TITLE 19. EDUCATION

PART 2. TEXAS EDUCATION AGENCY

CHAPTER 102. EDUCATIONAL PROGRAMS

SUBCHAPTER AA. COMMISSIONER'S RULES CONCERNING EARLY CHILDHOOD EDUCATION PROGRAMS

The Texas Education Agency adopts an amendment to §102.1003, concerning high-quality prekindergarten programs. The amendment is adopted without changes to the proposed text as published in the December 5, 2025 issue of the Texas Register (50 TexReg 7826) and will not be republished. The adopted amendment adds to the eligibility criteria for public prekindergarten and updates requirements for teachers of prekindergarten classes provided by an entity with which a school district contracts to provide prekindergarten as required by House Bill (HB) 2, 89th Texas Legislature, Regular Session, 2025. The adoption also makes technical edits for clarification and to update the rule to align with updated prekindergarten guidelines and current best practices.

REASONED JUSTIFICATION: Texas Education Code (TEC), §29.153(b), as amended by HB 2, 89th Texas Legislature, Regular Session, 2025, adds to the list of students who are eligible for free public prekindergarten the child of a person employed as a classroom teacher at a public primary or secondary school in the school district that offers a prekindergarten class under TEC, §29.153. HB 2 amended TEC, §29.167(b-1), to clarify that a teacher of a prekindergarten class provided by an entity with which a school district contracts to provide a prekindergarten program must either be certified or be supervised by a person who meets certification requirements and to clarify requirements for classrooms that serve emergent bilingual students. New TEC, §29.167(b-4), establishes that prekindergarten teacher and supervisor requirements outlined in TEC, §29.167(b-1) and (b-2), apply to any prekindergarten class provided by an entity with which a school district contracts to provide a prekindergarten program.

To implement HB 2, the following changes are made.

The adopted amendment to §102.1003 adds an eighth eligibility criterion to the existing criteria for prekindergarten eligibility; clarifies that the teacher requirements for classes provided by an entity with which a school district contracts to provide a prekindergarten program apply to programs serving eligible three and/or four year old students; and establishes that a teacher of a bilingual or English as a second language program class provided by an entity with which a school district contracts to provide a prekindergarten program may be supervised by a person who is appropriately certified to provide effective instruction to emergent bilingual students if the person is not appropriately certified.

Additional technical edits provide clarification and update the rule to align with updated prekindergarten guidelines and current best practices.

SUMMARY OF COMMENTS AND AGENCY RESPONSES: The public comment period on the proposal began December 5, 2025, and ended January 5, 2026. Following is a summary of public comments received and agency responses.

Comment: A school counselor expressed concern that children of district employees including counselors, nurses, secretaries, librarians, and administrators who are not educators are not eligible for free prekindergarten in the district even though children of classroom teachers are now eligible.

Response: The agency offers the following clarification. The specification that only children of classroom teachers are eligible for free public prekindergarten is a requirement in state law, and the rule simply implements the statutory change. Further expansion of the eligibility criteria would need to be made by the legislature.

Comment: An educator expressed dissatisfaction with the removal of references to cultural diversity.

Response: The agency disagrees that the amendments to the language are not appropriate. References to cultural diversity were not removed from the rule. A reference to family engagement being culturally responsive was broadened to ensure that engagement is responsive to a variety of backgrounds. A second reference was adjusted to clarify that a district family engagement plan should identify partners to provide parents with all relevant resources reflective of the home language and not just culturally relevant resources.

STATUTORY AUTHORITY. The amendment is adopted under Texas Education Code (TEC), §29.153(b), as amended by House Bill (HB) 2, 89th Texas Legislature, Regular Session, 2025, which outlines the eligibility criteria for a child to be enrolled in a public prekindergarten class; TEC, §29.167(b-1), as amended by HB 2, 89th Texas Legislature, Regular Session, 2025, which outlines requirements for teachers of prekindergarten classes provided by entities with which a school district contracts to provide a prekindergarten program; and TEC, §29.167(b-4), as added by HB 2, 89th Texas Legislature, Regular Session, 2025, which establishes that prekindergarten teacher and supervisor requirements outlined in TEC, §29.167(b-1) and (b-2), apply to any prekindergarten class provided by an entity with which a school district contracts to provide a prekindergarten program under TEC, §29.153.

CROSS REFERENCE TO STATUTE. The amendment implements Texas Education Code (TEC), §29.153(b) and §29.167(b-1), as amended by House Bill (HB) 2, 89th Texas Legislature, Regular Session, 2025; and TEC, §29.167(b-4), as added by HB 2, 89th Texas Legislature, Regular Session, 2025.

The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.

Filed with the Office of the Secretary of State on February 9, 2026.

TRD-202600567

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Effective date: March 1, 2026

Proposal publication date: December 5, 2025

For further information, please call: (512) 475-1497

SUBCHAPTER EE. COMMISSIONER'S RULES CONCERNING PILOT PROGRAMS

19 TAC §102.1056

The Texas Education Agency adopts the repeal of §102.1056, concerning the dropout recovery pilot program. The repeal is adopted without changes to the proposed text as published in the November 21, 2025 issue of the Texas Register (50 TexReg 7500) and will not be republished. The adopted repeal removes the rule because its authority, Texas Education Code (TEC), §39.407 and §39.416, was repealed by Senate Bill (SB) 1376, 86th Texas Legislature, Regular Session, 2019.

REASONED JUSTIFICATION: Under TEC, §39.416 (formerly §39.366), the commissioner of education exercised rulemaking authority to adopt rules to administer the High School Completion and Success Initiative through the adoption of §102.1056. This rule established and implemented the pilot program to provide eligible entities with grants to identify and recruit students who had dropped out of Texas public schools and provide them services designed to enable them to earn a high school diploma or demonstrate college readiness. SB 1376, 86th Texas Legislature, Regular Session, 2019, repealed TEC, §§39.407, 39.411, and 39.416. The repeal of §102.1056 is necessary because the authorizing statutes no longer exist. Furthermore, funding for the pilot program ceased years before the authorizing statutes were repealed.

SUMMARY OF COMMENTS AND AGENCY RESPONSES: The public comment period on the proposal began November 21, 2025, and ended December 22, 2025. No public comments were received.

STATUTORY AUTHORITY. The repeal is adopted under former Texas Education Code (TEC), §39.407, which addressed the strategic plan of the High School Completion and Success Initiative Council and included rulemaking authority for the commissioner of education; former TEC, §39.411(c), which addressed the recommendations of the High School Completion and Success Initiative Council, including implementation of those recommendations via a grant-making process; and former TEC, §39.416, which provided the commissioner of education with rulemaking authority for former TEC, Chapter 39, Subchapter M, High School Completion and Success Initiative.

CROSS REFERENCE TO STATUTE. The repeal implements former Texas Education Code, §§39.407, 39.411(c), and 39.416.

The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.

Filed with the Office of the Secretary of State on February 9, 2026.

TRD-202600569

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Effective date: March 1, 2026

Proposal publication date: November 21, 2025

For further information, please call: (512) 475-1497

SUBCHAPTER MM. COMMISSIONER'S RULES CONCERNING SUPPLEMENTAL SPECIAL EDUCATION SERVICES PROGRAM

19 TAC §102.1601

The Texas Education Agency adopts an amendment to §102.1601, concerning the supplemental special education services program. The amendment is adopted without changes to the proposed text as published in the October 31, 2025 issue of the Texas Register (50 TexReg 7089) and will not be republished. The adopted amendment clarifies criteria for parent-directed services for students receiving special education services to align with the passage of House Bill (HB) 2 and Senate Bill (SB) 568, 89th Texas Legislature, Regular Session, 2025.

REASONED JUSTIFICATION: Section 102.1601 establishes criteria for supplemental special education services. HB 2 and SB 568, 89th Texas Legislature, Regular Session, 2025, changed the name of the program to Parent-Directed Services for Students Receiving Special Education Services (PDSES), so the section title has been updated to align with the new program name.

Adopted changes throughout the rule add clarity to supplemental instructional materials and services.

The adopted amendment to subsection (a) aligns with terminology updated by legislation.

The adopted amendment to subsection (c) clarifies eligibility criteria by adding that eligible students must be currently attending a public school and by repealing specifications about special education programs.

Adopted subsection (e)(2)(C) adds that service providers must maintain their eligibility to offer services through the PDSES program and that they must complete an annual agreement. Additionally, the adopted new language adds that if they do not complete this process, they will be removed from the marketplace and must notify the program if they are no longer eligible to provide services.

The adopted amendment to subsection (f)(6) adds that parents can only appeal a PDSES eligibility decision during the annual appeal window and that failure to do so means they must reapply during a subsequent application window.

SUMMARY OF COMMENTS AND AGENCY RESPONSES: The public comment period on the proposal began October 31, 2025, and ended December 1, 2025. No public comments were received.

STATUTORY AUTHORITY. The amendment is adopted under Texas Education Code (TEC), §29.041, as amended by House Bill (HB) 2, HB 6, and Senate Bill (SB) 568, 89th Texas Legislature, Regular Session, 2025, which establishes requirements for providing a supplemental special education services and instructional materials program for certain public school students receiving special education services and requires the commissioner by rule to determine, in accordance with TEC, Chapter 29, Subchapter A-1, the criteria for providing a program to provide supplemental special education services and instructional materials for eligible public school students; TEC, §29.042, as amended by HB 1926, 88th Texas Legislature, Regular Session, 2023, and HB 2 and SB 568, 89th Texas Legislature, Regular Session, 2025, which requires the commissioner to determine requirements related to the establishment and administration of a parent-directed program for students receiving special education services; TEC, §29.043, which requires the commissioner to establish an application process for eligible student's parent to apply for a grant held in an online account maintained under TEC, §29.042(b), and assigned to the student under TEC, §29.045; TEC, §29.044, which requires the commissioner to determine eligibility criteria for the approval of an application submitted under TEC, §29.043; TEC, §29.045, as amended by HB 2 and SB 568, 89th Texas Legislature, Regular Session, 2025, which requires the commissioner to determine requirements for students meeting eligibility criteria and requirements for assigning and maintaining accounts under TEC, §29.042(b); TEC, §29.046, as amended by HB 2 and SB 568, 89th Texas Legislature, Regular Session, 2025, which requires the commissioner to determine requirements and restrictions related to account use for accounts assigned to students under TEC, §29.045; TEC, §29.047, as amended by HB 2 and SB 568, 89th Texas Legislature, Regular Session, 2025, which requires the commissioner to determine requirements related to criteria and application for agency-approved providers and vendors; TEC, §29.0475, as added by HB 2 and SB 568, 89th Texas Legislature, Regular Session, 2025, which requires the commissioner to determine requirements for a program participant, provider, and vendor autonomy of supplemental instructional materials; TEC, §29.048, as amended by HB 2 and SB 568, 89th Texas Legislature, Regular Session, 2025, which requires the commissioner to determine responsibilities for the admission, review, and dismissal committee; TEC, §29.0485, as added by HB 2 and SB 568, 89th Texas Legislature, Regular Session, 2025, which establishes that the determination of the commissioner is final, notwithstanding TEC, §7.057; and TEC, §29.049, as amended by HB 2 and SB 568, 89th Texas Legislature, Regular Session, 2025, which requires that the commissioner adopt rules as necessary to establish and administer the SSES and instructional materials program.

CROSS REFERENCE TO STATUTE. The amendment implements Texas Education Code (TEC), §29.041, as amended by House Bill (HB) 2, HB 6, and Senate Bill (SB) 568, 89th Texas Legislature, Regular Session, 2025; §29.042, as amended by HB 1926, 88th Texas Legislature, Regular Session, 2023, and HB 2 and SB 568, 89th Texas Legislature, Regular Session, 2025; §29.043; §29.044; §29.045, as amended by HB 2 and SB 568, 89th Texas Legislature, Regular Session, 2025; §29.046, as amended by HB 2 and SB 568, 89th Texas Legislature, Regular Session, 2025; §29.047, as amended by HB 2 and SB 568, 89th Texas Legislature, Regular Session, 2025; §29.0475, as added by HB 2 and SB 568, 89th Texas Legislature, Regular Session, 2025; §29.048, as amended by HB 2 and SB 568, 89th Texas Legislature, Regular Session, 2025; §29.0485, as added by HB 2 and SB 568, 89th Texas Legislature, Regular Session, 2025; and §29.049, as amended by HB 2 and SB 568, 89th Texas Legislature, Regular Session, 2025.

The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.

Filed with the Office of the Secretary of State on February 9, 2026.

TRD-202600570

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Effective date: March 1, 2026

Proposal publication date: October 31, 2025

For further information, please call: (512) 475-1497

CHAPTER 127. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR CAREER DEVELOPMENT AND CAREER AND TECHNICAL EDUCATION

The State Board of Education (SBOE) adopts new §§127.270, 127.472, 127.512, 127.824, and 127.828-127.830, concerning Texas Essential Knowledge and Skills (TEKS) for career development and career and technical education (CTE). Sections 127.270, 127.472, and 127.512 are adopted with changes to the proposed text as published in the October 10, 2025 issue of the Texas Register (50 TexReg 6622) and will be republished. Sections 127.824, and 127.828-127.830 are adopted without changes to the proposed text as published in the October 10, 2025 issue of the Texas Register (50 TexReg 6622) and will not be republished. The adopted rules add new TEKS developed by subject matter experts convened by the Texas State Technical College and Education Service Center (ESC) Region 4 that are needed for completion of CTE programs of study.

REASONED JUSTIFICATION: In accordance with statutory requirements that the SBOE identify by rule the essential knowledge and skills of each subject in the required curriculum, the SBOE follows a board-approved cycle to review and revise the essential knowledge and skills for each subject.

During the November 2022 meeting, the SBOE approved a timeline for the review of CTE courses for 2022-2025. Also at the meeting, the SBOE approved a specific process to be used in the review and revision of the CTE TEKS. The CTE-specific process largely follows the process for TEKS review for other subject areas but was adjusted to account for differences specific to CTE.

In 2023, CTE advisory committees convened to make recommendations for the review and refresh of programs of study as required by the Texas Perkins State Plan. Finalized programs of study were published in the fall of 2023 with an implementation date beginning in the 2024-2025 school year. CTE courses to be developed or revised to complete or update programs of study were determined.

At the April 2023 SBOE meeting, the board discussed and approved changes to the TEKS review process, including approving a process for selecting work group members. The changes were implemented beginning with the engineering TEKS review process. The SBOE completed the review of current CTE TEKS, the development of new CTE TEKS, and the review of innovative courses to be approved as TEKS for courses in the new engineering program of study in 2024 with its approval of new engineering TEKS for adoption in April 2025.

At the April 2024 meeting, the SBOE approved new TEKS for 23 courses in the agribusiness, animal science, plant science, and aviation maintenance programs of study as well as two STEM courses that may satisfy science graduation requirements, Physics for Engineering and Scientific Research and Design. Additionally, Texas Education Agency (TEA) staff shared an overview of upcoming interrelated needs for TEKS review and revision and instructional materials review and approval (IMRA). Staff explained upcoming needs related to development and amendment of CTE courses, made recommendations for completing the work in batches, and recommended including CTE in the next three cycles of IMRA.

At the June 2024 meeting, the board considered next steps related to the adoption of CTE courses that are needed to complete programs of study and a schedule for future CTE TEKS reviews. The SBOE approved recommendations that TEA present a set of innovative courses with minor edits for consideration for adoption as TEKS-based courses. Additionally, the SBOE authorized TEA to enter into interagency contracts with Collin College, Texas State Technical College, and ESC Region 4 to develop initial drafts of TEKS for the CTE courses.

A discussion item regarding proposed new CTE TEKS for courses in the Arts, Audio Visual Technology, and Communications; Business, Marketing, and Finance; Health Science; Law and Public Service; Manufacturing; and Transportation, Distribution, and Logistics Career Clusters was presented to the Committee of the Full Board at the January 2025 SBOE meeting, and the subject matter experts convened to complete final recommendations for the proposed new courses. At the June 2025 meeting, the SBOE approved for first reading and filing authorization new CTE TEKS for courses in the Business, Marketing, and Finance; Health Science; and Manufacturing Career Clusters for implementation in the 2026-2027 school year.

The adopted new sections ensure the standards for these career clusters support relevant and meaningful programs of study.

The following changes were made since published as proposed.

New §127.270(d)(1)(D) was added to read, "explain the role of the U.S. Small Business Administration and their loan programs."

Section 127.270(d)(12)(A) was amended by adding "commercial mortgage brokers, investors," after "loan officers."

Section 127.270(d)(12)(B) was amended by adding "commercial mortgage brokers, investors," after "real estate analysts."

Section 127.472(d)(1) was amended by replacing the phrase "differs from" with the phrase "compares to."

Section 127.472(d)(1)(B) was amended to read, "discuss supernatural explanations for illness and describe treatments, including herbal remedies, that were common prior to the Enlightenment period in Western Civilization."

New §127.472(d)(1)(C) was added to read, "describe the advancements of the Enlightenment Period in Western Civilization in medical science."

New §127.472(d)(1)(E) was added to read, "identify the pharmacological and medical advancements in the United States of America and Texas and their benefits."

New §127.472(d)(4)(D) was added to read, "examine the minimum practice standards set by the Texas State Board of Pharmacy (TSBP) for retail and independent pharmacies and identify the similarities and differences between the two practices."

Section 127.472(d)(8)(B) was amended by adding the phrase "and patients' rights to opt out of vaccine reporting" to the end of the student expectation.

New §127.472(d)(8)(D) was added to read, "analyze and discuss data related to vaccine injuries and adverse impacts using the federal government's Vaccine Adverse Events Reporting System (VAERS)."

Section 127.512(a)(2) was amended by replacing the employability skills reference from §127.15(d)(1) to §127.15(d)(2).

Section 127.512(b) was amended by striking the recommended prerequisite language to require a prerequisite of at least one credit in a course from the Health Science Career Cluster.

Section 127.512(d)(5)(B) was amended to read, "compare patient care needs throughout the lifespan using theories such as Maslow's Hierarchy of Needs, Erik Erikson's Stages of Psychosocial Development, and Jean Piaget's Theory of Child Development."

The SBOE approved the new sections for first reading and filing authorization at its June 27, 2025 meeting and for second reading and final adoption at its November 21, 2025 meeting.

In accordance with Texas Education Code, §7.102(f), the SBOE approved the new sections for adoption by a vote of two-thirds of its members to specify an effective date earlier than the beginning of the 2026-2027 school year. The earlier effective date will enable districts to begin preparing for the implementation of the new TEKS. The effective date is 20 days after filing as adopted with the Texas Register.

SUMMARY OF COMMENTS AND RESPONSES: The public comment period began October 10, 2025, and ended at 5:00 p.m. on November 10, 2025. The SBOE also provided an opportunity for registered oral and written comments at its November 2025 meeting in accordance with the SBOE board operating policies and procedures. Following is a summary of the public comments received and corresponding responses.

Comment. A commenter stated that it would be beneficial for all students if they had up-to-date information from professionals in their field of study prior to their certification exam.

Response. This comment is outside the scope of the proposed rulemaking.

SUBCHAPTER F. BUSINESS, MARKETING, AND FINANCE

19 TAC §127.270

STATUTORY AUTHORITY. The new section is adopted under Texas Education Code (TEC), §7.102(c)(4), which requires the State Board of Education (SBOE) to establish curriculum and graduation requirements; TEC, §28.002(a), which identifies the subjects of the required curriculum; TEC, §28.002(c), which requires the SBOE to identify by rule the essential knowledge and skills of each subject in the required curriculum that all students should be able to demonstrate and that will be used in evaluating instructional materials and addressed on the state assessment instruments; TEC, §28.002(n), which allows the SBOE to develop by rule and implement a plan designed to incorporate foundation curriculum requirements into the career and technical education (CTE) curriculum required in TEC, §28.002; TEC, §28.002(o), which requires the SBOE to determine that at least 50% of the approved CTE courses are cost effective for a school district to implement; TEC, §28.025(a), which requires the SBOE to determine by rule the curriculum requirements for the foundation high school graduation program that are consistent with the required curriculum under TEC, §28.002; and TEC, §28.025(b-17), which requires the SBOE to ensure by rule that a student may comply with curriculum requirements under TEC, §28.025(b-1)(6), by successfully completing an advanced CTE course, including a course that may lead to an industry-recognized credential or certificate or an associate degree.

CROSS REFERENCE TO STATUTE. The new section implements Texas Education Code, §§7.102(c)(4); 28.002(a), (c), (n), and (o); and 28.025(a) and (b-17).

§127.270. Commercial Lending and Real Estate (One Credit), Adopted 2025.

(a) Implementation.

(1) The provisions of this section shall be implemented by school districts beginning with the 2026-2027 school year.

(2) School districts shall implement the employability skills student expectations listed in §127.15(d)(2) of this chapter (relating to Career and Technical Education Employability Skills) as an integral part of this course.

(b) General requirements. This course is recommended for students in Grades 10-12. Prerequisite: at least one credit in a Level 2 or higher course from the Business, Marketing, and Finance Career Cluster. Students shall be awarded one credit for successful completion of this course.

(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

(2) The Business, Marketing, and Finance Career Cluster focuses on planning, managing, organizing, directing, and evaluating business functions essential to efficient and productive business management, finance, operations, and marketing.

(3) Commercial Lending and Real Estate is designed to equip students with the knowledge and skills needed to excel in the field of commercial lending. Students gain an understanding of commercial lending principles and practices, develop expertise in analyzing commercial real estate properties, learn about various types of commercial loans and their underwriting processes, and explore the role of commercial lenders in driving economic development.

(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other organizations that foster leadership and career development in the profession such as student chapters of related professional associations.

(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(d) Knowledge and skills.

(1) The student understands the fundamental concepts of commercial lending and real estate. The student is expected to:

(A) define commercial lending and distinguish commercial lending from residential lending;

(B) explain how the role of commercial lending affects economic development and the growth of the real estate market;

(D) explain the role of the U.S. Small Business Administration and their loan programs.

(2) The student examines different types of commercial real estate. The student is expected to:

(A) identify and describe various types of commercial properties, including office buildings, retail centers, industrial facilities, and multifamily housing;

(B) analyze the unique characteristics and investment potential of each type of commercial property; and

(3) The student understands the processes involved in commercial lending. The student is expected to:

(A) describe the steps involved in originating a commercial loan, including application, underwriting, and approval;

(B) analyze the criteria, including income, credit history, and collateral, that lenders use to assess creditworthiness of borrowers; and

(4) The student uses financial analysis techniques to evaluate commercial real estate investments. The student is expected to:

(A) calculate key financial metrics such as net operating income (NOI), cap rate, and return on investment (ROI) for a given commercial lending scenario;

(B) use financial modeling to project cash flows and assess the profitability of commercial real estate projects through consideration of market trends, financing options, and risk assessment; and

(5) The student examines commercial lending and real estate legal and regulatory environments. The student is expected to:

(A) identify key laws and regulations, including zoning laws, environmental regulations, and fair lending practices, that govern commercial real estate transactions;

(B) analyze the role of contracts in commercial real estate, including purchase agreements, lease agreements, and loan documents;

(C) explain the difference between surface rights and mineral rights and how they relate to commercial real estate projects; and

(D) identify and discuss how regulatory changes impact commercial lending and real estate markets.

(6) The student explores the various structures and terms used in commercial loans. The student is expected to:

(A) describe common loan structures, including fixed-rate, adjustable-rate, and interest-only loans;

(B) analyze the advantages and disadvantages of different loan terms, including loan-to-value ratio, origination costs, amortization period, and prepayment penalties; and

(C) compare creative commercial financing options such as mezzanine financing and bridge loans in commercial real estate transactions.

(7) The student analyzes commercial real estate markets to inform investment and lending decisions. The student is expected to:

(A) conduct market research to assess supply and demand dynamics in commercial real estate;

(B) evaluate the impact of economic indicators, including employment and interest rates on commercial real estate markets; and

(8) The student understands the importance of risk management in commercial lending and real estate. The student is expected to:

(A) identify common risks associated with commercial lending, including default risk, interest rate risk, and market risk;

(B) research and describe risk mitigation strategies, including diversification, insurance, and due diligence, used in commercial lending and real estate transactions; and

(9) The student examines the processes involved in servicing commercial loans and managing real estate assets. The student is expected to:

(A) describe the responsibilities of loan servicers, including payment processing, account management, and collections;

(B) analyze asset management strategies for maximizing the value of commercial real estate investments, including financial analysis, performance monitoring, property management, tenant relations, market analysis, strategic planning, risk management, portfolio diversification, and exit strategy planning; and

(C) research and describe the challenges of managing distressed assets and non-performing loans such as valuation difficulties, legal and regulatory complexities, operational challenges, market and economic factors, and reputational risks.

(10) The student understands the principles and practices of commercial real estate development. The student is expected to:

(A) describe the stages of commercial real estate development from site selection to project completion;

(B) analyze the financial, legal, and regulatory considerations of commercial development projects; and

(11) The student identifies and understands ethical considerations in commercial lending and real estate transactions. The student is expected to:

(A) discuss ethical issues related to lending practices, including predatory lending, conflicts of interest, and transparency, and evaluate the impact of these issues on consumers and financial institutions; and

(B) propose strategies for promoting integrity and ethical behavior in the commercial lending and real estate professions, including transparency, accountability, and compliance with regulations.

(12) The student explores career opportunities in commercial lending and real estate. The student is expected to:

(A) identify various career paths in commercial lending and real estate, including loan officers, commercial mortgage brokers, investors, underwriters, real estate appraisers, real estate analysts, and developers, and describe the primary responsibilities and qualifications for each role;

(B) research and identify the education, skills, and certifications required for different roles in the industry, including loan officers, real estate appraisers, underwriters, real estate analysts, commercial mortgage brokers, investors, and developers; and

(C) develop a career plan that includes short- and long-term goals for entering and advancing in the commercial lending and real estate fields.

(13) The student explores entrepreneurship opportunities in commercial lending and real estate. The student is expected to:

(A) research and identify federal rules such as Consumer Financial Protection Bureau and Nationwide Multistate Licensing Systems rules and federal laws such as the Truth in Lending Act and Fair Credit Reporting Act related to owning and operating a mortgage firm;

(B) research and identify federal rules such as Housing Urban Development and Federal Housing Finance Agency (FHFA) rules and federal laws such as the Fair Housing Act and Equal Opportunity Act related to owning and operating a commercial real estate agency; and

The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.

Filed with the Office of the Secretary of State on February 4, 2026.

TRD-202600519

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Effective date: February 24, 2026

Proposal publication date: October 10, 2025

For further information, please call: (512) 475-1497

SUBCHAPTER J. HEALTH SCIENCE

19 TAC §127.472, §127.512

STATUTORY AUTHORITY. The new sections are adopted under Texas Education Code (TEC), §7.102(c)(4), which requires the State Board of Education (SBOE) to establish curriculum and graduation requirements; TEC, §28.002(a), which identifies the subjects of the required curriculum; TEC, §28.002(c), which requires the SBOE to identify by rule the essential knowledge and skills of each subject in the required curriculum that all students should be able to demonstrate and that will be used in evaluating instructional materials and addressed on the state assessment instruments; TEC, §28.002(n), which allows the SBOE to develop by rule and implement a plan designed to incorporate foundation curriculum requirements into the career and technical education (CTE) curriculum required in TEC, §28.002; TEC, §28.002(o), which requires the SBOE to determine that at least 50% of the approved CTE courses are cost effective for a school district to implement; TEC, §28.025(a), which requires the SBOE to determine by rule the curriculum requirements for the foundation high school graduation program that are consistent with the required curriculum under TEC, §28.002; and TEC, §28.025(b-17), which requires the SBOE to ensure by rule that a student may comply with curriculum requirements under TEC, §28.025(b-1)(6), by successfully completing an advanced CTE course, including a course that may lead to an industry-recognized credential or certificate or an associate degree.

CROSS REFERENCE TO STATUTE. The new sections implement Texas Education Code, §§7.102(c)(4); 28.002(a), (c), (n), and (o); and 28.025(a) and (b-17).

§127.472. Introduction to Pharmacy Science (One Credit), Adopted 2025.

(a) Implementation.

(1) The provisions of this section shall be implemented by school districts beginning with the 2026-2027 school year.

(2) School districts shall implement the employability skills student expectations listed in §127.15(d)(1) of this chapter (relating to Career and Technical Education Employability Skills) as an integral part of this course.

(b) General requirements. This course is recommended for students in Grades 9 and 10. Students shall be awarded one credit for successful completion of this course.

(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic services, diagnostic services, health informatics, support services, and biotechnology research and development.

(3) The Introduction to Pharmacy Science course is designed to provide an overview of the history of the pharmacy profession, legal and ethical aspects of pharmacy, and the skills necessary to work in the field of pharmacy. The course addresses certifications/registration and state and federal regulations and rules pertaining to the field. Students acquire a foundational understanding of medical terminology and math, anatomy and physiology, pathophysiology, pharmacology, and wellness as they pertain to pharmacy sciences.

(A) To pursue a career in the health science industry, students should learn to reason, think critically, make decisions, solve problems, and communicate effectively. Students should recognize that quality healthcare depends on the ability to work well with others.

(B) Professional integrity in the health science industry is dependent on acceptance of ethical responsibilities. Students employ their ethical responsibilities, recognize limitations, and understand the implications of their actions.

(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(d) Knowledge and skills.

(1) The student researches the history of medicine and pharmacy and how it compares to modern practices. The student is expected to:

(A) identify beliefs associated with illness and medicine from 440 BC through AD 1600;

(B) discuss supernatural explanations for illness and describe treatments, including herbal remedies, that were common prior to the Enlightenment period in Western Civilization;

(D) describe eighteenth and nineteenth century medicine, including bloodletting, purging, blistering, inoculation, amputation, and surgery and how major wars influenced medicine; and

(E) identify the pharmacological and medical advancements in the United States of America and Texas and their benefits.

(2) The student explains the ethical and legal responsibilities of pharmacists and pharmacy technicians. The student is expected to:

(A) describe basic laws and regulations that govern pharmacy at the state and federal level;

(B) describe legal terms, including medical malpractice, negligence, mislabeling, adverse drug event (ADE), and wrongful death, and consequences associated with medication errors, including civil lawsuits, professional disciplinary action, and criminal charges, related to dispensing and compounding medications;

(D) differentiate between the roles and responsibilities of a pharmacist and a pharmacy technician;

(E) explain the role of pharmacists in managing opioid therapies, addressing misuse, and promoting safe and effective pain management;

(F) describe why maintaining confidentiality of patient information is vital and summarize the Health Insurance Portability and Accountability Act (HIPAA);

(G) identify tort law and explain how HIPAA relates to medical negligence cases; and

(H) define professional liability.

(3) The student demonstrates professionalism and effectively communicates with healthcare workers and patients. The student is expected to:

(A) define appropriate and professional attire required for laboratory work;

(B) describe appropriate hygiene expected of pharmaceutical professionals;

(D) identify the key characteristics of effective and ineffective communication in pharmacy practice;

(E) accurately interpret, transcribe, and communicate medical vocabulary using appropriate technologies;

(F) identify ways to eliminate barriers to effective communication in a pharmacy setting; and

(G) identify communication skills needed to work with individuals who are terminally ill, intellectually disabled or hearing and vision impaired or have other impairments in a pharmacy setting.

(4) The student examines skills, training, and certifications necessary to work in the field of pharmacy. The student is expected to:

(A) explain how time management, stress management, and change management skills can support the ability to thrive in a continuously evolving pharmacy profession;

(B) analyze applicability of interpersonal skills, including negotiation skills, conflict resolution, customer service, and teamwork within a pharmacy setting;

(C) demonstrate problem-solving skills by developing and implementing effective solutions to pharmacy challenges within a specified time frame;

(D) examine the minimum practice standards set by the Texas State Board of Pharmacy (TSBP) for retail and independent pharmacies and identify the similarities and differences between the two practices;

(E) explain methods to maintain competency in the pharmacy industry through continuing education and continuing professional development; and

(F) compare various career paths in pharmacy, including pharmacist, pharmacy technician, sales representative, and pharmaceutical research.

(5) The student uses appropriate medical vocabulary to communicate effectively with other healthcare professionals. The student is expected to:

(A) identify the various routes of drug medication administration, including oral, injection, topical, buccal, suppository, mucosal, intravenous, interosseous, nebulization, and intrathecal;

(B) differentiate between the various classes of drugs;

(D) define common terms associated with pharmacology; and

(E) apply knowledge of word roots, prefixes, and suffixes to comprehend unfamiliar terms in pharmacy science.

(6) The student uses mathematical calculations and systems of measurement to solve problems in pharmacy. The student is expected to:

(A) perform medication calculations using different systems of measurement, including metric, apothecary, and household systems;

(B) convert units within and between the metric and imperial measurement systems;

(D) perform multistep ratio and proportion drug concentration problems.

(7) The student understands the fundamental principles of human anatomy, physiology, pathophysiology, and basic pharmacology. The student is expected to:

(A) describe the anatomy and physiology of the human body systems, including integumentary, musculoskeletal, nervous, immune, lymphatic, endocrine, cardiovascular, respiratory, gastrointestinal, renal, genitourinary, and hematological systems, and the senses;

(B) describe the pathophysiology of the main human body systems, including integumentary, musculoskeletal, nervous, immune, lymphatic, endocrine, cardiovascular, respiratory, gastrointestinal, renal, genitourinary, and hematological systems, and the senses; and

(C) identify the basic drug categories that affect each of the main human body systems, including integumentary, musculoskeletal, nervous, immune, lymphatic, endocrine, cardiovascular, respiratory, gastrointestinal, renal, genitourinary, and hematological systems, and the senses.

(8) The student explores the application of basic wellness concepts and disease prevention strategies. The student is expected to:

(A) describe the recommended vaccination schedule, including how to counsel on recommendations for patient populations with certain chronic illnesses;

(B) explain vaccine exemptions, including medical, religious belief, and conscientious exemptions, and patients' rights to opt out of vaccine reporting;

(D) analyze and discuss data related to vaccine injuries and adverse impacts using the federal government's Vaccine Adverse Events Reporting System (VAERS);

(E) analyze the effectiveness and safety of complementary and alternative medicines (CAM) such as acupuncture, acupressure, cupping, and coining and CAM's potential impact on traditional medical treatments;

(F) explain the role of health screenings in maintaining a healthy population;

(G) research and describe the impact of external factors such as diet, exercise, alcohol, tobacco, vaping, and drug use on patient health; and

(H) explain the role of medication therapy management (MTM) in optimizing patient health and medication compliance.

(9) The student understands pharmaceutical regulations that are enforced by state and federal agencies. The student is expected to:

(A) define Occupational Safety and Health Administration (OSHA) requirements for prevention of exposure to hazardous substances, including risk assessment;

(B) define National Institute of Occupational Safety and Health (NIOSH) requirements for prevention of exposure to hazardous substances, including risk assessment;

(C) define United States Pharmacopeia (USP) requirements for prevention of exposure to hazardous substances, including risk assessment;

(D) identify hazardous medications and materials and how to safely handle, dispense, and dispose of them using information from Safety Data Sheets (SDS), NIOSH Hazardous Drug List, and USP;

(E) describe requirements for prevention and response to blood-borne pathogen exposure, including accidental needle stick and post-exposure prophylaxis; and

(F) explain OSHA Hazard Communication Standards.

§127.512. Science of Nursing (One Credit), Adopted 2025.

(a) Implementation.

(1) The provisions of this section shall be implemented by school districts beginning with the 2026-2027 school year.

(b) General requirements. This course is recommended for students in Grades 10 and 11. Prerequisite: at least one credit in a course from the Health Science Career Cluster. Students shall be awarded one credit for successful completion of this course.

(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic services, diagnostics services, health informatics, support services, and biotechnology research and development.

(3) The Science of Nursing course introduces students to basic research-based concepts in nursing. Topics include the nursing process, regulatory agencies, professional organizations, and the importance of critical thinking in patient care. Instruction includes skills needed to pursue a nursing degree and training requirements for specialty nursing roles. Knowledge and skills include emergency care, patient assessment, basic interpretation of vital signs, identification of patients with physical and mental disabilities, patient positioning, use of assistive devices, and application of nursing theories in patient care plans.

(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(d) Knowledge and skills.

(1) The student understands tiers of nursing careers and the associated licensures. The student is expected to:

(A) identify and describe the educational and certification requirements for an entry-level patient care technician (PCT);

(B) identify and describe common work settings, including hospitals, doctors' offices, and healthcare agencies for PCTs;

(D) identify and describe scope of practice for CNAs;

(E) describe the professional responsibilities of unlicensed assistive personnel (UAP) and explain how UAPs assist individuals with physical disabilities, mental disorders, and other healthcare needs;

(F) compare coursework required to obtain nursing credentials, including a licensed vocational nurse (LVN), Associate Degree Registered Nurse (ADN RN), and Bachelor of Science in Nursing Registered Nurse (BSN RN);

(G) analyze the requirements for advanced practice registered nurse (APRN) certification, including certified registered nurse anesthetist (CRNA), certified nurse midwife (CNM), certified nurse practitioner (CNP), and certified clinical nurse specialist (CNS); and

(H) compare nursing specialty options, including pediatric, critical care, emergency room, mental health, forensic, geriatric, and hospice nursing roles.

(2) The student examines how the nursing process is used to collect subjective and objective data in patient assessment. The student is expected to:

(A) describe the steps of a basic patient intake interview, including recording family history, biographical information, reason for seeking healthcare, present illness or health concerns, past health history, current medication list, and review of systems;

(B) explain the visual and physical head-to-toe assessment, including abnormal and normal structure and function of the body systems, used to evaluate patient condition;

(C) describe the importance of patient vital signs, including temperature, systolic and diastolic pressures, pulse, respiratory rate, pulse oximetry, and pain assessment using appropriate pain scales, in assessing a patient's overall health status;

(D) identify equipment, including a thermometer, sphygmomanometer, stethoscope, pulse oximeter, and time keeping device, used to measure and record patient vital signs;

(E) compare patient vital signs, including values outside of normal ranges, that establish baseline homeostasis; and

(F) explain how the steps in the nursing process are used to assist the patient to reach optimal physiological, social, mental, and emotional wellness.

(3) The student demonstrates knowledge of therapeutic care by reviewing patient activities of daily living (ADL). The student is expected to:

(A) define and differentiate between essential ADLs;

(B) explain the procedures for assessing patient independence, identifying functional limitations, and developing appropriate care plans;

(D) identify mental health disorders, including depression and anxiety, on patient ADLs;

(E) evaluate physical disabilities and limitations to recommend the correct assistive device for patient care; and

(F) identify and align therapeutic care to specific deficiencies in ADLs such as performing personal care, ambulating, and orienting to and using assistive devices to promote patient independence and optimize functional outcomes.

(4) The student understands the role of the nurse in providing first aid and emergency care. The student is expected to:

(A) identify and describe first aid and emergency care certifications such as Basic Life Support (BLS), Automated External Defibrillator (AED), First Aid, and Mental Health First Aid;

(B) discuss the advantages of obtaining first aid and emergency care certifications;

(D) explain the significance of the role of a nurse in an emergency setting such as an emergency room, intensive care unit, urgent care, or a life-saving event.

(5) The student applies nursing theory to simulate the implementation of patient care. The student is expected to:

(A) identify and explain the purpose of medical equipment that is used to assist patients with varied needs, including a Hoyer lift, hospital beds, foley catheter and drainage system, wheelchairs, gait belts, and bedside commodes;

(B) compare patient care needs throughout the lifespan using theories such as Maslow's Hierarchy of Needs, Erik Erikson's Stages of Psychosocial Development, and Jean Piaget's Theory of Child Development;

(C) identify proper patient positioning for patient needs, including Trendelenburg, Fowler's, supine, prone, lithotomy, and lateral recumbent;

(D) identify methods used to educate patients, family members, and caregivers in techniques for managing disabilities; and

(E) model the proper use of assistive medical equipment used in a variety of medical facilities, including long-term care, nursing and rehabilitation, home healthcare settings, and classroom environment.

(6) The student examines technology used in the practice of nursing. The student is expected to:

(A) identify and describe the technology, including electronic medical records, mobile computer workstations, scanning devices, and charting software, used to collect patient information;

(B) describe how to access laboratory values and normal ranges for diagnostic tests such as complete blood count, comprehensive metabolic panel, basic metabolic panel, and urinalysis to determine patient health status; and

(C) identify and describe advancements in technology, including remote patient monitoring systems, wearable monitoring systems, electronic intake patient interviews, interpreting services, deaf-link communication services, and patient safety alarms.

(7) The student understands the importance of using critical-thinking skills in the nursing process. The student is expected to:

(A) analyze the components of conducting a comprehensive patient assessment;

(B) identify and differentiate between subjective and objective data, including what the patient reports and what is observable and quantifiable;

(C) compare trends in health outcomes between national, Texas, and local populations across their lifespans, including birth rates, life expectancy, mortality rates, and morbidity rates;

(D) analyze peer-reviewed medical research articles to evaluate the efficacy of specific treatments in improving patient care outcomes;

(E) create a patient care plan using procedures, including assess, diagnose, plan, implement and evaluate (ADPIE) and subjective, objective, assess, plan, implement, and evaluate (SOAPIE);

(F) analyze the impact of nursing interventions on patient condition in a simulated setting; and

(G) examine and describe clinical outcomes based upon patient assessment, care plan, and nursing interventions.

(8) The student understands pharmacology terminology associated with nursing practices. The student is expected to:

(A) identify and describe the eight rights of medication administration, including right patient, medication, dose, route, time, documentation, diagnosis, and response;

(B) identify and describe the principles of pharmacodynamics, including receptor binding, drug-receptor interactions, dose-response relationships, and therapeutic index;

(C) explain pharmacokinetics in the human body system, including the course of drug absorption, distribution, metabolism, and excretion;

(D) analyze the advantages of various routes of drug administration, including oral, injection, topical, buccal, suppository, mucosal, intravenous, interosseous, nebulization, and intrathecal; and

(E) analyze the disadvantages of various routes of drug administration, including oral, injection, topical, buccal, suppository, mucosal, intravenous, interosseous, nebulization, and intrathecal.

The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.

Filed with the Office of the Secretary of State on February 4, 2026.

TRD-202600520

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Effective date: February 24, 2026

Proposal publication date: October 10, 2025

For further information, please call: (512) 475-1497

SUBCHAPTER O. MANUFACTURING

19 TAC §§127.824, 127.828 - 127.830

CROSS REFERENCE TO STATUTE. The new sections implement Texas Education Code, §§7.102(c)(4); 28.002(a), (c), (n), and (o); and 28.025(a) and (b-17).

The agency certifies that legal counsel has reviewed the adoption and found it to be a valid exercise of the agency's legal authority.

Filed with the Office of the Secretary of State on February 4, 2026.

TRD-202600521

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Effective date: February 24, 2026

Proposal publication date: October 10, 2025

For further information, please call: (512) 475-1497