HB 5 Updates Graduation Requirements · A COLLABORATIVE APPROACH BETWEEN Division of Instructional, School Improvement and College Readiness Support ... Environmental Systems (pre:
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Student Interest: • Students may select an area of interest
through one or more endorsements.
Flexibility: • Course sequencing is less rigid and allows
for more course combinations and endorsement sequences.
(Look at district policy)
Local Control:
• Districts may define advanced courses and determine coherent sequences of courses based on Chapter §74.13 guidelines. (Look at district policy and course listing)
2014-2015 school year and thereafter shall enroll in the courses necessary to complete the curriculum requirements for the Foundation High School Program specified in §74.12 of this title and the curriculum requirements for at least one endorsement specified in §74.13
• §74.1021. Transition to the Foundation High School Program.
– (c) A student who entered Grade 9 prior to the 2014-2015 school year may, at any time prior to graduation and upon request, choose to complete the curriculum requirements required for high school graduation under a different program than that selected by the student during the 2014-2015 school year.
A student may not be enrolled in a course that has a required prerequisite unless:
the student has successfully completed the prerequisite course(s);
the student has demonstrated equivalent knowledge as determined by the school district; or
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.
ELL’s at beginning or intermediate proficiency may satisfy English I or English II by successfully completing ESOL I and ESOL II.
One or a combination of two half credits
A) English IV K) Independent Study in Speech
B) Independent Study in English L) Independent Study in Journalism
C) Literary Genres M) Advanced Broadcast Journalism III
D) Creative Writing N) Advanced Journalism: Newspaper III
E) Research and Technical Writing O) Advanced Journalism: Yearbook III
F) Humanities P) a comparable Advanced Placement (AP) English language arts course that does not count toward another credit required for graduation
G) Public Speaking III Q) a comparable International Baccalaureate (IB) English language arts course that meets all the requirements in §110.34
H) Communication Applications, which must be combined with another half credit from the other courses listed in subparagraphs (A)-(G) and (I)-(S)
R) after the successful completion of English I, II, and III, a locally developed English language arts course or other activity, including an apprenticeship or training hours needed to obtain an industry-recognized credential or certificate
I) Oral Interpretation III S) Business English
J) Debate III T) a college preparatory English language arts course that is developed pursuant to the TEC, §28.014
Jo Ann BilderbackDirector of MathematicsCurriculum Standards and Student Support DivisionTexas Education Agency512-463-9581512-463-8057 (fax)[email protected]
• Texas Administrative Code (TAC) §74.12(b)(2)(A) lists Mathematical Models with Applications (MMA) as a course that can satisfy a third mathematics credit for graduation. The only sequencing requirements for students on the Foundation High School Program are the prerequisites listed for a course. Since Algebra I is the only required prerequisite for MMA, a student can take MMA at any time after he/she has successfully completed Algebra I.
For example:
A student could take MMA during his/her fourth year of high school, but it would still only satisfy the third mathematics credit for graduation. Algebra II can satisfy a third mathematics credit, but it can also satisfy a fourth mathematics credit as listed in TAC §74.13(e)(2)(A). In this situation, MMA would satisfy the third mathematics credit even though it was taken after Algebra II and in the fourth year; Algebra II would satisfy the fourth mathematics credit.
(K) A district shall allow a student who successfully completes AP Computer Science A or IB Computer Science Higher Level to satisfy both one advance mathematics requirements and one languages other than English requirement for graduation.
Two Credits: Any two levels in the same language; including comparable AP or IB
language that does not count toward another credit required for graduation
Two credits in computer programming language; including computer coding, to be selected from Computer Science I, II, and III, AP Computer Science Principles, AP Computer Science A, IB Computer Science Standard Level, and IB Computer Science Higher Level.
A single two-credit LOTE course may only satisfy one LOTE requirement
Some universities may not accept as the Language other than English (LOTE)-Research university…..
Computer Science- required pre-requisite –
Algebra I. Computer Science is a Technology Applications Course.
Unable to complete two credits due to disability (that are not being used to satisfy another specific graduation requirement selected)
Two credits in the same language
orTwo credits in computer programming languages
Substitute “Special Topics in Language and
Culture” PEIMS #11410000
World History or World Geography Studies if both are not required by the district
Another credit from Chapter 114Computer Programming
Languages, including computer coding
• Campus Committee 1st LOTE teacher or another LOTE teacher designated by the school district, principal or designee & Parent
• ARD Committee or• 504 Committee
Substitute a combination of two credits in EnglishLanguage Arts, mathematics, science, social studies, or two CTE or technology applications credits• ARD Committee• 504 Committee
LOTE Scenario100 students completed French I 9th grade year. The French teacher decides to move away. What happens to those students?
Can I use TAC Ch. 19 §74.12 (5) (B), Unable to complete
Second LOTE and place student in Spanish I to complete the 2 credit of LOTE?
• Students may enroll in a college course and receive high school credit.
• Students may take correspondence courses or distance learning courses. The only two institutions approved for correspondence courses are UT Austin and Texas Tech.
• Students may enroll in an online course. The Texas Virtual School Network (TxVSN) catalog offers TEKS-based courses that are approved by the TEA and taught by Texas-certified teachers trained in best practices for online instruction.
Could a 2/3 credit course count as one course and substitute both LOTE credits?
Kelsey Cling, TEA, stated a 2 or 3 credit CTE course could count as one course and substitute both LOTE credits. This is a local decision and the ARD committee is regarded as the “appropriate” committee to make this decision
• 8 -A course other than a languages other than English (LOTE) course taken to satisfy the LOTE requirement on the Foundation High School Program (19 TAC §74.12(b)(5)(B) or (D)).
Example:
• World Geography taken as a substitute for the second credit in LOTE must be reported with the standard code for World Geography with special explanation code “8.”
LOTE • A student who successfully completes a dual language immersion/two-way or
dual language immersion/one-way program in accordance with §89.1210(d)(3) and (4) of this title (relating to Program Content and Design), §89.1227 of this title (relating to Minimum Requirements for Dual Language Immersion Program Model), and §89.1228 of this title (relating to Dual Language Immersion Program Model Implementation) at an elementary school may satisfy one credit of the two credits required in a language other than English.
• (i) To successfully complete a dual language immersion program, a student must:• (I) have participated in a dual language immersion program for at least five consecutive
school years.
• (II) achieve high levels of academic competence as demonstrated by performance of meets or masters grade level on the State of Texas Assessments of Academic Readiness (STAAR®) in English or Spanish, as applicable,
and
• (III) achieve proficiency in both English and a language other than English as demonstrated by scores of proficient or higher in the reading and speaking domains on language proficiency or achievement tests in both languages.
• (ii) The second credit of a language other than English must be in the same language as the successfully completed dual language immersion program.
In accordance with local district policy, credit may be earned throughparticipation in a community-based fine arts program not provided by the school district
– The district must apply to the commissioner of education for approval
– may be substituted for state graduation credit in fine arts
– Approval may be granted if the fine arts program provides instruction in the essential knowledge and skills identified for a fine arts course
In accordance with local district policy, the required credit may be earned through completion of any Texas essential knowledge and skills-based course that meets the requirement in subparagraph (E) of this paragraph for 100 minutes of moderate to vigorous physical activity per five-day school week and that is not being used to satisfy another specific graduation requirement.
Athletics;
Drill Team;
Marching Band; and
Cheerleading.
Junior Reserve Officer Training Corps (JROTC); and
Appropriate private or commercially sponsored physical activity programs conducted on or off campus and certified by the superintendent. Olympic-level participation (15 hrs/wk), private/commercially (5 hrs/wk)
No more than four substitution credits may be earned through any combination of substitutions
Per our phone conversation, a student may earn fine arts credit for Music I and physical education at the same time if the student is participating in the “activity” of marching band. It is a local district decision to offer the PE substitution for either a half or a full credit. If you have any other questions don’t hesitate to contact me. Take care and have a great day.
Barney FudgeStatewide Coordinator for Health EducationCurriculum DivisionTexas Education AgencyO: (512) 463-9581F: (512) [email protected]
A student who is unable to participate in physical activity due to disability or illness may substitute an academic elective credit (ELA, Math, Science or Social Studies) or a course that is offered for credit as provided by the TEC, §28.002(g-1).
Determination of the disability will be made by the appropriate committee:
The student and the student's parent or person standing in parental relation to the student are advised by a school counselor of the specific benefits of graduating from high school with one or more endorsements; and
The student's parent or person standing in parental relation to the student files with a school counselor written permission, on a form adopted by the Texas Education Agency (TEA), allowing the student to graduate under the Foundation High School Program without earning an endorsement.
TAC Ch. 19 §74.11 (d) (1) (2)
A student may graduate under the Foundation High School Program without earning an endorsement if, after the student's sophomore year;
Course SubstitutionsDual credit courses at or in conjunction with an institution of higher education that provide advanced academic instruction beyond or in greater depth, than the essential knowledge and skills for an equivalent high school course may satisfy graduation requirements, including requirements for:
A student may earn an endorsement by successfully completing the curriculum requirements for the endorsement, four math credits, four science credits and two additional elective credits. If a campus only offers one endorsement, it must be a multidisciplinary endorsement.
A coherent sequence of courses for four or more Credits in CTE:
Two Courses in Same Career Cluster from Chapter 130, 127 or CTE Innovative Courses(refer to PEIMS table by Cluster and subchapter) and;
One Advanced CTE course selected from-Chapter 130, 127 or CTE Innovative Courses(refer to PEIMS
table by Cluster and subchapter)
Final Course must be selected fromChapter 130, subchapter A,B,C,D,F,I,K, M, N, P or
Career Preparation I or II and Project Based Reseach in chapter 127, Subchapter B, of this title if the career preparation course addresses a career from a cluster listed in clauses (i)-(x) of this subparagraph; or
Two Courses in Same Career Cluster from Chapter 130, 127 or CTE Innovative Courses and
One Advanced CTEChapter 130, 127 or CTE Innovative Courses (refer to PEIMS table by cluster and subchapter)
Final Course:Must be selected from Chapter 130, Subchapter O or Career Preparation I or II and Project-Based Research in Chapter 127, subchapter B, of this title if the course addresses a STEM-related career.
Four courses in Cyber Security from Chapter 74.13 e (1) (E) consisting of:
- Foundations of Cyber Security- Cyber Security Capstone
Two additional courses from the following:- AP Computer Science A - Computer Maintenance- Computer Science I & II - Internetworking Technologies I- AP Computer Science Principles - Internetworking Technologies II- Networking- Digital Forensics- Fundamentals of Computer Science
Four Credits in Computer Science Selected from §74.13 (f) (B) (i-xiii)
TAC Ch. 19 §74.13 (f) (1) (B)
Fundamentals of Computer Science; Computer Science I Computer Science II Computer Science III Digital Forensics Discrete Mathematics for Computer Science Game Programming and Design Mobile Application Development Robotics Programming and Design Independent Studies in Technology
Applications
AP Computer Science AP Computer Science Principles IB Computer Science, Standard Level IB Computer Science, Higher Level
two additional science courses (by selecting courses from subsection (e) (5)§74.13 pg 10-11
TAC Ch. 19 §74.13 (f) (1) (D)
or Principles of Technology FAQ Endorsement pg. 3 #2.
(A) Chemistry; (B) Physics; (C) Aquatic Science; (D) Astronomy; (E) Earth and Space Science; (F) Environmental Systems; (G) a comparable [an] AP or IB science course that does not count toward another credit required for graduation [in accordance with §74.11(h) of this title] ; (H) Advanced Animal Science; (I) Advanced Plant and Soil Science; (J) Anatomy and Physiology; 11 (K) Medical Microbiology; (L) Pathophysiology; (M) Food Science; (N) Forensic Science; (O) Biotechnology I; (P) Biotechnology II;
(Q) Principles of Technology; (R) Scientific Research and Design; (S) Engineering Design and Problem Solving; (T) Engineering Science; (U) pursuant to the TEC, §28.025(b-5), after the successful completion of physics, a science course endorsed by an institution of higher education as a course for which the institution would award course credit or as a prerequisite for a course for which the institution would award course credit. The TEA shall maintain a current list of courses offered under this subparagraph; (V) a locally developed science course or other activity, including an apprenticeship or training hours needed to obtain an industry-recognized credential or certificate that is developed pursuant to the TEC, §28.002(g-1);
Business and IndustryCareer Technical Education pg. 13 (f) 2 (A)
Principles of Construction
(Level 1)
Construction Technology I
(Level 2)
Construction Technology II
(Level 3)
Practicum in ConstructionTechnology
(Level 4)
Four or More Credits in CTE
Two Courses in Same Career Cluster and Chapter 130, 127 or CTE Innovative Courses(refer to PEIMS table by Cluster and subchapter)
One Advanced CTE-Chapter 130, 127 or CTE Innovative Courses(refer to PEIMS table by Cluster and
subchapter)
Final Course must be selected fromChapter 130, subchapter A,B,C,D,F,I,K, M, N, P or
Career Preparation I or II in chapter 127, Subchapter B, of this title if the career preparation course addresses a career from a cluster listed in clauses (i)-(x) of this subparagraph; or TAC Ch. 19 §74.13 (f) (2) (A)
Business and Industry EndorsementCareer Technical Education pg. 13 (f) 2 (A)
BIM I BIM IIAdvanced Equine
Science
Two Courses in Same Career Cluster including
Chapter 130, 127 or CTE Innovative Courses and
One Advanced CTEChapter 130, 127 or CTE Innovative Courses (refer to PEIMS table by cluster and subchapter)
Final Course must be selected from Chapter 130,
subchapter A,B,C,D,F,I,K, M, N, P or
Career Preparation I or II in chapter 127, Subchapter B, of this title if the career preparation course addresses a career from a cluster listed in clauses (i)-(x) of this subparagraph; or
Business and IndustryTechnology Applications pg 14. (f) 2 ( C)
Digital Communications
in the 21st
Century
Digital Design and Media Production
Digital Video and Audio
Design
Web Game Development
Four Credits in Technology Applications
Digital Design and Media Production Digital Art and Animation 3-D Modeling and Animation Digital Communications in the 21st Century Digital Video and Audio Design Web Communications Web Design Web Game Development Independent Study in Evolving/Emerging Technologies
Public Services EndorsementCareer Technical Education pg 14 (f) 3 (A)
Principles of Law, Public Safety, Corrections &
Security(Level 1)
Law Enforcement I
(Level 2)
Law Enforcement II
(Level 3)
Practicum in Law
Enforcement(Level 4)
Four or More Credits in CTE
Two Courses in Same Career Cluster includingChapter 130, 127 or CTE Innovative Courses and
One Advanced CTE- Chapter 130, 127 or CTE Innovative Courses (check PEIMS by subchapter)
Final Course Chapter 130, subchapter E, G, H, J, or L
Career Preparation I or II and Problems an Solutions in Chapter 127, Subchapter B, of this title if the career preparation course addresses a career from a cluster listed in clauses (i)-(v) of this subparagraph; or
Arts and HumanitiesEnglish Electives pg 15 (f) 4 (F)
Communication Applications/Independent
Study in English
Literary Genres
Creative Writing
AP English Literature and Composition
Four English Credits From; English IV; or Independent Study in English; or Literary Genres; or Creative Writing; or Research and Technical Writing; or Humanities; or Communication Applications; or AP English Literature and Composition; or AP English Language and Composition; or IB Language Studies A: Language and
Literature Standard Level; orTAC Ch. 19 §74.13 (f) (4) (F)
IB Language Studies A: Language and Literature Higher Level; or
IB Language Studies A: Literature Standard Level; or
IB Language Studies A: Literature Higher Level; or
IB Language Studies A: Literature and Performance Level;
Pursuant to the TEC §28.025 (c-3), a student pursuing an arts and humanities endorsement who has the written permission of the student’s parent or a person standing in parental relation to the student may substitute a course that is not being used to satisfy another specific graduation requirement:
For outstanding performance1. In a dual credit course2. In bilingualism and biliteracy3. On an AP test or IB exam4. Norm referenced preliminary college preparation
assessment or an norm referenced assessment instrument (ex: PSAT, the ACT-Aspire, the SAT or the ACT)
•Or/AndFor earning a state recognized, nationally or internationally recognized business or industry certification or license.
•Complete ELA Requirements maintaining a grade equivalent of 80 or higher on a scale of 100 and
•Completion of 3 LOTE credits in the same languagewith grade equivalent of 80 on a scale of 100; or
•Demonstrated proficiency in the TEKS for level IV or higher in LOTE with minimum GPA of the equivalent of 80 on a scale of 100; or
•Completion of 3 credits in Foundation Subject in LOTE with minimum GPA of 80 on a scale of 100; or
•Demonstrated Proficiency in LOTE by: AP LOTE Score= 3 or higher; or IB LOTE score =4 or higher; orperformance on national assessment of language proficiency in LOTE of at least Intermediate High or its equivalent.
• Performance on an examination or series of examinations sufficient to obtain a nationally or internationally recognized business or industry certification
or
• Performance on an examination sufficient to obtain a government-required credential to practice a profession.
Performance AcknowledgementsIndustry-based Certifications For Public School Accountability
Frequently Asked Questions (FAQ)
8. How does this list impact the industry certifications eligible for student performance acknowledgments in the Foundation High School Program?
• TEA does not have the authority to define criteria for industry certifications eligible for student performance acknowledgements. It is the responsibility of the district to apply the definition adopted by the State Board of Education in determining what qualifies as a certification for
performance acknowledgments. They may or may not include certifications on the list for accountability.
•While student must complete the curriculum requirements for at least one endorsement in order to earn a distinguished level of achievement, a student is not required to complete the curriculum requirements for at least one endorsement in order to earn a performance acknowledgement.
• For additional information on performance acknowledgements, you may reference Texas Administrative Code§74.14.
• An ELL student who is exempt from passing English I is eligible for IGC review if the student attempts all other EOCs but fails to achieve a satisfactory score on one additional test.
Eligible English
Language Learners
• A student may not qualify to graduate based on the IGC determination before the student’s 12th grade year.
• A student must satisfactorily complete the credit requirements for graduation, must be classified as a 12th grade student, must have taken all required EOC assessments and must have been provided an opportunity to retake EOC assessments.
3 Year Graduates
• A transfer student is eligible to graduate based on IGC determination, if the student has failed not more than two of the assessments the student has taken.
• IGC would not be necessary if the ARD determines that the student is not required to achieve satisfactory performance on the EOC assessments.
Student Receiving
Special Education Services
• Students who satisfactorily complete the requirements for graduation under the FHSP as well as the additional credit requirements in mathematics, science, and elective courses with or without modified curriculum; satisfactorily completed the courses required for an endorsement without any modified curriculum and the student achieved satisfactory performance on at least three EOC assessments, the student may be awarded a FHSP program diploma with endorsement. (TEC 28.025 c-1)
• IGC would not be necessary if the ARD determines that the student is not required to achieve satisfactory performance on the EOC assessments.
• §74.1025 (n):
• A student receiving special education services is not subject to the individual graduation committee requirements in the TEC, §28.0258, or the provisions of this section. As provided in §89.1070 of this title (relating to Graduation Requirements) and §101.3023 of this title (relating to Participation and Graduation Assessment Requirements for Students Receiving Special Education Services), a student's admission, review, and dismissal (ARD) committee determines whether a student is required to achieve satisfactory performance on an EOC assessment to graduate.
Must a Special Education student complete a project or portfolio?
We had some follow-up discussions at the Agency related to this question and our guidance is that the portfolio or project do not apply to students with disabilities (SWD). SWD have an ARD committee that will help determine the requirements related to SB 149.
SB 463Proposed new 19 Texas Administrative Code (TAC), §74.1027, related to diplomas for certain individuals who entered grade 9 before the 2011-2012 school year.
Publication in the February 23, 2018 issue of the Texas Register
Public Comment Period: February 23, 2018 - March 26, 2018
Senate Bill 30INSTRUCTION ON PROPER INTERACTION WITH PEACE OFFICER
• The SBOE adopted a new rule in Title 19 of the Texas Administrative Code (TAC), §74.39,• Requirements for Instruction on Proper Interaction with Peace Officers, that became
effective August 27, 2018. • This rule requires school districts and charter schools to provide instruction to students in
grades 9-12 on proper interaction with peace officers during traffic stops and other in-person encounters.
• New requirement applies to any student who enters grade 9 in the 2018-2019 school year and thereafter.
• SB 30 also establishes that a school district or open-enrollment charter school may tailor the instruction on proper interaction with peace officers as appropriate for the district or school community. • In tailoring the instruction, the district or school is required to solicit input from local
law enforcement agencies, driver training schools, and the community.
A new instructional video, Flashing Lights: Creating Safe Interactions between Citizens and Law Enforcement, has been developed and is now available on the Texas Gateway.
• The 16-minute video includes traffic stop simulations and defines the behavior and expectations of citizens and law enforcement during traffic interactions. An instructor’s guide is also provided to educators to support the instruction. The video and instructor's guide can be found at https://www.texasgateway.org/resource/flashing-lights-senate-bill-30.
• Provides endorsements for public high school students enrolled in special education programs
1. Successfully completes, with or without modification• The curriculum requirements for graduation (FHSP)• The additional endorsement curriculum requirementsAND
2. Successfully completes all curriculum requirements for endorsement• Without modifications of the curriculum
OR• With modifications of the curriculum, provided that the
curriculum, as modified, is sufficiently rigorous as determined by the student’s ARDC
AND
3. ARDC shall determine whether the student is required to achieve satisfactory performance on an EOC assessment to earn an endorsement
Beginning 2019-2020 school yearhttps://capitol.texas.gov/tlodocs/86R/billtext/pdf/HB00165F.pdf#navpanes=0
HB 165Not applicable to students who take Alternate 2 assessments
Demonstrated and Satisfactorily completes credit and curriculum requirements for Foundation High School Plan (No Endorsement) 22 CreditsSatisfactory performance on state assessments
•Committee will determine whether satisfactory performance is necessary for graduation.
If participation only in any of the tests, the student must receive Accelerated Instruction and Intensive Program of Instruction
89.1070 (b)(1)
Students who entered grade 9 in 2014-15 school year thereafter
A student receiving special education services may earn an endorsement under §74.13 of this title (relating to Endorsements) if the student:
(1.) Satisfactorily completes the requirements for graduation under the FHSP specified in §74.12 of this title as well as the additional credit requirements in mathematics, science, and elective courses as specified in §74.13 (e) of this title with or without any modified curriculum
(2.) Satisfactorily completes the courses required for the endorsement under §74.13 (f) of this title without any modified curriculum; and
(3.) Performs satisfactorily as established in the TEC, Chapter 39, on the required state assessments
TAC §89.1070 (c)(1)(2)(3)
Students who entered grade 9 in the 2014 – 2015 school year and thereafter
201 Minimum Standards for the Academic Achievement Record, 1.7 (b-c) p. 5
USDOE Office of Civil RightsIDEA and FERPA
Disclosure of personally identifiable student information, including disability status are subject to the protection for FERPA and IDEA. Both report cards and students transcripts are considered “education records” under FERPA and IDEA
201 Minimum Standards for the Academic Achievement Record, 1.7 (b-c) p. 5
USDOE Office of Civil RightsIDEA and FERPA
Disclosure of personally identifiable student information, including disability status are subject to the protection for FERPA and IDEA. Both report cards and students transcripts are considered “education records” under FERPA and IDEA
TEA has developed the STAAR Alternate 2 assessment to meet the federal requirements mandated under the Elementary and Secondary Education Act (ESEA), a federal education law previously known as No Child Left Behind. TEA designed the STAAR Alternate 2 to assess students in grades 3–8 and high school who have significant cognitive disabilities and are receiving special education services.
A student took a modified course and now is retaking the course so they can graduate under FHSP with a Multidisciplinary Endorsement in the Foundation Subject Area.
The question is:
Now that the regular and modified courses share the same the PEIMS description codes, how would it be coded on the AAR?
The district may use a local-credit course codes for one of the courses since a student may not receive credit for the same course more than once.
• With the approval of the local board of trustees, school districts and charter schools may offer any state-approved innovative course for state elective credit.
• No application is required for a district or school to offer an approved innovative course.
This Photo by Unknown Author is licensed under CC BY-SA
A school district or an open-enrollment charter school may waive the requirement under this section for a student, who due to a disability, is unable to complete the requirement. The determination regarding a student's ability to complete the CPR requirement will be made by:
1. the student's ARD committee if the student receives special education services under the Texas Education Code or
2. the committee established for the student under Section 504, Rehabilitation Act of 1973
•College Board. (2018). K‐12 Guide to Matching Student Data Without Social Security Numbers. Retrieved from:https://apcentral.collegeboard.org/ap‐coordinators/important‐changes
•Texas Education Agency. (September, 2018). Office of Academics Performance Reporting. Fall ESC Accountability Training.
•Texas Education Agency. (2018.) Office of Academics Performance Reporting. 2018 Accountability Manual for Texas Public School Districts and Campuses.