Main content

Alert message

Grading Policy

TSBVI shall adopt a grading policy, including provisions for the assignment of grades on class assignments and examinations, before each school year.  The grading policy:

  1. Must require a classroom teacher to assign a grade that reflects the student’s relative mastery of an assignment;
  2. May not require a classroom teacher to assign a minimum grade for an assignment without regard to the student’s quality of work; and
  3. May allow a student a reasonable opportunity to make up or redo a class assignment or examination for which the student received a failing grade.

Education Code 28.0216

Finality of Grade

An examination or course grade issued by a classroom teacher is final and may not be changed unless the grade is arbitrary, erroneous, or not consistent with the TSBVI grading policy applicable to the grade, as determined by the Board.

A determination by the Board is not subject to appeal.

This subsection does not prohibit an appeal related to a student’s eligibility to participate in extracurricular activities under Education Code 33.081.

Education Code 28.0214

Progress Reports

The Board shall require:

  1. A conference between parents and teachers;
  2. At least once every 12 weeks, written notice to a parent of a student’s performance in each class or subject; and
  3. At least once every three weeks, or during the fourth week of each nine-week grading period, written notice to a parent if a student’s performance in foundation curriculum subject [see EHAA] is consistently unsatisfactory, as determined by the School.

The notice required by the items 2 and 3 must provide for the signature of the student’s parent and

must be returned to the School.

TSBVI uses an electronic platform for communicating student grade and performance information to parents and may permit a parent to sign a required notice electronically, so long as the School retains a record verifying the parent’s acknowledgment of the required notice.  TSBVI accepts electronic signatures and offers parents the option to provide handwritten signature.

“Parent” includes a guardian, conservator, or other person having lawful control of a student.

Exceptions

These requirements do not apply to a student who:

  1. Is 18 or older and living in a different residence that the student’s parents;
  2. Is married; or
  3. Has had the disabilities of minority removed for general purposes.

Education Code 28.022

The Superintendent shall ensure that:

  1. A conference between parents and teachers will conducted at least once annually;
  2. At least once every 12 weeks, a parent will be given written notice of a student's performance in each class or subject; and
  3. At least once every three weeks, or during the fourth week of each nine-week grading period, the parent will be given written notice if a student's performance in a foundation curriculum subject is consistently unsatisfactory, as determined by TSBVI.
  4. The notice required by items 2 and 3 must provide for the signature of the student's parent and must be returned to the School.
  5. "Parent" includes a guardian, conservator, Voluntary Adult Caregiver or other person having lawful control of a student.

Exceptions

These requirements do not apply to a student who:

  1. Is 18 or older and living in a different residence than the student's parents;
  2. Is married; or
  3. Has had the disabilities of minority removed for general purposes.

Education Code 28.022(a)

Adopted:         5/30/86

Amended:       1/23/87, 11/30/90, 3/27/92, 11/15/96, 4/1/05, 11/18/05, 4/5/19

Reviewed:

 

VALEDICTORIAN AND SALUTATORIAN

The valedictorian and the salutatorian shall be the eligible students with the highest and second highest class ranking as determined by this policy who have:

  1. Completed the Recommended High School Program or the Advanced/Distinguished Achievement Program or Foundation Graduate Program with Endorsement(s).
  2. Met all course requirements or demonstrated subject mastery (course proficiency) through state-approved assessments;
  3. Met the minimum criteria for membership in the National Honor Society;
  4. Been continuously enrolled in and attending classes at TSBVI for one full regular school year immediately preceding the students’ graduation.
  5. Exhibited qualities of a good citizen including respect for others, punctuality, positive attitude, and responsibility.           

SELECTION

The valedictorian and salutatorian will be selected by a committee appointed by the Principal.

Co-Honors

In case of a tie for the position of valedictorian, the students who tie shall be recognized as covaledictorians.

In cases of a tie for the position of salutatorian, the students who tie shall be recognized as cosalutatorians.

AUTOMATIC ADMISSION TO INSTITUTION OF HIGHER EDUCATION

Each general academic teaching institution [see Education Code 61.003(3)] shall admit an applicant for admission as an undergraduate student if the applicant:

  1. Graduated:
    1. With a grade point average in the top ten percent of the student’s high school graduating class in one of the two school years preceding the academic year for which the applicant is applying for admission and submitted a complete application defined by the institution before the expiration of the institution’s established deadline; or
    2. In the top 25 percent of the student’s high school class, to the extent the governing board of a general academic teaching institution has adopted such an admission policy;

[See Class Rank, below]

  1. Graduated from a public high school in Texas accredited by a generally recognized accrediting organization;
  2. Successfully completed the Foundation, Recommended or Distinguished/Advanced Achievement High School Program or satisfied ACT’s College Readiness Benchmarks on the ACT assessment or earned a score on the SAT that meets the minimum requirements described by 19 Administrative Code 5.5(b)(1)(D); and
  3. Submitted an official high school transcript or diploma that, not later than the end of the student’s junior year, indicates whether the student has satisfied the requirements outlined above regarding successful completion of the Recommended or Distinguished/Advanced Achievement High School Program.

Education Code 51.803(a); 19 TAC 5.5(b)

Exception

Beginning with admissions for the 2011–12 academic year, the University of Texas at Austin (UT) is not required to offer admission to applicants who qualify for automatic admission in excess of the number required to fill 75 percent of the University’s enrollment capacity designated for first-time resident undergraduate students in an academic year.

If the number of applicants who apply to UT for admission in the next academic year and who qualify for automatic admission exceeds 75 percent of UT’s enrollment capacity, UT shall, not later than September 15, provide to each school, for dissemination to high school juniors and their parents, notice of which percentile ranks of high school seniors who qualify for automatic admission are anticipated to be offered admission during the next school year.

Education Code 51.803(a-1)–(a-2)

Curriculum Requirements

An applicant who does not satisfy the curriculum requirements for the foundation program, the Recommended or the Advanced/Distinguished Achievement High School Program is considered to have satisfied those requirements if the student completed the portion of the Recommended or Distinguished curriculum that was available to the student but was unable to complete the remainder solely because the necessary courses were unavailable to the student at the appropriate times in the student’s high school career as a result of course scheduling, lack of enrollment capacity, or another cause not within the student’s control.  Education Code 51.803(b)

To qualify for admission under this section, an applicant must submit an application before the expiration of any application filing deadlines and provide a transcript that satisfies the requirements listed in Education Code 51.803(d).  A student’s transcript or diploma must, not later than the student’s junior year, indicate the student’s progress toward satisfying the curriculum requirements [see EI].  Education Code 51.803 (c)-(d)

Signs to Be Posted

The Board shall require the high school to post appropriate signs in the social worker’s suite in braille and large print and each counselor's office, in each principal’s office, and in each administrative building indicating the substance of the automatic admission provisions above.  Education Code 28.026

Dissemination by Local ISD

The local school district shall provide each student, at the time the student first registers for one or more classes required for high school graduation, with a written notification concerning automatic college admission, the curriculum requirements for financial aid under Education Code, Title 3, and the benefits of completing the requirements for automatic admission and financial aid. A school district shall obtain written acknowledgement of receipt of the notification from each eligible student and student’s parent or guardian.  The notification must be signed by the student’s school counselor in addition to being signed by the student and the student’s parent or guardian.  19 TAC 61.1201

[See resident school district policies for more information about automatic admission to college.]

Education Code 28.026, 33.007(c)

Note:   The Notification of Eligibility for Automatic College Admission, is available at the TEA website http://www.tea.state.gov/index2.aspx?id=2147485632.

Class Rank

High school rank for students seeking automatic admission to a general teaching institution on the basis of their class rank is determined and reported as follows:

  1. Most recent available class rank, based on a point in time no earlier than the end of the 11th grade, shall be used for admission decision-making.
  2. The top ten percent and top 25 percent of a high school class shall not contain more than ten percent and top 25 percent, respectively, of the total class size.
  3. The student's rank shall be reported by the applicant's high school or school district as a specific number out of a specific number total class size.
  4. Class rank shall be determined by the Texas school from which the student graduated or is expected to graduate.
  5. Students taking advanced placement or honors courses will receive a weighted grade at completion.

19 TAC 5.5(f)

End-of-course assessments

A student’s performance on an end-of-course assessment instrument may not be used in determining the student’s class ranking for any purpose, including entitlement to automatic college admission. Education Code 39.0232(b)(1)

Adopted:         11/14/97

Amended:       1/30/04, 9/20/13, 8/9/18, 1/25/19

Reviewed: 

STUDENTS WITH DISABILITIES

The application of this policy to TSBVI students is subject to the requirements of the Individuals with Disabilities Education Act.  Each student’s ARD Committee determines whether the student will be retained or promoted. 

STUDENT ADVANCEMENT

A student may be promoted only on the basis of academic achievement or demonstrated proficiency of the subject matter of the course or grade level.  [See EI]

In determining promotion, the School shall consider:

  1. The recommendation of the student’s teacher;
  2. The student’s grade in each subject or course;
  3. The student’s score on an assessment instrument administered under Education Code 39.023(a), (b), or (l), to the extent applicable; and
  4. Any other necessary academic information, as determined by TSBVI.

Education Code 28.021(a), (c)

GRADE ADVANCEMENT (GRADES 5 AND 8)

In addition to Board policy relating to student advancement, students in grades 5 and 8 must

demonstrate proficiency in reading and mathematics, as required by Education Code 28.021(a), in order to advance to the next grade.

A student demonstrates proficiency by meeting the passing standard on the appropriate assessment instrument specified by 19 TAC 101.2003(a) [see Grade Advancement Testing or on a state-approved alternate assessment authorized by 19 TAC 101.2011].

A student who does not demonstrate proficiency may advance to the next grade only if:

  1. The student has completed the required accelerated instruction under 19 Administrative Code 101.2006;
  2. The student's ARD Committee determines, in accordance with the standards for promotion established by the Board, that the student is likely to perform at grade level at the end of the next year given additional intensive instruction. In accordance with Education Code 28.021, to determine grade promotion, TSBVI is required to consider:
    1. The recommendation of the student’s teacher;
    2. The student’s grades;
    3. The student’s assessment scores; and
    4. Any other necessary academic information; and
  3. In accordance with Education Code 28.0211(n), TSBVI will ensure that a student who is promoted under 19 Administrative Code 101.2007 shall be assigned in each subject in which the student failed to perform satisfactorily on an assessment instrument specified under Education Code 28.0211(a), to a teacher who meets all state and federal qualifications to teach that subject and grade.

19 TAC 101.2001(b)

RETENTION

The School is not precluded from retaining, in accordance with state law or Board policy, a student who performs satisfactorily on a grade advancement test.  Education Code 28.0211(g)

Students who have been retained in grade 8, in accordance with the grade advancement testing requirements, may earn course credit for high school graduation during the next school year in subject areas other than the required courses in the subject area which caused the student to be retained.  19 TAC 101.2019(a)

ENGLISH LANGUAGE LEARNERS (ell)

The Language Proficiency Assessment Committee (LPAC) shall determine appropriate assessment and acceleration options for an English Language Learner (ELL) who is administered a grade advancement test in English or Spanish, except as provided by 19 Administrative Code 101.1005.  The Grade Placement Committee (GPC) for an ELL student shall make its decisions in consultation with a member of the student's LPAC.  19 TAC 101.2003(e) [see EKBA]

A TSBVI student, including an ELL, who is enrolled in grades 5 or 8, and who is receiving instruction in the essential knowledge and skills in reading or mathematics is eligible for grade advancement testing as outlined in the official GPC manual.  The student's ARD committee shall determine appropriate assessment and acceleration options for the student.  Decisions regarding assessments for ELL students who receive special education services shall be made by the ARD committee in conjunction with the LPAC.   Education Code 28.0211(i); 19 TAC 101.2003(d), (f)

The ARD committee of a student who does not perform satisfactorily on an assessment instrument in grade 5 or 8 must meet before the student is administered the assessment instrument for the second time.  The committee shall determine the manner in which the student will participate in an intensive instruction program and whether the student will be promoted in accordance with provisions below or retained.

At a meeting of the ARD committee, the Committee may promote the student to the next grade level if the committee concludes that the student has made sufficient progress in the measurable academic goals contained in the student’s IEP.  If TSBVI promotes a student, it is not required to provide an additional opportunity for the student to perform satisfactorily on the assessment instrument.

Not later than September 1 of each school year, TSBVI must notify the parent, or person standing in parental relation to a student enrolled in special education program, of the options of the ARD Committee if the student does not perform satisfactorily on an assessment instrument.   Education Code 28.0211(i), (i-1), (i-2); 19 TAC 101.2003(d), (f)

Students with Dyslexia

In measuring the academic achievement or proficiency of a student who has dyslexia, the student's potential for achievement or proficiency in the area must be considered.  Education Code 28.021(b); 19 TAC 101.2003(g) [See policies at EHB, EKB, and FB]

Adopted:         7/12/85

Amended:       1/23/87, 9/27/90, 5/28/92, 11/14/97, 11/19/99, 3/21/03, 11/18/05, 9/20/13, 8/9/19

Reviewed:      

STUDENT GRADUATION

A student may graduate and receive a diploma only if the student successfully completes:

  1. The curriculum requirements identified by the State Board of Education and has performed satisfactorily on state-required assessments [see EKB]; or
  2. An individualized education program (IEP) developed under Education Code 29.005, including Expanded Core Curriculum and transition needs.  [see EHBAB]

Education Code 28.025(c); 19 TAC 101.3022

DIPLOMA/TRANSCRIPT/CERTIFICATE OF COURSEWORK COMPLETION

Graduates of each high school are awarded the same type of diploma. The academic achievement record or transcript, rather than the diploma, records individual accomplishments, achievements, and courses completed and displays appropriate graduation seals.  19 TAC 74.61(a) [See EI for provisions regarding certificate of coursework completion]

Students Receiving Special Education

For TSBVI students, the student’s ARD committee and the local district are responsible for developing the student’s Personal Graduation Plan (PGP).  A student’s IEP developed with the parents under Education Code 29.005 will be used as the student’s PGP.  Education Code 28.0212(c); 19 TAC 89.1050(a) [See EHBAB]

A TSBVI student who successfully completes the requirements of his or her IEP, including performance on a state assessment required for graduation, shall receive a high school diploma.  A student’s admission, review, and dismissal (ARD) committee shall determine if the student will be required to meet satisfactory performance on an assessment for purposes of graduation.  19 TAC 101.3023(a) [See EKB]

PERSONAL GRADUATION PLANS (PGP)

A personal graduation plan (PGP) shall be developed by the ARD committee for each student enrolled in the middle or high school who:

  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 the ARD committee.

A PGP must:

  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.

In addition, TSBVI and the local district will establish for each student entering grade 9 a PGP that identifies a course of study that:

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

Education Code 28.0212

STATE GRADUATION REQUIREMENTS

All credit for graduation must be earned no later than grade 12.  19 TAC 74.51(b), .61(b), .71(b)

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.  .

Minimum High School Program

TSBVI shall ensure that each student enrolls in the courses necessary to complete the Recommended or Advanced/Distinguished Achievement High School Program unless the student, the student’s parent or other person standing in parental relation to the student, and a school counselor or school administrator agree in writing signed by each party that the student should be permitted to take courses under the Minimum High School Program and the student:

  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 ARD committee.

A student agreeing to take courses under the Minimum High School Program may, upon request, resume taking courses under the Recommended High School Program.

Students with Disabilities

If the ARD committee places a student with a disability on a modified curriculum in a subject area, the student will be automatically placed in the Minimum High School Program.

Notice

Before a student’s parent or other person standing in parental relation to the student may agree that the student be permitted to take courses under the Minimum High School Program, a district must provide the written notice developed by TEA to the parent or person standing in parental relation explaining the benefits of the Recommended High School Program.

Applicability

A student who was permitted to take courses under the Minimum High School Program prior to the 2009–10 school year may remain in the Minimum High School Program.

Education Code 28.025(b), (b-6), (b-8); 19 TAC 74.61(c)–(e), .62–.64, .71(c), (d)

Requirements

A student must earn at least 22 credits to complete the Minimum High School Program.  A student who entered grade 9 in the 2012-13, or 2013-14 school year must demonstrate proficiency in the program requirements listed at 19 Administrative Code 74.72.  A student who entered grade 9 before the 2012-13 school year must meet the applicable program requirements listed at 19 Administrative Code Chapter 74D-F.    Education Code 28.025; 19 TAC 74.62, .72

Recommended High School Program

A student who entered grade 9 in the 2012-13 or 2013-14 school year must earn at least 26 credits to complete the Recommended High School Program.  A student must demonstrate proficiency in the program requirements listed at 19 Administrative Code 74.73.

Education Code 28.025; 19 TAC 74.63, .73

Advanced/Distinguished Achievement High School Program

A student who entered grade 9 in the 2012-13 or 2013-14 school year must earn at least 26 credits to complete the Advanced/Distinguished Achievement High School Program.  A student must demonstrate proficiency in the program requirements listed at 19 Administrative Code 74.74.

A student who entered grade 9 in the 2012-13, or 2013-14 school year must earn at least 26 credits to complete the Advanced/Distinguished Achievement High School Program.  A student must demonstrate proficiency in the program requirements listed at 19 Administrative Code 74.74.

A student who entered grade 9 in the 2012–13 school year or thereafter must earn at least 26 credits to complete the Advanced/Distinguished Achievement High School Program.  A student must demonstrate proficiency in the program requirements listed at 19 Administrative Code 74.74.

Education Code 28.025, 19 TAC 74.74

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

A student entering grade 9 in the 2014-15 school year or thereafter may graduate and be awarded a regular high school diploma if the student meets one of the following conditions:

  1. The student has demonstrated master of the required state standards 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 mastered the required state standards cited above 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 state test satisfactory performance is not necessary. The student must also successfully complete the student’s IEP and meet one of the following conditions consistent with the IEP:
  3. the student has obtained fulltime employment, based upon the student’s abilities and local opportunities, plus mastering sufficient self-help skills to enable the student maintain the employment without direct and ongoing educational support of the local district.
  4. the student has demonstrated mastery of specific employability skills and self-help skills that do not require direct ongoing educational support of the local district.
  5. 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.

When the student receives a diploma under item 2(a), (b), or (c), the ARD committee must determine needed educational services upon the student’s or parent’s request to resume services, as long as the student meets the age eligibility requirements.

19 TAC 89.1070(b), (k)

Curriculum May Not Vary

TSBVI may not vary the curriculum for a course in the required curriculum based on whether a student

is enrolled in the Minimum, Recognized, or Advanced/Distinguished Achievement High School Program.  Education Code Chapter 28.

SUBSTITUTIONS

No substitutions are allowed for high school graduation requirements in the Recommended and Advanced/Distinguished Achievement High School Programs, except as provided by State Board rule. 19 TAC 74.63(d), .64(e), .73(d), .74(e)

AP or IB Courses

College Board Advanced Placement and International Baccalaureate courses may be substituted for required courses in appropriate areas. These courses may be used as electives in all three high school graduation programs. 19 TAC 74.61(k), .71(i)

Reading

TSBVI may offer a maximum of 3 credits of reading for state graduation elective credit for identified students under 19 TAC 74.71(f).

College Courses

A student may comply with the curriculum requirements under the Minimum, Recommended, or Advanced/Distinguished Achievement High School Program for each subject of the foundation curriculum and for languages other than English by successfully completing appropriate courses in the core curriculum of an institution of higher education.  19 TAC 74.11(i).71(j)

Physical Education Substitutions

Other Physical Activity

Up to one credit for any one of the physical education courses listed in 19 Administrative Code Chapter 74 [see EHAC] may be earned through participation in cheerleading.

Credit for any physical education course may be earned through participation in the following activities:

 

  1. Athletics and
  2. Appropriate private or commercially sponsored physical activity programs conducted on or off campus. TSBVI 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:
  3. 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.
  4. 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.

Restrictions

All substitution activities must include at least 100 minutes per five-day school week of moderate to vigorous physical activity.

No more than four substitution credits may be earned through any combination of substitutions listed above.

Student With a Disability or Illness

A student who is unable to participate in physical activity due to disability or illness may substitute an academic elective credit in English language arts, mathematics, science, or social studies for the required physical education credit.  A credit allowed to be substituted may not also be used by the student to satisfy a graduation requirement other than completion of the physical education credit.  The determination regarding a student’s ability to participate in physical activity must be made by 0.the student’s ARD committee if the student receives special education services under Education Code Chapter 29, Subchapter A.  19 TAC 74.12(b)(6)

Student With Physical Limitations

If a student entering grade 9 during the 2007–08 school year or thereafter is unable to comply with all of the requirements for a physical education course due to a physical limitation certified by a licensed medical practitioner, a modification to a physical education course does not prohibit the student from earning a Recommended or Advanced/Distinguished High School Program diploma.  A student with a physical limitation must still demonstrate proficiency in the relevant knowledge and skills in a physical education course that do not require physical activity.

Education Code 28.025(b-10)–(b-11); 19 TAC 74..62(b)(7), .63(b)(7), .64(b)(7), .72(b)(6), .73(b)(6), .74(b)(6)

PREREQUISITES

A student may not be enrolled in a course that has a required prerequisite unless:

 

  1. The student has completed the prerequisite course(s);
  2. The student has demonstrated equivalent knowledge as determined by the School; 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.
  4. The student no longer meets age eligibility requirements.

19 TAC 89.1070(b), (e)-(f), (k)

TSBVI may award credit for a course a student completed without having met the prerequisites if the student completed the course in an out-of-state, an out-of-country, or a Texas nonpublic school where there was not a prerequisite.

19 TAC 74.71(k), (l)

GRADUATION OF TSBVI STUDENTS

Modifications Contrasted to Substitutions

Modified curriculum and modified content refer to any reduction of the amount or complexity of the required knowledge and skills in 19 Administrative Code Chapters 110-118, 126-128, and 130.  Substitutions that are specifically authorized in statute or rule must not be considered modified curriculum or modified content.  19 TAC 89.           1070(l)

Employability and Self-Help Skills

Employability and self-help skills are those skills directly related to the preparation of students for employment, including general skills necessary to obtain or retain employment.  19 TAC 89.1070(j)

A student receiving special education services may graduate and be awarded a regular high school diploma if the student meets one of the following conditions:

Completion of General Education Requirements

 

  1. The student has satisfactorily completed the state’s or TSBVI’s (whichever is greater) required standards in 19 Administrative Code Chapters 110–128 and Chapter 130 and credit requirements applicable to students in general education for graduation under the Recommend or

    Advanced/Distinguished Achievement or Foundation High School Program, including satisfactory performance as established in Education Code Chapter 39, on the required state assessments.
  2. The student has satisfactorily completed the state’s or TSBVI’s (whichever is greater) required standards in 19 Administrative Code Chapters 110–118, 126-128 and 130 and credit requirements applicable to students in general education for graduation 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.

Completion of IEP

  1. The student has satisfactorily completed the state’s or TSBVI’s (whichever is greater) required standards in 19 Administrative Code Chapters 110–118, 126-128 and 130 through courses, one or more of which contain modified curriculum that is aligned to the standards required under the Minimum High School Program as well as the 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, consistent with the IEP:
    1. 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 School or local district;
    2. Demonstrated mastery of specific employability skills and self-help skills that do not require direct ongoing educational support of the School or local district; or
    3. Access to services which 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.

Employability and self-help skills are those skills directly related to the preparation of students for employment, including general skills necessary to obtain or retain employment.

The ARD committee shall determine needed educational services upon the request of the student or parent to resume services, as long as the student meets the age eligibility requirements.

19 TAC 89.1070(b), (g), (k)

Summary of Academic Achievement Evaluation

Students graduating under the above provisions shall be provided with a summary of academic achievement and functional performance as described at 34 CFR 300.305(e)(3).  The summary must consider, as appropriate, the views of the parent and student and written recommendations from adult service agencies on how to assist the student in meeting postsecondary goals.  If the student is graduating based on completion of his or her IEP, the evaluation under 34 C.F.R. 300.305(e) shall be included as part of the summary.  Students who participate in graduation ceremonies but who are not graduating under 19 Administrative Code 89.1070(b)(3) and who will remain in school to complete their education do not have to be evaluated.  19 TAC 89.1070(h)–(i)

Graduation of Military Dependents

Course Waiver

School officials must waive specific courses required for graduation if similar coursework has been satisfactorily completed by a military dependent student in another district or must provide reasonable justification for denial.  Should a waiver not be granted to a student who would qualify to graduate from the sending school, TSBVI shall provide an alternative means of acquiring the coursework so that graduation may occur on time.

Transfers During Senior Year

Should a military dependent transferring at the beginning or during the student’s senior year be ineligible to graduate after all alternatives have been considered, the sending and receiving districts shall ensure the receipt of a diploma from the sending district if all graduation requirements have been met.

Substitute Passing Standard

The commissioner shall adopt a passing standard on one or more national norm-referenced achievement tests for purposes of permitting a qualified military dependent to meet that standard as a substitute for completing a specific course otherwise required for graduation.  The passing standard is available only for a student who enrolls in a public school in Texas for the first time after completing the 9th grade or who reenrolls in a public school in Texas at or above the 10th grade level after an absence of at least two years from Texas public schools.  Each passing standard in effect when a student first enrolls in a Texas public high school remains applicable to the student for the duration of the student’s high school enrollment, regardless of any subsequent revisions.

Education Code 162.002 art. VII, A, C [See FDD]

Graduation of Students Receiving Homeless Services or from DFPS

If an 11th or 12th grade student who is homeless or in the conservatorship of the Department of Family and Protective Services transfers to a different school district and the student is ineligible to graduate from the district to which the student transfers, a diploma must be awarded from the prior district if the student meets the graduation requirements and makes such request.  “Student who is homeless” has the meaning assigned to “homeless children and youths” under 42 U.S.C. Section 11434a.  Education Code 28.025(i)

POSTHUMOUS DIPLOMA

Beginning with students enrolled in grade 12 during the 2005-06 school year, and on request of the student’s parent, TSBVI shall issue a high school diploma posthumously to a student who died while enrolled at grade level 12, provided that the student was academically on track at the time of death to receive a diploma at the end of the school year in which the student died.  “School year” includes any summer session following the spring semester.

Education Code 28.0254

Adopted:          1/11/80

Amended:        1/6/81, 11/13/81, 11/11/83, 9/21/84, 7/12/85, 5/30/86, 1/14/88, 6/1/89, 9/22/89, 5/30/91, 9/27/91, 1/29/93, 11/15/96, 1/30/04, 1/26/07, 11/16/07, 9/20/13, 8/9/19

Reviewed:        5/25/05

Students entering grade 9 in school year 2001-2002 and thereafter must complete one of the following programs for graduation:

Exhibit A: Minimum High School Program

Exhibit B: Recommended High School Program

Exhibit C: Distinguished Achievement Program

(Advanced High School Program)


EXHIBIT A

MINIMUM HIGH SCHOOL PROGRAM

(For students who enter the ninth grade in 2000-01 and thereafter)

Core Courses:

Students must demonstrate proficiency in the following:

Credit Equivalent

English Language Arts

4 credits

Must consist of English I, II, and III. (English I for Speakers of Other Languages and English II for Speakers of Other Languages may be substituted for English I and II only for immigrant students with limited English proficiency.) The fourth credit may be English IV, Research/Technical Writing, Creative/Imaginative Writing, Practical Writing Skills, Literary Genres, Business Communication, journalism, or concurrent enrollment in a college English course.

Mathematics

3 credits

Must include Algebra I and Geometry.

Science

2 credits

Must consist of biology and Integrated Physics and Chemistry (IPC). A student may substitute chemistry or physics for IPC and then must use the second of these two courses as the academic elective credit identified below.

Social Studies

2.5 credits

Must consist of World History Studies or World Geography Studies (1 credit), United States History Studies Since Reconstruction (1 credit), and United States Government (0.5 credit).

Economics with Emphasis on the Free Enterprise System and its Benefits

.5 credits

Academic Elective

1 credit

Must be selected from World History Studies, World Geography Studies, or any science course approved by the State Board of Education for science credit under 19 TAC 112 (relating to essential knowledge and skills for science). If a student elects to replace IPC with either chemistry or physics as described in Science above, the academic elective must be the other of these two science courses.

Physical Education*

1.5 credits

Must include Foundations of Personal Fitness (0.5 credit). Students may earn no more than 2 credits toward state graduation requirements in physical education.

Health Education

.5 credits

0.5 credit, which may be satisfied by Health 1 or Advanced Health or Health Science Technology; and 1 credit, which may be satisfied by Introduction to Health Science Technology, Health Science Technology 1, or Health Science Technology II.

Speech

.5 credits

Must consist of Communication Applications.

Technology Applications

1 credit

May be satisfied by:

The following courses in 19 TAC 126 (relating to essential knowledge and skills for Technology Applications): Computer Science I, Computer Science II, Desktop Publishing, Digital Graphics/Animation, Multimedia, Video Technology, Web Mastering, or Independent Study in Technology Applications;

The following courses in 19 TAC 120 (relating to essential knowledge and skills for Business Education): Business Computer Information Systems I or II, Business Computer Programming, Telecommunications and Networking, or Business Image Management and Multimedia; or

The following courses in 19 TAC 123 (relating to essential knowledge and skills for Technology Education/Industrial Technology Education): Computer Applications, Technology Systems (modular computer laboratory-based), Communication Graphics (modular computer laboratory-based), or Computer Multimedia and Animation Technology.

Electives(Total)

5.5 credits

Must be selected from the list of courses approved by the SBOE for grades 9-12 as specified in 19 TAC 74.1 or 19 TAC 74.51(g), as applicable, (relating to essential knowledge and skills for the Foundation and Enrichment Curriculum), state-approved innovative courses as specified in 10 TAC 74.27 (relating to Innovative Courses and Programs), Junior Reserve Officer Training Corps (JROTC) (1 to 4 credits), or Driver Education (0.5 credit).

A maximum of 3 credits of Reading I, II, or III for elective credit may be offered by local policy to identified students.

Total Credits for Minimum High School Program

22 credits

19 TAC 74.42, 74.52

Substitutions/Alternatives

College Board Advanced Placement and International Baccalaureate courses may be substituted forcourses required in appropriate areas. Credit may also be awarded without prior instruction through credit by examination. 19 TAC 74.41(g), 74.24, 74.51(h)

* The Board may allow a student to substitute certain physical activities for the required credits of physical education, including the 0.5 credit for Foundations of Personal Fitness. Substitutions must be based on physical activity involved in drill team, marching band, and cheerleading during the fall semester; Junior Reserve Officer Training Corps (JROTC); athletics; Dance I-IV; and 2- or 3-credit career and technology work-based training courses; and off-campus physical education. The School may award up to 2 credits for physical education for appropriate private or commercially sponsored physical activity programs conducted on or off campus, with approval by the Commissioner.

19 TAC 74.42; 74.52(b)(7)


EXHIBIT B

RECOMMENDED HIGH SCHOOL PROGRAM

(For students who enter the ninth grade in 2001-2002 and thereafter)

Core Courses:

Students must demonstrate proficiency in the following:

Credit Equivalent

English

4 credits

Must consist of English I, English II, English III, English IV. (English I for Speakers of Other Languages and English II for Speakers of Other Languages may be substituted for English I and II only for immigrant students with limited English proficiency).

Mathematics

3 credits

Must consist of Algebra I, Algebra II, and Geometry.

Science

3 credits

1 credit must be a biology credit (Biology, Advanced Placement (AP) Biology, or International Baccalaureate (IB) Biology). Students must choose the remaining 2 credits from the following three areas. Not more than 1 credit may be chosen from each of the areas to satisfy this requirement. Students on the Recommended High School Program are encouraged to take biology, chemistry, and physics to complete the science requirements. The three areas are:

  • Integrated Physics and Chemistry (IPC)
  • Chemistry, AP Chemistry, or IB Chemistry
  • Physics, Principles of Technology I, AP Physics, or IB Physics

Social Studies

3.5 credits

Must consist of World History Studies (1 credit), World Geography Studies (1 credit), United States History Studies Since Reconstruction (1 credit), and United States Government (0.5 credit).

Economics with Emphasis on the Free Enterprise System and its Benefits

.5 credits

Languages other than English

2 credits

Must consist of Level I and Level II of the same language.

Physical Education*

1.5 credits

Must include Foundations of Personal Fitness (0.5 credit). Students may earn no more than 2 credits toward state graduation requirements in physical education.

Health Education

.5 credits

0.5 credits, which may be satisfied by Health 1 or Advanced Health or Health Science Technology; and 1 credit, which may be satisfied by Introduction to Health Science Technology, Health Science Technology I, or Health Science Technology II.

Speech

.5 credits

Must consist of Communication Applications.

Technology Applications

1 credit

May be satisfied by:

(1) The following courses in 19 TAC 126 (relating to essential knowledge and skills for Technology Applications): Computer Science I, Computer Science II, Desktop Publishing, Digital Graphics/Animation, Multimedia, Video Technology, Web Mastering, or Independent Study in Technology Applications, and, for students entering ninth grade in the 2004-05 school year or thereafter, state-approved technology applications innovated courses;

(2) The following courses in 19 TAC 120 (relating to essential knowledge and skills for Business Education): Business Computer Information Systems I or II, Business Computer Programming, Telecommunications and Networking, or Business Image Management and Multimedia; or

(3) The following courses in 19 TAC 123 (relating to essential knowledge and skills for Technology Education/Industrial Technology Education): Computer Applications, Technology Systems (modular computer laboratory-based), Communication Graphics (modular computer laboratory-based), or Computer Multimedia and Animation Technology.

Students entering ninth grade in the 2004-05 school year or thereafter may satisfy the Technology Applications requirement through the completion of three credits (for students participating in a coherent sequence of career and technology courses or who are enrolled in a Tech Prep high school plan of study) consisting of two or more state-approved career and technology courses in 19 TAC 119-125 and 127. Districts shall ensure that career and technology courses, including innovative courses, in a coherent sequence used to meet the technology applications credit are appropriate to collectively teach the knowledge skills found in any of the approved courses listed in items (1)-(3), above. Students pursuing the technology applications option described in this paragraph must demonstrate proficiency in technology applications before beginning grade 11 through credit by examination as described in 19 TAC 74.14 (relating to Credit by Examination).

Fine Arts

1 credit

May be satisfied by any course listed in 19 TAC 117, Subchapter C (essential knowledge and skills for Fine Arts).

Electives(Total)

3.5 credits

May be selected from the list of courses approved by the SBOE for grades 9-12 as specified in 19 TAC 74.1 or 19 TAC 74.51(g), as applicable (relating to essential knowledge and skills for the Foundation and Enrichment Curriculum), state-approved innovative courses as specified in 19 TAC 74.27 (relating to Innovative Courses and Programs), Junior Reserve Officer Training Corps (JROTC) (1 to 4 credits), or Driver Education (0.5 credit). All students who wish to complete the Recommended High School Program are encouraged to study each of the four foundation curriculum areas (English language arts, mathematics, science, and social studies) every year in high school.

A maximum of 3 credits of Reading I, II, or III for elective credit may be offered by local policy to identified students.

Total Credits for Recommended High School Program

24 credits

19 TAC 74.43, 74.53

SUBSTITUTIONS/ALTERNATIVES

No substitutions are allowed in the Recommended High School Program, except as allowed by State Board rule and local policy. College Board Advanced Placement and International Baccalaureate courses may be substituted for courses required in appropriate areas. Credit may be awarded for core courses without prior instruction through credit by examination. 19 TAC 74.43(d), 74.41(g), 74.24(c), 74.53(d), 74.51(h)

* The Board may allow a student to substitute certain physical activities for the required credits in physical education, including the 0.5 credit for Foundations of Personal Fitness. Substitutions must be based on physical activity involved in drill team, marching band, and cheerleading during the fall semester; Junior Reserve Officer Training Corps (JROTC); athletics; Dance I-IV; and 2- or 3-credit career and technology work-based training courses. The School may award up to 2 credits for physical education for appropriate private or commercially sponsored physical activity programs conducted on or off campus, with approval by the Commissioner. 19 TAC 74.43, 74.53(b)(7)


EXHIBIT C

DISTINGUISHED ACHIEVEMENT PROGRAM

(ADVANCED HIGH SCHOOL PROGRAM)

(For students who enter the ninth grade in 2001-02 and thereafter)

Core Courses:

Students must demonstrate proficiency in the following:

Credit Equivalent

English Language Arts

4 credits

Must consist of English I, English II, English III, and English IV. (English I for Speakers of Other Languages and English II for Speakers of Other Languages may be substituted for English I and II only for immigrant students with limited English proficiency.)

Mathematics

3 credits

Must consist of Algebra I, Algebra II, and Geometry.

Science

3 credits

1 credit must be a biology credit (Biology, Advanced Placement (AP) Biology, or International Baccalaureate (IB) Biology).

Students must choose the remaining 2 credits from the following areas. Not more than 1 credit may be chosen from each of the areas to satisfy this requirement. Students on the Distinguished Achievement Program are encouraged to take courses in biology, chemistry, and physics to complete the science requirements.

  • Integrated Physics and Chemistry (IPC)
  • Chemistry, AP Chemistry, or IB Chemistry
  • Physics, Principles of Technology I, AP Physics, or IB Physics

Social Studies

3.5 credits

Must consist of World History Studies (1 credit), World Geography Studies (1 credit), United States History Studies Since Reconstruction (1 credit), and United States Government (0.5 credit).

Economics with Emphasis on the Free Enterprise System and its Benefits

.5 credits

Languages other than English

3 credits

Must consist of Level I, Level II, and Level III of the same language.

Physical Education*

1.5 credits

Must include Foundations of Personal Fitness (0.5 credit). Students may earn no more than 2 credits toward state graduation requirements in physical education.

Health Education

.5 credits

0.5 credit, which may be satisfied by Health 1 or Advanced Health or Health Science Technology; and 1 credit, which may be satisfied by Introduction to Health Science Technology, Health Science Technology I, or Health Science Technology II.

Speech

.5 credits

Must consist of Communication Applications.

Technology Applications

1 credit

May be satisfied by:

(1) The following courses in 19 TAC 126 (relating to essential knowledge and skills for Technology Applications): Computer Science I, Computer Science II, Desktop Publishing, Digital Graphics/Animation, Multimedia, Video Technology, Web Mastering, or Independent Study in Technology Applications and for students entering ninth grade in the 2004-05 school year or thereafter, state-approved technology applications innovated courses;

(2) The following courses in 19 TAC 120 (relating to essential knowledge and skills for Business Education): Business Computer Information Systems I or II, Business Computer Programming, Telecommunications and Networking, or Business Image Management and Multimedia; or

(3) The following courses in 19 TAC 123 (relating to essential knowledge and skills for Technology Education/Industrial Technology Education): Computer Applications, Technology Systems (modular computer laboratory-based), Communication Graphics (modular computer laboratory-based), or Computer Multimedia and Animation Technology.

Students entering ninth grade in the 2004-05 school year or thereafter may satisfy the Technology Applications requirement through the completion of three credits (for students participating in a coherent sequence of career and technology courses or who are enrolled in a Tech Prep high school plan of study) consisting of two or more state-approved career and technology courses in 19 TAC 119-125 and 127. Districts shall ensure that career and technology courses, including innovative courses, in a coherent sequence used to meet the technology applications credit are appropriate to collectively teach the knowledge skills founds in any of the approved courses listed in items (1)-(3), above. Students pursuing the technology applications option described in this paragraph must demonstrate proficiency in technology applications before beginning grade 11 through credit by examination as described in 19 TAC 74.14 (relating to Credit by Examination).

Fine Arts

1 credit

May be satisfied by any course listed in 19 TAC 117, Subchapter C (essential knowledge and skills for Fine Arts).

Electives (Total)

2.5 credits

May be selected from the list of courses approved by the SBOE for grades 9-12 as specified in 19 TAC 74.1 or 19 TAC 74.51(g), as applicable (relating to essential knowledge and skills for the Foundation and Enrichment Curriculum), state-approved innovative courses as specified in 19 TAC 74.27 (relating to Innovative Courses and Programs), Junior Reserve Officer Training Corps (JROTC) (1 to 4 credits), or Driver Education (0.5 credit).

A maximum of 3 credits of Reading I, II, or III for elective credit may be offered by local policy to identified students.

Total Credits for Distinguished Achievement Program

24 credits

(Advanced High School Program)

Advanced Measures

A student also must achieve any combination of four of the following advanced measures. Original research/projects may not be used for more than two of the four advanced measures. The measures must focus on demonstrated student performance at the college or professional level. Student performance on advanced measures must be assessed through an external review process. The advanced measures are as follows:

  1. An original research/project that is:
    1. Judged by a panel of professionals in the field that is the focus of the project; or
    2. Conducted under the direction of mentor(s) and reported to an appropriate audience; and
    3. Related to the required curriculum set forth in 19 TAC 74.1 (relating to essential knowledge and skills).
  2. Test data in which a student receives:
    1. A score of three or above on the College Board Advanced Placement examination;
    2. A score of four or above on an International Baccalaureate examination; or
    3. A score on the PSAT that qualifies a student for recognition as a Commended Scholar or higher by the National Merit Scholarship Corporation; as part of the National Hispanic Scholar Program of the College Board; or as part of the National Achievement Scholarship Program for Outstanding Negro Students of the National Merit Scholarship Corporation. The PSAT score may count as only one advanced measure regardless of the number of honors received by the student.
  3. A grade of 3.0 or higher in courses that count for college academic credit and in tech-prep articulated college courses.

19 TAC 74.44, 74.54

Substitutions/Alternatives

College Board Advanced Placement and International Baccalaureate courses may be substituted for requirements in appropriate academic areas. Credit may also be awarded without prior instruction through credit by examination. No other substitutions shall be allowed, except as provided by State Board rule and local policy. 19 TAC 74.41(g), 74.24, 74.44(e), 74.54(e)

* The Board may allow a student to substitute certain physical activities for the required credits of physical education, including the 0.5 credit for Foundations of Personal Fitness. Substitutions must be based on physical activity involved in drill team, marching band, and cheerleading during the fall semester; Junior Reserve Officer Training Corps (JROTC); athletics; Dance I-IV; and 2- or 3-credit career and technology work-based training courses. The School may award up to 2 credits for physical education for appropriate private or commercially sponsored physical activity programs conducted on or off campus, with approval by the Commissioner. 19 TAC 74.44, 74.54(b)(7)

Adopted: 1/15/96

Amended: 1/14/97, 1/30/04, 1/26/07

Reviewed:

HIGHER EDUCATION COUNSELING

Each counselor at an elementary, middle, or junior high school shall advise students and their  parents or guardians regarding the importance of higher education, coursework designed to prepare students for higher education, and financial aid availability and requirements.

During the first school year a student is enrolled in high school, and again during a student's senior year, a counselor shall provide information about higher education to the student and the student's parent or guardian.  The information must cover:

  1. The importance of higher education;
  2. The advantages of completing the recommended or advanced high school program;
  3. The disadvantages of taking courses to prepare for a high school equivalency examination relative to the benefits of taking courses leading to a high school diploma;
  4. Financial aid eligibility;
  5. Instruction on how to apply for federal financial aid;
  6. The center for financial aid information established under Education Code 61.0776;
  7. The automatic admission of certain students to general academic teaching institutions as provided by Education Code 51.803;
  8. The eligibility and academic performance requirements for the TEXAS Grant; and
  9. The availability of programs at TSBVI under which a student may earn college credit, including advanced placement programs, dual credit programs, joint high school and college credit programs, and international baccalaureate programs.

AUTOMATIC ADMISSION

At the beginning of grades 10 and 11, a certified counselor shall explain the requirements of automatic admission to a general academic teaching institution to each student who has a grade point average in the top 25 percent of the student’s high school class.  [See EIC]

Education Code 33.007; 19 TAC 61.1071

NOTICE OF GRANT PROGRAMS

In a manner that assists the School in implementing the annual improvement plan, the School shall notify students in middle school, junior high school, and high school and those students' teachers, counselors, and parents of:

  1. The TEXAS grant and the Teach for Texas Grant programs;
  1. The eligibility requirements of each program;
  1. The need for students to make informed curriculum choices to be prepared for success beyond high school; and
  1. Sources of information on higher education admissions and financial aid.

NOTATION ON TRANSCRIPT OR DIPLOMA

The School shall ensure that each student's official transcript or diploma indicates whether the student has completed or is on schedule to complete:

  1. The recommended or the advanced high school curriculum;
  2. For a district that is covered by Education Code 56.304(f)(1) (unavailability of courses), the required portion of the recommended or advanced high school curriculum offered at the district’s high school.  

Education Code 56.308 

Adopted:          4/1/05
Amended:         9/20/13
Reviewed:

TSBVI ACHIEVEMENT TESTING

In addition to the state-administered assessment instruments, the School may adopt and administer criterion-referenced or norm-referenced assessment instruments, or both, at any grade level. A locally-adopted norm-referenced assessment instrument must be economical, nationally recognized, and state-approved.

For purposes of this provision, “assessment instrument” means a school-commissioned achievement test, either nationally normed or criterion-referenced, that is group administered and reported publicly (such as to a board) in the aggregate.

A company or organization scoring an assessment instrument shall send test results to the School for verification.  The School shall have 90 days to verify the accuracy of test data and report the results to the Board.

To maintain security and confidential integrity of group-administered achievement tests, the School shall follow the procedures for test security and confidentiality set forth in 19 TAC Chapter 101, Subchapter C. [See EKB]

Education Code 39.026, 39.032, 19 TAC 101.101

Assessment Instrument Limitations

In any subject area for which a state assessment is administered, TSBVI may not administer locally required assessments designed to prepare students for state assessments to any student on more than ten percent of the instructional days in any school year.  A campus-level planning and decision-making committee may limit the administration of locally required assessments to ten percent or a lower percentage of the instructional days in any school year.  This prohibition does not apply to the administration of college preparation assessments, advanced placement tests, international baccalaureate examinations, or state assessments.  Education Code 39.0262

A parent of or person standing in parental relation to a student who has special needs, as determined in accordance with commissioner of education rule, may request administration to the student of additional benchmark assessment instruments.

Education Code 39.0263

COLLEGE PREPARATION ASSESSMENTS

Each school year, and at state cost, the School may administer an established, valid, reliable, and nationally norm-referenced preliminary college preparation assessment instrument:

  1. To students in the spring of the eighth grade, for the purpose of diagnosing the academic strengths and deficiencies of students before entrance into high school; and
  2. To students in the tenth grade, for the purpose of measuring a student's progress toward readiness for college and the workplace.

The provisions of Education Code 39.0261(a)(1) and (a)(2), above, apply only if the legislature appropriates funds for those purposes.

Education Code 39.0261(a)(1)-(a)(2), (f)

High school students, in the spring of the eleventh grade or during the twelfth grade, may select and take once, at state cost, one of the valid, reliable, and nationally norm-referenced assessment instruments used by colleges and universities as part of their undergraduate admissions processes; or the assessment instrument designated by the Texas Higher Education Coordinating Board under Education Code 51.334.

A high school student is not prohibited from taking the test more than once, at the student’s own expense.

Education Code 39.0261(a)(3), (e)

The School is entitled to reimbursement for the amount of fees paid by the School for the administration of an assessment instrument under Education Code 39.0261(a)(3), above.  Education Code 48.155

The Texas Education Agency (TEA) shall:

  1. Select and approve vendors of the specific assessment instruments administered under this section; and
  2. Provide reimbursement to a district for all fees associated with the administration of the assessment instrument, from funds appropriated for that purpose.

TEA shall ensure that a school district is not reimbursed for the administration of an assessment instrument to a student to whom the assessment instrument is not actually administered.

Education Code 39.0261(b)-(c)

Adopted:         5/30/86

Amended:       9/27/90, 1/29/93, 1/20/95, 1/24/97, 1/31/03, 4/1/05, 1/25/13, 8/9/18, 1/31/20

Reviewed:       1/24/02

STATE ASSESSMENT OF ACADEMIC SKILLS

Every student receiving instruction in the essential knowledge and skills shall take the appropriate criterion-referenced tests, as required by Education Code Chapter 39, Subchapter B [see TESTING IN GRADES 3-8 below].  Education Code, 39.023(a),(c),(f) 39.025(a),(a-1),(f); 19 TAC 101.5, 19 TAC 101.4001

A student may not receive a high school diploma until the student has performed satisfactorily on end-of-course (EOC) assessments or substitute assessment instruments [see End-of-Course Assessments, below].  Education Code 39.025(a); 19 TAC 101.4001

Limited English Proficiency (LEP) Students

In grades 3–12, a limited English proficient (LEP) student, as defined by Education Code Chapter 29, Subchapter B, shall participate in the state assessment in accordance with commissioner’s rules at 19 Administrative Code Chapter 101, Subchapter AA.  39.023(l),(m)  [See EKBA]

Special Education

TEA shall develop or adopt appropriate criterion-referenced alternative assessment instruments to be administered to each student in a special education program for whom a state assessment instrument adopted under Education Code 39.023(a), even with allowable accommodations, would not provide an appropriate measure of student achievement, as determined by the student’s admission, review, and dismissal (ARD) committee, including assessment instruments approved by the commissioner of education that measure growth.  The assessment instruments developed or adopted, including the assessment instruments approved by the commissioner, must, to the extent allowed under federal law, provide the School with options for the assessment of students.

TEA may not adopt a performance standard that indicates that a student’s performance on the alternate assessment does not meet standards if the lowest level of the assessment accurately represents the student’s developmental level as determined by the student’s ARD committee.

The student’s ARD committee shall determine whether any allowable modification is necessary in administering to the student a required EOC assessment instrument under Education Code 39.023(c) and whether the student is required to achieve satisfactory performance on an EOC assessment instrument to receive a high school diploma.  Education Code 39.023(b)–(c); .025(a-4)

A student receiving special education services is not subject to the Individual Graduation Committee requirements in Education Code 28.0258.  As provided in 19 Administrative Code 89.1070 (relating to Graduation Requirements) and 19 Administrative Code 101.3023 (relating to Participation and Graduation Assessment Requirements for Students Receiving Special Education Services), a student’s ARD committee determines whether a student is required to achieve satisfactory performance on an EOC assessment to graduate.  A student receiving special education services who successfully completes the requirements of his or her IEP, including performance on a state assessment required for graduation, shall receive a Texas high school diploma.

19 TAC 101.3022(f)

A student dismissed from a special education program who achieved satisfactory performance on an alternate EOC assessment while enrolled in a special education program is not required to take and achieve satisfactory performance on the general EOC assessment to graduate.   A student who took an EOC assessment while enrolled in a special education program is not required to retake and achieve satisfactory performance on the EOC assessment if the student’s ARD committee determined that the student was not required to achieve satisfactory performance on the EOC assessment to graduate.

Beginning with the 2011-12 school year, all grades 9-12 students with significant cognitive disabilities who are assessed with an alternate assessment as specified in the student’s IEP will be assessed using alternate versions of EOC assessments as listed in 19 Administrative Code 101.3011(b)(2).

A student who is receiving special education services and who is first enrolled in grade 9 or below in the 2011-12 school year shall be administered an EOC assessment instrument upon completion of the corresponding course as required the student’s IEP.

19 TAC 101.3023

Military Dependents

If the student is a military dependent, the School shall accept:

  1. Exit or end-of-course (EOC) exams required for graduation from the sending state;
  2. National norm-referenced achievement tests; or
  3. Alternative testing, in lieu of testing requirements for graduation in the receiving state.

In the event the above alternatives cannot be accommodated by the receiving state for a military dependent transferring in his or her senior year, then a commissioner’s substitute passing standard shall apply.

Substitute Passing Standard

The commissioner shall adopt a passing standard on one or more national norm-referenced achievement tests for purposes of permitting a qualified military dependent to meet that standard as a substitute for achieving a score on an assessment instrument otherwise required for graduation.  The passing standard is available only for a student who enrolls in a public school in this state for the first time after completing the ninth grade or who reenrolls in a public school in this state at or above the tenth grade level after an absence of at least two years from the public schools of this state.  Each passing standard in effect when a student first enrolls in a Texas public high school remains applicable to the student for the duration of the student’s high school enrollment, regardless of any subsequent revision of the standard.

Education Code 162.002 art. VII, §§ B–C

ADMINISTRATION

The School shall follow the test administration procedures established by TEA in the applicable test administration materials. The Superintendent shall be responsible for administering tests.  19 TAC 101.25,.27

Schedule

The Commissioner shall specify the schedule for testing that is in compliance with Education Code 39.023(c-3)(1) and (2), and supports reliable and valid assessments.  Participation in University Interscholastic (UIL) area, regional, or state competitions is prohibited on any days on which testing is scheduled between Monday and Thursday of the school week in which the primary administration of assessment instruments occurs.

The commissioner may provide alternate dates for the administration of tests required for a high school diploma to students who are migratory children and who are out of the state.

19 TAC 101.25

Alternate Test Dates

The commissioner shall consider requests for alternate test dates on a case-by-case basis.  Alternate test dates will only be allowed if TSBVI is closed on the day on which testing is scheduled or if there is an exceptional circumstance, defined below, that may affect the School’s ability to administer an assessment or the students' performance on the assessment.

"Exceptional circumstances" include:

  1. Inclement weather or natural disasters that would cause the School to be closed or that would cause a small percentage of students to be in attendance on the day testing is scheduled;
  2. Health epidemics that result in a large number of students being absent on the day of testing;
  3. Death of a student or school official that may impact student performance; and
  4. Sudden emergencies that occur on the day of testing or shortly before testing that may inhibit students from completing the assessments, such as a fire on campus, a bomb threat, an extended power outage, or a water main break.

If an alternate test date for primary test administration is approved, the commissioner may prohibit the School from participating in UIL competition on the new test date if that is determined to be in the best interest of the School and students.

19 TAC 101.5003

NOTICE TO PARENTS AND STUDENTS

The Superintendent shall be responsible for providing written notice to each student and the student’s parent or guardian of:

Grade Advancement Testing

  1. The testing requirements for grade advancement [see EIE] and the dates, times, and locations of testing. Notice of testing requirements shall be provided no later than the beginning of the student’s kindergarten year, for students attending kindergarten at TSBVI, and no later than the beginning of the student’s first-grade year for all other students. The Superintendent shall also provide such notice for students in grades 1–8 who are new to the School.

Graduation Testing

  1. The testing requirements for graduation and the dates, times, and locations of testing. Notice of testing requirements shall be provided no later than the beginning of the student’s seventh-grade year. The Superintendent shall also provide such notice for students in grades 7–12 who are new to the School.  Notice of the dates, times, and locations of testing shall be provided to each student who will take the tests and to out-of-school individuals.

19 TAC 101.012

TESTING IN GRADES 3-8

Except as provided below, all students, other than students who are assessed under Education Code 39.023(b) (alternative assessment instrument) or 39.023(l) (LEP students) or exempted under Education Code 39.027, shall be assessed in:

  1. Mathematics, annually in grades 3 through 7 without the aid of technology and in grade 8 with the aid of technology on any assessment instrument that includes algebra;
  2. Reading, annually in grades 3 through 8;
  3. Writing, including spelling and grammar, in grades 4 and 7;
  4. Social studies in grade 8;
  5. Science in grades 5 and 8; and
  6. Any other subject and grade required by federal law.

Education Code 39.023(a)

Exceptions

Except as required for federal accountability, a student shall not be administered a grade level assessment if the student:

  1. Is enrolled in a course or subject intended for students above the student’s enrolled grade level and will be administered a grade-level assessment instrument developed under the list above that aligns with the curriculum for that course or subject within the same content area; or
  2. Is enrolled in a course for high school credit in a subject intended for students above the student’s enrolled grade level and will be administered an end-of-course (EOC) assessment instrument that aligns with the curriculum for that course or subject within the same content area.

A student is only eligible to take an assessment instrument intended for use above the student’s enrolled grade if the student is receiving instruction in the entire curriculum for that subject.

A student in grade 5 or 8 described above may not be denied promotion on the basis of failure to perform satisfactorily on an assessment instrument above the student’s grade level.

Education Code 28.0211(p), 39.023(a-2); 19 TAC 101.3011

Accommodations

Testing accommodations are permitted for any student unless they would make a particular test invalid.  Decisions regarding testing accommodations shall take into consideration the needs of the student and the accommodations the student routinely receives in classroom instruction.  Permissible testing accommodations shall be described in the appropriate test administration materials.

The ARD committee shall determine whether any allowable modification is necessary in administering an assessment to a student with dyslexia or related disorders.

For a student receiving special education services, the student’s ARD committee shall determine the allowable accommodations and shall document them in the student's individualized education program (IEP).

19 TAC 101.3013; Education Code 39.023(a)-(c),(n); 34 C.F.R. 300.320(a)(6)

END-OF-COURSE (EOC) ASSESSMENTS

Beginning with students first enrolled in grade 9 in the 2011-12 school year, a student enrolled in a course for which an EOC assessment exists as required by Education 39.023(c) shall take the appropriate assessment.  19 TAC 101.3021(a)

Students Enrolled Below High School Level

Beginning with the 2011-12 school year, a student enrolled in grade 8 or lower who takes high school course for credit is required to take the applicable EOC assessment.  The EOC assessment result shall be applied toward the student’s assessment graduation requirements, as specified in 19 Administrative Code 101.3022.  19 TAC 101.3021(d)

Assessment Requirements for Graduation

A student must meet satisfactory performance on an EOC assessment listed in Education Code 39.023(c) only for a course in which the student is enrolled and for which an EOC assessment instrument is administered in order to be eligible to receive a Texas diploma.

Exceptions

English I or English II

A student who was administered separate reading and writing EOC assessments under Education Code 39.023(c), for the English I or English II course has met that course’s assessment graduation requirement if the student has:

  1. Achieved satisfactory performance on either the reading or writing EOC assessment for that course;
  2. Met at least the minimum score on the other EOC assessment for that course; and
  3. Achieved an overall scale score 3750 or greater when the scale scores for reading and writing are combined for that course

Exceptions related to English I also apply to English language learners who meet the criteria in 19 Administrative Code 101.1007.  [See EKBA]

Credits Earned Prior to Enrollment

If a student earned high school credit for a course with an EOC assessment 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 with an EOC assessment prior to the 2011-12 spring administration, the student is not required to take the corresponding EOC assessment.

19 TAC 101.3021(e), .3022

Substitute Assessments

A student may use certain assessments as substitute assessments in place of an EOC assessment, to meet the student’s assessment graduation requirements in accordance with the commissioner’s chart at 19 Administrative Code 101.4002(b). An approved substitute assessment may be used in place of only one specific EOC assessment.

A student is eligible to use a substitute assessment if the student:

  1. Was administered an approved substitute assessment for an equivalent course in which the student was enrolled;
  2. Received a satisfactory score on the substitute assessment as determined by the commissioner and provided in the chart at 19 Administrative Code 101.4002(b); and
  3. Using a Texas Success Initiative (TSI) assessment also meets the following criteria:
    1. A student must have been enrolled in a college preparatory course for English language arts or mathematics and, in accordance with Education Code 39.025(a-1), have been administered an appropriate TSI assessment at the end of that course.
      1. A student under this provision who meets all TSI English language arts score requirements provided in the chart at 19 Administrative Code 101.4002(b) satisfies both the English I and English II EOC assessment graduation requirements.
      2. A student under this provision may satisfy an assessment graduation requirement in such a manner regardless of previous performance on an Algebra I, English I or English II EOC assessment.
    2. In accordance with Education Code 39.025(a-3), a student who did not meet satisfactory performance on the Algebra I or English II EOC assessment after retaking the assessment may use the corresponding TSI assessment in place of that EOC assessment.
      1. For a student under this provision who took separate reading and writing assessments for the English II EOC assessment and who did not meet the English II assessment graduation requirement using those tests as specified in 19 Administrative Code 101.3022(b) (relating to Assessment Requirements for Graduation), the separate TSI reading or writing assessment may not be used to substitute for the corresponding English II reading or writing EOC assessment.

A student electing to substitute an assessment for graduation purposes must still take the required EOC assessment if the student does not meet the eligibility requirements above.

A student who fails to perform satisfactorily on the PSAT or the ACT-PLAN as indicated in the chart at 19 Administrative Code 101.4002(b) must take the appropriate EOC assessment to meet the assessment graduation requirements for that subject.

Verification of Results

An eligible student is responsible for providing TSBVI an official copy of the student’s scores from the substitute assessment.

Upon receipt of official results of an approved substitute assessment, a district must:

  1. Verify the student’s score on the substitute assessment; and
  2. Determine whether the student met the performance standard required to qualify for a public high school diploma in Texas as established by the commissioner.

19 TAC 101.4002, .4005

Satisfactory Performance

A student is required to achieve a scale score that indicates satisfactory performance, as determined by the commissioner on each EOC assessment instrument administered to the student.  Education Code 39.025(a)

Credit by Examination

An EOC assessment administered under Education Code 39.023(c) cannot be used for purposes of credit by examination under 19 Administrative Code 74.24.  [See EHDB, EHDC19 TAC 101.3021(c)

Additional State Assessments

TEA may adopt EOC assessment instruments for courses not listed in statute, as described above.  A student’s performance on these EOC assessment instruments is not subject to the performance requirements established for the statutory assessments.  Education Code 39.023, (c-2)

Retakes

Each time an EOC assessment instrument is administered, a student who failed to achieve a minimum score shall retake the assessment instrument.  [See Satisfactory Performance, above]

A student is not required to retake a course as a condition of retaking an EOC assessment instrument.

Any other student may retake an EOC assessment instrument for any reason.

The assessment result will count toward a student’s cumulative score only if the assessment score is higher than the student’s previous assessment score.

If a student failed a course but achieved at least the minimum score on the applicable EOC assessment, that student is not required to retake the assessment if the student is required to retake the course.

Education Code 39.025(b); 19 TAC 101.3021(f), .3022(d)

exit-level assessment

Students who were first enrolled in grade 10 or above in the 2011-12 school year must fulfill testing requirements for graduation with the assessments required by Education Code 39.023(c), as that section existed before amendment by Senate Bill 1031, 80th Texas Legislature, 2007, and in accordance with Commissioner’s rules at 19 Administrative Code 101.3024.  19 TAC 101. 3024(a)

REPORTING RESULTS

To The Public

Overall student performance data, aggregated by ethnicity, sex, grade level, and subject area shall be made available to the public, with appropriate interpretations, at regularly scheduled meetings of the Board, after receipt from TEA.  The information shall not contain the names of individual students or teachers.  Education Code 39.030(b)

To The Board

The Superintendent shall accurately report all test results with appropriate interpretations to the Board according to the schedule in the applicable test administration materials.

To Parents, Students, and Teachers

TSBVI shall notify each of its students and his or her parent or guardian of test results, observing confidentiality requirements stated at Confidentiality, below.  All test results shall be included in each student's academic achievement record and shall be furnished for each student transferring to another school.  Upon receipt of the assessment results, the School shall disclose a student’s results to the student’s teacher in the same subject area as that school year’s assessment.  [See BQ series, FD, and FL]

19 TAC 101.3014

Parents Right-to-Know Under ESEA

As a condition of receiving assistance under Title I, Part A of the Elementary and Secondary Education Act (ESEA) (20 U.S.C. 6301 et seq.), TSBVI shall provide to each individual parent of a child who is a student in the School, with respect to such student information on the level of achievement and academic growth of the student, if applicable and available, on each of the state academic assessments required under Part A.  20 U.S.C. 6312(e)(1)(B)(i)

TEA shall adopt a series of questions to be included in an EOC assessment instrument administered under Education Code 39.023(c) to be used for purposes of identifying students who are likely to succeed in an advanced high school course.  TSBVI shall notify a student who performs at a high level

on the questions and the student’s parent or guardian of the student’s performance and potential to succeed in an advanced high school course.  TSBVI may not require a student to perform at a particular level on the questions to be eligible to enroll in an advanced high school course.  Education Code 39.0233(b)

Parental Access

A parent is entitled to access to a copy of each state assessment instrument administered to the parent's child. This right of access does not apply, however, to those instruments or particular questions that are being field-tested by TEA.  Education Code 26.005, 26.006(a)(2)

Accelerated Instruction

Each time a student fails to perform satisfactorily on an assessment instrument administered under Education Code 39.023(a) in the third, fourth, fifth, sixth, seventh, or eighth grade, the School shall provide to the student accelerated instruction in the applicable subject area if determined appropriate by the ARD Committee.  Accelerated instruction may require participation of the student before or after normal school hours and may include participation at times of the year outside normal school operations.  Education Code 28.0211(a-1)

The School shall provide each student who fails to perform satisfactorily as determined by the commissioner under Education Code 39.025(b-1) on an EOC assessment instrument with accelerated instruction in the subject assessed by the assessment instrument if determined appropriate by the ARD Committee.  [See EHBC]

College Readiness

TSBVI shall partner with at least one institution of higher education to develop and provide courses in college preparatory mathematics and English language arts. The courses must be designed:

  1. For students at the twelfth grade level whose performance on:
  2. An EOC assessment instrument required under Education Code 39.023(c) does not meet college readiness standards; or
  3. Coursework, a college entrance examination, or an assessment instrument designated under Education Code 51.334(a) indicated that the student is not ready to perform entry-level college coursework; and
  4. To prepare students for success in entry-level college courses.

A course must be provided on the campus of the high school offering the course or through distance learning or as an online course provided through the institution of higher education with which the School partners.

Faculty

Appropriate faculty of each high school offering courses and appropriate faculty of each institution of higher education with which the School partners shall meet regularly as necessary to ensure that each course is aligned with college readiness expectations.

Notice

TSBVI shall provide a notice to each eligible student and the student’s parent or guardian regarding the benefits of enrolling in a course.

Credit Earned

A student who successfully completes an English language arts course may use the credit earned toward satisfying the advanced English language arts curriculum requirement for the Foundation Graduation Program under Education Code 28.025(b-1)(1).  A student who successfully completes a mathematics course may use the credit unearned in the course toward satisfying an advanced mathematics curriculum requirement under Education Code 28.025 after completion of the mathematics curriculum requirements for the Foundation Graduation Program under Education Code 28.025(b-1)(2).

Dual Credit

A course may be offered for dual credit at the discretion of the institution of higher education with which TSBVI partners.

Instructional Materials

TSBVI, in consultation with the institution of higher education with which the School partners, shall develop or purchase instructional materials for a course consistent with Education Code Chapter 31. The instructional materials must include technology resources that enhance the effectiveness of the course and draw on established best practices.

Education Code 28.014

College Readiness

If TSBVI determines that a student, on completion of grade 11, is unlikely to achieve the cumulative score requirements for one or more subjects prescribed by Education Code 39.025(a) [see Satisfactory Performance, above] for receiving a high school diploma, the School shall require the student to enroll in a corresponding content-area college preparatory course for which an EOC assessment instrument has been adopted, if available.

A student who enrolls in a college preparatory course shall be administered an EOC assessment instrument for the course, with the instrument scored on a scale as determined by the commissioner not to exceed 20 percent of the cumulative score requirements required to graduate.  A student may use the student’s score on the EOC assessment instrument for the college preparatory course towards satisfying the cumulative score requirements.

Education Code 39.025(b-1)

SECURITY

To ensure that each assessment instrument is reliable and valid and meets applicable federal requirements for measurement of student progress, the School must comply with all of the applicable requirements specified in the test administration materials, which include general testing program information, requirements for ensuring test security and confidentiality described in the annual Test Security Supplement, procedures for test administration, responsibilities of personnel involved in test administration, and procedures for material control.

Test coordinators and administrators must receive all applicable training as required in the test administration materials and the School must maintain records related to the security of assessment instruments for a minimum of five years.

19 TAC 101.3031

Confidentiality

Individual student performance results are confidential and may be released only in

accordance with the Family Education Rights and Privacy Act of 1974.  Education Code 39.030(b) [See FL and GBA]

Penalties

Violation of security or confidentiality of any test is prohibited. A person who engages in conduct prohibited by the Test Security Supplement may be subject to sanction of credentials.

Procedures for maintaining the security and confidentiality of state assessments are specified in the Test Security Supplement and in the appropriate test administration materials. Conduct that violates the security and confidentiality of a test is defined as any departure from the test administration procedures established in the Test Security Supplement and other test administration materials.  Conduct of this nature may include the following acts and omissions:

  1. Directly or indirectly assisting students with a response or answer to a secure test question or prompt;
  2. Tampering with student responses;
  3. Falsifying TELPAS holistic rating or STAAR Alternate 2 student responses;
  4. Viewing a test before, during, or after an assessment unless specifically authorized to do so;
  5. Discussing or disclosing the contents of any portion of a secure test;
  6. Scoring Student tests, either formally or informally;
  7. Solving secure test questions;
  8. Duplicating recording, or electronically capturing secure test content unless authorized to do so;
  9. Fraudulently exempting or preventing a student from participating in the administration of a required state assessment;
  10. Receiving or providing unallowable assistance during TELPAS calibration activities;
  11. Encouraging or assisting an individual to engage in the conduct described in the items listed above or any other serious violation of security and confidentiality; or
  12. Failing to report to an appropriate authority that an individual has engaged in conduct outlined in the items listed above or any other serious violation of security and confidentiality.

The State Board for Educator Certification (SBEC) may take any of the following actions against any person who violates, assists in the violation of, or solicits another to violate or assist in the violation of test security or confidentiality, as well as any person who fails to report such a violation:

  1. Place restrictions on the issuance, renewal, or holding of a Texas teacher certificate, either indefinitely or for a set term;
  2. Issue an inscribed or non-inscribed reprimand;
  3. Suspend a Texas teacher certificate for a set term; or
  4. Revoke or cancel a Texas teacher certificate without opportunity for reapplication for either a set term or permanently; or
  5. Impose any additional conditions or restrictions upon a certificate that SBEC deems necessary to facilitate the rehabilitation and professional development of the educator or to protect students, parents of students, school personnel, or school officials.

Release or disclosure of confidential test content could result in criminal prosecution under Education Code 39.0303, Government code 552.352, and Penal Code 37.10.  The State Board for Educator Certification may take any of the above actions based on satisfactory evidence that an educator has failed to cooperate with TEA in an investigation.

Any irregularities in test security or confidential integrity may also result in the invalidation of student results.

The Superintendent and campus principal shall must develop procedures to ensure the security and confidentiality of the tests and will be responsible for notifying TEA in writing of conduct that violates the security or confidentiality of a test. Failure to report can subject the person responsible to the applicable penalties.

19 TAC 101.3031(b)(2), 249.15

minimize disruptions

In implementing the commissioner’s procedures for the administration of assessment instruments adopted or developed under Education Code 39.023, including procedures designed to ensure the security of the assessment, TSBVI shall minimize disruptions to school operations and the classroom environment.  Education Code 39.0301(a-1)

Adopted:         1/11/80

Amended:       1/16/81, 5/8/81, 11/11/83, 10/25/85, 9/27/90, 1/19/93, 9/24/93, 11/14/97, 11/19/99, 1/31/03, 4/1/05, 1/26/07, 1/25/13, 1/25/19

Reviewed:

ADOPTION OF READING INSTRUMENTS

TSBVI will review and consider any appropriate reading instruments that the commissioner has adopted to diagnose student reading development and comprehension.  The Instructional Planning Council may adopt a list of reading instruments for use in the School, in addition to the reading instruments on the commissioner's list.  Each reading instrument appropriate for and accessible to students with visual impairment adopted by the Instructional Planning Council shall be based on scientific research concerning reading skills development and reading comprehension.  A list of adopted reading instruments shall provide for diagnosing the reading development and comprehension of students participating in an ESL or special language program.

FIRST AND SECOND GRADE

If appropriate, the School shall administer, at the first- and second-grade levels, a reading instrument on the list adopted by the commissioner or by the Instructional Planning Council.  The School shall administer the appropriate reading instrument in accordance with the Commissioner’s recommendations.

Seventh Grade

TSBVI shall administer a diagnostic reading instrument during the first six weeks of the school year to each student in grade 7 whose performance on the grade 6 state reading assessment did not meet the passing standard.  A student in grade 7 who does not have a score for the state reading assessment in grade 6 may be given an equivalent comprehension assessment.  If that student does not meet the passing standard, the student must be administered the diagnostic reading assessment.

TSBVI will use the Johns Basic Reading Inventory and/or an alternate diagnostic reading instrument.  If an alternate diagnostic reading instrument is used pursuant to TSBVI’s MOU with TEA, it must:

  1. Be based on published scientific research in reading;
  2. Be age and grade-level appropriate, valid, and reliable;
  3. Identify specific skill difficulties in word analysis, fluency, and comprehension; and
  4. Assist the teacher in making individualized instructional decisions based on the assessment results.

Reports

The Superintendent shall:

  1. Report to the commissioner and the Board the results of the reading instruments; and
  2. Report, in writing, to a student's parent, or guardian, the student's results on the reading instrument through the ARD/IEP process.

The results of reading instruments may not be used for purposes of appraisals, incentives, or accountability.  The reading instruments specified in this policy are required only if funds are appropriated for administering them.  Funds may be used to pay the cost of administering a reading instrument only if the instrument is on the list adopted by the commissioner.

NOTICE TO PARENTS

The local school district shall notify the parent or guardian of each student in first grade or second grade who is determined, on the basis of reading instrument results, to be at risk for dyslexia or other reading difficulties.  The local school district shall make a good-faith effort to ensure that this notice is provided in person or by regular mail, is clear and easy to understand, and is written in English and in the parent or guardian's native language.

READING INSTRUCTION PROGRAM

TSBVI shall implement a reading instruction program pursuant to students’ IEPs to diagnose student reading development and comprehension and train educators to administer the tests.  TSBVI shall determine the form, content, and timing of that program.  [See EHBC]

Education Code 28.006; 19 TAC 101.6001

Adopted:         11/19/99

Amended:       1/31/03, 1/25/13, 11/15/18

Reviewed:       1/24/02

MATHEMATICS DIAGNOSIS       

TSBVI will review and consider any assessment instruments that the commissioner develops and makes available or contracts for the development and dissemination of assessment instruments that may be used to diagnose mathematics skills of students with visual impairments.

The results of such assessment instruments may not be used for purposes of appraisals and incentives under Education Code Chapter 21 or accountability under Chapter 39 or 39A.

Education Code 28.007

Adopted:         1/31/03

Amended:       1/25/13, 11/15/18

Reviewed: