EDUCATE TEXAS
A public-private initiative of Communities Foundation of Texas
T-STEM Counselor
Handbook
Revised May 2015
TABLE OF CONTENTS
ROLE OF THE STEM COUNSELOR ____________________________________________________ 3
Leadership ______________________________________________________________________ 3
Student Support and Advocacy ____________________________________________________ 3
STEM CULTURE ____________________________________________________________________ 7
Advisory Program ________________________________________________________________ 4
Collaboration and Communication __________________________________________________ 4
STEM COUNSELING COMPONENTS __________________________________________________ 6
STEM Guidance _________________________________________________________________ 6
Grades/Grade Point Average (GPA) _________________________________________________ 7
Attendance ______________________________________________________________________ 7
Student Records _________________________________________________________________ 8
Junior High Advanced Placement (AP) Exam Scores ________________________________ 9
High School Advanced Placement Exam Scores _____________________________________ 9
Academy and College Course Selection and Schedule Building __________________________ 10
Credit Options __________________________________________________________________ 11
State Required Courses and Electives ____________________________________________ 12
Pre-Advamced (PAP) and Advnced Placement (AP) ________________________________ 12
Dual Credit __________________________________________________________________ 13
Six-Drop Rule _____________________________________________________________ 14
Excessive Hours ____________________________________________________________ 14
Eligibility _________________________________________________________________ 15
Identifing Dual Credit Courses ____________________________________________________ 15
Dual Credit Crosswalk ______________________________________________________ 16
Course Sequencing _________________________________________________________ 16
Delivery Options ___________________________________________________________ 16
Transferability_____________________________________________________________ 17
Concurrent Enrollment ________________________________________________________ 18
Career Technology Education (CTE)/Tech Prep Courses ____________________________ 18
STEM Graduation Plans and Career Pathways ______________________________________ 19
Assessments ____________________________________________________________________ 19
State of Texas Assessments of Academic Readiness (STARR) ________________________ 19
Texas Success Initiative (TSI) ___________________________________________________ 19
Managing TSI Scores _______________________________________________________ 20
TSI Intervention Strategies __________________________________________________ 21
College Entrance Exams _______________________________________________________ 23
Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) _______ 23
SAT ______________________________________________________________________ 23
ACT _____________________________________________________________________ 24
STEM DUAL CREDIT IHE COMPONENTS _____________________________________________ 25
Federal Educational Rights and Privacy Act (FERPA) _________________________________ 25
Dual Credit Agreements __________________________________________________________ 26
Institution of Higher Education (IHE) Partner’s Policies ______________________________ 26
Admission Requirements for Dual Credit Students ____________________________________ 27
Dual Credit Application Process ______________________________________________ 27
Dual Credit Registration Process _____________________________________________ 27
Transfer Agreements _______________________________________________________ 28
College Credits and Degree Plans __________________________________________________ 28
POST GRADUATION COLLEGE PLANNING__________________________________________ 29
Making College Choices __________________________________________________________ 29
Four-Year College Applications ___________________________________________________ 30
Admission Policy ________________________________________________________________ 30
Financial Aid ___________________________________________________________________ 30
Federal Student Aid ________________________________________________________ 31
Student and Parent Loans ___________________________________________________ 31
Scholarships _______________________________________________________________ 31
STEM COUNSELOR APPLICATION PROCEDURES _____________________________________ 32
GLOSSARY OF TERMS _____________________________________________________________ 33
APPENDIX ______________________________________________________________________ 38-56
TSTEM Counselor Handbook 2015
Page 2
Role of the Science Technology Engineering Math (STEM) Counselor
Leadership
The STEM counselor leads the way in providing students equal access to rigorous high school
programs and to postsecondary coursework. To accomplish this, the STEM counselor engages in an
expanded counseling role. The counselor takes on a significant leadership role working collaboratively
with students, parents, academy staff, Institute of Higher Education (IHE) partner, and community to
promote student success.
Counselors in STEM academies may share responsibilities outside those traditionally seen for
school counselors. The counselor assumes a more direct role in collaborating with academy teachers
and IHE partner to focus on improving student academic outcomes.
Student Support and Advocacy
The counselor advocates for students, frames the pathway to college and career for students, and
builds strong, supportive relationships with students. In the role of student advocate the counselor
facilitates students in achieving their high school and postsecondary academic goals while supporting
their emotional and social needs. The counselor actively promotes student voice so that each student is
fully involved in setting goals and is aware of their progress toward achieving those goals. The STEM
counselor assures students have access to academic opportunities offered by their academy and IHE
partner and ensures they enroll in appropriate and rigorous courses. Fostering a collaborative
relationship with the IHE partner provides an avenue for the counselor to act as student and STEM
program advocate.
Sharing pertinent assessment data, not only traditional high school assessments but TSI results,
with students and teachers fosters an understanding of the academic expectations for college level work
and provide them with valuable information to plan for improvement. It is essential that students are
made aware of how their current academic choices are related to their desired postsecondary goals and
future career choices.
The content of the guidance program offered in a STEM academy would push beyond high
school into aspects of the college culture and career pathways especially in the STEM fields and college
degrees. College and Career guidance provides essential information to students in making decisions
regarding their future.
TSTEM Counselor Handbook 2015
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STEM focused graduation plans and STEM/Career focused four-year plans provide a framework
that ensures students graduate with a rich selection of courses including dual credit courses that will
transfer into the post-secondary program of their choice.
STEM counseling is a collaborative effort not only between the counselor and students and
academy staff but between the counselor and the IHE partner. In order to ensure that students become
familiar with college culture and expectations and knowledgeable of postsecondary choices, the
academy counselor and the IHE liaison or college counselor work hand-in-hand to implement the
academy dual credit program removing potential roadblocks to student success. It is essential that the
academy counselor is familiar with their IHE partner’s program offerings and degree/certification
opportunities and imparts this knowledge to academy students.
The T-STEM Academies Design Blueprint can be employed as a road map to ensure that the
academy’s counseling program addresses those elements specific to counseling and student secondary
and post-secondary success. The updated Blueprint will be available in May, 2015. The current
Blueprint can be viewed at http://www.tstemblueprint.org/rubric/. The STEM Counselor Checklist can help
pinpoint progress toward achieving full implement of the T-STEM Blueprint (see Appendix 1) and
updated checklist can be obtained after the revision is completed.
STEM Culture
“The Georgetown University Center on Education and the Workforce shows that by 2018, we
will need 22 million new college degrees—but will fall short of that number by at least 3 million postsecondary degrees, Associate’s or better. In addition, we will need at least 4.7 million new workers with
postsecondary certificates.” (Help Wanted: Projections of Jobs and Education Requirements Through
2018, Anthony P. Carnevale, Nicole Smith, and Jeff Strohl, Georgetown University Center on Education
and the Workforce, June 2010.)
Advisory Program
The inclusion of an advisory period promotes school culture through opportunities for building
shared core values, beliefs and traditions as well as providing an opportunity for student voice to be
heard. The advisory period activities build trust and offer both social/emotional and academic support.
It is a stage where open and honest communication is valued and high expectations are reinforced. The
counselor role in advisory is determined by the academy. The counselor can utilize advisory as a means
for imparting guidance concepts either directly or through the advisory facilitator.
Examples of Advisory topics can be found in the Appendix 2.
TSTEM Counselor Handbook 2015
Page 4
Collaboration and Communication
The STEM academy enables students to experience rigorous, relevant STEM coursework in a
strong supportive and collaborative environment. Building a STEM culture is a collaborative effort
between students, academy staff, parents and the community. A STEM culture possesses clear
expectations of all stakeholders and provides support needed to attain goals while preparing students for
success in college and careers in STEM fields.
The STEM counselor advocates for students and strengthens the STEM culture through
emphasizing a college-going awareness in students as well as providing a focus on STEM career
preparation. Building culture begins with providing students relevant individual counseling and
classroom guidance.
The counselor assists students in the decision-making process of choosing rigorous STEM
courses and examining college and career options. Through specifically focused guidance, the
counselor assists students in identifying the college and career aspirations and plan to achieve them.
Providing students with an individual STEM Personal Graduation Plan (Appendix 5) and
specific four-year plans geared toward their Foundation High School Program Endorsements enables
students to envision the road to success both at high school and into college. (See Appendix 6).
Counselors communicate with parents through phone conversations, meetings, parent
conferences and presentations. A STEM counselor provides parents with a deep understanding of the
culture of the academy through:

Grade-level parent presentations provide information as to expectations associated with each
grade with respect to course attainment and college readiness and access. It can be an
opportunity to impart information on assessments, graduation plans, attendance and more.

College Readiness Presentations
o College Nights and Career Fairs offer students and parents face-to-face opportunities to
speak with college representatives and career professionals. If your academy does not
sponsor these events, they are available to students through the local school district and
the National Association for College Admissions Counseling (NACAC) college fairs,
http://www.nacacnet.org/college-fairs/Pages/default.aspx (accessed 4.29.15). (Click the College Fairs
button on the top left.) The Texas Association of Collegiate Registrars and Admission Officers
(TACRAO) offers registration as a host school for their college fairs. There is a fee.
o Financial Aid presentations can be facilitated through the Financial Aid Department of
your IHE partner or other local college and university offices. Some colleges conduct
Free Application for Federal Student Aid (FAFSA) workshops to assist in completion
of the forms.
TSTEM Counselor Handbook 2015
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o Parent Workshops where experts from the academy’s IHE partner and other colleges to
provide parent information regarding college admittance, college entry exams, and
college life.

A monthly newsletter for students and parents can cover topics essential to their grade level and
the STEM program. Include testing dates, programs, college visitation dates, scholarships,
AP/SAT/ACT test schedules, helpful websites, and more.

Conferencing allows counselors to use their strong interpersonal skills and knowledge of the
STEM program to effectively communicate with parents when stumbling blocks appear in the
pathway to their student’s success. When the STEM counselor participates in
parent/teacher/student conferences it becomes an opportunity to advocate for the student while
supporting the policies of the academy. These open and honest conferences promote open and
honest relationships and communication.
STEM Counseling
STEM Guidance
To accomplish the mission of the STEM academy, classroom guidance expands beyond traditional
components into the area of postsecondary issues. Texas Education Agency’s FAQ’s for counselors can
be viewed at,
http://tea.texas.gov/Curriculum_and_Instructional_Programs/Learning_Support_and_Programs/School_Guidance_and_Coun
seling/School_Guidance_and_Counseling_-_FAQ/ (accessed 4.29.15).
Another valuable resource for traditional
guidance and counseling is Texas GEAR UP, http://www.texasgearup.com/ (accessed 4.29.15) with more
information located on the TEA website,
http://tea.texas.gov/Curriculum_and_Instructional_Programs/College_and_Career_Readiness/GEAR_UP/ (accessed 4.29.15).
Using Gear UP resources, counselors can build their own toolkit including videos and guidance lessons
including print materials for middle and high school students.
STEM guidance encompasses providing students with an understanding of the IHE culture so that
when students begin college courses they are prepared and aware of what is expected of them.
Beginning in 9th grade scaffolding guidance lessons on key aspects of postsecondary culture, access, and
success prepares students to successfully navigate the college experience. Guidance could include:

Understanding College Processes and Vocabulary

Career Fields and Level of Postsecondary Education Requirements

College Entry and TSI Requirements

Types of College Courses and Credits

IHE Partner’s Course Offerings, Degrees and Certifications
TSTEM Counselor Handbook 2015
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
Registering for College Courses

College Course Expectations

Preparing for Transferring to a Four-Year College

Preparing to Enter the Workforce

Grades and Grade Point Average (GPA)
High school GPA determines class rank. Students in the top 10% who meet the college entry
requirements by the university deadlines and who enroll in college no more than two years after
graduation receive automatic admission except at University of Texas which has been approved for an
exception. For the period from the 2011-2012 academic year through the 2015-2016 academic year,
The University of Texas at Austin is not required to admit applicants in excess of the number needed to
fill 75 percent of first-time resident undergraduate students, http://ritter.tea.state.tx.us/taa/curr110411.html
(accessed 4.29.15).
Once a student has established a college transcript, that college GPA becomes significant in the
acceptance process at the four-year college/university. The significance of college GPA is also seen
when students allow their college GPA to fall below an established number, generally below 2.0, and
enter into probation where restrictions are placed on the number of college courses allowed. This
information is located in the college student handbook.
The IHE partner provides college course grades to the academy which are then translated into
academy grades and entered into the students’ grade records.
Attendance
Section 25.092 of the Texas Education Code (TEC) requires students to be in attendance for at
least 90% of the days the class is offered. House Bill 5 (HB 5) expands this to state that students will
not receive a final grade and course credit if they are not in attendance 90% of the days the class is
offered, see http://www.esc20.net/users/gendocs/HB5/HB5-Summary.pdf , ESC 20, “HB 5 Summary” (accessed
4.29.15).
If the student does not attend 90% of the days the class is offered they can appeal to the Campus
Attendance Committee. Depending upon the circumstances, the Campus Attendance Committee can
rule to let the student develop a plan to regain lost credit or deny the appeal. If a plan is accepted during
the appeal process, once the plan is completed, the credit is returned. If the appeal is denied due to
excessive absences, the student loses credit for the course and will have to retake it. Information can be
found on the TEA website, http://www.tea.state.tx.us/index4.aspx?id=2147508100 (accessed 4.29.15).
TSTEM Counselor Handbook 2015
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Before students accumulate excessive levels of absences, the counselor and others intervene with
the student to determine the causes for absences and the factors involved. Interventions may take the
form of problem-solving with the student on how to decrease numbers of absences, contacting parents
and educating them on the district attendance policy, and possible referral to outside agencies. Reward
programs and student recognition for attendance encourage students to attend school.
Attendance in a college course is maintained by the course professor/adjunct. Family Education
Rights and Privacy Act (FERPA) rules determine the extent this information may be shared.
Communicating the need for current information on student attendance and course progress to the IHE
partner may result in a plan for obtaining and sharing the information approved by the college official.
Student Records
The high school transcript records the credits earned by the student at each grade level as well
as courses earned outside of the school. The number of state credits earned determines grade placement.
Generally, the placement policy is outlined in the school district guidelines. For 2013, 26 state credits
are required for graduation on the State Recommended (REC) and Distinguished Achievement Plan
(DAP) graduation plan. The student’s high school transcript is maintained by the academy registrar.
Implementation of the Foundation High School Program (FHSP) will begin in 2014-2015 school
year. Foundation Only requires 22 state credits while Foundation with Endorsements requires 26 state
credits as does the Distinguished Level of Achievement.
Annual review of the transcript by the counselor can forestall any issues with missing
coursework or mislabeled courses. The student transcript should mirror the counselor’s student credit
evaluation worksheet. Corrections to the high school transcript are made by the registrar following the
Minimum Standards for the Academic Achievement Record (AAR) found on the Texas Education
Agency website, http://www.tea.state.tx.us/index2.aspx?id=5974 (accessed 4.30.15).
The AAR is maintained on the Texas Record Exchange (TREx) System,
http://tea.texas.gov/Reports_and_Data/Data_Submission/Texas_Records_Exchange_(TREx)/Texas_Records_Exchange_(TR
Ex)/ (accessed 4.30.15) and
is maintained by the high school registrar. Crosschecking the AAR with the
counselor record is important to insure the accuracy of the document.
An examination of past and present student records are essential to determining how best to
assist student who are not successful. These may be a combination of:





Grade Reports/Transcripts
Attendance Records
Health Records
Assessment Records
District At-Risk Information
TSTEM Counselor Handbook 2015
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




Behavioral/Discipline Reports
Previous Interventions and Results
Past Referrals for Testing
Parent Information
Home Language Survey
The college transcript is the record of the student’s college coursework. When the student
applies to a four-year-college, both the high school and college transcript are part of the application
review process. Emphasis is placed on the college transcript and GPA when determining admission.
Creating and maintaining an awareness of the importance of their college transcript requires intentional
counseling through either specific college culture guidance lessons or conferencing with students
individually. Just as students review their high school transcript for errors, reviewing their college
transcript can alert them to areas of concern.
The college transcript is available to students on-line after transcription of college grades.
Students should provide a copy of their college transcript to the academy counselor in order to update
their credit evaluation worksheet. Examination of the college transcript can provide the counselor the
student’s college GPA and grades earned in courses. Grades below “C” are generally not transferrable
and student may want to retake those courses. Students who are bordering on probation may be called
in for individual counseling to determine what interventions may be needed to assist the student in
maintaining passing college grades.
Junior High Advanced Placement (AP) Exam Scores
Native Spanish Speakers who took Advanced Placement (AP) Spanish exams in junior high
should, once enrolled in the college, take their AP score results to the college registrar for entry onto
their college transcript which can be awarded between 4-12 college hours depending upon the AP exams
taken and the scores.
The counselor may need to locate the names of students who took the AP Spanish exams in 7th or
8th grade and contact the students so they can provide their exam results to the IHE partner’s registrar
once they are enrolled.
High School Advanced Placement Exam Scores
AP exam scores taken in high school should also be provided to the college registrar for entry
onto their college transcript. AP exam reports are cumulative and will show all exams taken by a
student. Exam scores can be requested through College Board,
http://www.collegeboard.com/student/testing/ap/exgrd_rep.html (accessed 4.30.15) and
sent directly to the IHE
partner’s registrar.
TSTEM Counselor Handbook 2015
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Academy and College Course Selection and Schedule Building
The STEM counselor role in building the master schedule will be determined by the academy
principal or director. Generally, the generating of course request forms and guidance for the course
selection process falls to the STEM counselor.
The course selection process is conducted early in the spring semester. Prior to formulating the
course request worksheet, decisions are made as to what courses to offer and, through conversations
with the IHE partner, which college dual credit courses will be offered.
If available, advisory teachers may assist in guiding students on how to complete the forms after
receiving training from the counselor.
Completed course requests are review by the STEM counselor for errors and corrections are
made. Corrected course requests are input into the scheduling system. Once the master schedule is
ready, the STEM counselor begins resolving scheduling conflicts and adjusting student schedules. A
quick review of how the master schedule process works can be found at http://youtu.be/8QJlT_gmJws (accessed
4.30.15).
Colleges have specific timelines for creating each semester’s course offerings and must meet
scheduling deadline dates in order to have the schedule of classes ready by the time student registration
begins each term. In collaboration with the IHE partner, the academy needs to determine the dual credit
course offerings the semester prior to when they wish to offer the courses. Once the dual credit
course requests are approved, the IHE official will set up the dual credit courses, by creating specific
course numbers (CRNs) and sections, and will have them ready for registration.
Students add dual credit courses based on the requirements of their transfer plan, degree plan, or
certification/licensure requirements which are available through the IHE partner. Actual registration for
college courses takes place according to the college registration schedule. Conflicts may arise between
high school courses and college dual credit courses such as physics only offered one period conflicting
with a dual credit course offered at the same time. In these cases, a student will need to decide which
course best fits his/her four-year plan or move the college course to another time slot.
The academy schedule changing policy is made available to students. The IHE partner’s
add/drop policy and deadlines for making changes is available to students in the college student
handbook and in the college course schedule for the specific semester.
Specific teaching of college terminology is essential for students to gain an understanding of the
IHE partner’s culture and processes and procedures involved. Terms such as add/drop, withdrawal,
probation, and others found in the college student handbook can be stressed in a guidance lesson.
TSTEM Counselor Handbook 2015
Page 10
Examination of the college handbook can take place in an advisory setting led by the advisory teacher
who had received training on what is to be covered and materials from the counselor.
Steps in the Course Request Process can include:

Identify high school course offerings

Identify college dual credit offerings

Create a course selection sheet for student

Conduct course selection with students

Determine students eligibility to register for college courses (Texas Success Initiative
(TSI) ready)

Evaluate student course selections against the student Evaluation Worksheets and
academy and college transcripts and TSI scores

Course verification sheets returned to students

Input course requests into high school scheduling program

Build the Master Schedule

Refine Master Schedule by addressing conflicts and making student change requests,
college course changes, and dropped/added courses to both academy and college
partner’s master schedules
Credit Options
Within the Recommended and Distinguished Achievement High School Programs, TEA Website
http://www.tea.state.tx.us/graduation.aspx, Accessed 4.30.15,
students have options as to courses they can take to
satisfy their chosen plan. Under House Bill 5 (HB 5), students will have the choice of five endorsements,
STEM, Business/Industry, Public Services, Arts & Humanities, and Multidisciplinary Studies. Each of
these endorsements covers specific career pathways. The State Board of Education will provide
curriculum requirements for each endorsement by the 2014-2015 school-year. Texas Education Agency
has a section discussing HB 5 and offers a side-by-side comparison of current graduation plans and the
new FHSP.
http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=25769809836&libID=25769809849 (accessed
4.30.15).
The school district may publish their own side-by-side graduation requirements listing required
courses for graduation and additional courses required by the district. Types of courses offered for
credit are:

Required state core courses and electives

Pre-Advanced (PAP) and Advanced Placement (AP) courses

IB Courses (if offered)

Dual credit courses
TSTEM Counselor Handbook 2015
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
CTE/Articulated /Tech Prep Courses
The STEM counselor advises students regarding types of courses and options for college credit
through classroom guidance and individual counseling. In addition, the STEM counselor can provide
grade level presentations to both students and parents covering the graduation plans and course options.
State Required Courses and Electives
The district or academy course catalog will include both state required courses and electives with
some offerings of local credit and no credit courses. A course is awarded credit when the passing grade
is 70 or better. The academy grading scale will list the courses that are not weighted as well as those
that receive weighted grade points. Loss of credit due to excessive absences awards no credit and under
House Bill 5 the student will receive no grade until the Attendance Committee returns the credit. If the
credit is not returned, the student must retake the course.
Pre-Advanced (PAP) and Advanced Placement (AP) Courses
Pre-Advanced and Advanced Placement courses are weighted and offer students a rigorous
college preparation sequence of courses. Pre-Advanced courses offered at high school include English I
and II PAP, Algebra I PAP, Geometry PAP and Precalculus PAP. These courses are designed to prepare
student for Advanced Placement courses and college.
AP course offerings and exams and dates administered are found on the College Board website
at http://apcentral.collegeboard.com/apc/Controller.jpf, Accessed 4.30.15. The following chart is for reference
purposes only. The College Board website lists the most current testing information including current year test dates.
Art History
Biology
Calculus AB
Calculus BC
Chemistry
Chinese Language
and Culture
Computer Science
A
English Language
and Composition
English Literature
and Composition
Environmental
Science
European History
French Language
and Culture
German Language
and Culture
Government and
Politics:
Comparative
Government and
Politics: United
States
Human Geography
Italian Language
and Culture
Japanese
Language and
Culture
Latin: Vergil
Macroeconomics
Physics C:
Mechanics
Studio Art: 2-D
Design
Microeconomics
Music Theory
Physics B
Physics C:
Electricity and
Magnetism
Psychology
Spanish Language
Spanish Literature
Statistics
Studio Art: 3-D
Design
Studio Art: Drawing
United States
History
World History
TSTEM Counselor Handbook 2015
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Postsecondary institutions have varying policies for accepting AP exam scores. The counselor
can direct students to search the College Board website,
http://collegesearch.collegeboard.com/apcreditpolicy/index.jsp (accessed 4.30.15) to
determine the policies of their
college choice or seek the information directly on the college website. Generally, four-year institutions
require an AP exam scores of 4 or 5 but the course placement varies.
Counseling students regarding appropriate AP courses involves guiding them in identification of
their academic strengths and interests and making them aware of the possibility of overloading their
schedule. It is possible to take both Advanced Placement and dual credit courses.
ADVANCED PLACEMENT
PROS
CONS
COLLEGE LEVEL COURSE
CURRICULUM CERTIFIED BY
COLLEGE BOARD.
COLLEGE LEVEL INSTRUCTION
MUST MEET DISTRICT
REQUIREMENTS TO TAKE AP
COURSES
PROVIDES RIGOROUS COLLEGE
PREPARATION
INSTITUTIONS OF HIGHER
EDUCATION(IHEs) BOTH PUBLIC
AND PRIVATE IN U.S.
PROS
CHALLENGING COURSE
REQUIREMENTS AND
ACADEMIC RIGOR
COLLEGE CREDIT IF THEY DO
NOT MEET THE PASSING SCORE
STUDENTS MUST ASK FOR
THEIR COLLEGE CREDIT TO BE
ARTICULATED
PROVIDES COLLEGE
PREPARATION
EARNS BOTH HIGH SCHOOL AND
COLLEGE CREDIT
ACCEPTED BY TEXAS PUBLIC
IHEs STUDENT GAINS COLLEGE
CREDIT IMMEDIATELY UPON
SUCCESSFUL COMPLETION OF THE
COURSE
PROVIDES WEIGHTED HIGH
SCHOOL CREDIT
ACCEPTANCE OF AP SCORES FOR
COLLEGE PLACEMENT
CONS
COLLEGE LEVEL COURSE AND
COLLEGE LEVEL INSTRUCTION
MUST MEET IHE AND STATE
REQUIREMENTS FOR ENTRY INTO
COLLEGE LEVEL COURSE
STUDENT DOES NOT GAIN
ACCEPTED BY MOST
DUAL CREDIT
COLLEGE COURSE PLACEMENT
FOR AP EXAMS BY IHEs S
VARIES
GRADES OF “C” AND ABOVE
TRANSFER TO TEXAS PUBLIC
INSTITUTIONS
FLEXIBLE SCHEDULING
LEVEL OF RIGOR IN COURSE
VARIES
CREDIT MAY NOT BE
ACCEPTED BY SELECTIVE
PRIVATE AND OUT-OFSTATE IHEs
HIGH SCHOOL GRADE
USUALLY NOT WEIGHTED
GRADES OF “D” WILL MOST
LIKELY NOT TRANSFER TO
IHEs
This table is an effort to clarify the pros and cons of taking Advanced Placement and Dual Credit
Courses.
Dual Credit
“Dual credit is a process through which a student may earn high school credit for successfully
completing a college course that provides advanced academic instruction beyond, or in greater depth than,
the Texas Essential Knowledge and Skills (TEKS) for a corresponding high school course. The “dual
credit” earned is college credit and high school credit for one course.” “TEA Dual Credit Frequently
Asked Questions.” Texas Education Agency. Updated January 2015. (accessed 5.1.15).
TSTEM Counselor Handbook 2015
Page 13
The Texas Higher Education Coordinating Board Rules, Chapter 4 “Rules Applying to All
Public Institutions of Higher Education in Texas”, outlines the rules regarding dual credit in Texas
school in TAC Title 19, Chapter 4, Rule §4.85,
http://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&t
i=19&pt=1&ch=4&rl=85
(accessed 4.30.15). Chapter 74 of the Texas Administrative Code (TAC), outlines
Curriculum Requirements for Texas schools. Subchapter C, §74.25 Other Provisions provides
information on aspects of courses and credits, http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074c.html#74.25
(accessed 4.30.15).
Six Drop Rule
Texas Education Code §51.907 Six Drop Rule, http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.51.htm
(accessed 4.30.15) limits the
number of courses a student may drop. However, this ruling does not
specifically address courses taken for dual credit or college credit by high school students. The Texas
Association of College Registrars and Admission Officers addressed this ruling and its application to
dual credit high school students in their guide for institutions of higher education,
http://www.tacrao.org/sites/default/files/files/SixDropImplementation_10-20-08.pdf (accessed 4.30.15).
Excessive Hours Law
Under the Excessive Hours Law, college students taking 30 hours or more over the number of
hours required to complete their degree program may be charged a higher tuition rate for the excess
hours. High school students taking dual credit courses are exempted and dual credit hours are not
included in the calculation of excess hours. (Texas Education Code §61.0595
http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.61.htm, Accessed 4.30.15; Texas Administrative Code §§13.102 -
13.104, http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=1&ch=13&sch=F&rl=Y,
(accessed 4.30.15).
Information provided by phone on 10.29.13 by Dr. Andrew Lofters of the Texas
Higher Education Coordinating Board relayed that dual credit hours taken before the student’s date of
graduation would be excluded from the Excessive Hours Law and that the hours would be excluded
from the tuition rebate.
Dual credit is offered through a partnership agreement or memorandum of understanding (MOU)
between the academy or district and the IHE partner. Dual credit courses available to students are
dependent upon the course offerings of the academy’s IHE partner or the availability of on-line college
courses.
High School dual credit courses are identified and approved by the school district. The process
involves determining that the TEKS of the high school course are covered and the instruction is beyond
that of the high school course. Once a dual credit course is approved, it is added to the district course
TSTEM Counselor Handbook 2015
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catalog and assigned a PEIMS number. The STEM counselor needs to become familiar with the process
so that a college course not already identified as dual credit can be submitted for district approval.
The STEM academy identifies an individual or team to work with the post-secondary partner’s
liaison or dual credit coordinator to identify courses to include in the campus crosswalk. Often the
academy counselor is included in this effort.
Dual credit courses receive the credit assigned for the high school course. A dual credit course
that is taught by a high school college adjunct who is also an Advanced Placement certified teacher or a
college teacher whose course syllabus has been approved by the College Board can be listed as AP/dual
credit and receive the AP grade points.
Eligibility for Dual Credit
The Texas Administrative Code and The Texas Higher Education Coordinating Board (see
websites above) outline the rules of eligibility for taking dual credit courses. The academy’s IHE
partner will have a Dual Credit Handbook or College Catalog which outlines specific eligibility
requirements. The school district will outline their eligibility requirements. Both the IHE partner and
academy/school district’s policies will concur with the rules outlined in TAC and THECB policies and
regulations.
Generally students begin taking dual credit course the summer before 11th grade if they are TSI
ready and meet the college entrance requirements. Students may take two courses a semester with the
exception of students who show academic excellence and are approved by the chief academic officer of
the college and the principal/director of the academy as outlined in the TAC 4.85, Part 1, Subchapter D,
Rule 4.85 (b),
http://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=1&c
h=4&rl=85 (accessed 4.30.15).
April 2015 legislation is pending on changing how many dual credit courses a student my take.
https://legiscan.com/TX/bill/HB2812/2015.
Identifying Dual Credit Courses
In addition to courses already identified by the school district, there may be other college courses
that could be considered for dual credit if the following applies:
“7. Can high school credit be awarded for any college course?
No. It is the responsibility of the institutions entering into a dual credit partnership to ensure the following
requirements are met:
a. Courses offered for dual credit by public two-year associate degree granting institutions must be
identified as college-level academic courses in the current edition of the Texas Higher Education
Coordinating Board’s Lower Division Academic Course Guide Manual (ACGM) or as
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b. Courses offered for dual credit by public universities must be in the approved undergraduate course
inventory of the university. Public colleges may not offer remedial or developmental courses for dual
credit.
c.
Courses offered for dual credit must provide advanced academic instruction that allows for mastery
of the Texas Essential Knowledge and Skills (TEKS) for the appropriate high school course and that
goes beyond or into greater depth than those TEKS. (Please see question #56 for additional detail.)
These requirements should be specified in the written agreement drawn up by the partner institutions. “
Texas Education Agency. “Dual Credit Frequently Asked Questions.” January 2015. Accessed 5.1.15.
Dual credit courses are assigned a PEIMS number and the designation “D” to differentiate it
from other PEIMS numbers.
Dual Credit Crosswalk
A collection of previously identified and approved dual credit courses by school districts
throughout Texas is included in the General Dual Credit Crosswalk (see appendix 6) It is a district
decision as to what courses they approve for dual credit and the credit structure they apply to those
courses. There is not one state dual credit crosswalk as each school district is partnered with an IHE
with particular course and degree offerings. The state leaves the development of a dual credit crosswalk
to the individual district/academy and the IHE partner.
Academies/school districts compile a dual credit crosswalk specific to their IHE’s offerings. As
more students become eligible for dual coursework, more dual courses may be identified and approved.
Dual Credit Course Sequencing
It is essential that students are aware of why they are taking certain dual credit courses and that
those courses add together with those taken at the four-year institution to earn their Bachelor degree.
For this to happen, the student makes a decision as to a specific or general degree plan at the two-year
college that best transfers to the envisioned four-year IHE.
College core courses do not need to be taken in a particular sequence other than the sequence
required for courses with prerequisites. To ensure that students are taking meaningful dual credit
courses, they need to be aware of the two-year partner’s core requirements and degree/certification
requirements in their field of interest and between their two-year college and their future four-year
college. By tracking students’ college coursework along with their high school graduation plan, both the
counselor and student are aware of their progress toward the college goals (see Appendix 5).
Postsecondary institutions provide their core curriculum requirements and degrees and
certificates offered in their catalog. Core Curriculum for Texas Postsecondary Institutions can be found
at http://statecore.its.txstate.edu/ . Courses taken as dual credit will transfer to Texas public institutions;
however, if the student completes the core curriculum, the entire core will transfer. If the student does
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not complete the core, the core courses taken will be applied to the institution’s core but the student may
be required to complete that institutions core curriculum. Private and out-of-state institutions choose
which courses to accept.
Delivery Options
Dual credit courses may be taken on the IHE partner’s campus, taught on the academy campus
by college teachers, taught on the academy campus by academy teachers hired as adjuncts by the IHE
partner, taken as distance learning on-line, or through the Texas Virtual School Network.
Students enrolled in an on-line course can be grouped as a cohort and assigned to a monitor
teacher that will monitor their progress during the school day. The grouping of students enrolled in an
on-line course will provide students with academic assistance for their college course; nonetheless, the
teacher of record is still the college faculty member. STEM Academies can canvas their teachers to
determine those with Master’s Degrees and 18 hours in a specific subject area for the purpose of
credentialing high school teachers who may serve as college adjuncts in order to teach academic dual
credit courses on the Academy campus. CTE courses may be delivered by the IHE partner and receive
dual credit or articulated credit as per the partnership agreement. In order for the CTE teacher to serve
as a college adjunct for workforce courses, the teacher must have either a bachelor’s degree in the
subject area or an associate degree with work experience,
http://www.sacscoc.org/pdf/081705/faculty%20credentials.pdf. “Faculty Credentials Guidelines.” Southern Association of
College and Schools (SACS). 2006. Accessed 5.1.15. Texas Education Agency has constructed a chart of CTE teacher
requirements in career fields. Some areas require a two year degree and/or job experience.
http://tea.texas.gov/Texas_Educators/Certification/Career_and_Technical_Education_%28CTE%29/Career_and_Technical_Education/ .
Course Transferability
The IHE partner may have established specific articulated transfer agreements with four-year
institutions which outline which sequence of courses will apply toward their core requirements and
degree options. These transfer guides or transfer plans can be found on the college website and/or on
the intended four-year college’s website. University of Texas San Antonio has outlined their 2014-2015
Transfer Plans on their website, http://www.utsa.edu/advise/1415_transfer/ (accessed 5.1.15). This is an example
of what you will find on other college/university websites.
When a transfer plan or transfer guide is available, the transfer of a high school dual credit
course is seamless. When there is no plan available, the student may consult with their IHE partner’s
counselor, academy counselor or download the degree plan in a field of study from their intended fouryear institution and compare it with the courses offered by their IHE partner to determine the best choice
of transferrable college course.
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If available, the STEM counselor may procure the IHE partner’s transfer plans/guides to provide
students or students can consult with the IHE counselor, once taking college courses, to develop a
degree plan which will offer a seamless transfer.
Concurrent Enrollment
Student may elect to take college courses which are not awarded dual credit but do award college
credit. The student must meet college requirements for admission and registration at the IHE in order to
take concurrent courses. Concurrent coursework appears on the IHEs transcript and transfers to fouryear institutions in Texas. As with dual credit, private institutions and out-of-state institutions choose
which courses they will accept for transfer.
THECB restriction on number of courses allowed by dual credit students includes concurrent
courses. If a student is in two dual credit courses with the IHE partner, they may not add concurrent
courses unless they are designated an exception by the IHE and academy.
Career and Technical Education (CTE)/ Tech Prep Courses
Career and Technical Education (CTE) consist of courses geared toward preparing students for a
career directly after high school graduation, postsecondary certification programs and/or Associate of
Applied Science degrees. Some school districts have approved CTE courses for dual credit where a
college workforce (WECM) course offered by the IHE partner compares to the TEKS of the CTE course
as outlined by TEA and THECB rules.
If the academy is offering CTE courses where the teacher has the qualifications for becoming an
IHE partner adjunct and the college course is approved by the district as dual credit, the CTE course can
be taught as dual credit on the academy campus. As the academy program grows and changes, the
STEM counselor stays aware of future needs for dual credit courses both academic and workforce.
Through individual conferencing with students or by having students complete future college and
career plans questionnaires, the STEM counselor can identify students who may be interested in CTE
and Workforce college certifications and degrees. Working with the parents, student and college liaison,
the counselor can assist the student in developing a four-year plan around postsecondary goals.
Federal Perkins funds were cut, http://www2.ed.gov/programs/techprep/funding.html, and Tech Prep
funding was eliminated for 2012 in H.F. 1473.
As a result, Tech Prep programs currently funded,
unless alternative funding options are found, may not exist beginning 2012-2013 school year.
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STEM Graduation Plans and Career Pathways
Beginning with the 2014-2015 school -ear, the Foundation High School Program (FHSP)
identifies five endorsements which include specific career pathways. Achieve Texas Programs of Study
cover 16 career clusters that correspond with the FHSP endorsements. Their website,
www.achievetexas.org,
provides four-year plans which also provide postsecondary options and career
information for the program. These plans can be used or adapted to create four-year endorsement plans
for STEM students (See Appendix 6
The graduation plan can be designed to satisfy a specific STEM field of study AA/AS/AAS
degree or certification program (see Appendix 4). By following the IHE partner’s core curriculum
and/or degree plan for a specific field of study or certification program, the STEM counselor can
develop PGPs designed to reflect IHE partner’s course and degree offerings and students’ career
pathways.
Assessments
State of Texas Assessments of Academic Readiness (STARR)
House Bill 5 has reduced the number of End-of-Course (EOC) exams students will need
to satisfy graduation requirements. Students who entered 9th grade during 2011-2012 will be
required to take five EOC exams: English I (Reading and Writing with one score), English II
(Reading and Writing with one score), Algebra I, Biology, and US History. Texas Education
Agency will be required to convert EOC scale scores to a 100 scale. EOC scores are not to be
used in calculating class rank nor may they count toward the student’s course grade,
http://tea.texas.gov/news_release.aspx?id=25769805495 (accessed 5.1.15)
Texas Success Initiative (TSI)
All students entering college after August 26, 2013 are required to take the new TSI instrument
developed by College Board. Any previous TSI approved instruments are no longer used. Texas
Administrative Code, Title 19, Part 1, Ch 4, Subchapter C, §4.51-§4.62, outlines the new TSI
regulations, http://texreg.sos.state.tx.us/public/readtac$ext.viewtac. Texas Higher Education Coordinating Board
provides a TSI Student Information Brochure on their website,
http://www.thecb.state.tx.us/index.cfm?objectid=C92F1DAA-D49E-03F0-0750060AA756E807 (accessed 4.29.15).
High school student may be exempted from TSI requirements by their TAKS, PSAT, PLAN,
SAT, ACT or EOC scores. Refer to your IHEs Testing Center or their website for TSI requirements
taken from THECB, TAC 19, Chapter 4, Subchapter C, Rule §4.85 (b),
TSTEM Counselor Handbook 2015
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http://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&t
i=19&pt=1&ch=4&rl=85, Amended August 19, 2014 (Accessed 4.30.15).
Test
Courses that require
reading/writing TSI
Complete Exemptions:
PSAT
PLAN
Courses that require
mathematics TSI Complete
Exemptions
PSAT
PLAN
STAAR End-of-Course
English (EOC)
ACT
SAT
11th Grade Exit Level TAKS
Exemption
Achieves a combined score of 107 of PSAT/NMSQT with a
minimum of 50 on the reading test
Achieves a composite score of 23 on the PLAN with a 19 or
higher in English or an equivalent score on the ACT-Aspire as
determined by ACT.
Achieves a combined score of 107on the PSAT/NMSQT with a
minimum of 50 on the mathematics test.
Achieves a composite score of 23 on the PLAN with a 19 or
higher in mathematics or an equivalent score on the ACTAspire.
Minimum score of Level 2 on the English II is exempt from
both TSI reading and writing sections
Minimum score of Level 2 on the Algebra II EOC is exempted
from the TSI mathematics section
Composite score of 23, minimum of 19, on the English test is
exempted from both Reading and Writing sections
Score 19 on the mathematics test is exempted from the
mathematics sections
Combined critical reading and mathematics score of 1070 with
minimum of 500 on the critical reading test is exempted from
both reading and writing sections
Score of 500 on the mathematics test is exempted from the
mathematics section
Minimum scale score of 2200 on the math section and/or a
minimum scale score of 2200 on the English Language Arts
with a writing score of at least 3 is exempted from TSI
corresponding sections
At the time of enrollment at the IHE, the STEM counselor will provide copies of students’
TAKS, SAT, ACT, PLAN, PSAT or EOC scores which prove their eligibility for the exemption from
TSI to the IHE partner’s registrar to record the exemption. Once their exemption is validated, the
student may register for eligible college courses.
Managing TSI Scores
A TSI Testing Plan needs to be established in cooperation with the IHE partner. A flow chart
outlining the steps for TSI testing for dual credit students can be found in Appendix 8. This plan should
cover who will conduct testing, how scores will be shared, and how the Pre-Assessment Activity (PAA)
will be conducted. The IHE partner is responsible for tracking the PAA. Upon successful completion of
the PAA, the student is ready to take the TSI.
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If TSI scores are provided to the academy counselor in spreadsheet format, this can be used to
produce lists of students who are TSI ready and those needing the PAA. The flowchart in Appendix 7
will further clarify the steps to take students to TSI complete. Suggested steps are for formulating your
TSI Testing Plan.

Identify students with qualifying TSI exemptions scores.

http://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_pl
oc=&pg=1&p_tac=&ti=19&pt=1&ch=4&rl=54 (accessed 5.1.15).

Provide data for exempt students to IHE Registrar at time of enrollment with the IHE.

Develop a testing/retesting policy with Institution of Higher Education (IHE) partner for non-exempt
students

Utilize any assessment data for incoming 8th grade and 9th grade students to develop intervention
strategies to strengthen academic skills

Provide practice with Compass/AccuPlacer/TSI tests before registering for the Pre-Assessment
Activity (PAA) required prior to taking the TSI

Register for the PAA


IHE determines tracking method for participants completion of the PAA

Dual Credit Students:

HB 5 TSI Rule 4.55 does not specify which entity actually delivers the PAA

MOU is recommended between IHE and ISDs

12th grade students not evidencing college readiness have access to college preparatory
courses beginning 2014-2015.

Test students as often as needed in accordance with Postsecondary Partner’s Testing
Center policy.
A student who satisfies the TSI college readiness benchmarks at the end of a college preparatory
course is considered to have satisfied EOC requirements for an equivalent course
o
TAC 19, Part I, Chapter 4, Subchapter C, RULE §4.54,
http://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_pl
oc=&pg=1&p_tac=&ti=19&pt=1&ch=4&rl=54 (accessed 5.1.15).

Sample PAA at College of the Mainland
o
http://www.com.edu/testing-center/tsi-assessment.php

Upon completion of the PAA, register students for the TSI

TSI scores determine college placement

Students whose TSI scores are not TSI ready will receive a diagnostic report
o
Advisement and plan for academic success provided in collaboration with IHE
o
Academic and developmental interventions
TSTEM Counselor Handbook 2015
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TSI Intervention Strategies
The academy IHE partner Testing Department can provide copies of practice tests for those
instruments they administer. Additional practice packets for alternate TSI instruments can be found on
the internet and THEA practice books are available at local bookstores and on-line.

THEA practice can be found at http://www.thea.nesinc.com/practice.htm.

Compass practice can be found at http://www.act.org/compass/sample/index.html.

AccuPlacer practice can be found at
http://www.collegeboard.com/student/testing/accuplacer/preparation-sample.html.

Assets practice can be found at http://www.act.org/asset/tests/index.html.
The STEM counselor can gather these practice tests and make them available to students prior to
or during the Pre-Assessment Activity. Analysis of student scores in an individual conference provides
the student with feedback on what areas need to be improved, test taking skills, and areas where skills
have not yet been taught. Students in 9th and 10th grade need to understand that these tests are designed
for graduating seniors for college placement. They have not yet taken courses that provide the skills
needed to attain college-ready scores but as they progress through their coursework, they will pass the
tests. This is especially true of the mathematics portions of the tests.
Specific Intervention Suggestions:

Providing practice tests and answer keys to students

Specialized tutorials for students in specific TSI areas before or after school
o Academic departments are provided with copies of all practice tests for use in
tutoring
o Students take TSI practice test and score it. Tutorial teachers address academic
gaps

Take advantage of any tutorials or support courses offered by the IHE for TSI preparation

The academy purchases the IHE partner’s developmental textbook as a guide for
designing intervention materials

Summer two week course in TSI English and Math for students who are on the verge of
college ready scores
The TSI produces a diagnostic profile useful in designing support and targeted intervention. A
Practice Guide is available on the College Board website at https://securemedia.collegeboard.org/digitalServices/pdf/accuplacer/accuplacer-texas-success-initiative-assessment-sample-questions.pdf.
The Texas Higher Education College Board has a page dedicated to the TSI at
http://www.thecb.state.tx.us/index.cfm?objectid=C92F1DAA-D49E-03F0-0750060AA756E807.
Beginning 2014-2015
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college preparatory courses must be available in ELA and math for 12th grade students whose scores on
the EOCs in those subject areas do not meet college readiness standards.
College Entrance Exams
Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT)
The College Board PSAT is a practice test for the SAT. It is administered in 10th grade as a
practice for the 11th grade test which allows qualifying students to enter into scholarship competitions.
National Merit Scholarship Corporation, National Hispanic Recognition Program, and Telluride
Association are programs who receive PSAT score information unless students refuse release of their
scores.
The PSAT score report provides feedback to students on their strengths and weaknesses in skills
needed for college. It compares students across the nation and gives a first-hand glance at the format of
the SAT and the content they can expect to address in critical reading, math problem-solving, and
writing.
A valuable tool for college exploration and career planning is available free to students who take
the PSAT. With the code provided on their 10th PSAT results, students can enter the My Road website
and have access through graduation. In addition, My College QuickStart is available to students with
their PSAT access code.
Information on PSAT can be found on the College Board website at
http://www.collegeboard.com/student/testing/psat/about.html.
SAT
College admissions requirements are specific to each college. Students should access their
chosen college website to determine test requirements for admission. For both the SAT and ACT there
are income-based fee waivers available to high school students Entrance requirements and application
deadlines can be found at Apply Texas, https://www.applytexas.org/adappc/html/research_your_options.html.
The SAT is designed to determine college readiness. SAT scores are just one of the factors
considered in the college admissions process. The importance placed on the SAT scores during the
admissions review varies from institution to institution. Other factors admission officers review are
GPA, class rank, types of courses taken, essays, interviews, and letters of recommendation. Information
on current year test dates can be found at http://sat.collegeboard.org/about-tests.
It is advisable to take the SAT in the second semester of junior year to provide for early
admissions applications and to gain feedback on test standing. Students should take the SAT again the
first semester of their senior year with hope of having improved their scores. The College Board states:
“Here are some general points about score change that may help you advise your students.

55 percent of juniors taking the test improved their scores as seniors.
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
35 percent had score drops.

10 percent had no change.

The higher a student's scores as a junior, the more likely that student's subsequent scores will
drop.

The lower the initial scores, the more likely the scores will go up.

On average, juniors repeating the SAT as seniors improved their combined critical reading,
mathematics, and writing scores by approximately 40 points.

About 1 in 25 gained 100 or more points on critical reading or mathematics, and about 1 in 90 lost
100 or more points.”
College Board. “Score changes when students test again.” 2015.
http://professionals.collegeboard.com/testing/sat-reasoning/scores/retake (accessed 5/1/15).
There are SAT Prep courses available on some high school campuses, local college campuses,
private companies like Kaplan and Princeton Review, and through an on-line course with College
Board. The SAT is administered on high school campuses and students can register on-line or use a
paper registration form.
ACT
The ACT college admissions exam measures a student’s academic development and their
academic readiness for college. ACT scores are considered in the college admission process. The test
covers English, mathematics, reading and science. The ACT Plus includes a writing test. Students can
designate whether to share their information with four colleges and universities. Test dates can be found
at http://actstudent.org/regist/dates.html.
Students taking the test in second semester of junior year will have scores to submit for early
admissions and feedback on the academic strengths and weaknesses. Retesting in the first semester of
senior year may result in improved scores. The ACT states:
“Research shows that of the students who took the ACT more than once:

57% increased their Composite score on the retest

21% had no change in their Composite score on the retest

22% decreased their Composite score on the retest
For students with an initial ACT Composite score between 12 and 29, the typical ACT Composite score from the
second testing is about 1 point higher (see Table below).
 The lower your initial ACT Composite score, the more likely your second score will be higher than the first
score.

The higher your initial ACT Composite score, the more likely your second score will be the same as or
lower than the first score.”
The ACT. “How will you do on a retest?” http://actstudent.org/faq/answers/more.html. 2015. (accessed 5/1/15).
ACT has an on-line test preparation program for a fee. ACT Exam test prep books can be
purchased at local bookstores. ACT does provide a free “Preparing for the ACT” test prep booklet to
high schools both in English and Spanish. There are also practice test question available on-line at
http://actstudent.org/sampletest/index.html.
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Students may take either the SAT or ACT in most cases unless the postsecondary institution requests
a specific exam. Students often take both tests in hopes of scoring higher on one of them
STEM Dual Credit IHE Components
Federal Educational Rights and Privacy Act (FERPA)
Students who attend a postsecondary institution, regardless of whether they are 18 years old, have
rights regarding disclosure of their educational records. However, school officials who have a legitimate
educational interest in the student may have access to the student’s records as well as parents who claim
the student as a dependent on their taxes.
“A postsecondary institution may disclose PII from the education records without obtaining prior written consent of the
student

To other school officials, including teachers, within the [School] whom the school has determined to have
legitimate educational interests. This includes contractors, consultants, volunteers, or other parties to whom the
school has outsourced institutional services or functions, provided that the conditions listed in
§99.31(a)(1)(i)(B)(1) - (a)(1)(i)(B)(2) are met. (§99.31(a)(1))

To officials of another school where the student seeks or intends to enroll, or where the student is already
enrolled if the disclosure is for purposes related to the student’s enrollment or transfer, subject to the
requirements of §99.34. (§99.31(a)(2))

To parents of an eligible student if the student is a dependent for IRS tax purposes. (§99.31(a)(8))”
U.S. Department of Education. Ed.gov. “About the Family Policy Compliance Office.”
http://www2.ed.gov/policy/gen/guid/fpco/ferpa/ps-officials.html. Last Modified 1.2.15. (accessed 5.1.15).
Determine the availability of student college course attendance and academic progress with your
college liaison or appropriate IHE official.
Dual Credit Agreements
In order for students to participate in a dual credit program, their high school must first enter into
a partnership with an Institute of High Education. This agreement will outline the responsibilities of
both partners, define their relationship and level of collaboration, and offer a pathway for students to
TSTEM Counselor Handbook 2015
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transition from high school to college. Dual Credit Agreements vary but must contain specific elements
outlined in the Texas Administrative Code, Title 19, Part I, Chapter 4, Rule §4.85.
http://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&t
i=19&pt=1&ch=4&rl=84 (accessed 4.30.15).
“(a) Need for Institutional Agreements. For any dual credit partnership between a secondary school and a public
college, an agreement must be approved by the governing boards or designated authorities (e.g., principal and chief
academic officer) of both the public school district or private secondary school and the public college prior to the
offering of such courses.
(b) Elements of Institutional Agreements. The dual credit partnership must address the following elements:
(1) Eligible Courses;
(2) Student Eligibility;
(3) Location of Class;
(4) Student Composition of Class;
(5) Faculty Selection, Supervision, and Evaluation;
(6) Course Curriculum, Instruction, and Grading;
(7) Academic Policies and Student Support Services;
(8) Transcripting of Credit; and
(9) Funding.”
Once the agreement is in place, eligible students may take dual credit courses according to
THECB rules and the policies of the IHE partner and the high school or academy.
Institution of Higher Education (IHE) Partner’s Policies
The Texas Higher Education Coordinating Board (THECB) oversees public postsecondary
education. The laws and rules governing postsecondary education and institutions can be found at the
THECB website, http://www.thecb.state.tx.us/. Texas Administrative Code (TCA) Title 19, Part 1, Chapter 4
outlines the rules applying to Texas public IHEs including dual credit found at
http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=1&ch=4&sch=D&rl=Y (accessed
4.30.15).
The IHE partner may have a Dual Credit Handbook for students as well as the standard Student
Handbook. These instruments can be valuable in familiarizing students with postsecondary
terminology, expectations, and rules and policies.
The STEM counselor is the student advocate in the academy partnership with the IHE. The
counselor is a knowledge base for students with regard to IHE rules and regulations. The counselor
facilitates students’ transition into college courses and assists them in overcoming stumbling blocks that
may arise with regard to complying with the IHE’s policies.
Admission Requirements for Dual Credit Students
Students must meet the Texas Success Initiative (TSI) requirements set by the THECB and any
prerequisites set for college courses. When eligible, students may begin taking courses the summer
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before 11th grade. Dual credit students may only take two courses a semester. An exception to the twocourse rule exists for students who demonstrate outstanding academic performance and are TSI ready.
With permission of the principal of the high school and relevant college official, these outstanding
students may take additional courses a semester.
Dual Credit Application Process
Students seeking to take dual credit courses must complete the IHE’s application within the
timeline set by the IHE. This information is found on the institution website or in the college course
schedule for the specific semester. Completing the application can be confusing and students may need
the assistance of the STEM counselor and, possibly, the IHE admissions office or counselor.
Misunderstanding a question and answering incorrectly can cause the application process to fail.
Dual Credit Registration Process
STEM counselors work with their college liaison or designated college counselor to
ensure that students have access to and enroll in challenging and rigorous college courses and are
successful. Counselor responsibilities for registering students into dual courses are not consistent from
school to school. The role is determined by the campus administration and the collaborative relationship
that exists between the IHE and the high school or academy. In some instances, the STEM counselor
may perform all the tasks involved in enrolling and registering students in dual courses, managing TSI,
and monitoring their progress as allowed by the Family Education Rights and Privacy Act (FERPA). In
others, the STEM counselor does course selection and provides the IHE with the student’s request for
courses and the IHE registers the students and develops the college schedule.
Once a student has been accepted and assigned a student ID by the IHE, the student is eligible to
register for college courses. As previously stated, each academy and IHE partner determines the
process they will use for student registration and generation of college schedules.
The IHE registration timeline includes specific deadline dates including add/drop dates and final
withdrawal without penalty dates. The STEM counselor may post these dates in the counseling center,
hallways, or provide information to students through advisory or guidance lesson on college registration.
Once the college schedule is generated, changes to the schedule should be approved by the
STEM counselor so that students’ high school schedules are not negatively impacted. The STEM
counselor can use the IHE partner’s course add/drop request form or create one for the academy. These
requests, as with high school course change requests, should be documented and have parent approval,
especially if it means the student would have to drop a high school course to accommodate the college
course change.
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Transfer Agreements
Partnerships between two-year colleges and four-year institutions smooth the transition for
transferring students. These agreements known identify courses taken in the Associate Degree or
certificate program that are equivalent to those required by the receiving institution and satisfy courses
required for the first two years of their Bachelor’s program or Workforce degree/certification. Examples
of transfer agreements can be found at Lone Star College on their website at
http://www.lonestar.edu/university-transfer-guide.htm (accessed 5.1.15).
When researching transfer agreements,
search for that term as well as “transfer guides” and “articulation agreements.”
College Certificates and Degree Plans
Students will need a deep understanding of how taking dual credit courses impacts their longrange college and career goals. Providing them with the knowledge of college degree and certification
programs available through their IHE partner and how those courses transfer to a four-year degree or
career is essential to their being able to make informed decisions about what courses are appropriate for
their goals.
The academy IHE partner’s degree offerings are available on-line and in their college catalog.
Degree plans for Associate of Arts, Associate of Science, Associate of Applied Science, and Certificate
Plans are available to guide students in making dual credit course decisions. The STEM counselor may
develop college course tracking sheets or use those provided by the IHE to record student course
completion (See Appendix 5).
Austin Community College lists their course descriptions and degree/certificate plans online at
http://www3.austincc.edu/it/cms/www/catalog/catalog.php?cat=2014&type=CC (accessed 5.1.15). This page is updated on
the website each year under current students/degree plans.
This is an example of what can be found on the
websites of Texas public two-year and four-year institutions.
Having a plan for taking college courses will ensure that students are taking appropriate,
transferable courses that will benefit them in their future goals. These plans can include:

Certificate Program – Completion of a series of courses that when complete awards a
certificate enabling entry-level employment in the workforce

Workforce Courses – Workforce Education Manual courses leading to a certificate or Associate
of Applied Science (AAS) degree

Core Courses – Lower Division Academic Course Guide Manual (ACGM) transferable
courses to four-year institutions
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
Core Completion – 42 semester credit hours. If Core Complete, the entire core is
transferrable to Texas public IHEs and must substitute for that IHE’s core curriculum (TAC
Title 19, Part 1, Chapter 4, Subchapter B, Rule §4.28.c)

Associate of Applied Science (AAS) – a two-year program in a career area that leads to
employment in the workforce. Some core curriculum courses are included in the degree
plan. Texas Two-Step programs (Technology Workforce Opportunities through Seamless
Transitions and Educational Partnerships) offers opportunities for transfer of AAS degrees
into Bachelor of Applied Arts and Sciences, (BAAS) or Bachelor of Applied Technology
(BAT)

Associate of Arts or Associate of Science– Sequence of courses that satisfy the general
education requirements of the first two years at a four-year institution. Transferable courses
to all Texas public institutions

Bachelor Degrees – Four-year college undergraduate degree. First two years are general
education courses, core curriculum, and two years in a major subject area.
POST GRADUATION COLLEGE PLANNING
Making College Choices
The search for potential college matches begins junior year of high school or before. The STEM
counselor provides students with the tools they need to find their college fit. Such resources can
include:

College catalogs

College guides, such as Peterson’s and Fiske’s Guides

College websites

College search and other websites (see Appendix 9)
College for all Texans website, http://www.collegeforalltexans.com/, provides information on planning
for college from choosing schools through the application process and financial aid. There are other
websites designed to assist student in making college decisions. Another excellent resource is the
College Board website, https://bigfuture.collegeboard.org/?navid=gh-cp.
College Board provides information
specific to students, parents and high school counselors.
Providing a guidance lesson in the academy computer lab enables students to see first-hand the
process for researching colleges on the web and facilitates their continuing on their own at home
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Four-Year College Applications
The Texas Common Application may be used by students who are applying to participating
postsecondary institutions, https://www.applytexas.org/adappc/gen/c_start.WBX. The benefit of using this
application is that once completed it can be submitted to multiple institutions. Special application
instructions, deadlines, and fee information for each participating institution is available to applicants.
The Common Application for Undergraduate College Admissions may be used by students who
are applying to over 500 participating members. The Common Application lists participating
institutions and their deadlines which can be found at
https://www.commonapp.org/commonapp/MemberRequirements.aspx (accessed 5/1/15). For those
institutions not using the Common Application, the students will have to request an application or go to
the institution website for the application information.
Admission Policy
All Texas postsecondary institutions must comply with the Texas Uniform Admission Policy set by the
Texas Administrative Code, Title19, Part 1, Chapter 5, Subchapter A, §5.5 Uniform Admission Policy,
last amended in 2013.
Financial Aid
The STEM counselor can provide information to students and parents by inviting the IHE
partner’s Financial Aid Officer to conduct a Financial Aid Presentation. In addition, some community
colleges provide a workshop for parents and student to complete their Free Application for Federal
Student Aid (FAFSA) forms.
The STEM counselor may also conduct classroom guidance to seniors on financial aid and how
to find scholarships and grants. The smaller group setting allows for question and answer opportunities.
Another source of information for Financial Aid information can be found at the THECB FACTS
website, http://www.thecb.state.tx.us/index.cfm?objectid=71E20E40-D789-B87A-D03B6685124F6FC1.
Applying for financial aid begins with the completion of the FAFSA. The FAFSA is available
on January 1 of each year. Student and parent income tax forms will be used to complete the questions.
Once the application has been processed, a Student Aid Report (SAR) email will be sent to the student
with a link to the SAR report. If students listed colleges on the FAFSA and have been offered
admission, their institution’s Financial Aid Office will send an award letter. It will list all financial aid
that the student is eligible to receive. Students and parents can find more detailed information on
financial aid and the FAFSA at http://www.fafsa.com/home.
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Should the student or parents believe the SAR report does not reflect their true financial
situation, they can consult with the financial aid officer at their college choice. Sometimes the campus
financial aid office can make changes to what the college will offer.
Federal Student Aid
FAFSA applications have deadlines set by the federal and state agencies and postsecondary
institutions set their financial aid application deadlines as well. Students need to be aware of all
deadlines associated with college applications and admissions requirements.
Scholarships
Scholarships offer students varying amounts of money based upon a talent, athletics, academics,
areas of interest, college majors, and other special designations. There are scholarship search engines
that offer information on national scholarships. Scholarship funds may be earmarked for tuition and
books only while others include cost of living as well. Each scholarships has unique requirements that
the student must fit. Students need to apply for a many scholarships as they can.
One website that provides a search engine for national scholarships is FastWeb,
http://www.fastweb.com/college-scholarships/articles/develop-your-scholarship-game-plan,
The CollegeBoard also
offers a scholarship search at http://sitesearch.collegeboard.org/?q=scholarships&searchType=site&x=0&y=0. The
website, College Options also provides scholarship information to students at
http://www.collegeoptions.org/#!where-to-find-scholarships/c1kto.
If you academy does not receive notices regarding scholarships, check out the counselor page on
your area public schools where both local and national scholarships are listed. You will have to
download the scholarship information and post it for your students. Some counselors keep paper copies
of the scholarships and make them available to students and parents. Scholarships, grants, and college
visit information can also be posted in the academy’s senior newsletter.
Student and Parent Loans
Loans are available to students and parents to help pay for college. Some are subsidized where
the student does not begin paying interest until six months after graduation and the interest does not
accrue until payment begins. These loans require a demonstrated financial need.
Unsubsidized loans begin accruing interest immediately but payment may be deferred until six
months after graduation. All interest accrued will then be added to the loan balance.
Parent Loan for Undergraduate Students (PLUS) enables parents to borrow money to cover
college costs which have not been met by other student financial aid.
Scholarship monies do not have to be repaid. Scholarships are available from many sources and
are obtained through an application process. Scholarships may be based on financial need, academics,
athletics, or other talents. Institutional scholarships are offered to incoming freshman based on
TSTEM Counselor Handbook 2015
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academic or creative merit or other criteria through the institution Financial Aid Office or academic
departments.
Texas Science, Engineering, Math, and Science (T-STEM) Challenge Scholarship Program,
http://governor.state.tx.us/news/press-release/16412/, 2015 (accessed 5.1.15) will provide grants to
community colleges and technical colleges to provide merit-based scholarships to qualifying students.
Information on the scholarships available will be found on your community or technical college website.
STEM COUNSELOR APPLICATION PROCEDURES
DEADLINES, DEADLINES, DEADLINES
As seniors will be completing college applications during both first and second semester. The
counselor may want to establish some procedures to ensure timely completion of the counselor portions
of the application. Students will also need to know the process for requesting letters of recommendation
and transcripts from both the academy and the IHE.
Deadlines need to be established for making requests of the counselor and registrar that allow at
least 20 days prior to the college application deadline to process the application and gather the letters of
recommendation and transcript. Provide students with an application tracking form and a form to
request academy transcripts. The IHE will have their own forms for requesting transcripts and student
will need to know where they can be found and the college timeline for requesting a transcript so that it
is sent well before the college application deadline.
If not already requested, students need to request SAT and ACT scores be sent to their college
choices well before the application deadlines If any part of the student’s application is received after the
college deadline, the student’s application will not be processed.
Completed application packets will be returned to the student. It will be the student’s
responsibility to ensure the counselor’s portion; letters of recommendation, transcripts, and student
portion of the application as well as any other required items are in the mail in time to arrive at the
college before the application deadline date.
Some colleges require the counselor to mail their portion of the application directly to the
institution. Items must be mailed in a timely manner so as not to derail the student’s application.
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GLOSSARY
Academic Achievement Record (AAR)--The words “academic achievement record” and
“transcript” are interchangeable. The form must serve as the academic record for each student and must
be maintained permanently by the district. (Texas Education Agency, Academic Achievement Record.
http://www.tea.state.tx.us/index2.aspx?id=5974. 2012. (accessed 2/13/12.)
The Academic Achievement Record (AAR) is an official and permanent record of a student's
academic performance during high school and, in some cases, of high school courses completed prior to
high school (TEC §28.025(e)). Entries on this official record of actual courses taken, grades earned,
credit awarded, and codes denoting special explanations must be consistent with teachers’ records and
the student’s Individualized Education Program (IEP), when applicable. Entries may not be altered or
removed except to correct errors. Error corrections must be fully explained in the student’s permanent
record. (Texas Education Agency. 2009-2010 Minimum Standards for the Academic Achievement
Record. http://www.tea.state.tx.us/index2.aspx?id=5974. (accessed 5.1.15)
Advisory—Advisory is ungraded period set within the high school schedule where student establish
relationships with their advisor and fellow advisees. It is an instrument for creating a positive school
culture and climate. Advisory periods vary in length and frequency. Advisory can offer both emotional
and academic support to students.
Career and Technology Education (CTE) -- Career and technical programs are dedicated to
preparing young people to manage the dual roles of family member and wage earner. Career and
technical programs enable students to gain entry-level employment in a high-skill, high-wage job and/or
to continue their education. Texas Education Agency.
Career Pathways—The career pathways are organized into 16 career clusters. Achieve Texas
provides Programs of Study which are based on the Recommended High School Program and reflect
both state required courses and state electives in a specific emphasis area and provide information on
post-secondary degrees and certifications and school and professional organization links. Achieve
Texas, http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm 2013 (accessed 5.1.15).
College Culture—The people and their roles, language, avenues of communication, beliefs, values,
symbols, traditions and rules of conduct are aspects of culture. The student handbook and college
catalog outline some of the aspects of a college’s culture. They explain what makes the college different
from other colleges.
College Probation—When the quality of a student’s work falls below passing, generally below 2.0,
the student will be placed on probation. Each college outlines the conditions of probation and the
procedures for being removed from probation. Failure to raise GPA during the probation period can
lead to academic suspension.
College Core Curriculum--In accordance with Texas Education Code, §§61.821 - 61.832, each
institution of higher education that offers an undergraduate academic degree program shall design and
implement a core curriculum, including specific courses composing the curriculum, of no less than 42
lower-division semester credit hours. Texas Core Curriculum: Each institution of higher education that
offers an undergraduate academic degree program shall develop its core curriculum by using the Boardapproved purpose, core objectives, and foundational component areas of the Texas Core Curriculum.
TSTEM Counselor Handbook 2015
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(Texas Higher Education Coordinating Board (THECB). Texas Administrative Code Title 19, Chapter
4, Subchapter B. “Core Curriculum.”
http://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&t
i=19&pt=1&ch=4&rl=28 (accessed 5.1.15).
Concurrent Enrollment—Concurrent enrollment refers to a circumstance in which a student is
enrolled in two or more educational institutions at the same time (for example, a college and a
university, or a high school and a college). Concurrent enrollment may also be referred to as dual
enrollment.
While dual credit may be viewed as a form of concurrent enrollment because the student is enrolled in
both high school and college, the credit earned is awarded by both institutions. (Texas Education
Agency. “Dual Credit Frequently Asked Questions.” Last updated January 2015. (accessed 5.1.15).
Distinguished Level of Achievement – Foundation High School Program rigorous level of
achievement that consists of Foundation + Endorsement + Algebra II. Students must complete four
years of math and science. Only students graduating with the Distinguished Level are eligible for the
top 10% automatic admission.
Dual Credit-- A process by which a high school student enrolls in a college course and receives
simultaneous academic credit for the course from both the college and the high school. While dual credit
courses are often taught on the secondary school campus to high school students only, applicable
sections of these rules, §4.84(a) and §4.85(a), (b), (g), (h), (i) of this title (relating to Dual Credit
Partnerships), also apply when a high school student takes a course on the college campus and receives
both high school and college credit. Dual credit is also referred to as concurrent course credit; the terms
are equivalent. However, dual (or concurrent) enrollment refers to a circumstance in which a student is
enrolled in more than one educational institution (including a high school and a college). (THECB.
Texas Administrate Code, Title 19, Chapter 4, Subchapter D, RULE §4.83. “Definitions.” Amended
11/23/04.
http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti
=19&pt=1&ch=4&rl=83 Accessed 5.1.15).
Dual Credit Agreement—An agreement between a Texas secondary school and a public college
that sets forth the conditions for offering college courses as dual credit. Agreements must meet the
requirements set by the Texas Administrative Code and be approved by the appropriate officials of both
the secondary school and the college. See TAC Title 19, Part 1, Chapter 4, Subchapter D, RULE §4.84,
http://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&t
i=19&pt=1&ch=4&rl=84 (accessed 5.1.15).
Dual Credit Crosswalk-- The course equivalency crosswalk is an officially approved document
that matches coursework between schools and/or establishes procedures for reviewing courses that may
be offered for dual credit. The course equivalency crosswalk should be a part of the written agreement.
T-STEM has developed a dual credit crosswalk that can be found in Appendix 7. A bill is being
considered to have TEA develop a Dual Credit Crosswalk or Dual Credit Articulation Crosswalk.
Endorsements – Rigorous courses outlined in the Foundation High School Program that offer
students a series of courses in five career/college areas: STEM, Business & Industry, Arts &
Humanities, Public Services, and Multi-disciplinary Studies.
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Foundation High School Program (FHSP) – Instituted by House Bill 5 for students entering
9th grade in 2014-2015. Establishes the Foundation Only graduation plan (22 credits), Foundation +
Endorsement (26 credits) and Distinguished Level (26 credits + Algebra II).
Free Application for Federal Student Aid (FAFSA)— The federal government uses the data
you supply on the FAFSA to determine your Estimated Family Contribution (EFC) – an amount your
family can afford to pay for you to go to college. The EFC serves as a baseline to help your school
figure out how much you can pay, how much more you’ll need and how much financial aid you’re
eligible to receive. (Fastweb. “Figuring College Cost: The Package Deal.” http://www.fastweb.com/financialaid/articles/803-figuring-college-cost-the-package-deal. 2008 (Accessed 5.1.15). See also
http://www.fafsa.com/understanding-fafsa/ for more detailed information on the FAFSA and deadlines.
Graduation Plans—The State Board of Education established the state graduation plans according
to the Texas Education Code. The Foundation High School Program outlines the courses required for
graduation for the majority of Texas students, http://www.tea.state.tx.us/graduation.aspx.
Institute of Higher Education (IHE)--Institutions of Higher Education or Institution--Any
public technical institute, public junior college, public senior college or university, medical or dental
unit, or other agency of higher education as defined in Texas Education Code, §61.003. (THECB. Texas
Administrative Code. Title 19, Chapter 4, Subchapter D, “Definitions.”. RULE §4.83,
http://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&t
i=19&pt=1&ch=4&rl=83 2015 (accessed 5.1.15).
Memorandum of Understanding (MOU)--A Memorandum of Understanding (MOU) is
document that defines the terms of an agreement between two or more parties. Many government and
educational institutions use MOUs to outline the terms of a partnership or project. Depending on the
language and the terms of the agreement, a MOU can have the legal binding power of a contract.
Personal Graduation Plans — A four-year plan designed using the Foundation High School
Program guidelines along with the college course requirements for either the college core curriculum,
certification program, or associate degree. College dual credit courses are incorporated into the plan in
place of the equivalent high school course. Four-year plans can be personalized for each student to fit
their individual college goals and postsecondary institution of choice requirements. (See appendix 3)
State of Texas Assessments of Academic Readiness (STARR)--In spring 2012, the State of
Texas Assessments of Academic Readiness (STAAR™) replaced the Texas Assessment of Knowledge
and Skills (TAKS). The STAAR program at grades 3–8 will assess the same subjects and grades that are
currently assessed on TAKS. At high school, however, grade-specific assessments will be replaced with
5 end-of-course (EOC) assessments: ELA I, ELA II, Algebra I, biology, and U.S. history. (Texas
Education Agency. “STAAR Resources.”, http://www.tea.state.tx.us/student.assessment/staar/. Last
modified 5.12.14. (accessed 5.1.15).
Tech Prep—An articulation agreement formed between secondary schools and community and fouryear colleges that allows high school where an equivalent high school CTE course is awarded credit for
the equivalent college course according to the terms of the agreement. The articulated high school
course would transfer into the postsecondary partner’s requirements for a certificate or Associate of
Applied Science Degree. However, federal funding for Tech Prep has been eliminated beyond the
2011 school year.
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Texas Administrative Code--The Texas Administrative Code (TAC) is a compilation of all state
agency rules in Texas. There are 16 titles in the TAC. Each title represents a subject category and related
agencies are assigned to the appropriate title. (Texas Secretary of State. “Welcome to the Texas
Administrative Code.” http://www.sos.state.tx.us/tac/. (Accessed 5.1.15).
Texas Education Agency--The Texas Education Agency (TEA) comprises the commissioner of
education and agency staff. The TEA and the State Board of Education (SBOE) guide and monitor
activities and programs related to public education in Texas. The SBOE consists of 15 elected members
representing different regions of the state. One member is appointed chair by the governor. (Texas
Education Agency. “TEA Mission and Responsibilities.” Last Modified 7.23.14. (accessed on 5.1.15).
Texas Higher Education Coordinating Board (THECB)--The Texas Higher Education
Coordinating Board provides leadership and coordination for the Texas higher education system. Since
being created by the Texas Legislature in 1965, the Board has worked to achieve excellence for the
college education of Texas students. The Board meets four times a year. Meetings occur in Austin but
are usually also broadcast on the Web. (THECB. “Agency Information.”
http://www.thecb.state.tx.us/index.cfm?objectid=1549605A-CCD8-6338-049B9BDED023088E . 2012. (accessed
5.1.15).
Texas Record Exchange (TREx) System--The Texas Records Exchange (TREx) system is a
web-based software application designed for the exchange of electronic student records as mandated by
the 79th Legislature, 3rd Called Session, 2006 (House Bill 1). By using the TREx application, school
registrars have the ability to electronically request and receive student records for students who have
attended or will be attending Texas public schools. High school registrars and counselors also have the
ability to electronically create and send official student transcripts to Texas public colleges and
universities using TREx to access the University of Texas (UT) SPEEDE server. (Texas Education
Agency. “TREx-TX Records Exchange.” http://www.tea.state.tx.us/index4.aspx?id=3190. Last Modified 2015,
(accessed 5.1.15).
Texas Science, Engineering, Math, and Science (T-STEM) Challenge Scholarship
Program--The Texas Science, Engineering, Math, and Science (T-STEM) Challenge Scholarship
Program, was established by House Bill 2910, passed by the 82nd Legislature, Regular Session in 2011.
Funding for the program was not appropriated; however in fall 2011, the Texas Guaranteed Student
Loan Corporation committed $25 million to support the program. Additional matching funds will be
required to support the program. The Coordinating Board will develop rules to administer the program
and publish a Request for Applications for eligible public community and technical to apply for a grant
under the program. Grants awarded would allow colleges to provide merit-based scholarships to
qualifying, high-achieving students and provide colleges with funds to support retention efforts to ensure
that participating students are successful in the STEM programs. Student eligibility is based on grade
point average and successful completion of courses that lead to a degrees and careers in specified STEM
fields. (THECB. “Texas Science, Engineering, Math, and Science (T-STEM) Challenge Scholarship
Program.” http://www.thecb.state.tx.us/index.cfm?objectid=366DB671-EE26-AC6D-D176191B385476A3.2015.
(accessed 5.1.15).
Texas Success Initiative - The Texas Success Initiative (TSI) is a program designed to determine
college readiness. Areas evaluated are reading, writing, and mathematics. Students may be exempted
from taking the TSI based upon their SAT, ACT, TAKS, and End-of-Course exam scores. For those not
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exempt, a Pre-Assessment Activity must be completed before taking the test. TSI cut scores determine
student eligibility to enter into college courses. For students not meeting the cut scores, diagnostic
information is provided for use in developing interventions. Texas Higher Education Coordinating
Board has a PowerPoint, The New Texas Success Initiative Assessment, located at
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=3&cad=rja&ved=0CDgQFjAC&url=http%3
A%2F%2Fwww.thecb.state.tx.us%2Fdownload.cfm%3Fdownloadfile%3DAD1E748E-DDB1-9FC34CE52EADAF41B83C%26typename%3DdmFile%26fieldname%3Dfilename&ei=a6xxUtDCG4_AkQeM74CQAw&usg=A
FQjCNHl_-bqG1_-BYDytb9K5OIpHvAiFA (accessed 5.1.15) that covers the changes to the TSI.
Transfer Agreements—Agreements between a two-year college and four-year colleges which
outline how credits will transfer into freshman and sophomore course requirements or satisfy the core of
the receiving institution. Some two-year and four-year colleges have outlined articulation or transfer
agreements which are listed on their websites as transfer guides or transfer plans.
Transfer Guides/Plans—Transfer plans or guides reflect agreements between two-year and fouryear colleges which enable seamless transfer between the institutions. Each postsecondary institution
establishes their unique transfer agreements with partnering institutions.
Transferability-The Texas Higher Education Coordinating Board outlines guarantees of
transferability of Texas two-year college courses to Texas four-year colleges on their website,
http://www.thecb.state.tx.us/index.cfm?objectid=E9397413-F687-F41A-5792BB463EF92C48#Q1. Transfer of college
and dual credit courses to private and out-of-state institutions is determined by those institutions.
Consult the individual institution website for transferability.
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Appendix
A1.
STEM Counselor Checklist: Program Elements (Based on the T-STEM Blueprint 2014)
STEM Counselor Checklist
Program Elements
Academy: ____________________________
Date
___________________________
Counselor/Advisor _____________________
T-STEM Coach
__________________
Implementation Needs
Partial
No
Yes
Implemented
BENCHMARK 2: T-STEM CULTURE
2.1PERSONSIZATION
Collaborative Learning Community
Student Advisory (Student Voice)
STEM Focused Four-Year Graduation Plan Aligned
with IHE partner’s Degree Plans
Implementation Needs
Partial
No
BENCHMARK1: MISSION-DRIVEN
LEADERSHIP
1.2 Leadership and Governance
Counselor in Leadership Roles
Collaboration with other TSTEM Academy Counselors
Yes
Implemented
2.2 CULTURE
Grade Level Newsletters
Scholarships Advertised
College Guidance Program Enacted
http://www.texasgearup.com/ etc.
Student College Pathways Identified
http://www.ownyourownfuture.com/ etc.
IHE Partner’s Handbook Available
College Representatives Campus Visits Scheduled
2.3 POSTSECONDARY SUCCESS (COLLEGE
AND CAREER)
AP Exams Available to All Students
AP Test Scores in LOTE Junior High Testing Provided
to IHE for Transcription
AS/AA/AAS Degree Plans Available to Students
Career Professionals Visits Scheduled
College Campus Visits Scheduled
College Core Curriculum Identified
College Knowledge/Vocabulary Building
Dissemination of TSI Data to
Students/Teachers/Parents
Dual Credit Course Sequence in Place
Dual Credit Courses Identified
TSTEM Counselor Handbook 2015
Page 38
Dual Credit Delivery Options Identified
Explanation of College Core, Degrees, and
Transferability
Four-Year Institution Degree Plans Available to
Students
IHE Counselor Available to Students
IHE Liaison Involved in College Course Registration
IHE Liaison Involved in Completing College
Application
Importance of College GPA
Preparation Available for SAT/ACT
Preparation Available for THEA or THEA Substitute
TAKS, SAT, ACT Qualifying Scores for THEA
Exemption to IHE Partner Registrar
Schedule Reflects 12-30 Hours of Transferable College
Courses/AP Courses Available
Side by Side of High School and Postsecondary
Core/Degree Plan Available to Students
Student Career Pathways Identified
www.achievetexas.org
Transfer Agreements between IHE and other FourYear Institutions Available to Students
Implementation Needs
Partial
No
Yes
Implemented
BENCHMARK 5: Curriculum, Instruction and
Assessment
5.1 RIGOR
Rigorous Course Offerings
TSI Preparation/Intervention Plan Established
TSI Testing/Retesting Plan Established
Dual Credit, Articulated Concurrent, AP or IB Courses
Available to Students
Dual Credit Offerings in Course Selection
Implementation Needs
Partial
No
BENCHMARK 3: STUDENT OUTREACH,
RECRUITMENT, AND RETENTION
3.3 STUDENT SUPPORT AND RETENTION
Grade Level Parent Meetings Scheduled for Fall
Senior Parent Meeting Scheduled for Spring
Financial Aid Night Scheduled
College Night Scheduled
Parent/Student Introduction Seminar/Night
Yes
Implemented
5.2 STEM-Focused Curriculum
Internship Program Developed
Job Shadowing Program Developed
Capstone Project/Course Developed
5.3 INSTRUCTIONAL PRACTICES
Student Test Data Including THEA Disseminated to
Teachers
Shared Responsibility for Student Learning
5.6 ASSESSMENT
Analysis of Assessment Data
Implemented
TSTEM Counselor Handbook 2015
Implementation Needs
Page 39
Partial
No
Yes
BENCHMARK 6: Strategic Alliances
6.1 Strategic Alliances
Parent Education on STEM/College
Parent Communication/Conferences
6.3 Institutions of Higher Education
Opportunities for Delivering College Dual Credit
Parent Education on STEM and College
6.4 Communication with Alliance Members and
Stakeholders
Implementation Needs
Partial
No
BENCHMARK 7: Advancement and Sustainability
7.2 Continuous Improvement and Evaluation
Review of Counseling Program for Growth
Opportunities
Yes
Implemented
7.4.B Program Advancement
Ongoing Collaboration with T-STEM Centers, IHE’s
to Evaluate Effectiveness of Academy’s Innovative
Curriculum, Instruction and Assessment
Please add comments/concerns/questions/suggestions to add depth to the form and facilitate it’s relevance to you
for obtaining services and professional development.
TSTEM Counselor Handbook 2015
Page 40
A2. Advisory Topics
ADVISORY GRADE LEVEL COMPONENTS
Guidance
Element
Culture
Building
9th Grade
10th Grade
11th Grade
Team Building
Team Building
Team Building
Trust Building
Trust Building
Trust Building
Student Recognition
Activities
Student Recognition
Activities
Student Recognition
Activities
Celebrations
Celebrations
College T-Shirt Day
College T-Shirt Day
Celebrations
Tracking College
Acceptance Wall
School Novel
Student
Recognition
Activities
Celebrations
College T-Shirt
Day
School Novel
Advisory
Competitions
Participate in
Development of
Group Norms
Social/
Emotional
Advisory Competitions
Participate in
Development of Group
Norms
School Novel
Advisory
Competitions
Participate in
Development of
Group Norms
Mentoring
Underclassmen
Sharing College
Experiences
Advisory Competions
Participate in
Development of
Group Norms
Bullying
Social Skills
Teamwork
Values/Ethics
Diversity
Decision Making
Diversity
Decision-Making
Self-concept
Responsibility
Goal Setting
Communicating
Goal Setting
Communicating
Diversity
Decision Making
Relationships/
Managing Conflicts
Goal Setting
Communicating
Friendships
Community Service
Community Service
Diversity
Decision Making
Managing
Relationships
Goal Setting
Communicating
Extracurricular
Activities
Conflict Resolution
Peer Mediation
Conflict Resolution
Critical Thinking
Critical Thinking
Critical Thinking
Time Management
Time Management
Time Management
Organizational Skills
Organizational Skills
Organizational Skills
Utilizing Support
Systems
Dealing with Stress
Exams
Senior Timeline
Maintaining Grades
Add Rigor to Senior
Year
Top 10% and College
Acceptance
Test Prep
TAKS/PSAT/SAT/
ACT
Anger
Management
Critical Thinking
Time
Management
Organizational
Skills
Utilizing Support
Systems
Academic
School Novel
12th Grade
Academic Goals
Transition to 9th
Study Skills
Graduation Plan
Academic Timeline
Study Habits
Utilizing Support
Systems
Dealing with Stress
Graduation Timeline
College Timeline
Study Habits
Note Taking
GPA/Transcripts
GPAs/Transcripts
GPA
Top 10%
Top 10%
Test-Taking
Skills
Test Prep
TAKS/PSAT/SAT/ACT
Test Prep
TAKS/PSAT/SAT/
ACT
Utilizing Support Systems
TSTEM Counselor Handbook 2015
Page 41
Graduation Plan
9th Grade GPA –
Consequences to
Senior GPA
TSI
TSI
Six Semester GPA
Grades and GPA
Overcoming Barriers
to Academic Success
Filing a Community
College Degree Plan
Choosing Coursework to
Meet Your Academic
Goals
Career/College
Readiness
Choosing
Coursework to Meet
Your Academic
Goals
College Transfer
Plans and Dual
Credit Coursework
Career/College
Pathways
Planning for College
College/Career
website Exploration
College
Knowledge
Post-Secondary Options
Financial Aid and
FAFSA
College Degrees
Paying for College
Scholarship Searches
College Options
High School and College
Transcripts
Narrowing College
Choice
Career
Exploration
College GPA
Applying to College
Career
Presentations
College Entrance
Requirements
Narrowing Career
Choices
Choosing the Right
College for You
Job Skills for the 21st
Century
Career Exploration/
Presentations
Job Skills for the 21st
Century
Completing Job
Applications
Completing Job
Applications
Transcript Reviews
Aligning College
Major with Career
goals
Completing College
Applications
Obtaining Letters of
Recommendation
Apply for
Scholarships
Finalizing College
Choice/Acceptance
Letters
Preparing for
Entering the
Workforce
Managing Senior
Activities and
Academics
RESOURCES
Community College Handbook
Community College Catalog
Achieve Texas - Career Pathways
Achieve Texas – Careers
College Board – College/Career
Exploration
My College Quick Start, My Roads,
My Organizer
Career Exploration Websites With
Materials
Career and College Planning
College and Career
Texas College and Career Readiness
Involving Parents
Freshman Seminar Topics
www.achievetexas.org
www.achievetexas.com
www.collegeboard.com
http://www.khake.com/page64.html
http://www.khake.com/page51.html
http://texas.careers.org/
http://txccrs.org/
http://txcc.sedl.org/resources/briefs/number2/index.html
http://highschool.belchertownps.org/Guidance/freshman_seminar_curriculum.htm
TSTEM Counselor Handbook 2015
Page 42
A3 – Foundation High School Program
TSTEM Counselor Handbook 2015
Page 43
A4. Sample Personal Graduation Plan (HB 5) with College
TSTEM Counselor Handbook 2015
Page 44
A5 - STEM Focused Four-Year Plan
Taken from http://www.achievetexas.org/Sciences.htm. Achieve Texas. “STEM Career Clusters.” 2015. (accessed 5.1.15).
Adapted to the FHSP, Distinguished Level STEM Endorsement.
TSTEM Counselor Handbook 2015
Page 45
A6 - Dual Credit Crosswalk – October 2013
Courses listed do not represent all dual credit options. Determining if a college course can be dual credit
for a high school course is a district decision. The high school credit assigned to a college course varies
from district to district. Courses may be assigned an AP Peims # if the course is taught by a teacher who
is AP certified and hired as a college adjunct delivering the course as both AP and dual credit or by the
college teacher where the college syllabus has been through the AP approved process (TEA Dual Credit
FAQs #36,
http://www.tea.state.tx.us/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=2147496738&libID=2147496735.)
GENERAL DUAL CREDIT CROSSWALK
PEIMS #
High School Course
HS
Credit
TCCNS#
College Course
ENGLISH
03241400
03230100
A3220100
COMM APPS - College
(COMMAPP)
Introduction to Speech
Communication
Public Speaking
SPCH
1321
Business & Professional
Communications
Journalism
0.5
COMM
1307
Intro to Mass Communications
AP English III
(If taught by an AP certified
0.5
ENGL
1301
Composition I (Refer to College AP Exam
teacher who is also hired as a
college adjunct or AP
approved college syllabi
taught by the college teacher.)
0.5
ENGL
1302
Composition II (Refer to College AP
0.5
ENGL
23XX
Refer to College AP Exam Credit
Policy
0.5
ENGL
23XX
Refer to College AP Exam Credit
Policy
AP English IV
A3220200
0.5
SPCH
1311
OR
SPCH
1315
OR
(If taught by an AP certified
teacher who is also hired as a
college adjunct or AP
approved college syllabi
tuaght by the college teacher.)
Credit Polity)
Exam Credit Policy)
03220300 or
03220400
English III A (ENG3) or
English IV A (ENG4)
0.5
ENGL
1301
Composition I
03220300 or
03220400
English III B (ENG3) or
English IV B (ENG4)
0.5
ENGL
1302
Composition II
03220400
English IV A (ENG4)
0.5
ENGL
2322
British Literature I
03220400
English IV B (ENG4)
0.5
ENGL
2323
British Literature II
03220300
English III A (ENG3)
0.5
ENGL
2327
American Literature I
03220300
English III B (ENG3)
0.5
ENGL
2328
American Literature II
03221200
Creative/Imaginative
Writing (CREAT WR)
0.5
ENGL
2307
Creative Writing
TSTEM Counselor Handbook 2015
Page 46
03221600
03221500
Humanities (HUMANIT)
Literary Genre (LIT
GENR)
0.5
0.5
HUMA
1301
Introduction to the Humanities I
ENGL
2341
Forms of Literature
ENGL
2332
World Literature
ENGL
2351
Mexican-American Literature
MATH
0312
Intermediate Algebra Local Credit
only
MATHEMATICS
MATH 0312 - NOT dual
credit
03100600
ALG 2B - (ALG 2)
0.5
MATH
1314
College Algebra
03101100
PRECAL A (PRECALC)
0.5
MATH
1316
Plane Trigonometry
03101100
PRECAL B (PRECALC)
0.5
MATH
2412
Precalculus Math
MATH
1314
College Algebra
MATH
1342
Elementary Statistical Methods
MATH
1324
Math for Business and Social
Science I
MATH
1325
Math for Business and Social
Science II
MATH
2413
Calculus I
MATH
2414
Calculus II
03102500
03102501
03102502
Independent Study in
Mathematics (First Time
Taken) (INDSTUMTH)
Independent Study in
Mathematics (Second
Time Taken)
(INDSTUMTH 2)
Independent Study in
Mathematics (Third Time
Taken) (INSTMTH3
0.5 or
1.0
03060100
ASTRONOMY (ASTRMY)
.5 or
1.0
ASTR
1403
Stars and Galaxies
03060100
ASTRONOMY (ASTRMY)
.5 or
1.0
ASTR
1404
Solar System
13020600
Anatomy and Physiology
(ANAT&PHY)
0.5
13020600
Anatomy and Physiology
(ANAT&PHY)
0.5
03010200
Biology A (BIO)
0.5
BIOL
1406
Biology for Science Majors I
03010200
Biology B (BIO)
0.5
BIOL
1407
Biology for Science Majors II
03040000
Chemistry I A (CHEM)
0.5
CHEM
1411
TSTEM Counselor Handbook 2015
BIOL
2304 or
BIOL
2401
BIOL
2305 or
BIOL
2402
Anatomy & Physiology I
Anatomy & Physiology II
General Chemistry I
Page 47
03040000
Chemistry 1B (CHEM
0.5
CHEM
1412
General Chemistry II
03050000
Physics I A (PHYS)
0.5
PHYS
1401
College Physics I
03050000
Physics I B (PHYS)
0.5
PHYS
1402
College Physics II
GEOL
1401
Earth Science I
GEOL
1402
Earth Science II
GEOL
1403
Physical Geology
GEOL
1404
Historical Geology
ENVR
1401
Environmental Science I
ENVR
1402
Environmental Science II
13037200
13037210
13037220
03020000
Scientific Research and
Design (1) (SCIRD)
Scientific Research and
Design II (1) (SCIRD2)
Scientific Researchand
Design III (1) (SCIR03)
Environmental systems
(ENVIRSYS)
0.5 or
1.0
0.5 or
1
SOCIAL
STUDIES
03320100
W. Geography Studies A
(W GEO)
0.5
GEOG
1301
Physical Geography
03320100
W. Geography Studies B
(W GEO)
0.5
GEOG
1302
Cultural Geography
0.5
HIST
1301
United States History I
0.5
HIST
1302
United States History II
American Government I
Federal Government
03340100
03340100
US History Since
Reconstruction A (US
HIST)
US History Since
Reconstruction B (US
HIST)
03330100
USGovernment (GOVT)
0.5
GOVT
2301 or
GOVT
2305
03310300
ECO: FES (ECO-FE)
0.5
ECON
2301
Principles of Macroeconomics
03310321
Economics Advanced
Social Studies (ECO ADV)
0.5
ECON
2302
Principles of Microeconomics
03350100
Psychology
0.5
PSYC
2301
General Psychology
03370100
Sociology
0.5
SOCI
1301
Introduction to Sociology
ANTH
2401
Physical Anthropology
GEOG
1301
Physical Geography
GEOG
1303
World Regional Geography
03380001
03380022
03380032
03380042
Special Topics in Social
Studies (SPTSS 1 or 2 or
3 or 4)
TSTEM Counselor Handbook 2015
0.5
Page 48
HIST
2311
Western Civilization I
PHIL
1301
Introduction to Philosophy
GOVT
2302
American Government II
(Federal & Texas topics)
SOCI
2319
Minority Studies I
ECON
2302
Principles of Microeconomics
0.5 or
1.0
ARTS
1303
Art History I
FINE ART
03501700
Art III History (TEKS Must
be Compared to Art
History
03500100
Art 1 A
0.5
ARTS
1311
Design I -(2-D Design)
03500100
Art 1 B
0.5
ARTS
1312
Design II (3-D Design)
03503300
Art II A ELEC MED
0.5
ARTS
2348
Digital Art I
03503300
Art II B ELEC MED
0.5
ARTS
2349
Digital Art II
03500500
03501300
Art II Drawing
(ART2DRAW)
Art III Drawing
(ART3DRAW)
0.5 or
1.0
ARTS
1316
Drawing I
0.5 or
1.0
ARTS
1317
Drawing II
03500600
03501400
Art II Painting
(ART2PATG)
Art III Painting
(ART3PATG)
0.5 or
1.0
ARTS
2316
Painting I
0.5 or
1.0
ARTS
2317
Paingting II
03501000
03501900
Art II Sculpture
(ART2SCLP)
Art III Sculpture
(ART3SCLP)
0.5 or
1.0
ARTS
2326
Sculpture I
0.5 or
1.0
ARTS
2327
Sculputre II
03500800
03501800
Art II Ceramics
(ART2CRMC)
Art III Ceramics
(ART3CRMC)
0.5 or
1.0
ARTS
2346
Ceramics I
0.5 or
1.0
ARTS
2347
Ceramics II
03501200
03502200
Art II Photography
(ART2PHTO)
Art III Photography
(ART3PHTO)
0.5 or
1.0
ARTS
2356
Photography I
0.5 or
1.0
ARTS
2357
Photography II
03830100
03830200
Dance I (DANCE 1)
Dance II (DANCE 2)
TSTEM Counselor Handbook 2015
0.5 or
1.0
DANC
1141
Ballet I
DANC
1142
Ballet II
Page 49
03250500
03250600
03250100
03250200
Technical Theatre I
(TH1TECH)
Technical Theatre II
(TH2TECH)
Theatre Arts I (TH1)
Theatre Arts II (TH2)
DANC
1247
Jazz Dance I
DANC
1248
Jazz Dance II
DANC
1245
Modern Dance I
DANC
1246
Modern Dance II
0.5 or
1.0
DRAM
1330
Stagecraft
0.5 or
1.0
DRAM
2331
Stagecraft II
0.5 or
1.0
DRAM
1351
Acting I
0.5 or
1.0
DRAM
1352
Acting II
LANGUAGE OTHER THAN ENGLISH
03490100
03490200
03490300
03490400
03410100
03410200
03410300
03410400
03420100
03420200
03420300
03420400
Language other than
English Level I Chinese
(CHIN 1)
Language other than
English Level II
Chinese (CHIN 2)
Language other than
English Level III
Chinese (CHIN 3)
Language other than
English Level IV
Chinese (CHIN 4)
Language other than
English Level I French
(FREN 1)
Language other than
English Level II
French (FREN 2)
Language other than
English Level III
French (FREN 3)
Language other than
English Level IV
French (FREN 4)
Language other than
English level I
German (GERMAN 1)
Language other than
English level 2
German (GERMAN 2)
Language other than
English level 3
German (GERMAN 3)
Language other than
English level 4
German (GERMAN 4)
TSTEM Counselor Handbook 2015
1.0
1.0
1.0
CHIN
1411
Beginning Chinese I
CHIN
1412
Beginning Chinese II
CHIN
2311
Intermediate Chinese I
CHIIN
2312
Intermediate Chinese II
FREN
1411
Beginning French I
FREN
1412
Beginning French II
FREN
2311
Intermediate French I
FREN
2312
Intermediate French II
GERM
1411
Beginning German I
GERM
1412
Beginning German II
GERM
2311
Intermediate German I
GERM
2312
Intermediate German II
Page 50
03440100
03440200
03440300
03440400
Language other than
English Level I Spanish
(SPAN 1)
Language other than
English Level II
Spanish (SPAN 2)
Language other than
English Level III
Spanish (SPAN 3)
Language other than
English Level IV
Spanish (SPAN 4)
1.0
SPAN
1411
Beginning Spanish I
SPAN
1412
Beginning Spanish II
SPAN
2311
Intermediate Spanish I
SPAN
2312
Intermediate Spanish II
PHED
1304
Personal & Community Health I
PHED
1118
Advanced Aerobics
PHED
XXXX
Other College Courses as
determined by District
PHED
1111
Bowling
PHED
XXXX
Other College Courses as
determined by District
PHYSICAL EDUCATION AND HEALTH
03810100
PES00054
PES00055
Health Education (HLTH
ED)
Aerobic Activities (PEAA)
Individual or Team Sports
(PEITS)
0.5
0.5
0.5
CAREER AND TECHNICAL EDUCATION
INDS
1311 or
INDS
1411
DFTG
1215 or
DFTG
1315
HART
1301 or
HART
1401
and
HART
1307 or
HART
1407
13004300
Interior Design
(INTERDSN)
1.0
13005100
Construction Technology
(CONSTECH)
1.0
13005900
Advanced HVAC and
Refrigeration Technology
(ADVHVAC)
2.0
13016600
Accounting I
(ACCOUNT1) full year
1.0
ACNT
1303
Accounting I - Introduction to
13016700
Accounting II (ACCOUNT
2) full year
1.0
ACNT
1304
Accounting II - Introduction to
13016600
Accounting I
(ACCOUNT1)
1.0
ACCT
2301
Principles of Accounting I
13027400
Telecommunications and
Networking (TELECOMN)
1.0
ITNW
1325 or
ITNW
1425
Fundamentals of Networking
Technologies
1.0
BMGT
1301
Supervision
I
13011200
TSTEM Counselor Handbook 2015
Fundamentals of Interior Design
Architectural Blueprint Reading
Basic Electricity for HVAC
Refrigeration Principles
Page 51
Principles of Business,
Marketing and Finance
(PRINBMF)
13012100
13011400
Business Management
(BUSMGT)
Business Information
Management I (BUSIM1)
BUSI
2301
Intro. To Business
1.0
BMGT
1325
Office Management
1.0
COSC
1301
Microcomputer Applications
1.0
BCIS
1405
Business Computer Applications
1.0
1.0
1.0
13011500
Business Information
Management II (BUSIM2)
1.0
POFI1301
or POFI
1401
ITSC
1301 or
ITSC
1401
POFI
1341 or
PORI
1441
ITSC
1309 or
ITSC
1409
Computer Applications I
Introduction to Computers
Computer Applications II
Integrated Software Applications I
0.5
BUSI
2301
13011800*
Global Business
(GLOBBUS)
1.0
IBUS
1305 or
IBUS
1405
Introduction to International
Business and Trade
03580200
Computer Science I
(TACS1)
0.5
COSC
1315
Fundamentals of Programming
03580300
Computer Science II
(TACS2) 1st sem
0.5
COSC
1320
"C" Programming I
03580300
Computer Science II
(TACS2) 2nd sem
0.5
COSC
2415
Data Structures
13036500
Engineering Design
Process and Presentation
1.0
DFTG
1405
Technical Drafting
13020200
Principles of Health
Science (PRINHLSC)
1.0
13020400
Health Science 1
(HLTHSCI)
1.0
13020300
Medical Terminology
(MEDTERM)
and
Princples of Health
Science (PRINHLSC)
or
Health Science
(HLTHSCI)
13011700
Business Law (BUSLAW)
TSTEM Counselor Handbook 2015
0.5
HPRS
1101 or
1201
HPRS
1101 or
1201
HPRS
1106 or
HPRS
1206
MDCA
1213 or
1313
HITT 1205
or 1305
Business Law
Introduction to Health Professions
Introduction to Health Professions
Essentials of Medical Terminology
Medical Terminology
Medical Termonolgy I
Page 52
13020600
13027200
13027300
Anatomy and Physiology
(ANAT&PHY)
Principles of Information
Technology (PRINIT)
Computer Maintenance
(COMPMTN)
1.0
1.0
1.0
13027400
Telecommunications and
Networking (TELECOMN)
1.0
13027500
Computer Technician
(COMPTECH)
2.0
13027800
Digital and Interactive
Media (DIMEDIA)
1.0
13027900
13037100
Web Technologies
(WEBTECH)
Principles of Technology
(PRINTECH)
1.0
1.0
VNSG
1320 or
VNSG
1420
MDCA
1309 or
MDCA
1409
ITSC
1309 or
ITSC
1409
CPMT
1303 or
CPMT
1403
ITSC
1325 or
ITSC
1425
ITNW
1325 or
ITNW
1425
CPMT
1311 or
CPMT
1411
ARTC
1302 or
ARTC
1402
IMED
1316 or
IMED
1416
ITSC
1319 or
ITSC
1419
SCIT
1318 or
SCIT
1418
CETT
1402
13036800
Electronics (ELECTRO)
1.0
INTC
1207 or
INTC
1307
CETT
1402
N1303744
Digital Electronics (PLTW)
13036500
TSTEM Counselor Handbook 2015
2.0
1.0
Anatomy and Physiology for Allied
Health
Anatomy and Physiology for Medical
Assistants
Integrated Software Applications I
Introduction to Computer
Technology
Personal Computer Hardware
Fundamentals of Networking
Technologies
Introduction to Computer
Maintenance
Digital Imaging I
Web Design I
Internet/Web Page Development
Applied Physics I
Electricity Principles
Instrumentation Test Equipment
Electricity Principles
INTC
1207 or
INTC
1307
Instrumentation Test Equipment
DFTG
1305 or
Technical Drafting
Page 53
DFTG
1405
Engineering Design
Process and Presentation
(ENGDSPR)
N1303742
Introduction to
Engineering Design
(PLTW)
1.0
DFTG
1309 or
DFTG
1409
DFTG
1305 or
DFTG
1405
DFTG
1309 or
DFTG
1409
DFTG
2330 or
DFTG
2430
INMT
1311 or
INMT
1411
INMT
1311 or
INMT
1411
Basic Computer-Aided Drafting
Technical Drafting
Basic Computer-Aided Drafting
N1303747
Civil Engineering and
Architecture (PLTW)
1.0
N1303748
Computer Integrated
Manufacturing
1.0
13032200
Principles of
Manufacturing
(PRINMAN)
1.0
13004600
Architectural Design
1.0
DFTG
1417
Architectural Drafting-Residential
13036400
Engineering Design and
Presentation
1.0
INMT
1343
CAD/CAM
WLDG
1421
Intro to Welding Fundamentals
WLDG
1425
Intro to Oxy-Fuel Welding & Cutting
WLDG
1457
Intro to Shielded Metal Arc Welding
WLDG
1528
Intro to Shielded Metal Arc Welding
13032300
Welding
1.5 for
1 sem
Civil Drafting
Computer Integrated Manufacturing
Computer Integrated Manufacturing
https://www.atctexas.org/Crosswalk_2015-2016.pdf
The 2014-2015 Advanced Technical Credit (ATC) Crosswalk contains CTE
courses and their approved college equivalent. These are courses identified for
use in articulation agreements between a local school district/high school and a
two-year college. College credit for these courses is awarded after high school
graduation as per the partners’ articulation agreement.
These same course pairing may be considered for dual credit courses where the
student earns the college credit upon completion of the dual course.
TSTEM Counselor Handbook 2015
Page 54
A7 Texas Success Initiative Dual Credit Flow Chart
TSI Assessment Strategy for Dual Credit Students
Updated HB 5 TSI Requirements
Students TSI
Exempt
TSI Exemptions – THECB,
http://texreg.sos.state.tx.us/
public/readtac$ext.TacPage
?sl=R&app=9&p_dir=&p_rl
oc=&p_tloc=&p_ploc=&pg
=1&p_tac=&ti=19&pt=1&
ch=4&rl=54 , Rule §4.54.
Students Not TSI
Exempt
Incoming 8th or 9th
Assessment Data to
Develop
Interventions
10th Grade Register
for TSI PreAssessment Activity
Successfully
Complete the
PAA
Exemption Sent to
College Registrar
at Enrollment
Student Meets TSI
Placement Scores
Student Registers
for the TSI
Student Does Not
Meet TSI
Placement Scores
TSI Diagnostic Test
Administered
Student Enrolled in
College Level
Courses
Retest TSI
TSTEM Counselor Handbook 2015
Developmental
Courses or Planned
Interventions
Page 55
A8 – Helpful Websites
College Information
http://www.princetonreview.com/
www.students.gov
www.anycollege.com
www.college.gov
www.aie.org/
www.collegefortexans.com
www.naia.org
www.collegeboard.com
www.uncf.org/
www.careersandcolleges.com
www.collegenet.com
www.gocollege.com
www.usnews.com
www.varsityedge.com
http://mycollegeguide.org/
www.kaplan.com
www.careercruising.com
www.petersons.com
www.act.org
www.ncaa.org
www.applytexas.org
www.collegereview.com
www.number2.com
www.collegeboard.com
www.collegequest.com
www.act.org
College Applications
www.commonapp.org
College Placement Tests
http://www.kaptest.com/
www.princetonreview.com
Scholarship and Financial Aid
www.fastweb.com
www.collegeboard.com
www.coca-colascholars.org
www.allscholars.com
www.uncf.org
www.salliemae.com
www.finaid.org
www.scholarships.com
www.collegenet.com
www.collegequest.com
www.nacme.org
www.collegefund.org
www.fafsa.ed.gov
www.gmsp.org
www.aises.org
www.hsf.net
www.supercollege.com
www.nsbe.org
Careers
www.search4careercolleges.com
www.bls.gov.oco
www.mymajors.com
www.careeronestop.org
www.jobstar.org/tools/career/spec-car.cfm
TSTEM Counselor Handbook 2015
www.careerkeyorg
www.careers.org
Page 56