education

Posthumous Diploma

Exception

Diplomas for Veterans

  1. World War II, the Korean War, the Vietnam War, the Persian Gulf War, the Iraq War, or the war in Afghanistan; or
  2. Any other war formally declared by the United States, military engagement authorized by the United States Congress, military engagement authorized by a United Nations Security Council resolution and funded by the United States Congress, or conflict authorized by the president of the United States under the War Powers Resolution of 1973, 50 U.S.C. 1541, et seq.

Personal Graduation Plan

Junior High or Middle School PGP

  1. Does not perform satisfactorily on a state assessment instrument; or
  2. Is not likely to receive a high school diploma before the fifth school year following the student's enrollment in grade level 9, as determined by a district.
  1. Identify educational goals for the student;
  2. Include diagnostic information, appropriate monitoring and intervention, and other evaluation strategies;
  3. Include an intensive instruction program described in Education Code 28.0213 [see EHBC];
  4. Address participation of the student's parent or guardian, including consideration of the parent's or guardian's educational expectations for the student; and
  5. Provide innovative methods to promote the student's advancement, including flexible scheduling, alternative learning environments, online instruction, and other interventions that are proven to accelerate the learning process and have been scientifically validated to improve learning and cognitive ability.

Students Receiving Special Education Services

High School PGP

  1. Promotes college and workforce readiness and career placement and advancement; and
  2. Facilitates the student's transition from secondary to postsecondary education.

Early Graduation

State Graduation Requirements

Note: For current state graduation requirements, including those for students who entered grade 9 before the 2007–08 school year but that are not otherwise referenced in this policy, see Education Code 28.025 and 19 Administrative Code Chapter 74.

Students Entering Grade 9 in the 2014–15 School Year

  1. Requirements of the foundation high school program under 19 Administrative Code 74.12 [see Foundation High School Program, below];
  2. Testing requirements for graduation under 19 Administrative Code Chapter 101 [see EKB]; and
  3. Demonstrated proficiency, as determined by the district, in delivering clear verbal messages; choosing effective nonverbal behaviors; listening for desired results; applying valid critical-thinking and problem-solving processes; and identifying, analyzing, developing, and evaluating communication skills needed for professional and social success in interpersonal situations, group interactions, and personal and professional presentations.

Foundation High School Program

  1. English language arts—4 credits;
  2. Mathematics—3 credits;
  3. Science—3 credits;
  4. Social Studies—3 credits;
  5. Languages other than English—2 credits;
  6. Physical Education—1 credit;
  7. Fine Arts—1 credit; and
  8. Elective courses—5 credits.

Endorsements

  1. Science, technology, engineering, and mathematics (STEM);
  2. Business and industry;
  3. Public services;
  4. Arts and humanities; and
  5. Multidisciplinary studies.
  1. A fourth credit in mathematics;
  2. An additional credit in science; and
  3. Two additional elective credits.
Exception
  1. The student and the student's parent or person standing in parental relation to the student are advised by a school counselor of the specific benefits of graduating from high school with one or more endorsements; and
  2. The student's parent or person standing in parental relation to the student files with a school counselor written permission, on a form adopted by TEA, allowing the student to graduate under the foundation high school program without earning an endorsement.

Distinguished Level of Achievement

Prerequisites

  1. The student has completed the prerequisite course(s);
  2. The student has demonstrated equivalent knowledge as determined by the district; or
  3. The student was already enrolled in the course in an out-of-state, an out-of-country, or a Texas nonpublic school and transferred to a Texas public school prior to successfully completing the course.

College Courses

Languages Other Than English

Physical Education Substitutions

Other Physical Activity
  1. Athletics;
  2. JROTC; and
  3. Appropriate private or commercially sponsored physical activity programs conducted on or off campus. A district must apply to the commissioner of education for approval of such programs, which may be substituted for state graduation credit in physical education. Such approval may be granted under the following conditions:
    1. Olympic-level participation and/or competition includes a minimum of 15 hours per week of highly intensive, professional, supervised training. The training facility, instructors, and the activities involved in the program must be certified by the superintendent to be of exceptional quality. Students qualifying and participating at this level may be dismissed from school one hour per day. Students dismissed may not miss any class other than physical education.
    2. Private or commercially sponsored physical activities include those certified by the superintendent to be of high quality and well supervised by appropriately trained instructors. Student participation of at least five hours per week must be required. Students certified to participate at this level may not be dismissed from any part of the regular school day.
  1. Drill team;
  2. Marching band; and
  3. Cheerleading.
Restrictions
Student with Disability or Illness
  1. The student's ARD committee if the student receives special education services under Education Code Chapter 29, Subchapter A;
  2. The committee established for the student under Section 504, Rehabilitation Act of 1973 (29 U.S.C. Section 794) if the student does not receive special education services under Education Code Chapter 29, Subchapter A but is covered by the Rehabilitation Act of 1973; or
  3. A committee, established by the district, of persons with appropriate knowledge regarding the student if each of the committees described above is inapplicable. This committee must follow the same procedures required of an ARD or a Section 504 committee.

Community-Based Fine Arts Programs

  1. The district must apply to the commissioner for approval of the community-based fine arts program;
  2. The board must certify that the program provides instruction in the essential knowledge and skills for fine arts as defined by 19 Administrative Code, Chapter 117, Subchapter C;
  3. The district must document student completion of the approved activity;
  4. The program must be organized and monitored by appropriately trained instructors;
  5. The fine arts program may be provided on or off a school campus and outside the regular school day; and
  6. Students may not be dismissed from any part of the regular school day to participate in the community-based fine arts program.

Performance Acknowledgments

  1. Outstanding performance:
    1. In a dual credit course;
    2. In bilingualism and biliteracy;
    3. On a College Board advanced placement test or international baccalaureate examination;
    4. On an established, valid, reliable, and nationally norm-referenced preliminary college preparation assessment instrument used to measure a student's progress toward readiness for college and the workplace;
    5. On an established, valid, reliable, and nationally norm-referenced assessment instrument used by colleges and universities as part of their undergraduate admissions process; or
  2. Earning a state-recognized or nationally or internationally recognized business or industry certification or license.

Transition to Foundation High School Program

  1. By satisfying the requirements in place when the student entered grade 9 for the Minimum, Recommended, or Advanced/Distinguished Achievement High School Program [see 19 Administrative Code Chapter 74] if the student was participating in the program before the 2014–15 school year; or
  2. Under the foundation high school program by satisfying the requirements adopted by the SBOE, if the student chooses during the 2014–15 school year to take courses under the program.

Students Who Entered Grade 9 Before the 2014–15 School Year

Minimum High School Program

  1. Is at least 16 years of age;
  2. Has completed two credits required for graduation in each subject of the foundation curriculum under Education Code 28.002(a)(1); or
  3. Has failed to be promoted to the tenth grade one or more times as determined by the school district.
Students with Disabilities
Applicability
Requirements

Recommended High School Program

Advanced / Distinguished Achievement High School Program

Substitutions

AP or IB Courses

Reading

  1. Adopts policies to identify students in need of additional reading instruction;
  2. Has procedures that include assessment of individual student needs and ongoing evaluation of each student's progress; and
  3. Monitors instructional activities to ensure that student needs are addressed.

College Courses

Physical Education Substitutions

Other Physical Activity
  1. Athletics;
  2. JROTC; and
  3. Appropriate private or commercially sponsored physical activity programs conducted on or off campus. A district must apply to the commissioner for approval of such programs, which may be substituted for state graduation credit in physical education. Such approval may be granted under the following conditions:
    1. Olympic-level participation and/or competition includes a minimum of 15 hours per week of highly intensive, professional, supervised training. The training facility, instructors, and the activities involved in the program must be certified by the superintendent to be of exceptional quality. Students qualifying and participating at this level may be dismissed from school one hour per day. Students dismissed may not miss any class other than physical education.
    2. Private or commercially sponsored physical activities include those certified by the superintendent to be of high quality and well supervised by appropriately trained instructors. Student participation of at least five hours per week must be required. Students certified to participate at this level may not be dismissed from any part of the regular school day.
  1. Drill team;
  2. Marching band; and
  3. Cheerleading.
Restrictions

Student with Disability or Illness

  1. The student's ARD committee if the student receives special education services under Education Code Chapter 29, Subchapter A;
  2. The committee established for the student under Section 504, Rehabilitation Act of 1973 (29 U.S.C. Section 794) if the student does not receive special education services under Education Code Chapter 29, Subchapter A but is covered by the Rehabilitation Act of 1973; or
  3. A committee, established by the district, of persons with appropriate knowledge regarding the student if each of the committees described above is inapplicable. This committee must follow the same procedures required of an ARD or a Section 504 committee.

Student with Physical Limitations

Transfers from Out-of-State or Nonpublic Schools

Graduation of Students Receiving Special Education Services

Modified Curriculum and Content

Employability and Self-Help Skills

Summary of Academic Achievement and Evaluation

Students Entering Grade 9 in or After the 2014–15 School Year

  1. The student has demonstrated mastery of the required state standards (or district standards if greater) in 19 Administrative Code Chapters 110-118, 126-128, and 130 and satisfactorily completed credit requirements for graduation under the foundation high school program applicable to students in general education as well as satisfactory performance on the required state assessments, unless the student's ARD committee has determined that satisfactory performance on the required state assessments is not necessary for graduation.
  2. The student has demonstrated mastery of the required state standards (or district standards if greater) in 19 Administrative Code Chapters 110–118, 126–128, and 130 and satisfactorily completed credit requirements for graduation under the foundation high school program through courses, one or more of which contain modified curriculum that is aligned to the standards applicable to students in general education, as well as satisfactory performance on the required state assessments, unless the student's ARD committee has determined that satisfactory performance on the required state assessments is not necessary for graduation. The student must also successfully complete the student's IEP and meet one of the following conditions:
    1. Consistent with the IEP, the student has obtained full-time employment, based on the student's abilities and local employment opportunities, in addition to mastering sufficient self-help skills to enable the student to maintain the employment without direct and ongoing educational support of the local school district.
    2. Consistent with the IEP, the student has demonstrated mastery of specific employability skills and self-help skills that do not require direct ongoing educational support of the local school district.
    3. The student has access to services that are not within the legal responsibility of public education or employment or educational options for which the student has been prepared by the academic program.
    4. The student no longer meets age eligibility requirements.
Endorsements
  1. Satisfactorily completes the requirements for graduation under the foundation high school program as well as the additional credit requirements in mathematics, science, and elective courses with or without modified curriculum;
  2. Satisfactorily completes the courses required for the endorsement without any modified curriculum; and
  3. Performs satisfactorily on the required state assessments.

Students Entering Grade 9 Before the 2014–15 School Year

  1. The student has demonstrated mastery of the required state standards (or district standards if greater) in 19 Administrative Code Chapters 110–118, 126–128, and 130 and satisfactorily completed credit requirements for graduation under the Recommended or Advanced/Distinguished Achievement Programs, including satisfactory performance on the required state assessments.
  2. The student is in grade 11 or 12 and has taken each of the state assessments required by 19 Administrative Code Chapter 101, Subchapter CC (relating to Commissioner's Rules Concerning Implementation of the Academic Content Areas Testing Program) or Subchapter DD (relating to Commissioner's Rules Concerning Substitute Assessments for Graduation) but failed to achieve satisfactory performance on no more than two of the assessments and has met all other applicable graduation requirements in item 1 above.
  3. The student has demonstrated mastery of the required state standards (or district standards if greater) in 19 Administrative Code Chapters 110–118, 126–128, and 130 and satisfactorily completed credit requirements under the Minimum High School Program, including participation in state assessments. The student's ARD committee shall determine whether satisfactory performance on the required state assessments is necessary for graduation.
  4. The student has demonstrated mastery of the required state standards (or district standards if greater) in 19 Administrative Code Chapters 110–118, 126–128, and 130 through courses, one or more of which contain modified content that is aligned to the standards required under the Minimum High School Program as well as the satisfactorily completed credit requirements under the Minimum High School Program, including participation in required state assessments. The student's ARD committee shall determine whether satisfactory performance on the required state assessments is necessary for graduation. The student must also successfully complete the student's IEP and meet one of the following conditions:
    1. Consistent with the IEP, the student has obtained full-time employment, based on the student's abilities and local employment opportunities, in addition to mastering sufficient self-help skills to enable the student to maintain the employment without direct and ongoing educational support of the local school district;
    2. Consistent with the IEP, the student has demonstrated mastery of specific employability skills and self-help skills that do not require direct ongoing educational support of the local school district;
    3. The student has access to services that are not within the legal responsibility of public education, or employment or educational options for which the student has been prepared by the academic program; or
    4. The student no longer meets age eligibility requirements.

Graduation of Military Dependents

Course Waiver

Transfers During Senior Year

Substitute Passing Standard

Graduation of Student Who Is Homeless or in Conservatorship of DFPS

Buna ISD

EIF(LEGAL)-P

UPDATE 112

DATE ISSUED: 12/19/2018