Ty Duncan, ACE Coordinator Heather Blount, CTE Specialist ESC 17 Shauna Lane, Counseling and SIP Specialist ESC 17 HB5 Overview “If you don't know where you are going, you'll end up someplace else.” ― Yogi Berra

2 Real Time Information!!

 Overview of HB5/Resources  Today, we will look more closely at:  Graduation Plans  Endorsements  CTE Changes  Our goal is to provide information for planning purposes for and beyond  HB 5 covered…  Accountability  Curriculum  Assessment  Higher Education  Note: We are still awaiting Legislative Intent for HB, implementation details and transition plans Today… This presentation is for initial planning purposes only as we await implementation details and transition plans.

HB 5 Overview TASA Interpretation of HB5 main/4/hb5-summary.pdf TASB Summary of HB5 ents/house_bill_5_summary_aug2013.pdf HB TEA Page

Graduation Plans/CTE This presentation is for initial planning purposes only as we await implementation details and transition plans.

 Foundation Plan  Foundation/Endorsement  Distinguished  Aims at flexibility while maintaining high standards  “Flex 4x4”  To begin with the 9 th grade class of  However, 10 th and 11 th grade students can opt into the new graduation plans  Will need clarification on which plan(s)  Commissioner’s Transition Guide  Current 12 th grade students not set to graduate on current plans can transition-see Proposed Grad Plan for Students Graduating in New Graduation Plans This presentation is for initial planning purposes only as we await implementation details and transition plans.

 All graduates will be eligible to apply for admission to Texas public four-year universities  Starting , student not eligible for atuomatic admission may apply if they have completed the foundation plan and achieved a certain score on the SAT or ACT…Commissioner rules for students still under Min, Rec, or Advanced plans…  All graduates would be eligible for Texas Grant (Difference in Minimum Plan Graduates that we have now.) New Graduation Plans This presentation is for initial planning purposes only as we await implementation details and transition plans.

 22 Credits  4 ELA,  3 Math,  3 Science,  3 Social Studies,  2 Foreign Language (to include computer programming), absent an exception-substitute another appropriate course if student is unlikely to complete 2 nd credit-Student with a disability may substitute two academic electives that may not be used to complete other credit requirements (ARD/504)  1 Fine Arts, District approval from Commissioner to satisfy through community based fine arts on/off campus that covers the TEKS.  1 PE, absent an exception- District approval from Commissioner to satisfy through community based private/on/off campus that covers the TEKS.CTE approved course may be substituted as an academic elective for students excused from PE due to physical limitations  5 Electives  + 4 Endorsement Credits  a flexible math,  a flexible science, and  2 additional electives Foundation Plan + Endorsement All entering 9 th graders must select an endorsement, but may opt for only the foundation plan after grade 10 with parental consent. This presentation is for initial planning purposes only as we await implementation details and transition plans.

 Students can earn an endorsement in one of five areas:  STEM,  Business and Industry,  Public Services,  Arts and Humanities,  Multidisciplinary Studies Foundation Plan + Endorsement This presentation is for initial planning purposes only as we await implementation details and transition plans.

 22 Credits  4 ELA,  3 Math,  3 Science,  3 Social Studies,  2 Foreign Language (to include computer programming),  1 Fine Arts,  1 PE,  5 Electives Foundation Plan All entering 9 th graders must select an endorsement, but may opt for only the foundation plan after grade 10 with parental consent. This presentation is for initial planning purposes only as we await implementation details and transition plans.

 Maintains the DISTINGUISHED level of performance for students…  Complete the FOUNDATION PLAN  Complete an ENDORSEMENT  Complete ALGEBRA II CREDIT  Eligible for TOP 10% Automatic Admissions  Similar to current law DISTINGUISHED This presentation is for initial planning purposes only as we await implementation details and transition plans.

Endorsements & Course Planning This presentation is for initial planning purposes only as we await implementation details and transition plans.

 STEM  Arts & Humanities  Business & Industry  Public Services  Multidisciplinary  If you offer only one Endorsement, it must be Multidisciplinary Endorsements Career Cluster Endorsement This presentation is for initial planning purposes only as we await implementation details and transition plans.

Endorsements vs. Career Clusters STEMBusiness/IndustryPublic ServicesArts & Humanities STEMAFNREducation & Training Arts, AV & Communications Information Technology Architecture & Construction Health ScienceGovt. & Public Administration Arts, AV & Communications Hospitality & Tourism Business Mgmt. & Administration Human Services FinanceLaw, Public Safety, & Security Manufacturing Marketing Transportation, Dist. & Logistics This presentation is for initial planning purposes only as we await implementation details and transition plans.

 Science  Technology  Engineering  Environmental Science  Advanced Mathematics  Computer Science STEM Endorsement This presentation is for initial planning purposes only as we await implementation details and transition plans.

 Management  Information Technology  Communications  Accounting & Finance  Marketing  Graphic Design  Architecture & Construction  Welding  Agricultural Science  Logistics & Auto Technology Business & Industry Endorsement This presentation is for initial planning purposes only as we await implementation details and transition plans.

 Health Science  Education & Training  Law Enforcement  Culinary Arts & Hospitality Public Services Endorsement This presentation is for initial planning purposes only as we await implementation details and transition plans.

 Political Science  World Languages  Cultural Studies  English Literature  History  Fine Arts Arts & Humanities Endorsement This presentation is for initial planning purposes only as we await implementation details and transition plans.

 Courses selected from each endorsement area  Earn credits in a variety of advanced courses from multiple content areas Multidisciplinary Endorsement This presentation is for initial planning purposes only as we await implementation details and transition plans.

 Districts may partner with higher education institutions and local business/industry to develop rigorous courses that allow students to enter/participate in:  A postsecondary program  Without remediation  An apprenticeship program  An internship  Part of credential/certification  District reports courses upon completion (not prior to offering) CTE Apprenticeships & Training, Local Course Development This presentation is for initial planning purposes only as we await implementation details and transition plans.

 Section 22  “A school district shall provide, to the greatest extent possible, … opportunities to enroll in dual credit courses as part of the program.”  Section 23 ( )  “On approval by the commissioner, the agency shall pay each school district an amount equal to the cost paid by the district for the certification examination.” CTE Program Changes This presentation is for initial planning purposes only as we await implementation details and transition plans.

 No later than September 1, 2014, SBOE must approve at least 6 CTE or Technology Applications courses, including Personal Financial Literacy, for 4 th year math credit  SBOE must approve a variety of advanced English, mathematics, and science courses to comply with the Foundation program. Advanced CTE Courses This presentation is for initial planning purposes only as we await implementation details and transition plans.

 Call Courses by the Correct Name on ARD Schedules/PGP  Courses may have to be rotated so planning essential  Not all the courses all the time  = Increased Planning/Prep  Elective credits needed for Foundation program may be CTE courses necessary to earn an industry-recognized credential or associates degree Transitioning CTE Programs This presentation is for initial planning purposes only as we await implementation details and transition plans.

 Analyze Data  Increased Performance?  Student Certifications Transitioning CTE Programs This presentation is for initial planning purposes only as we await implementation details and transition plans.

 PGP-Required for MS students who fail a state assessment or unlikely to graduate in 5 years  REQUIRED for ALL HS Students  English and Spanish explination of advantages of distinguished level and encourages parents to choose a corresponding plan/PGP  Requires parent signature on PGP that identifies a course of study that promotes college and workforce readiness, career placement, and facilitates transition to post-secondary education. This presentation is for initial planning purposes only as we await implementation details and transition plans. PGP

This presentation is for initial planning purposes only as we await implementation details and transition plans.

 The commissioner must adopt a transition plan from the current high school programs to the new program beginning with the school year. A student in 9 th grade before (anyone in 9 th in and before) may graduate under:  Foundation Program, if courses selected in  Minimum Program, if participating before  Recommended Program, if participating before  Advanced Program, if participating before Transition Plan This presentation is for initial planning purposes only as we await implementation details and transition plans.

 By commissioner’ rule…  A high school senior who does not satisfy the curriculum requirements of their current program may graduate if the student satisfies the foundation progrma and any other grad requirements.  See Proposed Graduation Program Options for Students Graduating in This presentation is for initial planning purposes only as we await implementation details and transition plans. Transition Plan

Higher Ed This presentation is for initial planning purposes only as we await implementation details and transition plans.

 Each school district shall partner with at least one institution of higher education to develop and provide courses in college preparatory:  Mathematics  English Language Arts  Courses must be offered to students who do not meet college readiness standards (college entrance exam, STAAR, ACT/SAT, etc.)  A student in a college prep course who satisfies the TSI college readiness benchmarks on an exam administered by the THECB at the end of the course satisfies the EOC requirement for that course. College Preparatory Courses This presentation is for initial planning purposes only as we await implementation details and transition plans.

Engineering Scholarships This presentation is for initial planning purposes only as we await implementation details and transition plans. To be eligible for an engineering scholarship, a studnt must graduate under the foundation, rather than the recommended, high school program.

 , community college offering courses for dual credit under and agreement with a school district outside of the college’s service area-student’s enrollment is limited to not more than 3 courses per year. This presentation is for initial planning purposes only as we await implementation details and transition plans. Dual Enrollment

House Bill 5 Continued… This presentation is for initial planning purposes only as we await implementation details and transition plans.

 Records Exchange-PGP must be available via TREX/SPEEDE record exchange  Limit Absences for Test Prep-parent permission to miss more than 10% of a class for test prep  90 percent Rule-k-12 may not receive final grade unless 90% rule is met  District must make available Algebra II to each HS Student This presentation is for initial planning purposes only as we await implementation details and transition plans. Highlights

Accelerated Instruction for High School Students  Adds a new section to education code specific to providing accelerated instruction (AI) to high school students who fail to perform satisfactorily on required end-­‐of-­‐course exams.  States that the AI may require participation before or after normal school hours and may include participation at times of the year outside of normal school operations.  Mandates the AI be provided at no cost to the student. 37

Accelerated Instruction for High School Students  Mandates that the district use appropriated compensatory education (CE) funds for the AI. Requires a district to separately budget CE funds for the AI and prohibits use of the funds for any other purpose until the district adopts a budget to support the AI.  Requires a district to evaluate the effectiveness of the AI programs and hold an annual public hearing to consider the results. Increases the age of students considered “at-­‐risk” for dropping out of school from 21 to 26 years of age for CE eligibility purposes. 38

 Transcript Acknowledgment-performance acknowledgments, distinguished level, and endorsement on diploma and transcripts  PEIMS must indicate # of students enrolled in foundation program, distinguished level, and endorsements, disaggregated by race, ethnicity, socioeconomic, gender, and special pops This presentation is for initial planning purposes only as we await implementation details and transition plans. Highlights

 All must provide notice of the curriculum requirements for financial aid and automatic admissions (POSTED)  Required forms signed by parents, student, COUNSELOR This presentation is for initial planning purposes only as we await implementation details and transition plans. College Admission Information

 At-Risk age amended to include students up to age 26  IMA  Counseling/Postsecondary Requirements-term change from Higher Education-Requires counseling every year of high school including advantages of completing an endorsement/distinguished  Student enrolled less than 60 consecutive days during a year is not considered enrolled in U.S. for the purpose of determining a number of years for purposes of eligibility for an alt. assessment for LEP. This presentation is for initial planning purposes only as we await implementation details and transition plans. Highlights

Assessment This presentation is for initial planning purposes only as we await implementation details and transition plans.

Limits on Benchmark Testing  Defines “benchmark assessment instrument” as a district-­ ‐required assessment instrument designed to prepare students for a corresponding state-­‐administered assessment instrument.  Only allowed two per corresponding test  Does not apply to ACT, SAT, etc  Commissioner will make rules for SPED students 43

 , alt assessments developed for special education students for whom standard assessments, even with accommodations, would be inappropriate, will not include assessments approved y the commissioner to measure growth. The assessment must, to the extent allowed by federal law, give districts options for student assessment. TEA, along with appropriate interested persons, must redevelop assessments for significantly cognitively disabled students for administration no later than An assessment under this section may not require a teacher to prepare tasks or materials for a student who will take the alt test. This presentation is for initial planning purposes only as we await implementation details and transition plans. Assessment Options for Special Education

 EOC cannot be used in Class Rank  Optional Alg II/Eng III  TEA to develop postsecondary readiness assessment for these courses for districts to admin at their option  Admin for the course-not the student  Before second full week in May  Results reported to TEA/State officials  Not used for Accountability, Teacher evaluations, or institutions of higher ed for admissions or TEXAS grant.  No benchmarks This presentation is for initial planning purposes only as we await implementation details and transition plans. Highlights

EOC Passing Standards…  students must pass all 5 EOC exams to graduate  Students not meeting passing standard will retest  EOC 15% of course requirement repealed This presentation is for initial planning purposes only as we await implementation details and transition plans. Highlights

EOC Scores Required for Graduation  Requires TEA to adopt five end-­‐of-­‐course (EOC) exams, including:  English I (reading and writing on a single test and given one score)  English II (reading and writing on a single test and given one score)  Algebra I  Biology  U.S History 47

In the 2011–2012 and 2012–2013 school years, students were required to take separate State of Texas Assessments of Academic Readiness (STAAR®) English I and English II reading and writing assessments. To provide additional flexibility for these students during the transition period from separate assessments to combined reading and writing assessments, TEA is proposing to use the minimum—and cumulative—score concepts to determine whether students taking these separate assessments have met their English I and English II graduation requirements. These concepts would be applied within each course, not across courses, and would require students who took separate reading and writing assessments to meet three criteria: 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). In order to assist districts in identifying students that have met their English I and/or English II assessment graduation requirements, a file that lists the students who have met the above three criteria (and did not previously pass both reading and writing) will be provided to each district. A report identifying the scores for reading and writing as well as the combined score will also be provided for each student identified. This information will be sent in early October for students who have met the criteria as a result of their test performance. Administrations from spring 2012 through July 2013 will be used to make this determination. In addition, information about students who have met the criteria as a result of testing during December 2013 will be sent to districts after that administration. This presentation is for initial planning purposes only as we await implementation details and transition plans. Update on English I and II EOC

EOC Passing Standards…  A special Education student’s ARDC will decide whether the student must pass the EOC in order to graduate. A student who does not perform satisfactorily on an EOC may retake the exam, but is not required to retake the course. If a district determines that a rising senior is unlikely to pass an EOC, the district shall require the student to enroll in the corresponding college prep course, if available. The college prep course assessment can be used to satisfy the EOC requirement.  Applies to students who entered 9 th in or later  Students who entered 9 th after , but before , may be administered only the tests as these sections are amended, in accordance with the transition plan as determined by the commissioner This presentation is for initial planning purposes only as we await implementation details and transition plans. ARD Committee and EOC

EOC Scale Score  Requires the commissioner to adopt rules requiring a student under the foundation program to be administered each of the five EOC exams required for graduation. Mandates that the commissioner determine a scale score that indicates satisfactory performance on each of the five EOC exams.  Mandates that for each scale score not based on a 100-­‐point scale scoring system, the commissioner must provide for conversion, in accordance with commissioner rule, to an equivalent score based on a 100-­‐point scale scoring system.  Applies this school year 50

EOC Retesting  Makes retakes of an EOC exam optional for a student who fails to achieve the necessary score.  A student is not required to retake a course as a condition of retaking an EOC.  Applies with the 2013–2014 school year. 51

EOC Scores Cannot Be Used For….  Be used for purposes of determining class rank, top 10 percent, or as a sole criterion for admission to an institution of higher education.  Applies beginning with the 2013–2014 school year. 52

Other Tests That Can Satisfy EOC Score Requirements  Requires the TEA commissioner to determine a method by which satisfactory performance on an AP, IB, SAT Subject Test, the SAT or the ACT, or any nationally recognized norm- ­‐referenced tests used by institutions of higher education to award course credit based on satisfactory performance to satisfy the EOC requirements for an equivalent course.  Removes commissioner rule-­‐making authority and commissioner discretion to determine if any of these tests are “at least as rigorous as an EOC.” 53

Other Tests That Can Satisfy EOC Score Requirements  Allows a student who fails to perform satisfactorily on one of these tests, other than the PSAT or the ACT-­‐Plan, to retake the test or another test, including the EOC, for the purpose of satisfying the EOC requirements.  Mandates that a student who fails to perform satisfactorily on the PSAT or the ACT-­‐Plan must take the appropriate EOC. Permits the commissioner to adopt rules for these particular provisions. 54

Grade 11 Students Not Meeting EOC Score Requirements  Mandates that if a district determines on completion of grade 11 that a student is unlikely to achieve the necessary score for one or more EOC exams, the district must require the student to enroll in a corresponding content-­‐area college preparatory course.  Applies beginning with the 2013–2014 school year. 55

Accountability This presentation is for initial planning purposes only as we await implementation details and transition plans.

New Index System

2013 Ratings Criteria To receive a Met Standard Rating all campuses and districts must meet the following accountability targets: Each of the four indexes will have a score of 0 to 100 to represent the campus or district performance : TargetsDistricts and Campuses Index 1: Student Achievement50 Index 2: Student Progress5 th percentile* Index 3: Closing Performance Gaps55 Index 4: Postsecondary Readiness75 * Target will be set at about the fifth percentile of campus performance and will be applied to both campuses and districts.

 Requires the commissioner to also assign each campus a performance rating of exemplary, recognized, acceptable, or unacceptable.  A campus rating of exemplary, recognized, or acceptable reflects “acceptable” performance, and a rating of unacceptable is deemed “unacceptable.”  Requires the rating to be made public not later than August 8 of each year.  Applies beginning with the 2016–2017 school year. This presentation is for initial planning purposes only as we await implementation details and transition plans. Campus Performance Rating from HB5

 Distinction Designations for outstanding perfomance must be directly referenced in connection with a district or campus performance rating and made availabel publicaly together with the performance ratins. This presentation is for initial planning purposes only as we await implementation details and transition plans. Distinction Designations

What does this report tell you about a campus?

 , student previously reported as a dropout that re-enrolls and drops uot again is not included in the district’s dropout calculation. This presentation is for initial planning purposes only as we await implementation details and transition plans. Dropout Calculation

 % of students who complete the distinguished level of achievement  % of students who complete and endorsement  At least 3 additional indicators… This presentation is for initial planning purposes only as we await implementation details and transition plans. Indicators of Student Achievement

NEW Community and Student Engagement Accountability System  Introduces a new component to the state accountability system that requires each district to report to TEA and make publically available a self-­ ‐evaluation of the district and each campus in the area of community and student engagement. 64

NEW Community and Student Engagement Accountability System  Requires a local committee to establish criteria that will be used to issue a rating to the district and each campus of exemplary, recognized, acceptable, or unacceptable for both overall performance and on individual factors that include: (1) fine arts; (2) wellness and P.E.; (3) community and parental involvement, i.e. tutoring programs or participation in community service projects; (4) 21st 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; and (9) record of district and campus compliance with statutory reporting and policy requirements.  Requires the rating to be made public not later than August 8 of each year.  Applies beginning with the 2013–2014 school year. 65

This presentation is for initial planning purposes only as we await implementation details and transition plans. NEW Texas School Accountability Dashboard  Creates a new dashboard that requires TEA to develop and maintain a website separate from its own for the public to be able to access campus and district accountability information.  Requires the commissioner to adopt a performance index for the dashboard in four areas: (1) student achievement, (2) student progress, (3) closing performance gaps, and, (4) postsecondary readiness. THIS GUARANTEES USAGE OF INDEX SYSTEM IN FUTURE AS IT IS NOW IN STATUTE!

 The achievement gap is bigger than it ever was in TAKS for most districts. It is falling along lines of poverty and economically disadvantaged.  Staffing for the future of this new endorsement world. What courses is your district going to offer?  High School Counselors now have less testing, but more responsibility and “real” counseling. HB5 places tremendous responsibility on the sophistication of your counseling services.  The Index system places great emphasis on high performing students. Systems will have to acclimate to the rigor needs of these students. This presentation is for initial planning purposes only as we await implementation details and transition plans. Pressing Issues…

68 Resources  Instructional Leaders Blog!  Lead4Ward Resources***  2013 TEA Accountability Site  Accountability FAQ  TASA Interpretation of HB5