House Bill 5
rd
83 Legislative Session
ESC3 Leadership Services
Spring 2014
HB5 - Update
• Graduation Plans
– Foundation Plan of 22 Credits
– Endorsements in one of five areas: STEM, Business & Industry, Public Services,
Arts and Humanities, and Multi-Disciplinary Studies (4 Credits including an
additional math, science and 2 electives)
– All students must select an endorsement but may opt for only completing the
Foundation Plan after Grade 10, with parental consent
HB5 - Update
• Graduation Plans
– All students must have a personal graduation plan promoting College and
Workforce Readiness
– Encourages districts to partner with community colleges and industry to develop
rigorous courses to address workforce readiness
– Districts & Higher Education partnerships to provide developmental courses the
senior year in Math and English for college bound students not demonstrating
college readiness by end of Grade 11
HB5 - Update
• Graduation Plans
– Maintain Distinguished level diploma, students must complete the Foundation
program, earn 1 Endorsement and earn an Algebra II credit
– Students completing the Distinguished Program are eligible for the college
admission in the top 10% automatic admissions provision
– 2013-14 – Students may graduate under the new structure, with certain
provisions
HB5 - Update
• Assessment
– Reduced the number of required End of Course assessments from 15 to 5
– EOC assessments – English I, English II, Algebra I, Biology and US History
– English Language Arts assessments are combined into one assessment instead of
Reading and Writing tests
HB5 - Update
• Assessment
– Satisfactory performance on Advanced Placement, SAT and ACT exams can satisfy
graduation requirements (eliminating need to take EOC)
– Districts may administer English III and Algebra II Assessments only for diagnostic
purposes
HB5 - Update
• Accountability
– Addition of at least 3 new indicators of Academic Performance
• Percentage of students graduating with Endorsements or
Distinguished Performance
• Number of students earning College Credit
• Number of students earning Workforce Certificates
• 3 Category Rating System to evaluate schools
– Academic Performance
– Financial Performance
– Community & Student Engagement – Districts evaluation
measure
Personal Graduation Plans/Minimum
Attendance
Personal Graduation Plans
Junior High/Middle School:
Personal Graduation Plans (PGPs) must be developed for students:
– Identified students who are at-risk of not completing a high school diploma before the fifth
year after entering 9th grade
– Students who did not pass a state assessment
Counselor, teacher or other appropriate individual must be designated to develop and
administer the PGPs.
PGPs must be transmitted electronically through TREx.
Effective 2014-2015
Personal Graduation Plans
High School:
9th graders:
– High school counselor or school administrator must review the PGP options with
each student and their parents before entering 9th grade.
– The PGP must be signed by the student and the parents by the end of the school
year (9th grade year).
– Students have the option to amend their PGP. Parents must be notified of this in
writing.
All students:
– All high school students must have a PGP developed.
– PGPs must be transmitted electronically through TREx.
– Effective 2014-2015
Personal Graduation Plans
Notice to Parents:
State-developed documents that explains the advantages of :
– Endorsements
– Distinguished Level of Achievement
– Must have both in order to be eligible for automatic (top 10%)
admission to college
– Staff should encourage parents to have the student choose the PGP
with endorsements and distinguished level of achievement
Personal Graduation Plans
Notice to Parents:
• State-developed document must be published on district website
and ensure that it is available to all parents of high school students
in the language in which they are most proficient.
• Please Note - The document will be available in both English and
Spanish. Also, the district will have to provide translation to other
languages only if at least 20 students in a grade level speak a
different language.
House Bill 5 Counseling Requirements
School counselors must advise students and parents of the
importance of postsecondary education at elementary and middle
school/junior high level.
High School Counselors must annually provide information about
postsecondary education students and parents regarding:
– Advantages of earning an endorsement
– Performance acknowledgment
– Distinguished level of achievement.
Effective 2014-15
Next Steps for PGPs and Counseling Requirements
Spring 2014
– Have parent meeting for 8th grade parents to explain choices of HB5
diploma.
– Schedule 8th graders for High School based on endorsement possibilities
and choices for graduation.
– Build schedules for 2015 through 2017 graduates based on MHSP, RHSP,
and DAP, as well as 2018 HB5 diploma students
– Identify students who will graduate in 2016 and 2017 who wish to move to
the HB5 diploma.
*Ensure counselors are receiving adequate training
regarding HB5.
Alternate Assessments
• TEA must redevelop appropriate instruments to assess
students with significant cognitive disabilities, consistent with
federal law to be administered 2014-15.
• Mandates the test measures growth and provide the district
with options.
• Mandates that the assessment instruments may not require a
teacher to prepare tasks or materials.
• Effective 2014-2015
EOCs and the ARD Committee
• For a student served under special education, the ARD
committee will determine whether satisfactory performance
on an EOC exam is needed to receive a high school diploma.
• Effective 2014-2015
Minimum Attendance for Class Credit or Final Grade
• Mandates that a student in any grade level (K-12)may not be given
class credit or a final course grade unless the student is in
attendance for at least 90% of the time the class is offered.
• Attendance committees must hear petitions for class credit or a
final grade by students who are in attendance fewer than the
number of days required.
• District Board of Trustees shall establish guidelines for what
constitutes extenuating circumstances and alternative ways for
students to regain credit.
• Effective 2013 - 2014
School District Evaluation of Performance in
Community & Student Engagement
HB 5
TEC 39.0545
• Requires each district to evaluate the district’s performance and
the performance of each campus in the district on community and
student engagement (8 factors) and in policy compliance (1
factor)
• Requires every district to assign itself and each campus a rating of
exemplary, recognized, acceptable or unacceptable for both
overall performance and each evaluation factor
• Districts must submit ratings to TEA and make publically available
August 8 of each year (2013-14)
What is the purpose of TEC 39.0545?
• To evaluate community and student engagement
• Districts and campuses can showcase where they are
excelling and where there is room for improvement
– Not all should be exemplary…..
• To tell the story of what is happening in districts and on
campuses when it’s not a test day
New Coding for PEIMS
• To comply with new requirement, TEA has added
new coding to the PEIMS Data Standards
• New codes will be reported in the Submission 3
Summer Collection 2014
• Data collected at both the district and campus level
Nine factors to be evaluated
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Fine arts
Wellness and physical education
Community and parent involvement
21st Workforce development program
2nd language acquisition
Digital language acquisition program
Dropout prevention strategies
Educational programs for GT students
Compliance with statutory reporting and policy requirements
Rating Categories
• First 8 Categories:
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Unacceptable
Acceptable
Recognized
Exemplary
• Overall Performance Rating
• Compliance Category
– Yes
– No
What next?
• Districts must use criteria developed by a local
committee to evaluate
• The performance of the district and campus programs
in the 8 evaluation factors and compliance with
statutory reporting and policies
• Districts must create the local committee that will
develop the criteria
What about the committee?
• Mostly a local decision
• Legislature did not specify who should be on the committee gives districts opportunity to include diverse members of the
community
• Legislature did not specify how often the committee must meet
• Only requirement under statute is that the district must use the
criteria developed by the committee to evaluate itself and its
campuses
Considerations
• Local committee should be comprised of a diverse group who
represent various views in the community
• Some districts will be utilizing current district and campus
advisory committees for this first year.
• Members to consider: parents, teachers, students, local
business leaders, members of local chambers, parent
organizations, student organizations, school trustees, higher
education representatives, student council members,
counselors, principals, accountability and curriculum
personnel, nurses, community organizations in your area, etc.
Considerations, cont.
• Begin talking to people in the community about this
new opportunity for districts and campuses to
showcase areas of excellence and highlight areas they
are working to improve
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Local media
Local chambers, rotary clubs
Discussion item at board meetings
Parent/teacher groups
Local businesses
Local colleges and universities, technical schools
Student and teacher organizations
Survey students, parents, business groups for input
Reporting of Data
• HB 5 requires each district to report performance rating to
TEA (through new coding in PEIMS)
• Performance ratings publicly available no later than August 8
of each year
• Released simultaneously with state rating
• Districts should consider (although not required by statute)
providing information on how ratings were determined
Various Tools Available
• Locally developed
• TASA Created Tool (Free Resource)
• TREA – Community and Student Engagement Tool (Fee)
• Various ESC’s have developed tools (Fee)
• Combination of tools
– customize to fit needs
ESC3 Contacts
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Charlotte Baker
Nan Gainer
Kenda Matson
Mary Beth Matula
Brenda O’Bannion
Cheryl Shamburger
cbaker@esc3.net
ngainer@esc3.net
kmatson@esc3.net
mbmatula@esc3.net
bobannion@esc3.net
cshamburget@esc3.net
361-573-0731