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HB 5 Work Session Pat Page, Wes Pierce, and Cindy Teichman Region 9 ESC 1.

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Presentation on theme: "HB 5 Work Session Pat Page, Wes Pierce, and Cindy Teichman Region 9 ESC 1."— Presentation transcript:

1 HB 5 Work Session Pat Page, Wes Pierce, and Cindy Teichman Region 9 ESC 1

2 HB 5: Agenda O Overview of TEA/SBOE Timeline O Review of SBOE Proposal and SBOE Updates O Plan of Action/Needs Assessment O Group Activity: Brainstorm Next Steps and Additional Needs O Developmental Math/ELA Discussion O ESC 9 HB 5: Graduation Plans Meeting Timeline O Introduction of Community and Student Engagement Accountability O Review of CASE Law O Review of Resources O Review of Suggested Timeline O Group Activity: Plan of Action/Next Steps 2

3 Word of the Day Grapple ˈ grap ə l/ Engage in a close fight or struggle without weapons; wrestle. 3

4 Remember to Be Vigilant 4

5 Overview of HB 5 The State Board of Education (SBOE) Timeline: O September 17: Public Hearing O September 18: Discussion of HB 5 Rules O November:First Reading and Filing Authorization O December:Release of Revised Proposal and Official Public Comment Period O January:Second Reading and Final Adoption O :Implementation 5

6 Foundation Requirements English Language Arts(4 credits) O English I O English II O English III O Advanced English Course (TBD by SBOE) Mathematics (3 credits) O Algebra I O Geometry O Advanced Mathematics Course (TBD by SBOE) Science (3 credits) O Biology O IPC or Advanced Science Course (TBD by SBOE) O Advanced Science Course (TBD by SBOE) Social Studies (3 credits ) O U.S. History O U.S. Government (one-half credit) O Economics (one-half credit) O World Geography or World History or Combined World History/World Geography Physical Education (1 credit) Languages Other Than English(2 credits) O Two credits in the same language O Computer programming language (other exceptions) Fine Arts (1 credit) Electives (*5 credits) *If seeking certain endorsements, some elective credits may have to be linked to a coherent course sequence) 6

7 Foundation Requirements O SBOE voted NOT to require speech in the Foundation program O Some parameters have been placed around what will count as “Advanced” 3 rd credit and/or 4 th credit math and science (see lists on pp. 3-5 of SBOE proposed rules) 7

8 Endorsement Requirements A student may earn an endorsement by successfully completing: O curriculum requirements for the endorsement (TBD by SBOE) O 4 credits in mathematics O 4 credits in science O 2 additional elective credits (related to the endorsement) 8

9 Endorsement Requirements O SBOE voted to require Algebra II ONLY in the STEM endorsement O There are multiple pathways to fulfill endorsement requirements O A course used to satisfy an endorsement requirement may also be used to satisfy a foundation/elective requirement 9

10 STEM, Business & Industry, and Public Service Endorsements O CTE route to an endorsement: O Requires four or more CTE credits O Three or more courses must be in a coherent sequence (locally determined) O Two of these courses must be in the same career cluster O One of these courses must be advanced (3 rd or higher course in a sequence) O The final course in a sequence must be from the student’s chosen career cluster 10

11 Career Clusters and Coherent Sequences 11

12 Career Clusters and Coherent Sequences 12

13 STEM, Business & Industry, and Public Service Endorsements Example 13 CTE Credit 1CTE Credit 2CTE Credit 3CTE Credit 4 CTE Credit 1 CTE Credit 2 (coherent sequence) CTE Credit 3 (coherent sequence) CTE Credit 4 (coherent sequence) CTE Credit 1 CTE Credit 2 (coherent sequence) CTE Credit 3 (coherent sequence) CTE Credit 4 (coherent sequence) CTE Credit 1 CTE Credit 2 (coherent sequence) CTE Credit 3 (coherent sequence) CTE Credit 4 (coherent sequence— Advanced course) 4 CTE Credits Required 3 CTE Credits must be in a coherent sequence 2 CTE Credits must be from the same career cluster 1 CTE Credit must be advanced Final course in a sequence must be from the student’s chosen career cluster

14 Career Clusters and Coherent Sequences O TEA CTE link: d=5415#SubchapterA Additional information can be found at 14

15 Noteworthy Points from SBOE Discussion O Districts determine Coherent Sequences O Approximately 200 courses in 16 clusters are available—just need some relationship O Coherent Sequences for a student may have courses from more than one career cluster O Reminder: last course in the sequence determines the endorsement 15

16 Discussion 16 Discuss at your table what coherent sequences might look like at your district

17 STEM Endorsement Includes courses directly related to: O Health science (moved from Public Services) O Science O Technology O Engineering O Mathematics O Must include Algebra II, Chemistry, and Physics O See modified draft proposal document for additional information/changes by the SBOE 17

18 Business and Industry Endorsement Includes courses directly related to: O Agriculture, food, and natural resources O Architecture and construction O Arts, audio/visual technology, and communications O Business management and administration O Finance O Hospitality and Tourism O Information Technology O Manufacturing O Marketing O Transportation O Advanced broadcast journalism, newspaper, or public speaking O See modified draft proposal document for additional information/changes by the SBOE 18

19 Public Services Endorsement Includes courses directly related to: O Education and training O Government and public administration O Human services O Law, public safety, corrections, and securities O See modified draft proposal document for additional information/changes by the SBOE 19

20 Arts and Humanities Endorsement Includes courses directly related to: O Social Studies O Languages other than English O American sign language O Art O Dance O Music O Theatre O Requirement for English IV, World History, and World Geography was removed during the last hearing O See modified draft proposal document for additional information/changes by the SBOE O Languages other than English can be split into two levels of two different languages O Art, Dance, Music, and Theatre have been combined into a flexible Fine Arts sequence 20

21 Multidisciplinary Studies Endorsement Includes: O Advanced courses that prepare students for the workplace O Four credits in each of the four foundation subjects (to include English IV and chemistry and/or physics) O Four AP/IB courses from each of the four foundation subjects O See modified draft proposal document for additional information/changes by the SBOE 21

22 Endorsements O (g) A course completed as part of the set of four courses needed to satisfy an endorsement requirement may also satisfy a requirement under section 74.12(b) and (c) of this title, including an elective requirement 22

23 Distinguished Achievement O Complete foundations high school program O Complete requirement for at least one endorsement O Complete Algebra II 23

24 Performance Acknowlegments O Dual Credit courses: pg. 13 O Outstanding performance in bilingualism and biliteracy: pp O Outstanding performance on AP or IB: pg. 14 O Outstanding performance on PSAT, ACT-PLAN, SAT, or ACT: pg. 14 O Business or Industry certification/license: pg

25 Our Focus 25

26 Plan of Action 1. Analyze Foundation Requirements 2. Consider additional Local Requirements 3. Analyze Endorsement Capacity Foundation Capacity Document Local Policy Endorsement Document: Course Inventory Tool (Project Share) 26

27 Plan of Action 4. Reconcile courses offered to endorsements 5. Determine endorsements to be offered 6. Determine how to implement plan Endorsement Document, Coherent Sequences, etc. Courses Offered, Teacher Certifications, 7 vs. 8 period day, etc. 27

28 Additional Resources ESC 4 ESC

29 Group Activity 1. Brainstorm next steps O What have you already done? O What needs to be accomplished next? O What needs to be included in public comment? O Example: Ask for clarification of language regarding four credits in each of the four foundation subject areas in the Multidisciplinary Studies endorsement—Can courses count as meeting foundation and endorsement requirements? 2. List needs/ideas O What additional information do we need? O How can we work together? 3. Share 29

30 Timeline 1. December: Met with ad hoc HB 5 advisory group 2. February 13th: Second meeting of ad hoc advisory group 3. February 19 th - 1-4: Reconvene large-group and review final SBOE adoption 30

31 Developmental Course O Developmental Math and ELA discussion 31

32 Community and Student Engagement Accountability 32

33 Community and Student Engagement Accountability Sec : (a) Each school district shall: O evaluate the district’s performance and the performance of each campus in the district in community and student engagement and compliance O assign the district and each campus a performance rating of exemplary, recognized, acceptable, or unacceptable for both overall performance and each individual evaluation factor listed under Subsection (b) 33

34 Community and Student Engagement Accountability O Not later than August 8 of each year, the district shall report each performance rating to the agency and make the performance ratings publicly available as provided by commissioner O Plan is to use summer PEIMS submission 34

35 Community and Student Engagement Accountability O (b) For purposes of assigning the performance ratings under Subsection (a), a school district must evaluate the following: 1. Fine Arts 2. Wellness and Physical Education 3. Community and Parental Involvement, such as: O Opportunities for parents to assist students in preparing for assessments under Section O Tutoring programs that support students taking assessments under Section O Opportunities for students to participate in community service projects st Century Workforce Development program 5. Second Language Acquisition program 6. Digital Learning Environment 7. Dropout prevention strategies 8. Educational programs for gifted and talented students 9. Compliance with statutory reporting and policy requirements 35

36 Community and Student Engagement Accountability O (c) A school district shall use criteria developed by a local committee to evaluate: O (1) The performance of the district’s campus programs and categories of performance O (2) The record of the district and each campus regarding compliance 36

37 Community and Student Engagement Accountability Resources 37

38 Community and Student Engagement Accountability O Project Share Drop Box Samples 38

39 Community and Student Engagement Accountability O ESC 11 Evaluation Tool Demo 39

40 Suggested Timeline 1. January: O Determine process for committee review O Determine tool to assist committee 2. Early Spring: O Convene committees for development of performance indicators 3. Late Spring: O Reconvene committee to apply ratings 4. Early Summer: O Report ratings (overall and by component for district and all campuses) through PEIMS summer submission 40

41 Group Activity 1. Brainstorm next steps 2. List needs/ideas 3. Share 41

42 Questions and Discussion 42


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