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 no fault 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 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 11 and to be an assessment “used for college admission” th graders to include “components in English, mathematics, science, and social studies”

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 9 • th 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 9 th 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: • 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