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HB 5 Presented by: Micki Wesley & Travis Longanecker i3 ESC 16 Conference August 21, 2013.

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Presentation on theme: "HB 5 Presented by: Micki Wesley & Travis Longanecker i3 ESC 16 Conference August 21, 2013."— Presentation transcript:

1 HB 5 Presented by: Micki Wesley & Travis Longanecker i3 ESC 16 Conference August 21, 2013

2 HB 5 HB 5 will replace the minimum, recommended, and advanced high school program with a 22-credit foundation high school program, beginning with the 2014-15 school year. 2 The Commissioner will be required to design a transition plan for implementation of HB 5

3 Curriculum Requirements: 4 credits in English language arts: − English I − English II − English III − One other advanced English course 3 credits in mathematics: − Algebra I − Geometry − An advanced mathematics course 3

4 Curriculum Requirements Continued 3 credits in science: − Biology − An advanced Science course − IPC, or an additional advanced Science course 3 credits in social studies: − U.S. History − One-half credit in Government − One-half credit in Economics − World Geography or World History 4

5 Curriculum Requirements Continued 2 credits in a foreign language 5 elective credits 1 fine arts credit 1 physical education credit A student could satisfy the foreign language requirements by substituting two credits in computer programming. A student served by special education could satisfy the foreign language requirements by substituting credits in other specified coursework A student would be allowed to participate and receive credit in a fine arts program not provided by the school district 5

6 Endorsements for Diploma Five Endorsements: 1. STEM (science, technology, engineering, and math) 2. Business and Industry 3. Public Services 4. Arts and Humanities 5. Multidisciplinary Studies 6

7 STEM Endorsement Must include courses directly related to: Science, including environmental science Technology, including computer science Engineering Advanced mathematics 7

8 Business and Industry Endorsement Database management Information technology Communications Accounting Finance Marketing Graphic design Architecture Construction Welding Logistics Automotive technology Agriculture science Heating, ventilation and air conditioning 8 Must include courses directly related to:

9 Public Services Endorsement Must include courses related to: Health sciences and occupations Education and training Law enforcement Culinary Arts and Hospitality 9

10 Arts and Humanities Endorsement Must include courses related to: Political Science World Languages Cultural Studies English Literature History Fine Arts 10

11 Multidisciplinary Studies Endorsement Allows students to select courses from the curriculum of each of the endorsement areas: STEM Business and Industry Public Services Art and Humanities 11

12 Distinguished Achievement Designation Completion of Foundation Program and at least one endorsement, AND − 4 credits of Science − 4 credits of Math, including Algebra II 12

13 Performance Acknowledgements Earned by passing: − AP tests or IB exam − PSAT performance − ACT-Plan performance − SAT − ACT − Earning a nationally or internationally recognized business or industry certification or license 13 The Distinguished Level of Achievement, Endorsement and Performance Acknowledgements will be listed on diplomas and transcripts

14 Implementation of Foundation High School Program Students who enter the ninth grade before the 2014-2015 school year will be allowed to choose the Foundation Plan or remain on the current minimum, recommended, or advanced plans ALL high school graduates would be eligible to apply for admission to Texas public four-year universities, and those who met additional achievement requirements would be eligible to receive a TEXAS grant ONLY students completing the Distinguished Level and graduating in the top 10% of their class would be eligible for college admission under the top 10% automatic admission law 14

15 SBOE Requirements SBOE must designate the specific courses required under the Foundation Program Identify the specific number of completed credits for various subjects and the number of elective credits Develop the curriculum requirements for each endorsement with the participation of educators and business and industry representatives 15

16 Local Districts Local districts would have flexibility to develop courses outside the required curriculum without obtaining SBOE approval if: − The district partners with an institution of higher education and local business and community leaders − The courses prepare students for technical training or college readiness 16 One credit in a local course could be substituted for the PE credit if the student could not participate in a physical activity because of disability or illness.

17 Additional Requirements Beginning in 2014-2015, counselors at elementary, middle and high school are required to provide students and their parents information about preparing for postsecondary education and financial aid availability Students in their first year of high school will receive information from counselors about the advantages of earning a diploma endorsement, performance acknowledgement, and distinguished level of achievement 17

18 Additional Requirements Requires the SBOE not later than September 1, 2014 to ensure that at least six advanced CTE or technology applications courses, including personal financial literacy, are approved to satisfy a fourth credit in math. Requires the TEA commissioner not later than January 1, 2015 to report to the Governor and others the progress made towards approving new courses. 18

19 Additional Requirements Subsidy for CTE Certification Exam: Changes subsidy provisions by requiring a district to pay for the cost and then seek reimbursement from the commissioner (versus the student paying the cost). Removes the requirement that certifications must be in high-demand, high-wage, high-skill occupations. Applies beginning with the 2013–2014 school year. 19

20 Additional Requirements College Preparatory Courses: Removes responsibility of the development of college preparatory courses from the TEA and higher education commissioners. Assigns responsibility of college preparatory courses to districts that must partner with at least one institution of higher education to develop and provide college preparatory courses in English language arts and math. Requires that the courses be designed for grade 12 students whose performance on an EOC exam does not meet college readiness standards; or coursework, college entrance exam, or higher education screener (e.g., Accuplacer) indicates the student is not ready for college-ready coursework. 20

21 Additional Requirements Requires the college preparatory courses developed be provided on the campus of the high school offering the course, or through distance learning or an online course provided through an institution of higher education with which the district has partnered. Mandates that high school and higher education faculty collaborate to ensure the courses are aligned with college readiness expectations. Mandates that each district provide notice to district students and their parents or guardians regarding the benefits of enrolling in such a course. 21

22 Additional Requirements College Preparatory Courses: Provides that a student who successfully completes an English Language Arts (ELA) course can use the credit to satisfy the advanced ELA credit requirement for the foundation school program, and a student who successfully completes a math course can use the credit to satisfy the advanced math credit requirement for the foundation school program. Allows the college preparatory course to be offered for dual credit at the discretion of the higher education institution. 22

23 Additional Requirements Requires each district, in consultation with their higher education partner, to develop or purchase instructional materials for the course, including technology resources using to the extent practical materials already developed. Allows the district’s Instructional Materials Allotment (IMA) to be used in purchasing the materials and the commissioner to adopt rules regarding this use of the IMA. Requires the course and corresponding materials be available to students not later than the 2014–2015 school year. Applies beginning with the 2013–2014 school year. 23

24 TSI in Lieu of EOC Texas Success Initiative Score (TSI) in Lieu of EOC Score: Considers a student who satisfies the Texas Success Initiative (TSI) college readiness benchmarks, prescribed by the THECB, at the end of a college preparatory course to have satisfied EOC requirements for an equivalent course. Applies beginning with the 2013–2014 school year 24

25 HB 5 Student Assessment For students entering grade 9 during the 2011-12 school year or later: − Reduces from 15 to 5 the number of STAAR EOC tests that students have to pass to graduate  English I (both reading and writing)  English II (both reading and writing) Algebra I Biology U.S. History 25 2013-14 Juniors and below More Information on next slide

26 English I & II EOC’s Beginning in spring 2014, STAAR EOC English I & English II assessments will be combined into one single test to be given in one day. Students will receive a single score (combined reading and writing) Fall 2013 English I & English II EOC’s will remain two separate tests. To provide additional flexibility for students in the 2015 and 2016 graduating classes, during the transition period from separate to combined reading and writing assessments. TEA has proposed the following: 26

27 English I & II EOC’s TEA Proposal for Fall 2013: Maintain the minimum and cumulative score concepts. In order to take advantage of this, students MUST − Pass one assessment (either reading or writing) − Meet at least the minimum score on the other; AND − Achieve a combined scale score of 3750 ( the phase-in 1 standard), which represents the sum of the scale scores needed to reach Level II for reading (1875) and Level II for writing (1875) Applicable to test prior to roll-out of new combined assessments. 27

28 HB 5 Eliminates EOC testing in: − Geometry − Chemistry − Physics − World Geography − World History  TEA must adopt EOC exams for Algebra II and English III, which districts could opt to give  These exams would have to be able to measure college readiness and would not be used for graduation purposes or accountability 28 Effective July 2013 administration and beyond

29 Phase-In Standards Phase-in 1 standards were originally set to expire at the conclusion of the 2012-2013 assessment year. Phase-in 1 standards have been extended for the 2013-2014 assessment year. This extension of phase 1 standards allows for teachers and students to have time to adjust to the new phase-in standards 29

30 Phase-In Standards TEA is proposing that the phase-in standard in place at the time a student takes their first EOC, in any content area, applies to all content area. For example: If a student took Algebra 1 EOC in 2012, the phase 1 standard would be the required standard for all content areas. Previous rules were applicable by subject area. 30

31 HB 5 Eliminates Eliminates the requirement that EOC count as 15% of a student’s final course grade and allows districts to adopt local policies for factoring test scores in final course grades Eliminates the cumulative score requirement for each subject (* Exception: English I and English II EOC prior to roll-out of new combined test. 31 15%

32 HB 5 Eliminates The USDE has informed all states that assessments based on modified standards for special education students cannot be used for federal accountability. Therefore, all STAAR Modified tests will be used for the final time during the 2013-2014 assessment year. Further information regarding plans for the inclusion of this population of students in the general assessment program beginning in 2014- 2015 will be forthcoming. 32

33 HB 5 Allows Students would be allowed to satisfy EOC test performance requirements through satisfactory performance on nationally recognized norm-referenced assessments such as advanced placement, SAT, and ACT exams A student who failed to perform satisfactorily on one of those exams could retake the test or take the appropriate EOC exam The commissioner of education would be required to determine a method by which a student’s satisfactory performance on the PSAT or the ACT-Plan could satisfy the EOC exam requirements. However, a student who failed the PSAT or ACT-Plan would have to take the appropriate EOC exam 33

34 HB 5 Algebra 1 Assessment Currently federal AYP requires students to have a mathematics score every year in grades 3-8 as well as a mathematics assessment in high school. Under HB 5, Algebra I is the only required high school math assessment. Therefore, if a student takes the Algebra I EOC as an 8 th grader, there would be no high school math assessment score for that student. The Commissioner has reversed the former decision to disallow “double testing” of students who take Algebra I as an 8 th grader. The Commissioner recommends that students take the 8 th Grade Math STAAR assessment and the Algebra I assessment. This allows middle school students to meet the federal accountability measure by having the grade 8 Math STAAR fulfill the 3-8 mathematics score requirement and the Algebra I EOC assessment fulfill the High School Mathematics assessment requirement. 34

35 HB 5 Exceptions The ARD committee of a student served in special education would determine whether the student was required to achieve satisfactory performance on EOC tests in order to receive a high school diploma 35

36 HB 5Accountability Establishes a three-category rating system evaluating: − Academic Performance − Financial Performance − Community and Student Engagement  Districts will receive letter grade ratings of:  A,B, or C to reflect acceptable performance  D or F to reflect unacceptable performance  Campuses will be assigned exemplary, recognized, acceptable, or unacceptable ratings  TEA will release all three ratings at the same time, by August 8 36

37 Academic Distinction Designations Campuses and Districts could earn Distinctions for attaining postsecondary readiness based on: − Number of students who perform satisfactorily − Number of students who show annual improvement on EOC exams − Being in top 25% in annual improvement (campus) − Top 25% in closing the achievement gap (campus) − High performance in core content areas − Percentage of graduating students who meet foundation course requirements − Percent of students earning a Distinguished Achievement level − Number of diploma endorsements 37

38 Financial Performance Developed by Commissioner in conjunction with the Comptroller by March 1, 2015 Assigns a point value to each indicator to be used in a scoring matrix One of the indicators MUST be the district’s financial solvency 38

39 Community and Student Engagement Each School District will evaluate its own performance and the performance of its campuses based on criteria developed by the Commissioner in conjunction with a local committee at each school district. Must include measures related to: − Fine Arts − Wellness and Physical Education − Community and parental involvement − 21 st Century Workforce Development program − Second language acquisition program − Compliance with statutory reporting and policy requirements 39

40 Additional Restrictions Campuses may not benchmark more than twice per year Campuses must minimize disruptions to the school day/activities because of testing Campuses cannot use postsecondary readiness assessments for: − Teacher Evaluations − Determining a Student’s Final Grade in a Course − Determining a Student’s Class Rank for Graduation Purposes 40

41 Additional Restrictions Limits on Remedial Tutoring and Test Preparation − Requires school boards to adopt and enforce a policy limiting the removal of students from class for remedial tutoring or test preparation if as a result the student would miss more than 10 percent of the school days the class is offered. − Allows a student’s parent or guardian to provide written consent to the district for the removal from class for such purposes beyond the 10 percent limit. − Applies beginning with the 2013–2014 school year. 41

42 Additional Restrictions Limited English Proficiency Students: 60 Consecutive Days of Enrollment Requires a limited English proficiency (LEP) student to be enrolled in a U.S. school for at least 60 consecutive days during a school year to be considered as enrolled for that year for the purpose of determining state test participation (e.g.,accommodated test, alternative test, or test exemption). Applies beginning with the 2013–2014 school year. 42

43 HB 866 Reduces the number of STAAR assessments in grades 3-8 − Students shall be assessed in: Math- grades 3, 5, and 8 Reading- grades 3, 5, and 8 Writing, (including spelling and grammar)- grades 4 and 7 Social Studies- grade 8 Science- grades 5 and 8 43

44 HB 866 Additional Testing Requirements Students in grade 4: − Shall be assessed in subjects for which they did not meet the minimum satisfactory performance in grade 3 Students in grade 6: − Shall be assessed in subjects for which they did not meet the minimum satisfactory performance in grade 5 Students in grade 7: − Shall be assessed in subjects for which they did not meet the minimum satisfactory performance in grade 6 44 Effective no later than September 1, 2015 if federal waiver is approved

45 Contact information: or 45

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