House Bill 5 (HB5) focuses on updating Texas high school graduation requirements, emphasizing a foundation program that includes endorsements and performance acknowledgments. It allows for flexibility in diploma plans for students and outlines specific provisions for transfer credits and special education students. The document details curriculum requirements, options for endorsements, and updates on assessment requirements to better prepare students for postsecondary education and workforce opportunities.

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. SB 149 – Individual Graduation
Committees
• Passed in May 2015 – effective until September 1, 2017
• Allows students who have completed curricular
requirements but not 2 or less EOCs to graduate via
committee review
• For details, visit www.esc12.net/sb149

16. Foundation High School Program

17. 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 Acknowledgements
Consider using these to create
the areas of your graduation
documentation for students.

18. “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.

19. 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.

20. The Foundation

21. 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

22. 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

23. 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

24. 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.

25. 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

27. 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

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

31. April
2015
Ready
for
2015

32. 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

33. 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

34. 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)

35. SBOE April 2014 meeting

36. 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

37. 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

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

39. Endorsements

40. 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)

41. 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!

42. Dual
Credit –
IHE in
PEIMS

44. Reporting and Record Keeping
Requirements
• HB5 Student & Community Engagement ratings to be
reported
• NEW as of May 2015 HB 181 officially took off the
requirement for diplomas to have endorsement, performance
acknowledgement and distinguished printed on diploma
• Reporting of Endorsement at the student level in PEIMS
• Endorsements to be recorded by student “entering 9th grade”
– local decision on best timing

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

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

47. • 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.

48. 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

49. 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

52. 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

55. 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

57. 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

58. This is “credits” in final Chapter 74

59. 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!

60. 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?

61. Distinguished level and
Performance
acknowledgements

62. 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

63. 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

64. 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

65. 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?

66. 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)

67. 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

68. 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

69. 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

70. 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: TEA
TEC 28.0212

71. 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
Source: TEA
TEC 28.02121(c)

72. 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: TEA
TEC 28.02121(c)

73. 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.
Source: TEA
TEC 28.02121(c)

74. Moving forward
towards
implementation
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