Transcript Scope and Sequence - Education Service Center Region 12

HB5 – Graduation
Updates and Questions
Updated as of November 11, 2015
Foundation High School Program
Terms to know
• FHSP = Foundation High School Program
This is the term used by TEA to represent all aspects of an HB5 diploma
including Endorsements and Performance Acknowledge
• Foundation = the 22 credits needed for the base of the
diploma
• Endorsements = a set of courses taken in a “coherent
sequence” that represent an area of study
• Distinguished = a level of performance where the students
has achieved the requirements of at least one Endorsement
and has taken Algebra II (not the same as RHSP
“Distinguished”)
• Performance Acknowledgements = specific recognitions
based on specific criteria
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’ AAR (Academic
Achievement Record)
Students can move to a “Foundation only” diploma after
their sophomore year with:
 Parent advisement
 Parent signed permission (In SCHOLAR)
*No release date yet for AAR
* HB 181 – not on diploma
Can junior and senior students switch?
• Yes, current high school students can opt for the new diploma
program
• Know their cohort:
• If they are class of 2014, they may only receive a Foundation only
level diploma
• Students in the classes of 2015, 2016, 2017 must have the
complete option (Foundation/Endorsement) made available
Testing effects on diploma plan
Testing decision updates –
Transfer credits
If a student comes to a Texas public school and your district
awards them credit for an EOC class based on coursework
done outside a Texas public school (out of state, out of
country, private school, homeschool), they do not ever need to
take the EOC exam.
*This was updated for this year (2015-16) forward, changing
the rules applied last year.
Testing decision updates –
ARD Committee decisions
Chapter 89.1070
Students receiving special education services may receive an
endorsement only if the student…
1. Completes foundation courses with or without modified curriculum
2. Completes the courses for an Endorsement without modified
curriculum
3. Perform satisfactorily on end of course exams (no ARDC decision to
accept less than state requirement for passing)
For more information, see TEA’s
Graduation Guidance page
Effective as of January 1, 2015
Testing decision updates –
ARD Committee decisions
So consider questions such as:
1. Will the course be part of the Endorsement path?
2. If so, is modifying curriculum in the child’s best interest since it will
make the student unable to earn any official Endorsement?
3. What will be the decision on testing? Have we taken affect on
diploma plan into consideration?
For more information, see TEA’s
Graduation Guidance page
English I provision
Did you know?
Does someone in your district track the allowable “substitute assessments” for
student, especially re-testers?
TSI - a substitute assessment until September 2017
Students attending Texas public institutions of higher education must be in compliance
with the Texas Success Initiative (TSI) (Texas Education Code §51.3062) in order to enroll
in public institutions of higher education.
As part of SB149, TSI will be allowed to be used as a Substitute
Assessment.
• Students who score “college ready” for Math do not need to retake the
Algebra I exam.
• Students who score “college ready” for Reading and Writing do not need to
retake the English II exam.
• These student must take the EOC exam twice (one original testing and one
retest) before using this substitute.
TSI as a substitute assessment
SB149 – Graduation Committees
• Applies to students of 2015, 2016, 2017 and 2018 cohorts only;
From chapter 101..
• May be for students who have failed 1 or 2 exams (cannot be
used for 3 or more test failures); From chapter 101
• Students have to have passed all courses required for diploma;
From SB149
SB149 – Graduation Committees
• Parent, Teacher, Counselor, and Principal – must be
unanimous decision; From SB149
• A student may not graduate “early” via IGC [Early = before
their cohort group]
• A project/portfolio of work will be required
• Reported through PEIMS - # qualified and # awarded
FAQ – Do students have to retest?
Answer: Yes, until they graduate officially.
Foundation High School Program
Graduation plans
• Foundation requirements
• Endorsements (must have 4 Math & 4 Science)
• STEM
• Business and Industry
• Public services
• Arts and Humanities
• Multidisciplinary
• Distinguished (4 Math, 4 Science and Endorsement)
• Performance Acknowledgements
Consider using these to create
the areas of your graduation
documentation for students.
“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.
Speech course?
• No longer a required state credit for a diploma for
Foundation diploma students
• School will need to report on student’s AAR if they’ve
achieved this, not how (TREx will have this July 2015 release)
• Districts may opt to add it to their diploma requirements as a
required “Elective” – school board approval is best practice
• If you require it of students, you can apply it as ½ credit from
the 5 Electives choices in the Foundation. You do not need
to make your district’s Foundation 22 ½ credits.
The Foundation
Foundation = 22 credits
B
asics – 17 credits
•
•
•
•
•
•
•
4 credits ELA/R
3 credits of Social Studies
3 credits of Science
3 credits of Math
1 credit of PE
1 credit of Fine Arts
2 credits of LOTE (Foreign Language)
Electives – 5 credits
• Cannot be any of the courses
applied in the first 17 credits
• Credits from list of courses in
74.11(g), (h), or (i)
• This would be where other 3
years of Athletics may be.
• Consider overlap for
Endorsement requirements
Prerequisites
• When examining courses and diploma plans, take
a look for prerequisites in two places…
• First, is there a pre-requisite in the diploma plan
itself. This would be in the general requirements.
• Second, take a look at the course itself and see if
there is a prerequisite within the TEKS themselves.
• Prerequisites can have an effect on the
application of credit.
Dual Credit
• Courses may become dual credit for students in any grade as
long as the school and the IHE follow the guidelines set by
TEA/THECB
• HB 2812 – repealed the limit on the number of dual credit
courses
• HB 505 – prohibits commissioner & THECB from placing limits
on the number of dual credit courses, hours, or grade levels
• This change frees up more courses to become dual credit for
students and at an earlier grade level.
Scope and Sequence
ELA/R
• English I, II and III required
• ESOL I and II may substitute for students at Intermediate
level on TELPAS for English I and II – they still take same
EOC exam (Don’t forget the English I exception)
• Fourth credit from one full or two half credits from the list
of advanced courses
• Consider if your district uses Communication Applications
– it is on advanced ELA/R list
Scope and Sequence
Social Studies
• Three credits required
• U.S. History, Government and Economics are a must (2 credits)
• World History or World Geography is a choice for the third credit – these
courses cannot be split into two halves
• If your district requires both World Geo and World History, this would take
one of the electives from the 5 in the Foundation. It should not make the
Foundation 23 credits. (Take into consideration how this affects your LOTE substitutions
as well.)
• Combined World Geo/World History (to be developed)
Should students take
World History or World Geography?
This is a decision for your
curriculum department.
If your criteria is to steer students
towards social studies classes that
will benefit them on the US History
EOC, World History provides the
greater correlation.
Consider re-ordering your courses
to offer both.
Correlationof US History TEKS to World
Geography and World History TEKS
World Geography
World History
25
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US History
World History
USH(4) History. The student understands the
emergence of the United States as a world power
between 1898 and 1920.
WH(10) History. The student understands
the causes and impact of World War I.
USH(7) History. The student understands the
domestic and international impact of U.S.
participation in World War II.
WH(12) History. The student understands
the causes and impact of World War II.
USH(8) History. The student understands the
impact of significant national and international
decisions and conflicts in the Cold War on the
United States.
WH(13) History. The student understands
the impact of major events associated with
the Cold War and independence
movements.
USH(11) History. The student understands the
emerging political, economic, and social issues of
the United States from the 1990s into the 21st
century.
WH(14) History. The student understands
the development of radical Islamic
fundamentalism and the subsequent use of
terrorism by some of its adherents.
USH(16) Economics. The student understands
significant economic developments between
World War I and World War II.
WH(11) History. The student understands
the causes and impact of the global
economic depression immediately following
World War I.
World Geography
WG(2) History. The
student understands how
people, places, and
environments have
changed over time and the
effects of these changes.
The New AP Social Studies conflict –
from TEA September 10, 2015
Scope and Sequence
Science
• Biology required (may also be AP or IB)
• Phrases such as “second” and “third” do not imply course order but
consider prerequisites [Example: Chemistry-one HS science and
Algebra I]
• One credit from Second Science list
• One additional credit that is one full credit or two half credits from
Third Science list
• Be careful of using IPC – it works for second science but not third
• Physics and Principles of Technology (CTE course) cannot both
satisfy Science requirement if both are taken
Scope and Sequence
Math
• Algebra I and Geometry required
• There are two lists of additional credit possibilities
• Prerequisites affect the order of courses
• For students on a Foundation HS program, Math
Models only has a pre-requisite of Algebra I
Ready
for
2015
Scope and Sequence
LOTE = Languages Other ThanEnglish
aka Foreign Languages
• Students must have two credits from:
• Same language
• Computer Science courses (expires September 1, 2017)
• Computer Science may not be used to satisfy LOTE after
September 1, 2016
Scope and Sequence
Considerations
• ARDC/504 decision – decision for whole two credits based
upon student’s needs (see next slide)
• For all students: If after completing first credit demonstrates
they may not be able to complete 2nd credit of LOTE:
Committee of principal, parent and LOTE teacher to determine needs
for the 2nd LOTE credit, choosing from:
•
•
•
•
Special Topics in Language and Culture
World History/World Geo if not used for Social Studies
Computer language
Different language
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)
SBOE April 2014 meeting
Scope and Sequence
Fine Arts
• Areas of:
• Levels I-IV in: Art, Dance, Music, or Theatre,
• Principles of Floral Design
• Digital Art and Animation
• 3-D Modeling and Animation
• Community-based fine arts programs – must be TEA
approved
Scope and Sequence
PE
•
Any combination of one half to one credit
•
•
•
•
Foundations of Personal Fitness
Adventure/Outdoor Education
Aerobic Activities
Team or Individual Sports
• 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 cannot be earned more than once
Other Elective possibilities
• State approved innovative courses
• JROTC – one to four credits (also an Endorsement
path)
• Driver’s education (1/2 credit)
Endorsements
Endorsements
• Specified in writing by student when entering 9th grade (PGP)
• 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)
Endorsements
• Remember, “a course completed as part of a set of thee
four courses needed to satisfy the endorsement
requirement may also satisfy a requirement under…
[Foundation] including an elective”
• To earn Endorsement:
Foundation requirements
4th credit in math from list
4th credit in science from list
Don’t forget 89.1070 about Special
Education students, EOC testing and
earning Endorsement!
Reporting and Record Keeping
Requirements
• HB5 Student & Community Engagement ratings to be
reported
• Reporting for students:
• Participation in the Foundation HS program
• Endorsement at the student level in PEIMS
• Endorsements to be recorded by student “entering 9th
grade” – local decision on best timing
Blue = Submission 1 reported in Fall
Red = Submission 3 reported in Summer
Code Table C199
Submission 1 = Fall Submission
Submission 3 = Summer Submission
• In Submission 3, the 203 Student Graduation Program record
identifies the intent of grade 9-12 students enrolled in the
Foundation High School Program by collecting the Participant
Code, Distinguished Level of Achievement Indicator Code, and the
Endorsement Indicator Codes.
• If a student is reported as enrolled in the Foundation High School
Program, then they must also be reported with the Distinguished
Level of Achievement Indicator Code and the Endorsement
Indicator Codes. Otherwise, the Distinguished Level of
Achievement Indicator Code and the Endorsement Indicator Codes
must be blank.
Endorsement Options
Multidisciplinary – if just one, it’s a must
Three options:
(a) 4 advanced courses that allow entry into workforce or college
without remediation from within one endorsement or among
endorsement areas not in coherent sequence
OR
(b) 4 credits in four foundation subject areas including English IV and
Chemistry and/or Physics (think 4x4)
OR
(c) 4 credits of AP, IB or Dual Credit courses from English, math,
science, social studies, economics, LOTE or Fine Arts
Endorsement Options
STEM
• Algebra II, Chemistry, and Physics required for any STEM endorsement
• Five options: (choose one)
(a) CTE coherent sequence of 4+ credits of at least two courses in same
career cluster (see details on next slide)
(b) 4 credits in computer science (see specific courses on next slide)
(c) 3 credits of math by completing Algebra II and two courses which have
Alg II as a prerequisite (don’t forget they must have Alg I and Geometry)
(d) 4 credits of science by completing chemistry, physics, and two courses
from advanced list (don’t forget they will need Biology too)
(e) Coherent sequence of 3 additional credits no more than 2 areas listed
in (a), (b), (c) and (d).
Endorsement Options
B
usiness & Industry
Two options: (choose one)
(a) CTE coherent sequence of 4+ credits of at least two
courses in same career cluster (see details on next slide)
(b) 4 English elective credits (Journalism and Speech)
(c) 4 credits of technology applications
Endorsement Options
Public services
Two options: (choose one)
(a) CTE coherent sequence of 4+ credits of at
least two courses in same career cluster (see
details on next slide)
(b) Four courses in JROTC
Endorsement Options
Arts & Humanities
Six options: (choose one)
(a) 5 credits of Social Studies (remember AP cannot duplicate)
(b) 4 levels of the same language
(c) 2 levels of LOTE in two languages
(d) 4 levels of American sign language
(e) Coherent sequence of 4 credits of fine arts
(f) 4 credits of English (see list on upcoming slide)
This is “credits” infinal Chapter 74
The final course…
When determining what Endorsement(s) a student has
achieved, you will look at the final course within the coherent
sequence as the determining factor!
Steps to analyze
• Do they have 26 credits?
• Do they have 4 math and 4 science?
• Are all the Foundation credits achieved?
• Don’t forget the overlaps.
NOW…
• What are the pathways that create an Endorsement?
Distinguished level and
Performance
acknowledgements
Distinguished Level –
needed for top 10% automatic admission
Must include:
• Foundation requirements
• 4 credits of Science
• 4 credits of Math
• Algebra II must one of the 4 Math credits
• Requirements for one Endorsement
Performance Acknowledgements
 Dual credit –
12 hours or more with 3.0+ or
an Associate degree
 An AP score 3+ or IB exams scoring 4+
 Earning a nationally or internationally
recognized business or industry
certification/license
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)
Big ideas of new SAT
• Evidence based reading and writing
• Writing – optional? (Some IHEs want the essay score.) – It is
about building an argument – English II EOC!
• More Social Studies and Science content in the Reading
section (not Humanities and Literature) – 4 out of 5 passages
• A “No calculator” section of math
• Word meaning in context, not isolation
• Math is seen as “Passport to Advanced Math”
• Way less Geometry, much more problem solving and data
analysis – consider your curriculum alignment
Performance Acknowledgements
*This is open to all students. However for ELL students to achieve this they must have
participated in and exited an ESL program and score Advanced High (composite) on
TELPAS.
Bilingualism/Biliteracy – starts with ELAR average of 80+ out of 100
and one of the following:
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


3 credits of LOTE in same language with GPA of 80+
Demonstrated Level IV LOTE with GPA of 80+
3 credits of LOTE with GPA of 80+
Proficiency shown through one of the following:
 3+ on AP exam in LOTE
 4+ on IB exam in LOTE
 National assessment of Intermediate High
The Locally Developed courses
“Locally Developed” –
PEIMS codes with LD
“College Prep” –
PEIMS codes with CP
• English, Math and Science
• English and Math
• Must be developed with IHE or local
business
• Must be developed with an IHE
• Must be submitted to TEA with
paperwork (Handout)
• Must be submitted to TEA with
paperwork (Handout)
• Not be confused with “local credits”
• Math cannot be used as a
Foundation course
• Math cannot be used as a Foundation
course
• Must be school board approved
• Must be school board approved
Personal Graduation Plans –
Middle School
• Beginning with 2014-15 school year, each middle
school/junior high school must designate staff to
administer the PGP for middle school students who
• failed to perform satisfactorily on a state assessment
OR
• are not likely to graduate within four years of enrollment in
grade nine, as determined by the school district
Source: TEA
TEC 28.0212
PGP – Middle school
• Must include:
• Educational goals for the student
• Diagnostic information, appropriate monitoring and
intervention, and other evaluation strategies
• Include an intensive instruction plan
• Address participation of the student’s parent/guardian
• Provide innovate methods to promote student’s advancement
including:
 Flexible scheduling
 Alternative learning environments
 On-line instruction
 Other interventions proven to accelerate the learning
Personal Graduation Plans –
High School
• Each high school must designate staff to review four year
graduation plans with each student entering 9th grade
and the student’s parent/guardian
• Graduation options reviewed must include the
distinguished level of achievement and endorsements
• Student and parent must “confirm and sign” graduation
plan by the end of the 9th grade year
Source: TEA
TEC 28.02121©
PGP – High School
• PGP must identify a course of student that promotes:
• College and workforce readiness
• Career placement and advancement
• The facilitation of the student’s transition from secondary to
postsecondary education
• Students may amend their PGP after the initial
confirmation and the school shall send written notice to
parents.
Counseling
• School counselors must advise student and parents
during the first year a student is enrolled in high school
• Counseling must take place during each school year of a
student’s enrollment in high school
• Information about the advantages of earning an
endorsement and a performance acknowledgement and
of completing the distinguished level of achievement
must be included
Moving forward
towards
implementation
Remember the ESC Region 12 HB5
and SCHOLAR pages are updated
regularly.
It is organized by tabs so you can
focus on your needs.
www.esc12.net/hb5
Follow us on Twitter @region12HB5
Use SCHOLAR at scholar.esc12.net
for all things counselor.
Feel free to contact us with questions:
Denise Bell [email protected]