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HB 3 FAQ: Focuses on Learning and Student Outcomes

Pre-K:

  1. What are the Pre-K requirements under House Bill 3? Is Pre-K funded for full day or half-day?
    • In addition to other requirements addressed in a recent To the Administrator Addressed Letter, House Bill 3 provides for full day Pre-K for all eligible 4 year-old children. 

      Pre-K still only receives a half-day average daily attendance for Foundation School Program funding. However, House Bill 3 enacted the Early Education Allotment which provides weighted funding for each student at the district in Kindergarten through third grade that also qualifies for the compensatory education or bilingual allotment. 
  2. Is the full-day prekindergarten program effective this year or in a later school year?
    • The full-day prekindergarten program requirement for eligible four-year-olds will be effective September 1, 2019 with implementation in the 2019-2020 school year. 
  3. Does the full-day prekindergarten program requirement apply to all prekindergarten students? 
    • No. The full-day prekindergarten program requirement applies to eligible four-year-olds.
  4. May a district request a waiver to either partially, or fully exempt them from providing a full-day prekindergarten to eligible four-year-olds? 
    • Yes. A district may request an exemption for up to three years, which may only be renewed once. All districts that are unable to meet the full-day requirement for all eligible 4-year-old students by September 1, 2019 must submit an exemption request.
  5. If a district elects to request a waiver, when and through what process will that be available?
    • An exemption may be applied for through the State Waiver Unit. The prekindergarten exemption for full-day prekindergarten will be available in January. 
  6. How does full-day prekindergarten for eligible four-year-olds impact year-round schools? 
    • Year-round schools would be subject to the same full-day prekindergarten for eligible four-year-olds requirements and exemption process.
  7. If a district begins offering a full-day prekindergarten for eligible four-year-olds and begins to see an influx of eligible four-year-olds wanting to enroll mid-year, is the district still required to serve all eligible four-year-olds? 
    • Yes. The district would be required to serve all eligible four-year-olds. However, a district may request a full-day exemption if fewer eligible students would be served (typically due to physical capacity or personnel constraints). 
  8. If a district is providing full-day funding for eligible four-year-olds, are the minutes of operations for a full-day prekindergarten program 75,600?
    •  Yes, if a district is providing a full-day prekindergarten program for eligible four-year-olds, the district would provide 75,600 operational minutes. This total may include recess, meals, intermission and rest time. 
  9. How is the full-day prekindergarten for eligible four-year-olds funded? 
    •  Districts will receive FSP funding for the first half of the day, as was the case before HB 3. As was also the case before HB 3, districts can devote other sources of funding (for example: compensatory education, Title I, or funding from tier II). With HB 3, districts will also receive the early education allotment, which may also be used to fund the second half of the day. Other increased funding from HB 3 may also be relevant. 
  10. Are districts required to use the early education allotment towards full-day prekindergarten? If a district has been funding full-day prekindergarten through local and federal funds, may they continue to do so?  
    • If a district is supporting their full-day program with local or State Compensatory Education funds, they may continue to do so as long as the early allotment funds are being used to improve programs and services in language and mathematics for prekindergarten through third grade. 
  11. Can a district continue to use their Title I, Part A funds towards a full-day prekindergarten program or is that supplanting?   
    • Title I, Part A has a different definition of supplement/not supplant. As long as the LEA has an appropriate supplement/not supplant methodology implemented, then it would not be a supplanting to use Title I, Part A funds for full-day prekindergarten funding.
  12. Can a district continue to partner with a Head Start or licensed child care to provide a full-day program and receive the early education allotment? 
    •  Yes. If a district has a partnership with a Head Start or licensed child care program, they may continue to braid their half-day average daily attendance with Head Start and/or child care funds. The early education allotment may be used to supplement quality improvement efforts to meet the high-quality prekindergarten components. 
  13. What is the definition of a public meeting? 
    • To be considered a public meeting, the LEA must issue a public notice of the time, place, and subject matter of the meeting. 
  14. May a district use the early education allotment to enroll non-eligible 3 and 4-year old’s? 
    •  Yes, if a district is providing full-day high quality prekindergarten to eligible four-year-olds, they may use any remaining funds to improve programs and services in PK-3.
  15. If a district receives an exemption from providing full-day prekindergarten, will they still receive the early education allotment? 
    • Yes, a district will receive the early allotment for any purpose that supports eventual improvements in 3rd grade reading and mathematics proficiency, even if they receive an exemption from full-day prekindergarten.
  16. Does Rider 78 exist beyond the 2018-2019 school year?
    • No. The Rider was deleted in the appropriations bill of House Bill 1. 
  17. Will the high-quality prekindergarten program requirements for full-day prekindergarten for eligible four-year-olds be the same as the former High-Quality Prekindergarten Grant? 
    • Yes, the high-quality components will be the same as the high-quality prekindergarten grant and Rider 78. 
  18. Will eligible four-year-olds get coded as “02” in PEIMS C185 PK-PROGRAM-TYPE-CODE? 
    • Yes, eligible four-year-olds served in a full-day program will generate codes in PEIMS as “02”.

  19. Is the use of an existing elementary school classroom for prekindergarten an instance of repurposing under HB 3?

    • No, if the prekindergarten classroom was an existing elementary classroom prior to the current elementary school year, this would not be considered repurposing as it will still be a classroom. If the space was not an elementary classroom and required modifications to become a classroom, this would then be considered repurposing.   

  20. Can I use pre-k funding and/or early education allotment funds to purchase classroom supplies, desks, chairs, books, etc. for pre-k classes?

    • Yes you can use both funding sources to purchases items for the pre-k classroom.

  21. Can I use state comp ed funds to purchase classroom supplies, desks, chairs, books etc. for pre-k classrooms?

    • Yes you may use comp ed funds to purchase items for pre-k classrooms as long as the students meet the eligibility for use of comp ed funds, i.e. meet one of the 14 criteria in TEC 29.081 or are economically disadvantaged. In addition if a pre-k classroom has both eligible and ineligible students then allocating the cost of these items is allowable. For example 50% of the students are eligible for free and reduced lunch then comp ed funds can pay for 50% of the pre-k classroom items.

  22. When I apply for a full-day prekindergarten waiver, what information will be requested of my LEA? 
     
    The following information will be on the waiver for the LEA to provide to TEA: 
     
    •    LEA contact name, phone and email 
    •    Date of LEA Board Meeting 
    •    Exemption Condition
    •    Date of Public Meeting
    •    Did your LEA solicit partnership opportunities? Yes/No
    •    Did your LEA receive proposals for partnerships? Yes/No
    •    Did your LEA consider the proposals for the partnership it received? Yes/No
    •    If yes, type of partnership and number of solicitations received
     

    Type Number of Solicitations
    Texas Rising Star 3+ Star Certification  
    Nationally Accredited  
    Head Start  
    Texas School Ready  
    Met the requirements of TEC 29.1532  
    Other  


     
    •    Requested Years:
    •    2019-2020
    •    2020-2021
    •    2021-2022

Special Education and Dyslexia: 

  1. Must districts report students identified with dyslexia through TSDS/PEIMS?
    • Since the 2013-2014 school year, school districts and open-enrollment charter schools have been required to report the number of students enrolled in the district or school who are identified as having dyslexia through TSDS/PEIMS per Texas Education Code (TEC) §48.009.
  2. What is the House Bill 3 (HB3) Dyslexia Allotment?
    • With the implementation of HB3 in the 2019-2020 school year, districts and open-enrollment charter schools are eligible to receive an annual allotment equal to the basic allotment multiplied by 0.10 for each student who is identified with dyslexia or a related disorder and who because of the dyslexia or a related disorder receives dyslexia services.
  3. Does the HB 3 Dyslexia Allotment come with spending requirements?
    • HB 3 Dyslexia Allotment does not come with specific spending requirements, but it does stipulate that districts may use an amount not to exceed 20 percent of the allotment provided for a qualifying student to contract with a private provider to provide supplemental academic services.Moreover, a qualifying student may not be excused from school to receive supplemental academic services provided under this subsection.
  4. How do school districts and open-enrollment charter schools report the receipt of services for students who are identified with dyslexia or a related disorder in TSDS/PEIMS?
    • Once identified with dyslexia or a related disorder in TSDS/PEIMS, districts and open-enrollment charter schools are now required to indicate whether the student:
      • 00 Does not receive services for dyslexia or a related disorder or is
      • 01 Receiving services for dyslexia or a related disorder under special education through IDEA or Section 504 and/or
      • 02 Receiving instruction that meets applicable dyslexia program criteria established by the SBOE and is provided by a person with specific training and/or
      • 03 On the basis of having dyslexia or a related disorder, is permitted to use modifications in the classroom or accommodations in the administration of assessments.
    • To be eligible to receive the HB3 Dyslexia Allotment, districts and open-enrollment charter schools must code the student as having dyslexia and as receiving services. Districts may select one, two, or all the above indicators (01, 02, 03) as appropriate. If the student is coded as having dyslexia or a related disorder and coded as not receiving services in TSDS/PEIMS (i.e. - 00 Does not receive services for dyslexia or a related disorder), districts are not eligible to receive the HB3 Dyslexia Allotment.
    • To recap, districts and open-enrollment charter schools are entitled to the HB3 Dyslexia Allotment:
      • if the student is identified with dyslexia or a related disorder in TSDS/PEIMS and
      • receives at least one of the dyslexia services listed above (01, 02, 03) as indicated in TSDS/PEIMS.
  5. How should districts and open enrollment charter schools estimate how much funding will be received from the HB 3 Dyslexia Allotment?
    • Initial funding estimates for the 2019-2010 school year will be based on estimates of students identified as having dyslexia or a related disorder that were used during the appropriations process, which were the counts of dyslexia students for the 2018–2019 school year. Final funding amounts (at near-final settle-up) will be based on actual counts of students receiving dyslexia services based on the data districts submit in the TSDS/PEIMS Summer/Submission 3.
  6. How long must a student be identified with dyslexia or a related disorder and receiving dyslexia services before districts are entitled to receive the Dyslexia Allotment?
    • Districts and open-enrollment charter schools are entitled to receive the HB3 Dyslexia Allotment when a student is identified with dyslexia or a related disorder and receives dyslexia services any time during the school year as indicated in TSDS/PEIMS.
  7. Should a student identified with dysgraphia but not dyslexia be coded in PEIMS as having dyslexia or a related disorder?
    • Per TEC §38.003, dysgraphia is a related disorder to dyslexia. Thus, a student identified with dysgraphia only should be coded in TSDS/PEIMS as having dyslexia or a related disorder and coded as:
      • 00 Does not receive services for dyslexia or a related disorder or is
      • 01 Receiving services for dyslexia or a related disorder under special education through IDEA or Section 504
      • 02 Receiving instruction that meets applicable dyslexia program criteria established by the SBOE and is provided by a person with specific training
      • 03 On the basis of having dyslexia or a related disorder, is permitted to use modifications in the classroom or accommodations in the administration of assessments
    • Districts and open-enrollment charter schools should select the above indicator(s) to reflect the services received by the student. Districts and open-enrollment charter schools are entitled to the HB3 Dyslexia Allotment if the student is identified with dysgraphia only and receives at least one of the services listed above (coded as 01, 02, 03).
    • If the student is coded as having dyslexia or a related disorder and coded as not receiving services (i.e. - 00 Does not receive services for dyslexia or a related disorder), districts are not eligible to receive the HB3 Dyslexia Allotment.
  8. Where can my district or school find more information on dyslexia and related disorders?
  9. Is dyscalculia a related disorder to dyslexia?
    • Although a student identified with dyscalculia may be eligible to receive special education or Section 504 services, dyscalculia is not one of the dyslexia related conditions identified in TEC §38.003(d)(1TSDS PEIMS)-(2) (1995). As such, a student with dyscalculia should not be coded under the Dyslexia or a Related Disorder Indicator and districts are not eligible for the HB 3 Dyslexia Allotment (unless the student has also been identified with dyslexia or a related disorder).
  10. Does the Dyslexia Allotment supplant or supplement IDEA-B (special education) funding?
    • The Dyslexia Allotment does not supplant IDEA-B special education funds. Districts and open-enrollment charter schools are entitled to receive IDEA-B special education funds and the Dyslexia Allotment for each student who receives special education services and is identified with dyslexia or a related disorder and receives dyslexia services (described in the bullets above and coded as 01, 02, 03).
  11. Can districts use HB3 Dyslexia Allotment funds towards meeting the Maintenance of Effort (MOE) requirement that specifies districts must spend at least the same amount of state and local funds to provide services to students with disabilities spent in the previous fiscal year?
    • Districts and open-enrollment charter schools may use HB3 Dyslexia Allotment funds towards meeting the MOE requirement that specifies they must spend at least the same amount of state and local funds to provide services to students with disabilities spent in the previous fiscal year. Districts must comply with the MOE requirement to receive IDEA-B funding each fiscal year (34 CFR §300.203).
  12. Are there restrictions or requirements for districts or open-enrollment charter schools to follow regarding allocation of the HB3 Dyslexia Allotment funds?
    • Currently, there are no restrictions or requirements for districts or open-enrollment charter schools regarding allocation of the HB3 Dyslexia Allotment funds. Districts are advised to conduct a needs assessment to determine how best to allocate allotment funds to support improved student outcomes for students identified with dyslexia or a related disorder. Districts and open-enrollment charter schools are highly encouraged to fund one or a combination of the following options:
      • dyslexia therapy teacher training
      • dyslexia screening, progress monitoring, and/or evaluation tools
      • dyslexia intervention materials and/or curriculum
      • evidence-based early intervention programs in reading
      • professional development for Prekindergarten through fifth grade general and special education teachers and administrators in structured literacy and the science of reading
      • stipends for dyslexia therapists
      • assistive technology supports

 

CCMR: 

CMR Outcomes Bonus

  1. What is the timeline for when districts will receive the CCMR Outcomes Bonus?
    • Funding will be calculated for the 2017–18 graduates.
    • Districts will receive funding in April of 2020.
  2. How will the thresholds be calculated?
    • The threshold percentage is set at the 25th percentile of statewide CCMR results for 2016–17 economically disadvantaged graduates, non-economically disadvantaged graduates, and graduates enrolled in a special education program (regardless of whether the graduate is economically disadvantaged).
    • The 25th percentile is determined by ranking each district’s CCMR percentage, by student group, from highest to lowest.
    • Thresholds will be set at the level of performance in the district at the 25th percentile. 
    • Thresholds will be calculated and posted in a final role in spring of 2020.
  3. What are the data sources for CCMR Outcomes Bonus?
    • CCMR predicted data sources:
      • College Readiness on TSIA (Texas Higher Education Coordinating Board)
      • College Readiness on SAT (College Board)
      • College Readiness on ACT (ACT)
      • Higher ed enrollment (in state: Texas Higher Education Coordinating Board, out of state: National Student Clearinghouse)
      • Industry Based Certifications (TSDS PEIMS)
      • Level I/II Certificates (Texas Higher Education Coordinating Board)
      • Military Enlistment (TEA is working on validating information from the Department of Defense)
      • ASVAB (TEA is working on validating information from the Department of Defense)
  4. Will TEA provide guidance on allowable uses of the CCMR Outcomes Bonus funds?
    • Yes, Per HB 3, 55 percent of the bonus must be spent on students in grades 8–12 related to activities for college, career, or military readiness. Spending requirements will be posted to the Financial Accountability System Resource Guide (FASRG).
    • Allowable uses of funds will be in categories related to CCMR: teacher training and professional development on CCMR content, student preparation for CCMR content, counseling and advising services, work-based learning, CTE, and College and Career Readiness School Models will be included
  5. Will districts be able to use the CCMR Outcomes Bonus funds for student scholarships?
    • Once the district meets the 55 percent minimum on CCMR for grades 8-12, they can determine uses of funds for the remaining amount
    • There is a three-prong test that must be satisfied for spending funds on scholarships/payment plans. TEA would defer to local legal counsel to help the LEA determine the constitutionality of their proposal.
  6. Will districts be able to appeal or otherwise verify outcomes calculations?
    • TEA is working to determine how districts will be able to submit requests to change the outcomes bonus if they have evidence to support alternative counts. 
    • TEA will make as much information used to calculate outcomes bonuses available to districts so they can confirm on a student by student basis the outcomes calculations.
  7. Will the CCMR Outcomes Bonus be stacked on top of other incentives or in place of other incentives?
    • CCMR Outcomes Bonus is on top of other incentives.
  8. What information will be made available to PEIMS coordinators?
    • TEA will post a webinar on the CCMR Outcomes Bonus to the HB 3 website. TEA anticipates providing additional information to PEIMS coordinators through their regularly scheduled conferences.
  9. How do districts calculate their CCMR Outcomes Bonus?
    • For a full discussion of this, please see the HB 3 in 30 video on the CCMR Outcomes Bonus.
  10. How is economically disadvantaged status determined?
    • TEA determines economically disadvantaged status by looking at whether the graduate was identified as economically disadvantaged in the TSDS PEIMS fall submission during their senior year or the summer submission following their senior year.
  11. Why weren’t other CCMR indicators that are used for academic accountability included?
    • HB 3 specifically listed these three areas for CCMR.
  12. What institutions will be included in postsecondary enrollment?
    • Four-year institutions of higher education (in state and out of state), two-year institutions of higher education (in state and out of state), and Texas state technical colleges.
  13. When must a student be enrolled in postsecondary to count for the bonus?
    • Subject to rulemaking: the 12th day of class in the fall semester immediately following high school graduation
  14. What if our students enroll in postsecondary out of state? Will they be included?
    • Yes, TEA is collecting this data through the National Student Clearinghouse.
  15. What is the difference between the Texas Success Initiative (TSI) score on ACT/SAT and a college ready score?
    • The TSI score on the ACT and SAT is the score set by Texas Higher Education Coordinating Board (THECB) to determine if a student is ready for entry-level college coursework at Texas institution of higher education without remediation.
    • The college ready score on an ACT and SAT is a score from nationally normed reference data on the projected success of a student to earn a C or better in college-level coursework and is set by ACT and the College Board respectively.
  16. How does TEA define industry-accepted certificate?
    • Industry-based certifications, as recognized by TEA’s adopted list for academic accountability, as well as Level I and Level II certificates approved by THECB in conjunction with community colleges in Texas.
  17. Would a district receive funding if the student earns an industry-based certification and enrolls in postsecondary but does not meet the TSI Assessment (TSIA), ACT, or SAT TSI benchmark?
    • No, the student would not generate the CCMR Outcomes Bonus.
  18. Does TEA plan to include successful completion of a CTE coherent sequence of courses in the CCMR Outcomes Bonus?
    • TEA is determining the feasibility and timeline for this decision, and for posting an application for this process.  Please note: students would also be required to reach the TSI threshold on the ACT, SAT, or TSIA.
  19. How will TEA obtain ASVAB data?
    • TEA will use enlistment data to determine if the student passed the ASVAB. Students must pass the ASVAB to enlist in the military.
  20. What will be the “passing score” on the ASVAB?
    • TEA will use enlistment data to determine if the student passed the ASVAB.
  21. What is the difference between the ASVAB and the ASVAB CPE?
    • ASVAB is the exam given to enter the military and determine placement within one of the branches and is available to students in grades 11–12.
    • ASVAB CPE is the Career Preparation Exam which is given to determine interest in careers. This is the indicator listed in PEIMS for the exam which is required to be available to students.
  22. Will districts be required to track and match students with ASVAB and enlistment?
    • TEA is working to verify this data through the Department of Defense.
  23. When must a student enlist in the military to count for the bonus?
    • The fall after high school graduation
      • This will follow the timeline for postsecondary enrollment.

College and Industry Exam Reimbursement

  1. What is the timeline for reimbursements for the College Preparation Exams (ACT/SAT)?
    • TEA will determine the number of juniors and seniors per district and will allocate funding at the beginning of the 2019-2020 school year and then reconcile that funding (as a part of the settle-up process).
      • Districts will be able to use these funds to pay for students to take the exam of their choice.
      • TEA will use data from ACT and SAT to match students to ensure only one exam will be reimbursed
      • Districts would return any un-utilized funding or receive additional funds as a part of the settle-up process in April 2021.
  2. Do reimbursements apply regardless of the score for the college entrance exams?
    • Yes, the reimbursement for students on the ACT/SAT/TSIA is for the student to take the exam. Scores are not mentioned in the bill.
  3. How will TEA track which students received funding for the exam already?
    • TEA is working with ACT, SAT, and TSIA to match the data to ensure that districts only receive a reimbursement for one exam per student.
  4. Are there certain requirements or criteria that can cause disqualification for reimbursement?
    • HB 3 states that students are entitled to receive one test to be paid for in the spring of their junior year or senior year of high school.
  5. Can a student take SAT/ACT/TSIA one year for reimbursement and then take industry certification the following year for reimbursement?
    • Yes
  6. What does the process for TSIA reimbursement look like?
    • TEA is in the process of determining how districts can select TSIA as one of the exams. Data timelines for TSIA are different from ACT and SAT. TEA will provide additional information as soon as it becomes available.
  7. What resources will TEA release regarding the cost of the exams and the scheduling for students to take the exam?
    • TEA is setting up an advanced academics newsletter which will provide information related to ACT, SAT, and TSIA including testing dates, resources, and cost information. Look for information to be updated continually on the advanced academics website. https://tea.texas.gov/advancedacademics/
  8. What is the timeline for reimbursements for IBCs?
    • TEA will determine the number of eligible students per district and will allocate funding at the beginning of the 2019–2020 school year and then reconcile that funding (as a part of the settle-up process).
      • Districts will be able to use these funds to pay for students to take an IBC.
      • TEA will use data from the fall PEIMS snapshot for IBCs to match students to ensure only one exam will be reimbursed
      • Districts would return any un-utilized funding or receive additional funds as a part of the settle-up process in April 2021.
  9. What is the method TEA will use to get information from districts on IBC reimbursement?
    • TEA will utilize the 2020 fall PEIMS snapshot data to identify students. TEA is adding two fields to the current indicator: certifying entity and cost.
      • This information will be submitted for every student who passed an IBC.
  10. Will a student who attempts an IBC but is not successful be reimbursed?
    • No, HB 3 specifically states that students must pass the industry-based certification to qualify for a subsidy.
  11. Is exam reimbursement for IBC one per student or can they receive multiple reimbursements?
    • The reimbursement only applies to one IBC per student.

Study on Alternative Career Readiness

  1.  
  2. Will the study on alternative career readiness include registered apprenticeships as an option?
    • Yes, registered apprenticeships will be a part of the study.
  3. Will the study on alternative career readiness include the CTE coherent sequences as an option?
    • Yes, CTE coherent sequences will be a part of the study.
  4. The bill specifies “small and rural,” how will this be defined?
  5. Will TEA release the study to the public in addition to the legislature?
    • Yes, TEA will release the study on their website.

Middle School CTE Weighted Courses

  1. What middle school courses are generating the CTE weighted funding?
    • No middle school courses generate CTE weighted funding; however, high school CTE and Tech Apps courses generate funding when taken in 7th and/or 8th grade.
    • HB 3 allows funding generated by high school CTE and Tech Apps to be spent on middle school courses/programs
      • Courses in grades below 7th would not generate CTE funding

Advanced CTE Courses

  1. Will there be a revised list of advanced CTE courses?
    • Yes, TEA is in the process of identifying advanced CTE courses which would generate CTE funding and will publish this list in the fall of 2019
  2. What is the definition for earning $50 for advanced CTE courses?
    • HB 3 defines the requirements to earn $50 per FTE student as completing two or more advanced CTE courses for two or more credits.
      • One full-time equivalent student is used for the calculation
  3. Can the CTE advanced course funding be combined with other incentives like the P-TECH and New Tech indicators?
    • Yes, a student would generate $50 for each of the following: FTE student completion of two or more advanced CTE courses for three or more credits AND each student enrolled in a P-TECH, AND each student enrolled in a New Tech.
  4. How does a course get designated as an advanced CTE course?
  5. How is the advanced course funding different from advanced courses that districts select for endorsements?
    • Districts identify courses as “advanced courses” that would satisfy the requirements related to one of the five endorsement areas. These courses may be different from the list of advanced courses related to the $50 CTE funding which is generated by TEA. This process has not changed and is the current way that the allotment has been calculated.

CTE Summer Grant

  1. When will the CTE summer grant be released?
    • TEA anticipates releasing the CTE Summer Grant for application in November 2019
  2. What will be the requirements for the CTE Summer Grant?
    • The bill requires awarding credit for CTE coursework in the summer. Additional requirements and components are in development.
  3. Who will be eligible to apply for the CTE Summer Grant?
    • Districts and ESCs who would serve as a fiscal agent to assist in facilitating summer experiences for CTE credit.
  4. Can my funds for summer CTE grant be used to cover costs for dual credit courses?
    • TEA is in the process of determining allowable uses of funds for the CTE Summer Grant; however, we do anticipate allowing for costs associated with CTE dual credit courses.
  5. Can my funds for summer CTE grant be used to cover costs for work-based learning and student internships?
    • TEA is in the process of determining allowable uses of funds for the CTE Summer Grant; however, we do anticipate allowing for costs associated with work-based learning as long as students would be earning CTE course credit.
  6. How much will be available per grant for recipient?
    • TEA is in the process of determining grant caps

High School Models: New Tech / P-TECH

  1. How can districts find out if their campus is on the New Tech list? Where will this list live on TEA website?
    • TEA will post the list of New Tech schools who qualify on the website under College and Career Readiness School Models: https://tea.texas.gov/CCRSM/.
  2. Will there be any new indicators in PEIMS for these models?
    • Yes, the New Tech indicator will be added for the 2019-2020 school year.
    • P-TECH indicators already exist in PEIMS.
  3. Will P-TECH planning campuses be included?
    • No, only P-TECH designated campuses would generate funding.
  4. Would Industry Cluster Innovative Academies receive the incentive funding?
    • Yes, Industry Cluster Innovative Academies operate off of the P-TECH blueprint and designate as such via PEIMS.
  5. Can the P-TECH/New Tech funding be combined with other incentives like the CTE advanced courses?
    • Yes, a student would generate $50 for each of the following: FTE student completion of two or more advanced CTE courses for three or more credits AND each student enrolled in a P-TECH, AND each student enrolled in a New Tech.

Additional Days School Year:

Eligibility Questions

  1. How is ‘half-day of instruction’ defined?
    • TEA will be proposing required hours for additional days. This requirement will be updated in the Student Attendance Accounting Handbook (SAAH).
  2. Can 75,600 minutes equate 180 days for Additional Days School Year purposes?
    • No, participating local education agencies (LEAs) need to meet both the 75,600-minute requirement and conduct 180 days of regular instruction, not including waivers, to be eligible for Additional Days School Year funding. 
  3. Do staff development waivers still count towards total operational minutes?
    • LEAs need to meet both the 75,600-minute requirement and conduct 180 days of regular instruction to be eligible for additional day funding. Staff development waivers do not count towards the 180 instructional day requirement.  
  4. Does HB3 require all LEAs to provide 180 days of instruction even if they’re not opting in to the additional 30 days?
    • This legislation does not restrict LEAs from going below 180 days if they are not adding additional days (as long as the 75,600 minutes requirement is met).

Funding Questions

  1. Can Additional Days School Year funding be combined with other funding sources?
    • Generally yes, half day funding from HB 3 for additional days can be combined with other funding sources, both state and federal, however all requirements tied to other funding sources still apply.  For example, LEAs can consider additional state funding options such as State Compensatory Education and federal funding sources such as 21st Century Community Learning Centers.  Please note, any federal funding must supplement, not supplant, Additional Day School Year funding.  
    • Another limitation includes campuses receiving funding under district/charter partnerships (see next question).
  2. Can district/charter partnerships (SB 1882, 85th Regular Session) receive funding for both Additional Days School Year and their existing partnership funds?
    • Campuses receive the greater of the funding under district/charter partnerships (SB 1882, 85th Regular Session) or Additional Days School Year - not both.
  3. Is funding available for a pilot project in the summer of 2020?
    • Funding is available starting September 1st, 2020. To receive funding, any additional days in the 2020-2021 school year will need to be held on or after September 1st, 2020.  
  4. Will a low Average Daily Attendance (ADA) in the summer affect overall ADA for the school year?
    • No, it will not. Additional Days School Year ADA will only be calculated towards additional funding. 
  5. How should districts account for teachers’ minimum salary schedule?
    • Districts adding days on to teacher contracts will need to ensure that the days meet the minimum salary schedule requirements. Further clarification will be provided in future communications.

Regulation and Design Questions

  1. If an LEA extends their school year, are other elements of the calendar year movable?
    • LEAs adding days will still adhere to the set calendar requirements for school start date, unless they meet exceptions outlined below, and STAAR testing windows.
    • LEAs are still required to adhere to TEC 25.0811 and start their academic calendar on the fourth Monday of August. Two exceptions are Year-Round Schools and Districts of Innovation who may opt to change their start date in their Innovation Plan.
  2. Will state testing windows change for districts participating in Additional Days School Year?
    • For the next few years, state testing windows remain the same for all tested subjects and courses regardless of Additional Days School Year participation. Through HB 3906, the agency is exploring ways to identify staggered testing windows in future years. However, STAAR testing only impacts 3 of the 8 years of school potentially covered by the Additional Days School Year (3-5 vs PK3-2).
  3. Do student/teacher ratio rules still apply during the additional days?
    • Yes, all aspects of the Texas Education Code still apply during additional days except for compulsory attendance.
  4. Can students attend different campuses?
    • Yes, students can attend a different campus for the optional additional days. However, each campus’ core calendar must provide 180 days of instruction which will count towards the campus’ ADA. Therefore, if Campus A conducts 175 days of instruction for all students and 25% of their students attend a 35 day summer program at Campus B (5 required days on top the optional additional days), Campus A’s ADA for the remaining 5 days of the core calendar (days 176-180) would reflect the 25% attendance, negatively impacting overall ADA.   
    • This assumes that students attending Campus B for the additional days remain enrolled in Campus A through all additional days. Campus A would subsequently receive the funding for the additional days since the students’ enrollment campus does not change even though they are attending Campus B.
    • In the same scenario, if the 25% of students attending additional days unenroll from Campus A and enroll in Campus B for the additional 35 days, Campus A could keep their calendar at 175 days with no negative ADA impact. Funding for additional days attendance would then go to Campus B per the students’ enrollment.  In this scenario Campus B would receive funding for the 30 additional half days instruction as well as an increased funding for the students attending the 5 days additional days of the normal calendar year.  
    • In summary, if students attend additional instructional days, the school in which they are enrolled is held accountable to the 180 day requirement, regardless of if the students are attending a different campus.  Additionally, the funding for additional days will go the campus in which the student is officially enrolled, even if the services are offered at a different location. 
  5. Can LEAs implement Additional Days School Year at a specific school?
    • Yes, an Additional Days School Year can be implemented at individual campus/es as an LEA sees most fit.  As noted in the previous question, students provided the additional days at the select campus(es) must attend schools during the year that meet the 180 day and 75,600 minute requirement. As an example, a district with six elementary campuses may pilot an Additional Days School Year at two of those campuses, while the four additional campuses keep their existing academic calendar.  
  6. Can LEAs use this funding for existing summer school programs?
    • Yes, LEAs can use HB 3 Additional Days School Year funding for existing summer school programs as long as they meet the requirements of Additional Days School Year (e.g., minimum number of instructional minutes per day).  Additionally, funding must not supplant any existing federal funding for those programs.

Gifted and Talented:

  1. Does my district still have to implement a Gifted and Talented Program?
    • Yes, districts must still implement a Gifted/Talented (G/T) program. House Bill 3 retains requirement that each school district adopt a process for identifying and serving gifted and talented students in the district and establish a program for those students in each grade level, consistent with the State Plan for the Education of Gifted/Talented adopted by the State Board of Education.
  2. Do charter schools have to implement a Gifted and Talented Program?
    • House Bill 3 did not impose a new requirement for charters to implement a gifted and talented program.
  3. Do I continue to report G/T expenditures?
    • Yes, a district must still implement a Gifted/Talented (G/T) program and continue to report G/T expenditures. House Bill 3, TEC 29.124(d) requires districts to continue to report use of funds for the district’s G/T program. Therefore districts will continue to use Program Intent Code 21.
  4. How can stakeholders review district G/T expenditures?
    • The amount a district spends can be reviewed by visiting the PEIMS Financial Reports and searching by selecting your district name.

Reading Practices:

Science of Teaching Reading 

  1. Who is required to take the STR Exam?
    • Subject to rulemaking by the State Board of Educator Certification, candidates seeking certifications after January 1, 2021, in at least the following areas will need to take the STR:
    • EC-3
    • EC-6 core subjects
    • 4-8 core subjects
    • 4-8 ELAR
    • 4-8 ELAR/SS
  2. Are Special Education certified teachers included in the requirement to take the STR exam?  
    • Currently, Special Education certified teachers are not required to take the STR exam. However, this is ultimately a State Board of Education decision.
  3. Are alternatively certified teachers required to take the STR exam?
    • Yes, all candidates are required to meet the same requirements regardless of their teacher preparation program.
  4. How will ELAR section of the EC-6 Core subject test change once the STR test is in effect?
    • The ELAR section will remove standards found in STR to ensure that those standards are only assessed once.

Reading Academies

  1. If a teacher has attended previous versions of the Reading Academies, will that count as having attended for HB 3? If teachers are participating in the READ Grant, does that count? 

    • Teachers who are participating in the 2018-2019 READ Grant can count that participation as credit for the Reading Academies because they are aligned to the new TEKS and will be demonstrating competencies throughout this year. The Reading Academies contain new content that currently appears only in the READ Grant sessions. Teachers who did not participate in the READ Grant will need to participate in the Reading Academy in order to teach in grades kindergarten through third grade given the new standards.  

  2. The wording of the law indicates that beginning 2021-22 school year, K-3 teachers and principals must attend the reading academy before 1st year of placement in that grade level or campus. How will teachers new to the profession or grade band be trained?  Will districts not be allowed to hire a new teacher for K-3?  This seems to indicate so if they must already have had the training.

    • Teachers must have started the year-long Reading Academy before placement in K-3 classrooms. Further guidance will be provided before the 2021-22 school year.   

  3. Will attending the Reading Academy be required to keep existing certifications? What about school and district staff who hold teacher certifications but are not currently classroom teachers?  

    • District are required to ensure all K-3 teachers and principals attend the Reading Academies, but that is not a requirement to maintain certification.

      While it is recommended that school and district staff attend a Reading Academy to understand the content and better support K-3 teachers, it is not a requirement to keep existing certifications.  

  4. When will current teachers attend these academies? Do they have to miss instructional days? What specific training dates will be offered? Are these an ESC decision? 

    • Current teachers and principals need to attend by the 2021-2022 school year. Districts will need to select the comprehensive or blended model and can incorporate Reading Academy training in their PD calendars. For the comprehensive model, providers (e.g., ESCs, non-profits, districts) will establish in-person dates with the district.

  5. Is there a set fee or will this be determined by the ESC?

    • We don’t yet have final pricing information.  The estimated cost range for the blended model is $300-500 per teacher and the comprehensive model will be $3,000-$6,000. Districts are responsible for paying for Reading Academies. 

  6. Where is the money coming from to fund these academies?
  7. How will the Reading Academies differentiate for bilingual teachers?

    • Reading Academies will include content that is specific to bilingual (Spanish-English) teachers to support biliteracy development and cross-linguistic connections.

  8. Will principals and content areas (PE, music, etc.) complete the same Reading Academy content as language arts teachers?  

    • All participants will have access to the full content of the Reading Academies. However, some sessions will be general overviews for principals and non-core teachers.

  9. Will adjustments be made to the content or delivery of the academies following data analysis from the READ Grant awardees?

    • READ Grant sessions may be revised based on participant data. However, all sessions will be aligned to the same STR competencies and TEKS. 

  10. Can a district choose both blended and comprehensive models, differentiating based on need of teacher or school? Could some in our district participate in a regional service center academy while others attend in district?

    • Yes, districts may determine which teachers would benefit from the comprehensive versus the blended model and may select their service provider.

  11. How will TEA ensure compliance?

    • Districts will be responsible for ensuring participation and TEA will provide further guidance in the future.   

Board and District Goal Setting:

  1. Where can I find the templates reference in the HB 3 in 30 video and TAA on Board and District Goal Setting?
    • Templates can be found here.
  2. When does each plan need to be adopted by the board?
    • The 2019-2020 school year serves as year one for plan implementation. Plans should be adopted and posted at least by the end of the current school year. Schools should use the 2019-2020 school year to work through processes to implement each plan.
  3. Are there student count minimums with setting goals aligned to the closing the gaps domain student groups?
    • There is no minimum total student count to set goals for each closing the gaps student group, but It is important to notate that publicly reporting information on student groups represented by less than 25 students could provide identifying information and violate FERPA. It is recommended to not set goals for groups with less that 25 students.
  4. Does it make sense to assign your superintendent as the coordinator?
    • In many cases, Yes. The superintendent is ultimately responsible in delivering the plans to the board for adoption, but it may be appropriate for the superintendent to delegate responsibilities of the plan development, facilitation, and coordination to other district level administration and/or Education Service Center staff with knowledge in each specific area.
  5. How do these plans align to and effect the superintendent’s annual evaluation?
    • It is recommended that each plan be aligned to the board outcome goals and use progress measures that are predictive of the goals, as well as, influenceable by the superintendent. In this case, by aligning the superintendent’s evaluation to the board outcome goals, the superintendent’s evaluation is aligned to each plan.
  6. What if we have a board governance coach, can they help with coordination?
    • A board governance coach can help support the district-level administrator or the employee of the regional education service center (ESC) that has been assigned to coordinate each plan, but the governance coach cannot be assigned as the coordinator of a plan unless they are a district-level administrator or employee of the ESC.
  7. Does the board do the work to create board outcome goals with annual targets?
    • The board works collaboratively with the superintendent to adopt appropriate board outcome goals with annual targets for aggregate student performance and each appropriate student group under the closing the gaps domain.
  8. How many board outcome goals do school boards need to adopt?
    • At least three. One in early childhood literacy aligned to 3rd grade STAAR results, one in early childhood math aligned to 3rd grade STAAR results, and one in CCMR aligned to graduates that meet readiness requirements.
  9. What is the role of the board in campus plan development?
    • The board reviews and ultimately votes to adopt each plan. The superintendent will work collaboratively with campuses to develop a recommendation for each plan to be presented to the board for adoption.
  10. When will the new EISO Training need to be received by board members?
    • The new EISO Training that includes guidance on HB 3 board goals and plans will be made available in early 2020. Board members are required to complete EISO training every two years.
  11. Will the EISO Training still count as Team building training credit?
    • The anticipated rule updates will continue to allow the EISO training to also count as team building credit as long as all board members and the superintendent are present for the entirety of the training.
  12. How do I engage with an Authorized Board Trainer to provide EISO Training?
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