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College, Career, & Military Readiness


The ESC 7 College and Career Readiness team works closely with Region 7 schools and agency, business, and higher education partners to provide support for college and career readiness, including P-16 Initiatives; Early College High School; T-STEM; Texas GEAR UP; Advanced Placement and International Baccalaureate programs; career and technical education (CTE); guidance and counseling; postsecondary transition for students with disabilities; ACT, SAT, and TSI; dual credit; graduation plans and endorsements; and military enlistment and ASVAB. Support for the college, career, and military readiness (CCMR) component of the state accountability system is provided by the team.

For additional information, visit our CTE, Guidance & Counseling, or Special Education Transition pages. Visit TEA's website for additional information on the Graduation Toolkit and HB5.

Distinctions & Performance Acknowledgements

10.27.2014 Endorsement FAQ

10.27.2014 General HB5 FAQ

  • 03.21.2017 Course Requirements - This presentation was given by Jane Silvey at the ESC during Day 2 of the Voices of the Workshop series (March 21, 2014). This presentation includes specific course offerings and sequencing for all required core courses, as well as course-specific information for endorsement areas. This presentation was posted early so that participants could access it during the workshop. The following documents are also linked within this presentation (PPT must be in presentation mode for hyperlinks to work), and they are posted again here for your convenience:

    TEA News Release
    Grade 8 & IPC TEKS Correlations
    Science Sequencing Flow Chart
    Chapter 130 Subchapter STEM


    02.27.2017 What is Down the Road? - This presentation was given by Mary Ann Whiteker at the Business and Education Partnership forum held at the ESC on February 27, 2014. The presentation provides key provisions of House Bill 5; college and business/industry concerns with what students are learning today; updated overview of Endorsements, graduation requirements, End-of-Course exams, and courses; and details on Angelina County's efforts in deciding which endorsements and courses will be offered in its area schools. 

  • 4) Dual Credit - When a high school student enrolls in a college course and receives simultaneous academic credit for the course from both the college and the high school. Dual credit courses are often taught on the secondary school campus to high school students only, but in some cases students may take the course on the college campus and still receive both high school and college credit. Dual credit is also referred to as concurrent course credit an RULE §4.83d the terms are synonymous. 

    5) College Board Advanced Placement - these are courses offered by high schools which include college level course work and exams. AP (Advanced Placement)courses must follow the AP course descriptions, include administration of official AP exams, and foster teacher professional development. Access to AP courses must be allowed for all students who are willing to enroll in these rigorous courses as prescribed by the College Board.
  • 1) All dual credit partnerships between a public college and a secondary school must have an agreement approved by the governing boards or designated authorities of each entity offering the courses. 

    2) Elements of Institutional Agreements. The dual credit partnership must address the following elements: 
            a. Eligible courses 
            b. Student Eligibility 
            c. Location of the class 
            d. Faculty selection, supervision, and evaluation 
            e. Course curriculum, instruction and grading 
            f. Transcripting of credit 
            g. Funding
  • a) Eligible Courses

    1. Courses offered for dual credit by public two-year associate degree granting institutions must be identified as college-level academic courses in the current edition of the Lower Division Academic Course Guide Manual or as a college-level workforce education courses in the current edition of the Workforce Education Course Manual. Both course guide manuals must be the current adopted by the Board.

    2. Courses offered for dual credit by public universities must be in the approved undergraduate course inventory of the university. 3) Public colleges may not offer remedial and developmental courses for dual credit.

  • b) Student Eligibility

    1. Students in the 11th and 12th grade are eligible to enroll in dual credit courses if the student:

    (A) Demonstrates college readiness by achieving the minimum passing standards under the provisions of the Texas Success Initiative using the TSI Assessment in reading, writing, and mathematics. 

    (B) Demonstrates that he/she is exempt from the TIS Assessment.

    2. An 11th grade student is also able to enroll in dual credit courses if:

    STAAR

    Minimum Level 2 final phase-in score on Algebra II EOC for dual credit math course and/or English II reading OR English II writing EOC for dual credit ELA course


    Not required to demonstrate eligibility in 12th grade 

    PSAT/NMSQT

    Combined score of 107 with a minimum of 50 on the critical reading and/or math test 

    Must demonstrate eligibility in 12th grade

    PLAN

    Composite score of 23 with 19 or higher in mathematics and English 

    Must demonstrate eligibility in 12th grade

     

    Algebra I EOC

    Minimum final phase in Level II

    Must demonstrate eligibility for academic college courses

    ELA II EOC

    Reading Minimum final phase in Level II OR Writing Minimum final phase in Level II

    Must demonstrate eligibility for academic college courses

     

     

     

     

     

     

     

     

     

     

     

     

     

     

    3. A student in 11th and/or 12th grade is eligible to enroll in workforce education dual credit courses if he/she achieves:

    (A) A student may enroll only in those workforce education dual credit courses for which the student has demonstrated eligibility.

    (B) A student exempt from TAKS or STAAR EOC may otherwise be evaluated by an institution to determine eligibility for enrolling in workforce education dual credit courses. 

    4. Students enrolled in private or non-accredited secondary schools or home schooled must satisfy the above paragraphs (1)-(3).

    5. To be eligible for enrollment in dual credit course offered by public college, students must meet all the college's regular prerequisite requirements (e.g., minimum score on specified placement test, minimum grade in specified previous course, etc.).

    6. Students must have junior year standing to enroll in dual credit courses. Exceptions are made for students who have achieved or exceeded the minimum TSI college readiness standards on PSAT/NMSQT, PLAN, SAT, ACT or TSI Assessment.

    7. High school students cannot enroll in more than 2 dual credit courses per semester. Exceptions are those who have demonstrated outstanding academic performance (as evidenced by GPA, ACT or SAT scores, or other assessment indicators). These students may be approved by principal or college administrator to take a maximum of 15 semester hours.  

    (A) IHE must have written policies in place prior to approving a student to enroll in more than 2 dual credit courses per semester

    (B) Student enrolled in more than 2 dual credit courses in a semester must pass all courses during that semester with a grade of C or better to continue to enroll in more than 2 dual credit courses in following semesters

    (C) This provision does not apply to students enrolled in approved early college high school programs.

    8. An institution may impose additional requirements for enrollment in courses for dual credit that do not conflict with this section.

    9. An institution is not required, under the provisions of this section, to offer dual credit courses for high school students.

  • c) Location of Classes

    Dual credit courses may be taught on the college campus or on the high school campus. For dual credit courses taught exclusively to high school students on the high school campus or electronically, public colleges must comply with applicable rules and procedures in Chapter 4 Subchapter P and Chapter 4 Subchapter Q. In addition, dual credit courses taught electronically shall comply with the Board's adopted Principles of Good Practice for Courses Offered Electronically.

    1. A student may not enroll in more than 3 courses per academic year at a community college if the community college does not have a service area that includes the student's high school, except to the extent approved by the Commissioner of Texas Education Agency. 

    2. This provision does not apply to students enrolled in approved early college high school programs.
     

  • d) Composition of Class

    Dual credit courses may be composed of dual credit students only or of dual and college credit students. Exceptions for a mixed class, which would also include high school credit-only students, may be allowed only under one of the following conditions: 

    1. If the course involved is required for completion under the State Board of Education Recommended or Distinguished Achievement High School Program graduation requirements, and the high school involved is otherwise unable to offer such a course. 

    2. If the high school credit-only students are College Board Advanced Placement students. 

    3. If the course is a career and technology/college workforce education course and the high school credit-only students are earning articulated college credit

  • e) Faculty Selection, Supervision and Evaluation

    1. The college shall select instructors of dual credit courses. These instructors must be regularly employed faculty members of the college or must meet the same standards (including minimal requirements of the Southern Association of Colleges and Schools) and approval procedures used by the college to select faculty responsible for teaching the same courses at the main campus of the college.  

    2. The college shall supervise and evaluate instructors of dual credit courses using the same or comparable procedures used for faculty at the main campus of the college. 

  • f) Course Curriculum, Instruction and Grading

    The college shall ensure that a dual credit course and the corresponding course offered at the main campus of the college are equivalent with respect to the curriculum, materials, instruction, and method/rigor of student evaluation. These standards must be upheld regardless of the student composition of the class. 

  • g) Academic Policies and Student Support Services

    1. Regular academic policies applicable to courses taught at the college's main campus must also apply to dual credit courses. These policies could include the appeal process for disputed grades, drop policy, the communication of grading policy to students, when the syllabus must be distributed, etc. 

    2. Students in dual credit courses must be eligible to utilize the same or comparable support services that are afforded college students on the main campus. The college is responsible for ensuring timely and efficient access to such services (e.g., academic advising and counseling), to learning materials (e.g., library resources), and to other benefits for which the student may be eligible. 

  • h) Transcripting of Credit

    For dual credit courses, high school as well as college credit should be transcripted immediately upon a student's completion of the performance required in the course. 

  • i) Funding

    1. The state funding for dual credit courses will be available to both public school districts and colleges based on the current funding rules of the State Board of Education and the Board. 

    2. The college may claim funding for all students getting college credit in dual credit courses. 

    3. All public colleges, universities, and health-related institutions may waive all or part of tuition and fees for a Texas high school student enrolled in a course for which the student may receive dual course credit.

Endorsements Resources

House Bill 5 (HB5) made substantial changes to the state's graduation requirements moving from the current "4x4" graduation plans to a 22-credit Foundation High School Program that allows students to earn Endorsements in specific areas of study by completing four additional credits. New graduation plans and changes to credit requirements for HB5 go into effect with the freshman class of 2014-15. This page will be updated with information shared among Region 7 superintendents regarding the new graduation requirements and endorsement areas and how they are adapting them for their districts.

10.27.2014 HB5 Foundation Advanced Math Courses

10.27.2014 Endorsement FAQ

10.27.2014 General HB5 FAQs

10.27.2014 HB5 & 4x4 Graduation Programs Side-by-Side

09.18.2014 Science Prerequisites

09.18.2014 Math Prerequisites

    Course Requirements(Presented 3.21.2014) - This presentation was given by Jane Silvey at the ESC during Day 2 of the Voices of the Workshop series (March 21, 2014). This presentation includes specific course offerings and sequencing for all required core courses, as well as course-specific information for endorsement areas. This presentation was posted early so that participants could access it during the workshop. The following documents are also linked within this presentation (PPT must be in presentation mode for hyperlinks to work), and they are posted again here for your convenience:

    TEA News Release

    Grade 8 & IPC TEKS Correlations

    Science Sequencing Flow Chart

    Chapter 130 Subchapter STEM

    What is Down the Road?(Presented 2.27.2014) - This presentation was given by Mary Ann Whiteker at the Business and Education Partnership forum held at the ESC on February 27, 2014. The presentation provides key provisions of House Bill 5; college and business/industry concerns with what students are learning today; updated overview of Endorsements, graduation requirements, End-of-Course exams, and courses; and details on Angelina County's efforts in deciding which endorsements and courses will be offered in its area schools.

    Graduation & House Bill 5(Presented 1.13.2014) - This presentation was given by Region 7 ESC Associate Director for Curriculum Jane Silvey at the ESC on January 13, 2014. The presentation touches on changes to accountability and Index 4; gives specific details regarding graduation requirements and endorsements; highlights Ratliff's information on speech classes; and provides other details on HB 5 requirements regarding parent notification, Personal Graduation Plans (PGPs), new CTE courses, new teacher requirements, End-of-Course (EOC) exams, and more.

    4th Year College Preparatory Course(Presented 1.13.2014) - This presentation was given by Region 7 ESC Associate Director of Curriculum Jane Silvey at the ESC on January 13, 2014. The presentation provides information about the TSI Assessment, exemptions, the 4th year advanced course, and sample Memorandum of Understanding (MOU) by Alief ISD.

Graduation Plans Resources

House Bill 5 (HB5) made substantial changes to the state's graduation requirements moving from the current "4x4" graduation plans to a 22-credit Foundation High School Program that allows students to earn Endorsements in specific areas of study by completing four additional credits. New graduation plans and changes to credit requirements for HB5 go into effect with the freshman class of 2014-15. This page will be updated with information shared among Region 7 superintendents regarding the new graduation requirements and endorsement areas and how they are adapting them for their districts.

10.27.2014 HB5 Foundation Advanced Math Courses

10.27.2014 Endorsement FAQ

10.27.2014 General HB5 FAQs

10.27.2014 HB5 & 4x4 Graduation Programs Side-by-Side

09.18.2014 Science Prerequisites

09.18.2014 Math Prerequisites

Archived Information - Graduation Plans Resources

Individual Graduation Committees

SB 463 - Individual Graduation Committees 

(effective through September 1, 2019)
Senate Bill 149 has revised the state’s assessment graduation requirements for students enrolled in the 11th or 12th grade for the 2014-2015, 2015-2016, or 2016-2017 school years. A student who has failed the EOC assessment graduation requirements for no more than two courses may receive a Texas high school diploma if the student has qualified to graduate by means of an individual graduation committee (IGC) determination. (Source: TEA State Graduation Requirement page) This provision was extended by SB 463 in 2017 to last until September 1, 2019.

Updates on Individual Graduation Committees (as of September 2017)
SB 463 is a piece of legislation which updates SB 149 by editing the end date of September 1, 2017 to September 1, 2019. Text of SB 463(opens PDF document). This legislation also allows the inclusion of TAKS students. Processes and procedures for IGC remain the same.

Regional Junior College Information

The changes included in HB5 affect public schools, as well as impact community colleges. A greater emphasis is placed on local schools partnering with higher education in order to offer student diversity in their educational paths. An advisory board of area college representatives and Region 7 staff has been established to ensure the necessary resources, courses and assistance are available for Region 7 school districts as details of the new graduation requirements continue to unfold and as districts begin to implement the new requirements. This page will continue to be updated with important course and college entrance information from the six East Texas colleges.

HB5 College Information Materials

4th Year College Preparatory Course Presentation

 

Sample District & College MOU (Alief ISD)

 

Sample Transition to College Math Course (Houston Community College)

 

Sample Transition to College ELA Course (Houston Community College)

 

HB5 & College Prep Class Rules

 

TSI/ACCUPLACER: Newest Resources, Apps & Info

 

College Remedial Classes & Graduation Rates: How They Measure Up

 

Region 7 Area Colleges

                         

Graduation Requirements Q&A 


WHEN WILL THE FINAL LIST OF APPROVED HIGH SCHOOL COURSES BE AVAILABLE?
The State Board of Education (SBOE) meets on November 19 - 22. During that meeting, the board will vote on and release for public comment its curriculum decisions, including approved courses for graduation under the foundation program. The SBOE meets again on January 29 – 31 and is expected to release the final decisions after that meeting. 


WHAT IS THE NEW GRADUATION PLAN CALLED?
The new graduation plan is the Foundation Graduation Plan and students meeting requirements may graduate with a Foundation Diploma, a Foundation Diploma with an endorsement in one of the five prescribed areas, or a Foundation Diploma with an endorsement and a Distinguished designation.

WILL ALL STUDENTS IN HIGH SCHOOL GRADUATE UNDER THE FOUNDATION PLAN BEGINNING WITH THE 2014-15 SCHOOL YEAR?
All entering freshman in 2014-15 will fall under the foundation graduation program. Sophomores, Juniors, and Seniors in 2014-15 will have the option of remaining under the Minimum, Recommended, or Advanced program they are currently working in or moving to the new Foundation Plan.

WHAT INFORMATION SHOULD THE MOU BETWEEN THE ISD AND THE COMMUNITY COLLEGE CONTAIN?
A Memorandum Of Understanding (MOU) or other written agreement must be in place that covers all aspects of DC program.
- Eligible Courses
- Student Eligibility
Location of Class
Student Composition of Class
Faculty Selection, Supervision, and Evaluation
Course Curriculum, Instruction, and Grading
Academic Policies and Student Support Services
Transcription of Credit
Funding (THECB presentation 10/30/2013 Texas Success Initiative and Dual credit courses)

 

WHAT ARE THE ELIGIBILITY REQUIREMENTS FOR STUDENTS TO ENROLL IN DUAL CREDIT COURSES?
A high school student is eligible to enroll in dual credit courses if:

  • The student is an eleventh grade student who achieves a score of 2200 on mathematics and/or a score of 2200 on English/Language Arts with a writing subsection score of at least 3 on the tenth grade TAKS relevant to the courses to be attempted, or
  • The student achieves a combined score of 107 on the PSAT/NMSQT with a minimum of 50 on the critical reading and/or mathematics test relevant to the courses to be attempted, or
  • The student achieves a composite score of 23 on the PLAN with a 19 or higher in mathematics and English. An eligible high school student who has enrolled in dual credit under this provision must demonstrate eligibility to enroll in dual credit courses in twelfth grade, and (From THECB’s website)
 

WHAT ARE THE STATE REQUIREMENTS ABOUT OFFERING DUAL CREDIT?
Texas Education Code (TEC) 28.009:

  • Requires that each school district implement a program under which students may earn at least 12 semester credit hours of college credit in high school.
  • HB 842 (83rd Legislative Session) added language requiring school districts to implement a program under which students are provided an opportunity to earn credit toward a industry recognized credential, certificate, or associate degree concurrently with the high school graduation plan. Texas Administrative Code TAC Ch. 4, Sub. D
  • Sections 4.81 through 4.85 (taken from THECB presentation 10/30/2013 Texas Success Initiative and Dual credit courses)

CAN ISD’S HAVE STUDENTS TAKE DUAL CREDIT COURSES FROM COLLEGES OUTSIDE OF THEIR SERVICE AREA?

A: Chapter 4 Subchapter D (Rule changes due to HB 5) 4.85(c):

(1) A student may not enroll in more than three courses per academic year at a community college if the community college does not have a service area that includes the student’s high school, except to the extent approved by the Commissioner of Texas Education Agency. 

(2) This provision does not apply to students enrolled in approved early college high school programs. (taken from THECB presentation 10/30/2013 Texas Success Initiative and Dual credit courses) 

WHAT ARE SOME OF THE DUAL CREDIT RULE CHANGES CONCERNING STUDENT ELIGIBILITY FOR ACADEMIC DUAL CREDIT COURSES?
Chapter 4, Subchapter D 4.85 (b) Student Eligibility. 

(2) An eleventh grade high school student is also eligible to enroll in dual credit courses under the following conditions; 

(A) a student achieves a minimum designated Level 2 final phase-in score on the Algebra II end-of-course assessment and/or the English II reading or [and] English II writing end-of-course assessments, [a score of 2200 on Mathematics and/or a score of 2200 on English Language Arts with a writing subsection score of at least 3 on the tenth grade TAKS] relevant to the courses to be attempted. An eligible high school student who has enrolled in dual credit courses in the eleventh grade under this provision shall not be required to demonstrate further evidence of eligibility to enroll in dual credit courses in the twelfth grade; (taken from THECB presentation 10/30/2013 Texas Success Initiative and Dual credit courses) 

WHAT ARE THE NEW STUDENT ELIGIBILITY REQUIREMENTS FOR STUDENTS WANTING TO ENROLL IN WORK FORCE DUAL CREDIT COURSES?
Chapter 4, Subchapter D 4.85 (b) Student Eligibility. 

(3) A high school student is eligible to enroll in workforce education dual credit courses in the eleventh and/or twelfth grade if the student demonstrates that he or she has achieved the designated minimum final phase- in score on the Algebra I end-of-course assessment and/or the English II reading or [and] English II writing end-of-course assessments relevant to the courses to be attempted [the minimum high school passing standard on the Mathematics section and/or the English/Language Arts section on the tenth or eleventh grade TAKS]. (taken from THECB presentation 10/30/2013 Texas Success Initiative and Dual credit courses) 

CAN A STUDENT ENROLL IN DUAL CREDIT COURSES BEFORE THEIR JUNIOR YEAR IN HIGH SCHOOL?
Chapter 4, Subchapter D 4.85 (b) Student Eligibility. 

(6) To be eligible for enrollment in a dual credit course offered by a public college, students must have at least junior year high school standing. Exceptions to this requirement for students with demonstrated outstanding academic performance and capability (as evidenced by achieving or exceeding the minimum TSI college readiness standards on [grade-point average,] PSAT/NMSQT [scores], PLAN, SAT, ACT, or TSI Assessment [or other assessment indicators]) may be approved by the principal of the high school and the chief academic officer of the college. Students with less than junior year high school standing must demonstrate eligibility as outlined under subsection (b)(1) of this section. (taken from THECB presentation 10/30/2013 Texas Success Initiative and Dual credit courses)

WHAT IS THE TEXAS SUCCESS INITIATIVE (TSI)?
The TSI Assessment is an exam designed to determine if a student is ready for college-level course work in the areas of reading, writing and mathematics. If needed, it provides information on the type of intervention needed to meet the better prepare the student for college course work. 

HOW DOES THE TSI WORK?
The TSI is a computer adaptive exam which means that questions increase or decrease in difficulty level depending on how a student responds. The assessment includes multiple choice items that are aligned to the Texas College and Career Readiness Standards. On the writing portion of the exam, it is possible students will be asked to write an essay. The tests are untimed; however in general the exam requires 4 to 5 hours to complete.

WHAT IS THE TSI PRE-ASSESSMENT, AND DO ALL STUDENTS HAVE TO PARTICIPATE IN IT?
There is a TSI Pre-Assessment Activity that students are required to participate in before taking the TSI. The Pre-Assessment provides information on the importance of the TSI, practice questions and feedback, an explanation of developmental education options for students not meeting the minimum passing standard, and information on campus and community resources to help students succeed in college.

DO TEACHERS STILL HAVE TO BE HIGHLY QUALIFIED TO TEACH CTE COURSES NOW THAT TEXAS RECEIVED A WAIVER FROM THE FEDERAL GOVERNMENT FOR NCLB?
Section 1119 of NCLB requires that all teachers of core subject academic areas meet the specific competency and educational requirements defined for "highly qualified" (HQ) teachers. The NCLB waiver does not remove that requirement. LEAs must continue to ensure that applicable teachers meet the HQ definition and Title I paraprofessionals meet the Title I paraprofessional requirements. In addition, LEAs are still required to take the appropriate actions when they do not. Campuses will continue reporting HQ status through eGrants by the deadlines posted on the Highly Qualified Teachers page of the TEA website. 

HOW DO CONTENT CERTIFIED TEACHERS BECOME CERTIFIED TO TEACH CTE COURSES?
TEA has created specific courses for this purpose. All teachers, not CTE certified, assigned to teach content CTE courses must participate in a Texas Education Agency (TEA) approved training prior to teaching the course effective with the 2012-2013 school year. For teachers who have not previously taught this course, once a district has confirmed that a teacher is enrolled in and making progress toward the completion of the online PD course, the district may assign the teacher to teach the high school course.

Graduation Courses & Plans


Q: When will the final list of approved high school courses be available?

A: The State Board of Education (SBOE) meets on November 19 - 22. During that meeting, the board will vote on and release for public comment its curriculum decisions, including approved courses for graduation under the foundation program. The SBOE meets again on January 29 – 31 and is expected to release the final decisions after that meeting. 
 


Q: What is the new graduation plan called?

A: The new graduation plan is the Foundation Graduation Plan and students meeting requirements may graduate with a Foundation Diploma, a Foundation Diploma with an endorsement in one of the five prescribed areas, or a Foundation Diploma with an endorsement and a Distinguished designation.


Q: Will all students in high school graduate under the foundation plan beginning with the 2014-15 school year?

A: All entering freshman in 2014-15 will fall under the foundation graduation program. Sophomores, Juniors, and Seniors in 2014-15 will have the option of remaining under the Minimum, Recommended, or Advanced program they are currently working in or moving to the new Foundation Plan.
Dual Credit Courses

Q: What information should the MOU between the ISD and the community college contain?

A: A Memorandum Of Understanding (MOU) or other written agreement must be in place that covers all aspects of DC program.
  • Eligible Courses
  • Student Eligibility
  • Location of Class
  • Student Composition of Class
  • Faculty Selection, Supervision, and Evaluation
  • Course Curriculum, Instruction, and Grading
  • Academic Policies and Student Support Services
  • Transcription of Credit
  • Funding (taken from THECB presentation 10/30/2013 Texas Success Initiative and Dual credit courses)


Q: What are the eligibility requirements for students to enroll in dual credit courses?


A:

 

A: A high school student is eligible to enroll in dual credit courses if:
  • The student is an eleventh grade student who achieves a score of 2200 on mathematics and/or a score of 2200 on English/Language Arts with a writing subsection score of at least 3 on the tenth grade TAKS relevant to the courses to be attempted, or
  • The student achieves a combined score of 107 on the PSAT/NMSQT with a minimum of 50 on the critical reading and/or mathematics test relevant to the courses to be attempted, or
  • The student achieves a composite score of 23 on the PLAN with a 19 or higher in mathematics and English. An eligible high school student who has enrolled in dual credit under this provision must demonstrate eligibility to enroll in dual credit courses in twelfth grade, and (From THECB’s website)



Q: What are the state requirements about offering dual credit?


A: Texas Education Code (TEC) 28.009:

 

  • Requires that each school district implement a program under which students may earn at least 12 semester credit hours of college credit in high school.
  • HB 842 (83rd Legislative Session) added language requiring school districts to implement a program under which students are provided an opportunity to earn credit toward a industry recognized credential, certificate, or associate degree concurrently with the high school graduation plan. Texas Administrative Code TAC Ch. 4, Sub. D
  • Sections 4.81 through 4.85 (taken from THECB presentation 10/30/2013 Texas Success Initiative and Dual credit courses)



Q: Can ISD’s have students take dual credit courses from colleges outside of their service area?


A: Chapter 4 Subchapter D (Rule changes due to HB 5) 4.85(c)
 
(1) A student may not enroll in more than three courses per academic year at a community college if the community college does not have a service area that includes the student’s high school, except to the extent approved by the Commissioner of Texas Education Agency.

(2) This provision does not apply to students enrolled in approved early college high school programs. (taken from THECB presentation 10/30/2013 Texas Success Initiative and Dual credit courses)



Q: What are some of the Dual Credit rule changes concerning student eligibility for academic dual credit courses?

A: Chapter 4, Subchapter D 4.85 (b) Student Eligibility.

(2) An eleventh grade high school student is also eligible to enroll in dual credit courses under the following conditions; 

(A) a student achieves a minimum designated Level 2 final phase-in score on the Algebra II end-of-course assessment and/or the English II reading or [and] English II writing end-of-course assessments, [a score of 2200 on Mathematics and/or a score of 2200 on English Language Arts with a writing subsection score of at least 3 on the tenth grade TAKS] relevant to the courses to be attempted. An eligible high school student who has enrolled in dual credit courses in the eleventh grade under this provision shall not be required to demonstrate further evidence of eligibility to enroll in dual credit courses in the twelfth grade; (taken from THECB presentation 10/30/2013 Texas Success Initiative and Dual credit courses)



Q: What are the new student eligibility requirements for students wanting to enroll in work force dual credit courses?

A:Chapter 4, Subchapter D 4.85 (b) Student Eligibility.

(3) A high school student is eligible to enroll in workforce education dual credit courses in the eleventh and/or twelfth grade if the student demonstrates that he or she has achieved the designated minimum final phase- in score on the Algebra I end-of-course assessment and/or the English II reading or [and] English II writing end-of-course assessments relevant to the courses to be attempted [the minimum high school passing standard on the Mathematics section and/or the English/Language Arts section on the tenth or eleventh grade TAKS]. (taken from THECB presentation 10/30/2013 Texas Success Initiative and Dual credit courses)



Q: Can a student enroll in dual credit courses before their junior year in high school?

A: Chapter 4, Subchapter D 4.85 (b) Student Eligibility.

(6) To be eligible for enrollment in a dual credit course offered by a public college, students must have at least junior year high school standing. Exceptions to this requirement for students with demonstrated outstanding academic performance and capability (as evidenced by achieving or exceeding the minimum TSI college readiness standards on [grade-point average,] PSAT/NMSQT [scores], PLAN, SAT, ACT, or TSI Assessment [or other assessment indicators]) may be approved by the principal of the high school and the chief academic officer of the college. Students with less than junior year high school standing must demonstrate eligibility as outlined under subsection (b)(1) of this section. (taken from THECB presentation 10/30/2013 Texas Success Initiative and Dual credit courses)
Texas Success Initiative (TSI)

Q: What is the Texas Success Initiative (TSI)?

A: The TSI Assessment is an exam designed to determine if a student is ready for college-level course work in the areas of reading, writing and mathematics. If needed, it provides information on the type of intervention needed to meet the better prepare the student for college course work.


Q: How does the TSI work?

A: The TSI is a computer adaptive exam which means that questions increase or decrease in difficulty level depending on how a student responds. The assessment includes multiple choice items that are aligned to the Texas College and Career Readiness Standards. On the writing portion of the exam, it is possible students will be asked to write an essay.


Q: What is the TSI Pre-Assessment, and do all students have to participate in it?

A: There is a TSI Pre-Assessment Activity that students are required to participate in before taking the TSI. The Pre-Assessment provides information on the importance of the TSI, practice questions and feedback, an explanation of developmental education options for students not meeting the minimum passing standard, and information on campus and community resources to help students succeed in college.
CTE Courses

Q: Do teachers still have to be highly qualified to teach CTE courses now that Texas received a waiver from the federal government for NCLB?

A: Section 1119 of NCLB requires that all teachers of core subject academic areas meet the specific competency and educational requirements defined for "highly qualified" (HQ) teachers. The NCLB waiver does not remove that requirement. LEAs must continue to ensure that applicable teachers meet the HQ definition and Title I paraprofessionals meet the Title I paraprofessional requirements. In addition, LEAs are still required to take the appropriate actions when they do not. Campuses will continue reporting HQ status through eGrants by the deadlines posted on the Highly Qualified Teachers page of the TEA website.


Q: How do content certified teachers become certified to teach CTE courses?

A: TEA has created specific courses for this purpose. All teachers, not CTE certified, assigned to teach content CTE courses must participate in a Texas Education Agency (TEA) approved training prior to teaching the course effective with the 2012-2013 school year. For teachers who have not previously taught this course, once a district has confirmed that a teacher is enrolled in and making progress toward the completion of the online PD course, the district may assign the teacher to teach the high school course.


Q: How do teachers access these trainings?

A: Each content CTE course has a corresponding TEA training. These courses are online and housed in Project Share. For a Region 7 educator, our web site contains a listing for each of the courses, the link to the course and the access code. From the Region 7 home page, go to Workshops, View workshops, and click “Online Courses in Project Share”. Click the CTE course link and this list appears.
  • As of August 26, 2013, all students either entering a Texas state college or taking a dual credit course will be required to take the new Texas Success Initiative Exam (TSI). Previous TSI approved tests (Compass, Accuplacer, THEA and ASSET) are no longer accepted. A student is exempt from the TSI with a SAT minimum composite score of 1070, a 500 Critical Reading and a 500 Math. A student is exempt from the TSI with an ACT minimum composite score of 23, a 19 in English and a 19 in Math.
  • The TSI math, reading, and writing tests are each created with two sections, a placement test and a diagnostic test. The TSI assessments are computer adaptive, which means that questions increase or decrease in difficulty level depending on how a student responds. 

    In contrast to previous college entrance exams, there is no arithmetic on the TSI. The math placement test contains approximately 20 questions beginning with elementary algebra and functions then moving to intermediate Algebra with functions. These two areas comprise 75% of the test questions.

    Can You Do the Math? How it Changes on the TSI. 


    The reading placement test includes approximately 24 questions covering the following categories:

    • Literary Analysis
    • Main Idea
    • Supporting Detail Inferences in Text(s)
    • Author’s Use of Language

    The writing placement test also includes 20 questions covering the following categories:

    • Essay Revision
    • Agreement
    • Sentence Structure
    • Sentence Logic

    *For some students a 400 to 600 word essay may be required.

  • We have provided several sample questions from the new college entrance exam or Texas Success Initiative (TSI) exam provided by the College Board. Test your skills and see if you can answer questions that will be on the new exam. Want more? Check out more sample questions by clicking here.
    Mathematics Sample Questions
    For each of the questions below, choose the best answer from the four choices given. You may use the paper you received as scratch paper:

    6. Which of the following equaitions has both 1 and -3 as solutions?
        A. x- 2x - 3 = 0
        B. x+ 2x - 3 = 0
        C. x- 4x + 3 = 0
        
    D. x+ 4x + 3 = 0

    7. In the xy -plane, what is the y -intercept of the graph of the equation y = 2(x + 3)(x -4)?
        A. -24
        B. -12
        C. -2
        D. 12

    12. A ball was kicked into the air from a balcony 20 feet above the ground, and the ball's height above the ground, in feet, t seconds after the ball was kicked was h(t) = 20 - 16t+ 32t. What was the maximum height, in feet, of the ball above the ground after it was kicked?
        A. 32
        B. 34
        C. 36
        D. 40
    Reading Sample Questions
    Read the passage and then choose the best answer to the question. Answer the question on the basis of what is stated or implied in the passage.

    5. Long thought to be a case of mistaken identity, the discovery of the Bornean rainbow toad by European explorers in 1924 was recently verified by scientists. The explorers had made a black-and-white sketch of an unusual toad they had found in the jungles of Southeast Asia, christening it the Bornean rainbow toad. Skeptical but curious, scientists recently went to look for the toad--and ended up finding three specimens.

    The passage implies which of the following about the Bornean rainbow toad?
        A. Some people have doubted the existence of the toad.
        B. Scientists were confident that they would find the toad.
        C. The surviving toads have been relocated to Europe.
        D. No human being had seen the toad since 1924.

    8. The 1922 German Expressionist film Nosferatu, directed by F. W. Murnau, is considered one of the most influential films in cinematic history—while also being a classic vampire movie. The film is closely based on Bram Stoker’s 1897 novel, Dracula; however, the villain in the film is called “Count Orlok” rather than “Count Dracula.” The reason is that the small studio that produced the film, Prana Film, was unable to secure the rights to Stoker’s novel. In fact, shortly after finishing Nosferatu, its one and only film, Prana went bankrupt in order to dodge copyright lawsuits from Stoker’s widow.

    Why does the author say that the vampire in Nosferatu is named “Count Orlok” and not “Count Dracula”?
        A. To show that the makers of Nosferatu made minor changes to Stoker's novel.
        B. To suggest that the characters in Nosferatu were based on real people instead of literary characters.
        C. To criticize Nosferatu for its differences from its source.
        D. To praise the makers of Nosferatu for their imagination in recreating Stoker's novel.

    Writing Sample Questions
    Select the best version of the underlined part of the sentence. If you think the original sentence is best, choose the first answer.

    6. It is important to learn how to swim, even if one is afraid; the skill will invariably prove useful later in your life.
        A. one is
        B. you are
        C. everyone is
        D. they are

    9. Horror films that keep viewers in a state of endless fright and which draw record-breaking crowds. 
        A. that keep viewers in a state of endless fright and which draw
        B. keep viewers in a state of endless fright and drawing
        C. that keep viewers in a state of endless fright draw
        D. that keep viewers in a state of endless fright and they draw

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