This document provides information about House Bill 5, which updated Texas high school graduation requirements and plans. It discusses the foundation high school program requirements, including the 22 credits needed. It also covers endorsements, which are a set of courses in a coherent sequence that represent a field of study. Students must complete the foundation requirements, have 4 math and 4 science credits, and the courses for one endorsement to receive a distinguished level of achievement. The document provides guidance on course sequencing, testing requirements, and recording student plans in the Public Education Information Management System.

1. HB5 – Graduation
Updates and
Questions
Updated as of April 14, 2015

2. House Bill 5 – The Basics
• Accountability*
• Assessment
• Graduation Plans
• The goals:
• the development of a more
diverse workforce
• sending students to the
postsecondary level more
prepared
• The understanding is that each
student’s path to the workforce
is unique
The IntentThe Structure

3. Foundation High School
Program

4. Terms to know
• FHSP = Foundation High School Program
This is the term used by TEA to represent all aspects
of an HB5 diploma including Endorsements and
Performance Acknowledge
• Foundation = the 22 credits needed for the
base of the diploma
• Endorsements = a set of courses taken in a
“coherent sequence” that represent an area of
study
• Distinguished = a level of performance where
the students has achieved the requirements of
at least one Endorsement and has taken
Algebra II (not the same as RHSP
“Distinguished”)
• Performance Acknowledgements = specific
recognitions

5. Parameters to follow
 “…students entering Grade 9 in the 2014-
15 school year and thereafter…”
Endorsements, distinguished level and
performance acknowledgements to be on
students’ AAR (Academic Achievement
Record), transcript and diploma
Students can move to a Foundation only
diploma after their sophomore year with:
 Parent advisement
 Parent signed permission

6. Can sophomore, junior and senior
students switch?
• Yes, current high school students can opt for
the new diploma program
• If they are class of 2014, they may only
receive a Foundation only level diploma
• Students in the classes of 2015, 2016, 2017
must have the complete option
(Foundation/Endorsement) made available
• If done by ARDC, must be documented and
take into consideration what is available

7. Take caution!
• Many templates exist for creating your
district’s plan for counselors to use with
each student.
• “Buyer Beware” = know the size of the
district you are looking at a template for –
the needs and offering possibilities may be
completely different for your district size
• Adapt your own templates and extend to
as many Endorsement possibilities as
possible

8. Testing effects on diploma
plan

9. Testing decision updates –
Transfer credits
§101.3021. Required Participation in Academic Content Area
Assessments
(e) If a student earned high school credit for a course for which
there is an EOC assessment as listed in the TEC, §39.023(c),
prior to enrollment in a Texas public school district and the
credit has been accepted by a Texas public school district, or a
student completed a course for Texas high school credit in a
course for which there is an EOC assessment prior to the 2011-
2012 spring administration, the student is not required to take
the corresponding EOC assessment as listed in the TEC,
§39.023(c).
This subsection applies only to:
(1) students who will graduate under the minimum,
recommended, or distinguished high school programs as those
programs existed before the adoption of House Bill 5, 83rd
Texas Legislature, Regular Session, 2013; or
(2) courses for which credit was earned prior to
September 1, 2014, by students who will graduate under the
foundation high school program.Effective March 25, 2014

10. Testing decision updates –
Transfer credits
FROM TEA FAQ site:
What are the STAAR graduation requirements for a
student who moves into a Texas public high school
from out of state or country or from a private school?
• A student whose high school credit has been earned from out of the state or country
or from a private school for a course assessed by STAAR is required to take the
corresponding assessment if the Texas school district does not accept the course
credit.
• is required to take the corresponding assessment if (1) the student is graduating on
the Foundation High School Program and (2) the credit was earned after September
1, 2014, even if the Texas school district accepts the course credit from the school
in which the course was taken.
• is not required to take the corresponding assessment if (1) the Texas school district
accepts the course credit from the school in which the course was taken, (2) the
student is graduating on the Foundation High School Program, and (3) the credit was
earned prior to September 1, 2014.
• is not required to take the corresponding assessment if (1) the Texas school district
accepts the course credit from the school in which the course was taken and (2) the
student is graduating on the Minimum High School Program, the Recommended
High School Program, or the Distinguished Achievement Program.

11. Bottom line to transfer EOC
testers
YES
Student on
Foundation Plan AND:
• District awards
credit from another
country, state or
private setting
• Received course
credit at other
location after
September 1, 2014
NO
Student on the
RHSP/MHSP
OR
On Foundation plan
AND:
• District awards credit
from another country,
state or private
setting
• Received course credit
at other location
before September 1,
2014

12. Testing decision updates –
ARD Committee decisions
Chapter 89.1070
Students receiving special education services may
receive an endorsement only if the student…
1. Completes foundation courses with or without
modified curriculum
2. Completes the courses for an Endorsement
without modified curriculum
3. Perform satisfactorily on end of course exams (no
ARDC decision to accept less than state
requirement for passing)
Effective as of January 1, 2015
For more information, see TEA’s
Graduation Guidance page

13. Testing decision updates –
ARD Committee decisions
So consider questions such as:
1. Will the course be part of the Endorsement path?
2. If so, is modifying curriculum in the child’s best
interest since it will make the student unable to
earn any official Endorsement?
3. What will be the decision on testing? Have we
taken affect on diploma plan into consideration?
For more information, see TEA’s
Graduation Guidance page

14. Did you know?
Does someone in your district track the allowable
“substitute assessments” for student, especially re-
testers?

15. Foundation High School
Program

16. Graduation plans
• Foundation requirements
• Endorsements (must have 4 Math & 4
Science)
• STEM
• Business and Industry
• Public services
• Arts and Humanities
• Multidisciplinary
• Distinguished (4 Math, 4 Science and
Endorsement)
• Performance AcknowledgementsConsider using these to create
the areas of your graduation
documentation for students.

17. “Speech requirement”
(3) demonstrated proficiency, as determined by the
district in which the student is enrolled, 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.

18. Speech course?
• No longer a required state credit for a
diploma for Foundation diploma students
• School will need to report on student’s AAR if
they’ve achieved this, not how (TREx will
have this July 2015 release)
• Districts may opt to add it to their diploma
requirements as a required “Elective” – school
board approval
• If you require it of students, you can apply it
as ½ credit from the 5 Electives choices in
the Foundation. You do not need to make
your district’s Foundation 22 ½ credits.

19. The Foundation

20. Foundation = 22 credits
• 4 credits ELA/R
• 3 credits of Math
• 3 credits of Science
• 3 credits of Social
Studies
• 1 credit of PE
• 1 credit of Fine Arts
• 2 credits of LOTE (Foreign
Language)
• Cannot be any of the
courses applied in the
first 17 credits
• Credits from list of
courses in 74.11(g),
(h), or (i)
• This would be where
other 3 years of
Athletics may be.
• Consider overlap for
Endorsement
requirements
Electives – 5 creditsBasics – 17 credits

21. Scope and Sequence
• Three credits required
• U.S. History, Government and Economics are a must (2
credits)
• World History or World Geography is a choice for the
third credit – these courses cannot be split into two
halves
• If your district requires both World Geo and World
History, this would take one of the electives from the
5 in the Foundation. It should not make the
Foundation 23 credits. (Take into consideration how this affects
your LOTE substitutions as well.)
• Combined World Geo/World History (to be developed)
Social Studies

22. Should students take
World History or World
Geography?
If your criteria is to steer
students towards social
studies classes that will
benefit them on the US
History EOC, World
History provides the
greater correlation.
Correlation of US History TEKS to World
Geography and World History TEKS
World Geography World History
25 68

23. US History World History World Geography
USH(4) History. The student understands the
emergence of the United States as a world power
between 1898 and 1920.
WH(10) History. The student understands
the causes and impact of World War I.
WG(2) History. The
student understands how
people, places, and
environments have
changed over time and the
effects of these changes.
USH(7) History. The student understands the
domestic and international impact of U.S.
participation in World War II.
WH(12) History. The student understands
the causes and impact of World War II.
USH(8) History. The student understands the
impact of significant national and international
decisions and conflicts in the Cold War on the
United States.
WH(13) History. The student understands
the impact of major events associated with
the Cold War and independence
movements.
USH(11) History. The student understands the
emerging political, economic, and social issues of
the United States from the 1990s into the 21st
century.
WH(14) History. The student understands
the development of radical Islamic
fundamentalism and the subsequent use of
terrorism by some of its adherents.
USH(16) Economics. The student understands
significant economic developments between
World War I and World War II.
WH(11) History. The student understands
the causes and impact of the global
economic depression immediately following
World War I.

24. Scope and Sequence
• English I, II and III required
• ESOL I and II may substitute for students at
Intermediate level on TELPAS for English I
and II – they still take same EOC exam
• Fourth credit from one full or two half
credits from the list of advanced courses
• Consider if your district uses
Communication Applications – it is on
advanced list
ELA/R

26. Scope and Sequence
• Biology required (may also be AP or IB)
• One credit Second Science list
• One additional credit that is one full credit or
two half credits from Third Science list
• Be careful of using IPC – it works for second
science but not third
• Physics and Principles of Technology (CTE
course) cannot both satisfy Science
requirement if both are taken
Science

29. Scope and Sequence
• Algebra I and Geometry required
• There are two lists of additional credit
possibilities
• Prerequisites affect the order of
courses
Math

30. April
2015
Ready
for
2015

31. Scope and Sequence
• Students must have two credits from:
• Same language
• Computer Science courses (expires
September 1, 2017)
• Computer Science may not be used to satisfy
LOTE after September 1, 2016
LOTE = Languages Other Than English
aka Foreign Languages

32. Scope and Sequence
• PEIMS code for these decisions will need to be
entered
• ARDC/504 decision – decision for whole two
credits based upon student’s needs (see next slide)
• For all students: If after completing first credit
demonstrates they may not be able to complete
2nd credit of LOTE:
Committee of principal, parent and LOTE teacher to
determine needs for the 2nd LOTE credit, choosing from:
• Special Topics in Language and Culture
• World History/World Geo if not used
• Computer language
• Different language
Considerations

33. For ARDC to decide
From TEA:
A student, who due to a disability, is unable to complete two
credits in the same language in LOTE, may substitute:
• a combination of two credits from English language arts,
mathematics, science, or social studies;
• two credits in career and technical education or technology
applications
The determination regarding a student's ability to complete the
LOTE credit requirements will be made by:
the student's ARD committee if the student receives special
education services under the TEC, Chapter 29, Subchapter A
or the committee established for the student under Section 504,
Rehabilitation Act of 1973 (29 United States Code (USC), §794)

34. SBOE April 2014 meeting

35. Scope and Sequence
• Areas of:
• Levels I-IV in: Art, Dance, Music, or
Theatre,
• Principles of Floral Design
• Digital Art and Animation
• 3-D Modeling and Animation
• Community-based fine arts programs
– must be TEA approved
Fine Arts

36. Scope and Sequence
• Any combination of one half to one credit
• Foundations of Personal Fitness
• Adventure/Outdoor Education
• Aerobic Activities
• Team or Individual Sports
• Local district allowable course that meets criteria
• Athletics/JROTC and privately sponsored PE activities
which meet requirements
• Drill team /Band/ Cheerleading according to local
district policy
• Credit cannot be earned more than once
PE

37. Other Elective possibilities
• State approved innovative courses
• JROTC – one to four credits (also an
Endorsement path)
• Driver’s education (1/2 credit)

38. Endorsements

39. Endorsements
• Specified in writing by student when
entering 9th grade
• Must have 4 math and 4 science for all
Endorsements
• Minimum 26 credits (remember your 5
electives help with Endorsement
requirements)
• More than one track before junior year
(does not entitle enrollment over 26 credits)
• May change at any time
• School districts decide the coherent
sequence for Endorsement (must follow
prerequisites)

40. Endorsements
• Remember, “a course completed as part of a
set of thee four courses needed to satisfy
the endorsement requirement may also
satisfy a requirement under… [Foundation]
including an elective”
• To earn Endorsement:
Foundation requirements
4th credit in math from list
4th credit in science from list
Don’t forget 89.1070 about Special
Education students, EOC testing and
earning Endorsement!

41. Dual
Credit –
IHE in
PEIMS

43. Reporting and Record
Keeping Requirements
• HB5 Student & Community Engagement
ratings to be reported
• HB5 Endorsement survey by TEA open until
April 28, 2015 (look for email)
• Reporting of Endorsement at the student
level in PEIMS
• Endorsements to be recorded by student
“entering 9th grade” – local decision on
best timing

44. Blue = Submission 1 reported in Fall
Red = Submission 3 reported in Summer

45. Code Table C199
Submission 1 = Fall Submission
Submission 3 = Summer Submission

46. • In Submission 3, the 203 Student Graduation Program record
identifies the intent of grade 9-12 students enrolled in the
Foundation High School Program by collecting the Participant
Code, Distinguished Level of Achievement Indicator Code, and the
Endorsement Indicator Codes.
• If a student is reported as enrolled in the Foundation High School
Program, then they must also be reported with the Distinguished
Level of Achievement Indicator Code and the Endorsement
Indicator Codes. Otherwise, the Distinguished Level of
Achievement Indicator Code and the Endorsement Indicator Codes
must be blank.

47. Endorsement Options
Three options:
• 4 advanced courses that allow entry into workforce
or college without remediation from within one
endorsement or among endorsement areas not in
coherent sequence
OR
• 4 credits in four foundation subject areas including
English IV and Chemistry and/or Physics (think 4x4)
OR
• 4 credits of AP, IB or Dual Credit courses from
English, math, science, social studies, economics,
LOTE or Fine Arts
Multidisciplinary – a must

48. Endorsement Options
• Algebra II, Chemistry, and Physics required for any STEM
endorsement
• Five options: (choose one)
• CTE coherent sequence of 4+ credits of at least two
courses in same career cluster (see details on next slide)
• 4 credits in computer science (see specific courses on next slide)
• 3 credits of math by completing Algebra II and two
courses which have Alg II as a prerequisite (don’t
forget they must have Alg I and Geometry)
• 4 credits of science by completing chemistry, physics,
and two courses from advanced list (don’t forget they
will need Biology too)
STEM

51. Endorsement Options
Four options: (choose one)
• CTE coherent sequence of 4+ credits of
at least two courses in same career
cluster (see details on next slide)
• 4 English elective credits (Journalism and
Speech)
• 4 credits of technology applications
• A mix
Business & Industry

54. Endorsement Options
Two options: (choose one)
• CTE coherent sequence of 4+
credits of at least two courses in
same career cluster (see details on
next slide)
• Four courses in JROTC
Public services

56. Endorsement Options
Six options: (choose one)
• 5 credits of Social Studies
• 4 levels of the same language
• 2 levels of LOTE in two languages
• 4 levels of American sign language
• Coherent sequence of 4 credits of fine
arts
• 4 credits of English (see list on upcoming slide)
Arts & Humanities

57. This is “credits” in final Chapter 74

58. The final course…
When determining what Endorsement(s) a
student has achieved, you will look at the final
course within the coherent sequence as the
determining factor!

59. Steps to analyze
• Do they have 26 credits?
• Do they have 4 math and 4 science?
• Are all the Foundation credits achieved?
NOW…
• What are the pathways that create an
Endorsement?

60. Distinguished level
and Performance
acknowledgements

61. Distinguished Level –
needed for top 10% automatic
admission
Must include:
• Foundation requirements
• 4 credits of Science
• 4 credits of Math
• Algebra II must one of the 4 Math
credits
• Requirements for one Endorsement

62. Performance
Acknowledgements
 Dual credit –
12 hours or more with 3.0+ or
an Associate degree
 An AP score 3+ or IB exams
scoring 4+
 Earning a nationally or
internationally recognized
business or industry
certification/license

63. Advanced Placement or
Dual Credit??
• With emphasis on College Readiness in
HB5, districts looking at expanding AP or
DC offerings.
• Begin by considering who the audience is
for these courses
• Maturity
• Readiness
• Interest
• Assumptions
HB5 Community
Engagement:
• G/T
• 21st Century Workforce
Development

64. Working for
balance
• What courses do you
currently offer?
• What additions would
benefit the development
of student needs?
• What courses do we offer
that students are
struggling in?
• What are teachers
interested in teaching?
• What are teachers trained
in/ certified for?
• How can we use the
“alternate year” rule to our
advantage?

65. Performance
Acknowledgements
 PSAT, SAT, ACT-PLAN, ACT
 PSAT = commended scholar or higher
 ACT-PLAN = college readiness in two of
four subject areas
 SAT = combined reading and math score
of 1250+
 ACT = composite score of 28 (excluding
writing)

66. Big ideas of new SAT
• Evidence based reading and writing
• Writing – optional? (Some IHEs want the essay
score.) – It is about building an argument –
English II EOC!
• More Social Studies and Science content in the
Reading section (not Humanities and
Literature) – 4 out of 5 passages
• A “No calculator” section of math
• Word meaning in context, not isolation
• Math is seen as “Passport to Advanced Math”
• Way less Geometry, much more problem
solving and data analysis – consider your
curriculum alignment

67. Performance
Acknowledgements*This is open to all students. However for ELL students to
achieve this they must have participated in and exited an ESL
program and score Advanced High (composite) on TELPAS.
Bilingualism/Biliteracy – starts with ELAR average of
80+ out of 100 and one of the following:
 3 credits of LOTE in same language with GPA of 80+
 Demonstrated Level IV LOTE with GPA of 80+
 3 credits of LOTE with GPA of 80+
 Proficiency shown through one of the following:
3+ on AP exam in LOTE
4+ on IB exam in LOTE
National assessment of Intermediate High

68. The Locally Developed
courses“Locally Developed” –
PEIMS codes with LD
• English, Math and Science
• Must be developed with IHE
or local business
• Must be submitted to TEA
with paperwork
• Not be confused with “local
credits”
• Math cannot be used as a
Foundation course
• Must be school board
approved
“College Prep” –
PEIMS codes with CP
• English and Math
• Must be developed with an
IHE
• Must be submitted to TEA
with paperwork
• Math cannot be used as a
Foundation course
• Must be school board
approved

69. Personal Graduation Plans –
Middle School
• Beginning with 2014-15 school year, each
middle school/junior high school must
designate staff to administer the PGP for
middle school students who
• failed to perform satisfactorily on a state
assessment
OR
• are not likely to graduate within four years of
enrollment in grade nine, as determined by the
school district
Source: TEC 28.0212

70. PGP – Middle school
• Must include:
• Educational goals for the student
• Diagnostic information, appropriate
monitoring and intervention, and other
evaluation strategies
• Include an intensive instruction plan
• Address participation of the student’s
parent/guardian
• Provide innovate methods to promote
student’s advancement including:
Flexible scheduling
Alternative learning environments
On-line instruction
Other interventions proven to accelerate the learning

71. Personal Graduation Plans –
High School
• Each high school must designate staff to
review graduation plans with each student
entering 9th grade and the student’s
parent/guardian
• Graduation options reviewed must include
the distinguished level of achievement and
endorsements
• Student and parent must “confirm and
sign” graduation plan by the end of the 9th
grade year
Source:
TEC 28.02121(c)

72. PGP – High School
• PGP must identify a course of student that
promotes:
• College and workforce readiness
• Career placement and advancement
• The facilitation of the student’s transition from
secondary to postsecondary education
• Students may amend their PGP after the
initial confirmation and the school shall
send written notice to parents.

73. forward
towards
implementatio
n
Remember the ESC Region 12 HB5 page
is updated regularly.
It is organized by tabs so you can focus
on your needs.
www.esc12.net/hb5
Follow us on Twitter @region12HB5
Feel free to contact us with questions:
Denise Bell dbell@esc12.net
Sharron Stephenson (Special Education)
sstephenson@esc12.net
Stephanie Kucera (Accountability)
skucera@esc12.net
Chris Holecek (CTE) cholecek@esc12.net
Jeni Janek (Counselor support)
jjanek@esc12.net