Tag: igc

Success: IGC Graduation – No Retests

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From CF

In 2022, when my daughter was a senior at United Independent School District in Laredo, Texas, I received an incredible amount of pushback for the  ENTIRE YEAR as I opted my senior out of testing and requested an IGC, but I didn’t give in! I kept pushing and my daughter’s graduation kept being threatened. Literally, my daughter was told by her administrator at USHS,  to her face without my presence on more than one occasion, “I hope you know your mom is risking your graduation.” She too didn’t give in, and I’m so incredibly proud of her.  She even told them, “It’s ok. I have an uncle in Austin who is willing to pay for my CVEP and I’m sure that wouldn’t look good for you.” Still, they pushed back.

With tremendous help from an educational advocate we put together NUMEROUS emails sent to my daughter’s administrator who then involved district personnel such as the executive director of high school education. I then involved the counselor and had her verify in writing that my daughter has met all graduation requirements. Eventually we involved and carbon copied TEA into our emails.

For those who are still learning, TEA states students are to be given the opportunity to an IGC, individual graduation committee BEGINNING at the END of their JUNIOR year. This district CHOSE NOT TO time after time stating the child MUST retest at EVERY opportunity, but being I’ve helped other families I knew they were all lies. I seriously didn’t expect this much trouble though. They pushed the IGC until March, then May!!!! WHAT WERE THEY THINKING!

So after compiling another email to TEA asking for direct clarification on the IGC my daughter was FINALLY granted her right to one!!!! She completed the project in no time and proudly walked the stage.

Parents keep pushing! YOU CAN AND YOU WILL WIN!

Individual Graduation Committee for all-Non STAAR Testers (Entered HS pre 2011)

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Editor’s Note: TxEdRights wishes to thank TTAAS member Jeff Cranmore for contributing this guide for students who were denied a high school diploma due to pre-STAAR testing requirements.  This guide will help TAKS/TAAS students who completed their credits but did not pass one or more exit exams navigate the process to a high school diploma.

By Jeff Cranmore

Several people have asked how the Individual Graduation Committee (IGC) works for older students. I wanted to put together some information for anyone trying to go through this process.  I will also include the corresponding laws to reference. According to Texas Administrative Code (TAC) §74.1027, a school may issue a diploma to students that:

(1) entered Grade 9 before the 2011-2012 school year;

(2) successfully completed the curriculum requirements for high school graduation applicable to the individual when the individual entered Grade 9;

(3) has not performed satisfactorily on an assessment instrument or a part of an assessment instrument required for high school graduation, including an alternate assessment instrument offered under TEC, §39.025(c-2);

(4) has been administered at least three times the required subject-areas test(s), including an alternate assessment as specified in paragraph (3) of this subsection, for which the individual has not performed satisfactorily on the exit-level assessment instrument applicable to the individual when the individual entered Grade 9; and

(5) meets the alternative requirements for graduation in accordance with subsection (c) of this section or the local alternative requirements approved by the board of trustees in accordance with subsection (d) of this section.

Here is the link to the actual wording of the TAC

https://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=2&ch=74&rl=1027

Here is a link to the FAQ’s

https://tea.texas.gov/sites/default/files/74.1027%20FAQ.pdf

What does this all mean?

If you completed all of your credits but were denied your diploma due to not passing a state test (TAKS, TAAS, etc.…) then you can petition the school to look at your transcript and award you your diploma.

A few things- you must have all of your credits, and you must have attempted the assessment at least three times.  If you did not, you can take one of the state approved assessments and either pass, or if not, it can be counted toward the total number of times.

This is me, now what?

There are a few ways to meet the requirements, but I will focus on the three that have been very successful

According to TEA, these are ways you are eligible.

  • Meeting the performance standard on an alternate assessment as specified in TAC §101.4003
  • Performing satisfactorily on the subject-area test of a state-approved high school equivalency examination in accordance with TAC §89.43(a)(4)
  • Attainment of a TEA-approved industry-recognized postsecondary license or certification
  • Active-duty service in the armed forces or an honorable or general discharge from the armed forces
  • Successful completion of college-level coursework resulting in college credit
  • Additional alternative requirements developed by the district and approved by the school district board of trustees

Based on these criteria, I want to focus on the three that do not require you taking a test.

  • If you have active duty service- done
  • You can complete a college level course. With this one, it must be an on level credit (so developmental math, or a community based enrichment course in photography does not count). I have had former students take a 1.0 credit in PE and used that several times.
  • The last one is an Industry Approved Certification. This may be something that many of you already have. I have had former students that work as a Certified Nurses Aid, or have the Safe Serve Food Manger certification. A copy of that, and you are done! I am including a link to all of the certification,  but if you do not have any, I wanted to point out this one:  The Google Analyst for Beginners. (https://support.google.com/google-ads/answer/6089828?hl=en&ref_topic=6089827) It is free, and you can retake it once a day until you pass it. Here is a link to all of Industry Approved Certifications.

https://tea.texas.gov/academics/college-career-and-military-prep/career-and-technical-education/industry-based-certifications

Once you have completed one of the alternatives, you can ask the school to call the IGC to review, and it can replace any missing state assessment. After that, you should be good to go, and able to get your diploma. Please feel free to share this with anyone that may apply.

As of right now, the rule is set to expire on September 1, 2023, so the sooner you apply the better. I would also suggest that you reach out to your representatives and ask them to extend or make these rules permanent.

But They Have to Pass STAAR to Graduate

Written by admin on . Posted in STAAR | EOC Testing. 15 Comments

I can’t tell you how tired I am of hearing this.  Parents of kids as young as third grade hear this.  Some parents have even been told that passing STAAR in elementary school is required to graduate high school.  We’ll file that claim as “too stupid to merit a response.”  But let’s consider what underlies these types of claims being made to parents of younger students.  The only reason to mention the EOC requirements to a elementary or middle school student as a reason to take STAAR is an underlying belief that taking the 3rd to 8th grade STAAR somehow prepares the kids for their high school EOCs. (EOC is what STAAR is called in high school.  Every EOC is a STAAR and there are no high school STAAR assessments that are not EOCs). Let’s consider three reasons why this argument is weak.  First, the Grade 3-8 assessments are generalized grade level (in theory) academic assessments untethered from any specific class content.  The EOCs on the other hand are designed to assess content mastery at the end of a specified course of instruction.  These are two different objectives, and they should not be conflated.  Second, there has never been any demonstration that simply taking STAAR makes students any better at taking it the next time.  To the contrary, the research tends to show that the kids who pass one tend to pass others and kids who fail are not somehow elevated to passing by more test taking practice.  Finally, it ignores the fact that the curriculum is packed with assessments – whether part of the class or part of district benchmarking – designed to mimic STAAR.  Your students will have no shortage of “practice” before their first EOC.  But let’s get back to the point.  Do you really have to pass STAAR to graduate?  The answer is no.

Now, let’s be clear.  Passing all five EOC assessments is one way a student can meet the requirements for graduation from a public high school.  (Notably no such requirements apply to private schools or home schoolers.)  But it is not the only way.  What are the other ways?

  1. Use substitute assessments.  Each high school EOC has one or more nationally recognized assessment that can be taken in place of the STAAR EOC.  If you score at the passing standard, then you have satisfied the EOC graduation requirement for that course without ever taking the EOC.  Pass all five substitute assessments and you graduate without ever taking STAAR.  Note, the existence of substitute assessments is a matter of state law.   Schools do not have the option to “refuse” the use of substitute assessments.  Likewise, they cannot require a student to attempt the STAAR EOC before accepting the substitute assessment.  No such rule exists.
  2. Graduate by IGC.  In 2015, faced with nearly 30% of seniors having failed to pass all five EOCs, the Texas legislature created individual graduation committees to permit any student who has failed to meet performance standards on two or fewer EOCs to graduate by vote of a committee of school staff and the parent.  This is often referred to as “3 of 5”, signifying that the student needs to have passed three EOCs to be eligible.  While this is not really complete, it is generally true for students who spend all four years in Texas public high schools.  So clearly the law allows graduation without passing all five EOCs and when schools omit that, it is purposeful.  In addition, any substitute assessment counts as one of the “three.”  As a result, the student could pass three substitute assessments, turn in blank EOCs on the other two, and then go to an IGC to graduate having never taken an EOC.  Or, a parent whose child already has finished three EOCs, or some combination of EOCs and substitute assessments could refuse the remaining EOCs and go to IGC.  Either way, five EOCs are not required to graduate.
  3. ARD Committee – For Special Education Students Only – If your child is covered by an IEP, they can graduate simply by the ARD committee accepting their “participation” in STAAR as sufficient for graduation.  There is no minimum number of assessments passed.  There are no retake requirements and no minimum score requirements.  This method of graduation does not preclude graduating with endorsements, honors or any other recognition.

And if you don’t make any of those options work, you aren’t stuck.  There are two remaining options to make sure your kid graduates.  One is accredited.  The other isn’t.

  1. CVEP Program – (One option for students who are unable to pass the substitute assessments or get to an IGC is the CVEP Program.  This method involves using your local public school for all instruction and activities needed for graduation.  Those credits are then transferred to an accredited private school which evaluates them, provides a short course of remote, self-guided instruction, and certifies the student for graduation.  One parent in this group used CVEP to save her child’s enlistment in the armed forces which was threatened by his failure to pass enough EOC’s to graduate.  On very short notice, they were enrolled in CVEP, completed the program, received transcripts and diplomas and successfully entered the armed forces.  The downside to this method is that there is a small cost (currently $500) associated with it.
  2. Homeschool Graduation – If an accredited diploma is unimportant to you, you can declare your child a home school graduate.  The downside here is that if your child is planning to attend college, you will not have the traditional homeschool documentation that colleges expect.  However, with the transcript from the high school they should accept his academic readiness.  We do not have any specific reports of parents successfully using this method to enter college or the armed forces.  I have serious doubts that this will work for the armed forces, as it is transparently not “traditional” home schooling.

So the next time the school tells you that you have to pass five EOCs to graduate high school, you can just nod knowingly and wonder whether they really don’t know or whether it is just more subtle intimidation for parents.

Graduating By Committee – General Ed Students

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This article will discuss the Individual Graduation Committee Process for students who have not passed all five of the EOC exit exams as they approach graduation.  This articles does not address the graduation options for Special Education students.  It does include any student covered by a 504 plan.  The IGC process allows a student to graduate by committee decision if they have failed to comply with the EOC requirements “for not more than two courses.”  So let’s start at the beginning and walk through it.

The Texas Education Code requires passage of five End of Course assessments to receive a diploma from a public high school.  (CITE).  Those five courses are English I, English II, Biology, Algebra I and US History.  Three of those are usually taken in ninth grade, one in tenth grade and one in eleventh grade.  A student who does not pass the assessment has another opportunity in the summer and then three opportunities in each following year to try to pass.  So a parent who permitted their kid to stay on this merry go round could potentially have their kid take 46 EOC assessments while chasing that paper.

Fortunately, there are alternatives.  Many parents choose to have their kids attempt substitute assessments.  But usually when a parent comes here looking for help, it is because their junior or senior has passed some of the EOCs, but still lacks having all five needed for graduation.  And time is running out.

The good news is that for many of these kids, they do not need to pass all five EOCs to graduate.  For most of them, the IGC (Individual Graduation Committee) option offers them a path to the diploma.  A diploma issued by the IGC is precisely the same as the diploma a student who passes all five EOCs will receive.  There is no notation or limitation on the student’s ability to attend college, enter the military, or make any other use of their high school diploma as a result of using the IGC process.

Who is Eligible to Graduate Via IGC?

This is determined by the plain language of the statute: “This section applies only to an 11th or 12th grade student who has failed to comply with the end-of-course assessment instrument performance requirements under Section 39.025 for not more than two courses.” Tex Educ. Code §28.0258 (a).  Now this seems simple enough – pass three out of five and you are eligible — but there are a few caveats to deal with.

First, the Commissioner has added requirements to the statute.  We can argue about whether he can restrict access to IGC graduation in a manner that the legislature did not, but for purposes of this article we are trying to get you to the IGC without a fight.  The commissioners rules add an “attempt” requirement to IGC eligibility.

A student may not graduate under an individual graduation committee if the student did not take each EOC assessment required by this subchapter or an approved substitute assessment in Subchapter DD of this chapter (relating to Commissioner’s Rules Concerning Substitute Assessments for Graduation) for each course in which the student was enrolled in a Texas public school for which there is an EOC assessment. A school district or charter school shall determine whether the student took each required EOC assessment or an approved substitute assessment required by Subchapter DD of this chapter. For purposes of this section only, a student who does not make an attempt to take all required EOC assessments may not qualify to graduate by means of an individual graduation committee.

19 TAC §101.3022(e).  Here the commissioner rules say two different things while repeating itself.  First, it says that to graduate by IGC, the student must have actually taken each EOC or a substitute assessment for each course they took in a Texas public school that has an EOC attached to it.  Then at the end, it seems to say that they must actually have attempted all of the EOCs, not the EOC or substitute assessment.  Let me be clear that I do not think this intends to say that a student who passes a substitute assessment and never attempts the EOC cannot graduate by IGC.  Or similarly, if the student took and passed Algebra I in Oklahoma (and thus exempt from EOC passage), I don’t think this rule means he has to attempt the Algebra I EOC before being eligible to graduate by IGC. But I do think that if they fail to pass the substitute assessment and never attempt to the EOC for that course, the school might deny them access to the IGC.  For that reason, if you are relying in an IGC to graduate, we recommend that you attempt each EOC that you are missing one time.  Refusing in person (turning in a blank answer sheet or tabbing through to the endand submitting) is an attempt.

How do we count “no more than two.”

As a matter of shorthand, we often say things like “3 out of 5” makes you eligible for an IGC.  But we really do need to use the no more than two language.  The number of required assessments to graduate is going to vary according to the student.  As sec. 29.025 points out, the satisfactory performance requirement only applies to “a course in which the student is enrolled and for which an end-of-course assessment instrument is administered.”  If the student was in private school or out of state at the time of their enrollment, they do not have to pass an EOC to graduate.  So those do not count when counting whether the student “has failed to comply with the end-of-course assessment instrument performance requirements under Section 39.025 for not more than two courses.”

Example 1: Joe takes and passes Algebra I and English I in private school in 9th grade.  In 10th grade, he goes to public school, takes and passes the Biology I course and EOC, passes English 2 course but fails the EOC, and then passes US History in 11th grade, but fails that EOC also.  Joe is eligible to graduate by IGC.  Sec. 39.025 only required that he take and pass Biology, English II and US History to graduate.  Even though he has only passed one EOC, he has failed to comply with the requirement in only two classes.  Because he has not failed to comply in more than two classes, he remains eligible to graduate under an IGC.

Example 2: Miranda is a newly arrived ELL student in 9th grade.  She received the ELL exemption from passing English I and the assessment is not administered to her.  She fails all her 9th grade EOCs that she attempts, but later passes Algebra I and Biology.  She fails passes all her classes, but fails her English 2 EOC and her US History EOC.  Miranda is not eligible to graduate by IGC.  Although she has only failed two EOCs, her exemption from English I comes from an administrative rule, and not from sec. 39.025. She has failed to comply with sec. 39.025 requirements in English I, English 2 and US History.  This is more than two classes.  Note that if Miranda passed all EOCs other than the English I exempted EOC, she would not need an IGC because she could graduate using her exemption.

When does the IGC meet?

This is one of the most frustrating parts of the statute.  The law provides that the school “shall establish an individual graduation committee at the end of or after the student’s 11th grade year to determine whether the student may qualify to graduate as provided by this section.” Unfortunately, the day before 12th grade graduation is still “after” the 11th grade year, and many schools have taken this approach of waiting to the last minute.  The good news?  The  law expressly permits schools to start the IGC process as soon as 11th grade ends.  There is no need to sweat graduation to the last minute.  Parents should request the IGC be established at the end of 11th grade and be persistent in the Fall of 12th grade.  The IGC can meet, prescribe any remediation required, and ease everyone’s concerns as the student completes any required work. If the school claims they do not meet until late spring, remember this is not a legal requirement.  Rather it is just a local preference.  There is no reason the school cannot get started in the fall.  You should  be  persistent with the campus and district administration seeking an early start to the process.  Engage your local school board if needed.  Keeping people hanging on and worried is unnecessary, counterproductive and often just punitive.  We should not tolerate it.  In all things, document in writing and record phone calls.

Do I have to keep taking the EOCs every time they come up?

NO!  Even the commissioner’s rules only require a single attempt.  The school is required to offer it.  Your choice not to take it does not disqualify you from IGC eligibility. When the IGC process was new, a very uninformed ESC put out a powerpoint claiming there was a two attempt requirement for IGC eligibility.  It spread like wildfire because there was no other guidance available.  We had to intervene to get this corrected at the ESC level, but many campuses still believe it.  Even in the last two years, Pearland ISD has claimed a two attempt requirement existed. It doesn’t.  We even wrote an article about it.  IGC Graduation Does NOT Require Two Failed Attempts on EOCs  The myth was so pervasive that the TEA even had to respond to it in its rulemaking,

99 Tex Reg 5900, 5901 (Oct. 11, 2019).  One attempt satisfies the commissioner’s rule.  Nothing else is required.

Who is a member of the IGC?

The commissioner rules (19 TAC 74.1025) answer this question.  The individual graduation committee shall consist of the following:

(1) the principal or principal’s designee;
(2) for each EOC assessment instrument on which the student failed to perform satisfactorily, the teacher of the course;
(3) the department chair or lead teacher supervising the teacher described by paragraph (2) of this subsection; and
(4) as applicable:
(A) the student’s parent or person standing in parental relation to the student;
(B) a designated advocate if the person described by subparagraph (A) of this paragraph is unable to serve; or
(C) the student, at the student’s option, if the student is at least 18 years of age or is an emancipated minor.

In the event that the teacher identified in subsection (f)(2) of this section is unavailable, the principal shall designate as an alternate member of the committee a teacher certified in the subject of the EOC assessment on which the student failed to perform satisfactorily and who is most familiar with the student’s performance in that subject area.

In the event that the individual identified in subsection (f)(3) of this section is unavailable, the principal shall designate as an alternate member of the committee an experienced teacher certified in the subject of the EOC assessment on which the student failed to perform satisfactorily and who is familiar with the content of and instructional practices for the applicable course.

A few practical notes: schools often try to stack these committees with all sorts of people that are not on the list above: counselors, testing coordinators, multiple administrators.  So long as the outlook is “how do we get this kid graduated” that shouldn’t be a problem.  However, if it starts to get contentious, realize that there may be people piping up who shouldn’t even be in the room.  It may make sense to identify who is actually on the committee and ask those who are not to either leave, or not interrupt the discussions.

With students who are 18, the parent is the presumed representative.  However, because the student has the option to serve instead, schools often pull students from class and try to do these meetings on little to no notice.  This is one reason to be proactive in getting the meetings scheduled.  Also, discuss the importance of the meeting with your kid and see if he will write a directive to the school that they want you representing them and should contact you for any meetings.

How does the IGC make its decision?

To understand the various factors the legislature requires the committee to review, it is helpful to look at the IGC meeting guide from ESC 12. (View the form here.)

In Section III you will find the required committee considerations.  No single factor has dispositive weight.  It is not the case that one “no” on a factor means you can’t graduate.  Rather the test is a balancing test and the committee can use its discretion to weight each factor as it sees fit.  At the end of the day, the committee can make a recommendation to graduate the student or not.  If the decision is to graduate them, they must require either a project in each lacking EOC course or the preparation and review of a portfolio demonstrating mastery of the subject.  We strongly urge parents to retain work from each EOC course that is not passed so the portfolio is a viable option.  Save good test results, papers that got good grades and any other work that shows the student has a mastery of the subject.  Without this, it is impossible to do a portfolio and you must default to a project, which means new work.

What can the IGC require for graduation?

A project or a portfolio for each course that does not have a passing EOC or substitute assessment must be assigned if the student is permitted to graduate.  The committee is also permitted to assign additional remediation in the subject areas.  This is another reason to demand an early IGC meeting.  If there is going to be remediation, the student should know about it well before graduation.

My schools says a project is required for the IGC, is this true?

No, there is no specified project requirement.  In theory, the IGC makes an individual determination for each student.  A project is one potential requirement.

How many votes do I need to graduate?

The decision of the committee must be unanimous.  This is why it is important that only the actual members participate and vote, and that anyone with a conflict of interest not participate.

Can I appeal a determination that denies graduation?

No, the decision of the committee is final.

Recommendations for Parents

  1. Try to use substitute assessments to graduate/gain eligibility for IGC.  If your student has successfully completed the substitute assessment requirements, they do not need an EOC result to graduate.  For students who approach senior year lacking assessments, ask whether the student has taken PSAT, SAT or ACT.  Many schools give PSATs to 9th graders.  Those results are in their file and may meet Algebra I or English I standards.  If the sub assessment score is good enough, you don’t need the EOC and might pick up the missing assessment you need to graduate or get to committee.
  2. Save all work from EOC courses.  Preserve the portfolio option!  Set aside tests, worksheets, projects and papers from each EOC course until you know if they have passed the EOC of substitute assessment.
  3. Start the IGC process early.  Do not wait for the school to contact you!  As soon as 12th grade starts, get that IGC issue in front of the school and get a meeting set.

Jerk of the Week – Drew Scheberle, Austin Chamber of Commerce VP

Written by admin on . Posted in STAAR | EOC Testing. 2 Comments


The Jerk of the Week award is not given out every week. It’s only given out when someone engages in particularly jerky behavior. Our winner this week is none of than Austin Chamber of Commerce vice president (sorry, SENIOR vice-president) Drew Scheberle. Young Mr. Scheberle is quite the accomplished scholar. Growing up in the affluent Northern Virginia suburbs, Mr. Scheberle attended James Madison High School in Vienna, VA. James Madison is currently an 80% white/Asian-American school; presumably it was even whiter back in the 90s. Even today it’s Hispanic population is only 11% with African-Americans comprising 2% of the student body. Less than 6% of its students receive ELL services. Obviously, he is personally acquainted with the challenges facing Texas high schools. Following what we can only presume was a stellar high school career, Scheberle attended the private Trinity University (current tuition $36,000 per year). Here his exposure to African American students would have risen 50%, since they comprise 3% of Trinity’s student body.

Mr. Scheberle has earned this award for his testimony before the Senate Education Committee in opposition of SB 463, which would make permanent the extremely popular and successful implementation of Individual Graduation Committees that were created on a temporary basis by the 2015 legislature. Individual Graduation Committees let students who have passed 3 of 5 End of Course STAAR exams be reviewed on an individual basis for graduation with their class. These students must, at a minimum, have earned all the credits in the classroom that are required for graduation. A variety of factors are required to be considered and either a project or portfolio of work must be part of the process. Of course the Austin Chamber and the Texas Association of Business both opposed SB 149 in 2015, claiming it would lead to what they termed “social graduation,” playing on overstated fears of “social promotion.” Over the last two years, the data shows that nothing of the sort has happened. Rather, students are individually reviewed and carefully screened for readiness for graduation. Only about 2/3 of students reviewed are actually approved for graduation.

Believing it his duty to advocate for more test bubbling proficiency for graduation (a real world skill notably absent from any job requirements at any Chamber member we could find), Scheberle rose to the challenge! “Continuing to lower the bar is not helping,” said Drew Scheberle, vice president at the Austin Chamber of Commerce. “There are always going to be students who are right on the margin.” (Texas Tribune Article) .Now, it might be too easy to point out that a law that keeps the bar exactly where it is can’t really be said to be “lowering” the bar, but Scheberle was all in. Challenged by Sen. Kel Seliger, the author of SB 463, Scheberle was asked if he could support “the graduation of a student in Flower Mound who failed to pass one required [EOC exam] in social studies?” Snootily raising his Trinity-educated nose, Scheberle scoffed that “I would give her a GED if she earned it.” Bad idea, Drewski, bad idea. Sen. Seliger wasn’t speaking in hypotheticals. He was speaking on an actual FMHS student who graduated by IGC and now maintains a 3.6 GPA at Oklahoma Christian University. And he could have been speaking of any of the thousands of IGC graduates now making their futures in universities, community colleges, trade schools and the military, thanks to IGC process.  For many students who are English Language Learners, suffer from learning disabilities or medical impediments (and some who are just bad test-takers but perfectly proficient in the classroom), the IGC process is their only road to a diploma.  But for Country Club Drew, their worth and ability is only definable in terms of test bubbles.

For this amazing show of arrogance, snobbery and general jackassery, we congratulate Drew Scheberle, TPERN’s Jerk of the Week.

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