Bill Text: TX HB1302 | 2021-2022 | 87th Legislature | Engrossed


Bill Title: Relating to measures to support and acknowledge public school student achievement, including continuing education requirements for a classroom teacher to include project-based learning and the consideration of certain student achievement indicators under the public school accountability system.

Spectrum: Slight Partisan Bill (Republican 3-1)

Status: (Engrossed - Dead) 2021-05-17 - Referred to Education [HB1302 Detail]

Download: Texas-2021-HB1302-Engrossed.html
 
 
  By: Guillen, Meza, Button, Shaheen H.B. No. 1302
 
 
 
A BILL TO BE ENTITLED
 
AN ACT
  relating to measures to support and acknowledge public school
  student achievement, including continuing education requirements
  for a classroom teacher to include project-based learning and the
  consideration of certain student achievement indicators under the
  public school accountability system.
         BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS:
         SECTION 1.  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);
                     (C)  students with mental health conditions or who
  engage in substance abuse;
                     (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 2.  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;
                     (C)  on a college advanced placement test or
  international baccalaureate examination;
                     (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 3.  Section 39.053(c), Education Code, is amended to
  read as follows:
         (c)  School districts and campuses must be evaluated based on
  three domains of indicators of achievement adopted under this
  section that include:
               (1)  in the student achievement domain, indicators of
  student achievement that must include:
                     (A)  for evaluating the performance of districts
  and campuses generally:
                           (i)  an indicator that accounts for the
  results of assessment instruments required under Sections
  39.023(a), (c), and (l), as applicable for the district and campus,
  including the results of assessment instruments required for
  graduation retaken by a student, aggregated across grade levels by
  subject area, including:
                                 (a)  for the performance standard
  determined by the commissioner under Section 39.0241(a), the
  percentage of students who performed satisfactorily on the
  assessment instruments, aggregated across grade levels by subject
  area; and
                                 (b)  for the college readiness
  performance standard as determined under Section 39.0241, the
  percentage of students who performed satisfactorily on the
  assessment instruments, aggregated across grade levels by subject
  area; and
                           (ii)  an indicator that accounts for the
  results of assessment instruments required under Section
  39.023(b), as applicable for the district and campus, including the
  percentage of students who performed satisfactorily on the
  assessment instruments, as determined by the performance standard
  adopted by the agency, aggregated across grade levels by subject
  area; [and]
                     (B)  for evaluating the performance of high school
  campuses and districts that include high school campuses,
  indicators that account for:
                           (i)  students who satisfy the Texas Success
  Initiative (TSI) college readiness benchmarks prescribed by the
  Texas Higher Education Coordinating Board under Section 51.334 on
  an assessment instrument in reading or mathematics designated by
  the coordinating board under that section;
                           (ii)  students who satisfy relevant
  performance standards on advanced placement tests or similar
  assessments;
                           (iii)  students who earn dual course credits
  in the dual credit courses;
                           (iv)  students who demonstrate military
  readiness by:
                                 (a)  enlisting in the armed forces of
  the United States;
                                 (b)  successfully completing two years
  of a course of study in a Junior Reserve Officer Training Corps
  (JROTC) program; or
                                 (c)  enlisting in the Texas military
  forces [enlist in the armed forces of the United States];
                           (v)  students who earn industry
  certifications;
                           (vi)  students admitted into postsecondary
  industry certification programs that require as a prerequisite for
  entrance successful performance at the secondary level;
                           (vii)  students whose successful completion
  of a course or courses under Section 28.014 indicates the student's
  preparation to enroll and succeed, without remediation, in an
  entry-level general education course for a baccalaureate degree or
  associate degree;
                           (viii)  students who successfully met
  standards on a composite of indicators that through research
  indicates the student's preparation to enroll and succeed, without
  remediation, in an entry-level general education course for a
  baccalaureate degree or associate degree;
                           (ix)  high school graduation rates, computed
  in accordance with standards and definitions adopted in compliance
  with the Every Student Succeeds Act (20 U.S.C. Section 6301 et seq.)
  subject to the exclusions provided by Subsections (g), (g-1),
  (g-2), and (g-3);
                           (x)  students who successfully completed an
  OnRamps dual enrollment course;
                           (xi)  students who successfully completed a
  practicum or internship approved by the State Board of Education;
  [and]
                           (xii)  students who are awarded an associate
  degree;
                           (xiii)  students who have earned a diploma
  after not more than three and one-half years of high school
  attendance; and
                           (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
                     (C)  for evaluating the performance of
  elementary, middle, and junior high school campuses and districts
  that include those campuses, indicators that account for students
  who:
                           (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)  by the end of grade eight, complete one
  career and technology education course in a program of study
  approved by the agency for purposes of this subparagraph;
                           (vi)  are identified as gifted and talented
  and have received credit by examination with no prior instruction
  in the applicable course; and
                           (vii)  complete during school hours not
  fewer than four project-based or problem-based learning projects
  during a school year;
               (2)  in the school progress domain, indicators for
  effectiveness in promoting student learning, which must include:
                     (A)  for assessment instruments, including
  assessment instruments under Subdivisions (1)(A)(i) and (ii), the
  percentage of students who met the standard for improvement, as
  determined by the commissioner; and
                     (B)  for evaluating relative performance, the
  performance of districts and campuses compared to similar districts
  or campuses; and
               (3)  in the closing the gaps domain, the use of
  disaggregated data to demonstrate the differentials among students
  from different racial and ethnic groups, socioeconomic
  backgrounds, and other factors, including:
                     (A)  students formerly receiving special
  education services;
                     (B)  students continuously enrolled; and
                     (C)  students who are mobile.
         SECTION 4.  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);
               (2)  percentages of:
                     (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;
                     (C)  students who completed a dual credit course
  or an articulated postsecondary course provided for local credit;
                     (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 5.  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 6.  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.
         SECTION 7.  This Act applies beginning with the 2021-2022
  school year.
         SECTION 8.  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.
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