HB 5
Presented by: Micki Wesley & Travis Longanecker
i3 ESC 16 Conference
August 21, 2013
HB 5
HB 5 will replace the minimum,
recommended, and advanced high school
program with a 22-credit foundation high
school program, beginning with the 2014-15
school year.
The
Commissioner
will be required to
design a
transition plan for
implementation
of HB 5
2
Curriculum Requirements:
• 4 credits in English language arts:
−
−
−
−
English I
English II
English III
One other advanced English course
• 3 credits in mathematics:
− Algebra I
− Geometry
− An advanced mathematics course
3
Curriculum Requirements Continued
• 3 credits in science:
− Biology
− An advanced Science course
− IPC, or an additional advanced Science course
• 3 credits in social studies:
− U.S. History
− One-half credit in Government
− One-half credit in Economics
− World Geography or World History
4
Curriculum Requirements Continued
• 2 credits in a foreign language
• 5 elective credits
• 1 fine arts credit
• 1 physical education credit
 A student could satisfy the foreign language requirements by
substituting two credits in computer programming. A student served
by special education could satisfy the foreign language requirements
by substituting credits in other specified coursework
 A student would be allowed to participate and receive credit in a
fine arts program not provided by the school district
5
Endorsements for Diploma
• Five Endorsements:
1. STEM (science, technology, engineering, and math)
2. Business and Industry
3. Public Services
4. Arts and Humanities
5. Multidisciplinary Studies
6
STEM Endorsement
• Must include courses directly related to:
•
•
•
•
Science, including environmental science
Technology, including computer science
Engineering
Advanced mathematics
7
Business and Industry
Endorsement
Must include courses directly related to:
• Database management
• Architecture
• Information technology
• Construction
• Communications
• Welding
• Accounting
• Logistics
• Finance
• Automotive technology
• Marketing
• Agriculture science
• Graphic design
• Heating, ventilation and
air conditioning
8
Public Services Endorsement
Must include courses related to:
• Health sciences and occupations
• Education and training
• Law enforcement
• Culinary Arts and Hospitality
9
Arts and Humanities
Endorsement
Must include courses related to:
• Political Science
• World Languages
• Cultural Studies
• English Literature
• History
• Fine Arts
10
Multidisciplinary Studies
Endorsement
Allows students to select courses from the curriculum
of each of the endorsement areas:
• STEM
• Business and Industry
• Public Services
• Art and Humanities
11
Distinguished Achievement Designation
• Completion of Foundation Program and at
least one endorsement, AND
− 4 credits of Science
− 4 credits of Math, including Algebra II
12
Performance Acknowledgements
• Earned by passing:
The Distinguished
Level of
Achievement,
Endorsement and
Performance
Acknowledgements
will be listed on
diplomas and
transcripts
− AP tests or IB exam
− PSAT performance
− ACT-Plan performance
− SAT
− ACT
− Earning a nationally or internationally
recognized business or industry certification or
license
13
Implementation of Foundation
High School Program
• Students who enter the ninth grade before the 2014-2015
school year will be allowed to choose the Foundation Plan
or remain on the current minimum, recommended, or
advanced plans
• ALL high school graduates would be eligible to apply for
admission to Texas public four-year universities, and those
who met additional achievement requirements would be
eligible to receive a TEXAS grant
• ONLY students completing the Distinguished Level and
graduating in the top 10% of their class would be eligible for
college admission under the top 10% automatic admission
law
14
SBOE Requirements
• SBOE must designate the specific courses
required under the Foundation Program
• Identify the specific number of completed
credits for various subjects and the number
of elective credits
• Develop the curriculum requirements for
each endorsement with the participation of
educators and business and industry
representatives
15
Local Districts
• Local districts would have flexibility to
develop courses outside the required
curriculum without obtaining SBOE
approval if:
− The district partners with an institution of
higher education and local business and
community leaders
− The courses prepare students for technical
training or college readiness
One credit in a local
course could be
substituted for the PE
credit if the student
could not participate in
a physical activity
because of disability or
illness.
16
Additional Requirements
• Beginning in 2014-2015, counselors at elementary,
middle and high school are required to provide
students and their parents information about
preparing for postsecondary education and
financial aid availability
• Students in their first year of high school will
receive information from counselors about the
advantages of earning a diploma endorsement,
performance acknowledgement, and distinguished
level of achievement
17
Additional Requirements
• Requires the SBOE not later than September
1, 2014 to ensure that at least six advanced
CTE or technology applications courses,
including personal financial literacy, are
approved to satisfy a fourth credit in math.
• Requires the TEA commissioner not later than
January 1, 2015 to report to the Governor
and others the progress made towards
approving new courses.
18
Additional Requirements
• Subsidy for CTE Certification Exam:
• Changes subsidy provisions by requiring a district
to pay for the cost and then seek reimbursement
from the commissioner (versus the student paying
the cost). Removes the requirement that
certifications must be in high-demand, high-wage,
high-skill occupations.
• Applies beginning with the 2013–2014 school year.
19
Additional Requirements
• College Preparatory Courses:
• Removes responsibility of the development of college
preparatory courses from the TEA and higher education
commissioners. Assigns responsibility of college preparatory
courses to districts that must partner with at least one
institution of higher education to develop and provide
college preparatory courses in English language arts and
math.
• Requires that the courses be designed for grade 12 students
whose performance on an EOC exam does not meet college
readiness standards; or coursework, college entrance exam,
or higher education screener (e.g., Accuplacer) indicates the
student is not ready for college-ready coursework.
20
Additional Requirements
• Requires the college preparatory courses
developed be provided on the campus of the high
school offering the course, or through distance
learning or an online course provided through an
institution of higher education with which the
district has partnered.
• Mandates that high school and higher education
faculty collaborate to ensure the courses are
aligned with college readiness expectations.
• Mandates that each district provide notice to
district students and their parents or guardians
regarding the benefits of enrolling in such a course.
21
Additional Requirements
• College Preparatory Courses:
• Provides that a student who successfully completes an English
Language Arts (ELA) course can use the credit to satisfy the
advanced ELA credit requirement for the foundation school
program, and a student who successfully completes a math
course can use the credit to satisfy the advanced math credit
requirement for the foundation school program.
• Allows the college preparatory course to be offered for dual
credit at the discretion of the higher education institution.
22
Additional Requirements
• Requires each district, in consultation with their higher
education partner, to develop or purchase instructional
materials for the course, including technology resources using
to the extent practical materials already developed. Allows
the district’s Instructional Materials Allotment (IMA) to be
used in purchasing the materials and the commissioner to
adopt rules regarding this use of the IMA.
• Requires the course and corresponding materials be available
to students not later than the 2014–2015 school year.
• Applies beginning with the 2013–2014 school year.
23
TSI in Lieu of EOC
• Texas Success Initiative Score (TSI) in Lieu of EOC
Score:
• Considers a student who satisfies the Texas Success
Initiative (TSI) college readiness benchmarks,
prescribed by the THECB, at the end of a college
preparatory course to have satisfied EOC
requirements for an equivalent course.
• Applies beginning with the 2013–2014 school year
24
HB 5 Student Assessment
• For students entering grade 9 during the
2011-12 school year or later:
− Reduces from 15 to 5 the number of
STAAR EOC tests that students have to
pass to graduate
English I (both reading and writing)
More Information on
next slide
English II (both reading and writing)
•Algebra I
•Biology
•U.S. History
25
English I & II EOC’s
• Beginning in spring 2014, STAAR EOC English I &
English II assessments will be combined into one
single test to be given in one day. Students will
receive a single score (combined reading and
writing)
• Fall 2013 English I & English II EOC’s will remain
two separate tests.
• To provide additional flexibility for students in the
2015 and 2016 graduating classes, during the
transition period from separate to combined
reading and writing assessments. TEA has
proposed the following:
26
English I & II EOC’s
• TEA Proposal for Fall 2013:
• Maintain the minimum and cumulative score
concepts.
• In order to take advantage of this, students MUST
− 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)
• Applicable to test prior to roll-out of new
combined assessments.
27
HB 5 Eliminates
• EOC testing in:
− Geometry
− Chemistry
− Physics
− World Geography
− World History
 TEA must adopt EOC exams for Algebra II and English III,
which districts could opt to give
 These exams would have to be able to measure college
readiness and would not be used for graduation purposes or
accountability
28
Phase-In Standards
• Phase-in 1 standards were originally set to
expire at the conclusion of the 2012-2013
assessment year.
• Phase-in 1 standards have been extended
for the 2013-2014 assessment year.
• This extension of phase 1 standards allows
for teachers and students to have time to
adjust to the new phase-in standards
29
Phase-In Standards
• TEA is proposing that the phase-in standard
in place at the time a student takes their
first EOC, in any content area, applies to all
content area.
• For example: If a student took Algebra 1
EOC in 2012, the phase 1 standard would
be the required standard for all content
areas. Previous rules were applicable by
subject area.
30
HB 5 Eliminates
15%
• Eliminates the requirement that EOC count as 15%
of a student’s final course grade and allows
districts to adopt local policies for factoring test
scores in final course grades
• Eliminates the cumulative score requirement for
each subject (* Exception: English I and English II
EOC prior to roll-out of new combined test.
31
HB 5 Eliminates
• The USDE has informed all states that assessments
based on modified standards for special education
students cannot be used for federal accountability.
• Therefore, all STAAR Modified tests will be used
for the final time during the 2013-2014 assessment
year.
• Further information regarding plans for the
inclusion of this population of students in the
general assessment program beginning in 20142015 will be forthcoming.
32
HB 5 Allows
• Students would be allowed to satisfy EOC test performance
requirements through satisfactory performance on nationally
recognized norm-referenced assessments such as advanced
placement, SAT, and ACT exams
• A student who failed to perform satisfactorily on one of
those exams could retake the test or take the appropriate
EOC exam
• The commissioner of education would be required to
determine a method by which a student’s satisfactory
performance on the PSAT or the ACT-Plan could satisfy the
EOC exam requirements. However, a student who failed the
PSAT or ACT-Plan would have to take the appropriate EOC
exam
33
HB 5 Algebra 1 Assessment
• Currently federal AYP requires students to have a mathematics score
every year in grades 3-8 as well as a mathematics assessment in high
school.
• Under HB 5, Algebra I is the only required high school math
assessment. Therefore, if a student takes the Algebra I EOC as an
8th grader, there would be no high school math assessment score for
that student.
• The Commissioner has reversed the former decision to disallow
“double testing” of students who take Algebra I as an 8th grader.
The Commissioner recommends that students take the 8th Grade
Math STAAR assessment and the Algebra I assessment.
• This allows middle school students to meet the federal
accountability measure by having the grade 8 Math STAAR fulfill
the 3-8 mathematics score requirement and the Algebra I EOC
assessment fulfill the High School Mathematics assessment
requirement.
34
HB 5 Exceptions
The ARD committee of a student served in special
education would determine whether the student was
required to achieve satisfactory performance on EOC
tests in order to receive a high school diploma
35
HB 5Accountability
• Establishes a three-category rating system
evaluating:
− Academic Performance
− Financial Performance
− Community and Student Engagement
 Districts will receive letter grade ratings of:


A,B, or C to reflect acceptable performance
D or F to reflect unacceptable performance
 Campuses will be assigned exemplary,
recognized, acceptable, or unacceptable ratings
 TEA will release all three ratings at the same time,
by August 8
36
Academic Distinction Designations
• Campuses and Districts could earn Distinctions for attaining
postsecondary readiness based on:
− Number of students who perform satisfactorily
− Number of students who show annual improvement on
EOC exams
− Being in top 25% in annual improvement (campus)
− Top 25% in closing the achievement gap (campus)
− High performance in core content areas
− Percentage of graduating students who meet foundation
course requirements
− Percent of students earning a Distinguished Achievement
level
− Number of diploma endorsements
37
Financial Performance
• Developed by Commissioner in conjunction
with the Comptroller by March 1, 2015
• Assigns a point value to each indicator to be
used in a scoring matrix
• One of the indicators MUST be the district’s
financial solvency
38
Community and Student Engagement
• Each School District will evaluate its own
performance and the performance of its campuses
based on criteria developed by the Commissioner
in conjunction with a local committee at each
school district. Must include measures related to:
−
−
−
−
−
−
Fine Arts
Wellness and Physical Education
Community and parental involvement
21st Century Workforce Development program
Second language acquisition program
Compliance with statutory reporting and policy
requirements
39
Additional Restrictions
• Campuses may not benchmark more than
twice per year
• Campuses must minimize disruptions to the
school day/activities because of testing
• Campuses cannot use postsecondary
readiness assessments for:
− Teacher Evaluations
− Determining a Student’s Final Grade in a Course
− Determining a Student’s Class Rank for
Graduation Purposes
40
Additional Restrictions
• Limits on Remedial Tutoring and Test
Preparation
− Requires school boards to adopt and enforce a
policy limiting the removal of students from
class for remedial tutoring or test preparation if
as a result the student would miss more than 10
percent of the school days the class is offered.
− Allows a student’s parent or guardian to
provide written consent to the district for the
removal from class for such purposes beyond
the 10 percent limit.
− Applies beginning with the 2013–2014 school
year.
41
Additional Restrictions
• Limited English Proficiency Students: 60
Consecutive Days of Enrollment
• Requires a limited English proficiency (LEP)
student to be enrolled in a U.S. school for at
least 60 consecutive days during a school year
to be considered as enrolled for that year for
the purpose of determining state test
participation (e.g.,accommodated test,
alternative test, or test exemption).
• Applies beginning with the 2013–2014 school
year.
42
HB 866
• Reduces the number of STAAR assessments in
grades 3-8
− Students shall be assessed in:
•
•
•
•
•
Math- grades 3, 5, and 8
Reading- grades 3, 5, and 8
Writing, (including spelling and grammar)- grades 4 and 7
Social Studies- grade 8
Science- grades 5 and 8
43
HB 866
Additional Testing Requirements
• Students in grade 4:
− Shall be assessed in subjects for which they did not meet
the minimum satisfactory performance in grade 3
• Students in grade 6:
− Shall be assessed in subjects for which they did not meet
the minimum satisfactory performance in grade 5
• Students in grade 7:
− Shall be assessed in subjects for which they did not meet
the minimum satisfactory performance in grade 6
44
Contact information:
Travis.longanecker@esc16.net or
Micki.wesley@esc16.net
45