HB 1926 Takes Another Step Forward

Late Wednesday night, the Senate passed their version of HB 1926 which makes changes to the Texas Virtual School Network (TxVSN). The Senate sponsor for HB 1926 is Senator Hegar.  In an earlier post I listed some of the provisions in the House version of the bill.

The Senate version:

• Requires a school or open-enrollment charter to notify parents once a year of their TxVSN policies
• Adds language that stipulates that only a school district or open-enrollment charter school is authorized to award course credit or a diploma for courses taken through the TxVSN
• Adds that a school district or open-enrollment charter has the discretion to select a course provider within the TxVSN for a particular course for their students
• Uses the definition of an “institution of higher education” found in 20.U.S.C. Section 1001
• Requires TEA to develop a comprehensive course numbering system for all courses offered through the TxVSN
• Requires the commissioner to consider comments from school district and open-enrollment charter school representatives before establishing a standard agreement that governs the cost and payment of funds between course providers and sending schools.  This is currently in statute but the House version stripped this language. The Senate version adds it back.
• Stipulates that nothing in Chapter 30A (education code) entitles a student who is not enrolled on a full-time basis in a school district or open-enrollment charter school to the benefits of the Foundation School Program
• Requires the TEA to conduct a broadband study to determine the network capabilities of each school district

Since the Senate version of HB 1926 is different than the House version, either the House will concur and accept the Senate version or they will have to go to conference committee to work out the differences. Both chambers will then have to pass the conference committee version by midnight on May 26th.

Tall order, but possible.

HCR 104 – Resolution Supporting the Use of Technology in Schools

Representative Angie Button

Update: (May 14th at 12:04 p.m. Central)  HCR 104 was heard in the Senate Ed. Committee and they recommended it to be placed on the local and consent calendar of the Senate.

 

Representative Angie Chen Button’s HCR 104 is being heard in the Senate Education Committee today. Senator Seliger is the Senate sponsor for this non-binding resolution. HCR 104 encourages school districts to adopt policies that promote the use of technology and technological devices in Texas classrooms. Representative Button has reached out to TCEA to support the use of technology in Texas schools. We collaborated with the representative to prepare the resolution. HCR 104 is intended to send a message to school districts that the legislature is supportive of the use of technology in Texas classrooms and that districts should continue to work toward the digital conversion of teaching and learning. HCR 104 passed the House on May 8th.

TCEA has testified in support of this resolution. Below are the written comments submitted to the House Technology Committee urging them to support the resolution.

The Texas Computer Education Association (TCEA) is pleased to support HCR 104. We believe that although technology has been in schools for many years, only now is there a convergence of factors that is creating a “tipping point” of the digital conversion of education.

Today’s students are finding the one-size-fits-all education model to be woefully inadequate for providing them with a student-centered, customized learning model that addresses the diversity of their backgrounds, interests, and learning goals. Students’ now desire to map their own learning journey by directing their path and choosing the mode of educational exploration that best fits their own personal style and interest.[i] Outside of the classroom, students are utilizing technologies that enable them to create personalized learning environments that directly fuel their individual learning passions in a modality that is highly customized to their learning needs.[ii]  Today’s students have digitally converted their personal lives outside of the classroom with the adoption and adaption of technology to communicate, collaborate, and connect with peers and experts.[iii] However, many schools do not provide a learning environment that matches what these students have created outside the school. There is a growing disconnect between how students learn and collaborate outside of school with how they learn and collaborate within the school. Students are consequently finding that their school experiences are not relevant and do not meet their needs.

This has not gone unnoticed by Texas educators, business leaders, and legislators. Steps have been taken in recent legislative sessions to begin to digitize the learning environment by providing more flexibility with funding that had been set aside for textbooks and technology. The legislature has also provided telecommunication discounts to assist Texas districts’ pursuit of robust broadband connectivity. The Texas Virtual School has given more opportunities for Texas students to take some of their classes online.  Many school districts are using these opportunities to increase the access to mobile devices in their classrooms and provide students with opportunities to engage with rich-media content.

For the past nine years, Project Tomorrow has conducted the Speak Up survey documenting the growth in teachers, students, parents, and administrator’s use of technology both inside and outside of the classroom. This national survey gives districts, educators, and parents a trend analysis of a birds’ eye view of the changing environment for digital learning. The most recent survey was conducted in the fall of 2012.

The Project Tomorrow researchers believe that the confluence of multiple factors are creating a “perfect storm” that is driving new excitement and enthusiasm for leveraging technology to transform teaching and learning.

The following are transformative factors that Project Tomorrow believes is driving a momentum toward a digital conversion of the teaching and learning process. [iv]

• Today’s teachers, administrators and parents are increasingly mobile-using, texting, tweeting social media devotees whose personal and professional lives are dependent upon Internet connectivity and online collaborative learning environments. In fact, a majority of teachers (52 percent), parents (57 percent) and district administrators (52 percent) are now regularly updating a social networking site, and many are using a personal mobile device such as a smartphone to do that.  This is creating an unprecedented “readiness” on the part of educators to adopt and adapt new technologies within learning.

• A continuation of the multi-year stagnation in funding for new education technology investments is now forcing school and district leaders to scrap many of the plans that have been on hold waiting for a resumption of funding.  Their new approach is to test innovative ways to leverage technology to increase revenue or decrease costs even though some of these approaches challenge conventional wisdom and long-held policy positions.  For example, with 74 percent of technology leaders acknowledging that their ed tech budgets are less today than in the 2008/09 school year, it is not surprising that administrators are re-thinking their hard stance against student owned mobile devices in class. In just one-year from 2011 to 2012, districts piloting a Bring Your Own Device (BYOD) approach increased by 47 percent.

• Digital tools and resources have transcended the classroom and are emerging strongly as key components of 21st century school-to-home communications.  Today’s administrators are increasingly looking to engage parents as co-teachers in the learning process, and thus, the linkages between home and school are more essential than ever before.  How the new “digital parent” wants to receive school communications is challenging many traditional assumptions.  Over one-third of parents (37 percent) now say that they would like their child’s teacher or school to communicate with them via text messaging; only 5 percent held that same view just two years ago.

• The clamor of the corporate employers for better skilled employees with work ready, global skills is at a fever pitch – and this is propelling many economically-minded school boards and mayors to put renewed pressures on school leaders for better student outcomes.  49 percent of administrators see leveraging technology through online learning, digital textbooks, and/or mobile devices, as a key driver for student success.

The Texas Speak Up survey data closely mirrors these national trends.  These four factors are true of Texas schools and districts. HCR 104 acknowledges that technology is changing the way we work and conduct our lives and that schools need to make the necessary changes to complete the digital conversion of teaching and learning in their classrooms. It is an imperative to the economic growth of the future of Texas students and the state as a whole.

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[i] Innovate to Educate: System [Re]Design for Personalized Learning, page 6

[ii] Speak Up 2011: Mapping a Personalized Learning Journey, Page 3

[iii] SpeakUp 2012:  From Chalkboard to Tablets: The Digital Conversion of the K-12 Classroom, Page 1

[iv] SpeakUp 2012:  From Chalkboard to Tablets: The Digital Conversion of the K-12 Classroom, Page 3-4

Seliger’s Amendment on HB 5 Has Positive Impact on the IMA

Senator Kel Seliger offered an amendment to HB 5 in the Texas Senate on May 6th that would have a positive effect on a school district’s use of the Instructional Materials Allotment (IMA).

School districts will not receive their 2013-2014 biennial IMA funding until September 1, 2013. This could potentially prevent schools from having the funds necessary to purchase instructional materials or technology that is needed for the beginning of the school year. Senator Seliger’s amendment requires that as soon as practical, the TEA commissioner would notify Texas school districts the amount of funds that will be placed in their IMA account for the upcoming school year. Districts could then purchase items using the IMA prior to September 1st, as long as the vendor is willing to delay payment for the items until after the official budget year begins. Without this amendment districts could incur a fine for this action.

The amendment and HB 5 passed unanimously. This amendment was not included in the House version of HB 5 so it will be up to the conference committee to decide if the amendment is in the final version of the bill. TCEA will advocate for this amendment stay in HB 5.

HB 1926: Virtual Bill on the Move

Several bills that would make changes to virtual or online education in Texas have been making their way through the legislative process.  HB 1926 by Representative Ken King, passed the House on third reading on Saturday, May 4, 2013. Below are some of the provisions of this bill.

Representative Ken King

• A school district or open-enrollment charter would be able to deny paying for a student to take a course via the TxVSN if the district offers a substantially similar course. 
• A school district or open-enrollment charter would not be required to pay for a student to take more than three year-long courses during any school year via the TxVSN. However, a student could elect to take more than three courses within a year at their own expense.
• TEA would be required to create a system in which districts may list distance learning courses the district offers and is seeking to inform other districts of the availability of their distance learning courses. The commissioner would not be able to set the price for the courses. It appears these courses would not be offered through the TxVSN.
• A nonprofit entity or private entity would be allowed to offer courses through the TxVSN if they possess prior successful experience offering online courses to elementary, middle, junitor high, or high school students and they meet all the requirements established by the administering authority.
• Open-enrollment charters would be course providers in the TxVSN if they are rated acceptable or higher and would serve only students within their service area. However, they would be able to offer courses outside their service area if they had an agreement with the student’s district to do so.
• The state would have the authority to enter into a reciprocity agreement with one or more states to facilitate expedited course approvals as long as the courses meet the state curriculum requirements.
• A course provider could not offer inducements such as equipment or anything of value to entice a student to take a course via the TxVSN.
• Additional reporting requirements for course providers would be established in HB 1926.
• The maximum cost which is currently at $400, was left unchanged by the bill.

HB 1926 will now go to the Senate for their consideration. SB 1298 authored by Senator Hegar was voted out of the Senate Education Committee but has not yet come up for a vote on the Senate floor. These two bills are not companion bills although they have a few similar features. At this time it is not known if HB 1926 will become the vehicle for changes to virtual education in Texas.

 

 

HB 642 Includes Professional Development on Technology

Update: HB 642 passed the House and has been assigned to the Senate Education Committee. (5/6/2013)

Please call your state representative and ask him/her to support HB 642. This bill will be voted on by the Texas House of Representatives on Tuesday, April 30th. To find out who represents you, insert your address on this form.  Call their Texas Capitol number.

Whoever answers the phone, tell them something similar to this:

“Hi my name is________. I am from the representative’s district. I want to urge the representative to support HB 642 on Tuesday, (April 30^th) on the House floor. This bill will encourage more professional development for the effective use of technology in Texas classrooms.” 

Background and Purpose:

Currently, establishing the process for continuing education requirements for classroom teachers is under the authority of the State Board of Education Certification (SBEC). Under SBEC rule, each classroom teacher is required to obtain 150 hours every five years in continuing professional education in order to renew their respective certifications. Principals and counselors are required to obtain 200 hours every five years in continuing professional education in order to renew their certifications, respectively. These requirements are extremely broad and oftentimes, not meaningful for current day public schools, classrooms and students.

HB 642 would require that as SBEC sets the certification renewal process, no more than 25% of continuing education requirements for classroom teachers, principals and counselors include instruction, within the five-year period, in the following: 

For teachers:

• Collecting and analyzing data to improve effectiveness in the classroom

• Recognizing early warning indicators of a student at risk of dropping out

• Integrating technology into classroom instruction 

• Educating diverse populations

• Furthering education in the subject area taught by the educator

For principals: 

• Effective and efficient management

• Recognizing early warning indicators of a student at risk of dropping out

• Integrating technology into campus curriculum and instruction

• Educating diverse student populations

• Providing instructional leadership

For counselors: 

• Assisting students in developing high school graduation plans

• Implementing dropout prevention strategies;

• Informing students concerning college admissions, including college financial aid resources and application procedures and career opportunities.

The bill would also require SBEC to link continuing education requirements for a classroom teacher to any area identified as needing improvement in the classroom teachers annual appraisal.

We know that data-driven decisions, identifying at-risk students, the integration of technology, working with diverse populations, and focusing on ones respective content area will improve classroom effectiveness and student achievement.  It is also true that principals and counselors must meet student and teacher needs moving into a new century of teaching and global competiveness.  House Bill 642 reflects those needs and ties them to already required continuing education requirements for these education professionals.

TCEA’s Testimony on HB 5 in Senate Education Committee

On April 16th, TCEA provided oral and written testimony at the Texas Senate Education Committee on HB 5. The oral testimony starts around 1:00 on the video. 

Below are the written comments submitted to the Texas Senate Education Committee on  HB 5.

 

The Texas Computer Education Association (TCEA) is pleased to support HB 5. We support the flexibility the bill provides for students and districts by providing a foundation high school program and the ability for students to achieve an endorsement in several areas. This will give students options, which are not present with the current high school program.

As the Senate amends HB 5, it is important to be aware that there are two curriculum strands that have technology-related courses: Career and Technical Education (CTE) and Technology Applications (TA).  The original version of both HB 5 and SB 3 only mentioned the courses in CTE. HB 5 was amended to add technology applications in the definition of applied STEM courses; however there were some additional amendments that were added to HB 5 on the House floor that mention career technical education, but do not reference the courses in the technology-applications strand. Students need to be able to choose from all of the courses that are related to technology in the high school enrichment curriculum. Therefore, we request that the Senate review HB 5 and add technology applications to the bill.

Texas has placed an emphasis on recruiting and attracting companies from other states, especially those companies who are helping design and engineer the next technological innovations. To ensure that Texans fill the new jobs that these companies will bring to our state, we need more students entering Texas universities and colleges prepared to study computer science and engineering. The belief has been that Texas students are equipped with the necessary technology literacy skills to function in college and a career. There is a growing concern, however, that although Texas students may know how to function online and operate consumer electronics, the vast majority of them have very little computational thinking skills.

The Bureau of Labor and Statistics estimates that by 2018, computing occupations in the United States will grow by 21%, or about 800,000 new jobs, which is more than double the growth rate of all occupations in the United States[1]. The National Science Foundation estimates that computer science will outpace all other science and engineering professions combined.  It is predicted that by 2018, over 71% of the STEM related jobs will be related to computing. However, according to the Texas Department of Labor, only 31% of the job openings in Texas that require computer science degrees can be filled. [2]

With less than 2% of all Texas high school students taking a computer science course for each of the last four years[3], Texas will never be able to meet the job demand for computer scientists if more students are not exposed to some type of computer science course in high school.  By ensuring that students can choose courses from the technology-applications strand to satisfy graduation requirements, this bill is an important step in preparing today’s students for tomorrow’s jobs.

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[1] Computing in the Core, http://www.computinginthecore.org/impacts/jobs-in-computing

[2] National Center for Information Technology, http://www.ncwit.org/edjobsmap

[3] PEIMS data from TEA

Texas Senate Business and Commerce Committee to Discuss Telecommunication Discounts

The 82nd Texas Legislature extended the telecommunication discounts that were

Senator John Carona – Chair of the Senate Business and Commerce Committee

established for Texas schools, libraries, and hospitals until January 2016. These discounts were originally established in 1995 in HB 2128. The Texas Senate Business and Commerce Committee is having a hearing on August 14, 2012 at 10:00 AM to discuss their interim charge to “Analyze the state of the telecommunication market in Texas,…”.

The committee will hear testimony from four different panels. One of the panels will provide information on the HB 2128 telecommunication discounts. TCEA has submitted written comments to the committee. More background and links to submitted testimony can be found at the Texas Senate Business and Commerce Committee Blog. You may watch the committee hearings by clicking on this link and then selecting the video feed for room E1.016.