87R4894 JES-D
By: West S.B. No. 1267
A BILL TO BE ENTITLED
AN ACT
relating to continuing education and training requirements for
educators and other school district personnel.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS:
SECTION 1. Section 7.058, Education Code, is amended to
read as follows:
Sec. 7.058. RESEARCH ON MATHEMATICS SKILLS ACQUISITION AND
PROGRAM EFFECTIVENESS. From funds appropriated for the purpose,
the commissioner shall award to one or more institutions that have
demonstrated an ability to conduct science-based research on
effective instructional strategies that improve student
performance in mathematics a grant to be used to:
(1) develop and identify research on mathematics
skills acquisition and student learning in mathematics;
(2) monitor the effectiveness of mathematics
achievement academies [professional development institutes] under
Section 21.4553 [21.455] based on performance in mathematics by the
students of teachers who have attended an academy [institute];
(3) examine the effect of mathematics achievement
academies [professional development institutes] on the classroom
performance of teachers who have attended an academy [institute];
(4) identify common practices used at high-performing
school campuses that lead to improved student performance in
mathematics; and
(5) develop research on cognitive development in
children concerning mathematics skills development.
SECTION 2. Section 11.175, Education Code, is amended by
adding Subsection (g) to read as follows:
(g) Notwithstanding Section 2054.5191, Government Code,
only the district's cybersecurity coordinator is required to
complete the cybersecurity training under that section on an annual
basis. Any other school district employee required to complete the
cybersecurity training shall complete the training as determined by
the district, in consultation with the district's cybersecurity
coordinator.
SECTION 3. Sections 21.054(d), (e), and (f), Education
Code, are amended to read as follows:
(d) Continuing education requirements for a classroom
teacher must provide that not more than [at least] 25 percent of the
training required every five years include instruction regarding:
(1) collecting and analyzing information that will
improve effectiveness in the classroom;
(2) recognizing early warning indicators that a
student may be at risk of dropping out of school;
(3) digital learning, digital teaching, and
integrating technology into classroom instruction;
(4) educating diverse student populations, including:
(A) [students who are eligible to participate in
special education programs under Subchapter A, Chapter 29;
[(B) students who are eligible to receive
educational services required under Section 504, Rehabilitation
Act of 1973 (29 U.S.C. Section 794);
[(C)] students with mental health conditions or
who engage in substance abuse;
(B) [(D)] students with intellectual or
developmental disabilities;
(C) [(E)] students who are educationally
disadvantaged; and
(D) [(F) students of limited English
proficiency; and
[(G)] students at risk of dropping out of school;
and
(5) understanding appropriate relationships,
boundaries, and communications between educators and students[;
and
[(6) how mental health conditions, including grief and
trauma, affect student learning and behavior and how
evidence-based, grief-informed, and trauma-informed strategies
support the academic success of students affected by grief and
trauma].
(e) Continuing education requirements for a principal must
provide that not more than [at least] 25 percent of the training
required every five years include instruction regarding:
(1) effective and efficient management, including:
(A) collecting and analyzing information;
(B) making decisions and managing time; and
(C) supervising student discipline and managing
behavior;
(2) recognizing early warning indicators that a
student may be at risk of dropping out of school;
(3) digital learning, digital teaching, and
integrating technology into campus curriculum and instruction;
(4) effective implementation of a comprehensive
school counseling program under Section 33.005;
(5) mental health programs addressing a mental health
condition;
(6) educating diverse student populations, including:
(A) [students who are eligible to participate in
special education programs under Subchapter A, Chapter 29;
[(B)] students with intellectual or
developmental disabilities;
[(C) students who are eligible to receive
educational services required under Section 504, Rehabilitation
Act of 1973 (29 U.S.C. Section 794);]
(B) [(D)] students with mental health conditions
or who engage in substance abuse;
(C) [(E)] students who are educationally
disadvantaged;
(D) [(F)] students of limited English
proficiency; and
(E) [(G)] students at risk of dropping out of
school; and
(7) preventing, recognizing, and reporting any sexual
conduct between an educator and student that is prohibited under
Section 21.12, Penal Code, or for which reporting is required under
Section 21.006 of this code[; and
[(8) how mental health conditions, including grief and
trauma, affect student learning and behavior and how
evidence-based, grief-informed, and trauma-informed strategies
support the academic success of students affected by grief and
trauma].
(f) Continuing education requirements for a counselor must
provide that not more than [at least] 25 percent of training
required every five years include instruction regarding:
(1) assisting students in developing high school
graduation plans;
(2) implementing dropout prevention strategies; and
(3) [informing students concerning:
[(A) college admissions, including college
financial aid resources and application procedures; and
[(B) career opportunities;
[(4) counseling students concerning mental health
conditions and substance abuse, including through the use of
grief-informed and trauma-informed interventions and crisis
management and suicide prevention strategies; and
[(5)] effective implementation of a comprehensive
school counseling program under Section 33.005.
SECTION 4. Sections 21.451(d), (d-1), and (d-3), Education
Code, are amended to read as follows:
(d) The staff development:
(1) may include training in:
(A) technology and digital learning; and
(B) positive behavior intervention and support
strategies, including classroom management, district discipline
policies, and the student code of conduct adopted under Chapter 37;
[and
[(C) digital learning;]
(2) subject to Subsection (e) and to Section 21.3541
and rules adopted under that section, must include training that is
evidence-based, as defined by Section 8101, Every Student Succeeds
Act (20 U.S.C. Section 7801), and that:
(A) relates to instruction of students with
disabilities, including students with disabilities who also have
other intellectual or mental health conditions; and
(B) is designed for educators who work primarily
outside the area of special education; and
(3) must include training on:
(A) suicide prevention;
(B) [recognizing signs of mental health
conditions and substance abuse;
[(C)] strategies for establishing and
maintaining positive relationships among students, including
conflict resolution;
[(D) how grief and trauma affect student learning
and behavior and how evidence-based, grief-informed, and
trauma-informed strategies support the academic success of
students affected by grief and trauma;] and
(C) [(E)] preventing, identifying, responding
to, and reporting incidents of bullying.
(d-1) The training required by Subsection (d)(3):
(1) must:
(A) be provided in accordance with the frequency
requirement adopted for the training under Section 21.4515; [:
[(i) on an annual basis, as part of a new
employee orientation, to all new school district and
open-enrollment charter school educators; and
[(ii) to existing school district and
open-enrollment charter school educators on a schedule adopted by
the agency by rule;] and
(B) use a best practice-based program
recommended by the Health and Human Services Commission in
coordination with the agency under Section 38.351; and
(2) may include two or more listed topics together.
(d-3) The technology and digital learning training provided
by Subsection (d)(1)(A) [(d)(1)(E)] must:
(1) discuss basic technology proficiency expectations
and methods to increase an educator's digital literacy; and
(2) assist an educator in the use of digital
technology in learning activities that improve teaching,
assessment, and instructional practices.
SECTION 5. Subchapter J, Chapter 21, Education Code, is
amended by adding Sections 21.4514 and 21.4515 to read as follows:
Sec. 21.4514. CONTINUING EDUCATION AND TRAINING
CLEARINGHOUSE. (a) The State Board for Educator Certification
shall develop and publish a comprehensive clearinghouse of
information regarding continuing education and training
requirements of:
(1) educators; and
(2) other school personnel.
(b) The clearinghouse must include the recommendations of
the State Board for Educator Certification regarding the frequency
for the completion of each continuing education or training by
educators or other school personnel based on best practices and
industry recommendations for the provision of that continuing
education or training.
Sec. 21.4515. FREQUENCY REQUIREMENTS FOR COMPLETION OF
TRAININGS. (a) The board of trustees of a school district and the
governing body of an open-enrollment charter school, to the extent
applicable, shall annually review the clearinghouse developed
under Section 21.4514 and adopt frequency requirements for the
completion of each required continuing education or training for
which a frequency is not provided by statute. In adopting the
frequency requirements, the board of trustees or the governing body
must consider the recommendations provided in the clearinghouse but
may adjust the required frequency for the completion of each
continuing education or training to best meet the needs of the
district or school.
(b) To the extent of any conflict, a frequency requirement
for the completion of continuing education or training adopted by
the board of trustees of a school district or the governing body of
an open-enrollment charter school under Subsection (a) prevails
over a state agency rule regarding a required frequency for the
completion of continuing education or training for which a required
frequency is not provided by statute, including a rule requiring
training on exposure to bloodborne pathogens.
SECTION 6. Section 21.4552, Education Code, is amended by
amending Subsections (a), (b), and (c) and adding Subsection (b-1)
to read as follows:
(a) The commissioner shall develop and make available
literacy achievement academies for teachers who provide reading
instruction to students at any grade level [at the kindergarten or
first, second, or third grade level].
(b) A literacy achievement academy developed under this
section:
(1) for teachers who provide reading instruction to
students at the kindergarten or first, second, or third grade
level:
(A) [(1)] must include training in:
(i) [(A)] effective and systematic
instructional practices in reading, including phonemic awareness,
phonics, fluency, vocabulary, and comprehension; and
(ii) [(B)] the use of empirically validated
instructional methods that are appropriate for struggling readers;
and
(B) [(2)] may include training in effective
instructional practices in writing;
(2) for teachers who provide reading instruction to
students at the fourth or fifth grade level:
(A) must include effective instructional
practices that promote student development of reading
comprehension and inferential and critical thinking;
(B) must provide training in the use of
empirically validated instructional methods that are appropriate
for struggling readers; and
(C) may include material on writing instruction;
(3) for teachers who provide reading instruction to
students at the seventh or eighth grade level, must include
training in:
(A) administration of the reading instrument
required by Section 28.006(c-1); and
(B) interpretation of the results of the reading
instrument required by Section 28.006(c-1) and strategies, based on
scientific research regarding effective reading instruction, for
long-term intensive intervention to target identified student
needs in word recognition, vocabulary, fluency, and comprehension;
(4) for teachers who provide reading instruction to
students at the sixth, seventh, or eighth grade level, must include
training in:
(A) strategies to be implemented in English
language arts and other subject areas for multisyllable word
reading, vocabulary development, and comprehension of expository
and narrative text;
(B) an adaptation framework that enables
teachers to respond to differing student strengths and needs,
including adaptations for students of limited English proficiency
or students receiving special education services under Subchapter
A, Chapter 29;
(C) collaborative strategies to increase active
student involvement and motivation to read; and
(D) other areas identified by the commissioner as
essential components of reading instruction; and
(5) for teachers who provide instruction in
mathematics, science, or social studies to students at the sixth,
seventh, or eighth grade level, must include training in:
(A) strategies for incorporating reading
instruction into the curriculum for the subject area taught by the
teacher; and
(B) other areas identified by the commissioner.
(b-1) The completion of a literacy achievement academy
under this section by an educator who teaches students with
dyslexia satisfies the training requirement under Section
21.054(b).
(c) The commissioner shall adopt criteria for selecting
teachers who may attend a literacy achievement academy. In adopting
selection criteria under this subsection, the commissioner shall:
(1) require a teacher to attend a literacy achievement
academy if the teacher provides instruction in reading,
mathematics, science, or social studies to students at the sixth,
seventh, or eighth grade level at a campus that fails to satisfy any
standard under Section 39.054(e) on the basis of student
performance on the reading assessment instrument administered
under Section 39.023(a) to students in any grade level at the
campus;
(2) grant [granting a] priority to teachers employed
by a school district at a campus at which 50 percent or more of the
students enrolled are educationally disadvantaged; and
(3) [(2)] provide a process through which a teacher
not employed at a campus described by Subdivision (2) [(1)] may
attend the academy if the academy has available space and the school
district employing the teacher pays the costs of the teacher's
attendance.
SECTION 7. Sections 21.4553(a) and (b), Education Code, are
amended to read as follows:
(a) The commissioner shall develop and make available
mathematics achievement academies for teachers who provide
mathematics instruction to students at any grade level [the
kindergarten or first, second, or third grade level].
(b) A mathematics achievement academy developed under this
section must, if appropriate for the grade level at which the
teacher provides instruction, include training in:
(1) effective and systematic instructional practices
in mathematics, including problem solving, the place value system,
whole number operations, and fractions;
(2) the underlying mathematical skills required to be
taught; and
(3) mathematical instruction techniques that, through
scientific testing, have been proven effective.
SECTION 8. Subchapter J, Chapter 21, Education Code, is
amended by adding Section 21.4571 to read as follows:
Sec. 21.4571. TEXAS ENGLISH LANGUAGE PROFICIENCY
ASSESSMENT SYSTEM TRAINING. (a) The commissioner may not require a
school district employee to repeat training the employee has
previously successfully completed related to administering the
Texas English Language Proficiency Assessment System, except that
the commissioner may require the employee to complete training
consisting of online calibration activities if the administration
of or assessment using the Texas English Language Proficiency
Assessment System has changed since the employee completed the
training.
(b) The school district employee assigned to oversee the
administration of the Texas English Language Proficiency
Assessment System at a district campus may, with discretion,
require other district employees involved in administering the
Texas English Language Proficiency Assessment System to complete
training described by Subsection (a).
(c) A school district employee may not be required to
complete a training described by Subsection (a) in one sitting.
SECTION 9. Sections 21.458(b) and (b-1), Education Code,
are amended to read as follows:
(b) The commissioner shall adopt rules necessary to
administer this section, including rules concerning the duties and
qualifications of a teacher who serves as a mentor and the number of
classroom teachers that may be assigned to a mentor. The rules
concerning qualifications must require that to serve as a mentor a
teacher must:
(1) complete a research-based mentor and induction
training program approved by the commissioner;
(2) complete a mentor training program provided by the
district, which the district may allow to be satisfied by
completing the training program described by Subdivision (1);
(3) have at least three complete years of teaching
experience with a superior record of assisting students, as a
whole, in achieving improvement in student performance; and
(4) demonstrate interpersonal skills, instructional
effectiveness, and leadership skills.
(b-1) A school district must provide training as described
by Subsection (b)(2) to mentor teachers and any appropriate
district and campus employees who work with the classroom teacher
or supervise the classroom teacher. A district may allow a training
program approved by the commissioner under Subsection (b)(1) to
qualify for the training required by this section. The training
must be completed by the mentor teacher and the district and campus
employees before the beginning of the school year. The district
shall also provide supplemental training to mentor teachers and
employees during the school year. The training must include
content related to best mentorship practices.
SECTION 10. Section 22.902, Education Code, is amended by
amending Subsection (a) and adding Subsection (c-1) to read as
follows:
(a) A school district shall [annually] make available to
district employees and volunteers instruction in the principles and
techniques of cardiopulmonary resuscitation and the use of an
automated external defibrillator, as defined by Section 779.001,
Health and Safety Code.
(c-1) Each school district shall adopt procedures for each
person required to be certified under Subsection (c) to submit
proof of current certification. Procedures adopted by a district
under this section must include the time and manner in which proof
of current certification must be submitted.
SECTION 11. Section 28.006(g-1), Education Code, is amended
to read as follows:
(g-1) A school district shall provide additional reading
instruction and intervention to each student in seventh grade
assessed under Subsection (c-1), as appropriate to improve the
student's reading skills in the relevant areas identified through
the assessment instrument. Training and support for activities
required by this subsection shall be provided by regional education
service centers and teacher literacy achievement [reading]
academies established under Section 21.4552 [21.4551], and may be
provided by other public and private providers.
SECTION 12. Section 28.0062(a), Education Code, is amended
to read as follows:
(a) Each school district and open-enrollment charter school
shall:
(1) provide for the use of a phonics curriculum that
uses systematic direct instruction in kindergarten through third
grade to ensure all students obtain necessary early literacy
skills;
(2) ensure that:
(A) not later than the 2022-2023 [2021-2022]
school year, each classroom teacher in kindergarten or first,
second, or third grade and each principal at a campus with
kindergarten or first, second, or third grade has attended a
teacher literacy achievement academy developed under Section
21.4552; and
(B) each classroom teacher and each principal
initially employed in a grade level or at a campus described by
Paragraph (A) for the 2022-2023 [2021-2022] school year or a
subsequent school year has attended a teacher literacy achievement
academy developed under Section 21.4552 before the teacher's or
principal's first year of placement in that grade level or campus;
and
(3) certify to the agency that the district or school:
(A) prioritizes placement of highly effective
teachers in kindergarten through second grade; and
(B) has integrated reading instruments used to
diagnose reading development and comprehension to support each
student in prekindergarten through third grade.
SECTION 13. Section 29.063, Education Code, is amended by
adding Subsection (e) to read as follows:
(e) The agency may not require members of a language
proficiency assessment committee to complete training to serve on
that committee.
SECTION 14. Sections 33.202(b) and (c), Education Code, are
amended to read as follows:
(b) The following persons must satisfactorily complete the
safety training program in accordance with the frequency
requirement adopted under Section 21.4515:
(1) a coach, trainer, or sponsor for an
extracurricular athletic activity; and
(2) [except as provided by Subsection (f), a physician
who is employed by a school or school district or who volunteers to
assist with an extracurricular athletic activity; and
[(3)] a director responsible for a school marching
band.
(c) The safety training program must include:
(1) certification of participants by the American Red
Cross, the American Heart Association, or a similar organization or
by the University Interscholastic League;
(2) current training in:
(A) emergency action planning;
(B) [cardiopulmonary resuscitation if the person
is not required to obtain certification under Section 33.086;
[(C)] communicating effectively with 9-1-1
emergency service operators and other emergency personnel; and
(C) [(D)] recognizing symptoms of potentially
catastrophic injuries, including head and neck injuries,
concussions, injuries related to second impact syndrome, asthma
attacks, heatstroke, cardiac arrest, and injuries requiring use of
a defibrillator; and
(3) [at least once each school year,] a safety drill
that incorporates the training described by Subdivision (2) and
simulates various injuries described by Subdivision (2)(C)
[(2)(D)].
SECTION 15. Section 37.0831(b), Education Code, is amended
to read as follows:
(b) A dating violence policy must:
(1) include a definition of dating violence that
includes the intentional use of physical, sexual, verbal, or
emotional abuse by a person to harm, threaten, intimidate, or
control another person in a dating relationship, as defined by
Section 71.0021, Family Code; and
(2) address safety planning, enforcement of
protective orders, school-based alternatives to protective orders,
training for teachers and administrators at each district campus
that instructs students in grade six or higher, counseling for
affected students, and awareness education for students and
parents.
SECTION 16. Sections 38.0041(c) and (d), Education Code,
are amended to read as follows:
(c) The methods under Subsection (b)(1) for increasing
awareness of issues regarding sexual abuse, sex trafficking, and
other maltreatment of children must include training, as provided
by this subsection, concerning prevention techniques for and
recognition of sexual abuse, sex trafficking, and all other
maltreatment of children, including the sexual abuse, sex
trafficking, and other maltreatment of children with significant
cognitive disabilities. The training:
(1) must be provided in accordance with the frequency
requirement adopted for the training under Section 21.4515 [, as
part of a new employee orientation, to all new school district and
open-enrollment charter school employees and to existing district
and open-enrollment charter school employees on a schedule adopted
by the agency by rule until all district and open-enrollment
charter school employees have taken the training]; and
(2) must include training concerning:
(A) factors indicating a child is at risk for
sexual abuse, sex trafficking, or other maltreatment;
(B) likely warning signs indicating a child may
be a victim of sexual abuse, sex trafficking, or other
maltreatment;
(C) internal procedures for seeking assistance
for a child who is at risk for sexual abuse, sex trafficking, or
other maltreatment, including referral to a school counselor, a
social worker, or another mental health professional;
(D) techniques for reducing a child's risk of
sexual abuse, sex trafficking, or other maltreatment; and
(E) community organizations that have relevant
existing research-based programs that are able to provide training
or other education for school district or open-enrollment charter
school staff members, students, and parents.
(d) For any training under Subsection (c), each school
district and open-enrollment charter school shall maintain records
that include the number [name] of [each] district or charter school
staff members [member] who participated in the training.
SECTION 17. Section 38.030(g), Education Code, is amended
to read as follows:
(g) The course of instruction for training described under
Subsection (f) may [not] be provided as an online course. The
course of instruction must use nationally recognized,
evidence-based guidelines for bleeding control and must
incorporate instruction on the psychomotor skills necessary to use
a bleeding control station in the event of an injury to another
person, including instruction on proper chest seal placement.
SECTION 18. Section 38.036, Education Code, is amended by
amending Subsections (c) and (d) and adding Subsection (c-1) to
read as follows:
(c) The methods under Subsection (b)(1) for increasing
awareness and implementation of trauma-informed care must include
training as provided by this subsection. The training must:
(1) be provided:
(A) [(1)] through a program selected from the
list of recommended best practice-based programs and
research-based practices established under Section 38.351
[161.325, Health and Safety Code]; and
(B) in accordance with the frequency requirement
adopted for the training under Section 21.4515 [(2) as part of any
new employee orientation for all new school district educators];
and
(2) address how grief and trauma affect student
learning and behavior and how evidence-based, grief-informed, and
trauma-informed strategies support the academic success of
students affected by grief and trauma
[(3) to existing school district educators on a
schedule adopted by the agency by rule that requires educators to be
trained at intervals necessary to keep educators informed of
developments in the field].
(c-1) The training under Subsection (c) may include two or
more listed topics together.
(d) For any training under Subsection (c), each school
district shall maintain records that include the number [name] of
[each] district staff members [member] who participated in the
training.
SECTION 19. Section 38.210(b), Education Code, is amended
to read as follows:
(b) Training required under this section must:
(1) include information on:
(A) recognizing the signs and symptoms of
anaphylaxis;
(B) administering an epinephrine auto-injector;
(C) implementing emergency procedures, if
necessary, after administering an epinephrine auto-injector; and
(D) properly disposing of used or expired
epinephrine auto-injectors; [and]
(2) be provided in a formal training session or
through online education; and
(3) be provided before the beginning of the school
year or as soon as practicable following:
(A) the enrollment of a student with a diagnosed
food allergy at risk for anaphylaxis at a campus that previously had
no students with a diagnosed food allergy at risk for anaphylaxis;
or
(B) a diagnosis of a student with a food allergy
that makes the student at risk for anaphylaxis at a campus that
previously had no students with a diagnosed food allergy at risk for
anaphylaxis [and be completed annually].
SECTION 20. Section 38.351(h), Education Code, is amended
to read as follows:
(h) If a school district provides the training under
Subsection (g), the school district shall:
(1) require completion of the training in accordance
with the frequency requirement established for that training under
Section 21.4515 [a school district employee described under that
subsection must participate in the training at least one time]; and
(2) [the school district shall] maintain records that
include the number of [name of each] district employees [employee]
who participated in the training.
SECTION 21. Section 39.0304, Education Code, is amended by
amending Subsection (a) and adding Subsections (b-1) and (b-2) to
read as follows:
(a) To ensure that each administration of assessment
instruments under Section 39.023 is valid, reliable, and in
compliance with the requirements of this subchapter, the
commissioner may require training for school district employees
involved in the administration of the assessment instruments,
subject to Subsection (b-1).
(b-1) The commissioner may only require the employee at each
district campus who oversees the administration of the assessment
instruments to annually receive the training required under
Subsection (a).
(b-2) The school district employee who oversees test
administration on a district campus may, with discretion, require
other district employees involved in the administration of
assessment instruments to repeat the training under Subsection (a).
SECTION 22. Section 39.408, Education Code, is amended to
read as follows:
Sec. 39.408. ELIGIBILITY CRITERIA FOR CERTAIN GRANT
PROGRAMS. A school district or campus is eligible to participate in
programs under Sections [21.4541,] 29.095[,] and 29.096 if the
district or campus exhibited during each of the three preceding
school years characteristics that strongly correlate with high
dropout rates.
SECTION 23. The following provisions of the Education Code
are repealed:
(1) Section 21.054(d-2), as amended by Chapter 464
(S.B. 11) and Chapter 352 (H.B. 18), Acts of the 86th Legislature,
Regular Session, 2019;
(2) Section 21.054(e-2);
(3) Section 21.454;
(4) Section 21.4541;
(5) Section 21.455;
(6) Section 21.4551;
(7) Section 21.4554;
(8) Section 21.457;
(9) Section 28.013(d);
(10) Section 33.086;
(11) Sections 33.202(d), (e), and (f);
(12) Section 34.0021; and
(13) Section 38.036(e).
SECTION 24. To the extent of any conflict, this Act prevails
over another Act of the 87th Legislature, Regular Session, 2021,
relating to nonsubstantive additions to and corrections in enacted
codes.
SECTION 25. (a) Not later than June 1, 2022, the State
Board for Educator Certification shall develop the continuing
education and training clearinghouse required by Section 21.4514,
Education Code, as added by this Act.
(b) Not later than August 1, 2022, each school district
shall establish frequency requirements for continuing education
and training for district personnel in accordance with Section
21.4515, Education Code, as added by this Act. District personnel
who are required to complete continuing education or training that
is subject to Section 21.4515, Education Code, as added by this Act,
must complete the continuing education or training in accordance
with the frequency requirement established under Section 21.4515,
Education Code, as added by this Act, beginning with the 2022-2023
school year.
(c) Except as provided by Subsection (b) of this section,
this Act applies beginning with the 2021-2022 school year.
SECTION 26. This Act takes effect immediately if it
receives a vote of two-thirds of all the members elected to each
house, as provided by Section 39, Article III, Texas Constitution.
If this Act does not receive the vote necessary for immediate
effect, this Act takes effect September 1, 2021.