House Bill 5

Report
House Bill 5
A Brief Overview
Key Provisions
• Graduation
• Assessment
• Other Provisions
– District Self-Evaluations
– Financial Implications
– Reporting Implications
• Accountability
Graduation
Implications
General Overview
• HB 5 changed the graduation programs
from MHSP, RHSP, and DAP to a
Foundation Program with options for:
– Endorsements;
– Distinguished Level of Achievement;
and/or
– Performance Acknowledgements.
• This becomes effective with 2014-2015
freshmen but students enrolled in high
school prior to 2014-2015 will have the
option of transitioning to this graduation
program.
Graduation Overview
• 22-credit Foundation Program
– 17 specified credits + 5 electives
• 26-credit Endorsements
– 19 specified credits + 7 electives
• 26-credit Distinguished Level of
Achievement
– 19 specified credits, including Algebra
II + 7 electives
• For ANY student:
– Performance Acknowledgements
What is currently happening?
• TEA and SBOE are working to transition and
implement the requirements of HB 5
• The bill gives SBOE decision-making
authority on a number of issues.
• There will be opportunities to provide input
and feedback once SBOE begins the
rulemaking process.
• TEA’s Commissioner must adopt a transition
plan to implement the bill and replace the
existing MHSP, RHSP, and DAP with the
Foundation High School Program beginning
with the 2014-2015 school year.
Anticipated Timelines
• August 2013:
– SBOE meeting and work session in
regard to necessary decisions
– Archived files of this work session are
available online
• http://streaming.aanet.org/ramgen/tea/TEA_
WS080113-1.rm
• http://streaming.aanet.org/ramgen/tea/TEA_
WS080113-2.rm
Anticipated Timelines
• September 2013
– SBOE Board Meeting
• Discussion item regarding necessary
decisions
• Likely public hearing held in conjunction with
meeting
• No action expected to be taken
Anticipated Timelines
• November 2013
– SBOE Board Meeting
• TEA hopes to present a proposal for first
reading and filing authorization
– 30 days required public comment period, but
possibly extended until January SBOE meeting
• Possible public hearing
Anticipated Timelines
• January 2014
– SBOE Board Meeting
• Earliest possible vote for final adoption of
rules
Anticipated Timelines
• Students beginning high school in
2014-2015 must complete the
requirements of the new graduation
program.
• Students enrolled in high school prior
to 2014-2015 will have the choice to
complete their current (MHSP, RHSP,
or DAP) graduation program or to
transition to the new Foundation High
School Program.
Foundation High School Program
Eligible for general admission to institutions of higher education
Foundation Curriculum
Enrichment Curriculum
English Language Arts (4 credits)
• English I
• English II
• English III
• Advanced English Course*
Physical Education
• One credit
• Some exceptions
Mathematics (3 credits)
• Algebra I
• Geometry
• Advanced Mathematics Course*
Languages Other Than English
• Two credits in the same language
• Substitution for computer programming
languages**
• Some exceptions*
Science (3 credits)
• Biology
• IPC or Advanced Science Course*
• Advanced Science Course*
Fine Arts
• One credit
Social Studies (3 credits)
• U.S. History
• U.S. Government (1/2 credit)
• Economics (1/2 credit)
• World Geography, or World History, or Combined
World Geography/World History**
Electives
• Five credits
Total: 22 credits
Course has a required EOC assessment
*TBD by SBOE
**Course does not yet exist
Endorsements
• Upon entering 9th grade, a student
must indicate (in writing) an
endorsement he/she intends to earn.
• Student must be allowed to choose a
different endorsement at any time.
Endorsements – 26 credits
• A student may earn an endorsement
by successfully completing:
– Curriculum requirements for the
endorsement (TBD by SBOE)
– 4 credits in mathematics
– 4 credits in science
– 2 additional elective credits
• 26 credits total
Endorsements
Endorsement
Includes courses directly related to:
STEM (Science, Technology,
Engineering, and Mathematics)
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Science, including environmental science
Technology, including computer science
Engineering
Advanced math
Business and Industry
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Database management
Information technology
Communications
Accounting
Finance
Marketing
Graphic design
Architecture
Construction
Welding
Logistics
Automotive technology
Agricultural science
HVAC (heating, ventilation, and air conditioning)
Public Services
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Health sciences and occupations
Education and training
Law enforcement
Culinary arts and hospitality*
Arts and Humanities
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Political science*
World languages
Cultural studies
English literature
History
Fine arts
Multidisciplinary Studies
Allows a student to select courses from the curriculum of each endorsement area
and earn credits in a variety of advanced courses from multiple content areas
sufficient to complete the distinguished level of achievement.
* Preliminary conversations indicate these may
move to other endorsement areas
Foundation High School Program
with Endorsement(s)
Eligible for general admission to institutions of higher education
Foundation Curriculum
Enrichment Curriculum
English Language Arts (4 credits)
• English I
• English II
• English III
• Advanced English Course*
Physical Education
• One credit
• Some exceptions
Mathematics (4 credits)
• Algebra I
• Geometry
• 2 Advanced Mathematics Courses*
Languages Other Than English
• Two credits in the same language
• Substitution for computer programming languages**
• Exceptions exist*
Science (4 credits)
• Biology
• IPC or Advanced Science Course*
• 2 Advanced Science Courses*
Fine Arts
• One credit
Social Studies (3 credits)
• U.S. History
• U.S. Government (1/2 credit)
• Economics (1/2 credit)
• World Geography, or World History, or Combined
World Geography/World History**
Electives
• Seven credits
Total: 26 credits including the completion of at least one endorsement
Course has a required EOC assessment
*TBD by SBOE
**Course does not yet exist
Endorsements
• Each school district must make
available to high school students
courses that allow a student to
complete the curriculum requirements
for at least one endorsement.
• A school district that offers only one
endorsement curriculum must offer
the multidisciplinary studies
endorsement curriculum.
Graduation without an
Endorsement
• A student can graduate under the Foundation
Program without an endorsement if, after his/her
sophomore year:
– The student and the parent are advised by the
counselor of the specific benefits of graduating
from high school with one or more
endorsements; and
– The student’s parent files with the school
counselor written permission (on a TEA
developed form) allowing the student to
graduate under the Foundation High School
Program without an endorsement.
Distinguished Level of
Achievement – 26 credits
• A student may earn a distinguished
level of achievement by completing:
– 4 credits in mathematics, which must
include Algebra II;
– 4 credits in Science;
– The remaining curriculum requirements;
and
– The curriculum endorsements for at
least one endorsement (TBD by SBOE).
Distinguished Level of
Achievement
• Students must earn Distinguished
Level of Achievement in order to be
eligible for Top 10% Automatic
Admission to institutions of higher
education.
Foundation High School Program
with Distinguished Level of Achievement
Eligible for automatic admission to institutions of higher education
Foundation Curriculum
Enrichment Curriculum
English Language Arts (4 credits)
• English I
• English II
• English III
• Advanced English Course*
Physical Education
• One credit
• Some exceptions
Mathematics (4 credits)
• Algebra I
• Geometry
• Algebra II
• Advanced Mathematics Course*
Languages Other Than English
• Two credits in the same language
• Substitution for computer programming languages**
• Exceptions exist*
Science (4 credits)
• Biology
• IPC or Advanced Science Course*
• 2 Advanced Science Courses*
Fine Arts
• One credit
Social Studies (3 credits)
• U.S. History
• U.S. Government (1/2 credit)
• Economics (1/2 credit)
• World Geography, or World History, or Combined
World Geography/World History**
Electives
• Seven credits
Total: 26 credits including the completion of at least one endorsement
Course has a required EOC assessment
*TBD by SBOE
**Course does not yet exist
Performance
Acknowledgements
• Any student may earn a performance
acknowledgement (requirements TBD
by SBOE):
– For outstanding performance
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In a dual credit course
In bilingualism and biliteracy
On an AP test or IB exam
On the PSAT, the ACT-Plan, the SAT, or the
ACT
– For earning a nationally or internationally
recognized business or industry
certification or license
Notes
• Students could graduate under the
Foundation High School Program
without earning an Endorsement,
Distinguished Level of Achievement,
or Performance Acknowledgements.
• Reminders:
– There must be written parental permission on file to allow
graduation under the Foundation High School Program
without any endorsements.
– These students are eligible for general admission (not
automatic admission) into an institution of higher
education.
th
4
Year HS Students
During 2013-2014
• 4th year high school students currently
participating in MHSP, RHSP, or DAP
can choose to graduate under the
Foundation High School Program – in
accordance with Commissioner
Rules.
TEXAS Grant Eligibility
• Effective 2014-2015
• Students graduating under the
Foundation High School Program are
eligible for Texas GRANT
– Flexibility in the required additional
criteria for eligibility due to advanced
technology applications courses
Higher Education
• Effective 2014-2015
– Notice must be provided to parents and
students regarding automatic admission to IHE
and financial aid.
• Timeline: entering freshman, AND AGAIN eligible (top
10%) junior & seniors
• TEA will develop forms to be used by district.
• Forms must be signed by student and parent (and the
form for entering freshmen must be signed by the
counselor as well).
– Counselor and senior class advisor must
explain automatic admission requirements to
eligible students.
PEIMS Reporting
• Effective 2014-2015
• Report the number of students who were:
– Enrolled in Foundation High School
Program
– Pursuing Distinguished Level of
Achievement
– Enrolled in a program to earn an
endorsement
• Information disaggregated by all student
groups
Credit by Examination
• Effective: Immediately
– Not part of HB 5 (in HB 2694/SB 1365)
• At least 4 examinations for acceleration or
for credit for each subject area required
– Must include AP and CLEP exams
• Exams administered at least 4 times per
year (unless schedule is not determined
by district)
• 2 attempt limit
– May not attempt after they would be
enrolled in the course
Credit by Examination
• Effective: Immediately
• Not part of HB 5 (in HB 2694/SB 1365)
• Credit must be awarded if the student
scores:
– 3 of higher on an AP exam
– 60 or higher on a CLEP exam
– 80% of higher on another test
• No EOC required
90% Attendance
• Effective 2013-2014
• A student cannot receive course
credit or a final grade in a course
without 90% attendance.
• Applies to K-12
Dual Credit Courses
• Effective 2013-2014
• A student may not enroll in more than
3 courses outside a student’s junior
college service area.
– Early High School Colleges are exempted
Locally Developed CTE
Courses/Activities
• Allows districts to offer courses or other
activities, including apprenticeships or
training hours needed to obtain an
industry-recognized credential or certificate
under certain conditions
• Requires approval of School Board
– Does not require approval of SBOE
• Must be reported to TEA
College Preparatory
Courses
• 2013-2014
– Districts must partner with at least one IHE to
develop college prep courses in math and ELA
for 12th grade students who do not meet
college readiness standards or whose
performance indicates they are not ready to
perform entry-level college coursework.
– District must, in consultation with the IHE,
develop or purchase materials for these
courses.
– Note that the courses will now be developed by
the district and IHE, not SBOE.
College Preparatory
Courses
• Effective 2013-2014 (with courses to
be provided no later than 2014-2015)
• High school faculty and IHE faculty
must meet regularly as necessary to
ensure courses are aligned with
college readiness expectations.
• Authority is given to Commissioner to
adopt rules governing this.
College Preparatory
Courses
• Effective 2014-2015
• College prep courses must be in
place.
• These courses are to be provided at
the high school or through distance
learning/online and may count as an
advanced ELA or math course under
foundation program, or a dual credit
course.
College Preparatory
Courses
• Effective 2014-2015
• College Preparatory Courses:
– May be offered for dual credit (at the discretion
of the IHE)
– Provide TSI exemption with IHE partner
College Preparatory
Courses
• Effective 2013-2014 (with courses to
be provided no later than 2014-2015)
• Districts must provide notice to
eligible students and parents
regarding benefits of enrolling in
these courses
College Preparatory
Courses
• Mathematics courses:
– May be allowed to count as an
Advanced Math under the Foundation
Program
– May be offered for dual credit (at the
discretion of the IHE)
• Districts must offer Algebra II to each
student (effective 2014-2015).
Notes
• Special Education Rules regarding
graduation (19 TAC §89.1070) will
have to be updated by TEA to align
with new graduation requirements.
Counseling Regarding
Postsecondary Education
• Effective 2014-2015
• Elementary, middle school, or junior high
school: School counselors must advise
students and parents of the importance of
postsecondary education.
• High school: Counselors must annually
provide information about postsecondary
education, including advantages of earning
an endorsement, performance
acknowledgment, and distinguished level
of achievement to the student and parent.
Personal Graduation Plans:
Junior High/Middle School
• Effective 2014-2015
• PGPs must be developed for students who
are identified as being at-risk of not
completing a high school diploma before
the fifth year after entering 9th grade and
for students who did not pass a state
assessment.
Personal Graduation Plans:
Junior High/Middle School
• Principal must designate a counselor,
teacher, or other appropriate individual to
develop and administer PGPs.
• PGPs must be transmitted electronically
through TREx.
Personal Graduation
Plans: High School
• Effective 2014-2015
• Universal PGPs must be developed
for all high school students.
• PGPs must be transmitted through
TREx.
Personal Graduation
Plans: High School
• High School Principal must designate a
school counselor or school administrator to
review PGP options with each student
entering 9th grade together with the parent.
• PGP must be signed by student and parent
before the end of the school year.
• Students may amend their PGP but written
notice of the amendment must be sent to
the parents.
Personal Graduation
Plans: High School
• Notice to Parents
– State-developed document explaining
advantages of Endorsements and
Distinguished Level of Achievement
• Benefits of choosing a PGP that includes
Distinguished Achievement and
Endorsements in order to be eligible for
automatic (top 10%) admission
• Encourages parents to have the student
choose this PGP
Personal Graduation Plan:
High School
• Notice to Parents
– Districts must publish the information in this
document on their website and ensure it is
available to students and parents in grades 9
and above in the language in which they are
most proficient
• Note: State document will be available in
English and Spanish
• District must provide translation to other
languages only if at least 20 students in a
grade level primarily speak a different
language
Assessment Implications
Testing Procedures
• TEA testing procedures and district
implementation of the procedures
must minimize disruptions to school
operations and the classroom
environment.
Grades 3-8
• Testing will generally continue as is.
EOC Exams
• Effective Immediately
– 5 required EOC exams
• English I & English II
– Reading and Writing combined by Spring 2014
• Algebra I
• U.S. History
• Biology
• Spring 2016
– 2 optional EOC exams administered
• Algebra II
• English III
• Applies to students who enter grade 9 in 2011-2012 and
thereafter
50
Transition Period
• TEA News Release (August 2, 2013)
– Proposed flexibility for students
graduating in 2015 and 2016
• Pass one assessment (either Reading or
Writing);
• Meet at least the minimum score on the
other; and
• Achieve a combined scale score of 3750.
Above Grade Level
Testing
• Effective 2013-2014
• Students enrolled in above gradelevel courses that have an associated
EOC will need to take the EOC and
the enrolled grade level assessment.
EOC Scores
• Effective 2013-2014
• Eliminates:
– Cumulative score
– Minimum score
– 15% rule
• Disallows use of EOC scores in
determining class rank
EOC Scores
• Effective 2013-2014
• All EOC scores must be converted to
a 100 point scale score.
– Must not be used in calculation of class
rank
– Must not be used as the sole admission
requirement to IHE
Retaking EOCs
• Effective 2013-2014
• A student who fails an EOC may
retake the EOC.
– Does not have to retake the course in
order to retake the EOC
Unlikely to Pass EOC
• Effective 2013-2014
• If a student is determined unlikely to
pass an EOC at the end of 11th grade,
the district must enroll the student in a
college prep course.
EOCs as a Graduation
Requirement
• Effective 2013-2014
• For a student who receives special
education services, the ARD
Committee must determine whether
satisfactory performance is required
for graduation.
EOC Alternative
Assessments
 Effective 2013-2014
 AP, IB, SAT, SAT Subject test, ACT, THECBdesignated assessments, other normreferenced tests used to award college credit
can all potentially satisfy EOC test
requirements.
 PSAT, ACT-Plan can also potentially be
alternate (but can only “attempt” once)
 Commissioner Rules are required to be
adopted by October 1, 2013.
TSI to Satisfy EOC
• Effective 2013-2014
• A student enrolled in a college prep
course who meets the TSI college
readiness benchmark satisfies the
applicable EOC. It is unclear at this
time to which EOC assessments this
would apply to.
Test Release
• Effective 2013-2014
• TEA each year must release the questions
and answer keys to each assessment
instrument administered (does not apply to
retests)
• State must turn-around scores 21 days
after the date the assessment was
administered.
• Teachers must be notified of the results of
the students they taught.
Student Population/
Group: ELL
• Effective Immediately
– Applies regardless of the date the
student was initially enrolled
• ELL Students must be enrolled for 60
consecutive days in order for the year
to count for the purpose of
determining a number of years
required for assessment.
Student Population/Group:
Students who Receive Special
Education Services
• Effective 2013-2014
• Alternative assessments for students
who receive special education services
must include assessments approved by
the Commissioner that measure growth,
and, must, to the extent allowed under
federal law, provide districts with options
for the assessment of these students.
Student Population/
Group: STAAR Alternate
• Must be redeveloped during 20132014 and the redevelopment cannot
require the teacher to prepare tasks
or materials
• STAAR Alternate will stay as is 201314; and
• New STAAR Alternate must be
administered no later than 2014-2015
Student Population/
Group: STAAR Modified
• Note: Not part of HB 5
– TEA News Release August 2, 2013
• 2013-2014 will be the last year that
STAAR Modified will be administered.
• More information to be forthcoming
from TEA…
Pull Outs
• Effective 2013-2014
• Board Policy must limit and strictly
enforce the removal of students from
class for remedial tutoring or test
preparation, if, as a result of the
removal, the student would miss more
than 10% of the school days on which
the class is offered.
– Parents may provide written consent to
allow more than 10% removal.
Accelerated Instruction
• Effective Immediately
• Accelerated instruction:
– Must be provided each time any student
fails a state assessment;
– May require participation of the student at
times outside of normal school hours/days;
– Must provide transportation if outside the
school day;
– Must be free; and
– Must be administered prior to the next
scheduled assessment.
Benchmarks
• Effective 2013-2014
• No more than 2 benchmarks can be administered
per corresponding state test.
– A district benchmark is a district required
benchmark assessment instrument designed to
prepare students for a corresponding stateadministered assessment instrument.
– The statue specifically excludes College Prep
exams and classrooms teacher exams.
– Students with special needs: In accordance
with Commissioners Rule, a parent may
request additional benchmarks be administered
for their child.
Other Provisions
District Self-Evaluations
District Evaluation of
Performance
• Effective 2013-2014
• District must evaluate its performance and the
performance of each campus in:
• Community and student engagement; and
compliance.
• District must assign itself and each campus a
rating of:
• Exemplary; Recognized; Acceptable; or
Unacceptable.
District Evaluation of
Performance
• The district must evaluate (at each campus):
• Fine arts;
• Wellness and physical education;
• Community and parental involvement;
• The 21st Century Workforce Development
program;
• The second language acquisition program;
• The digital learning environment;
• Dropout prevention strategies; and
• Educational programs for GT students.
District Evaluation of
Performance
• The district must also
evaluate (by district and by
each campus) the compliance
record regarding statutory
reporting and Policy
requirements.
District Evaluation of
Performance
• The district must use criteria
developed by a local
committee in completing this
evaluation.
District Evaluation of
Performance
• No later than August 8 of
each year, the district must
report each performance
rating to TEA and make each
available locally (in
accordance with
Commissioner Rules).
Accelerated Instruction for
EOCs: Evaluation
• Effective 2013-2014
• District must evaluate the
effectiveness of the EOC Accelerated
Instruction program(s)
• A public hearing must be held to
consider the results of this evaluation
Other Provisions
Financial Implications
On-Site Investigations
• Effective Immediately
• When implementing the recommendations
from an on-site investigation, districts are
required to make a reasonable effort to
seek third party assistance in developing
an action plan to improve district
performance using improvement
techniques that are goal-oriented and
research based.
Accelerated Instruction for
EOCs: Budgeting
• Effective Immediately
• Districts must budget separately the
specific funds, including comp ed
funds, to be used for EOC
accelerated instruction and cannot
budget comp ed funds for any other
purpose until they have done this.
Instructional Materials
Allotment
• Effective Immediately
• TEA must notify districts of estimated IMA
as early as practicable
• TEA may allow districts to order materials
before the beginning of the fiscal year and
receive the materials before payment (cost
limitations exist)
• Commissioner is given the authority to
adopt rules governing this
CTE Certification Exams
• Effective 2013-2014
• Removal of barriers to student
subsidy for CTE certification exams
• Districts can pay the fee and be
reimbursed.
Science Lab Grants
• Effective 2014-2015
• Districts must demonstrate that the
existing science labs are insufficient
in number to comply with the
curriculum requirements for
Distinguished Level of Achievement.
Other Provisions
Reporting Implications
At-Risk Identification
• Effective Immediately
• Students can be identified as being at
risk through age 26.
90% Attendance
• Effective 2013-2014
• A student cannot receive course
credit or a final grade in a course
without 90% attendance.
• Applies to K-12
Dropouts
• Effective 2013-2014
• The Commissioner must exclude
students who were previously
reported as dropouts who reenroll
and drop out again.
PEIMS Reporting
• Effective 2014-2015
• Report the number of students who were:
• Enrolled in Foundation High School
Program
• Pursuing Distinguished Level of
Achievement
• Enrolled in a program to earn an
endorsement
• Information disaggregated by all student
groups
Resources
• Moak, Casey & Associates
• Texas Association of School Boards
(TASB)
• Texas Education Agency (TEA)
• Texas Association of School
Administrators (TASA)

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