Legislative Update
State Support Team Region #14 Administrative Retreat
Presentation by BASA
August 5, 2014
HB 362 – Teacher Evaluation Changes
• Bill began as SB 227; will be effective on September 11, 2014
• The BASA goal was to provide as much local decision-making as
possible. Note the use of the word may.
• School district may choose to evaluate teacher who received
"accomplished" rating on the teacher's most recent evaluation once
every three years, if teacher's student academic growth measure is
"average" or higher.
• School district may choose to evaluate teacher who received “skilled"
rating on the teacher's most recent evaluation once every two years,
if teacher's student academic growth measure is "average" or higher.
HB 362 – Teacher Evaluation Changes
• However, in any year when teacher is not evaluated because of rating,
teacher must still receive an observation and a conference
• Beginning in 2014-2015, district may choose not to evaluate teacher
who was on leave for 50% of more of school year or whose
retirement was accepted not later than December 1
• Current requirement for framework: performance and growth
• Two observations and walkthroughs except for “accomplished” teacher who
could have only one if teacher completes project that has been approved by
the board to demonstrate the continued growth and practice at the
accomplished level
• Student academic growth must be 50% of evaluation
HB 362 – Teacher Evaluation Changes
• The alternative framework which a board may adopt beginning with 2014-2015
school year
• For 2014-2015: teacher performance (42.5%); student academic growth (42.5%); and one of
four specified “components” (15%)
• For 2015-2016: teacher performance (42.5%-50%); student academic growth (42.5%-50%);
and one of four specified components (0%-15%)
• The 4 specified components: student surveys; teacher self-evaluations; peer
review evaluations; and student portfolios
• Board decides which one of components to use
• ODE to compile list of approved instruments to measure a specified component
College Credit Plus (in HB 487)
• Replaces PSEO, dual enrollment, seniors to sophomores, etc.
beginning in 2015-2016
• Assumption: what your district had last year, it still has
• 2014-2015: time to negotiate agreements if you can
• Two fundamental conditions for CCP
• 1. Student must be enrolled in both college and high school
• Will require at least for now a different procedure for career-tech students receiving
articulated credits
• 2. Student must earn transcripted college and high school credit upon
completion of course
College Credit Plus (in HB 487)
• All public districts and public institutions of higher education (IHEs)
must participate
• Nonpublic high schools and nonpublic IHEs may participate
• No eligible public student is denied participation through public IHE
• Each public high school must develop 2 “pathways” through CCP
• One for earning 15 transcripted credits and the other for earning 30 credits
• Must be developed in coordination with at least one participating IHE
• Must be published as part of school district’s official course offerings
College Credit Plus (in HB 487)
• Participating IHEs annually must:
• Provide professional development for high school teachers instructing CCP
course as adjunct instructors of IHE
• Conduct at least one observation of each section of each college course
taught at high school by adjunct
• Assign an advisor to each CCP student
• Schedule at least one meeting between CCP student and advisor prior to nofault drop out date
• CCP courses must be same as those offered on campus and apply
toward a degree or professional certificate (not remedial)
College Credit Plus (in HB 487)
• Participating IHEs and districts must:
• Promote CCP opportunities on their websites
• Coordinate with each CCP program partner to present at least one dedicated
CCP event to students and parents
• IHEs within 30 miles of high school must be invited to participate
• Students in grades 7 and 8 also eligible (information and counseling
services to be provided to students in grades 6 through 11)
• Grades must be treated same as for any “advanced standing” course
College Credit Plus (in HB 487)
• Funding per college credit based on per pupil funding amount times
83%; idea is that no student’s tuition can exceed per pupil amount
• Both a floor and a ceiling
• FY 2015 example: ($5,800 X 83%)/30 = $160, which becomes ceiling
• Floor is 25% of ceiling, or $40 per credit hour
• Students do not pay at public IHEs
• Districts and IHEs may negotiate amount between floor and ceiling
• Can negotiate amount below floor with approval of Chancellor
• Can include textbooks, fees, and other costs in negotiated agreement
College Credit Plus (in HB 487)
• If no negotiated agreement, default is used
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Course taught on college campus by college faculty: $160 per credit
Course taught at high school by college faculty: $80 per credit
Course taught at high school by high school teacher: $40 per credit
School district buys textbooks but IHE pays all other fees
• Negotiated agreement with private IHE can include student paying
• District to have deduct of at least floor amount
• Students may be charged up to $153, $125, or $100 per credit hour
depending on where course is offered and who is teaching
• However, economically disadvantaged students may never be charged
Third Grade Reading Guarantee (in HB 487)
• Starting 07/01/2015, student attending nonpublic school on EdChoice
scholarship subject to retention provisions of TGRG
• Individual services plan could exempt student from retention just like IEP/504
• Individual services plan reviewed by either district of residence or attendance
• Nonpublic schools to provide same notification, intervention , and
reporting as are required of public schools
• English language arts assessment in grade 3
• Fall will be same assessment used in previous school year
• Spring will be same assessment used in previous school year if student
subject to retention; otherwise, it will be the PARCC assessment
• Alternative staffing plans permitted for 2014-15 and 2015-16
Career Readiness (in HB 487)
• Each school district must provide career-tech education for students
enrolled in grades 7-12
• ODE must grant waiver if board of education adopts resolution of its intent
not to provide by September 30 of that school year
• Beginning in 2015-16, each board to adopt policy on career advising
• Policy must be updated every two years
• District must post policy “in a prominent location on its web site, if it has one”
Career Readiness (in HB 487)
• Policy on career advising must:
• Provide students with grade-level examples linking school work to careers
• Create plan to provide career advising to students in grades 6-12
• Beginning in 2015-16, provide additional interventions/career advising to
students identified as at risk of dropping out
• Train staff on how to advise students on career pathways, including training
on using online tools
• Develop “multiple, clear academic pathways” through high school that
students can choose to earn diploma
• Identify and publicize courses that award both academic and C-T credit
• Document the career advising provided to each student
• Prepare students for “transition to post-secondary destinations”
Career Readiness (in HB 487)
• Student success plans beginning in 2015-16
• Students identified as at risk of dropping out using research based, locally
developed plan developed with input from teachers and counselors
• Must address student’s academic pathway to graduation and the appropriate
role of C-T education, competency based education, and experiential learning
• Must invite parent to assist in developing plan
• If parent does not participate, district must provide parent with copy of plan, statement
on importance of a diploma, and academic pathways available for student to graduate
• Following development of plan, district must provide career advising
• ODE must post model policies on career advising and model student success
plans by December 1, 2014
College and Work Ready Assessment System (in HB 487)
• College and Work Ready Assessment System (CWRAS) are the new
high school assessments; replaces the OGT
• Effective for students entering grade 9 on or after July 1, 2014
• OGT may not be administered to first time test takers after 7/1/2015
• ½ of CWRAS will be seven end-of-course (EOC) exams:
• English language arts I and !!, physical science, Algebra !, geometry, American history,
and American government
• Other half of CWRAS requires nationally standardized assessment that
measures college and career readiness to be given to all 11th graders to
include “components in English, mathematics, science, and social studies”
and to be an assessment “used for college admission”
College and Work Ready Assessment System (in HB 487)
• Student in AP, IB, or other advanced standing course required to take AP, IB,
or advanced standing examination in lieu of EOC exams
• Student prohibited from taking substitute exam in English language arts I,
II, Algebra or geometry; must take EOC exams in those subjects
• State board may replace Algebra I EOC exam with Algebra II EOS exam for
students entering 9th grade on or after July 1, 2016
• If Algebra II replaces Algebra I and student is enrolled in AP, IB, or advanced standing
course for Algebra II, student must take the AP, IB, or advanced standing course exam
• Student who completed high school course for credit before 7/1/2014
exempt from EOC exam; credit satisfied requirement to take EOC exam
Graduation Requirements (in HB 487)
• Three paths to a diploma for students entering 9th grade on or after
July 1, 2014 (Class of 2018)
• Score at “remediation-free” level in English, math, and reading on nationally
standardized assessments
• Attain minimum cumulative performance score on EOC exams; score to be set
by state board of education
• Attain passing score on nationally recognized job skills assessment and obtain
either industry recognized credential or state issued license
• Requires reimbursement by the state for costs of administering one
nationally recognized job skills assessment
• Continues but makes changes in current curriculum exemption
Privacy and Assessments (in HB 487)
• General prohibition on releasing student names & addresses to any
multi-state consortium offering summative assessments
• Data collected in administering assessments must be used for sole
purpose of measuring and improving academic progress
• Various types of personal information may not be collected, tracked,
housed with, reported to, or shared with any entity
• SSPI required to report by 1/15/2015 on recommendations for
decreasing number of assessments to ensure testing is reasonable
• Committee to recommend by 1/15/2015 recommendations on
graduation and testing requirements for chartered, nonpublic schools
Assessments (in HB 487)
• For 2014-15, districts cannot be required to administer assessments
in online format
• District may administer in combination of online and paper formats
• ODE must furnish for free all assessments regardless of format
• After spring administration in 2014-15 and by 7/1/2015, questions
and preferred answer on grades 3-8 tests and EOC exams to be public
records within three years of their administration
• Release schedule: 40%; 20%; 40%
Safe Harbor (in HB 487)
• Report card ratings for 2014-15 can’t be used for following sanctions:
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School restructuring provisions (except for NCLB)
Provisions for academic distress commissions
Educational Choice Scholarship program eligibility
Provisions defining “challenged school districts”
Community school closing provisions
• State board permitted to decide not to assign individual grade for six
components of report card for 2014-15 only
• Permits (but not requires) district to enter into MOU to stipulate that
value-added progress will not be used for employment decisions
Extracurricular Participation (in HB 487)
• Students in community (or STEM) school must be afforded right to
participate in extracurricular activities at school where they would be
assigned in resident school district
• Nonresident student from community school may be afforded participation if:
• Community/STEM school does not offer that activity
• Activity is not interscholastic athletics or interscholastic contests or competition
• Cannot require community school student to enroll in 1 academic
course as condition to participate
• Cannot impose additional rules on community school student that do
not apply to other students participating in same activity
Emergency Management Plans (in HB 487)
• Emergency management plans (formerly school safety plans)
• Must include floor plan, site plan, and emergency contact information (in
addition to currently required protocols for threats and emergency events)
• Must be annually reviewed as well as updated every three years
• Annual emergency management test defined as “regularly scheduled drill,
exercise, or activity designed to assess and evaluate” emergency plan
• Administrators “amenable” to disciplinary action related to licensure for
failure to comply
• ODE to provide standardized forms for emergency management plans
Miscellaneous (in HB 487)
• Resident educator and alternative resident educator will be
renewable under rules to be adopted by state board
• GED test eligibility (without superintendent approval)
• 18 year old may take GED if withdrawn and not high school graduate
• 16 and 17 year old may apply with parental or court official’s permission
• Gifted student reporting
• Expenditure of gifted student identification funds
• Services provided to gifted students can only include those paid by school
district (with exception of AP and IB testing)
• Energy conservation (HB 264) projects will use competitive selection
if district elects not to use general bidding requirements
Miscellaneous (in HB 487)
• States that a district board is sole authority in determining and
selecting textbooks, reading lists, instructional materials, and
academic curriculum for its schools.
• Board of education must establish parental advisory committee, or
another method for review, to provide opportunity for parents to
review selection of textbooks and reading lists, instructional
materials, and the academic curriculum used by schools in district.
• Allows district board to permit educators to create instructional
materials, including textbooks, consistent with board-adopted
curriculum.
On the Horizon
• Average daily membership calculation
• HB 597 – Repeal of the Common Core
• The Massachusetts Comparison – over 7 year period after revising standards,
doubled funding for education; per pupil expenditure for 2012-13 was
$16,742 compared to Ohio’s $11,313
• What would standards be for 2014-15?
• The budget for FY 2016 and FY 2017
• School funding: caps and guarantees
• High poverty districts