This document provides updates and clarification regarding Texas' Foundation High School Program (FHSP) graduation requirements. It defines key terms related to FHSP such as endorsements, distinguished level, and performance acknowledgements. It addresses questions about requirements for junior and senior students and the effects of testing on diploma plans. The document also provides guidance on topics like transfer credits, ARD committee decisions, English I provisions, speech requirements, prerequisites, dual credit courses, and science scope and sequence.

1. HB5 – Graduation Updates
and Questions
Updated as of November 11, 2015

2. FoundationHigh SchoolProgram

3. Termsto know
• FHSP = FoundationHighSchoolProgram
This is the term used by TEA to represent all aspects of anHB5 diploma including
Endorsements andPerformance Acknowledge
• Foundation= the 22 creditsneeded for thebase ofthe diploma
• Endorsements= a set of coursestaken in a “coherentsequence”that
represent an area of study
• Distinguished= a level of performancewhere the studentshas
achievedthe requirementsof at least one Endorsementand has taken
AlgebraII (notthe same as RHSP “Distinguished”)
• PerformanceAcknowledgements= specificrecognitionsbased on
specificcriteria

4. Parametersto 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)
Students can move to a “Foundation only” diploma after their
sophomore year with:
 Parent advisement
 Parent signed permission (In SCHOLAR)
*No release date yet for AAR
* HB 181 – not on diploma

5. Can juniorandseniorstudentsswitch?
• Yes, current high school students can opt for the new diploma
program
• Know their cohort:
• If they are class of 2014, they may only receive a Foundation only level
diploma
• Studentsin the classes of 2015, 2016, 2017 must have the complete option
(Foundation/Endorsement) made available

6. Testing effectson diplomaplan

7. Testingdecisionupdates –
Transfercredits
Ifa studentcomestoa Texas publicschoolandyourdistrictawardsthem
creditforanEOCclassbasedoncourseworkdoneoutsideaTexaspublic
school(outofstate,outofcountry,privateschool,homeschool),theydonot
everneedtotaketheEOCexam.
*Thiswasupdatedforthisyear(2015-16)forward,changingtherules
appliedlastyear.

8. Testingdecisionupdates –
ARD Committeedecisions
Chapter89.1070
Studentsreceiving special education services may receive an endorsement only if
the student…
1. Completes foundation courseswith or without modified curriculum
2. Completes the courses for an Endorsementwithout modified curriculum
3. Perform satisfactorily on end of course exams (no ARDCdecision to accept
less than state requirementfor passing)
Effective as of January 1, 2015
For more information,see TEA’s
GraduationGuidancepage

9. Testingdecisionupdates –
ARD Committeedecisions
Soconsiderquestionssuchas:
1. Willthecoursebe partof theEndorsementpath?
2. If so, is modifyingcurriculumin thechild’sbestinterestsinceit willmakethe
studentunabletoearnanyofficialEndorsement?
3. Whatwillbe thedecisionon testing? Havewetakenaffecton diplomaplan
intoconsideration?
For more information,see TEA’s
GraduationGuidancepage

10. EnglishI provision

11. Didyouknow?
Does someone in your district track the allowable “substitute assessments” for student,
especiallyre-testers?

12. TSI - a substituteassessmentuntilSeptember2017
StudentsattendingTexas publicinstitutionsof highereducationmust beincompliancewiththe Texas Success
Initiative(TSI)(TexasEducationCode §51.3062)inorderto enrollinpublicinstitutionsof highereducation.
As part of SB149, TSI will be allowed to be used as a Substitute
Assessment.
• Students who score “college ready” for Math do not need to retake the Algebra I
exam.
• Students who score “college ready” for Reading and Writing do not need to retake
the English II exam.
• These student must take the EOC exam twice (one original testing and one retest)
before using this substitute.

13. TSI as a substitute assessment

14. SB149 – GraduationCommittees
• Applies to students of 2015, 2016, 2017 and 2018 cohorts only; From
chapter 101..
• May be for students who have failed 1 or 2 exams (cannot be used for 3
or more test failures); From chapter 101
• Students have to have passed all courses required for diploma; From
SB149

15. SB149– GraduationCommittees
• Parent, Teacher, Counselor, and Principal – must be unanimous
decision; From SB149
• A student may not graduate “early” via IGC [Early = before their
cohort group]
• A project/portfolio of work will be required
• Reported through PEIMS - # qualified and # awarded

16. FAQ – Do studentshave toretest?
Answer:Yes,untiltheygraduateofficially.

17. FoundationHigh SchoolProgram

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

19. “Speechrequirement”
(3) demonstrated proficiency, as determinedby the district in which the student is
enrolled, in
* deliveringclear verbal messages;
* choosing effective nonverbal behaviors;
* listeningfor desired results;
* applying valid critical-thinkingand problem-
solving processes; and
* identifying,analyzing, developing,and evaluating communication
skills neededfor professional and social success in interpersonalsituations, group
interactions, and personal and professional presentations.

20. Speechcourse?
• 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 is best practice
• 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.

21. The Foundation

22. Foundation= 22 credits
• 4 credits ELA/R
• 3 credits of Social Studies
• 3 credits of Science
• 3 credits of Math
• 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 whereother 3
years of Athletics may be.
• Consider overlap for Endorsement
requirements
Electives – 5 creditsBasics – 17 credits

23. Prerequisites
• When examining courses and diploma plans, take a look
for prerequisitesin two places…
• First, is there a pre-requisite in the diploma plan itself. This
would be in the general requirements.
• Second, take a look at the course itself and see if there is a
prerequisite within the TEKS themselves.
• Prerequisitescan have an effect on the application of
credit.

24. DualCredit
• Courses may become dual credit for students in any grade as long as
the school and the IHE follow the guidelines set by TEA/THECB
• HB 2812 – repealed the limit on the number of dual credit courses
• HB 505 – prohibits commissioner & THECB from placing limits on the
number of dual credit courses, hours, or grade levels
• This change frees up more courses to become dual credit for students
and at an earlier grade level.

25. ScopeandSequence
• EnglishI, II and III required
• ESOL I and II may substitutefor studentsat Intermediatelevel on
TELPAS for EnglishI and II – they stilltake same EOC exam (Don’t
forgetthe EnglishI exception)
• Fourthcredit fromone full or two halfcreditsfrom the listof
advanced courses
• Considerif your district usesCommunicationApplications– it is on
advanced ELA/R list
ELA/R

27. ScopeandSequence
• Three credits required
• U.S. History, Government and Economics are a must (2 credits)
• World History or World Geographyis 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 considerationhowthis affectsyour LOTE substitutions aswell.)
• Combined World Geo/World History (to bedeveloped)
Social Studies

28. Shouldstudentstake
WorldHistoryor WorldGeography?
This is a decision for your curriculum
department.
If your criteriais to steerstudents
towards social studies classes that will
benefit themon the US History EOC,
World History provides the greater
correlation.
Consider re-orderingyour courses to
offer both.
Correlationof US History TEKS to World
Geography and World History TEKS
World Geography World History
25 68

29. 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.

30. The New AP SocialStudiesconflict –
fromTEASeptember10,2015

31. ScopeandSequence
• Biologyrequired(may also be AP or IB)
• Phrases such as “second” and “third” do not imply courseorder but consider
prerequisites[Example: Chemistry-oneHSscienceand AlgebraI]
• One credit fromSecondSciencelist
• One additionalcredit that is onefull credit or two half creditsfromThird
Sciencelist
• Be careful of using IPC – it works for secondsciencebut not third
• Physicsand PrinciplesofTechnology(CTE course)cannotboth satisfyScience
requirementifboth are taken
Science

35. ScopeandSequence
• Algebra I and Geometry required
• There are two lists of additional credit possibilities
• Prerequisites affect the order of courses
• For students on a Foundation HS program, Math Models
only has a pre-requisite of Algebra I
Math

36. Ready
for
2015

38. ScopeandSequence
• Students must have two credits from:
• Same language
• Computer Sciencecourses (expires September1, 2017)
• Computer Sciencemay not be used to satisfy LOTE after September1,
2016
LOTE = Languages Other Than English
aka Foreign Languages

39. ScopeandSequence
• ARDC/504decision– decisionfor wholetwo creditsbased upon
student’sneeds (see next slide)
• For allstudents: If after completingfirst credit demonstratesthey may
not be able to complete2nd 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
• WorldHistory/WorldGeo if not used for Social Studies
• Computer language
• Different language
Considerations

40. ForARDCto decide
From TEA:
A student, whodue toa disability,is unabletocompletetwocreditsin the samelanguagein LOTE, may
substitute:
• a combination oftwocredits fromEnglishlanguage arts,mathematics, science, orsocialstudies;
• two credits incareer andtechnicaleducationortechnology applications
The determinationregarding a student'sability tocompletethe LOTEcreditrequirements willbe made by:
the student'sARDcommittee ifthe studentreceivesspecialeducation servicesundertheTEC, Chapter29,
SubchapterA
or the committeeestablished forthestudentunder Section504,RehabilitationActof1973 (29 United States
Code (USC), §794)

41. SBOEApril2014meeting

42. ScopeandSequence
• 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

43. ScopeandSequence
• Any combination of one half to one credit
• Foundations of Personal Fitness
• Adventure/Outdoor Education
• AerobicActivities
• 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

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

45. Endorsements

46. Endorsements
• Specified in writing by student when entering 9th grade (PGP)
• Must have 4 math and 4 science for any Endorsement
• 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)

47. 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 sciencefrom list
Don’t forget 89.1070 about Special
Educationstudents, EOC testing and
earning Endorsement!

48. ReportingandRecordKeeping
Requirements
• HB5 Student & Community Engagement ratings to be reported
• Reporting for students:
• Participation in the Foundation HS program
• Endorsement at the student level in PEIMS
• Endorsements to be recorded by student “entering 9th grade” –
local decision on best timing

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

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

51. • In Submission 3, the 203 StudentGraduation Program record identifies the
intent of grade 9-12 students enrolled in the Foundation High School
Program by collecting the Participant Code, DistinguishedLevel of
AchievementIndicator 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 DistinguishedLevel of Achievement
Indicator Code and the Endorsement Indicator Codes. Otherwise,the
DistinguishedLevel of AchievementIndicator Code and the Endorsement
Indicator Codes must be blank.

52. EndorsementOptions
Three options:
(a) 4 advanced courses that allow entry into workforce or college without
remediation from within one endorsementor among endorsementareas not in
coherent sequence
OR
(b) 4 credits in four foundation subject areas includingEnglish IV and Chemistry
and/or Physics (think 4x4)
OR
(c) 4 credits of AP, IB or Dual Credit courses from English, math, science,social
studies, economics, LOTE or Fine Arts
Multidisciplinary – if just one, it’s a must

53. EndorsementOptions
• Algebra II, Chemistry, and Physics required for any STEM endorsement
• Five options: (choose one)
(a) CTE coherent sequenceof 4+ credits of at least twocourses in same career
cluster (see details on next slide)
(b) 4 credits in computer science (seespecificcoursesonnextslide)
(c) 3 credits of math by completing AlgebraII and twocourses whichhave Alg II as a
prerequisite(don’t forgetthey must have Alg I and Geometry)
(d) 4 credits of science by completing chemistry, physics, and two courses from
advanced list (don’t forgetthey will need Biology too)
(e) Coherent sequenceof 3 additional credits no more than 2 areas listed in (a), (b),
(c) and (d).
STEM

56. EndorsementOptions
Two options: (choose one)
(a) CTE coherent sequence of 4+ credits of at least two courses
in same career cluster (see details on next slide)
(b) 4 English elective credits (Journalism and Speech)
(c) 4 credits of technology applications
Business & Industry

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

61. EndorsementOptions
Six options: (choose one)
(a) 5 credits of Social Studies (remember AP cannot duplicate)
(b) 4 levels of the same language
(c) 2 levels of LOTE in two languages
(d) 4 levels of American sign language
(e) Coherent sequence of 4 credits of fine arts
(f) 4 credits of English (seeliston upcomingslide)
Arts & Humanities

62. This is “credits”infinal Chapter 74

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

64. Stepsto analyze
• Do they have 26 credits?
• Do they have 4 math and 4 science?
• Are all the Foundation credits achieved?
• Don’t forget the overlaps.
NOW…
• What are the pathways that create an Endorsement?

65. Distinguishedleveland
Performance
acknowledgements

66. DistinguishedLevel–
neededfor top10% automaticadmission
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

67. PerformanceAcknowledgements
 Dualcredit –
12 hours or more with 3.0+ or
an Associate degree
 An AP score 3+ or IB exams scoring4+
 Earninga nationallyor internationally
recognized business or industry
certification/license

68. PerformanceAcknowledgements
 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 (excludingwriting)

69. Bigideasof newSAT
• Evidencebased reading and writing
• Writing– optional?(SomeIHEs want theessay score.) – It is about
buildingan argument– EnglishII EOC!
• More SocialStudiesand Sciencecontentinthe Reading section(not
Humanitiesand Literature)– 4 out of5 passages
• A “No calculator”sectionof math
• Word meaning incontext,not isolation
• Math is seenas “Passport to Advanced Math”
• Way lessGeometry,muchmore problemsolvingand data analysis –
consideryour curriculumalignment

70. PerformanceAcknowledgements
*Thisis opentoallstudents. However for ELLstudents toachievethisthey musthaveparticipatedinand
exited anESL program and scoreAdvanced High(composite) onTELPAS.
Bilingualism/Biliteracy – starts with ELAR average of 80+ out of 100 and one of
the following:
 3 credits of LOTE in same language withGPA of 80+
 Demonstrated LevelIV LOTE withGPA of 80+
 3 credits of LOTE with GPA of80+
 Proficiency shown through one of the following:
3+ on APexam in LOTE
4+ on IB exam in LOTE
National assessmentof IntermediateHigh

71. TheLocallyDevelopedcourses
“LocallyDeveloped”–
PEIMScodeswithLD
• English, Math and Science
• Must be developedwithIHEor local
business
• Must be submittedto TEA with paperwork
(Handout)
• Not be confused with “local credits”
• Math cannot be usedas a Foundation
course
• Must be school board approved
“CollegePrep” –
PEIMScodeswithCP
• English and Math
• Must be developedwithan IHE
• Must be submittedto TEA with paperwork
(Handout)
• Math cannot be usedas a Foundation
course
• Must be school board approved

72. PersonalGraduationPlans–
MiddleSchool
• 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 determinedby the school district
Source: TEA
TEC 28.0212

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

74. PersonalGraduationPlans–
HighSchool
• Each high school must designate staff to review four year
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: TEA
TEC 28.02121©

75. PGP – HighSchool
• 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 secondaryto
postsecondary education
• Students may amend their PGP after the initial confirmation and
the school shall send written notice to parents.

76. Counseling
• School counselors must advise student and parents during the
first year a student is enrolled in high school
• Counseling must take place during each school year of a
student’s enrollment in high school
• Information about the advantages of earning an endorsement
and a performance acknowledgement and of completing the
distinguished level of achievement must be included

77. Movingforward
towards
implementation
Rememberthe ESC Region 12 HB5and
SCHOLARpagesare updated regularly.
It is organized by tabs soyou can focus on
your needs.
www.esc12.net/hb5
Follow us on Twitter @region12HB5
Use SCHOLARat scholar.esc12.netfor all
things counselor.
Feel free to contact us with questions:
DeniseBell dbell@esc12.net