da Natasha moore mancano 5 anni
150
Più simili a questo
Bond election notices must include “THIS IS A PROPERTY TAX INCREASE” language
Tax Ratification Elections (TREs) must happen on uniform election days
New statutory language clarifies that a school district may not increase the M&O tax rate in order to create a surplus for the purpose of paying the district’s debt service. (i.e. no more “swap and drops” or “tax swaps”)
Effective January 1, 2020, Efficiency Audits must take place before a district seeks voter approval for increasing tax rates. LBB establishes the guidelines for the audit. Districts must select the auditor at least four months before the scheduled tax increase election date;
Requires TEA to enter into a MOU with the Texas Workforce Commission to fund a subsidy for persons 21 years of age and older to take high school equivalency exams
Establishes a blended learning grant program that prioritizes LEAs with the highest enrollment of educationally disadvantaged students
Math Innovation Zones blended learning program qualifies
A school may receive a grant for no more than four consecutive years.
To receive a grant, a school must:
Provide a report on outcomes of blended learning model (after 4th year)
Certify to TEA the implementation of the blended learning model
Provide training to teachers/personnel on effective blended learning practices
Develop a blended learning plan
Additional Instructional Days
Summer CTE Grant Program:
Commissioner may collaborate with a private entity for this program
Establishes a grant program for career and technology courses during the summer
funding support for school systems that want to add instructional days (beyond the minimum 180 days) to one or more of their elementary school calendars:
takes effect for the 2020-21 school year
Not subject to compulsory attendance
Campuses receive the greater of the funding under district/charter partnerships (SB 1882, 85th Regular Session) or additional instructional days - not both
Half-day ADA funding for up to an additional 30 days of instruction (i.e. days 181 to 210)
For grades Pre-K to grade 5
New Dyslexia Allotment and CCMR Funding
Establishes CCMR outcomes bonus funds for each special education student who graduates college, career, or military ready
In addition to other CCMR outcomes bonuses for which the student may help the district earn funding, every student who receives special education and graduates CCMR entitles a district to $2,000
Additional funding is provided to support students with Dyslexia
Students may qualify for both SPED and Dyslexia Allotments
School districts and charter schools will now receive a weight of 0.10 multiplied against the Basic Allotment for each student that has been identified as having dyslexia or a related disorder
Increased Resources, Planning and Training
Requires the Commissioner to establish a Special Education Advisory Committee to make recommendations regarding financing special education
Committee report due by May 1, 2020 which includes an analysis of moving towards funding services rather than instructional arrangement
Authorizes a district to pay compensation incentives to teachers that complete autism training at a regional Education Service Center (ESC)
Increases Special Education weight from 1.1 to 1.15 for students served in a mainstream setting
Removes High School Allotment
Previous funding for the HS Allotment has been redirected to the basic allotment
Requires every student to fill out a FAFSA to graduate (Allows for opt-out)
Establishes a FAFSA advisory board to advise on policy and implementation
Adds a reimbursement to districts to offer one free college & one free industry entrance exam per student before they graduate
Reimbursement for one HS student for any of the 220 approved Industry Based Credentials (IBC)
Reimbursement for one HS student for SAT/ACT/TSIA
CTE funding expansion
New funding to support the P-TECH and New Tech HS models
Extends to CTE & Tech Apps courses offered in grade 7
Adds Technology Applications to funding weight – including all computer science
Establishes a CCMR Outcomes Bonus paid for each annual graduate above a certain threshold percentage. Requires Commissioner to adopt rules
Special Education: In addition to the above, $2,000 for each CCMR graduate enrolled in special education
Non-Economically Disadvantaged: $3,000 for each CCMR graduate (Likely to be above the first 25% of non eco-dis graduates)
Economically Disadvantaged: $5,000 for each CCMR graduate (Likely to be above the first 13% of eco-dis graduates)
Requires boards of school districts and open-enrollment charter schools to adopt college, career and military readiness plans and post on their website
Boards must monitor progress towards the goals at least annually
Goals are adopted for all students, and for disaggregated student groups
Boards must set specific annual college, career and military readiness performance goals for each campus for five years
Expands the Bilingual Education Allotment to increase student support for literacy in English and other languages
Requires TEA to develop tools to assist school districts and charters to implement these programs
Incentivizes districts to integrate English learners and native English speakers into dual language programs
Includes incentivized funding for dual language
0.05 for native English speaking students
0.15 for LEP students
two-way program models
School districts and open-enrollment charter schools now receive a weight of 0.10 multiplied against the Basic Allotment for each student that has been identified as having Dyslexia or a related disorder
HB 3 amends statute regarding the use of kindergarten readiness reading diagnostics
Districts must communicate the result of this diagnostic to parents within 60 calendar days
Requires the Commissioner to establish a common kindergarten readiness standard to ensure alignment across the state
Requires the Commissioner to adopt a multi-dimensional assessment tool that includes a reading instrument
To earn a certificate to teach Pre-K to grade 6, a candidate must demonstrate proficiency in the science of teaching reading on a certification examination by January 1, 2021
Word comprehension
Phonological Awareness
Syllables, phonemes etc.
Decoding
Alphabet, sound correspondence
Sight Recognition
of familiar words
Language comprehension
Literacy Knowledge
Print concepts, genres, etc.
Verbal Reasoning
Inference, metaphor etc.
Language Structure
Syntax, semantics, etc.
Vocabulary
Breadth, precision, links etc.
Background Knowledge
Facts, concepts, etc.
HB 3 amends statute to include multiple reading initiatives
Requires TEA to:
Establish a Reading Standards Advisory Board
Monitor implementation and report to the legislature
Provide technical assistance
Requires districts to certify to the TEA that the district:
Has integrated reading instruments to support Pre-K to grade 3 students
Prioritizes placing highly-effective teachers in K-2 and
Requires each teacher and principal in grades K-3 to attend reading academies by 2020-2021
Requires districts and charters to provide a phonics curriculum using systematic direct instruction in grades K-3
Requires boards of school districts and open-enrollment charter schools to adopt literacy and mathematics proficiency plans and post on their website
Plans must be posted online
School boards must monitor progress toward those goals at least once annually
Goals are adopted for all students and for disaggregated student groups
Boards must set specific annual reading and mathematics performance goals for each campus for five years
To support districts who may need time to reach the quality requirements, a waiver is available
Waivers last up to three years and may only be renewed once
District must demonstrate they sought a public-private partnership
Requires consideration of partnerships with quality child care providers before issuing bonds for new classrooms
Requires high-quality program requirements of all prekindergarten classrooms in Texas
Who is educationally disadvantaged or Limited English Proficient (LEP)
A student who is both educationally disadvantaged and limited English proficiency generates a funding weight of 0.20
In grades K-3
Funds must be used to support implementing early literacy and mathematics proficiency plans that lead to improved third grade proficiency
The formula transition grant expires after five years (SY 2023-24)
Except for a small number of districts that received the 1992/93 hold harmless, no districts or open-enrollment charter schools lose funding relative to old law during SY 2019-20 or SY 2020-21
For school years ending in odd years (SY 2020-21, SY 2022-23, and SY 2024-25) school districts and charter schools receive the better of SY 2019-20 or SY 2020- 21 under old law
School districts and open-enrollment charter schools are entitled to receive the lesser of 103% of the M&O funding they would have received under old law, or 128% of the state average M&O funding under old law
Repeals the Staff Allotment and redirects the funding to the basic allotment
Disaster Aid, when appropriated, applies equally to recapture and non- recapture districts
Disaster aid for facility repair now includes vehicles and computer equipment
In prior law, only Chapter 41 districts received the ASF on top of their Tier One entitlement
Establishes an Equalized Wealth Transition Grant
The grant establishes a 5-year glide path off of the 1992-1993 Chapter 41 hold harmless (repealed by HB 3)
Recapture for school year 2019-20 is reduced from $3.55 billion to $1.95 billion (45%)
Early Agreement Credit on recapture has been repealed
Recapture is now local revenue in excess of entitlement instead of on a wealth per WADA basis
Districts are now guaranteed that recapture will not reduce revenue below their entitlement level
Establishes Small and Mid-sized adjustment as a stand-alone allotment
Adds new small district formula for districts under 300 students that are the only district in a county
Small and Mid-sized continues to be a multiplier for the Special Education Allotment to ensure maintenance of financial support.
Charter schools will now receive the weighted average funding amount for the Small and Mid-sized Allotment, with certain adjustments.
This new allotment improves transparency and separates student centric weights from district centric weights
Amends statute for transportation from linear density to a simple $1.00 per mile reimbursement (set at $1.00 per mile in the General Appropriations Act)
Certain new transportation options have become eligible fo
Dual credit students (to a local college or a neighboring district)
Work-based learning site transportation under a district’s CTE program
Homeless students (regardless of distance to campus)
Previously, transportation funding was not provided to Chapter 41 districts. Now, transportation funding is equally available to all districts.
If Commissioner determines a district has failed to comply, TEA shall reduce funding in an amount equal to the basic allotment multiplied by 0.12 and 5% of the students in ADA
Requires school districts and open-enrollment charter schools to continue to provide GT programs
Requires each district to annually certify to the Commissioner that the district has established a program for gifted and talented students
A district shall adopt a policy regarding the use of funds to support the program
Removes the Gifted & Talented (GT) Allotment as a discrete, stand-alone Tier One allotment
The GT Allotment funding amount was reallocated into the basic allotment
Increases the New Instructional Facility Allotment (NIFA) maximum annual appropriation from $25 million to $100 million
This increase aligns with the increase to the per student multiplier (from $250 to $1,000) that occurred in 2017
Adds a Fast Growth Allotment of 0.04 for each student in ADA to support rapidly growing districts
Final methodology subject to TEA rulemaking
Open-enrollment charter schools are not eligible
The top 25% of districts by enrollment growth over three years are designated as “Fast Growth” and are eligible for the allotment
Utilizes current tax year property values (vs. prior tax year property values) for the local share calculation
This change almost completely eliminates the impact of property wealth on a district’s Tier One budget, so that Tier One is funded entirely based on formula determinations of student need and district characteristics
This change effectively rolls the “lag money” that previously resulted in varying amounts of revenue available to districts above or below formula entitlement into the basic allotment to equally benefit all districts
Repeals the Cost of Education Index (CEI), so districts no longer receive funding based on a decades old metric
Requires TEA to study geographic variations in resource costs and cost of education, including transportation
Establishes a Drop Out Recovery and Residential Facility Allotment
Adds $275 per student in ADA in a drop out recovery school or residential facility
Comp Ed funding is provided for students who are educationally disadvantaged (i.e. eligible for free and reduced-priced lunch)
Formula for Comp Ed increases from 0.20 to a range of 0.225-0.275 per student based on the census block group of the student’s home address
Requires TEA to enact rules for tiering criteria
Requires TEA to establish an Advisory Committee on the Comp Ed Spectrum approach
All public schools must investigate and report suspected abuse or solicitation of a student or minor regardless of a resignation. Schools must also terminate, or otherwise not hire, anyone listed on the registry
TEA is required to create a new Do Not Hire Registry and place individuals on the Registry
Were found to be ineligible due to having certain criminal history
Were found by the Commissioner to be a non-certified person who abused a student or minor, or solicited / engaged in an inappropriate relationship with a student or minor
Had a State Board for Educator Certification (SBEC) certificate previously revoked for abusing a student or minor, or soliciting / engaging in an inappropriate relationship with a student or minor
Districts must meet certain quality requirements when implementing their mentoring programs
Mentors must be trained, must cover specific topic areas with their mentees, and must have designated time to provide training to the new teachers whom they are mentoring
Mentors must work with new teachers immediately after they start and for their first two years as teachers
This increases the minimum salary schedule (MSS) by $5.5K-$9K per creditable year of service (CYS) Teacher Retirement System (TRS) contributions from the state for all who are subject to the MSS will be increased, reducing the amount LEAs fund out of their own budgets
Funding ranges from $3,000-$32,000 per teacher per year, using new Compensatory Education spectrum system
goal of a six-figure salary for teachers who prioritize teaching in high needs areas and rural district campuses
30% of a district’s budget increase must go to increases in compensation & 75% of this total must go to teachers, librarians, counselors, and nurses, with priority given to veteran classroom teachers (greater than 5 years experience)
