Texas 2021 - 87th Regular

Texas Senate Bill SB180 Compare Versions

Version 1 (Old)

Version 2 (New)

Old	New		Differences
	1	+	87R636 CAE-F
1	2		By: Lucio S.B. No. 180
2		-	(In the Senate - Filed November 12, 2020; March 3, 2021,
3		-	read first time and referred to Committee on Education;
4		-	April 30, 2021, reported favorably by the following vote: Yeas 10,
5		-	Nays 0; April 30, 2021, sent to printer.)
6		-	Click here to see the committee vote
7	3
8	4
9	5		A BILL TO BE ENTITLED
10	6		AN ACT
11	7		relating to improving training and staff development for primary
12	8		and secondary educators to enable them to more effectively serve
13	9		all students.
14	10		BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS:
15	11		SECTION 1. Section 21.001, Education Code, is amended by
16	12		adding Subdivision (4) to read as follows:
17	13		(4) "Student with a disability" means a student who
18	14		is:
19	15		(A) eligible to participate in a school
20	16		district's special education program under Section 29.003;
21	17		(B) covered by Section 504, Rehabilitation Act of
22	18		1973 (29 U.S.C. Section 794); or
23	19		(C) covered by the Individuals with Disabilities
24	20		Education Act (20 U.S.C. Section 1400 et seq.).
25	21		SECTION 2. Section 21.044, Education Code, is amended by
26	22		amending Subsections (a), (b), (c-1), and (g) and adding Subsection
27	23		(a-1) to read as follows:
28	24		(a) The board shall propose rules:
29	25		(1) specifying what each educator is expected to know
30	26		and be able to do, particularly with regard to students with
31	27		disabilities;
32	28		(2) establishing the training requirements a person
33	29		must accomplish to obtain a certificate, enter an internship, or
34	30		enter an induction-year program; and
35	31		(3) specifying[. The board shall specify] the minimum
36	32		academic qualifications required for a certificate.
37	33		(a-1) Any training requirements for a certificate specified
38	34		under Subsection (a) must require that the person demonstrate:
39	35		(1) basic knowledge of:
40	36		(A) each disability category under the
41	37		Individuals with Disabilities Education Act (20 U.S.C. Section 1400
42	38		et seq.) and how each category can affect student learning and
43	39		development; and
44	40		(B) conditions that may be considered a
45	41		disability under Section 504, Rehabilitation Act of 1973 (29 U.S.C.
46	42		Section 794), and how a condition covered by that section can affect
47	43		student learning and development;
48	44		(2) competence in the use of proactive instructional
49	45		planning techniques that:
50	46		(A) provide flexibility in the ways:
51	47		(i) information is presented;
52	48		(ii) students respond or demonstrate
53	49		knowledge and skills; and
54	50		(iii) students are engaged;
55	51		(B) reduce barriers in instruction;
56	52		(C) provide appropriate accommodations,
57	53		supports, and challenges; and
58	54		(D) maintain high achievement expectations for
59	55		all students, including students with disabilities and students of
60	56		limited English proficiency; and
61	57		(3) competence in the use of evidence-based inclusive
62	58		instructional practices, including:
63	59		(A) general and special education collaborative
64	60		and co-teaching models and approaches;
65	61		(B) multitiered systems of support, including
66	62		response to intervention strategies, classroom and school level
67	63		data-based collaborative structures, and evidence-based strategies
68	64		for intervention and progress monitoring systems in academic areas;
69	65		(C) classroom management techniques using
70	66		evidence-based behavioral intervention strategies and supports;
71	67		and
72	68		(D) appropriate adaptation strategies, including
73	69		accommodations, modifications, and instruction in the use of
74	70		assistive technology for instruction.
75	71		(b) The [Any] minimum academic qualifications for a
76	72		certificate specified under Subsection (a) [that require a person
77	73		to possess a bachelor's degree] must [also] require that the person
78	74		receive, as part of the training required to obtain that
79	75		certificate, instruction in detection and education of students
80	76		with dyslexia.
81	77		(c-1) The [Any] minimum academic qualifications for a
82	78		certificate specified under Subsection (a) [that require a person
83	79		to possess a bachelor's degree] must [also] require that the person
84	80		receive, as part of the training required to obtain that
85	81		certificate, instruction regarding mental health, substance abuse,
86	82		and youth suicide. The instruction required must:
87	83		(1) be provided through:
88	84		(A) a program selected from the list of
89	85		recommended best practice-based programs and research-based
90	86		practices established under Section 38.351; or
91	87		(B) a course offered by any accredited public or
92	88		private postsecondary educational institution as part of a degree
93	89		program; and
94	90		(2) include effective strategies, including
95	91		de-escalation techniques and positive behavioral interventions and
96	92		supports, for teaching and intervening with students with mental
97	93		health conditions or who engage in substance abuse.
98	94		(g) Each educator preparation program must provide
99	95		information regarding:
100	96		(1) the skills that educators are required to possess,
101	97		the responsibilities that educators are required to accept, and the
102	98		high expectations for all students, including students with
103	99		disabilities, in this state;
104	100		(2) the effect of supply and demand forces on the
105	101		educator workforce in this state;
106	102		(3) the performance over time of the educator
107	103		preparation program;
108	104		(4) the importance of building strong classroom
109	105		management skills;
110	106		(5) the framework in this state for teacher and
111	107		principal evaluation, including the procedures followed in
112	108		accordance with Subchapter H; and
113	109		(6) appropriate relationships, boundaries, and
114	110		communications between educators and students.
115	111		SECTION 3. Section 21.0443(b), Education Code, is amended
116	112		to read as follows:
117	113		(b) To be eligible for approval or renewal of approval, an
118	114		educator preparation program must:
119	115		(1) incorporate proactive instructional planning
120	116		techniques throughout course work and across content areas using a
121	117		framework that:
122	118		(A) provides flexibility in the ways:
123	119		(i) information is presented;
124	120		(ii) students respond or demonstrate
125	121		knowledge and skills; and
126	122		(iii) students are engaged;
127	123		(B) reduces barriers in instruction;
128	124		(C) provides appropriate accommodations,
129	125		supports, and challenges; and
130	126		(D) maintains high achievement expectations for
131	127		all students, including students with disabilities and students of
132	128		limited English proficiency;
133	129		(2) integrate inclusive practices for all students,
134	130		including students with disabilities, and evidence-based
135	131		instruction and intervention strategies throughout course work,
136	132		clinical experience, and student teaching;
137	133		(3) adequately prepare candidates for educator
138	134		certification; and
139	135		(4) meet the standards and requirements of the board.
140	136		SECTION 4. Section 21.045(a), Education Code, is amended to
141	137		read as follows:
142	138		(a) The board shall propose rules necessary to establish
143	139		standards to govern the continuing accountability of all educator
144	140		preparation programs based on the following information that is
145	141		disaggregated with respect to race, sex, and ethnicity:
146	142		(1) results of the certification examinations
147	143		prescribed under Section 21.048(a);
148	144		(2) performance based on the appraisal system for
149	145		beginning teachers adopted by the board;
150	146		(3) achievement, including improvement in
151	147		achievement, of all students, including students with
152	148		disabilities, taught by beginning teachers for the first three
153	149		years following certification, to the extent practicable;
154	150		(4) compliance with board requirements regarding the
155	151		frequency, duration, and quality of structural guidance and ongoing
156	152		support provided by field supervisors to candidates completing
157	153		student teaching, clinical teaching, or an internship; and
158	154		(5) results from a teacher satisfaction survey,
159	155		developed by the board with stakeholder input, of new teachers
160	156		performed at the end of the teacher's first year of teaching.
161	157		SECTION 5. Section 21.0453(a), Education Code, is amended
162	158		to read as follows:
163	159		(a) The board shall require an educator preparation program
164	160		to provide candidates for teacher certification with information
165	161		concerning the following:
166	162		(1) skills and responsibilities required of teachers
167	163		with regard to all students, including students with disabilities;
168	164		(2) expectations for student performance, including
169	165		students with disabilities, based on state standards;
170	166		(3) the current supply of and demand for teachers in
171	167		this state;
172	168		(4) the importance of developing classroom management
173	169		skills; and
174	170		(5) the state's framework for appraisal of teachers
175	171		and principals.
176	172		SECTION 6. Section 21.046(b), Education Code, is amended to
177	173		read as follows:
178	174		(b) The qualifications for certification as a principal
179	175		must be sufficiently flexible so that an outstanding teacher may
180	176		qualify by substituting approved experience and professional
181	177		training for part of the educational requirements. Supervised and
182	178		approved on-the-job experience in addition to required internship
183	179		shall be accepted in lieu of classroom hours. The qualifications
184	180		must emphasize:
185	181		(1) instructional leadership, including the ability
186	182		to create an inclusive school environment and to foster parent
187	183		involvement;
188	184		(2) administration, supervision, and communication
189	185		skills;
190	186		(3) curriculum and instruction management, including
191	187		curriculum and instruction management for students with
192	188		disabilities;
193	189		(4) performance evaluation;
194	190		(5) organization; and
195	191		(6) fiscal management.
196	192		SECTION 7. Section 21.047(c), Education Code, is amended to
197	193		read as follows:
198	194		(c) A center may develop and implement a comprehensive
199	195		field-based educator preparation program to supplement the
200	196		internship hours required in Section 21.050. This comprehensive
201	197		field-based teacher program must:
202	198		(1) be designed on the basis of current research into
203	199		state-of-the-art teaching practices applicable to all students,
204	200		including students with disabilities, curriculum theory and
205	201		application within diverse student populations, evaluation of
206	202		student outcomes, and the effective application of technology; and
207	203		(2) have rigorous internal and external evaluation
208	204		procedures that focus on content, delivery systems, and teacher and
209	205		student outcomes.
210	206		SECTION 8. Sections 21.051(b) and (f), Education Code, are
211	207		amended to read as follows:
212	208		(b) Before a school district may employ a candidate for
213	209		certification as a teacher of record and, except as provided by
214	210		Subsection (b-1), after the candidate's admission to an educator
215	211		preparation program, the candidate must complete at least 15 hours
216	212		of field-based experience in which the candidate is actively
217	213		engaged in instructional or educational activities involving a
218	214		diverse student population that, to the greatest extent
219	215		practicable, includes students with disabilities under supervision
220	216		at:
221	217		(1) a public school campus accredited or approved for
222	218		the purpose by the agency; or
223	219		(2) a private school recognized or approved for the
224	220		purpose by the agency.
225	221		(f) The board shall propose rules providing flexible
226	222		options for persons for any field-based experience or internship
227	223		required for certification. The options must, to the greatest
228	224		extent practicable, involve interaction with a diverse student
229	225		population, including students with disabilities.
230	226		SECTION 9. Section 21.451, Education Code, is amended by
231	227		adding Subsection (a-2) to read as follows:
232	228		(a-2) In designing the staff development described by
233	229		Subsection (a), a school district must use procedures that, to the
234	230		greatest extent possible, ensure the training included in the staff
235	231		development:
236	232		(1) incorporates proactive instructional planning
237	233		techniques using a framework that:
238	234		(A) provides flexibility in the ways:
239	235		(i) information is presented;
240	236		(ii) students respond or demonstrate
241	237		knowledge and skills; and
242	238		(iii) students are engaged;
243	239		(B) reduces barriers in instruction;
244	240		(C) provides appropriate accommodations,
245	241		supports, and challenges; and
246	242		(D) maintains high achievement expectations for
247	243		all students, including students with disabilities and students of
248	244		limited English proficiency; and
249	245		(2) integrates inclusive and evidence-based
250	246		instructional practices for all students, including students with
251	247		disabilities.
252	248		SECTION 10. This Act takes effect September 1, 2021.
253		-	* * * * *