SB149/ SB463IGC Meeting

September 2017

Presented byDr. Holly Fields

Tammi MackebenAnd

Secondary Instructional Officers

Socorro Independent School District

AGENDA• SB149/SB463 Updates• Projects Overview

• Algebra I• Biology• U.S. History• English I and II

• Closing Task

Lesson Frame• EQ: How does SB149/SB463 impact student academic

achievement and graduation at my campus?

• We will understand the requirements outlined in SB149/SB463, as well as the projects, to ensure improved academic achievement for all graduates.

• I will explain the basics of the projects to a member of my team.

What’s New?Now We Have SB 463

Extension of Individual Graduation Committee’s New Expiration of September 1, 2019

May not fail more than 2 EOC’s

TSI Math may replace Algebra I EOC if the EOC was failed twice

TSI Reading may replace English II EOC if the EOC was failed twice

SB 463 Greater inclusivity for IGC participation

Includes students who entered ninth grade before 2011-2012 school year

Alternative requirements include: Alternative assessment Work experience Military or Life experience

A school district’s decision to award a diploma will be considered final and may not be appealed

SB 463This section applies only to a student who: (1) entered the ninth grade before the 2011-12 school year; (2) successfully completed the curriculum requirements for

high school graduation applicable to the student when the student entered the ninth grade;

(3) has not performed satisfactorily on an assessment instrument or a part of an assessment instrument required for high school graduation, including an alternate assessment instrument offered under Section 39.025(c-1) (which addresses alternate assessments for students who are subject to exit level TAAS requirements);

(4) has been administered the assessment instrument or the part of the assessment instrument for which the student has not performed satisfactorily at least three times

SB 463

Because of the greater inclusivity and extension of IGC’s, there is an inherent impact on school and district accountability for dropouts and graduates.

Coding in PEIMS

00 Not Applicable01 IGC Reviewed (Submission 3 Only)02 IGC Graduate (Submission 1 Only)

SB 463

Best Practices for SB 463

IGC Committee selection and participation is critical

Documentation and record keeping

Timely submission of IGC candidates to PEIMS clerk/registrar Entry and Exit date along with completion of IGC

IGC Composition

• Principal or designee

• Teacher of the relevant EOC assessment course(s)

• Department chair or lead teacher supervising the teacher(s) of the relevant course(s);

• Student’s parent/guardian, a designated advocate if the parent/guardian is unable to attend, or the student, at his/her option, if the student is at least 18 years of age or is an emancipated minor.

• Counselor

• Commissioner rules for alternate committee members forthcoming

Retest and Reporting Requirements

• Students must retake the relevant EOC tests until they graduate.

• Districts will be held accountable for retest results in keeping with state accountability system requirements.

• By Dec. 1 each year, districts must report in PEIMS the number of students for whom IGCs are convened, and of those, the number graduated by the IGC each year.

Algebra I• Student will develop a city map for a new master

planned community on graphed chart paper using the concepts form the new Algebra I standards.

• Both Process and Content Standards are addressed• Real World Application• Writing • Guided Practice and Supplemental Aide included

Algebra I Rubric

Guided Notes 4 Checkpoints 15 Community RequirementsCity Map Key Professional Representation

Biology• Following provided checkpoints, students will:

• Create graphic organizers, concept maps, and/or models pertaining to Student Expectations for Biology

• Cell Structure & Function

• Mechanisms of Genetics

• Biological Evolution and Classification

• Biological Process & Systems

• Interdependence within Environmental Systems

• Project:

• Students will play the role of a game manufacturer that has been assigned the task of creating a game to help students review for the Biology EOC in a fun and interesting way.

• The game will be original, scientifically accurate, entertaining and educational.

• Students will create at least 10 questions per reporting category. The questions and answers for the game must relate to the review topics. The questions must be somehow incorporated into playing the game.

Biology Rubric

• Weekly review of Student Tasks• Weekly follow up on Game Questions

created for the student’s game• Submit and play game with IGC

U.S. History• Trace a historical concept from 1877 through the

present day.

• Research key concepts and academic language pertaining to the concept and at least four historical eras, to include the modern era:

• Role of Women• Civil Rights• Role of the Judiciary• American Foreign Policy

U.S. History—Tasks • Write an extended essay explaining how the

concept has both changed and remained the same over time.

• Participate in an interview by a committee of teachers:

• Demonstrate a thorough understanding of the topic.

• Demonstrate the student completed his or her own work.

Criteria for U.S. History Rubric

• Rubric will be based on the following:• Construction or Development – 20 points

• Content – 60 points

• Interview – 20 points

English I and II

• Read two (thematically linked) reading selections (literary and informational).

• Annotate each of the selections (guiding questions provided).

• Write a short answer to each of the selections, including a draft.

• Write a short answer to a question that connects both selections.

• Write an expository essay.

• Students will be required to go through the writing process (planning, drafting, revising and editing)

• Read two reading selections (literary and informational).

• Annotate each of the selections (guiding questions provided).

• Write a short answer to each of the selections, including a draft.

• Write a persuasive essay.• Students will be required to go

through the writing process (planning, drafting, revising and editing)

English IIEnglish I

Feedback Received Thus Far*Reading

Short answer—remove or reword?

Keep annotating, inferencing, vocabulary

Do we include multiple choice?

Writing

Reword prompts

Keep writing

*Campuses that have provided feedback: SHS, MHS, AHS, & EDHS

Other

Revisit scoring guidelines

Do a project-based assignment since they are given 6 weeks; tie writing into the project

How did it go last year?

• Time frame• Project Completion• Scoring

Recommendations?Questions?

• What recommendations do you have to improve the SB463 process?

• Do you have any questions?

Closing Task

I will explain the basics of the projects to a member from my team.