Individual Graduation Committees (IGC)

Purpose of an IGC

An IGC is established to determine if an eligible student, who has failed to perform satisfactorily on a limited number of EOC assessment instruments, may still qualify to graduate and receive a Texas high school diploma based on a comprehensive review of their academic performance and preparedness for postsecondary success.

Individual Graduation Committee (IGC) Composition

Each IGC must be composed of the following individuals:

1. Principal or Designee: The campus principal or a designated representative (Dean of Instruction). This person will serve as the chair of the committee. As such, they are responsible for organizing committee membership; setting meeting dates, documenting notes from meetings, and ensuring that consensus is reached and signatures are secured.

2. Counselor: This person will serve as the graduation advisor on the committee. They are responsible for sharing information about graduation requirements and bringing available academic data to be reviewed by the IGC.

3. Content Area Teacher(s):  For each content area in which the students failed to perform satisfactorily on an EOC assessment, a content area teacher, preferably a teacher of record for the student, will serve on the IGC. The role of the content area teacher(s) is to share information about the course content, i.e., TEKS, and to assist with analyzing any available data related to student performance in the specific content area.

4. Content Area Teacher Alternate - In the event that the Content Area Teacher is unavailable, the principal shall designate a teacher certified in the subject of the EOC assessment on which the student failed to perform satisfactorily and who is most familiar with the student's performance in that subject area as an alternate member of the committee.

5. Department Chair/Lead Teacher: This person will serve as the curriculum expert for the committee. As such, this person’s expertise will be needed to assist the committee in understanding the curriculum connections between courses. In addition, they may be asked to provide information about available resources.

6. Student/Parent Representative (One of the following):

   • The student's parent or person standing in parental relation to the student.

   • A designated advocate (appointed by the commissioner's rule if the parent/guardian is unable to serve).

   • The student themselves, if they are at least 18 years of age or an emancipated minor (at the student's option).

Translator Provision: EPISD will provide an appropriate translator for the student's parent/advocate if they are unable to speak English, provided a translator is available.

Student Requirements for IGC Graduation

To be eligible to graduate and receive a high school diploma through the IGC process, a student must:

1. Successfully complete the curriculum requirements for high school graduation as identified by the State Board of Education under TEC §28.025(a).

2. Successfully complete all additional requirements recommended by the IGC under Subsection (f) (see below).

3. Receive a unanimous vote from the IGC determining they are qualified to graduate.

IGC's Review Criteria for Graduation

When determining if a student is qualified to graduate, the IGC must consider the following academic information:

1. Teacher Recommendation: The recommendation of the student's teacher for each course where an EOC was not passed.

2. Course Grades: The student's grade in each course where an EOC was not passed.

3. EOC Scores: The student's score on each EOC assessment instrument where they did not perform satisfactorily.

4. Performance on IGC Requirements: The student's performance on any additional requirements recommended by the committee (projects, portfolios, etc.).

5. Remediation Hours: The total hours of remediation the student has attended, including:

   • College preparatory courses (if applicable).

   • Successful completion of a transitional college course in reading or mathematics.

6. School Attendance Rate.

7. TSI Benchmarks: Satisfaction of any Texas Success Initiative (TSI) college readiness benchmarks.

8. Dual Credit Success: Successful completion of a dual credit course in English, math, science, or social studies.

9. Advanced Course Success: Successful completion of a high school pre-advanced placement, advanced placement, or international baccalaureate program course in English, math, science, or social studies.

10. TELPAS Score: A rating of "advanced high" on the most recent high school administration of the Texas English Language Proficiency Assessment System (TELPAS).

11. CLEP Score: A score of 50 or greater on a College-Level Examination Program (CLEP) examination.

12. Standardized Test Scores: The student's score on the ACT, SAT, or Armed Services Vocational Aptitude Battery (ASVAB) test.

13. Career & Technical Education (CTE): Completion of a sequence of courses under a CTE program required to attain an industry-recognized credential or certificate.

14. Overall Preparedness: The student's overall preparedness for postsecondary success.

15. Other Academic Information: Any other academic information designated for consideration by the EPISD Board of Trustees.

Continued EOC Administration

Even if an IGC is established, EPISD will continue to administer EOC assessment instruments to any student who fails to perform satisfactorily on an EOC, as required by TEC §39.025(b). These retakes count towards accountability purposes.

Documentation Requirements

 A folder must be provided so that IGC documentation can be quickly and easily identified and accessed if needed. Please be sure to maintain all completed IGC meeting templates. The campus shall maintain documentation to support the decision of the IGC to award or not award a student a high school diploma in the permanent record.

•  Initial Meeting (form IGC-02: Initial and Decision Meeting Form (Any Cohort except 2021 - Page 1 and 2),

• Decision Meeting (form IGC-02: Initial and Decision Meeting Form (Any Cohort except 2021 - Page 3),

• Any additional student academic information that was reviewed that is not already available in the permanent record,

• Documentation of additional remediation, and

• Edgenuity Reports that demonstrate proficiency in the subject(s) the student failed to demonstrate proficiency.