What does this
legislation mean to
us?
Choose Your Favorite Moniker
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The Three Amigos
The Three Musketeers
The Three Stooges
The Brady Bunch Minus a Few
The Three Magnificents
The Tremendous Triad
Text your choice to Junior at BR 549
What does this
legislation mean to
us?
Key Provisions of HB 5
Graduation
Assessment
Accountability
Higher
Education
Other Items
Foundation
Plan
5 EOCs for
Graduation
Ratings
General
Enrollment
SSI and AI
Endorsements
& Distinguished
Optional EOCs
Distinction
Designations
Top 10%
Attendance
and Pull-Outs
Credits
Substitutions
Additional
Indicators
Academic
Support
Locally
Developed
Courses
Academic
Support
Release Tests
Report-Only
Indicators
TSI Exemptions
IMA
Redesign ALT
Future
Dual Credit
Courses
Local
Benchmarks
June 2013
© Moak, Casey and Associates
So What Do We DO Next?
June 2013
© Moak, Casey and Associates
6
So what’s the real story?
So, what matters right now?
• TEA and SBOE need to “fill in” extant
information gaps.
• When everything else seems to be changing,
students are still students… and adult actions
need to reflect what is best for students
within available means.
• Planning and decision-making will be focused
and prioritized.
House Bill 5 by Aycock
House: 147 to 0 vote
Senate: 31 to 0 vote
Excluding EOC assessments for
now, what implications does
this new graduation model
have for Plano ISD?
For example:
• Will we keep our “basic” graduation plan at 24 credits or will we
change it to 22?
• Will we continue to require Health? Communication Applications?
For example:
• Will we keep our “basic” graduation plan at 24 credits or will we
change it to 22?
• Will we continue to require Health? Communication Applications?
The following 3 slides list the brainstorm of
implications by secondary principals on 7/25/13
• Will we keep our “basic” graduation plan at 24 credits or will we change it to 22?
• Will we continue to require Health? Communication Applications?
• How will this affect staffing? SS requirement at the 9/10 , number of coaches in
SS, choices in math and science, certifications, electives, foreign language
requirement - foundation plan including two years of language (need for additional
ASL sections?), Comp Prog will count as a foreign language
• Moving credit bearing courses to middle school
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CPR and oral health required – keeping this within the Health course
curriculum (a reason for maintaining local requirement for Health
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Students’ selection of endorsement path will affect staffing
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How do we handle requests from 9th, 10th, 11th graders requesting schedule
changes this year due to new grad requirements?
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What defines advanced courses during the transition?
• How will NCAA and UIL define advanced courses?
• GPA weighting for advanced classes as definition of advanced course changes
• Is CTE certification required to teach the advanced math and science courses?
• Teachers will be teaching a more varied schedule, requiring additional preps
• Will there be certifications needed for each course?
• US History course – where should this course be offered? HS or
SHS? Implications are broaded than just the SS area – where does it make sense to
offer courses with our 9/10 and 11/12 split?
• Does everyone offer all endorsements? Endorsements at 9/10 and 11/12?
• Alignment of US History course with 8th grade course and US History course?
• How is accountability determined for SHS?
• Credits needed for moving from HS to SHS needs to be examined
• Sp Ed students needing modifications – can a student still pursue an endorsement?
• Do we keep our local graduation requirement of 24 for mimimum for the new
foundation plan?
• Will we allow students to graduate in potentially three years plus one
course? Impact on ADA and dollar
• Implication for students attending SPC and endorsement path?
• Humanities and credits (English and World History)
• Clarification for students on foundation plan allowing them to apply to a four year
college? How does the new culture of choice for students fit with our high expectations?
• With flexibility carries responsibility: how do we help our students and families
make the best choices? Impact on counselors – getting the communication to students
and families, keeping all opportunities available
• With the endorsement pathways, career choices and paths become much more
apparent, and need for beginning this conversation earlier will be important
• Regarding US History moving to a different level – impact on duel credit and
American Studies
• Will there be more courses offered online?
• Impact on AP courses – will there be additional AP offerings with students having
more choices?
• Will specialized offerings and endorsements require more double blocking?
• Questions on sp ed students and how this affects their graduation options?
• With more flexibility, could there be a different approach to those traditionally
difficult courses? (Algebra offered over a 2 year period)
• With increased flexibility in the grad plan, can we move more sp ed students to the
foundation or endorsement plan?
• How does the new grad plan affect our historic high performance on SAT/ACT? IB?
• Balance between choice for students and taking the easier path?
• How does the communication to students about the different endorsement
pathways look? Equal opportunity? Recruitment vs informing the students about the
best fit
Some HB 5 Implementation Issues
• Strategic budgeting, delivery and evaluation of
accelerated instruction
• Support for transition to new graduation plans
– Notices required (and translations, communication
strategies, etc.)
– Master course catalogue review
– Staffing for delivery of endorsement courses and
substitutions
– Training for counselors AND registrars
– Reprogramming of AARs
• Infrastructure to support universal high school
PGPs
STAAR EOC Assessments
STAAR EOC Assessments
Required to pass for high school graduation
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English I (reading and writing combined)
English II (reading and writing combined)
Algebra I
Biology
US History
STAAR EOC Assessments
No longer required or available
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Geometry
Algebra II
Chemistry
Physics
World History
World Geography
English III
STAAR EOC Assessments
Algebra II and English III (postsecondary readiness
assessments)
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Will not be administered until 2015–2016.
Will be administered on a voluntary basis.
Are not required for high school graduation.
No longer have specific performance requirements.
Can be used only for diagnostic purposes.
STAAR EOC Assessments
Algebra II and English III (postsecondary readiness
assessments)
• Cannot be used for accountability.
• Cannot be used for the purpose of teacher
evaluations.
• Cannot be used in determining a student’s final
course grade or class rank.
• Cannot be used for college admission purposes.
STAAR EOC Assessments
No longer include
• A cumulative score requirement for graduation
• A minimum score to count towards the cumulative
score
• The requirement that the score count as 15% of the
final course grade
STAAR EOC Assessments
The commissioner is required to provide a scale score to
100-point score conversion table.
• Districts are required to provide accelerated
instruction to students who fail any of the five STAAR
EOC assessments.
• Satisfactory performance on other assessments (e.g.,
AP, IB, SAT, ACT) in equivalent courses can substitute
for performance on STAAR EOC assessments.
STAAR EOC Assessments
STAAR English I and II
• Instead of having separate reading and writing
assessments, these tests will be combined into one
assessment per course with one score.
• The combined assessments will be available
beginning in spring 2014.
STAAR EOC Assessments
STAAR English I and II
• Students who have currently passed one assessment
but not the other (e.g., passed English I reading but
not English I writing) will still need to pass the second
assessment to meet graduation requirements.
• Students who have not successfully met their
graduation requirements for English I or II by spring
2014 will need to take the new combined reading
and writing assessment.
STAAR EOC Assessments
Assigned testing days for
• English I
• English II
One-week testing window for
• Algebra I
• Biology
• U.S. history
Release of STAAR Assessments
TEA will release the general STAAR and the STAAR
Spanish assessments administered in spring 2013 (first
administration only).
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15 EOC assessments
Grades 3–8 assessments
Grades 3–5 Spanish assessments
2013 STAAR release tests will be posted on the TEA
Student Assessment website in early August.
STAAR EOC Assessments
• Requires accelerated students to double test so they
have scores to use for AYP in grades 3–8 and in high
school, e.g., grade 8 math and Algebra I.
• Prohibits districts from removing students from class
for remedial tutoring or test preparation for more
than 10% of the school day.
• Limits the number of benchmark assessments to two
per state assessment.
What implications do changes
to the STAAR EOC assessments
have for Plano ISD?
House Bill 5
• Additional specific provisions
– Districts partner with IHEs for college prep courses
– 90% attendance for credit OR final grade, K-12
– Cannot miss more than 10% of class days for
tutoring
– PGPs for all high school students + identified
middle/jr. high school students
– Test scores “turned around” in 21 days
– No more than 2 benchmark tests per state test
House Bill 5
• Additional specific provisions, cont’d.
– Community-based fine arts credits (like offcampus PE)
– Distinguished achievement is required for “top
10%” admission
– Foundation program for general admission
HB 866 by Huberty
*IF* USDE is okay with it, high performers can
skip grade-level tests by Sept. 1, 2015
– All students test in R & M in 3, 5, and 8
– All remaining tests are kept in place
– Students in grade 4, 6, and 7 must test ONLY if
they did not perform at/above “MSAS”
– DISTRICT OPTION to test all students in R & M at
4, 6, and 7, but results cannot be used for
accountability
HB 2694, Villarreal & SB 1365, Duncan
• Credit by exam (CBE) for acceleration
– 90% attendance rule not relevant to credit
– Trustees must approve at least 4 assessments per
subject that comply with SBOE guidelines, if
available
• Must include AP & CLEP
• 80th percentile (or 3+ on AP, or 60+ on CLEP)
– Tests must be administered at least 4 times/year
• Students are limited to 2 attempts per specific test/year
– Award of CBE satisfies an EOC test for the course
Selected Bills on Narrowly Defined Issues
Curriculum
• HB 2201, Farney – CTE courses for 4th math credit
• HB 2662, Farney – Personal financial literacy
• SB 1590, Zaffrini – include insurance in financial
literacy training
A FACEBOOK ANALYSIS OF
LEGISLATION AND LITIGATION
June 2013
© Moak, Casey and Associates
40
Facebook Analysis
• More money was put back into public education
• Not as much money was put back into public
education that was previously taken away
• We won the court case
• The court case is not over
• Our high school students have fewer EOC tests to
pass to graduate
• We don’t know which EOC tests will be used to
calculate the ratings
June 2013
© Moak, Casey and Associates
Facebook Analysis
• We have 1 accountability system (IF USDE
approves the waiver)
• PBMAS targets are misaligned to the system
• A student growth measure is included
• We don’t know how the growth measure will be
determined
June 2013
© Moak, Casey and Associates
42
Facebook Analysis
• Bills that were dangerous to public education
were defeated
• The dangerous bills will be back…we just don’t
know when
June 2013
© Moak, Casey and Associates
43