HB 1302, Hse 2nd Rdg, Amnd #1

(xiv) students who enroll in a preparatory program of training in fire protection at a school approved by the Texas Commission on Fire Protection; and

(3) On page 4, strike lines 8 through 21 and substitute the following:

(i) in grade seven or eight, complete an advanced level course as designated by the district;

(ii) have been promoted to a higher grade level, or accelerated to a higher level for a subject in the foundation curriculum, than the level to which the students would ordinarily be assigned, including through credit by examination or another method approved by the district;

(iii) are identified as gifted and talented and have been promoted to a higher grade level, or accelerated to a higher level for a subject in the foundation curriculum, than the level to which the students would ordinarily be assigned, including through credit by examination or another method approved by the district;

(iv) have received credit by examination with no prior instruction in the applicable course;

(v) are identified as gifted and talented and have received credit by examination with no prior instruction in the applicable course; and

(vi) complete during school hours not fewer than four project-based or problem-based learning projects during a school year;

(4) Add the following appropriately numbered SECTIONS to the bill and renumber subsequent SECTIONS of the bill accordingly:

SECTION ____. Section 21.054(d), Education Code, is amended to read as follows:

(d) Continuing education requirements for a classroom teacher must provide that 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) project-based learning;

(5) 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);

(D) students with intellectual or developmental disabilities;

(E) students who are educationally disadvantaged;

(F) students of limited English proficiency; and

(G) students at risk of dropping out of school;

(6) [~~(5)~~] understanding appropriate relationships, boundaries, and communications between educators and students; and

(7) [~~(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.

SECTION ____. Section 28.025(c-5), Education Code, is amended to read as follows:

(c-5) A student may earn a performance acknowledgment on the student's transcript by satisfying the requirements for that acknowledgment adopted by the State Board of Education by rule. An acknowledgment under this subsection may be earned:

(1) for outstanding performance:

(A) in a dual credit course;

(B) in bilingualism and biliteracy;

(D) on an established, valid, reliable, and nationally norm-referenced preliminary college preparation assessment instrument used to measure a student's progress toward readiness for college and the workplace; or

(E) on an established, valid, reliable, and nationally norm-referenced assessment instrument used by colleges and universities as part of their undergraduate admissions process; [or]

(2) for earning a state recognized or nationally or internationally recognized business or industry certification or license; or

(3) for completing 10 projects demonstrating workforce readiness while enrolled at a campus that is a member of the New Tech Network.

SECTION ____. Section 39.202, Education Code, is amended to read as follows:

Sec. 39.202. ACADEMIC DISTINCTION DESIGNATIONS [~~DESIGNATION~~] FOR DISTRICTS AND CAMPUSES. (a) The commissioner by rule shall establish an academic distinction designation for districts and campuses for outstanding performance in attainment of postsecondary readiness. The commissioner shall adopt criteria for the designation under this subsection [~~section~~], including:

(1) percentages of students who:

(A) performed satisfactorily, as determined under the college readiness performance standard under Section 39.0241, on assessment instruments required under Section 39.023(a), (b), (c), or (l), aggregated across grade levels by subject area; or

(B) met the standard for annual improvement, as determined by the agency under Section 39.034, on assessment instruments required under Section 39.023(a), (b), (c), or (l), aggregated across grade levels by subject area, for students who did not perform satisfactorily as described by Paragraph (A);

(A) students who earned a nationally or internationally recognized business or industry certification or license;

(B) students who completed a coherent sequence of career and technical courses;

(D) students who achieved applicable College Readiness Benchmarks or the equivalent on the Preliminary Scholastic Assessment Test (PSAT), the Scholastic Assessment Test (SAT), the American College Test (ACT), or the ACT-Plan assessment program; and

(E) students who received a score on either an advanced placement test or an international baccalaureate examination to be awarded college credit; and

(3) other factors for determining sufficient student attainment of postsecondary readiness.

(b) In addition to the distinction designation described by Subsection (a), the commissioner by rule shall establish an academic distinction designation for districts and campuses for outstanding performance in attainment of high student achievement. The commissioner shall adopt criteria for the designation under this subsection, including percentages of students who:

(1) have earned a diploma after not more than three and one-half years of high school attendance;

(2) in grade seven or eight, complete an advanced level course as designated by the district;

(3) have been promoted to a higher grade level, or accelerated to a higher level for a subject in the foundation curriculum, than the level to which the students would ordinarily be assigned, including through credit by examination or another method approved by the district;

(4) are identified as gifted and talented and have been promoted to a higher grade level, or accelerated to a higher level for a subject in the foundation curriculum, than the level to which the students would ordinarily be assigned, including through credit by examination or another method approved by the district;

(5) have received credit by examination with no prior instruction in the applicable course;

(6) are identified as gifted and talented and have received credit by examination with no prior instruction in the applicable course; and

(7) complete during school hours not fewer than four project-based or problem-based learning projects during a school year.

SECTION ____. As soon as practicable after the effective date of this Act, the State Board for Educator Certification shall propose rules implementing Section 21.054(d), Education Code, as amended by this Act.

SECTION ____. A classroom teacher subject to continuing education requirements immediately before the effective date of this Act is not required to comply with the continuing education requirements described by Section 21.054(d), Education Code, as amended by this Act, for any continuing education requirements period that ends before January 1, 2022.