PowerPoint Presentation

Individual Graduation

Committees (IGCs)

Individual Graduation Committees (IGC)

2

Students enrolled in 11th or 12th grade who have taken all assessments required for

high school graduation and failed to perform satisfactorily on no more than two of

the required assessments may be eligible to receive a Texas high school diploma by

means of an IGC determination.

In accordance with TEC §28.025(c), superintendents and charter school leaders must

establish procedures for convening an IGC.

Procedures should --

• align with all requirements listed in statute and rule

• be properly documented by the LEA

Statewide, IGC graduates have decreased in

recent years

Source: TEA Annual Individual Graduation Committee Reports

Special Investigation Authority for IGCs

Texas Education Code §39.003(a)(15), permits the commissioner to authorize a

special investigation to be conducted when 10 percent or more of the students

graduating in a particular school year from a particular high school campus are

awarded a diploma based on the determination of an individual graduation

committee.

If a campus is identified as not following IGC requirements and is graduating

students who have not met graduation requirements, these data could also

impact the state accountability system (TEC §39.003(a)(14)).

While IGC overall graduates are decreasing, 13% of

LEAs had IGC rates of 10% or higher

In the review of self-reported data, 236 campuses (across 152 LEAs) were

identified as having IGC rates of 10% or higher.

• 120 campuses (across 77 LEAs) are considered traditional campuses*

• 116 campuses (across 87 LEAs) are alternative education campuses (i.e.,

dropout recovery schools and residential facilities)*

Generally, AECs have the highest IGC rates (42 of the 52 campuses with rates of

20% or higher are AECs)

Traditional schools are more prominent in the 10-15% range (79 of the 121

campuses are traditional campuses)

*Some LEAs have both traditional campuses and AECs

Compliance Review Findings

Of the compliance reviews conducted, it was often noted that

campuses/LEAs:

• Failed to maintain appropriate documentation to demonstrate compliance

with all IGC requirements

• Were not meeting all

IGC requirements

• Had incorrect or incomplete committee membership

• Were not clear how they were considering and evaluating criteria

• Did not convey how projects/portfolios were demonstrating proficiency in

the subject area

• Did not have evidence affirming each committee member’s decision

Guidance for implementing IGCs

An updated guidance document and FAQ are now posted on the TEA website to provide

additional support for school district implementation and documentation of IGCs. A

recommended process outlines steps for timely completion of IGCs and to ensure IGCs are

compliant with state law and rule.

Step-by-step instructions for conducting IGCs will--

• help with planning;

• ensure the local IGC process is compliant with state law and rule;

• provide recommended actions; and

• outline documentation that must be made available to the agency upon request.

To learn more about IGC implementation and documentation, review the To the

Administrator addressed letter published on February 15 and register

to join a webinar on

March 7.

Guidance for implementing IGCs

An updated guidance document provides additional support for school district implementation and

documentation of IGCs. A recommended process outlines timely completion of IGCs and steps to

ensure IGCs are compliant with state law and rule. Guidance addresses the following:

• Student Eligibility

• IGC Role

• IGC Membership

• Parent/Guardian Notification

• IGC Timelines

• IGC Determinations

• IGC Planning and Review

• Documentation

• Transfer Students

• Considerations for Special Populations

• Resources

• Overview

LEAs must maintain complete and accurate

documentation for all IGCs

Documentation

All documentation related to IGCs should be kept at the local level. If issued a compliance review by TEA, the

LEA will be asked to share this documentation and other relevant information with the agency.

The superintendent of each LEA must establish procedures for convening an IGC. These policies and procedures

must align with all IGC requirements listed in state law and rule (e.g., TEC §28.0258, TEC §28.0259, 19 TAC

§74.1025) and should be properly documented by the district.

LEAs are strongly encouraged to develop an IGC manual that details each step of the IGC formation and decision

process, including steps related to tracking, reporting, and submitting IGC establishment and graduation data

reported through TSDS PEIMS.

LEAs should also maintain all student-level documentation related to the IGC formation, review, and decision

process for each student who qualifies for an IGC. As a best practice, LEAs may wish to develop and use a template

or form to collect and summarizes this information for each student.

Additional Information

Student Eligibility

To qualify for an IGC review, students must--

• be classified in grade 11 or grade 12,

• have successfully completed the curriculum requirements for high school

graduation as identified in Title 19 Texas Administrative Code (TAC),

Chapter 74, Subchapter B, and

• have attempted each of the required end-of-course (EOC) assessments and

have failed to perform satisfactorily on no more than two of the required

EOCs.

IGC Determinations

For each student eligible for an IGC review, the committee must recommend additional

requirements in order for the student to qualify to graduate (TEC §28.0258(f)). The IGC

must require additional remediation and, for each EOC on which the student failed to

perform satisfactorily, either

• completion of a project related to the subject area of the course that demonstrates

proficiency in the subject area, or

• preparation of a portfolio of work samples in the subject area of the course, including

work samples from the course that demonstrate proficiency in the subject area.

In accordance with TEC §28.0258(g), a student may submit previous coursework to satisfy

the requirement for a project or portfolio.

IGC Determinations

The IGC must consider the following in determining whether a student is qualified to graduate (TEC

§28.0258(h)):

• Recommendation of the student's teacher in each course for which the student failed to perform

satisfactorily on an EOC exam

• Student's grade in each course for which the student failed to perform satisfactorily on an EOC

exam

• Student's score on each EOC exam on which the student failed to perform satisfactorily

• Student's performance on the committee’s requirements for additional remediation and either

completion of a project or preparation of a portfolio of work samples

• Number of hours of remediation that the student has attended, including attendance in a college

preparatory course, if applicable, or attendance in and successful completion of a transitional

college course in reading or mathematics

• Student's school attendance rate

• Student's satisfaction of any of the Texas Success Initiative (TSI) college readiness benchmarks

prescribed by the Texas Higher Education Coordinating Board

• Student's successful completion of a dual credit course in English, mathematics, science, or social

studies

IGC Determinations

The IGC must consider the following in determining whether a student is qualified to graduate (TEC

§28.0258(h)):

• Recommendation of the student's teacher in each course for which the student failed to perform

satisfactorily on an EOC exam

• Student's grade in each course for which the student failed to perform satisfactorily on an EOC

exam

• Student's score on each EOC exam on which the student failed to perform satisfactorily

• Student's performance on the committee’s requirements for additional remediation and either

completion of a project or preparation of a portfolio of work samples

• Number of hours of remediation that the student has attended, including attendance in a college

preparatory course, if applicable, or attendance in and successful completion of a transitional

college course in reading or mathematics

• Student's school attendance rate

• Student's satisfaction of any of the Texas Success Initiative (TSI) college readiness benchmarks

prescribed by the Texas Higher Education Coordinating Board

Guidance for implementing IGCs

LEAs must develop local policies and procedures to ensure appropriate implementation of the

requirements related to IGCs. Additionally, an LEA should ensure the accurate documentation of student-

level IGC records as well as the collection, maintenance, and reporting of student-level data for submission

through the Texas Student Data System Public Education Information Management System (TSDS PEIMS).

LEAs should ensure that staff who will be supporting any part of the IGC process is appropriately trained.

Training should include an overview of student eligibility, parental notification requirements, STAAR EOC

assessment re-testing and accelerated instruction expectations, committee membership requirements,

committee responsibilities, IGC criteria considerations and expectations, student project/portfolio

requirements and expectations, and any other relevant policies or procedures that are in place at the LEA.

Step 1: Develop Local Policies and Procedures

Step 2: Train Staff

Guidance for implementing IGCs

LEAs must convene an IGC for each eligible student at the end of or after the student’s 11th grade year.

Districts and schools must annually identify any student who is eligible for an IGC.

Determine logistics and other needs for IGC meetings to ensure they are conducted in a timely and

efficient manner. Ensure the initial IGC meeting is scheduled to allow sufficient time for students to

complete all assignments and meet all criteria required by the committee.

Step 3: Identify Eligible Students

Step 4: Plan and Conduct IGC Meeting

The committee must develop a plan for each individual student based on data and information about the

student’s achievement in each related course, available resources, and other relevant factors.

Step 5: Develop IGC Plan

Guidance for implementing IGCs

Provide resources and supports to students as they work to complete the required project(s) or

portfolio(s).

Step 6: Facilitate Student Completion of IGC Plan

A student may graduate and receive a high school diploma only if the student successfully completes all

curriculum requirements for graduation and all requirements recommended by the IGC and the committee’s

vote is unanimous.

Step 7: Determine Whether Student Qualifies for Graduation

Additional IGC Resources

• TEA IGC Frequently Asked Questions

• TEC

§28.0258, High School Diploma Awarded on Basis of Individual Graduation

Committee Review

• 19 TAC Chapter 74, Subchapter B, Graduation Requirements

• 19

TAC §74.1025, Individual Graduation Committee Review

• 19 TAC

§101.3002, Assessment Requirements for Graduation

• Annual Individual Graduation Committees Reports