HB5 Overview
Ty Duncan, ACE Coordinator
Heather Blount, CTE Specialist ESC 17
Shauna Lane, Counseling and SIP Specialist ESC 17
“If you don't know where you are going,
you'll end up someplace else.” ― Yogi Berra
Real Time Information!!
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Today…
 Overview of HB5/Resources
 Today, we will look more closely at:
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Graduation Plans
Endorsements
CTE Changes
 Our goal is to provide information for planning purposes for 2013-2014 and beyond
 HB 5 covered…
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Accountability
Curriculum
Assessment
Higher Education
 Note: We are still awaiting Legislative Intent for HB, implementation details and transition plans
This presentation is for initial planning purposes only as we await implementation details and transition plans.
HB 5 Overview
TASA Interpretation of HB5
http://www.tasanet.org/cms/lib07/TX01923126/Centricity/Do
main/4/hb5-summary.pdf
TASB Summary of HB5
http://www.tasb.org/services/legal/esource/instruction/docum
ents/house_bill_5_summary_aug2013.pdf
HB TEA Page
http://www.tea.state.tx.us/index2.aspx?id=25769806149
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
Graduation Plans/CTE
This presentation is for initial planning purposes only as we await implementation details and transition plans.
New Graduation Plans
 Foundation Plan
 Foundation/Endorsement
 Distinguished
 Aims at flexibility while maintaining high standards
 “Flex 4x4”
 To begin with the 9th grade class of 2014-2015
 However, 10th and 11th grade students can opt into the new graduation plans
 Will need clarification on which plan(s)
 Commissioner’s Transition Guide
 Current 12th grade students not set to graduate on current plans can transition-see
Proposed Grad Plan for Students Graduating in 2012-2013
This presentation is for initial planning purposes only as we await implementation details and transition plans.
New Graduation Plans
 All graduates will be eligible to apply for admission to
Texas public four-year universities
 Starting 2014-2015, student not eligible for atuomatic
admission may apply if they have completed the foundation
plan and achieved a certain score on the SAT or
ACT…Commissioner rules for students still under Min, Rec, or
Advanced plans…
 All graduates would be eligible for Texas Grant
(Difference in Minimum Plan Graduates that we have now.)
This presentation is for initial planning purposes only as we await implementation details and transition plans.
Foundation Plan + Endorsement
 22 Credits
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All entering 9th graders must select
an endorsement, but may opt for
only the foundation plan after
grade 10 with parental consent.
4 ELA,
3 Math,
3 Science,
3 Social Studies,
2 Foreign Language (to include computer programming), absent an
exception-substitute another appropriate course if student is unlikely to complete
2nd credit-Student with a disability may substitute two academic electives that may
not be used to complete other credit requirements (ARD/504)
1 Fine Arts, District approval from Commissioner to satisfy through community
based fine arts on/off campus that covers the TEKS.
1 PE, absent an exception- District approval from Commissioner to satisfy through
community based private/on/off campus that covers the TEKS.CTE approved course may be
substituted as an academic elective for students excused from PE due to physical
limitations
 5 Electives
 + 4 Endorsement Credits
 a flexible math,
 a flexible science, and
 2 additional electives
This presentation is for initial planning purposes only as we await implementation details and transition plans.
Foundation Plan + Endorsement
 Students can earn an endorsement in one of five areas:
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STEM,
Business and Industry,
Public Services,
Arts and Humanities,
Multidisciplinary Studies
This presentation is for initial planning purposes only as we await implementation details and transition plans.
Foundation Plan
 22 Credits
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th
All entering 9 graders must select
4 ELA,
an endorsement, but may opt for
3 Math,
only the foundation plan after
3 Science,
grade 10 with parental consent.
3 Social Studies,
2 Foreign Language (to include computer programming),
1 Fine Arts,
1 PE,
5 Electives
This presentation is for initial planning purposes only as we await implementation details and transition plans.
DISTINGUISHED
 Maintains the DISTINGUISHED level of performance
for students…
 Complete the FOUNDATION PLAN
 Complete an ENDORSEMENT
 Complete ALGEBRA II CREDIT
 Eligible for TOP 10% Automatic Admissions
 Similar to current law
This presentation is for initial planning purposes only as we await implementation details and transition plans.
This presentation is for initial planning purposes only as we await implementation details and transition plans.
Endorsements &
Course Planning
This presentation is for initial planning purposes only as we await implementation details and transition plans.
Endorsements
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STEM
Arts & Humanities
Business & Industry
Public Services
Multidisciplinary
 If you offer only one Endorsement, it must be
Multidisciplinary
This presentation is for initial planning purposes only as we await implementation details and transition plans.
Endorsements vs. Career Clusters
STEM
Business/Industry
Public Services
Arts & Humanities
STEM
AFNR
Education &
Training
Arts, AV &
Communications
Information
Technology
Architecture &
Construction
Health Science
Govt. & Public
Administration
Arts, AV &
Communications
Hospitality &
Tourism
Business Mgmt. &
Administration
Human Services
Finance
Law, Public Safety,
& Security
Manufacturing
Marketing
Transportation, Dist.
& Logistics
This presentation is for initial planning purposes only as we await implementation details and transition plans.
STEM Endorsement
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Science
Technology
Engineering
Environmental Science
Advanced Mathematics
Computer Science
This presentation is for initial planning purposes only as we await implementation details and transition plans.
Business & Industry Endorsement
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Management
Information Technology
Communications
Accounting & Finance
Marketing
Graphic Design
Architecture & Construction
Welding
Agricultural Science
Logistics & Auto Technology
This presentation is for initial planning purposes only as we await implementation details and transition plans.
Public Services Endorsement
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Health Science
Education & Training
Law Enforcement
Culinary Arts & Hospitality
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
Arts & Humanities Endorsement
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Political Science
World Languages
Cultural Studies
English Literature
History
Fine Arts
This presentation is for initial planning purposes only as we await implementation details and transition plans.
Multidisciplinary Endorsement
 Courses selected from each endorsement area
 Earn credits in a variety of advanced courses from
multiple content areas
This presentation is for initial planning purposes only as we await implementation details and transition plans.
CTE Apprenticeships & Training,
Local Course Development
 Districts may partner with higher education institutions and local
business/industry to develop rigorous courses that allow students
to enter/participate in:
 A postsecondary program
 Without remediation
 An apprenticeship program
 An internship
 Part of credential/certification
 District reports courses upon completion (not prior to offering)
This presentation is for initial planning purposes only as we await implementation details and transition plans.
CTE Program Changes
 Section 22
 “A school district shall provide, to the greatest extent possible, …
opportunities to enroll in dual credit courses as part of the
program.”
 Section 23 (2013-2014)
 “On approval by the commissioner, the agency shall pay each
school district an amount equal to the cost paid by the district for
the certification examination.”
This presentation is for initial planning purposes only as we await implementation details and transition plans.
Advanced CTE Courses
 No later than September 1, 2014, SBOE must approve
at least 6 CTE or Technology Applications courses,
including Personal Financial Literacy, for 4th year math
credit
 SBOE must approve a variety of advanced English,
mathematics, and science courses to comply with the
Foundation program.
This presentation is for initial planning purposes only as we await implementation details and transition plans.
Transitioning CTE Programs
 Call Courses by the Correct Name on ARD
Schedules/PGP
 Courses may have to be rotated so planning essential
 Not all the courses all the time
 = Increased Planning/Prep
 Elective credits needed for Foundation program may be CTE
courses necessary to earn an industry-recognized credential or
associates degree
This presentation is for initial planning purposes only as we await implementation details and transition plans.
Transitioning CTE Programs
 Analyze Data
 Increased Performance?
 Student Certifications
This presentation is for initial planning purposes only as we await implementation details and transition plans.
PGP
 PGP-Required for MS students who fail a state
assessment or unlikely to graduate in 5 years
 REQUIRED for ALL HS Students
 English and Spanish explination of advantages of
distinguished level and encourages parents to choose a
corresponding plan/PGP
 Requires parent signature on PGP that identifies a
course of study that promotes college and workforce
readiness, career placement, and facilitates transition to
post-secondary education.
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
This presentation is for initial planning purposes only as we await implementation details and transition plans.
Transition Plan
 The commissioner must adopt a transition plan from
the current high school programs to the new program
beginning with the 2014-2015 school year. A student in
9th grade before 2014-2015 (anyone in 9th in 2013-2014
and before) may graduate under:
 Foundation Program, if courses selected in 2014-2015
 Minimum Program, if participating before 2014-2015
 Recommended Program, if participating before 20142015
 Advanced Program, if participating before 2014-2015
This presentation is for initial planning purposes only as we await implementation details and transition plans.
Transition Plan
 By commissioner’ rule…
 A 2013-2014 high school senior who does not satisfy the
curriculum requirements of their current program may
graduate if the student satisfies the foundation progrma
and any other grad requirements.
 See Proposed Graduation Program Options for Students
Graduating in 2013-2014
http://www.tea.state.tx.us/index2.aspx?id=25769806149
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
Higher Ed
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
College Preparatory Courses
 Each school district shall partner with at least one institution of
higher education to develop and provide courses in college
preparatory:
 Mathematics
 English Language Arts
 Courses must be offered to students who do not meet college
readiness standards (college entrance exam, STAAR, ACT/SAT, etc.)
 A student in a college prep course who satisfies the TSI college
readiness benchmarks on an exam administered by the THECB at the
end of the course satisfies the EOC requirement for that course.
This presentation is for initial planning purposes only as we await implementation details and transition plans.
Engineering Scholarships
To be eligible for an engineering scholarship, a
studnt must graduate under the foundation, rather
than the recommended, high school program.
This presentation is for initial planning purposes only as we await implementation details and transition plans.
Dual Enrollment
 2013-2014, community college offering courses for
dual credit under and agreement with a school
district outside of the college’s service area-student’s
enrollment is limited to not more than 3 courses per
year.
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
House Bill 5 Continued…
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
Highlights
 Records Exchange-PGP must be available via
TREX/SPEEDE record exchange
 Limit Absences for Test Prep-parent permission to
miss more than 10% of a class for test prep
 90 percent Rule-k-12 may not receive final grade
unless 90% rule is met
 District must make available Algebra II to each HS
Student
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
Accelerated Instruction for High
School Students
 Adds a new section to education code specific to providing
accelerated instruction (AI) to high school students who
fail to perform satisfactorily on required end-‐of-‐course
exams.
 States that the AI may require participation before or after
normal school hours and may include participation at times
of the year outside of normal school operations.
 Mandates the AI be provided at no cost to the student.
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Accelerated Instruction for High
School Students
 Mandates that the district use appropriated compensatory
education (CE) funds for the AI. Requires a district to
separately budget CE funds for the AI and prohibits use of
the funds for any other purpose until the district adopts a
budget to support the AI.
 Requires a district to evaluate the effectiveness of the AI
programs and hold an annual public hearing to consider the
results. Increases the age of students considered “at-‐risk”
for dropping out of school from 21 to 26 years of age for CE
eligibility purposes.
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Highlights
 Transcript Acknowledgment-performance
acknowledgments, distinguished level, and
endorsement on diploma and transcripts
 PEIMS must indicate # of students enrolled in
foundation program, distinguished level, and
endorsements, disaggregated by race, ethnicity,
socioeconomic, gender, and special pops
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
College Admission Information
 All must provide notice of the curriculum
requirements for financial aid and automatic
admissions (POSTED)
 Required forms signed by parents, student,
COUNSELOR
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
Highlights
 At-Risk age amended to include students up to age 26
 IMA
 Counseling/Postsecondary Requirements-term change
from Higher Education-Requires counseling every year of
high school including advantages of completing an
endorsement/distinguished
 Student enrolled less than 60 consecutive days during a
year is not considered enrolled in U.S. for the purpose of
determining a number of years for purposes of eligibility
for an alt. assessment for LEP.
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
Assessment
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
Limits on Benchmark Testing
 Defines “benchmark assessment instrument” as a district‐required assessment instrument designed to prepare
students for a corresponding state-‐administered
assessment instrument.
 Only allowed two per corresponding test
 Does not apply to ACT, SAT, etc
 Commissioner will make rules for SPED students
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Assessment Options for
Special Education
 2013-2014, alt assessments developed for special education
students for whom standard assessments, even with
accommodations, would be inappropriate, will not include
assessments approved y the commissioner to measure
growth. The assessment must, to the extent allowed by
federal law, give districts options for student assessment.
TEA, along with appropriate interested persons, must
redevelop assessments for significantly cognitively
disabled students for administration no later than 20142015. An assessment under this section may not require a
teacher to prepare tasks or materials for a student who
will take the alt test.
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
Highlights
 EOC cannot be used in Class Rank
 Optional Alg II/Eng III
 TEA to develop postsecondary readiness assessment for
these courses for districts to admin at their option
 Admin for the course-not the student
 Before second full week in May
 Results reported to TEA/State officials
 Not used for Accountability, Teacher evaluations, or
institutions of higher ed for admissions or TEXAS grant.
 No benchmarks
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
Highlights
EOC Passing Standards…
 2013-2014-students must pass all 5 EOC exams to
graduate
 Students not meeting passing standard will retest
 EOC 15% of course requirement repealed
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
EOC Scores Required for Graduation
 Requires TEA to adopt five end-‐of-‐course (EOC) exams,
including:
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English I (reading and writing on a single test and given one score)
English II (reading and writing on a single test and given one score)
Algebra I
Biology
U.S History
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Update on English I and II EOC
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
ARD Committee and EOC
EOC Passing Standards…
 A special Education student’s ARDC will decide whether
the student must pass the EOC in order to graduate. A
student who does not perform satisfactorily on an EOC
may retake the exam, but is not required to retake the
course. If a district determines that a rising senior is
unlikely to pass an EOC, the district shall require the
student to enroll in the corresponding college prep course,
if available. The college prep course assessment can be
used to satisfy the EOC requirement.
 Applies to students who entered 9th in 2011-2012 or later
 Students who entered 9th after 2011-2012, but before 20132014, may be administered only the tests as these sections are
amended, in accordance with the transition plan as
determined by the commissioner
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
EOC Scale Score
 Requires the commissioner to adopt rules requiring a student
under the foundation program to be administered each of the
five EOC exams required for graduation. Mandates that the
commissioner determine a scale score that indicates satisfactory
performance on each of the five EOC exams.
 Mandates that for each scale score not based on a 100-‐point
scale scoring system, the commissioner must provide for
conversion, in accordance with commissioner rule, to an
equivalent score based on a 100-‐point scale scoring system.
 Applies this school year
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EOC Retesting
 Makes retakes of an EOC exam optional for a student
who fails to achieve the necessary score.
 A student is not required to retake a course as a
condition of retaking an EOC.
 Applies with the 2013–2014 school year.
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EOC Scores Cannot Be Used For….
 Be used for purposes of determining class rank, top
10 percent, or as a sole criterion for admission to an
institution of higher education.
 Applies beginning with the 2013–2014 school year.
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Other Tests That Can Satisfy EOC Score
Requirements
 Requires the TEA commissioner to determine a method by
which satisfactory performance on an AP, IB, SAT Subject
Test, the SAT or the ACT, or any nationally recognized norm‐referenced tests used by institutions of higher education
to award course credit based on satisfactory performance
to satisfy the EOC requirements for an equivalent course.
 Removes commissioner rule-‐making authority and
commissioner discretion to determine if any of these tests
are “at least as rigorous as an EOC.”
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Other Tests That Can Satisfy EOC Score Requirements
 Allows a student who fails to perform satisfactorily on one
of these tests, other than the PSAT or the ACT-‐Plan, to
retake the test or another test, including the EOC, for the
purpose of satisfying the EOC requirements.
 Mandates that a student who fails to perform satisfactorily
on the PSAT or the ACT-‐Plan must take the appropriate
EOC. Permits the commissioner to adopt rules for these
particular provisions.
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Grade 11 Students Not Meeting EOC
Score Requirements
 Mandates that if a district determines on completion
of grade 11 that a student is unlikely to achieve the
necessary score for one or more EOC exams, the
district must require the student to enroll in a
corresponding content-‐area college preparatory
course.
 Applies beginning with the 2013–2014 school year.
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Accountability
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
New Index System
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
2013 Ratings Criteria
To receive a Met Standard Rating all campuses and districts must meet
the following accountability targets:
Each of the four indexes will have a score of 0 to 100 to represent the campus or district
performance:
Targets
Index 1: Student Achievement
Index 2: Student Progress
Districts and Campuses
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5th percentile*
Index 3: Closing Performance Gaps
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Index 4: Postsecondary Readiness
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*Target will be set at about the fifth percentile of campus performance and will be applied to
both campuses and districts.
Campus Performance Rating from HB5
 Requires the commissioner to also assign each campus a
performance rating of exemplary, recognized, acceptable,
or unacceptable.
 A campus rating of exemplary, recognized, or acceptable
reflects “acceptable” performance, and a rating of
unacceptable is deemed “unacceptable.”
 Requires the rating to be made public not later than
August 8 of each year.
 Applies beginning with the 2016–2017 school year.
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
Distinction Designations
 Distinction Designations for outstanding perfomance
must be directly referenced in connection with a
district or campus performance rating and made
availabel publicaly together with the performance
ratins.
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
What does this report tell
you about a campus?
Dropout Calculation
 2013-2014, student previously reported as a dropout
that re-enrolls and drops uot again is not included in
the district’s dropout calculation.
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
Indicators of Student Achievement
 % of students who complete the distinguished level of
achievement
 % of students who complete and endorsement
 At least 3 additional indicators…
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
NEW Community and Student
Engagement Accountability System
 Introduces a new component to the state
accountability system that requires each district to
report to TEA and make publically available a self-‐evaluation of the district and each campus in the area
of community and student engagement.
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NEW Community and Student
Engagement Accountability System
 Requires a local committee to establish criteria that will be used to issue a
rating to the district and each campus of exemplary, recognized,
acceptable, or unacceptable for both overall performance and on individual
factors that include: (1) fine arts; (2) wellness and P.E.; (3) community and
parental involvement, i.e. tutoring programs or participation in community
service projects; (4) 21st Century Workforce Development program; (5)
second language acquisition program; (6) digital learning environment; (7)
dropout prevention strategies; (8) educational programs for gifted and
talented students; and (9) record of district and campus compliance with
statutory reporting and policy requirements.
 Requires the rating to be made public not later than August 8 of each year.
 Applies beginning with the 2013–201465school year.
NEW Texas School Accountability
Dashboard
 Creates a new dashboard that requires TEA to develop
and maintain a website separate from its own for the
public to be able to access campus and district
accountability information.
 Requires the commissioner to adopt a performance index
for the dashboard in four areas: (1) student achievement,
(2) student progress, (3) closing performance gaps, and,
(4) postsecondary readiness.
THIS GUARANTEES USAGE OF INDEX SYSTEM IN FUTURE AS
IT IS NOW IN STATUTE!
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
Pressing Issues…
 The achievement gap is bigger than it ever was in TAKS for most
districts. It is falling along lines of poverty and economically
disadvantaged.
 Staffing for the future of this new endorsement world. What
courses is your district going to offer?
 High School Counselors now have less testing, but more
responsibility and “real” counseling. HB5 places tremendous
responsibility on the sophistication of your counseling services.
 The Index system places great emphasis on high performing
students. Systems will have to acclimate to the rigor needs of
these students.
This presentation is for initial planning purposes only as we
await implementation details and transition plans.
Resources

Instructional Leaders Blog!
http://www.esc17.net/default.aspx?name=blog.instructionalleaders

Lead4Ward Resources***
http://lead4ward.com/resources/

2013 TEA Accountability Site
http://ritter.tea.state.tx.us/perfreport/account/2013/
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Accountability FAQ
http://ritter.tea.state.tx.us/perfreport/account/2013/faq.html

TASA Interpretation of HB5
http://www.tasanet.org/cms/lib07/TX01923126/Centricity/Domain/4/hb5-summary.pdf
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