S.B. No. 1267

	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.  Section 21.054, Education Code, is amended by
	adding Subsection (a-1) and amending Subsections (d), (e), and (f)
	to read as follows:
	(a-1)  Continuing education requirements for educators must
	include training regarding educating students with disabilities.
	(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;
	[(D)  students with intellectual or developmental
	disabilities;
	[(E)]  students who are educationally
	disadvantaged; and
	(B) [(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);
	[(D)  students with mental health conditions or
	who engage in substance abuse;
	[(E)]  students who are educationally
	disadvantaged;
	(B) [(F)]  students of limited English
	proficiency; and
	(C) [(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;
	(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 policy
	adopted 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; ADVISORY GROUP. (a)  In this section:
	(1)  "Board" means the State Board for Educator
	Certification.
	(2)  "Clearinghouse advisory group" means the
	clearinghouse advisory group established under Subsection (d).
	(b)  The board shall publish a comprehensive clearinghouse
	of information regarding continuing education and training
	requirements for:
	(1)  educators; and
	(2)  other school personnel.
	(c)  The clearinghouse must:
	(1)  include best practices and industry
	recommendations for the frequency for training of educators and
	other school personnel; and
	(2)  be published in consultation with the
	clearinghouse advisory group.
	(d)  The board shall establish a clearinghouse advisory
	group consisting of educators, including classroom teachers, and
	representatives of organizations that represent educators to
	review and provide input regarding the best practices and industry
	recommendations included in the clearinghouse.  In publishing the
	clearinghouse, the board shall ensure the clearinghouse reflects
	input provided by the clearinghouse advisory group.
	(e)  Not later than December 1 of each even-numbered year,
	the clearinghouse advisory group shall complete a review of the
	clearinghouse and submit a report to the legislature of the group's
	recommendations regarding whether any required continuing
	education or training may be reduced, eliminated, or consolidated
	with other existing continuing education or training.
	Sec. 21.4515.  ANNUAL ADOPTION OF PROFESSIONAL DEVELOPMENT
	POLICY. (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 published
	under Section 21.4514 and adopt a professional development policy
	that must:
	(1)  be guided by the recommendations for training in
	the clearinghouse;
	(2)  note any differences in the policy adopted by the
	district or school from the recommendations in the clearinghouse;
	and
	(3)  include a schedule of all training required for
	educators or other school personnel at the district or school.
	(b)  To the extent of any conflict, a frequency requirement
	for the completion of training provided by statute prevails over a
	frequency requirement for that training included in the policy
	adopted by the board of trustees of a school district or the
	governing body of an open-enrollment charter school under
	Subsection (a).
	(c)  The commissioner may not adopt rules regarding a
	required frequency for the completion of training unless:
	(1)  a frequency is provided by statute for that
	training; and
	(2)  the commissioner is granted explicit rulemaking
	authority related to that training.
	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 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;
	(4)  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;
	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:
	(1)  the training requirement under Section 21.054(b);
	and
	(2)  a training requirement adopted by the State Board
	of Education pursuant to Section 38.003 related to the screening or
	treatment of a student for dyslexia or a related disorder.
	(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 or online calibration
	activities 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 or online calibration activities if
	the administration of or assessment using the Texas English
	Language Proficiency Assessment System has changed significantly
	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 or online calibration activities described by Subsection
	(a).
	(c)  A school district employee may not be required to
	complete a training or online calibration activity 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(a), Education Code, is amended
	to read as follows:
	(a)  A school district shall, in accordance with the policy
	adopted under Section 21.4515, [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.
	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.  Section 33.086(b), Education Code, is amended
	to read as follows:
	(b)  Each school district shall adopt, in accordance with the
	policy adopted under Section 21.4515, procedures necessary for
	administering this section, including procedures for the time and
	manner in which proof of current certification must be submitted.
	SECTION 15.  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 policy 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 16.  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 17.  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:
	(A)  in accordance with the policy adopted under
	Section 21.4515; and[,]
	(B)  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 [name of each] district or charter school staff
	members [member] who participated in the training.
	SECTION 18.  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 19.  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];
	(B)  in accordance with the policy adopted under
	Section 21.4515; and
	(C) [(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 [name of each]
	district staff members [member] who participated in the training.
	SECTION 20.  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 in accordance with the policy adopted
	under Section 21.4515 [and be completed annually].
	SECTION 21.  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 policy adopted 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 [name of each] district employees [employee] who
	participated in the training.
	SECTION 22.  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 23.  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 24.  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 28.013(d);
	(9)  Sections 33.202(d), (e), and (f);
	(10)  Section 34.0021; and
	(11)  Section 38.036(e).
	SECTION 25.  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 26.  (a)  Not later than June 1, 2022, the State
	Board for Educator Certification shall publish 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 adopt a professional development policy for district
	personnel in accordance with Section 21.4515, Education Code, as
	added by this Act.
	(c)  Except as provided by Subsection (b) of this section,
	this Act applies beginning with the 2021-2022 school year.
	SECTION 27.  The Texas Education Agency is required to
	implement a provision of this Act only if the legislature
	appropriates money specifically for that purpose.  If the
	legislature does not appropriate money specifically for that
	purpose, the Texas Education Agency may, but is not required to,
	implement a provision of this Act using other appropriations
	available for that purpose.
	SECTION 28.  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.
	______________________________	______________________________
	President of the Senate	Speaker of the House
	I hereby certify that S.B. No. 1267 passed the Senate on
	April 21, 2021, by the following vote:  Yeas 31, Nays 0;
	May 28, 2021, Senate refused to concur in House amendments and
	requested appointment of Conference Committee; May 28, 2021, House
	granted request of the Senate; May 30, 2021, Senate adopted
	Conference Committee Report by the following vote:  Yeas 30,
	Nays 1.
	______________________________
	Secretary of the Senate
	I hereby certify that S.B. No. 1267 passed the House, with
	amendments, on May 25, 2021, by the following vote:  Yeas 112,
	Nays 27, two present not voting; May 28, 2021, House granted
	request of the Senate for appointment of Conference Committee;
	May 30, 2021, House adopted Conference Committee Report by the
	following vote:  Yeas 138, Nays 5, one present not voting.
	______________________________
	Chief Clerk of the House
	Approved:
	______________________________
	Date
	______________________________
	Governor