Texas 2025 - 89th Regular

Texas House Bill HB4193 Compare Versions

Only one version of the bill is available at this time.

Old	New	Differences
1	1	89R5376 PRL-D
2	2	By: González of El Paso H.B. No. 4193
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7	7	A BILL TO BE ENTITLED
8	8	AN ACT
9	9	relating to measures for ensuring safety and security in public
10	10	schools, including certain training for school district personnel
11	11	and parents of certain students.
12	12	BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS:
13	13	SECTION 1. Section 21.044(a-1), Education Code, is amended
14	14	to read as follows:
15	15	(a-1) Any training requirements for a certificate specified
16	16	under Subsection (a) must require that the person demonstrate:
17	17	(1) basic knowledge of:
18	18	(A) each disability category under the
19	19	Individuals with Disabilities Education Act (20 U.S.C. Section 1400
20	20	et seq.) and how each category can affect student learning and
21	21	development; and
22	22	(B) conditions that may be considered a
23	23	disability under Section 504, Rehabilitation Act of 1973 (29 U.S.C.
24	24	Section 794), and how a condition covered by that section can affect
25	25	student learning and development;
26	26	(2) competence in the use of proactive instructional
27	27	planning techniques that:
28	28	(A) provide flexibility in the ways:
29	29	(i) information is presented;
30	30	(ii) students respond or demonstrate
31	31	knowledge and skills; and
32	32	(iii) students are engaged;
33	33	(B) reduce barriers in instruction;
34	34	(C) provide appropriate accommodations,
35	35	supports, and challenges; and
36	36	(D) maintain high achievement expectations for
37	37	all students, including students with disabilities and students of
38	38	limited English proficiency;
39	39	(3) competence in the use of evidence-based inclusive
40	40	instructional practices, including:
41	41	(A) general and special education collaborative
42	42	and co-teaching models and approaches;
43	43	(B) multitiered systems of support, including
44	44	response to intervention strategies, classroom and school level
45	45	data-based collaborative structures, and evidence-based strategies
46	46	for intervention and progress monitoring systems in academic areas;
47	47	(C) classroom management techniques using
48	48	evidence-based behavioral intervention strategies and supports and
49	49	de-escalation techniques; and
50	50	(D) appropriate adaptation strategies, including
51	51	accommodations, modifications, and instruction in the use of
52	52	assistive technology for instruction; and
53	53	(4) thorough understanding of and competence in the
54	54	use of open education resource instructional materials included on
55	55	the list of approved instructional materials maintained by the
56	56	State Board of Education under Section 31.022 in each subject area
57	57	and grade level covered by the person's certificate.
58	58	SECTION 2. Section 29.041(3), Education Code, is amended to
59	59	read as follows:
60	60	(3) "Supplemental special education services" means
61	61	an additive service that provides an educational benefit to a
62	62	student receiving special education services under Subchapter A,
63	63	including:
64	64	(A) occupational therapy, physical therapy, and
65	65	speech therapy; [and]
66	66	(B) private tutoring and other supplemental
67	67	private instruction or programs; and
68	68	(C) crisis intervention training for the
69	69	student's parent.
70	70	SECTION 3. Section 37.0021, Education Code, is amended by
71	71	adding Subsections (k) and (l) to read as follows:
72	72	(k) Subject to Subsection (l), the commissioner by rule
73	73	shall adopt procedures relating to training for school district
74	74	personnel in de-escalation techniques. The procedures must
75	75	include:
76	76	(1) standards for determining:
77	77	(A) which personnel, including support staff and
78	78	law enforcement, should receive the training; and
79	79	(B) the amount of training the personnel should
80	80	receive, with priority for a higher degree of training that
81	81	includes physical interventions given to personnel who are exposed
82	82	to the greatest risk of student-involved crisis; and
83	83	(2) recommendations regarding the minimum frequency
84	84	of retraining necessary, which may be:
85	85	(A) an annual course; or
86	86	(B) as needed, based on the students served by
87	87	the personnel.
88	88	(l) Notwithstanding any other law, any de-escalation
89	89	technique training requirement adopted under Subsection (k) is not
90	90	an additional training requirement and may be combined with or
91	91	substituted, provided the de-escalation training addresses a
92	92	majority of the content covered in the substituted training, for
93	93	other related trainings, including:
94	94	(1) trauma-informed care training required under
95	95	Section 38.036(c); and
96	96	(2) training on strategies for establishing and
97	97	maintaining positive relationships among students, including
98	98	conflict resolution, required as part of a school district's staff
99	99	development under Section 21.451(d).
100	100	SECTION 4. Section 37.115(c), Education Code, as amended by
101	101	Chapters 896 (H.B. 3) and 948 (S.B. 1720), Acts of the 88th
102	102	Legislature, Regular Session, 2023, is reenacted and amended to
103	103	read as follows:
104	104	(c) The board of trustees of each school district shall
105	105	establish a threat assessment and safe and supportive school team
106	106	to serve at each campus of the district and shall adopt policies and
107	107	procedures for the teams. The team is responsible for developing
108	108	and implementing the safe and supportive school program under
109	109	Subsection (b) at the district campus served by the team. The
110	110	policies and procedures adopted under this section must:
111	111	(1) be consistent with the model policies and
112	112	procedures developed by the Texas School Safety Center;
113	113	(2) require each team to complete training provided by
114	114	the Texas School Safety Center or a regional education service
115	115	center regarding evidence-based threat assessment programs;
116	116	(3) require each team established under this section
117	117	to report the information required under Subsection (k) regarding
118	118	the team's activities to the agency; [and]
119	119	(4) provide for:
120	120	(A) a district employee who reports a potential
121	121	threat to a team to elect for the employee's identity to be
122	122	confidential and not subject to disclosure under Chapter 552,
123	123	Government Code, except as necessary for the team, the district, or
124	124	law enforcement to investigate the potential threat; and
125	125	(B) the district to maintain a record of the
126	126	identity of a district employee who elects for the employee's
127	127	identity to be confidential under Paragraph (A);
128	128	(5) [(4)] require each district campus to establish a
129	129	clear procedure for a student to report concerning behavior
130	130	exhibited by another student for assessment by the team or other
131	131	appropriate school employee; and
132	132	(6) encourage each team established under this section
133	133	to form an incident reduction committee to develop and implement
134	134	preventative and proactive incident reduction measures.
135	135	SECTION 5. To the extent of any conflict, this Act prevails
136	136	over another Act of the 89th Legislature, Regular Session, 2025,
137	137	relating to nonsubstantive additions to and corrections in enacted
138	138	codes.
139	139	SECTION 6. As soon as practicable after the effective date
140	140	of this Act, the commissioner of education shall adopt the rules
141	141	required by Section 37.0021(k), Education Code, as added by this
142	142	Act.
143	143	SECTION 7. This Act takes effect September 1, 2025.