Texas 2017 - 85th Regular

Texas House Bill HB2209 Compare Versions

Version 1 (Old)

Version 2 (New)

Old	New	Differences
1	1	By: González of El Paso, Wu H.B. No. 2209
2	2	Substitute the following for H.B. No. 2209:
3	3	By: King of Hemphill C.S.H.B. No. 2209
4	4
5	5
6	6	A BILL TO BE ENTITLED
7	7	AN ACT
8	8	relating to improving training and staff development for primary
9	9	and secondary educators to enable them to more effectively serve
10	10	all students.
11	11	BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS:
12	12	SECTION 1. Section 21.001, Education Code, is amended to
13	13	read as follows:
14	14	Sec. 21.001. DEFINITIONS [DEFINITION]. In this chapter:
15	15	(1) "Commissioner"[, "commissioner"] includes a
16	16	person designated by the commissioner.
17	17	(2) "Universal design for learning" means a
18	18	scientifically valid framework for guiding educational practice
19	19	that:
20	20	(A) provides flexibility in the ways:
21	21	(i) information is presented;
22	22	(ii) students respond or demonstrate
23	23	knowledge and skills; and
24	24	(iii) students are engaged;
25	25	(B) reduces barriers in instruction;
26	26	(C) provides appropriate accommodations,
27	27	supports, and challenges; and
28	28	(D) maintains high achievement expectations for
29	29	all students, including students with disabilities and students of
30	30	limited English proficiency.
31	31	SECTION 2. Section 21.044, Education Code, is amended by
32	32	amending Subsections (a), (b), (c-1), and (g) and adding Subsection
33	33	(a-1) to read as follows:
34	34	(a) The board shall propose rules:
35	35	(1) specifying what each educator is expected to know
36	36	and be able to do, particularly with regard to students with
37	37	disabilities;
38	38	(2) establishing the training requirements a person
39	39	must accomplish to obtain a certificate, enter an internship, or
40	40	enter an induction-year program; and
41	41	(3) specifying[. The board shall specify] the minimum
42	42	academic qualifications required for a certificate.
43	43	(a-1) The minimum academic qualifications for a certificate
44	44	specified under Subsection (a) must require that the person
45	45	demonstrate:
46	46	(1) basic knowledge of each disability category under
47	47	the Individuals with Disabilities Education Act (20 U.S.C. Section
48	48	1400 et seq.) and how each category can affect student learning and
49	49	development; and
50	50	(2) competence in the use of evidence-based inclusive
51	51	instructional practices, including:
52	52	(A) universal design for learning principles;
53	53	(B) general and special education collaborative
54	54	and co-teaching models and approaches;
55	55	(C) multitiered systems of support, including
56	56	response to intervention strategies, classroom and school level
57	57	data-based collaborative structures, and evidence-based strategies
58	58	for intervention and progress monitoring systems in academic areas;
59	59	(D) classroom management techniques using
60	60	evidence-based behavioral intervention strategies and supports;
61	61	and
62	62	(E) appropriate adaptation strategies, including
63	63	accommodations, modifications, and instruction in the use of
64	64	assistive technology for instruction provided using universal
65	65	design for learning principles.
66	66	(b) The [Any] minimum academic qualifications for a
67	67	certificate specified under Subsection (a) [that require a person
68	68	to possess a bachelor's degree] must [also] require that the person
69	69	receive, as part of the training required to obtain that
70	70	certificate, instruction in detection and education of students
71	71	with dyslexia.
72	72	(c-1) The [Any] minimum academic qualifications for a
73	73	certificate specified under Subsection (a) [that require a person
74	74	to possess a bachelor's degree] must [also] require that the person
75	75	receive, as part of the training required to obtain that
76	76	certificate, instruction regarding mental health, substance abuse,
77	77	and youth suicide. The instruction required must:
78	78	(1) be provided through a program selected from the
79	79	list of recommended best practice-based programs established under
80	80	Section 161.325, Health and Safety Code; and
81	81	(2) include effective strategies for teaching and
82	82	intervening with students with mental or emotional disorders,
83	83	including de-escalation techniques and positive behavioral
84	84	interventions and supports.
85	85	(g) Each educator preparation program must provide
86	86	information regarding:
87	87	(1) the skills that educators are required to possess,
88	88	the responsibilities that educators are required to accept, and the
89	89	high expectations for all students, including students with
90	90	disabilities, in this state;
91	91	(2) the effect of supply and demand forces on the
92	92	educator workforce in this state;
93	93	(3) the performance over time of the educator
94	94	preparation program;
95	95	(4) the importance of building strong classroom
96	96	management skills; and
97	97	(5) the framework in this state for teacher and
98	98	principal evaluation, including the procedures followed in
99	99	accordance with Subchapter H.
100	100	SECTION 3. Section 21.0443(b), Education Code, is amended
101	101	to read as follows:
102	102	(b) To be eligible for approval or renewal of approval, an
103	103	educator preparation program:
104	104	(1) may use a universal design for learning framework
105	105	integrating inclusion for all students, including students with
106	106	disabilities, and evidence-based instruction and intervention
107	107	strategies throughout course work, clinical experiences, and
108	108	student teaching to [must] adequately prepare candidates for
109	109	educator certification; and
110	110	(2) must meet the standards and requirements of the
111	111	board.
112	112	SECTION 4. Section 21.045(a), Education Code, is amended to
113	113	read as follows:
114	114	(a) The board shall propose rules necessary to establish
115	115	standards to govern the continuing accountability of all educator
116	116	preparation programs based on the following information that is
117	117	disaggregated with respect to race, sex, and ethnicity:
118	118	(1) results of the certification examinations
119	119	prescribed under Section 21.048(a);
120	120	(2) performance based on the appraisal system for
121	121	beginning teachers adopted by the board;
122	122	(3) achievement, including improvement in
123	123	achievement, of all students, including students with
124	124	disabilities, taught by beginning teachers for the first three
125	125	years following certification, to the extent practicable;
126	126	(4) compliance with board requirements regarding the
127	127	frequency, duration, and quality of structural guidance and ongoing
128	128	support provided by field supervisors to candidates completing
129	129	student teaching, clinical teaching, or an internship; and
130	130	(5) results from a teacher satisfaction survey,
131	131	developed by the board with stakeholder input, of new teachers
132	132	performed at the end of the teacher's first year of teaching.
133	133	SECTION 5. Section 21.0453(a), Education Code, is amended
134	134	to read as follows:
135	135	(a) The board shall require an educator preparation program
136	136	to provide candidates for teacher certification with information
137	137	concerning the following:
138	138	(1) skills and responsibilities required of teachers
139	139	with regard to all students, including students with disabilities;
140	140	(2) expectations for student performance, including
141	141	students with disabilities, based on state standards;
142	142	(3) the current supply of and demand for teachers in
143	143	this state;
144	144	(4) the importance of developing classroom management
145	145	skills; and
146	146	(5) the state's framework for appraisal of teachers
147	147	and principals.
148	148	SECTION 6. Section 21.046(b), Education Code, is amended to
149	149	read as follows:
150	150	(b) The qualifications for certification as a principal
151	151	must be sufficiently flexible so that an outstanding teacher may
152	152	qualify by substituting approved experience and professional
153	153	training for part of the educational requirements. Supervised and
154	154	approved on-the-job experience in addition to required internship
155	155	shall be accepted in lieu of classroom hours. The qualifications
156	156	must emphasize:
157	157	(1) instructional leadership, including the ability
158	158	to create an inclusive school environment and to foster parent
159	159	involvement;
160	160	(2) administration, supervision, and communication
161	161	skills;
162	162	(3) curriculum and instruction management;
163	163	(4) performance evaluation;
164	164	(5) organization; and
165	165	(6) fiscal management.
166	166	SECTION 7. Section 21.047(c), Education Code, is amended to
167	167	read as follows:
168	168	(c) A center may develop and implement a comprehensive
169	169	field-based educator preparation program to supplement the
170	170	internship hours required in Section 21.050. This comprehensive
171	171	field-based teacher program must:
172	172	(1) be designed on the basis of current research into
173	173	state-of-the-art teaching practices applicable to all students,
174	174	including students with disabilities, curriculum theory and
175	175	application within diverse student populations, evaluation of
176	176	student outcomes, and the effective application of technology; and
177	177	(2) have rigorous internal and external evaluation
178	178	procedures that focus on content, delivery systems, and teacher and
179	179	student outcomes.
180	180	SECTION 8. Sections 21.051(b) and (f), Education Code, are
181	181	amended to read as follows:
182	182	(b) Before a school district may employ a candidate for
183	183	certification as a teacher of record, the candidate must complete
184	184	at least 15 hours of field-based experience in which the candidate
185	185	is actively engaged in instructional or educational activities
186	186	involving a diverse student population that, to the greatest extent
187	187	practicable, includes students with disabilities under supervision
188	188	at:
189	189	(1) a public school campus accredited or approved for
190	190	the purpose by the agency; or
191	191	(2) a private school recognized or approved for the
192	192	purpose by the agency.
193	193	(f) The board shall propose rules providing flexible
194	194	options for persons for any field-based experience or internship
195	195	required for certification. The options must, to the greatest
196	196	extent practicable, involve interaction with a diverse student
197	197	population, including students with disabilities.
198	198	SECTION 9. Section 21.4511(b), Education Code, is amended
199	199	to read as follows:
200	200	(b) The training under this section shall include training
201	201	relating to implementing curriculum and instruction that is aligned
202	202	with the foundation curriculum described by Section 28.002(a)(1)
203	203	and standards and expectations for college readiness, as determined
204	204	by State Board of Education rule under Section 28.008(d). In order
205	205	to create a classroom environment that meets the individual
206	206	learning needs of each student, the training may emphasize
207	207	inclusive collaborative strategies and providing instruction using
208	208	a universal design for learning framework to the greatest extent
209	209	practicable.
210	210	SECTION 10. This Act takes effect September 1, 2017.