2. House Bill 5 –The Basics
•Accountability
•Assessment
•Graduation Plans
•The goals:
•the development of a more diverse workforce
•sending students to the postsecondary level more prepared
•The understanding is that each student’s path to the workforce is unique
The Intent
The Structure
3. House Bill 5 –The Basics
•Accountability
•Assessment
•Graduation Plans
•The goals:
•the development of a more diverse workforce
•sending students to the postsecondary level more prepared
•The understanding is that each student’s path to the workforce is unique
The Intent
The Structure
5. Parameters to follow
“…students entering Grade 9 in the 2014-15 school year and thereafter…”
Endorsements, distinguished level and performance acknowledgements to be on students’ transcript and diploma
Students can move to a Foundation only diploma aftertheir sophomore year with:
Parent advisement
Parent signed permission
6. Can current high school students switch?
•Yes, current high school students can opt for the new diploma program.
•If they are class of 2014, they may onlyreceive a Foundation level diploma.
•Students in the classes of 2015, 2016, 2017 must have the option available.
•If done by ARDC, must be documented and take into consideration what is available.
7. “Speech requirement”
(3) demonstrated proficiency, as determined by the district in which the student is enrolled, in
* delivering clear verbal messages;
* choosing effective nonverbal behaviors;
* listening for desired results;
* applying valid critical-thinking and problem-solving processes; and
* identifying, analyzing, developing, and evaluating communication skills needed for professional and social success in interpersonal situations, group interactions, and personal and professional presentations.
8. Speech course? The state says “no”
•Not required for a diploma for Foundation diploma students
•Districts may opt to add it to their diploma requirements as a required “Elective” but be sure that is necessary since it replaces another elective
•Standards are within English/Language Arts TEKS (Oral Conventions)
•Be open to many options your district offers.
•*NOTE: Communication Applications (1/2 credit) is on the list of Advanced English courses –so consider impact in senior year
9. “Speech proficiency”?
•Look for the speech component within the CTE TEKS
•UIL activities (Extemporaneous Speaking; Oral Interpretation and Debate; One Act Play)
•Competitions where students must present information
•FFA
•History Fair/Science Fair
•FBLA
•4H (or other outside activities)
•HOSA
•Skills USA
•VASE
•Mock Trial
•TPSP for GT students (actually all students) Just create a documentation method for participation!
10. Graduation plans
•Foundation requirements
•Endorsements(4 Math & 4 Science & pathway credits)
•STEM
•Business and Industry
•Public services
•Arts and Humanities
•Multidisciplinary
•Distinguished (Endorsement with one math being Algebra II)
•Performance AcknowledgementsKey phrase to look for: “one full or combination of two half credits”
11. Start with adjustments, not additions
When reviewing diploma development in your district, ask yourself….
WHY?
HOW?
•Why would we add in a course that the state doesn’t require?
•How can we add more courses for more choices?
•How does the student benefit in their post-secondary career from the courses they are taking?
13. Foundation credits = 22 credits
•4 credits ELA/R
•3 credits of Math
•3 credits of Science
•3 credits of Social Studies
•1 credit of PE
•1 credit of Fine Arts
•2 credits of LOTE (Foreign Language)
•Core subject areas credits and LOTE not used for core requirements
•Fine Arts/Health/PE
•CTE, Technology Applications, and Career Development
•Consider overlap for Endorsement requirements
Electives –5 credits
Basics –17 credits
14. Scope and Sequence
•English I, II and III required
•ESOL I and II may substitute for students at Intermediate level of TELPAS
•Fourth credit from one full/two half credits from the list of advanced courses
•SBOE requires at least one other course to be offered besides English IV as advanced
•U.S. History, Government and Economics required
•Combo World Geo/World History class being developed
•Cannot split World History and World Geography
Social Studies
ELA/R
15.
16. World Geo vs.World History vs. Both
•Why require both courses if the state does not?
•Have the curricular conversation
•Consider having a stronger Social Studies program by having scaffoldedcourse completion which gets students more opportunities for performance acknowledgements.
Possibilities:
•US History then AP or Dual Credit USH
•World History then AP WH or AP Euro History or Dual Credit WH
•AP Human Geography as a senior course
•Government then AP US Govor AP Comparative Govor Dual Credit Texas Gov
•Economics then AP or Dual Credit Microeconomics or Macroeconomics
"Hold students accountable to the highest standards, provide academic and social support, and they will rise to the challenge." AVID Founder Mary Catherine Swanson
17. Scope and Sequence
•Biology required (may be AP or IB)
•One credit from Second Science list
•One additional credit that is one full credit ortwo half credits from Advanced list
•Remember scaffolding possibilities
•Algebra I and Geometry required
•There are two lists of additional credit possibilities
•Prerequisites affect the order of courses
Math
Science
Don’t forget CTE options and Endorsement crossovers!
18.
19.
20.
21. LOTE is now a “core” course
•Students must have two credits from:
•Same language
•Computer programming languages
•Special Topics in Language and Culture as the 2ndcourse
•ARDC/504 decision –decision for whole two credits
•This does not “downgrade” diploma
•Committee of principal, parent and LOTE teacher to determine needs for the 2ndLOTE credit
•Special Topics in Language and Culture
•World History/World Geo if not used
•Computer language
•Different language
Considerations
LOTE (Foreign Language)
22. For ARDC to decide
From TEA:
A student, who due to a disability, is unable to complete two credits in the same language in LOTE, may substitute:
•a combination of two credits from English language arts, mathematics, science, or social studies;
•two credits in career and technical education or technology applications
The determination regarding a student's ability to complete the LOTE credit requirements will be made by:
the student's ARD committee if the student receives special education services under the TEC, Chapter 29, Subchapter A
or the committee established for the student under Section 504, Rehabilitation Act of 1973 (29 United States Code (USC), §794)
23. Scope and Sequence
•Any combination of one half to one credit
•Local district allowable course that meets criteria
•Athletics/JROTC and privately sponsored PE activities which meet requirements
•Drill team /Band/ Cheerleading according to local district policy
•“credit may be selected from the following courses…”
•Areas of: Art, Dance, Music, Theatre, Principles of Floral Design, Digital Art and Animation, 3-D Modeling and Animation
•Community-based fine arts programs allowed w/board approval
Fine Arts
PE
24. Other Elective possibilities
•State approved innovative courses (including AVID courses)
•JROTC –one to four credits –Don’t forget this is an Endorsement!
•Driver’s education (1/2 credit)
26. Endorsements
•Specified in writing by student when entering 9thgrade
•Must have 4 math and 4 science for any Endorsement
•Minimum 26 credits (remember your 5 electives help with Endorsement requirements)
•More than one track before junior year (does not entitle enrollment over 26 credits)
•May change at any time
•School districts decide the coherent sequence for Endorsement (must follow prerequisites)
27. Endorsements
•Remember, “a course completed as part of a set of the four courses needed to satisfy the endorsement requirement may also satisfy a requirement under… [Foundation] including an elective”
•To earn Endorsement:
•Foundation requirements
•Additional credit in math from list Additional credit in science from list
28.
29.
30. Scope and Sequence
Three options
•Four advanced courses that allow entry into workforce or college without remediation from within one endorsement or among endorsement areas not in coherent sequence
OR
•Four credits in four foundation subject areas including English IV and Chemistry and/or Physics
OR
•Four AP, IB or Dual Credit courses including one credit in each Foundation subject
Multidisciplinary –a must
31. Scope and Sequence
Five options which include Algebra II, Chemistry, and Physics required for all
Two options
•Coherent sequence of 3 or more courses for 4 or more credits with at least 1 advanced CTE course in various areas
•4 English elective classes (Journalism and Speech courses)
Business & Industry
STEM
32.
33.
34.
35.
36. Scope and Sequence
Two options:
•Coherent sequence of 3 or more courses for 4 or more credits with at least 1 advanced CTE
•Four courses in JROTC
Five options:
•5Social Studies courses
•4 of same LOTE
•2 levels of LOTE in two LOTE
•4 sign language
•Coherent sequence of fine arts
Arts & Humanities
Public services
37.
38.
39. It’s all about the final course…
When determining what Endorsement(s) a student has achieved, you will look at the final coursewithin the coherent sequence as the determining factor!
40. CTE and Fine Arts – from nice to have to need to have
CTE
•Note how many of the Endorsements require CTE courses
•Look at CTE Matrix and Capacity Tool
•What do you have? Where can you grow?
Fine Arts
•What advanced option possibilities are available for your district?
•Remember the alternating year possibility to make best use of staffing.
42. Distinguished Level
Mustinclude:
•Foundation requirements
•4 credits of Science
•4 credits of Math
•Requirements for one Endorsement
•Algebra II as one of the 4 Math credits
43. Performance Acknowledgements
Dual credit–12 hours with 3.0+ or an Associate degree
AP score 3+ or IB exams scoring 4+
Earning a nationally or internationally recognized business or industry certification/license
44. Performance Acknowledgements
PSAT, SAT, ACT-PLAN, ACT
PSAT = commended scholar or higher
ACT-PLAN = college readiness in two of four subject areas
SAT = combined reading and math score of 1250+
ACT = composite score of 28 (excluding writing)
45. Performance Acknowledgements
For this, ELL must exit ESL and score AH on TELPAS
Bilingualism/Biliteracy–ELAR average of 80+ and one of:
3 LOTE with GPA of 80+
Proficiency in Level IV LOTE with GPA of 80+
3 credits of LOTE with GPA of 80+
Proficiency shown through:
•3+ on AP exam in LOTE
•4+ on IB exam in LOTE
•National assessment of Intermediate High
46. Building programs
Look at the Performance Acknowledgements to consider how to add some programs and courses that support students to achieve
•How many dual credits courses do you offer?
•How is the curricular alignment in your LOTE program?
•Are there SAT/ACT prep opportunities?
•Can you expand AP program?
52. ESC Region 12 Tools Planning support guide
•Geared towards graduation plans and testing decisions
•All questions to help you implement new diploma plans.
•Categories:
•Master Schedule
•Testing
•Special Populations
•Logistics
53. ESC Region 12 ToolsTimeline with Appendices
•Timeline organized by semesters
•Outlines decisions needing focus at that time
•Appendices at the back have list of advanced courses, endorsement options (from TEA) and prerequisites
54. Moving forward towards implementation
Remember the ESC Region 12 HB5 page is updated regularly.
It is organized by tabs so you can focus on your needs.
www.esc12.net/hb5
Feel free to contact us with questions:
Denise Bell dbell@esc12.net
Stephanie Kucera skucera@esc12.net
Chris Holecek cholecek@esc12.net
JeniJanek jjanek@esc12.net
