1. House Bill 5 How HB5 Changed Texas Education Business Perspective

2. HB5 overview

3. The structure and intent Accountability, Assessment and Graduation Plans The goals: the development of a more diverse workforce sending students to the postsecondary level more prepared for success The understanding is that each student’s path to the workforce is unique.

4. Diploma Plans

5. Parameters to follow  “…students entering Grade 9 in the 2014-15 school year and thereafter…”  Students currently in high school may switch next year  Endorsements, distinguished level and performance acknowledgements to be on students’ transcript and diploma  Students can move to a Foundation only diploma after their sophomore year with:  Parent advisement  Parent signed permission

6. Graduation requirements Foundation requirements Endorsements (4 Math, 4 Science, Endorsement curriculum requirements, two elective credits) STEM Business and Industry Public services Arts and Humanities Multidisciplinary Distinguished (4 Math including Algebra II, 4 Science and Endorsement) Performance Acknowledgements

7. Speech course? No longer a required separate state credit for a diploma for Foundation diploma students but “speech requirement” exists Districts may opt to add it to their diploma requirements Consider standards within English/Language Arts TEKS Oral Conventions This was noted to be a “soft skill” from those in the workforce so districts and higher education will need to consider it’s removal from diploma requirements.

8. Endorsements = make room for CTE

9. Terms to know for a diploma Endorsement = a set of classes that go together to help create an area of study for a student Endorsements follow a pattern set by the district. This customizes the diploma to support the child’s college and career pathway. Students study in areas where they are interested or have a talent/aptitude. Think of it like a major in college

10. Remember it is all about the “final” course! The final course the student takes is what will determine what Endorsement(s) the student receives Think of this final course as a “capstone” course This is completely up to the district This allows districts to be more flexible about what they deem to be a “coherent sequence” Think about what can be taken simultaneously in the junior/senior year This can change how senior year looks!

11. Other diploma features

12. What does a child need to be in the top 10%? GPA requirements set by district Distinguished Level = Credits for the Foundation Credits for one Endorsement 4 Math and 4 Science One of the math must be Algebra II

13. Performance Acknowledgements  Dual credit - 12 hours of college academic courses with 3.0 GPA or better  Associate’s degree while in high school  Score of 3+ on a College Board AP examination  Score of 4+ on an International Baccalaureate  PSAT, SAT, ACT-PLAN, ACT  PSAT = commended scholar or higher  ACT-PLAN = college readiness in minimum two of four subject areas  SAT = combined reading and math score of 1250+  ACT = composite score of 28 (excluding writing)

14. The “locally developed” courses Required to be built in conjunction with IHE (institutes of higher education) and businesses by September 2015 and offered to students One is an advanced course connected to work within a field (like internships) One is filling the gap for students who are not “college ready” for English and Math

15. Challenges for CTE

16. What are some challenges for CTE in implementing HB5? Equity among demographic groups is required If one particular group is represented more than the others in a certain Endorsement it will cause a review by TEA. Working with counselors to help students find their aptitude Allowing students to sample various CTE courses while maintaining quality Endorsement paths Expanding dual credit options

17. What do you see? From Bureau of Labor

20. From The Girls RISE (Raising Interest in Science and Engineering), 2013 “The under representation of women in science classes and STEM careers continues to be an issue of compelling puzzlement. Inherent gender differences have been ruled out by the vast majority of scientists given studies that demonstrate that younger boys and girls are similarly interested in science, and even that girls get better grades than boys in science. Yet high ability girls often do not have correspondingly high levels of confidence in their ability to do science (Baker, 2013), which may be one of the contributors to the findings that the standardized test score difference between boys and girls is not definitive, varying by year and geographic location, though boys appear to do better at the extreme high end of the distribution (Ceci and Williams, 2009).”

21. “Teachers can foster girls’ long-term interest in math and science by choosing activities connecting math and science activities to careers in ways that do not reinforce existing gender stereotypes and choosing activities that spark initial curiosity about math and science content. Teachers can provide ongoing access to resources for students who continue to express interest in a topic after the class has moved on to other areas.” ~Institute of Education Sciences, 2007

22. But what about boys? “In 2008, there were 3,063,163 licensed registered nurses in the United States. Only 6.6% of those were men” These numbers only decrease when minorities were the focus.

23. So we must make girls and boys see beyond gender stereotypes. How can we do that?

24. The challenges of new diploma plans for ISDs Being able to offer more than one Endorsement (cost, staffing, certification) Counseling students (with their parents) every year and adjusting graduation plans Maintaining a plan for the unique needs of every child Creating the developmental courses with higher education How to offer more CTE, Dual credit courses and electives to match more Endorsements in creative ways? Working with Business & Industry Informing parents Building policies for: Class ranking with mixed diploma types LOTE switch

25. Review HB5 changed assessment, accountability and diploma plans in the state of Texas as of 2013- 14 school year. Newer diploma plans allow for CTE courses to be a more common pathway for students to “major” in. HB5 and CTE sometimes have overlapping language. With the expansion of CTE possibilities, there are opportunities for overcoming gender imbalances in certain career paths. Opportunity for business involvement.

26. HOMEWORK: What’s on our site? Updated documents and FAQs from TEA Tools to help you plan Testing updates Presentations to share with parents Information on SBOE decisions

27. Take a look at our site for updated information www.esc12.net/hb5 www.esc12.net/hb5 Denise BellChris Holecek dbell@esc12.netcholecek@esc12.net