House Bill 5 A Brief Overview. Key Provisions Graduation Assessment Other Provisions –District Self-Evaluations –Financial Implications –Reporting Implications.

House Bill 5A Brief Overview

Key Provisions

• Graduation• Assessment• Other Provisions

– District Self-Evaluations– Financial Implications– Reporting Implications

• Accountability

Graduation Implications

General Overview• HB 5 changed the graduation programs

from MHSP, RHSP, and DAP to a Foundation Program with options for:– Endorsements;– Distinguished Level of Achievement;

and/or– Performance Acknowledgements.

• This becomes effective with 2014-2015 freshmen but students enrolled in high school prior to 2014-2015 will have the option of transitioning to this graduation program.

Graduation Overview• 22-credit Foundation Program

– 17 specified credits + 5 electives• 26-credit Endorsements

– 19 specified credits + 7 electives• 26-credit Distinguished Level of

Achievement– 19 specified credits, including Algebra

II + 7 electives• For ANY student:

– Performance Acknowledgements

What is currently happening?• TEA and SBOE are working to transition and

implement the requirements of HB 5

• The bill gives SBOE decision-making authority on a number of issues.

• There will be opportunities to provide input and feedback once SBOE begins the rulemaking process.

• TEA’s Commissioner must adopt a transition plan to implement the bill and replace the existing MHSP, RHSP, and DAP with the Foundation High School Program beginning with the 2014-2015 school year.

Anticipated Timelines

• August 2013:– SBOE meeting and work session in

regard to necessary decisions– Archived files of this work session are

available online• http://streaming.aanet.org/ramgen/tea/TEA_

WS080113-1.rm

• http://streaming.aanet.org/ramgen/tea/TEA_WS080113-2.rm

http://streaming.aanet.org/ramgen/tea/TEA_WS080113-1.rm





• September 2013– SBOE Board Meeting

• Discussion item regarding necessary decisions

• Likely public hearing held in conjunction with meeting

• No action expected to be taken


• November 2013– SBOE Board Meeting

• TEA hopes to present a proposal for first reading and filing authorization

– 30 days required public comment period, but possibly extended until January SBOE meeting

• Possible public hearing


• January 2014– SBOE Board Meeting

• Earliest possible vote for final adoption of rules


• Students beginning high school in 2014-2015 must complete the requirements of the new graduation program.

• Students enrolled in high school prior to 2014-2015 will have the choice to complete their current (MHSP, RHSP, or DAP) graduation program or to transition to the new Foundation High School Program.

Foundation High School ProgramEligible for general admission to institutions of higher education

Foundation Curriculum Enrichment CurriculumEnglish Language Arts (4 credits)• English I• English II• English III• Advanced English Course*

Physical Education• One credit• Some exceptions

Mathematics (3 credits)• Algebra I• Geometry• Advanced Mathematics Course*

Languages Other Than English• Two credits in the same language• Substitution for computer programming

languages**• Some exceptions*

Science (3 credits)• Biology• IPC or Advanced Science Course*• Advanced Science Course*

Fine Arts• One credit

Social Studies (3 credits)• U.S. History• U.S. Government (1/2 credit)• Economics (1/2 credit)• World Geography, or World History, or Combined

World Geography/World History**

Electives• Five credits

Total: 22 credits

*TBD by SBOE

**Course does not yet exist

Course has a required EOC assessment

Endorsements

• Upon entering 9th grade, a student must indicate (in writing) an endorsement he/she intends to earn.

• Student must be allowed to choose a different endorsement at any time.

Endorsements – 26 credits

• A student may earn an endorsement by successfully completing:– Curriculum requirements for the

endorsement (TBD by SBOE)– 4 credits in mathematics– 4 credits in science– 2 additional elective credits

• 26 credits total

EndorsementsEndorsement Includes courses directly related to:

STEM (Science, Technology, Engineering, and Mathematics)

• Science, including environmental science• Technology, including computer science• Engineering• Advanced math

Business and Industry • Database management• Information technology• Communications• Accounting • Finance• Marketing• Graphic design• Architecture• Construction• Welding• Logistics• Automotive technology• Agricultural science• HVAC (heating, ventilation, and air conditioning)

Public Services • Health sciences and occupations• Education and training• Law enforcement• Culinary arts and hospitality*

Arts and Humanities • Political science*• World languages• Cultural studies• English literature• History • Fine arts

Multidisciplinary Studies Allows a student to select courses from the curriculum of each endorsement area and earn credits in a variety of advanced courses from multiple content areas sufficient to complete the distinguished level of achievement.

* Preliminary conversations indicate these may move to other endorsement areas

Foundation High School Programwith Endorsement(s)

Eligible for general admission to institutions of higher education



Mathematics (4 credits)• Algebra I• Geometry• 2 Advanced Mathematics Courses*

Languages Other Than English• Two credits in the same language• Substitution for computer programming languages**• Exceptions exist*

Science (4 credits)• Biology• IPC or Advanced Science Course*• 2 Advanced Science Courses*




Electives• Seven credits

Total: 26 credits including the completion of at least one endorsement

*TBD by SBOE



Endorsements

• Each school district must make available to high school students courses that allow a student to complete the curriculum requirements for at least one endorsement.

• A school district that offers only one endorsement curriculum must offer the multidisciplinary studies endorsement curriculum.

Graduation without an Endorsement• A student can graduate under the Foundation

Program without an endorsement if, after his/her sophomore year:– The student and the parent are advised by the

counselor of the specific benefits of graduating from high school with one or more endorsements; and

– The student’s parent files with the school counselor written permission (on a TEA developed form) allowing the student to graduate under the Foundation High School Program without an endorsement.

Distinguished Level of Achievement – 26 credits• A student may earn a distinguished

level of achievement by completing:– 4 credits in mathematics, which must

include Algebra II;– 4 credits in Science;– The remaining curriculum requirements;

and– The curriculum endorsements for at

least one endorsement (TBD by SBOE).

Distinguished Level of Achievement• Students must earn Distinguished

Level of Achievement in order to be eligible for Top 10% Automatic Admission to institutions of higher education.

Foundation High School Programwith Distinguished Level of Achievement

Eligible for automatic admission to institutions of higher education



Mathematics (4 credits)• Algebra I• Geometry• Algebra II• Advanced Mathematics Course*

Languages Other Than English• Two credits in the same language• Substitution for computer programming languages**• Exceptions exist*

Science (4 credits)• Biology• IPC or Advanced Science Course*• 2 Advanced Science Courses*




Electives• Seven credits

Total: 26 credits including the completion of at least one endorsement

*TBD by SBOE



Performance Acknowledgements• Any student may earn a performance

acknowledgement (requirements TBD by SBOE):– For outstanding performance

• In a dual credit course• In bilingualism and biliteracy• On an AP test 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

Notes

• Students could graduate under the Foundation High School Program without earning an Endorsement, Distinguished Level of Achievement, or Performance Acknowledgements.

• Reminders: – There must be written parental permission on file to allow

graduation under the Foundation High School Program without any endorsements.

– These students are eligible for general admission (not automatic admission) into an institution of higher education.

4th Year HS Students During 2013-2014• 4th year high school students currently

participating in MHSP, RHSP, or DAP can choose to graduate under the Foundation High School Program – in accordance with Commissioner Rules.

TEXAS Grant Eligibility

• Effective 2014-2015

• Students graduating under the Foundation High School Program are eligible for Texas GRANT– Flexibility in the required additional

criteria for eligibility due to advanced technology applications courses

Higher Education

• Effective 2014-2015– Notice must be provided to parents and

students regarding automatic admission to IHE and financial aid.• Timeline: entering freshman, AND AGAIN eligible (top

10%) junior & seniors• TEA will develop forms to be used by district. • Forms must be signed by student and parent (and the

form for entering freshmen must be signed by the counselor as well).

– Counselor and senior class advisor must explain automatic admission requirements to eligible students.

PEIMS Reporting


• Report the number of students who were:– Enrolled in Foundation High School

Program– Pursuing Distinguished Level of

Achievement– Enrolled in a program to earn an

endorsement

• Information disaggregated by all student groups

Credit by Examination• Effective: Immediately

– Not part of HB 5 (in HB 2694/SB 1365)

• At least 4 examinations for acceleration or for credit for each subject area required– Must include AP and CLEP exams

• Exams administered at least 4 times per year (unless schedule is not determined by district)

• 2 attempt limit– May not attempt after they would be

enrolled in the course

Credit by Examination

• Effective: Immediately• Not part of HB 5 (in HB 2694/SB 1365)

• Credit must be awarded if the student scores:– 3 of higher on an AP exam– 60 or higher on a CLEP exam– 80% of higher on another test

• No EOC required

90% Attendance


• A student cannot receive course credit or a final grade in a course without 90% attendance.

• Applies to K-12

Dual Credit Courses


• A student may not enroll in more than 3 courses outside a student’s junior college service area.– Early High School Colleges are exempted

Locally Developed CTE Courses/Activities• Allows districts to offer courses or other

activities, including apprenticeships or training hours needed to obtain an industry-recognized credential or certificate under certain conditions

• Requires approval of School Board– Does not require approval of SBOE

• Must be reported to TEA

College Preparatory Courses• 2013-2014

– Districts must partner with at least one IHE to develop college prep courses in math and ELA for 12th grade students who do not meet college readiness standards or whose performance indicates they are not ready to perform entry-level college coursework.

– District must, in consultation with the IHE, develop or purchase materials for these courses.

– Note that the courses will now be developed by the district and IHE, not SBOE.

College Preparatory Courses• Effective 2013-2014 (with courses to

be provided no later than 2014-2015)

• High school faculty and IHE faculty must meet regularly as necessary to ensure courses are aligned with college readiness expectations.

• Authority is given to Commissioner to adopt rules governing this.

College Preparatory Courses• Effective 2014-2015

• College prep courses must be in place.

• These courses are to be provided at the high school or through distance learning/online and may count as an advanced ELA or math course under foundation program, or a dual credit course.

College Preparatory Courses• Effective 2014-2015

• College Preparatory Courses:– May be offered for dual credit (at the discretion

of the IHE)– Provide TSI exemption with IHE partner

College Preparatory Courses• Effective 2013-2014 (with courses to

be provided no later than 2014-2015)

• Districts must provide notice to eligible students and parents regarding benefits of enrolling in these courses

College Preparatory Courses• Mathematics courses:

– May be allowed to count as an Advanced Math under the Foundation Program

– May be offered for dual credit (at the discretion of the IHE)

• Districts must offer Algebra II to each student (effective 2014-2015).

Notes

• Special Education Rules regarding graduation (19 TAC §89.1070) will have to be updated by TEA to align with new graduation requirements.

Counseling Regarding Postsecondary Education• Effective 2014-2015

• Elementary, middle school, or junior high school: School counselors must advise students and parents of the importance of postsecondary education.

• High school: Counselors must annually provide information about postsecondary education, including advantages of earning an endorsement, performance acknowledgment, and distinguished level of achievement to the student and parent.

Personal Graduation Plans: Junior High/Middle School• Effective 2014-2015

• PGPs must be developed for students who are identified as being at-risk of not completing a high school diploma before the fifth year after entering 9th grade and for students who did not pass a state assessment.

Personal Graduation Plans: Junior High/Middle School

• Principal must designate a counselor, teacher, or other appropriate individual to develop and administer PGPs.

• PGPs must be transmitted electronically through TREx.

Personal Graduation Plans: High School• Effective 2014-2015

• Universal PGPs must be developed for all high school students.

• PGPs must be transmitted through TREx.

Personal Graduation Plans: High School• High School Principal must designate a

school counselor or school administrator to review PGP options with each student entering 9th grade together with the parent.

• PGP must be signed by student and parent before the end of the school year.

• Students may amend their PGP but written notice of the amendment must be sent to the parents.

Personal Graduation Plans: High School• Notice to Parents

– State-developed document explaining advantages of Endorsements and Distinguished Level of Achievement • Benefits of choosing a PGP that includes

Distinguished Achievement and Endorsements in order to be eligible for automatic (top 10%) admission

• Encourages parents to have the student choose this PGP

Personal Graduation Plan: High School• Notice to Parents

– Districts must publish the information in this document on their website and ensure it is available to students and parents in grades 9 and above in the language in which they are most proficient• Note: State document will be available in

English and Spanish• District must provide translation to other

languages only if at least 20 students in a grade level primarily speak a different language

Assessment Implications

Testing Procedures

• TEA testing procedures and district implementation of the procedures must minimize disruptions to school operations and the classroom environment.

Grades 3-8

• Testing will generally continue as is.

EOC Exams• Effective Immediately

– 5 required EOC exams• English I & English II

– Reading and Writing combined by Spring 2014• Algebra I• U.S. History• Biology

• Spring 2016– 2 optional EOC exams administered

• Algebra II• English III

• Applies to students who enter grade 9 in 2011-2012 and thereafter

50

Transition Period

• TEA News Release (August 2, 2013)– Proposed flexibility for students

graduating in 2015 and 2016 • Pass one assessment (either Reading or

Writing);• Meet at least the minimum score on the

other; and• Achieve a combined scale score of 3750.

Above Grade Level Testing


• Students enrolled in above grade-level courses that have an associated EOC will need to take the EOC and the enrolled grade level assessment.

EOC Scores


• Eliminates:– Cumulative score – Minimum score– 15% rule

• Disallows use of EOC scores in determining class rank

EOC Scores


• All EOC scores must be converted to a 100 point scale score.– Must not be used in calculation of class

rank– Must not be used as the sole admission

requirement to IHE

Retaking EOCs


• A student who fails an EOC may retake the EOC.– Does not have to retake the course in

order to retake the EOC

Unlikely to Pass EOC


• If a student is determined unlikely to pass an EOC at the end of 11th grade, the district must enroll the student in a college prep course.

EOCs as a Graduation Requirement• Effective 2013-2014

• For a student who receives special education services, the ARD Committee must determine whether satisfactory performance is required for graduation.

EOC Alternative Assessments

Effective 2013-2014

AP, IB, SAT, SAT Subject test, ACT, THECB-designated assessments, other norm-referenced tests used to award college credit can all potentially satisfy EOC test requirements. PSAT, ACT-Plan can also potentially be

alternate (but can only “attempt” once) Commissioner Rules are required to be

adopted by October 1, 2013.

TSI to Satisfy EOC


• A student enrolled in a college prep course who meets the TSI college readiness benchmark satisfies the applicable EOC. It is unclear at this time to which EOC assessments this would apply to.

Test Release• Effective 2013-2014

• TEA each year must release the questions and answer keys to each assessment instrument administered (does not apply to retests)

• State must turn-around scores 21 days after the date the assessment was administered.

• Teachers must be notified of the results of the students they taught.

Student Population/ Group: ELL • Effective Immediately

– Applies regardless of the date the student was initially enrolled

• ELL Students must be enrolled for 60 consecutive days in order for the year to count for the purpose of determining a number of years required for assessment.

Student Population/Group: Students who Receive Special Education Services


• Alternative assessments for students who receive special education services must include assessments approved by the Commissioner that measure growth, and, must, to the extent allowed under federal law, provide districts with options for the assessment of these students.

Student Population/ Group: STAAR Alternate

• Must be redeveloped during 2013-2014 and the redevelopment cannot require the teacher to prepare tasks or materials

• STAAR Alternate will stay as is 2013-14; and

• New STAAR Alternate must be administered no later than 2014-2015

Student Population/ Group: STAAR Modified• Note: Not part of HB 5

– TEA News Release August 2, 2013

• 2013-2014 will be the last year that STAAR Modified will be administered.

• More information to be forthcoming from TEA…

Pull Outs• Effective 2013-2014

• Board Policy must limit and strictly enforce the removal of students from class for remedial tutoring or test preparation, if, as a result of the removal, the student would miss more than 10% of the school days on which the class is offered.– Parents may provide written consent to

allow more than 10% removal.

Accelerated Instruction• Effective Immediately

• Accelerated instruction:– Must be provided each time any student

fails a state assessment;– May require participation of the student at

times outside of normal school hours/days;– Must provide transportation if outside the

school day;– Must be free; and– Must be administered prior to the next

scheduled assessment.

Benchmarks• Effective 2013-2014

• No more than 2 benchmarks can be administered per corresponding state test. – A district benchmark is a district required

benchmark assessment instrument designed to prepare students for a corresponding state-administered assessment instrument.

– The statue specifically excludes College Prep exams and classrooms teacher exams.

– Students with special needs: In accordance with Commissioners Rule, a parent may request additional benchmarks be administered for their child.

Other ProvisionsDistrict Self-Evaluations

District Evaluation of Performance


• District must evaluate its performance and the performance of each campus in:• Community and student engagement; and

compliance.• District must assign itself and each campus a

rating of:• Exemplary; Recognized; Acceptable; or

Unacceptable.

• The district must evaluate (at each campus):• Fine arts;• Wellness and physical education;• Community and parental involvement;• The 21st Century Workforce Development

program;• The second language acquisition program;• The digital learning environment;• Dropout prevention strategies; and• Educational programs for GT students.



• The district must also evaluate (by district and by each campus) the compliance record regarding statutory reporting and Policy requirements.


• The district must use criteria developed by a local committee in completing this evaluation.


• No later than August 8 of each year, the district must report each performance rating to TEA and make each available locally (in accordance with Commissioner Rules).

Accelerated Instruction for EOCs: Evaluation


• District must evaluate the effectiveness of the EOC Accelerated Instruction program(s)

• A public hearing must be held to consider the results of this evaluation

Other ProvisionsFinancial Implications

On-Site Investigations• Effective Immediately

• When implementing the recommendations from an on-site investigation, districts are required to make a reasonable effort to seek third party assistance in developing an action plan to improve district performance using improvement techniques that are goal-oriented and research based.

Accelerated Instruction for EOCs: Budgeting

• Effective Immediately

• Districts must budget separately the specific funds, including comp ed funds, to be used for EOC accelerated instruction and cannot budget comp ed funds for any other purpose until they have done this.

Instructional Materials Allotment


• TEA must notify districts of estimated IMA as early as practicable

• TEA may allow districts to order materials before the beginning of the fiscal year and receive the materials before payment (cost limitations exist)

• Commissioner is given the authority to adopt rules governing this

CTE Certification Exams


• Removal of barriers to student subsidy for CTE certification exams

• Districts can pay the fee and be reimbursed.

Science Lab Grants


• Districts must demonstrate that the existing science labs are insufficient in number to comply with the curriculum requirements for Distinguished Level of Achievement.

Other ProvisionsReporting Implications

At-Risk Identification


• Students can be identified as being at risk through age 26.

90% Attendance


• A student cannot receive course credit or a final grade in a course without 90% attendance.

• Applies to K-12

Dropouts


• The Commissioner must exclude students who were previously reported as dropouts who reenroll and drop out again.

PEIMS Reporting• Effective 2014-2015

• Report the number of students who were:• Enrolled in Foundation High School

Program• Pursuing Distinguished Level of

Achievement• Enrolled in a program to earn an

endorsement

• Information disaggregated by all student groups

Resources

• Moak, Casey & Associates• Texas Association of School Boards

(TASB)• Texas Education Agency (TEA)• Texas Association of School

Administrators (TASA)

House Bill 5 A Brief Overview. Key Provisions Graduation Assessment Other Provisions –District Self-Evaluations –Financial Implications –Reporting Implications.

Documents

credits english

credits total slide

specified credits

credits algebra

sboe meeting

credit foundation program

advanced science course

mathematics science