House Bill 5. A Brief Overview

Transcription

1 House Bill 5 A Brief Overview

2 Key Provisions Graduation Assessment Other Provisions District Self-Evaluations Financial Implications Reporting Implications Accountability

3 Graduation Implications

4 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 freshmen but students enrolled in high school prior to will have the option of transitioning to this graduation program.

5 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

6 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 school year.

7 Anticipated Timelines August 2013: SBOE meeting and work session in regard to necessary decisions Archived files of this work session are available online WS rm WS rm

8 Anticipated Timelines September 2013 SBOE Board Meeting Discussion item regarding necessary decisions Likely public hearing held in conjunction with meeting No action expected to be taken

9 Anticipated Timelines 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

10 Anticipated Timelines January 2014 SBOE Board Meeting Earliest possible vote for final adoption of rules

11 Anticipated Timelines Students beginning high school in must complete the requirements of the new graduation program. Students enrolled in high school prior to will have the choice to complete their current (MHSP, RHSP, or DAP) graduation program or to transition to the new Foundation High School Program.

12 Foundation High School Program Eligible for general admission to institutions of higher education Foundation Curriculum English Language Arts (4 credits) English I English II English III Advanced English Course* Mathematics (3 credits) Algebra I Geometry Advanced Mathematics Course* Science (3 credits) Biology IPC or Advanced Science Course* Advanced Science Course* 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** Enrichment Curriculum Physical Education One credit Some exceptions Languages Other Than English Two credits in the same language Substitution for computer programming languages** Some exceptions* Fine Arts One credit Electives Five credits Total: 22 credits Course has a required EOC assessment *TBD by SBOE **Course does not yet exist

13 Endorsements Upon entering 9 th 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.

14 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

15 Endorsement STEM (Science, Technology, Engineering, and Mathematics) Business and Industry Public Services Arts and Humanities Multidisciplinary Studies Endorsements Includes courses directly related to: Science, including environmental science Technology, including computer science Engineering Advanced math Database management Information technology Communications Accounting Finance Marketing Graphic design Architecture Construction Welding Logistics Automotive technology Agricultural science HVAC (heating, ventilation, and air conditioning) Health sciences and occupations Education and training Law enforcement Culinary arts and hospitality* Political science* World languages Cultural studies English literature History Fine arts 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

16 Foundation High School Program with Endorsement(s) Eligible for general admission to institutions of higher education Foundation Curriculum English Language Arts (4 credits) English I English II English III Advanced English Course* Mathematics (4 credits) Algebra I Geometry 2 Advanced Mathematics Courses* Science (4 credits) Biology IPC or Advanced Science Course* 2 Advanced Science Courses* 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** Enrichment Curriculum Physical Education One credit Some exceptions Languages Other Than English Two credits in the same language Substitution for computer programming languages** Exceptions exist* Fine Arts One credit Electives Seven credits Total: 26 credits including the completion of at least one endorsement Course has a required EOC assessment *TBD by SBOE **Course does not yet exist

17 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.

18 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.

19 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).

20 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.

21 Foundation High School Program with Distinguished Level of Achievement Eligible for automatic admission to institutions of higher education Foundation Curriculum English Language Arts (4 credits) English I English II English III Advanced English Course* Mathematics (4 credits) Algebra I Geometry Algebra II Advanced Mathematics Course* Science (4 credits) Biology IPC or Advanced Science Course* 2 Advanced Science Courses* 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** Enrichment Curriculum Physical Education One credit Some exceptions Languages Other Than English Two credits in the same language Substitution for computer programming languages** Exceptions exist* Fine Arts One credit Electives Seven credits Total: 26 credits including the completion of at least one endorsement Course has a required EOC assessment *TBD by SBOE **Course does not yet exist

22 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

23 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.

24 4 th Year HS Students During th 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.

25 TEXAS Grant Eligibility Effective 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

26 Higher Education Effective 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.

27 PEIMS Reporting Effective 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

28 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

29 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

30 90% Attendance Effective A student cannot receive course credit or a final grade in a course without 90% attendance. Applies to K-12

31 Dual Credit Courses Effective A student may not enroll in more than 3 courses outside a student s junior college service area. Early High School Colleges are exempted

32 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

33 College Preparatory Courses 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.

34 College Preparatory Courses Effective (with courses to be provided no later than ) 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.

35 College Preparatory Courses Effective 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.

36 College Preparatory Courses Effective College Preparatory Courses: May be offered for dual credit (at the discretion of the IHE) Provide TSI exemption with IHE partner

37 College Preparatory Courses Effective (with courses to be provided no later than ) Districts must provide notice to eligible students and parents regarding benefits of enrolling in these courses

38 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 ).

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

40 Counseling Regarding Postsecondary Education Effective 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.

41 Personal Graduation Plans: Junior High/Middle School Effective 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 9 th grade and for students who did not pass a state assessment.

42 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.

43 Personal Graduation Plans: High School Effective Universal PGPs must be developed for all high school students. PGPs must be transmitted through TREx.

44 Personal Graduation Plans: High School High School Principal must designate a school counselor or school administrator to review PGP options with each student entering 9 th 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.

45 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

46 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

47 Assessment Implications

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

49 Grades 3-8 Testing will generally continue as is.

50 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 optional EOC exams administered Algebra II English III Applies to students who enter grade 9 in and thereafter 50

51 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.

52 Above Grade Level Testing Effective Students enrolled in above gradelevel courses that have an associated EOC will need to take the EOC and the enrolled grade level assessment.

53 EOC Scores Effective Eliminates: Cumulative score Minimum score 15% rule Disallows use of EOC scores in determining class rank

54 EOC Scores Effective 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

55 Retaking EOCs Effective A student who fails an EOC may retake the EOC. Does not have to retake the course in order to retake the EOC

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

57 EOCs as a Graduation Requirement Effective For a student who receives special education services, the ARD Committee must determine whether satisfactory performance is required for graduation.

58 EOC Alternative Assessments Effective AP, IB, SAT, SAT Subject test, ACT, THECBdesignated assessments, other normreferenced 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.

59 TSI to Satisfy EOC Effective 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.

60 Test Release Effective 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.

61 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.

62 Student Population/Group: Students who Receive Special Education Services Effective 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.

63 Student Population/ Group: STAAR Alternate Must be redeveloped during and the redevelopment cannot require the teacher to prepare tasks or materials STAAR Alternate will stay as is ; and New STAAR Alternate must be administered no later than

64 Student Population/ Group: STAAR Modified Note: Not part of HB 5 TEA News Release August 2, will be the last year that STAAR Modified will be administered. More information to be forthcoming from TEA

65 Pull Outs Effective 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.

66 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.

67 Benchmarks Effective 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 stateadministered 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.

68 Other Provisions District Self-Evaluations

69 District Evaluation of Effective 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.

70 District Evaluation of The district must evaluate (at each campus): Fine arts; Performance Wellness and physical education; Community and parental involvement; The 21 st Century Workforce Development program; The second language acquisition program; The digital learning environment; Dropout prevention strategies; and Educational programs for GT students.

71 District Evaluation of Performance The district must also evaluate (by district and by each campus) the compliance record regarding statutory reporting and Policy requirements.

72 District Evaluation of Performance The district must use criteria developed by a local committee in completing this evaluation.

73 District Evaluation of Performance 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).

74 Accelerated Instruction for EOCs: Evaluation Effective 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

75 Other Provisions Financial Implications

76 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.

77 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.

78 Instructional Materials Allotment Effective Immediately 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

79 CTE Certification Exams Effective Removal of barriers to student subsidy for CTE certification exams Districts can pay the fee and be reimbursed.

80 Science Lab Grants Effective Districts must demonstrate that the existing science labs are insufficient in number to comply with the curriculum requirements for Distinguished Level of Achievement.

81 Other Provisions Reporting Implications

82 At-Risk Identification Effective Immediately Students can be identified as being at risk through age 26.

83 90% Attendance Effective A student cannot receive course credit or a final grade in a course without 90% attendance. Applies to K-12

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

85 PEIMS Reporting Effective 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

86 Resources Moak, Casey & Associates Texas Association of School Boards (TASB) Texas Education Agency (TEA) Texas Association of School Administrators (TASA)