Hempstead Echs
Memorandum of Understanding
Blinn College District and Hempstead Independent School District
This document is executed as a Memorandum of Understanding ("MOU") between Blinn College District ("Blinn") and Hempstead Independent School District ("HISD"). Blinn and HISD have a mutual interest in cooperating to provide supported access to dual credit courses for both high school students and college courses for eligible 9-14/14 students ("13/14" contracting on behalf of its Early College High School (ECHS)), under the following MOU for the 2025-26 Academic Year. Collectively, the parties are referred to as "Parties".
WHEREAS, the purpose of this MOU is to outline the collaboration of the parties, as listed below, for the support of HISD ECHS:
- WHEREAS, the parties to this MOU desire to offer integrated academic programs for the ECHS students in accordance with the Texas Higher Education Coordinating Board ("THECB") Rules, as codified in Title 19, Part 1, Chapter 4, Subchapter D, Section 4.85.
- WHEREAS, Blinn and Blinn are willing and able to establish and effect this program to benefit interested students.
NOW, THEREFORE, the parties agree as follows:
Purpose
The HISD ECHS, serving grades 9-14, will offer traditionally underserved students (at-risk, economically disadvantaged students, students who are English language learners, and first generation college students) an opportunity to complete a high school diploma and earn up to an Associate degree. While attending the ECHS, students will develop a continued commitment to learning, a capacity for critical thinking, an understanding of their future roles in society and the knowledge and communication skills necessary to achieve success in these and other areas. Students graduating from the ECHS will enter post-secondary education and/or the workforce, equipped and inspired to excel.
Principles
- To establish a mutually beneficial relationship between Blinn and HISD that allows a flexible and creative response to the missions and organizational/ fiscal needs of both institutions.
- To provide rigorous college readiness, enrollment, and continuous improvement of ECHS programs, including provision for faculty, staff, and fiscal controls.
- To provide college readiness and early college credit access.
- To collaboratively address costs of both institutions as they develop courses to prepare, instruct, and evaluate high school and college credit applicants, and assign instructors to perform each function. Additionally, staff will be assigned to assess and approve instructional agreements; and, to evaluate each course for college and high school credit using expertise, process, and performance data, including assessment of student achievement and credential alignment. Staff and faculty are to work collaboratively and innovatively to ensure student success.
- To identify and assign responsibilities for recruitment and student success for faculty, staff, and administration of both institutions.
It is further acknowledged that these principles and commitments inform ECHS program design and operation.
- G. To promote student success through participation in college visits and in academic and admission procedures, including advisement, registration procedures, assessment and placement procedures, at Blinn. In addition, weekend, Saturday, or summer programs and activities, and extracurricular activities may be offered by HISD, Blinn, or both.
- H. To ensure the selection of students based on the intent of the program, a selection that will reflect the diversity of the student populations identified.
Term
Subject to the approval of the Program application by TEA, any additional requirements that may be required from THECB, and all other approvals as required by law or by TEA or THECB, the term of this MOU shall commence on the date that the second of the Parties has signed this MOU ("Commencement Date") and shall expire on July 31, 2026 ("Expiration Date"). Notwithstanding the foregoing, both Parties acknowledge and agree that the right of either party to sign/single the MOU is approval of the Agreement by that Party's governing board.
Unless earlier terminated as otherwise provided herein, this MOU shall automatically renew for one (1) additional term of one year unless either Party gives written notice of non-renewal to the other Party by no later than ninety (90) days prior to the expiration of the then current term. This MOU may only be amended or supplemented by a written agreement signed by each of the Parties.
This MOU may be terminated for cause by either Party upon providing a thirty (30)-day written notice of breach and opportunity to cure to the other Party. If a breach is not cured within thirty (30) days, the Party alleging breach may, in its sole and absolute discretion, terminate the MOU. Notice of termination shall be in writing delivered or mailed to the other Party.
Either Party may terminate this agreement without cause by ninety (90) days written notice to the other Party. In the event of termination during the initial term or its subsequent renewals, either institution shall be as agreed and/or required by law. The parties may, if agreed, terminate specific elements or components, or student-group defined services, subject to the MOU with disruption of students kept to a minimum.
Location
HISD will offer courses at the Hempstead High School campus for students served in 9th-12th grades.
Approved locations and delivery models can include:
- HISD campus
- Internet Delivery, including hybrid
- Blinn campus
Academic dual credit courses must be taught in the following ways: (1) solely of academic dual credit students or (2) of both dual credit students and advanced placement students. In the case of technical classes being taught with workforce dual credit, the section must be limited to dual credit enrollment. Students must meet dual credit requirements and must be enrolled as a college student through the college of record.
In accordance with THECB regulations and SACSCOC, Dual Credit instruction must be the same curriculum, materials, grading, and at all times in all cases regardless of location or modality.
Curriculum Alignment
Blinn is responsible for ensuring that dual credit courses meet the Texas Essential Knowledge and Skills (TEKS) requirements. Courses are aligned with HISD and Texas Education Agency (TEA) requirements. Courses not offered by HISD that align with the college curriculum will follow the requirements for curriculum and instructional delivery set forth by the Texas Higher Education Coordinating Board as required for all academic dual credit. Additionally, academic dual credit courses must be taught by instructors who meet SACSCOC, Texas Higher Education Coordinating Board, and Blinn College credentialing requirements. Technical, CTE, and workforce courses must be taught by instructors who meet credentialing requirements for CTE. The TEA's course guides and instructional materials for Texas Essential Knowledge and Skills coursework will be made available to Blinn instructors. Final student evaluation and grades will be the responsibility of the instructor of record. Courses are subject to periodic review by all entities. Blinn will provide the HISD with a copy of the curriculum used for the courses indicated as advanced placement or dual credit. Courses currently available through Blinn which align with HISD crosswalk include: Algebra I, English II, English IV, Algebra II, Government, Economics, US History, Spanish I & II, World Geography, World History, Speech, Professional Communications, Art, Biology, Chemistry, Physics, Performing Arts, Career & Technical Education, Psychology, and Philosophy. Specific career and technical education programs include but are not limited to: Agriculture, Welding, Health Science, Protective Services, Automotive, Law Enforcement, Accounting, Business, Child Development, Hospitality, Construction, Digital Arts, Audio Video, and Advanced Manufacturing. If additional courses are available through Blinn, HISD will approve enrollment for the student on a case-by-case basis. HISD may identify additional instructional partners to provide expanded courses including Advanced Placement, International Baccalaureate, and Advance Placement Express, A Crosswalks.
Instructional Materials
Instructional materials for high school courses will be under the authority of HISD. Instructional materials will be provided that align with approved PEIMS courses as specified by the TEC, the High School curriculum and teacher syllabi.
Students enrolled in Blinn courses will use instructional materials adopted by Blinn. The ECHS will be responsible for purchasing appropriate materials, including college textbooks, for students enrolled in college credit courses.
To the extent possible, Blinn will coordinate with HISD to reduce college textbook costs through the use of college semester orders and the use of low-cost open educational resources.
Courses of Study
Courses of study will be expected to allow the implementation of rigorous academic standards. Curriculum will be reviewed and subject to approval, post-secondary reference, or industry certification. The course catalog for HISD and Blinn will be referenced for dual credit subjects.
Student Eligibility and Enrollment
- Students will not be asked to meet standards with a high school GPA in order to enroll in coursework.
- HISD will administer the Texas Success Initiative college readiness placement examination if required by the state for college placement and eligibility. Students not meeting the requirements are not eligible for initial dual credit enrollment but are eligible to take high school college readiness coursework. TSI testing will follow state and Blinn policies. Both entities may approve waiver or accommodations in accordance with state and federal guidelines.
Grading Policies and Procedures
Grading policies and procedures for Blinn dual credit coursework will be provided to HISD each semester. Grades for college credit coursework will be reported to HISD each semester following final exams.
See Appendix D for additional information on the Blinn Grading Policy.
Eligible Courses
- Courses approved for dual credit for an ECHS student must be applicable to a college certificate or degree.
- Courses offered for dual credit for each dual credit student must be applicable to college degree requirements.
Administration of Statewide Assessments - Subchapter B, Chapter 39
The ECHS shall comply with State Board of Education rules regarding physical administration of assessment required under Subchapter B, Chapter 39. All ECHS students shall participate in assessment as required by Texas Education Code, Chapter 39. In addition, a successful assessment meets Texas Success Initiative college readiness requirements. College and course assessments are subject to all current Blinn policies regarding withdrawal and grade replacement. Dual credit students are required to receive the same Student Code of Conduct as non-dual credit students.
Advising:
- All students will participate in academic support services, including: new student orientation, registration, educational planning, and advising. See SB 1276, 2019 Legislature, and Blinn's online dual advising standards for additional information related to dual credit and the student handbook.
- Angela S. Wanderer
- Director, Dual Credit Programs
- Email:
- shannon.w@blinn.edu
Additional Student Supports
- ECHS students may use the computer labs, writing centers, library, eCampus Orientation, and learning centers on any of the College's campuses and where available online.
- Disability services are available to ECHS students in compliance with Section 504 of the Rehabilitation Act (Section 504), the Individuals with Disabilities Education Act (IDEA), and the Americans with Disabilities Act (ADA) for college courses and programs.
- Transcription of Credit. For dual credit courses, high school as well as college credit should be transcripted at the time the grade is issued for the course.
Financial Aid for Swift Transfer (FAST) Program
The state of Texas created the Financial Aid for Swift Transfer (FAST) program which provides eligible school districts with financial support to pay tuition and fees for eligible ECHS students taking dual credit courses for both high school and college credits. The FAST program is designed to reduce out-of-pocket costs to students and to remove cost obstacles to accessing dual credit.
Blinn is eligible for FAST and will work with HISD to ensure that eligible students are enrolled and receive tuition support through the FAST program. Students are required to submit the FAST form to establish eligibility. Blinn will post information about the FAST program on its website. Each semester, Blinn is required to submit a roster of students and student costs to THECB for verification of FAST eligibility. In order to prepare and submit this roster, the ISD agrees to identify and verify to Blinn the students enrolling in ECHS that meet the eligibility requirements for the FAST program. This verification shall occur by August 4.
Students are eligible for aid at no cost in a dual credit course under the FAST program if the student meets the following:
- Is enrolled in high school in a school district or charter school.
- Is enrolled in a dual credit course that applies toward a high school diploma and an academic certificate or associate degree.
- Is enrolled in dual credit courses in an ECHS program established under Section 29.908.
- Meets one of the following "good cause" indicators described by Subdivision 1(k)(B).
Blinn and HISD will work together to verify FAST-eligible students and dual credit eligibility for each student enrolling in ECHS. For non-FAST eligible students in ECHS, the ISD will be charged to remove the State of Texas may include course fees, lab fees, Art/Course materials, and instructional materials. The parties will develop and provide information to students and parents about FAST and ECHS.
Blinn agrees to waive all course tuition and fees for eligible ECHS students for the academic year 2025-2026, for a total program not to exceed $1,000 per full time equivalent student and $20 per SCH hour for eligible courses and students.
Building a College Culture
HISD and Blinn will establish a learning community that blends high school and college, instilling a college-going culture among participating students. ECHS students will: develop a four-year cohort and participate in a high school pathway plan; participate in high school credit classes and college credit classes for which students receive both high school and college credit; and participate in an advisory program which provide college planning and guidance, annual house meeting, college and career advisory session, and individual meetings to develop degree plans for all college credit enrolled and additional student counseling.
HISD, through the ECHS coordinator, will monitor HISD with assistance from Blinn the college course delivery and instructional plans to assist students in monitoring post-secondary readiness, progress toward completion of an Associate degree, and continuous monitoring of eligibility requirements for student enrollment.
ECHS students will be expected to follow the Blinn Incivility Protocol and Blinn Student Code of Conduct for Dual Credit (https://www.blinn.edu/dual-credit/pdf/dual-credit-student-incivility-protocol.pdf) and https://www.blinn.edu/dual-credit/pdf/dual-credit-code-of-conduct.pdf).
Professional Development
Professional Development for the ECHS staff will be made available by HISD and Blinn. Staff are required to obtain all professional development prior to and during the implementation of the ECHS project. Additional opportunities will be provided. As applicable by state or regional policy, ECHS staff and faculty will be eligible for continuing professional education credit.
Procedures for Collection and Sharing Data
All data will be collected in compliance with state regulations and HISD data sharing policies regarding secondary and college student records. The High School General Curriculum Standards as agreed to be shared with Blinn will be limited to but is not limited to, demographic and academic information, including TSI readiness by grade level, SAT/ACT and PSAT scores, number of hours taken and credits earned, GPAs, results of state assessments, and any other data reporting required by TEA or as stated in the Agreement. All data sharing is in compliance with the Family Education Rights and Privacy Act ("FERPA").
The Parties agree to maintain the records of all students in compliance with all applicable federal, state, and local laws. In accordance with the FERPA (20 U.S.C. §1232g) Blinn and HISD Board Policies, all records containing student data which are generated or maintained by either party shall be considered education records as that term is defined in FERPA. For purposes of this MOU, student records shall have the confidentiality of the highest protection allowed by all applicable laws and regulations. Each party designates the other party as its agent with legitimate educational interest for purposes of accessing the educational records for purposes of FERPA. In support of monitoring students and assisting them in meeting requirements, Blinn and HISD agree to maintain all applicable student records in compliance with applicable law. Records will be maintained by HISD and Blinn in accordance with current records retention policy or may be provided by either party for adjunct faculty instruction specific to dual credit or college-readiness coursework, including only as needed to provide instruction or consultation with record holders.
Evaluation
Each ECHS and dual credit program will be evaluated at the conclusion of each school year for continued improvement and student progress. The ECHS programs must maintain an annual minimum 85% progress and college completion rate for students in high school and college coursework. Data required by statute, regulation, and by THECB and TEA for eligible programs will also be collected and reported. Information required for eligibility or reporting will be provided by each party. In conjunction with data provided by HISD, Blinn will report all student data as required by TEA and THECB in a timely manner.
Sustained dual credit courses will be reviewed regularly to ensure that students meet eligibility requirements (including high school and college readiness, completion rate, and completion of TSI, state, and national assessments) as determined by statute or regulation. HISD and Blinn agree to share authority as designated in this MOU for the purposes of collecting and reporting for state purposes. The reporting of data will not be limited to student growth measures but will also include data required for all students, including those not in the ECHS program.
All dual credit data collected in compliance with this MOU may be reported as required by TEA, THECB, and by other regulatory or oversight agency as required by law. All data collection and evaluation will be maintained in accordance with FERPA. All data collected are subject to applicable regulations and will only be offered at the direction of the institution.
Transportation
Day to day costs, such as transportation to and from the campus, will be the responsibility of HISD.
Discontinuation
Discontinuation of the ECHS program will only be allowed in the end of a grade level cohort, or when a cohort graduates. Discontinuation of the program will provide for the option of students enrolled in the program to finish the pathway for graduation, and meet all the required elements of the program until complete discontinuation of the program.
Severability
If any clause or provision of this agreement is determined to be illegal, invalid, including any renewals, then entire or future laws effective during the term of this agreement, including any unenforceable, unenforceable or invalid, and if it is so determined that the parties to this agreement wish to proceed with the remainder of this agreement as if such illegal, invalid, or unenforceable clause or provision had not been included herein, then the remainder of this agreement will remain in effect to the fullest extent permissible by law. If necessary, the parties may modify or sever the unenforceable clause or provision as may be necessary to effectuate the intent of this agreement.
Termination
This agreement may be terminated by either party upon ninety (90) days' advance written notice to the other party. In the event of termination during the initial term or its subsequent renewals, either party agrees to minimize disruptions to students, and the parties will act in good faith to ensure that students in the program are provided with options to complete their coursework or transition appropriately. In the event a decision to terminate is reached, the parties will work in collaboration to achieve minimal negative impact on students.
Appendices
- Appendix A: HISD ECHS Crosswalk
- Appendix B: Advising Terminology
- Appendix C: Statewide Dual Credit Goals
- Appendix D: Blinn Grading Policy
Signatures
| BLINN COLLEGE DISTRICT | Mary Hensley, Ed.D., Chancellor 9/2/2025 |
| HEMPSTEAD INDEPENDENT SCHOOL DISTRICT | Herbert O'Neil, Ed., Superintendent 08/25/2025 |
Appendix A: HISD ECHS Crosswalk
| Year / Grade Level | High School Course | Post-Secondary Course Name | College Credit Hours |
|---|---|---|---|
| Year 1 / Grade 9 | Spanish I (optional) | ||
| Year 2 / Grade 10 | Algebra for Math & Touch Data Systems (optional) | ||
| Year 2 / Grade 10 | English II | ||
| Year 2 / Grade 10 | World Geography / World History | ||
| Year 2 / Grade 10 | Biology | ||
| Year 2 / Grade 10 | Health / Speech | ||
| Year 2 / Grade 10 | Fine Arts | ||
| Year 2 / Grade 10 | Year 1 High School Credits | EDUC 1300: College Framework | 3 |
| Elective | |||
| Year 3 / Grade 11 | Government | GOVT 2305 Federal Government, GOVT 2306 Texas Government | 6 |
| Year 3 / Grade 11 | Economics | ECON 2301 Macroeconomics | 3 |
| Year 3 / Grade 11 | Advanced English III (Fall) | ENGL 1301/ENGL 1302 | 6 |
| Year 3 / Grade 11 | Pre-Calculus or Adv Math | MATH 1314 or MATH 2412 | 3/4 |
| Year 3 / Grade 11 | Physics, Chemistry, Biology (2 units) | PHYS 1401 Physics I and Lab | 4 |
| Year 3 / Grade 11 | Statistics or TSI Prep | Degree Plan specific | 3 |
| Elective | |||
| Year 4 / Grade 12 | US History | HIST 1301 United States History I, HIST 1302 United States History II | 6 |
| Year 4 / Grade 12 | Advanced English IV (ES/TSI) | ENGL 2331 Literature | 3 |
| Year 4 / Grade 12 | Biology | Degree Plan specific | 4 |
| Year 4 / Grade 12 | Advanced Math (Algebra II, College Algebra, Pre-Calculus, or Calculus) | Degree Plan specific | 4 |
| Elective | |||
| Year 5 / Grade 13 | Speech, Art, Spanish II (optional) | SPCH 1315, PSYC 2314 Psychology | 3/6 |
| Year 5 / Grade 13 | Year 2 High School Credits | Degree Plan specific | 12+ |
Total College Credits: 60
Appendix B: Advising Terminology
- Advanced Placement (AP) €“ College-level coursework recognized by the College Board which provides students the potential to earn college credit with a qualifying score on an Advanced Placement exam.
- Advising €“ Individualized academic guidance to help students succeed in their future education and career goals.
- College Level Examination Program (CLEP) €“ Students can earn credit by examination by taking the CLEP exam.
- Contact Hours €“ The total number of hours a class meets each week.
- Dual Credit €“ High school students take college level courses, for both high school and college credit.
- Drop-Out €“ A student who leaves high school before graduation and is no longer eligible to enroll.
- FERPA €“ Family Educational Rights and Privacy Act (FERPA) €“ A federal law to protect student education records.
- Full-Time Equivalent (FTE) €“ A measurement of student enrollment in which part-time students are counted as a fraction of a full-time student.
- Meet Program Entry Requirements (MPE) €“ Students meet the program entry requirements.
- Virtual College Transfer Center Manual (VBCM) €“ Provides resources for students to help transfer courses received through local or virtual college transfer programs.
Appendix C: Statewide Dual Credit Goals
As per HB 1638 (85th Legislature, 2019), below is the summary of state goals for dual credit:
- Goal 1: Independent school districts and institutions of higher education will implement purposeful and collaborative outreach efforts to inform all students and parents of the benefits and costs of dual credit, including enrollment and fee policies.
- Goal 2: Dual credit programs will assist high school students in the successful transition to and acceleration through postsecondary education.
- Goal 3: All dual credit courses will be equivalent in rigor and quality to courses offered on the college campus.
- Goal 4: Dual credit programs will support a student €™s successful completion of a postsecondary certificate or degree program.
Measures of Implementation
- Advising and career counselors are offered to all dual credit students.
- Dual credit students have access to the Learning and Writing Centers (online and in-person), eCampus Orientation, disability services, counseling, the Testing Center, Libraries, and Open Computer Labs.
- Institutional research data shows student performance in college credit. Examples:
- Institutional research data showing student program completion and course success rates.
- In accordance with THECB regulations and SACSCOC, Dual Credit instruction must be the same curriculum, materials, grading, and at all times in all cases, regardless of location or modality.
- In dual credit, requirements are the same as for college-level courses. In addition to teaching at the college readiness, the courses are taken at a college-level.
Appendix D: Blinn Grading Policy
Current College Procedures for Grading and Credit
The Board shall establish the manner by which grades shall be determined and credit shall be awarded. These provisions shall include the methods for reporting student grades, the calculation of a student's grade point average (GPA), the classification of students based on credits earned, graduation honors, distinctions, student standards of performance, grade appeal procedures, and any other relevant matters. These provisions shall be published in the College District catalogue. The Chancellor shall develop written procedures to implement the grading and credit provisions described by Board, (Refs. grade calculations and honors distinctions, see EGB).
Grades
At the end of each course the College District will issue a final grade report that shall become a part of their permanent record. The District €™s grading system is as follows:
| Grade | Explanation | Grade Value |
|---|---|---|
| A | Excellent | 90-100 |
| B | Good | 80-89 |
| C | Average | 70-79 |
| D | Poor | 60-69 |
| F | Failure | 0-59 |
| I | Incomplete | |
| IP | In Progress | |
| Q | Dropped | |
| W | Dropped to Good Cause |
Additional grade explanations:
- I - Incomplete: Assigned only when students, due to circumstances beyond their control, are unable to complete requirements of the course. Must be completed within 90 days of the start of the next long semester or the grade will revert to "F".
- IP - In Progress: Assigned when the student is still in progress of the course that has not concluded.
- Q - Dropped: Assigned when a student is officially dropped from a course on or after the official "Q-Date".
- W - Dropped to Good Cause: Assigned for documented good cause on or before the "Q-Date".
Health Sciences Grading System
The grading system for Health Science programs may differ from the above Blinn College Grading Scale as noted in their program handbook and course syllabus. Students not meeting these standards in completion entry programs may continue to enroll in courses outside the discipline as long as they maintain minimum college requirements.
Grade Point Average (GPA)
The cumulative grade point average is normally determined by a grade point value. Grade points shall be assigned to letters to each grade. The value is published in the district, subject to amendment as follows:
| Grade | Grade Points per Semester Hour |
|---|---|
| A | 4 |
| B | 3 |
| C | 2 |
| D | 1 |
| F | 0 |
| I, IP, NP, P, Q, S, U, W, X | 0 |
The highest or most recent grade received for a repeated course will be used in the determination of the cumulative GPA, which is calculated at the conclusion of each long semester. A cumulative GPA of 2.0 or higher is required for students to avoid academic probation or suspension.
Students in certain programs may be subject to additional college grading policies as stated in faculty or program handbooks. The College District catalog, student handbook, and online resources will provide supplementary and/or most up-to-date grading tables and guidelines.
Scholastic Probation or Suspension
A student who falls below a