HB5 & The Foundation Graduation Plan K HB5...5. A coherent sequence of 4 credits by selecting courses from one or two categories or disciplines in fine arts or innovative courses approved

HB5 & The Foundation Graduation Plan

Presented by: Karen E. Turner

Parent Involvement Conference San Marcos

[email protected]

HB5 – Foundation Plan • ELA Four credits

• English I

• English II

• English III

• Advanced English Course

• Math Three Credits

• Algebra I

• Geometry

• Advanced Math Course

• Science Three Credits

• Biology

• IPC or Advanced Science Course

• Advanced Science Course

• Social Studies Three Credits

• U. S. History

• U. S. Government (1/2 Credit)

• Economics (1/2 Credit)

• W. Geography or W. History or

• Combined W. History/W. Geography (N/A yet)

HB5 – Foundation Plan

• Physical Ed One Credit

• LOTE Two Credits • In the same Language

• Computer Science I, II, and III

(Allowable through the 2015-16 school year)

• Fine Arts One Credit

• Electives Five Credits

Speech Requirement • A specific speech course will not be a requirement.

NEW REQUIREMENT:

• To receive a high school diploma, a student must demonstrate proficiency, as determined by

the district in which the student is enrolled, in:

• Delivering clear verbal messages

• Choosing effective nonverbal behaviors

• Listening for desired results

• Applying valid critical-thinking and problem-solving processes

• Identifying, analyzing, developing, and evaluation communication skills needed for

professional and social success in interpersonal situations, group interactions, and

personal and professional presentations.

Language Other Than English

If a student, in completing the fist credit of LOTE, demonstrates that the student is unlikely to be able to complete the second credit, the student may substitute another appropriate course as follows:

Special Topics in Language and Culture World History or World Geography for a student who is not required to complete both by the local district Computer science A different language course

The determination regarding a student’s ability to complete the second credit of LOTE must be agreed to by:

The teacher of the first LOTE credit course, the principal or designee, and the student’s parent or person standing in parental relation; The student’s ARD committee if the student receives special education services The committee established for the student under Section 504

LOTE for a Student with a Disability

If a student with a disability is unable to complete two credits in LOTE they may substitute a combination of two credits from:

English language arts, math, science, or social studies, or two credits in career and technical education or technology applications for the LOTE credit requirements.

The determination regarding a student’s ability to complete the LOTE credit requirements will be made by:

The student’s ARD committee The committee established for the student under Section 504

Endorsements

• A student may earn an endorsement by successfully completing:

–Curriculum requirements for the endorsement

– Four credits in math

– Four credits in science

–Two additional elective credits

STEM Endorsement • A student may earn a STEM endorsement by

completing the foundation and general endorsement requirements including Algebra II, Chemistry, and Physics and:

1. A coherent sequence of courses for four or

more credits in CTE that consists of at least two courses in the same career cluster including at least one advanced CTE course which includes any course that is the third or higher course in a sequence. The final course in the sequence must be selected from the STEM career cluster; or

STEM Continued 2. Computer Science: Coherent sequence of 4

credits; or

3. Math: 5 credits - Completing Algebra I, Geometry, Algebra II and two additional math courses (Algebra II as a prerequisite); or

4. Science: 5 credits – By completing Biology, Chemistry, Physics, and two additional advance science courses; or

5. Coherent sequence of 3 additional credits no more than 2 areas listed in 1, 2, 3, and 4.

Business & Industry Endorsement • A student may earn a business and industry endorsement by

completing the foundation and general endorsement requirements and:

1. Coherent sequence of courses for four or more credits in CTE. At least 2 courses in the same career cluster-1 must be an advanced course. The final course must be selected from one of the following CTE career clusters: Agriculture, Food, & Natural Resources, Architecture & Construction, Arts, Audio/Video Technology, & Communications, Business Management & Administration, Transportation, Distribution, & Logistics, Marketing, Information Technology, Manufacturing, Hospitality & Tourism, Finance; or

2. Four English elective credits by selecting 3 levels in one of the

following areas: advanced broadcast journalism, advanced journalism: newspaper, advanced journalism: yearbook, public speaking, and debate; or

Business & Industry Endorsement 3. Four technology application credits by

selecting from the following: Digital Design & Media Production, Digital Art & Animation, 3-D Modeling & Animation, Digital Communication in the 21st Century, Digital Video & Audio Design, Web Communications, Web Design, Web Game Development, Independent Study in Evolving/Emerging Technologies; or

4. A coherent sequence of four credits from 1, 2, or 3.

Public Services Endorsement • A student may earn a public services endorsement

by completing the foundation and general endorsement requirements and:

1. A coherent sequences of courses for four or more credits in CTE-at least 2 courses in the same career cluster-1 must be an advanced course. The final course must be selected from one of the following CTE career clusters: Education & Training, Government & Public Administration, Health Science, Human Services, or Law, Public Safety, Corrections, & Security; or

2. Four courses in Junior Reserve Officer Corps (JROTC)

Arts & Humanities Endorsement • A student may earn an arts and humanities endorsement

by completing the foundation and general endorsement requirements and: 1. A total of 5 social studies credits; or

2. 4 levels of the same language in a language other than English; or

3. 2 levels of the same language in a language other than English and 2 levels of a different language in a language other than English; or

4. 4 levels of American sign language; or

5. A coherent sequence of 4 credits by selecting courses from one or two categories or disciplines in fine arts or innovative courses approved by the commissioner; or

6. 4 English elective credits by selecting from the following: English IV, Independent Study in English, Literary Genres, Creative Writing, Research & Technical Writing, Humanities, AP English Literature & Composition, Communication Applications, or IB Language Studies A1 Higher Level

Multidisciplinary Studies Endorsement

• A student may earn a multidisciplinary studies endorsement by completing the foundation and general endorsement requirements and:

1. 4 Advanced courses that prepare a student to enter the workforce

successfully or postsecondary education without remediation from within one endorsement area or among endorsement areas that are not in a coherent sequence; or

2. 4 credits in each of the four foundation subject areas to include English IV and chemistry and/or physics; or

3. 4 credits in advanced placement, IB, or dual credit selected from English, math, science, social studies, economics, languages other than English, or fine arts.

CTE and HQ • In order to teach the new CTE courses for academic

credit, instructors must meet the highly qualified provisions under the federal No Child Left Behind Act.

• Under HOUSE rules, subject-matter competency is the critical component for CTE teachers teaching math, science, fine arts, or English.

• According to the law, this can be demonstrated through:

• coursework,

• passing a certification test,

• or meeting HOUSE.

CTE and HQ

• Since these courses have HQ requirements, they can NOT be offered simply as an elective!

CTE and HQ

• Required Teacher Training for these 9 courses

– Courses are currently available in Project Share. It is advised that you complete them by August 31, 2014.

CTE and HQ

• Required Teacher Training for the 9 Courses

– Teachers who are not certified in science and who wish to teach one of the CTE courses for science credit must complete the online course titled “Science Safety for High School.”

– Teachers who are not certified in CTE and who wish to teach one of the CTE courses for mathematics or science credit must complete CTE 101.

Distinguished Level of Achievement • A student may earn a distinguished level of

achievement by successfully completing:

– A total of 4 credits in math, which must include Algebra II

– A total of 4 credits in science

– The remaining curriculum requirements

– The curriculum requirements for at least one endorsement

• A student must earn distinguished level of achievement to be eligible for the top 10% automatic admission to college.

Performance Acknowledgements

• A student may earn a performance acknowledgment:

– For outstanding performance • In a dual credit course

• In a bilingualism and biliteracy

• On an AP 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

Performance Acknowledgements

• Dual Credit Courses:

– At least 12 hours of college academic courses, including those taken for dual credit as part of the Texas core curriculum, and advanced technical credit courses, including locally articulated courses, with a grade of the equivalent of 3.0 or higher on a scale of 4.0; or

– An associate degree while in high school

Performance Acknowledgments in Bilingualism & Biliteracy

• By demonstrating proficiency in accordance with local school district grading policy in two or more languages by: – Completing all English language arts requirements and maintaining a

minimum grade point average (GPA) of the equivalent of 80 on a scale of 100; and

– Satisfying one of the following: • Completion of a minimum of 3 credits in the same language in a LOTE

with a minimum GPA of 80; or

• Demonstrated proficiency in the Texas Essential Knowledge and Skills for Level IV or higher in a LOTE with a minimum GPA of 80; or

• Completion of at least 3 credits in foundation subject area courses in a LOTE with a minimum GPA of 80; or

• Demonstrated proficiency in one or more LOTEs through one of the following methods:

– A score of 3 or higher on AP exam for a language other than English; or

– A score of 4 or higher on an IB exam for a higher-level languages other than English course; or

– Performance on a national assessment of language proficiency in a language other than English of at least Intermediate High or its equivalent; AND

Performance Acknowledgments in Bilingualism & Biliteracy

• In addition to meeting the requirements to earn a performance acknowledgment in Bilingualism and Biliteracy, an English language learner must also have:

– Participated in and met the exit criteria for bilingual or English as a second language (ESL) program; and

– Scored at the Advanced High level on the Texas English Language Proficiency Assessment System (TELPAS)

Performance Acknowledgement

• College Board Advance Placement Test or International Baccalaureate Exam

– A score of 3 or above on a College Board Advance Placement Exam

– A score of 4 or above on an International Baccalaureate Exam

Performance Acknowledgement • Outstanding Performance on the PSAT, the ACT-

Plan, the SAT, or the ACT by:

– Earning a score on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NSMSQT) that qualifies the student for recognition as a commended scholar or higher; or

– Achieving the college readiness benchmark score on at least 2 of the 4 subject tests on the ACT-PLAN Exam; or

– Earning a combined critical reading and math score of at least 1250 on the SAT; or

– Earning a composite score on the ACT Exam of 28 (excluding the writing subscore)

Performance Acknowledgment • Nationally or Internationally recognized

business or industry certification or license

– Performance on an exam or series of exams sufficient to obtain a nationally or internationally recognized business or industry certification; or

– Performance on an exam sufficient to obtain a government-required credential to practice a profession

Performance Acknowledgement

• Nationally or internationally business or industry certification shall be defined as an industry validated credential that complies with knowledge and skills standards promulgated by a national or internationally recognized business, industry, professional, or government entity representing a particular profession or occupation that is issued by or endorsed by:

– A national or international business, industry, or professional

organization; or

– A state agency or other government entity; or

– A state-based industry association

Special Education Students • Foundation Graduation Plan

– Met satisfactory performance on state assessments, unless the student’s ARD committee has determined that satisfactory performance is not necessary for graduation

– Completed credit requirements for graduation under the Foundation Graduation Plan, one or more courses containing modified curriculum. The student must also complete his/her IEP in one of the following:

• Consistent with the IEP, the student has obtained full-time employment, without direct and ongoing educational support of the local school district

• Consistent with the IEP, the student has demonstrated mastery of specific employability skills and self-help skills that do no require direct ongoing educational support of the local school district

• The student has access to services that are not within the legal responsibility of public education or employment or education options

• The student no longer meets age eligibility requirements

Special Education Students • Endorsements

– Satisfactorily completing the requirements under the Foundation Graduation Plan with or without modified curriculum

– Satisfactorily completing the courses required for the endorsement without any modified curriculum

– Performing satisfactorily on the required state assessments

• For a Special Education student to use a course to satisfy

both a requirement under the Foundation Graduation Plan and an endorsement, the student must complete the course without any modified curriculum

College Preparatory Courses • Each district is required to partner with at least one

IHE to provide courses in college preparatory math and ELA

• The courses must be designed: – For students at 12th grade who do not meet college readiness

standards on an EOC or whose coursework or college-entrance exams indicate that they are not ready to perform entry-level college coursework; and

– To prepare students for success in entry-level college courses

– College preparatory courses must be offered on the HS campus, through DL, or online

– Faculty of the HS and IHE must meet regularly to ensure that each course is aligned with college readiness expectations

– A student who successfully completes a college preparatory course may use the credit earned toward satisfying the advanced ELA or math requirement (as applicable)

HS Personal Graduation Plan • Current PGP requirements continue to apply to junior

high and middle school students

• TEA (with TWC & THECB) must prepare information that explains the benefits of the distinguished level of achievement and each endorsement and encourages parents to have students choose a PGP that includes distinguished level of achievement and one or more endorsements.

• Each school district must publish the “TEA Notice of Benefits” on its website and be made available in the parent’s language

• A school counselor or administrator must review PGP options with each student (and his/her parent) entering grade 9

Foundation Graduation with Endorsements

• Students must be allowed to enroll in more than one endorsement curriculum prior to their junior year

• On entering 9th grade each student must indicate in writing an endorsement that the student intends to earn (which may be changed by the student at any time)

Foundation Graduation and HS PGP • A student may graduate under the Foundation HS

Plan without earning an endorsement if:

– After the student’s sophomore year, the student’s parent files with the school counselor written permission, allowing the student to graduate under the Foundation Plan without an endorsement.

– The student and the student’s parent have to be advised by the school counselor of the benefits of graduation with one or more endorsements.

HS Personal Graduation Plan • Before the end of the school year, the student

and his/her parent must sign the PGP

• The student’s PGP must identify a course of study that promotes college and workforce readiness and career placement and advancement. It must also facilitate the student’s transition to postsecondary education

• A student may amend his/her PGP after initial confirmation and, if so, the school shall send notice to the student’s parent

Foundation Graduation and HS PGP

• A student may graduate under the Foundation HS Plan without earning an endorsement if:

– After the student’s sophomore year, the student’s parent files with the school counselor written permission, allowing the student to graduate under the Foundation Plan without an endorsement.

– The student and the student’s parent have to be advised by the school counselor of the benefits of graduation with one or more endorsements

Coming in 2015-2016 • Algebra II and English III EOCs

– MAY be administered at the district’s option-but if a district opts to administer, they MUST administer the tests to ALL students enrolled in the course (and results reported to TEA)

• Limitations on use of results – TEA may not use for accountability

– Districts may not use for teacher evaluations or determining class rank

– IHEs may not use for admission purposes or to determine eligibility for a TEXAS grant

• TEA must acknowledge districts that opt to administer these

assessments

Ties to Accountability • Distinction Designations as your campus ranks

within your comparison group.

– District and campus distinction designations shall be awarded for outstanding performance in attainment of postsecondary readiness: • Four-Year Longitudinal Graduation Rate (HS & K-12)

• Four-Year Longitudinal RHSP/DAP Rate (HS & K-12)

• College-Ready Graduates (HS & K-12)

• Advanced/Dual Enrollment Course Completion Rate (HS & K-12)

• SAT/ACT Participation (HS & K-12)

• SAT/ACT Performance (HS & K-12)

• AP/IB Exam Performance in Any Subject (HS & K-12)

• Percent of STAAR Postsecondary Readiness Standard

(Index 4) –All Campuses

Ties to Accountability • School District Evaluation of Performance in

Community & Student Engagement

– Each district must annually evaluate district and campus performance and assign a rating of Exemplary, Recognized, Acceptable, or Unacceptable

– Required measures to be evaluated: • Fine Arts

• Wellness & PE

• Community & Parental Involvement

• 21st Century Workforce Development

• Second Language Acquisition

• Dropout Prevention Strategies

• Education programs for G/T students

• Record of the district and campus in complying with staturtory reporting and policy requirements

Coming in 2016-2017 • District and Campus Ratings

– Each district shall be assigned a performance rating of A, B, C, D, or F (with D or F reflecting Unacceptable performance) • A district may not receive an A if it has any campuses rated

Unacceptable

– Each campus shall be assigned a performance rating of Exemplary, Recognized, Acceptable, or Unacceptable

– Any district or campus with an Unacceptable rating for a school year will be notified by June 15th if it is going to be assigned an Unacceptable rating for the subsequent year

Resources HB5 F A Qs

http://www.tea.state.tx.us/index2.aspx?id=25769806149

Accountability F A Q

http://ritter.tea.state.tx.us/perfreport/account/2014/faq.html

19 TAC Chapter 89 Subchapter AA Commissioner’s Rules Concerning Special Education

http://www.tea.state.tx.us/index4.aspx?id=25769811927

Accountability Manual

http://ritter.tea.state.tx.us/perfreport/account/2014/manual/index.html

Comparison of 2013-2014 Performance Index Criteria Non-AEA

http://ritter.tea.state.tx.us/perfreport/account/2014/20130404coe/13-14_compare.pdf

Comparison of 2013-2014 Performance Index Criteria AEA

http://ritter.tea.state.tx.us/perfreport/account/2014/20130404coe/13-14_compare_aea.pdf

Career Development & Planning Resources

http://www.livebinders.com/play/play?id=930447&backurl=/shelf/my

Graduation Toolkit

http://www.tea.state.tx.us/brochures/

Vicki Hayhurst, Region 14 ESC

https://sites.google.com/a/esc14.net/r14-cte-program-planning/

Karen E. Turner, Region 14 ESC

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