TITLE 19. EDUCATION

PART 2. TEXAS EDUCATION AGENCY

CHAPTER 97. PLANNING AND ACCOUNTABILITY

SUBCHAPTER AA. ACCOUNTABILITY AND PERFORMANCE MONITORING

(Editor's note: In accordance with Texas Government Code, §2002.014, which permits the omission of material which is "cumbersome, expensive, or otherwise inexpedient," the figure in 19 TAC §97.1001 is not included in the print version of the Texas Register. The figure is available in the on-line version of the June 27, 2025, issue of the Texas Register.)

The Texas Education Agency (TEA) adopts an amendment to §97.1001, concerning the accountability rating system. The amendment is adopted with changes to the proposed text as published in the April 18, 2025 issue of the Texas Register (50 TexReg 2472) and will be republished. The amendment adopts in rule applicable excerpts of the 2026 Accountability Manual . Earlier versions of the manual will remain in effect with respect to the school years for which they were developed.

REASONED JUSTIFICATION: TEA has adopted its academic accountability manual in rule since 2000 under §97.1001. The accountability system evolves from year to year, so the criteria and standards for rating and acknowledging schools in the most current year differ to some degree from those applied in the prior year.

The amendment to §97.1001 adopts excerpts of the 2026 Accountability Manual into rule as a figure. The excerpts, Chapters 1-12 of the 2026 Accountability Manual , specify the indicators, standards, and procedures used by the commissioner to determine accountability ratings for districts, campuses, and charter schools. These chapters also specify indicators, standards, and procedures used to determine distinction designations on additional indicators for Texas public school campuses and districts. Chapter 12 describes the specific criteria and calculations that will be used to assign 2026 Results Driven Accountability (RDA) performance levels. Ratings may be revised as a result of investigative activities by the commissioner as authorized under Texas Education Code (TEC), §39.056 and §39.003.

Following is a chapter-by-chapter summary of the changes for this year's manual. In every chapter, dates and years for which data are considered were updated to align with 2026 accountability and RDA. Edits for clarity regarding consistent language and terminology throughout each chapter are embedded within the adopted 2026 Accountability Manual . For example, references to the Public Education Information Management System (PEIMS) October submission were changed to the PEIMS Fall submission throughout the manual.

Chapter 1 gives an overview of the entire accountability system. Language in the Who is Rated section has been adjusted to clarify membership. One reason for being Not Rated was added back into the manual for clarity. Language was adjusted to add clarity to the Accountability Subset Rule section and the STAAR end-of-course (EOC) Retest Performance section. Based on public comment, clarification was provided at adoption in the table on page 7 under Accountability Subset Rule, on page 9 in the new Inclusion of Emergent Bilingual (TS) Students in STAAR-Based Indicators section, on page 9 in the Texas Student Data System (TSDS) PEIMS-Based Indicators section, in the table on page 10 under TSDS PEIMS-Based Indicators, and in the table on page 11 under Other Indicators.

Chapter 2 describes the "Student Achievement" domain. Emergent bilingual (EB) student coding was moved to Appendix H--Data Sources instead of being listed in the STAAR Component--Inclusion of EB Students section. A new section regarding Inclusion of STAAR English Learner Performance Measure Results was added. Language in the College, Career, and Military Readiness Component section was adjusted to provide clarity regarding college prep courses. A table was added regarding college, career, and military readiness (CCMR) credit requirements in the Schedule for Reviewed and Approved College Prep Courses section. Calculation language was clarified in the Graduation Rate--Minimum Size Criteria and Small Numbers Analysis and the Annual Dropout Rate--Minimum Size Criteria and Small Numbers Analysis sections. Based on public comment, clarification was provided at adoption on page 15 in the Overview section; on page 16 in the Inclusion of STAAR English Learner Performance Measure Results section; in the table on page 18 under STAAR Component--Example Calculation; in the bullets on page 19 under College, Career, and Military Readiness Component; in the College, Career, and Military Readiness Component section regarding adjustments to the timeline on pages 19, 20, and 21; on page 23 in the College, Career, and Military Readiness Component--Minimum Size Criteria and Small Numbers Analysis section; on page 27 in the alternative education accountability (AEA) College, Career, and Military Readiness Component--Minimum Size Criteria and Small Numbers Analysis section; and on page 28 in the AEA Graduation Rate--Minimum Size Criteria and Small Numbers Analysis section.

Chapter 3 describes the "School Progress" domain. EB student coding was moved to Appendix H--Data Sources instead of being listed in the Part A: Academic Growth--Inclusion of EB Students, Part B: Relative Performance--Inclusion of EB Students, and AEA Part B: Retest Growth--Inclusion of EB Students sections. Based on public comment, clarification was provided at adoption on page 31 in the Part A: Academic Growth--Minimum Size Criteria and Small Numbers Analysis section and on page 32 in the Part A: Academic Growth: Annual Growth--Methodology section.

Chapter 4 describes the "Closing the Gaps" domain. Language regarding minimum size was moved to the Two Lowest Performing Racial/Ethnic Groups from the Prior Year and the Steps to Determine the Two Lowest Performing Groups sections. EB student coding was moved to Appendix H--Data Sources instead of being listed in the Inclusion of EB students section. Calculation language was clarified in the Federal Graduation Status--Minimum Size Criteria and Small Numbers Analysis All Students section. Language was updated to reflect the new methodology for measuring Texas English Language Proficiency System progress in the Progress in Achieving English Language Proficiency Component section. Based on public comment, the Continuously Enrolled section previously on page 42 was moved at adoption to page 110 in Chapter 10, and clarification was provided at adoption on page 43 in the Current Special Education Students section by moving the information regarding former special education students to Chapter 10.

Chapter 5 describes how the overall ratings are calculated. Language was added for clarity in the District Proportional Domain Methodology section. Based on public comment, clarification was provided at adoption by reordering the information on page 63 in the Campus Overall Rating section and on page 65 in the District Overall Rating section.

Chapter 6 describes distinction designations. Language was added to the Other Information section.

Chapter 7 describes the pairing process and AEA provisions. No edits beyond the technical edits described previously were made.

Chapter 8 describes the process for appealing ratings. No edits beyond the technical edits described previously were made.

Chapter 9 describes the responsibilities of TEA, the responsibilities of school districts and open-enrollment charter schools, and the consequences to school districts and open-enrollment charter schools related to accountability and interventions. Language regarding Not Rated were removed from the Actions Required Due to Low Ratings or Low Accreditation Status section.

Chapter 10 provides information on the federally required identification of schools for improvement. The proposed manual contained no edits beyond the technical edits described previously. Based on public comment, the Continuously Enrolled section was moved at adoption from Chapter 4 to page 110, and information regarding Former Special Education Students was moved at adoption from Chapter 4 to page 111.

Chapter 11 describes the local accountability system. No edits beyond the technical edits described previously were made.

Chapter 12 describes the RDA system. Language was clarified in the Principle 2: Drives Improved Results and High Expectations section. Language in the 2026 RDA Changes section was rewritten. Language was adjusted for clarity in the RDA PL Assignments for Program Area Determinations section.

Corrections were made at adoption to the information under 2026 RDA Changes on page 119 and on page 120 in the New DL 4 Needs Substantial Intervention (NSI) (DL4) Criteria section.

SUMMARY OF COMMENTS AND AGENCY RESPONSES: The public comment period on the proposal began April 18, 2025, and ended May 19, 2025. Following is a summary of the public comments received and agency responses.

Edits for Clarification

Comment: A district administrator recommended various formatting updates, including font sizes, table ordering, table numbers, the order of sections, and page spacing.

Response: The agency disagrees with the scope of these formatting changes. Maintaining the format in the current manual will ensure that the agency does not signal a change to methodology where there is not a change.

Comment: A district administrator requested clarification regarding the enhanced performance levels methodology used in the transition table for measuring School Progress, Part A: Academic Growth, specifically, if the raw score of zero is included.

Response: The agency agrees and has made a clarifying edit in Chapter 3 on page 32 to specify that an 'enhanced' performance level used for accountability is not calculated for a raw score of zero. The document, STAAR Raw Scores and Scale Scores Associated with the Calculation of School Progress, Part A: Academic Growth within the A-F Accountability System, is posted on the Performance Reporting website each year.

Comment: An education service center (ESC) representative requested clarifying edits to the manual regarding AEA and small numbers methodology.

Response: The agency agrees and has added clarifying statements in Chapter 2 on page 23 in the College, Career, and Military Readiness Component--Minimum Size Criteria and Small Numbers Analysis; on page 27 in the AEA College, Career, and Military Readiness Component--Minimum Size Criteria and Small Numbers Analysis section; and on page 28 in the AEA Graduation Rate--Minimum Size Criteria and Small Numbers Analysis.

Comment: The Texas Center for State Accountability (TXCSA) suggested that the definition of Former Special Education be updated in the 2026 Accountability Manual to align with TEC, §39.053.

Response: The agency agrees and has added clarity to Chapter 10 on page 111 regarding the years of Special Education status used.

Comment: A district administrator requested clarity regarding the inclusion/exclusion criteria in Chapter 1: STAAR Component--Inclusion of EB Students and whether Appendix H that is referenced will align with the Accountability Rating System Manual for 2026 ratings.

Response: The agency agrees that additional clarity is needed within the Accountability Rating System Manual for 2026 ratings regarding the inclusion/exclusion criteria for EB students and has added the language from the manual for 2025 ratings to Chapter 1 on page 9.

Comment: lead4ward suggested the manual clarify that the subset rule does not apply to districts, specifically stating that the "district accountability subset" is no longer applicable.

Response: The agency agrees and has made a clarifying edit to Chapter 1 on page 7 to the column headers in the table to remove "district" from "subset of district/campus accountability."

Comment: lead4ward recommended changes to the language added to the 2026 manual at the beginning of Chapter 2 under the heading "Overview" that specified student achievement in the areas of performance on State of Texas Assessments of Academic Readiness (STAAR®), STAAR® EOC assessments, and STAAR® Alternate 2 assessments.

Response: The agency agrees with limiting confusion in the introduction by simplifying the language in Chapter 2 on page 15 to how it was described in the manual for 2025 ratings.

Comment: lead4ward recommended additional changes to the language added to the 2026 manual under the STAAR Component--Assessments and Measures Evaluated section in Chapter 2 and the Academic Achievement--Assessments and Measures Evaluated section in Chapter 4 regarding references to STAAR® assessments for Grades 3-12.

Response: The agency disagrees and has determined that the proposed language presents the clearest descriptions .

Comment: lead4ward recommended the word "eligible" be added to the sentence "A student's EL performance measure provides a more meaningful gauge of the achievement on STAAR for an eligible EB student" in Chapter 2.

Response: The agency agrees and has made this change to the 2026 Accountability Manual in Chapter 2 on page 16.

Comment: lead4ward recommended the word "Reading" be replaced with "Reading Language Arts" in Chapter 2 for the STAAR Component--Example Calculation.

Response: The agency agrees and has made this change to the 2026 Accountability Manual in Chapter 2 on page 18.

Comment: lead4ward requested additional clarity be added to Chapter 2 in the College, Career, and Military Readiness Component section about College Preparatory Course grade level requirements for 2026.

Response: The agency disagrees with adding information about 2026 to this section, as the current language is used to indicate the permanent requirement, which is Grade 12 for eligibility. However, the agency has added to Chapter 2 on page 19 the word "starting" to provide clarity about the timing of that requirement.

Comment: lead4ward requested that for additional clarity in Chapter 2, the phrase "Complete an Aligned Program of Study" should be removed and further clarity added about the requirements in 2026 for the CCMR indicator, Earn an Industry-Based Certification (IBC), and Complete an Aligned Program of Study.

Response: The agency disagrees with removing the phrase "and Complete an Aligned Program of Study" and adding additional descriptions about 2026 to this section in Chapter 2, as the current language is used to indicate the permanent requirement, which will be to complete an aligned program of study.

Comment: lead4ward suggested that in Chapter 3 on page 30 the word "STAAR" before "STAAR English I, English II, and Algebra I EOC assessment results" is confusing.

Response: The agency disagrees and has determined that the proposed language presents the clearest descriptions.

Comment: lead4ward suggested that in Chapter 3, "STAAR Alternate 2" assessments be more clearly specified as part of the calculation of Part A: Academic Growth--Minimum Size Criteria and Small Numbers Analysis.

Response: The agency agrees and has made this change to the 2026 Accountability Manual in Chapter 3 on page 31.

Comment: lead4ward suggested that in Chapter 3 School Progress, Part B: Retest Growth for campuses evaluated under AEA methodology should be renamed Part B: EOC Retest Performance.

Response: The agency disagrees and has determined that the proposed language presents the clearest description.

Comment: lead4ward suggested a change in Chapter 4 to the way manual describes the calculation of the denominator for determining expected growth for two points in Closing the Gaps.

Response: The agency disagrees and has determined that the proposed language presents the clearest description.

Comment: lead4ward suggested Chapter 4 not repeat the CCMR components already listed in Chapter 2.

Response: The agency disagrees and has determined that the current language presents the clearest description.

Comment: A district administrator recommended a change for clarity to the listing of the two groups that are not a part of the Closing the Gaps Domain Rating calculation: Former Special Education and Continuously Enrolled.

Response: The agency agrees. The Continuously Enrolled section previously in Chapter 4 on page 42 was moved at adoption to page 110 in Chapter 10, and clarification was provided at adoption in Chapter 4 on page 43 in the Current Special Education Students section by moving the information regarding former special education students to Chapter 10.

Comment: A district administrator recommended separating Campus Methodology from District Methodology in the steps for calculating the overall rating.

Response: The agency agrees and has reordered the information on page 63 for Campus Overall Rating and on page 66 for District Overall Rating.

Advanced Math Pathways and Accelerated Testers

Comment: A district administrator requested an update to the SAT/ACT scores needed for accelerated testers to be considered Meets and Masters on STAAR®-based measures.

Response: The agency disagrees with making changes that are beyond the scope of the current rule proposal. The agency will review the accelerated testers methodology, including the score ranges needed on SAT/ACT, for future implementation into the next refresh of the A-F system.

Comment: A district administrator requested to include Advanced Placement as an additional assessment for accelerated testers.

Response: The agency disagrees that it has the authority to make such a change at this time. As indicated in the agency's accelerated testers waiver renewal request to the U.S. Department of Education (USDE), "students completing an advanced course in middle school will continue to be assessed in high school with one of these assessments (SAT or ACT) in the applicable subject area. Students completing an advanced science course in middle school will continue to be assessed again in high school using the ACT science assessment." The waiver renewal request is available at https://tea.texas.gov/about-tea/laws-and-rules/essa.

Comment: The College Board requested that the SAT be included as an additional assessment for accelerated testers and added as an indicator for the distinction designation for Academic Achievement in Science.

Response: The agency disagrees that it has the authority to make such a change at this time. As indicated in the agency's accelerated testers waiver renewal request to the USDE, "Students completing an advanced science course in middle school will continue to be assessed again in high school using the ACT science assessment."

Comment: A district administrator provided feedback on the March Texas Accountability Advisory Group proposal regarding middle school students who reach approaches on STAAR® EOC assessments and are considered accelerated testers.

Response: This comment is outside the scope of the proposed rulemaking. However, the agency will continue to gather feedback from stakeholders on changes to future accountability refresh cycles.

School Progress Domain

Comment: A district administrator suggested making a transition table specific for students that transition from taking the STAAR® test in Spanish to taking the STAAR® test in English.

Response: The agency disagrees with making changes that are beyond the scope of the current rule proposal. Additionally, the agency has conducted analysis on the growth of students that transition tested languages and has determined this is not an area for future implementation.

College, Career, and Military Readiness

Comment: An individual requested an additional year to move to the college preparatory course list.

Response: The agency agrees and has announced a change to the timeline for the College Preparatory Approved Course List. (See https://tea.texas.gov/about-tea/news-and-multimedia/correspondence/taa-letters/postponement-of-approved-list-of-college-preparatory-courses-to-2028-accountability.) 2026 graduates will not be limited to courses from the approved course list for CCMR credit in 2027 accountability. The requirement for approved College Preparatory Courses for CCMR credit has been postponed to the 2028 accountability refresh year and will be implemented with 2027 graduates. Clarification was provided at adoption in Chapter 2 to the timeline on pages 19, 20, and 21.

Comment: A district administrator requested consideration and clarity for when a student takes a required college preparatory course in Grade 12 but is retained in Grade 12 for a repeat year.

Response: The agency disagrees that an edit is needed as the manual already includes the statement, "The grade of the student at the time of the course will be based on the grade submitted in the TSDS PEIMS Summer submission." Credit for CCMR will be earned if the student took the course when the district reported them as in Grade 12.

Comment: lead4ward suggested that "Complete College Prep Course" be given its own row in the table describing the TSDS PEIMS data used for accountability indicators due to changes to the grade levels eligible for CCMR credit beginning in 2026 and 2027 accountability.

Response: The agency agrees and has made a clarifying edit to Chapter 1 on page 10 in the College Prep Course row of the table for TSDS PEIMS data provided by school districts and used to create specific CCMR indicators.

Comment: lead4ward suggested that the CCMR calculation as described in the Other Indicators table should use the Texas Success Initiative (TSI) assessment results beginning with the introduction of the TSI assessment in June 2011.

Response: The agency agrees with clarifying the dates of TSI assessment results used in CCMR and has made an update to Chapter 1 on page 11 in the table describing the Other data used for CCMR. However, the agency disagrees with using the TSI assessment results back to June 2011 and has clarified that CCMR uses data dating 10 years back from the year of accountability.

Comment: lead4ward recommended that any changes to the valuation of IBCs be applied to students entering Grade 9 in the year following the final adoption of 19 TAC §97.1003, Local Accountability System.

Response: The agency disagrees as the comment is beyond the scope of the current rule proposal. However, the agency will continue to work with stakeholders to consider policy implementation for future accountability refresh cycles.

Comment: The College Board recommended changes to the development of the IBC lists used in state accountability, including updating the list of approved IBCs every two years, approving entry-level certifications, and removing the requirement of attainability by adults as part of the requirements of approved IBCs.

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

Comment: The TXCSA recommended the addition of graduation code 56 in the definition of Graduate with Completed Individualized Education Program (IEP) and Workforce Readiness for CCMR.

Response: The agency disagrees with the recommendation as this code does not demonstrate Workforce Readiness as defined by the IEP and the Workforce Readiness indicator.

Comment: The TXCSA suggested the agency not implement the Grade 12 requirement to earn CCMR credit for College Preparatory Courses, which will be in effect with the 2027 accountability, and the removal of the Schedule for Phase-in of College Prep 12th Grade requirement section in the 2026 Accountability Manual.

Response: The agency disagrees and reiterates the statutory requirement that college preparatory courses be designed for Grade 12 students.

Comment: The TXCSA suggested a revision to the CCMR methodology in the 2026 Accountability Manual to include mid-year December graduates in CCMR calculations.

Response: The agency disagrees that a revision of the manual is needed as the CCMR calculation already includes mid-year or early graduates.

Comment: The TXCSA indicated that House Bill 773, 87th Texas Legislature, Regular Session, 2021, did not require students to complete an aligned program of study in addition to successfully meeting IBC requirements and suggested that the two should not be combined in the CCMR indicator.

Response: The agency disagrees with separating these two indicators of a student's college or career readiness since program of study completion and IBC attainment are stronger indicators when combined than they are independently.

Comment: The TXCSA commented that based on TEC, §39.053, students who have completed an internship or practicum should be included in the CCMR calculation.

Response: The agency disagrees as policy changes are beyond the scope of the current rule proposal. The agency will continue to work with stakeholders to consider the CCMR indicators for future implementation in the next refresh of the A-F system.

Comment: The TXCSA suggested that the methodology in the 2026 Accountability Manual for CCMR credit under Level I or Level II certification be modified to students who are "admitted" instead of "earning" a Level I or Level II certificate.

Response: The agency disagrees as admission requirements for Career and Technical Education Certificate in TEC, §61.003(12)(C), varies by institution and program and does not imply successful completion of a workforce program offered by an institution of higher education.

District and Campus Ratings

Comment: lead4ward and a district administrator suggested that the two steps in the Overall (District and Campus) Rating calculation, called "3 Ds Rule" and "3 Fs Rule," be removed from the 2026 Accountability Manual .

Response: The agency disagrees. The D and F requirements are aligned with the redefinition of acceptable and unacceptable performance in Senate Bill 1365, 87th Texas Legislature, Regular Session, 2021. The agency will continue to work with stakeholders to consider policy implementations for future accountability refresh cycles.

Comment: lead4ward and a district administrator suggested that the Overall Rating (Districts) Campus Scaled Score Rule be removed from the methodology for determining the district's overall and domain ratings in the 2026 Accountability Manual .

Response: The agency disagrees as policy changes are beyond the scope of the current rule proposal. The agency will review the district proportional methodology implemented in 2023 as part of the next refresh of the A-F system.

Comment: lead4ward suggested a change to the Closing the Gaps score methodology, specifically for new campuses, to address the inability to earn one or two points given the lack of prior year data that is required.

Response: The agency disagrees as policy changes are beyond the scope of the current rule proposal. The agency will review the methodology for new campuses for future consideration in the next refresh of the A-F system.

Comment: The TXCSA recommended new campuses (such as campuses in the first year of STAAR® testing or those with a new county district campus numbers) not be evaluated in the Closing the Gaps domain for the first year and re-zoned campuses not be evaluated in Closing the Gaps.

Response: The agency disagrees that campuses of these types should be measured differently under the Closing the Gaps domain. As the state uses the Closing the Gaps domain to fulfill federal requirements under the Every Student Succeeds Act, all campuses must be scored under the same methodology.

Comment: The TXCSA requested a change to the 2026 Accountability Manual to allow appeals to the Closing the Gaps domain based on the two lowest performing student groups, specifically in situations of a new campus or re-zoned campus.

Response: The agency disagrees as policy changes are beyond the scope of the current rule proposal. The agency will review the appeals procedures for future consideration in the next refresh of the A-F system.

Comment: The TXCSA requested that the federal school identifications be eligible for appeal.

Response: The agency disagrees that the federal school identifications are appealable as this identification is based on the release of preliminary accountability data.

Results-Driven Accountability (Chapter 12 of the 2026 Accountability Manual)

Comment: An ESC representative requested that the minimum size requirement be reduced for special education indicators.

Response: This comment is outside the scope of the proposed rulemaking. The agency will research and analyze student group minimum size requirements as RDA is integrated into the A-F system in the next refresh of the system.

Comment: An ESC representative requested additional clarity be provided on the data used in RDA significant disproportionality indicators, including the specific PEIMS codes in Appendix K.

Response: The agency disagrees as appendices are outside the scope of the proposed rulemaking. However, the agency will gather further stakeholder feedback on the addition of PEIMS codes to Appendix K.

Accountability Manual Release

Comment: lead4ward and a district administrator requested publishing the appendices with the proposed 2026 Accountability Manual and future releases of the manual.

Response: The agency disagrees. The appendices will be published as soon as it is feasible after the adoption of the manual.

STATUTORY AUTHORITY. The amendment is adopted under Texas Education Code (TEC), §7.021(b)(1), which authorizes the Texas Education Agency (TEA) to administer and monitor compliance with education programs required by federal or state law, including federal funding and state funding for those programs; TEC, §7.028, which authorizes TEA to monitor as necessary to ensure school district and charter school compliance with federal law and regulations, financial integrity, and data integrity and authorizes the agency to monitor school district and charter schools through its investigative process. TEC, §7.028(a), authorizes TEA to monitor special education programs for compliance with state and federal laws; TEC, §12.056, which requires that a campus or program for which a charter is granted under TEC, Chapter 12, Subchapter C, is subject to any prohibition relating to the Public Education Information Management System (PEIMS) to the extent necessary to monitor compliance with TEC, Chapter 12, Subchapter C, as determined by the commissioner; high school graduation under TEC, §28.025; special education programs under TEC, Chapter 29, Subchapter A; bilingual education under TEC, Chapter 29, Subchapter B; and public school accountability under TEC, Chapter 39, Subchapters B, C, D, F, and J, and Chapter 39A; TEC, §12.104, which states that a charter granted under TEC, Chapter 12, Subchapter D, is subject to a prohibition, restriction, or requirement, as applicable, imposed by TEC, Title 2, or a rule adopted under TEC, Title 2, relating to PEIMS to the extent necessary to monitor compliance with TEC, Chapter 12, Subchapter D, as determined by the commissioner; high school graduation requirements under TEC, §28.025; special education programs under TEC, Chapter 29, Subchapter A; bilingual education under TEC, Chapter 29, Subchapter B; discipline management practices or behavior management techniques under TEC, §37.0021; public school accountability under TEC, Chapter 39, Subchapters B, C, D, F, G, and J, and Chapter 39A; and intensive programs of instruction under TEC, §28.0213; TEC, §29.001, which authorizes TEA to effectively monitor all local educational agencies (LEAs) to ensure that rules relating to the delivery of services to children with disabilities are applied in a consistent and uniform manner, to ensure that LEAs are complying with those rules, and to ensure that specific reports filed by LEAs are accurate and complete; TEC, §29.0011(b), which authorizes TEA to meet the requirements under (1) 20 U.S.C. §1418(d) and its implementing regulations to collect and examine data to determine whether significant disproportionality based on race or ethnicity is occurring in the state and in the school districts and open-enrollment charter schools in the state with respect to the (a) identification of children as children with disabilities, including the identification of children as children with particular impairments; (b) placement of children with disabilities in particular educational settings; and (c) incidence, duration, and type of disciplinary actions taken against children with disabilities including suspensions or expulsions; or (2) 20 U.S.C. §1416(a)(3)(C) and its implementing regulations to address in the statewide plan the percentage of schools with disproportionate representation of racial and ethnic groups in special education and related services and in specific disability categories that results from inappropriate identification; TEC, §29.010(a), which authorizes TEA to adopt and implement a comprehensive system for monitoring LEA compliance with federal and state laws relating to special education, including ongoing analysis of LEA special education data; TEC, §29.062, which authorizes TEA to evaluate and monitor the effectiveness of LEA programs and apply sanctions concerning emergent bilingual students; TEC, §29.066, which authorizes PEIMS reporting requirements for school districts that are required to offer bilingual education or special language programs to include the following information in the district's PEIMS report (1) demographic information, as determined by the commissioner, on students enrolled in district bilingual education or special language programs; (2) the number and percentage of students enrolled in each instructional model of a bilingual education or special language program offered by the district; and (3) the number and percentage of emergent bilingual students who do not receive specialized instruction; TEC, §29.081(e), (e-1), and (e-2), which define criteria for alternative education programs for students at risk of dropping out of school and subjects those campuses to the performance indicators and accountability standards adopted for alternative education programs; TEC, §29.201 and §29.202, which describe the Public Education Grant (PEG) program and eligibility requirements; TEC, §39.003 and §39.004, which authorize the commissioner to adopt procedures relating to special investigations. TEC, §39.003(d), allows the commissioner to take appropriate action under Chapter 39A, to lower the district's accreditation status or the district's or campus's accountability rating based on the results of the special investigation; TEC, §39.051 and §39.052, which authorize the commissioner to determine criteria for accreditation statuses and to determine the accreditation status of each school district and open-enrollment charter school; TEC, §39.053, which authorizes the commissioner to adopt a set of indicators of the quality of learning and achievement and requires the commissioner to periodically review the indicators for consideration of appropriate revisions; TEC, §39.054, which requires the commissioner to adopt rules to evaluate school district and campus performance and to assign a performance rating; TEC, §39.0541, which authorizes the commissioner to adopt indicators and standards under TEC, Chapter 39, Subchapter C, at any time during a school year before the evaluation of a school district or campus; TEC, §39.0543, which describes acceptable and unacceptable performance as referenced in law; TEC, §39.0546, which requires the commissioner to assign a school district or campus a rating of "Not Rated" for the 2021-2022 school year, unless, after reviewing the district or campus under the methods and standards adopted under TEC, §39.054, the commissioner determines the district or campus should be assigned an overall performance rating of C or higher; TEC, §39.0548, which requires the commissioner to designate campuses that meet specific criteria as dropout recovery schools and to use specific indicators to evaluate them; TEC, §39.055, which prohibits the use of assessment results and other performance indicators of students in a residential facility in state accountability; TEC, §39.056, which authorizes the commissioner to adopt procedures relating to monitoring reviews and special investigations; TEC, §39.151, which provides a process for a school district or an open-enrollment charter school to challenge an academic or financial accountability rating; TEC, §39.201, which requires the commissioner to award distinction designations to a campus or district for outstanding performance; TEC, §39.2011, which makes open-enrollment charter schools and campuses that earn an acceptable rating eligible for distinction designations; TEC, §39.202 and §39.203, which authorize the commissioner to establish criteria for distinction designations for campuses and districts; TEC, §39A.001, which authorizes the commissioner to take any of the actions authorized by TEC, Chapter 39, Subchapter A, to the extent the commissioner determines necessary if a school does not satisfy the academic performance standards under TEC, §39.053 or §39.054, or based upon a special investigation; TEC, §39A.002, which authorizes the commissioner to take certain actions if a school district becomes subject to commissioner action under TEC, §39A.001; TEC, §39A.004, which authorizes the commissioner to appoint a board of managers to exercise the powers and duties of a school district's board of trustees if the district is subject to commissioner action under TEC, §39A.001, and has a current accreditation status of accredited-warned or accredited-probation; or fails to satisfy any standard under TEC, §39.054(e); or fails to satisfy any financial accountability standard; TEC, §39A.005, which authorizes the commissioner to revoke school accreditation if the district is subject to TEC, §39A.001, and for two consecutive school years has received an accreditation status of accredited-warned or accredited-probation, failed to satisfy any standard under TEC, §39.054(e), or failed to satisfy a financial performance standard; TEC, §39A.007, which authorizes the commissioner to impose a sanction designed to improve high school completion rates if the district has failed to satisfy any standard under TEC, §39.054(e), due to high school completion rates; TEC, §39A.051, which authorizes the commissioner to take action based on campus performance that is below any standard under TEC, §39.054(e); and TEC, §39A.063, which authorizes the commissioner to accept substantially similar intervention measures as required by federal accountability measures in compliance with TEC, Chapter 39A.

CROSS REFERENCE TO STATUTE. The amendment implements Texas Education Code (TEC), §§7.021(b)(1); 7.028; 12.056; 12.104; 29.001; 29.0011(b); 29.010(a); 29.062; 29.066; 29.081(e), (e-1), and (e-2); 29.201; 29.202; 39.003; 39.004; 39.051; 39.052; 39.053; 39.054; 39.0541; 39.0543; 39.0546; 39.0548; 39.055; 39.056; 39.151; 39.201; 39.2011; 39.202; 39.203; 39A.001; 39A.002; 39A.004; 39A.005; 39A.007; 39A.051; and 39A.063.

§ 97.1001. Accountability Rating System.

(a) The rating standards established by the commissioner of education under Texas Education Code (TEC), §§39.052(a) and (b)(1)(A); 39.053; 39.054; 39.0541; 39.0548; 39.055; 39.151; 39.201; 39.2011; 39.202; 39.203; 29.081(e), (e-1), and (e-2); and 12.104(b)(2)(L), shall be used to evaluate the performance of districts, campuses, and charter schools. The indicators, standards, and procedures used to determine ratings will be annually published in official Texas Education Agency publications. These publications will be widely disseminated and cover the following:

(1) indicators, standards, and procedures used to determine district ratings;

(2) indicators, standards, and procedures used to determine campus ratings;

(3) indicators, standards, and procedures used to determine distinction designations; and

(4) procedures for submitting a rating appeal.

(b) The procedures by which districts, campuses, and charter schools are rated and acknowledged for 2026 are based upon specific criteria and calculations, which are described in excerpted sections of the 2026 Accountability Manual provided in this subsection.

Figure: 19 TAC §97.1001(b) (.pdf)

(d) The specific criteria and calculations used in the accountability manual are established annually by the commissioner and communicated to all school districts and charter schools.

(e) The specific criteria and calculations used in the annual accountability manual adopted for prior school years remain in effect for all purposes, including accountability, data standards, and audits, with respect to those school years.

(f) In accordance with TEC, §7.028(a), the purpose of the Results Driven Accountability (RDA) framework is to evaluate and report annually on the performance of school districts and charter schools for certain populations of students included in selected program areas. The performance of a school district or charter school is included in the RDA report through indicators of student performance and program effectiveness and corresponding performance levels established by the commissioner.

(g) The assignment of performance levels for school districts and charter schools in the 2026 RDA report is based on specific criteria and calculations, which are described in the 2026 Accountability Manual provided in subsection (b) of this section.

(h) The specific criteria and calculations used in the RDA framework are established annually by the commissioner and communicated to all school districts and charter schools.

(i) The specific criteria and calculations used in the annual RDA manual adopted for prior school years remain in effect for all purposes, including accountability and performance monitoring, data standards, and audits, with respect to those school years.

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 June 9, 2025.

TRD-202501953

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Effective date: June 29, 2025

Proposal publication date: April 18, 2025

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

CHAPTER 111. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR MATHEMATICS

SUBCHAPTER B. MIDDLE SCHOOL

19 TAC §§111.29 - 111.31

The State Board of Education (SBOE) adopts new §§111.29 - 111.31, concerning middle school Texas Essential Knowledge and Skills (TEKS) for mathematics. Section 111.29 is adopted without changes to the proposed text as published in the February 28, 2025 issue of the Texas Register (50 TexReg 1080) and will not be republished. Section 111.30 and §111.31 are adopted with changes to the proposed text as published in the February 28, 2025 issue of the Texas Register (50 TexReg 1080) and will be republished. The adopted new sections add TEKS to support middle school advanced mathematics programs designed to enable students to enroll in Algebra I in Grade 8.

REASONED JUSTIFICATION: The board received training from a standards writing advisor at the July 2014 meeting. The standards writing advisor provided additional training to Texas Education Agency (TEA) staff in October 2014 to support future facilitation of the TEKS review committees.

In 2017, the SBOE significantly revised the process for the review and revision of the TEKS. At the November 2018 meeting, the SBOE approved updates to the 2017 TEKS review and revision process to better clarify the process. The updated process was used for the review of the physical education, health education, and science TEKS.

At the January 2021 meeting, the board held a work session to discuss the timeline for the TEKS review and revision process and associated activities, including updates to State Board for Educator Certification teacher assignment rules and certification exams, adoption of instructional materials, and the completion of the Texas Resource Review. The board discussed potential adjustments to the TEKS and Instructional Materials Review and Adoption Schedule. At the April 2021 meeting, the SBOE approved revisions to the TEKS and Instructional Materials Review and Adoption Schedule.

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.

At the April 2024 meeting, TEA staff shared an overview of upcoming interrelated needs for TEKS review and revision and instructional materials review and approval (IMRA) and identified two needs related to mathematics, including options for instructional materials for accelerated learning and establishing TEKS to support middle school advanced mathematics pathways. At the June 2024 meeting, the board approved moving forward with the establishment of TEKS for middle school advanced mathematics and inclusion of advanced mathematics in a future IMRA process.

Applications to serve on the middle school advanced mathematics TEKS work group were collected by TEA in July and August 2024. TEA provided SBOE members with the applications for approval to serve on the work group in late August.

At the September 2024 SBOE meeting, the board directed the work group to present two models for middle school advanced mathematics TEKS. One model was to be based on the importance of keeping the Grade 6 TEKS similar to the current TEKS and to combine the Grade 7 and Grade 8 TEKS into Grade 7. The SBOE gave the work group leeway to analyze models from Barbers Hill Independent School District (ISD), Tomball ISD, and other school districts to develop recommendations for the second model. Additionally, the SBOE directed the work group to recommend one of the two models for the SBOE's further consideration. Work groups convened for two face-to-face meetings to develop recommendations for the proposed TEKS for middle school advanced mathematics in October 2024.

A public hearing was conducted and a discussion item regarding TEKS for middle school advanced mathematics was presented to the Committee of the Full Board at the November 2024 SBOE meeting. At that time, the SBOE selected the second model as the plan for the middle school advanced mathematics programs. The work group met in December 2024 to finalize its recommendations for the second model.

The following changes were made to the rules since published as proposed.

Section 111.30(c)(8)(C) was amended to read, "identify examples of proportional and non-proportional relationships that arise from mathematical and real-world problems."

The section title for §111.31 was amended by adding the roman numeral "I" after "Algebra."

Section 111.31(b) was amended to read, "This course is recommended for students in Grade 8. Prerequisite: Middle School Advanced Mathematics, Grade 7 or Mathematics, Grade 8. Students shall be awarded one credit that satisfies the Algebra I requirement for high school graduation. This course satisfies the requirement for any course which identifies Algebra I as a prerequisite."

The first sentence in §111.31(c)(4) was amended to read, "In Grade 8, Middle School Advanced Mathematics, Algebra I, students will build on the knowledge and skills for mathematics in Middle School Advanced Mathematics, Grades 6 and 7, which provide a foundation in linear relationships, number and operations, and proportionality. Students will study linear, quadratic, and exponential functions and their related transformations, equations, and associated solutions."

The last sentence in §111.31(c)(4) was amended to read, "The use of technology, including graphing tools, is essential in Grade 8, Middle School Advanced Mathematics, Algebra I, to bridge conceptual understanding and procedural fluency."

The SBOE approved the new rules for first reading and filing authorization at its January 31, 2025 meeting and for second reading and final adoption at its April 11, 2025 meeting.

In accordance with TEC, §7.102(f), the SBOE approved the new rules for adoption by a vote of two-thirds of its members to specify an effective date earlier than the beginning of the 2025-2026 school year. The earlier effective date will enable districts to begin preparing for implementation of TEKS that support a middle school advanced mathematics program. The effective date is 20 days after filing as adopted with the Texas Register.

SUMMARY OF COMMENTS AND RESPONSES: The public comment period on the proposal began February 28, 2025, and ended at 5:00 p.m. on March 31, 2025. The SBOE also provided an opportunity for registered oral and written comments at its April 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 teacher, two administrators, and a community member asked which State of Texas Assessments of Academic Readiness (STAAR®) would be administered to students in the middle school advanced mathematics program at the end of the year.

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

Comment. A teacher expressed concern about the inclusion of student expectations from the Grade 8 TEKS in the proposed TEKS for the Grade 8, Middle School Advanced Mathematics, Algebra course, which would limit advanced mathematics students to taking the Grade 7 STAAR® test in Grade 7. The commenter stated that all the Grade 8 TEKS should be compacted into the Grade 7, Middle School Advanced Mathematics course.

Response. The SBOE disagrees and has determined that incorporating certain student expectations from the Grade 8 mathematics TEKS is appropriate and scaffolds middle school students' transition into Algebra I content in Grade 8. The SBOE also provides the following clarification. The assessment a student takes is a local school system decision.

Comment. A teacher stated that under the proposed new TEKS, students would be skipping the difficult and important Grade 7 STAAR® assessment.

Response. This comment is outside the scope of the proposed rulemaking. The assessment a student takes is determined by the local school system.

Comment. Two administrators and a community member asked if new STAAR® assessments would be developed for the proposed middle school advanced mathematics courses.

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

Comment. A teacher expressed concern that the arrangement of the student expectations in the middle school advanced mathematics TEKS may negatively impact student success on the STAAR® assessments.

Response. The SBOE disagrees and has determined that the arrangement of the student expectations in the middle school advanced mathematics TEKS are appropriate as proposed and should not negatively impact performance on the STAAR® assessment.

Comment. Two administrators expressed concern regarding the inclusion of circle graphs in the proposed student expectation in 19 TAC §111.29(c)(14)(D).

Response. The SBOE disagrees and has determined that circle graphs are appropriately included in the student expectation in 19 TAC §111.29(c)(14)(D).

Comment. Three administrators asked whether proposed new 19 TAC §111.31, Grade 8, Middle School Advanced Mathematics, Algebra, could be retitled to ensure that students would take the Algebra I end-of-course exam and receive credit for Algebra I.

Response. The SBOE agrees that additional clarification to the title for the Grade 8 middle school advanced mathematics standards is warranted and took action to amend the title for 19 TAC §111.31 to read Grade 8, Middle School Advanced Mathematics, Algebra I.

Comment. A teacher expressed concern with the policy for automatic enrollment of Grade 5 students in a middle school advanced mathematics program. The teacher stated that parents do not understand that they must opt their child out of the program and there are already students who struggled in advanced mathematics programs and have since opted out.

Response. This comment is outside the scope of the proposed rulemaking. The requirement for automatic enrollment of certain students in middle school advanced mathematics is a statutory requirement.

Comment. An administrator stated that the re-wording of the TEKS for the advanced mathematics courses may cause confusion for teachers who teach both on-level and advanced courses.

Response. The SBOE disagrees and has determined that the wording in the TEKS for the proposed middle school advanced mathematics courses is sufficiently clear.

Comment. An administrator asked why districts were not given the decision on how to split the Grade 7 TEKS between Grade 6 and Grade 7.

Response. The SBOE provides the following clarification. The proposed middle school advanced mathematics TEKS for Grades 6, 7, and 8 are optional. School districts maintain the ability to create and offer locally developed courses and make decisions to arrange the TEKS in their middle school advanced mathematics programs differently.

Comment. A teacher asked why there is a push to get the middle school advanced mathematics TEKS adopted if they are optional.

Response. The SBOE provides the following clarification. Beginning with the 2024-2025 school year, all school systems are required to offer a middle school advanced mathematics program that prepares students to enroll in Algebra I in Grade 8 in accordance with TEC, §28.029. The middle school advanced mathematics TEKS provide an option that districts can use to meet the requirement in state law that is already in effect. The adoption of these TEKS will enable the SBOE to call for instructional materials to support implementation of middle school advanced mathematics.

Comment. A teacher asked how an optional set of standards helps transient students.

Response. The SBOE provides the following clarification. The middle school advanced mathematics TEKS provide an option that districts can use to meet the requirement in state law that all school systems offer a middle school advanced mathematics program that prepares students to enroll in Algebra I in Grade 8. If a transient student moves from one school system that implements these standards to another school system that implements these standards, the student is less likely to experience disruption in learning.

Comment. An administrator stated there is a lack of clarity in the proposed rules. The administrator suggested revising the phrase "may be implemented" in the general requirements in §111.29(a) to read, "The provisions of this section are one option districts may use to implement Texas Education Code, §28.029."

Response. The SBOE disagrees that the suggested revision is necessary and has determined that the general requirements in §111.29(a) are sufficiently clear as proposed.

Comment. An administrator asked whether the proposed new TEKS for middle school advanced mathematics would replace Accelerated Math 6/7 and Accelerated Math 7/8 and Algebra I in their district.

Response. The SBOE provides the following clarification. The proposed middle school advanced mathematics TEKS for Grades 6, 7, and 8 may be implemented by school districts beginning with the 2025-2026 school year. Districts have the option to implement the new middle school advanced mathematics TEKS or to create or continue to offer their own locally developed middle school advanced mathematics courses.

Comment. An administrator stated it is important for students to have the opportunity to enroll in Algebra I as eighth graders.

Response. The SBOE agrees and took action to adopt proposed TEKS for middle school advanced mathematics that prepare students for Algebra I in Grade 8 that districts may offer beginning with the 2025-2026 school year as part of their middle school advanced mathematics programs.

Comment. A teacher stated that students should be taught all the TEKS as they are necessary for student success.

Response. The SBOE agrees that all the knowledge and skills in the existing mathematics TEKS for Grades 6-8 are necessary for student success. However, the SBOE has determined that there are certain student expectations that can be combined with or subsumed into more advanced student expectations to compact instruction for an accelerated mathematics program that prepares students to take Algebra I in Grade 8.

Comment. A teacher provided a copy of the TEKS breakdown the teacher uses with honors middle school students on an accelerated mathematics pathway.

Response. The SBOE provides the following clarification. The proposed middle school advanced mathematics TEKS for Grades 6-8 are optional standards that school systems may use as part of their middle school advanced mathematics programs. School systems have the option to implement the new middle school advanced mathematics TEKS or to create or continue to offer their own locally developed middle school advanced mathematics courses.

Comment. A teacher expressed concern that there are too many student expectations in the proposed TEKS for Grade 7.

Response. The SBOE disagrees and has determined that the number of student expectations in the proposed TEKS for Grade 7 is appropriate as proposed.

Comment. Two administrators stated that Algebra I should remain the same course as is currently listed in 19 TAC §111.39 whether it is taught in Grade 8 or 9.

Response. The SBOE agrees that the existing high school course, §111.39, Algebra I, is an appropriate and rigorous option for both high school and certain middle school students. However, the SBOE disagrees that §111.39, Algebra I, should be the only option for Grade 8 students in middle school advanced mathematics programs. The SBOE took action to approve for adoption new TEKS for Grade 8, Middle School Advanced Mathematics, Algebra, that includes and scaffolds Algebra I content with certain Grade 8 student expectations. In response to other comments, the SBOE took action to retitle Grade 8, Middle School Advanced Mathematics, Algebra, as Grade 8, Middle School Advanced Mathematics, Algebra I, to clarify that the course fulfills the graduation requirement for Algebra I.

Comment. A community member stated that high-quality instructional materials are needed for the proposed TEKS and will support these efforts.

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

Comment. An administrator recommended that if language is changed to add clarity for the advanced mathematics courses, the language should be revised in the on-level TEKS, too.

Response. This comment is outside the scope of the proposed rulemaking. The existing on-level TEKS for Grades 6-8 are not included in the proposed rulemaking.

Comment. Two administrators and a community member stated that some standards were missing from the proposed middle school advanced mathematics courses.

Response. The SBOE disagrees and has determined that all the middle school mathematics standards for Grades 6, 7, and 8 are addressed in the middle school advanced mathematics TEKS. The SBOE provides the following clarification. The student expectations in the middle school advanced mathematics TEKS are either identical to the student expectations in the existing on-level TEKS, have minor revisions, or have been subsumed into similar standards that meet or exceed the knowledge and skills of the original student expectation.

Comment. A teacher and an administrator stated that renumbering student expectations in the middle school advanced mathematics courses causes confusion for teachers who teach both on-level and advanced courses and would have a negative impact on reporting, analyzing, and acting upon data on campus, district, and STAAR® assessments.

Response. The SBOE disagrees and has determined that renumbering student expectations to reflect the order in which they appear in the proposed middle school advanced mathematics courses would not cause confusion and is necessary and appropriate as proposed.

Comment. A teacher stated that there is not sufficient time to teach probability before STAAR®, but it is heavily tested on the Texas Success Initiative assessment for college admission.

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

Comment. An administrator asked whether there will be new student expectations within the proposed new courses.

Response. The SBOE provided the following clarification. There are no new knowledge and skills statements in the proposed middle school advanced mathematics TEKS. Some student expectations from the student expectations in the existing on-level mathematics TEKS have been subsumed into other student expectations or rearranged, but no new student expectations or knowledge and skills have been added.

Comment. A teacher stated that some Grade 7 student expectations can completely replace Grade 6 student expectations.

Response. The SBOE agrees that some Grade 7 student expectations can replace Grade 6 student expectations if the knowledge and skills are fully addressed. The SBOE took action to subsume certain student expectations from the on-level Grade 6 TEKS in mathematics into similar student expectations in Grade 7 to compact instruction and avoid duplication.

Comment. A teacher stated that instead of teaching the student expectation in §111.26(b)(2)(A) in the current Grade 6 TEKS, natural numbers could be added and taught within the student expectation in §111.27(b)(2)(A) in Grade 7.

Response. The SBOE disagrees and has determined that the student expectation in §111.26(b)(2)(A) related to natural numbers is appropriately included in the proposed new TEKS for §111.29, Grade 6, Middle School Advanced Mathematics.

Comment. A teacher stated that two-step equations and inequalities can be taught instead of one-step equations and inequalities in Grade 6.

Response. The SBOE agrees and has determined that both two-step equations and inequalities and one-step equations and inequalities should be taught in Grade 6.

Comment. A teacher recommended including "comparing data representations" with the different types of graphs already covered in Grade 6.

Response. The SBOE disagrees and has determined the addition of "comparing data representations" with the different types of graphs already covered in Grade 6, Middle School Advanced Mathematics TEKS, is unnecessary.

Comment. A teacher stated that in addition to using frequency percent bars in Grade 6, circle graphs can be taught as another representation of the same thing.

Response. The SBOE disagrees and has determined that introducing circle graphs and frequency percent bars separately provides more opportunity to practice percents and is appropriate as proposed.

Comment. An administrator and community member expressed support for the addition of the middle school advanced mathematics TEKS.

Response. The SBOE agrees and took action to approve proposed new §§111.29-111.31. In response to other comments, the SBOE took action to amend the course title and clarify language in the general requirements in the Grade 8, Middle School Advanced Mathematics, Algebra, TEKS and to clarify language in one student expectation in the Grade 7, Middle School Advanced Mathematics TEKS.

Comment. An administrator and community member asked if students who complete the Grade 6, Middle School Advanced Mathematics course should automatically advance into the Grade 7, Middle School Advanced Mathematics course.

Response. The SBOE provides the following clarification. Grade placement is a local decision and should be based on demonstrated proficiency; however, advancing a student from Grade 6, Middle School Advanced Mathematics course to the Grade 7, Middle School Advanced Mathematics course would be appropriate.

CROSS REFERENCE TO STATUTE. The new sections implement Texas Education Code, §§7.102(c)(4), 28.002(a) and (c), and 28.029.

§ 111.30. Grade 7, Middle School Advanced Mathematics, Adopted 2025.

(a) Implementation. The provisions of this section may be implemented by school districts beginning with the 2025-2026 school year.

(b) Introduction.

(1) The desire to achieve educational excellence is the driving force behind the Texas essential knowledge and skills for mathematics, guided by the college and career readiness standards. By embedding statistics, probability, and finance, while focusing on computational thinking, mathematical fluency, and solid understanding, Texas will lead the way in mathematics education and prepare all Texas students for the challenges they will face in the 21st century.

(2) The process standards describe ways in which students are expected to engage in the content. The placement of the process standards at the beginning of the knowledge and skills listed for each grade and course is intentional. The process standards weave the other knowledge and skills together so that students may be successful problem solvers and use mathematics efficiently and effectively in daily life. The process standards are integrated at every grade level and course. When possible, students will apply mathematics to problems arising in everyday life, society, and the workplace. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Students will select appropriate tools such as real objects, manipulatives, algorithms, paper and pencil, and technology and techniques such as mental math, estimation, number sense, and generalization and abstraction to solve problems. Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple representations such as symbols, diagrams, graphs, computer programs, and language. Students will use mathematical relationships to generate solutions and make connections and predictions. Students will analyze mathematical relationships to connect and communicate mathematical ideas. Students will display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

(3) To increase the number of students who complete advanced mathematics courses in high school, the middle school advanced mathematics courses are designed to enable students to complete Algebra I by the end of Grade 8.

(4) The primary focal areas in Grade 7, Middle School Advanced Mathematics are numeracy; proportionality; expressions, equations, and relationships; and data science. Students use concepts, algorithms, and properties of real numbers to explore mathematical relationships and to describe increasingly complex situations. Students use concepts of proportionality to explore, develop, and communicate mathematical relationships, including number, geometry and measurement, and statistics and probability. Students use algebraic thinking to describe how a change in one quantity in a relationship results in a change in the other. Students connect verbal, numeric, graphic, and symbolic representations of relationships, including equations and inequalities. Students continue to develop a foundational understanding of functions. Students use geometric properties and relationships, as well as spatial reasoning, to model and analyze situations and solve problems. Students communicate information about geometric figures or situations by quantifying attributes, generalize procedures from measurement experiences, and use the procedures to solve problems. Students use appropriate statistics, representations of data, and reasoning to draw conclusions, evaluate arguments, and make recommendations. The use of technology, including graphing tools, is essential in middle school advanced mathematics courses to master algebra readiness skills by bridging conceptual understanding and procedural fluency.

(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.

(1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

(A) apply mathematics to problems arising in everyday life, society, and the workplace;

(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

(E) create and use representations to organize, record, and communicate mathematical ideas;

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

(2) Numeracy--foundations of real numbers. The student applies mathematical process standards to represent and use real numbers in a variety of forms. The student is expected to:

(A) extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of real numbers;

(B) approximate the value of an irrational number, including &pgr and square roots of numbers less than 225, and locate that rational number approximation on a number line;

(D) order a set of real numbers arising from mathematical and real-world contexts.

(3) Numeracy--operations with rational numbers. The student applies mathematical process standards to add, subtract, multiply, and divide while solving problems and justifying solutions. The student is expected to:

(A) add, subtract, multiply, and divide rational numbers fluently; and

(B) apply and extend previous understandings of operations to solve problems using addition, subtraction, multiplication, and division of rational numbers.

(4) Numeracy--applications of percents. The student applies mathematical process standards to represent and solve problems involving percents as proportional relationships. The student is expected to:

(A) solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems;

(B) calculate and compare simple interest and compound interest earnings;

(D) solve real-world problems comparing how interest rate and loan length affect the cost of credit;

(E) calculate the total cost of repaying a loan, including credit cards and easy access loans, under various rates of interest and over different periods using an online calculator;

(F) explain how small amounts of money invested regularly, including money saved for college and retirement, grow over time; and

(G) estimate the cost of a two-year and four-year college education, including family contribution, and devise a periodic savings plan for accumulating the money needed to contribute to the total cost of attendance for at least the first year of college.

(5) Proportionality--geometric ratios. The student applies mathematical process standards to use geometry to describe or solve problems involving proportional relationships such as dilations. The student is expected to:

(A) describe &pgr as the ratio of the circumference of a circle to its diameter;

(B) generalize the critical attributes of similarity, including ratios within and between similar shapes;

(D) compare and contrast the attributes of a shape and its dilation(s) on a coordinate plane; and

(E) use an algebraic representation to explain the effect of a given positive rational scale factor applied to two-dimensional figures on a coordinate plane with the origin as the center of dilation.

(6) Proportionality--probability. The student applies mathematical process standards to use probability and statistics to describe or solve problems involving proportional relationships. The student is expected to:

(A) represent sample spaces for simple and compound events using lists and tree diagrams;

(B) select and use different simulations to represent simple and compound events with and without technology;

(D) make predictions and determine solutions using theoretical probability for simple and compound events;

(E) find the probabilities of a simple event and its complement and describe the relationship between the two;

(F) solve problems using qualitative and quantitative predictions and comparisons from simple experiments; and

(G) determine experimental and theoretical probabilities related to simple and compound events using data and sample spaces.

(7) One-variable expressions, equations, and relationships--applications of one-variable relationships. The student applies mathematical process standards to use one-variable equations or inequalities in problem situations. The student is expected to:

(A) represent solutions for one-variable, two-step inequalities on number lines;

(B) model and solve one-variable, two-step inequalities;

(C) write one-variable equations or inequalities with variables on both sides that represent problems using rational number coefficients and constants;

(D) write a corresponding real-world problem when given a one-variable equation or inequality with variables on both sides of the equal sign using rational number coefficients and constants; and

(E) model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational number coefficients and constants.

(8) Two-variable equations and relationships--foundations of linear relationships. The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions. The student is expected to:

(A) determine the constant of proportionality ( k = y / x ) within mathematical and real-world problems;

(B) distinguish between proportional and non-proportional situations using tables, graphs, and equations in the form y = kx or y = mx + b , where b ≠ 0; and

(C) identify examples of proportional and non-proportional relationships that arise from mathematical and real-world problems.

(9) Two-variable equations and relationships--applications of linear relationships. The student applies mathematical process standards to represent linear relationships using multiple representations. The student is expected to represent linear proportional and non-proportional relationships using verbal descriptions, tables, graphs, and equations that simplify to the form y = mx + b .

(10) Geometric expressions, equations, and relationships--foundations of geometric concepts. The student applies mathematical process standards to develop geometric relationships and solve problems. The student is expected to:

(A) use models to determine the approximate formulas for the circumference and area of a circle and connect the models to the actual formulas;

(B) solve problems involving the lateral and total surface area of a rectangular prism, rectangular pyramid, triangular prism, and triangular pyramid by determining the area of the shape's net;

(D) model the relationship between the volume of a rectangular prism and a rectangular pyramid having both congruent bases and heights and connect that relationship to the formulas;

(E) explain verbally and symbolically the relationship between the volume of a triangular prism and a triangular pyramid having both congruent bases and heights and connect that relationship to the formulas;

(F) model the relationship between the volume of a cylinder and a cone having both congruent bases and heights and connect that relationship to the formulas;

(G) use models and diagrams to explain the Pythagorean theorem; and

(H) use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.

(11) Geometric expressions, equations, and relationships--applications of geometric concepts. The student applies mathematical process standards to solve geometric problems. The student is expected to:

(A) determine the circumference and area of circles;

(B) determine the area of composite figures containing combinations of rectangles, squares, parallelograms, trapezoids, triangles, semicircles, and quarter circles;

(C) use previous knowledge of surface area to make connections to the formulas for lateral and total surface area and determine solutions for problems involving rectangular prisms, triangular prisms, and cylinders;

(D) solve problems involving the volume of rectangular pyramids and triangular pyramids;

(E) solve problems involving the volume of cylinders, cones, and spheres;

(F) use the Pythagorean theorem and its converse to solve problems; and

(G) determine the distance between two points on a coordinate plane using the Pythagorean theorem.

(12) Geometric expressions, equations, and relationships--transformations. The student applies mathematical process standards to develop transformational geometry concepts. The student is expected to:

(A) generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane;

(B) differentiate between transformations that preserve congruence and those that do not;

(C) explain the effect of translations, reflections over the x - or y -axis, and rotations limited to 90°, 180°, 270°, and 360° as applied to two-dimensional shapes on a coordinate plane using an algebraic representation; and

(D) model the effect on linear and area measurements of dilated two-dimensional shapes.

(13) Data science--applications of measurement and data. The student applies mathematical process standards to use statistical representations and procedures to analyze and describe data. The student is expected to:

(A) use data from a random sample to make inferences about a population;

(B) compare two populations based on data in random samples from these populations, including informal comparative inferences about differences between the two populations;

(C) simulate generating random samples of the same size from a population with known characteristics to develop the notion of a random sample being representative of the population from which it was selected; and

(D) determine the mean absolute deviation and use this quantity as a measure of the average distance data are from the mean using a data set of no more than 10 data points.

(14) Personal financial literacy--money management. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. The student is expected to:

(A) identify the components of a personal budget, including income; planned savings for college, retirement, and emergencies; taxes; and fixed and variable expenses, and calculate what percentage each category comprises of the total budget;

(B) use a family budget estimator to determine the minimum household budget and average hourly wage needed for a family to meet its basic needs in the student's city or another large city nearby; and

(C) analyze situations to determine if they represent financially responsible decisions and identify the benefits of financial responsibility and the costs of financial irresponsibility.

§ 111.31. Grade 8, Middle School Advanced Mathematics, Algebra I (One Credit), Adopted 2025.

(a) Implementation. The provisions of this section may be implemented by school districts beginning with the 2025-2026 school year.

(b) General requirements. This course is recommended for students in Grade 8. Prerequisite: Middle School Advanced Mathematics, Grade 7 or Mathematics, Grade 8. Students shall be awarded one credit that satisfies the Algebra I requirement for high school graduation. This course satisfies the requirement for any course which identifies Algebra I as a prerequisite.

(1) The desire to achieve educational excellence is the driving force behind the Texas essential knowledge and skills for mathematics, guided by the college and career readiness standards. By embedding statistics, probability, and finance, while focusing on fluency and solid understanding, Texas will lead the way in mathematics education and prepare all Texas students for the challenges they will face in the 21st century.

(2) The process standards describe ways in which students are expected to engage in the content. The placement of the process standards at the beginning of the knowledge and skills listed for each grade and course is intentional. The process standards weave the other knowledge and skills together so that students may be successful problem solvers and use mathematics efficiently and effectively in daily life. The process standards are integrated at every grade level and course. When possible, students will apply mathematics to problems arising in everyday life, society, and the workplace. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Students will select appropriate tools such as real objects, manipulatives, paper and pencil, and technology and techniques such as mental math, estimation, number sense, and generalization and abstraction to solve problems. Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple representations such as symbols, diagrams, graphs, and language. Students will use mathematical relationships to generate solutions and make connections and predictions. Students will analyze mathematical relationships to connect and communicate mathematical ideas. Students will display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

(4) In Grade 8, Middle School Advanced Mathematics, Algebra I, students will build on the knowledge and skills for mathematics in Middle School Advanced Mathematics, Grades 6 and 7, which provide a foundation in linear relationships, number and operations, and proportionality. Students will study linear, quadratic, and exponential functions and their related transformations, equations, and associated solutions. Students will connect functions and their associated solutions in both mathematical and real-world situations. Students will use technology to collect and explore data and analyze statistical relationships. In addition, students will study polynomials of degree one and two, radical expressions, sequences, and laws of exponents. Students will generate and solve linear systems with two equations and two variables and will create new functions through transformations. The use of technology, including graphing tools, is essential in Grade 8, Middle School Advanced Mathematics, Algebra I, to bridge conceptual understanding and procedural fluency.

(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) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

(A) apply mathematics to problems arising in everyday life, society, and the workplace;

(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

(E) create and use representations to organize, record, and communicate mathematical ideas;

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

(2) Linear functions, equations, and inequalities. The student applies the mathematical process standards when using properties of linear functions to write and represent in multiple ways, with and without technology, linear equations, inequalities, and systems of equations. The student is expected to:

(A) determine the domain and range of a linear function in mathematical problems; determine reasonable domain and range values for real-world situations, both continuous and discrete; and represent domain and range using inequalities;

(B) write linear equations in two variables in various forms, including y = mx + b , Ax + By = C , and y - y ₁ = m ( x - x ₁ ), given one point and the slope and given two points;

(D) write and solve equations involving direct variation;

(E) write the equation of a line that contains a given point and is parallel to a given line;

(F) write the equation of a line that contains a given point and is perpendicular to a given line;

(G) write an equation of a line that is parallel or perpendicular to the x - or y - axis and determine whether the slope of the line is zero or undefined;

(H) write linear inequalities in two variables given a table of values, a graph, and a verbal description; and

(I) write systems of two linear equations given a table of values, a graph, and a verbal description.

(3) Linear functions, equations, and inequalities. The student applies the mathematical process standards when using graphs of linear functions, key features, and related transformations to represent in multiple ways and solve, with and without technology, equations, inequalities, and systems of equations. The student is expected to:

(A) use similar right triangles to develop an understanding that slope, m, given as the rate comparing the change in y-values to the change in x-values, (y2 - y1)/ (x2 - x1), is the same for any two points (x1, y1) and (x2, y2) on the same line;

(B) graph proportional relationships, interpreting the unit rate as the slope of the line that models the relationship;

(C) determine the slope of a line given a table of values, a graph, two points on the line, and an equation written in various forms, including y = mx + b, Ax + By = C, and y - y₁ = m (x - x₁);

(D) calculate the rate of change of a linear function represented tabularly, graphically, or algebraically in context of mathematical and real-world problems;

(E) use data from a table or graph to determine the rate of change or slope and y-intercept in mathematical and real-world problems;

(F) graph linear functions on the coordinate plane and identify key features, including x-intercept, y-intercept, zeros, and slope, in mathematical and real-world problems;

(G) graph the solution set of linear inequalities in two variables on the coordinate plane;

(H) determine the effects on the graph of the parent function f (x) = x when f (x) is replaced by af (x), f (x) + d, f (x - c), and f (bx) for specific values of a, b, c, and d;

(I) graph systems of two linear equations in two variables on the coordinate plane and determine the solutions if they exist;

(J) estimate graphically the solutions to systems of two linear equations with two variables in real-world problems; and

(K) graph the solution set of systems of two linear inequalities in two variables on the coordinate plane.

(4) Linear functions, equations, and inequalities. The student applies the mathematical process standards to formulate statistical relationships and evaluate their reasonableness based on real-world data. The student is expected to:

(A) construct a scatterplot and describe the observed data to address questions of association such as linear, non-linear, and no association between bivariate data;

(B) contrast bivariate sets of data that suggest a linear relationship with bivariate sets of data that do not suggest a linear relationship from a graphical representation;

(D) calculate, using technology, the correlation coefficient between two quantitative variables and interpret this quantity as a measure of the strength of the linear association;

(E) compare and contrast association and causation in real-world problems; and

(F) write, with and without technology, linear functions that provide a reasonable fit to data to estimate solutions and make predictions for real-world problems.

(5) Linear functions, equations, and inequalities. The student applies the mathematical process standards to solve, with and without technology, linear equations and evaluate the reasonableness of their solutions. The student is expected to:

(A) solve linear equations in one variable, including those for which the application of the distributive property is necessary and for which variables are included on both sides;

(B) solve linear inequalities in one variable, including those for which the application of the distributive property is necessary and for which variables are included on both sides; and

(6) Quadratic functions and equations. The student applies the mathematical process standards when using properties of quadratic functions to write and represent in multiple ways, with and without technology, quadratic equations. The student is expected to:

(A) determine the domain and range of quadratic functions and represent the domain and range using inequalities;

(B) write equations of quadratic functions given the vertex and another point on the graph, write the equation in vertex form ( f ( x ) = a ( x - h ) ² + k ), and rewrite the equation from vertex form to standard form ( f ( x ) = ax ² + bx + c ); and

(7) Quadratic functions and equations. The student applies the mathematical process standards when using graphs of quadratic functions and their related transformations to represent in multiple ways and determine, with and without technology, the solutions to equations. The student is expected to:

(A) graph quadratic functions on the coordinate plane and use the graph to identify key attributes, if possible, including x -intercept, y -intercept, zeros, maximum value, minimum values, vertex, and the equation of the axis of symmetry;

(B) describe the relationship between the linear factors of quadratic expressions and the zeros of their associated quadratic functions; and

(C) determine the effects on the graph of the parent function f ( x ) = x ² when f ( x ) is replaced by af ( x ), f ( x ) + d , f ( x - c ), and f ( bx ) for specific values of a , b , c , and d .

(8) Quadratic functions and equations. The student applies the mathematical process standards to solve, with and without technology, quadratic equations and evaluate the reasonableness of their solutions. The student formulates statistical relationships and evaluates their reasonableness based on real-world data. The student is expected to:

(A) solve quadratic equations having real solutions by factoring, taking square roots, completing the square, and applying the quadratic formula; and

(B) write, using technology, quadratic functions that provide a reasonable fit to data to estimate solutions and make predictions for real-world problems.

(9) Exponential functions and equations. The student applies the mathematical process standards when using properties of exponential functions and their related transformations to write, graph, and represent in multiple ways exponential equations and evaluate, with and without technology, the reasonableness of their solutions. The student formulates statistical relationships and evaluates their reasonableness based on real-world data. The student is expected to:

(A) determine the domain and range of exponential functions of the form f ( x ) = ab ^x and represent the domain and range using inequalities;

(B) interpret the meaning of the values of a and b in exponential functions of the form f ( x ) = ab ^x in real-world problems;

(C) write exponential functions in the form f ( x ) = ab ^x (where b is a rational number) to describe problems arising from mathematical and real-world situations, including growth and decay;

(D) graph exponential functions that model growth and decay and identify key features, including y -intercept and asymptote, in mathematical and real-world problems; and

(E) write, using technology, exponential functions that provide a reasonable fit to data and make predictions for real-world problems.

(10) Number and algebraic methods. The student applies the mathematical process standards and algebraic methods to rewrite in equivalent forms and perform operations on polynomial expressions. The student is expected to:

(A) add and subtract polynomials of degree one and degree two;

(B) multiply polynomials of degree one and degree two;

(C) determine the quotient of a polynomial of degree one and polynomial of degree two when divided by a polynomial of degree one and polynomial of degree two when the degree of the divisor does not exceed the degree of the dividend;

(D) rewrite polynomial expressions of degree one and degree two in equivalent forms using the distributive property;

(E) factor, if possible, trinomials with real factors in the form ax ² + bx + c , including perfect square trinomials of degree two; and

(F) decide if a binomial can be written as the difference of two squares and, if possible, use the structure of a difference of two squares to rewrite the binomial.

(11) Number and algebraic methods. The student applies the mathematical process standards and algebraic methods to rewrite algebraic expressions into equivalent forms. The student is expected to:

(A) simplify numerical radical expressions involving square roots; and

(B) simplify numeric and algebraic expressions using the laws of exponents, including integral and rational exponents.

(12) Number and algebraic methods. The student applies the mathematical process standards and algebraic methods to write, solve, analyze, and evaluate equations, relations, and functions. The student is expected to:

(A) identify functions using sets of ordered pairs and mappings;

(B) decide whether relations represented verbally, tabularly, graphically, and symbolically define a function;

(D) identify terms of arithmetic and geometric sequences when the sequences are given in function form using recursive processes;

(E) write a formula for the n ^th term of arithmetic and geometric sequences, given the value of several of their terms; and

(F) solve mathematic and scientific formulas, and other literal equations, for a specified variable.

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 June 16, 2025.

TRD-202502028

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Effective date: July 6, 2025

Proposal publication date: February 28, 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 §§127.59, 127.61, 127.262, 127.263, 127.510, 127.511, 127.569, 127.571, 127.604, 127.689 - 127.691, 127.695 - 127.699, and 127.773, concerning Texas Essential Knowledge and Skills (TEKS) for career development and career and technical education (CTE). The new rules are adopted with changes to the proposed text as published in the December 20, 2024 issue of the Texas Register (49 TexReg 10183) and will be republished. The adopted new sections add TEKS for 18 state-approved innovative courses in the following CTE career clusters: agriculture, food, and natural resources; business, marketing, and finance; health science; hospitality and tourism; information technology; and law and public service.

REASONED JUSTIFICATION: In 2023, CTE advisory committees were 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 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 Engineers 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. In 2024, the SBOE began 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. At the June 2024 meeting, the SBOE approved recommendations that TEA present certain innovative courses with minor edits for consideration for adoption as TEKS-based courses. A discussion item was presented to the Committee of the Full Board at the September 2024 SBOE meeting regarding proposed new TEKS for courses in the following CTE career clusters: agriculture, food, and natural resources; business, marketing, and finance; health science; hospitality and tourism; information technology; and law and public service.

The adopted new sections ensure the standards for CTE programs of study remain current and support relevant and meaningful programs of study.

The following changes were made to the rules since published as proposed.

Chapter 127, Subchapter C

New subsection (a)(2) was added in §127.59 and §127.61 to reference the employability skills in new §127.15.

Section 127.59(c)(4) and §127.61(c)(4) were amended to read, "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."

Section 127.59(d)(1) and §127.61(d)(1) related to employability skills were deleted since a new section on employability skills is being adopted in §127.15.

Section 127.61(d)(9) was amended to read, "The student demonstrates an in-depth understanding of beekeeping, bee hauling, and honey processing businesses, including production, processing, marketing, sales, and distribution."

Section 127.61(d)(9)(A) was amended to read, "describe the roles of an entrepreneur in beekeeping, bee hauling, and honey processing operations."

Section 127.61(d)(9)(B) was amended by inserting "bee and" before "honey businesses."

Section 127.61(d)(11)(B) was amended to read, "explain how distribution can add value to goods and services, which can be protected by intellectual property."

Chapter 127, Subchapter F

New subsection (a)(2) was added in §127.262 and §127.263 to reference the employability skills in new §127.15.

Section 127.262(c)(4) and §127.263(c)(4) were amended to read, "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."

Section 127.263(b) was amended by adding a prerequisite of at least one credit in a course from the Business, Marketing, and Finance Career Cluster.

Chapter 127, Subchapter J

New subsection (a)(2) was added in §127.510 and §127.511 to reference the employability skills in new §127.15.

Section 127.510(c)(4) and §127.511(c)(4) were amended to read, "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."

Section 127.510(d)(1) and §127.511(d)(1) related to employability skills were deleted since a new section on employability skills is being adopted in §127.15.

Section 127.511(b) was amended by adding a prerequisite of at least one credit in a course from the Health Science Career Cluster.

Chapter 127, Subchapter K

New subsection (a)(2) was added in §§127.569, 127.571, and 127.604 to reference the employability skills in new §127.15.

Sections 127.569(c)(4), 127.571(c)(4), and 127.604(c)(4) were amended to read, "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."

The section title for §127.571 was amended to remove the phrase "Introduction to."

Section 127.571(b) was amended by adding a prerequisite of at least one credit in a course from the Hospitality and Tourism Career Cluster.

Section 127.571(c)(3) was modified by updating the course title to "Event and Meeting Planning."

Section 127.571(d)(1) and §127.604(d)(1) related to employability skills were deleted since a new section on employability skills is being adopted in §127.15.

Section 127.604(b) was amended to read, "General requirements. This course is recommended for students in Grades 11 and 12. Prerequisite: a minimum of two credits with at least one credit in a Level 2 or higher course from the Hospitality and Tourism Career Cluster. Recommended prerequisite: Event and Meeting Planning. Students shall be awarded two credits for successful completion of this course."

Chapter 127, Subchapter M

New subsection (a)(2) was added in §§127.689-127.691 and 127.695-127.699 to reference the employability skills in new §127.15.

Section 127.689(b) was amended to read, "General requirements. This course is recommended for students in Grades 10-12. Prerequisite: at least one credit from a course in computer science, programming, software development, or networking systems. Students shall be awarded one credit for successful completion of this course."

Sections 127.689(c)(4), 127.690(c)(4), 127.691(c)(4), 127.695(c)(4), 127.696(c)(4), 127.697(c)(4), 127.698(c)(4), and 127.699(c)(4) were amended to read, "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."

Sections 127.689(d)(1), 127.690(d)(1), 127.691(d)(1), 127.695(d)(1), 127.696(d)(1), 127.697(d)(1), 127.698(d)(1), and 127.699(d)(1) related to employability skills were deleted since a new section on employability skills is being adopted in §127.15.

Section 127.691(b) was amended to read, "General requirements. This course is recommended for students in Grades 10-12. Prerequisite: Foundations of User Experience. Students shall be awarded one credit for successful completion of this course."

Sections 127.695(b), 127.696(b), and 127.699(b) were amended by adding a prerequisite of at least one credit in a course from the Information Technology Career Cluster.

Section 127.696(d)(6)(A) and (9)(A) were modified by removing the word "and" and replacing it with the word "or."

Section 127.696(d)(10)(C) was modified by removing the phrase "distance and brightness ranges."

Section 127.696(d)(11)(H) was modified by removing the second instance of the word "to."

Chapter 127, Subchapter N

New subsection (a)(2) was added in §127.773 to reference the employability skills in new §127.15.

Section 127.773(b) was amended by adding a prerequisite of at least one credit in a course from the Law and Public Service Career Cluster.

Section 127.773(c)(4) was amended to read, "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."

Section 127.773(d)(1) related to employability skills was deleted since a new section on employability skills is being adopted in §127.15.

Section 127.773(d)(2) was amended to read, "The student prepares, drafts, and defends legal arguments."

Section 127.773(d)(2)(D) was amended to read, "develop arguments based on research, relevant case law, statutes, and public policy."

Section 127.773(d)(3) was amended to read, "The student understands, prepares, and drafts legal documents."

Section 127.773(d)(3)(B) was amended to read, "prepare and draft legal briefs that include standard elements, including an introduction, table of authorities, brief answer, introduction, argument, counter-argument, and conclusion."

Section 127.773(d)(3)(C) was amended to read, "prepare and draft memoranda that follow a standard legal format."

Section 127.773(d)(3)(D) was amended by adding "and draft" after "prepare."

Section 127.773(d)(4)(A) was amended to read, "analyze the relationship between the U.S. Constitution, Common Law, state law(s), and local law(s)."

Section 127.773(d)(4)(D) was amended by adding the word "as" after "such."

Section 127.773(d)(5)(A) was amended by adding "and evaluate" after "research."

The SBOE approved the new rules for first reading and filing authorization at its November 22, 2024 meeting and for second reading and final adoption at its April 11, 2025 meeting.

In accordance with TEC, §7.102(f), the SBOE approved the new rules for adoption by a vote of two-thirds of its members to specify an effective date earlier than the beginning of the 2025-2026 school year. The earlier effective date will enable districts to begin preparing for implementation of the revised agriculture, food, and natural resources; business, marketing, and finance; health science; hospitality and tourism; information technology; and law and public service TEKS. The effective date is August 1, 2025.

SUMMARY OF COMMENTS AND RESPONSES: The public comment period on the proposal began December 20, 2024, and ended at 5:00 p.m. on January 21, 2025. The SBOE also provided an opportunity for registered oral and written comments at its January 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. One individual from a university/college expressed support for the proposed new Texas Essential Knowledge and Skills (TEKS) in §127.696, Engineering Applications of Computer Science Principles. The commenter stated that the revisions to the original innovative course are a clear improvement.

Response. The SBOE agrees and took action to adopt the proposed new TEKS for §127.696. Additional changes were made to the course in response to other comments.

Comment. One individual from a university/college recommended revising the student expectation in §127.696(7)(A) by replacing the phrase "write and perform" with "write or perform." The commenter explained that it isn't always feasible, necessary, or efficient to write a test when determining functionality.

Response. The SBOE agrees and took action to amend §127.696(7)(A) by replacing the phrase "write and perform" with the phrase "write or perform."

Comment. One individual from a university/college recommended revising the student expectation in §127.696(10)(A) by replacing the phrase "apply mathematical concepts from algebra, geometry, trigonometry, and calculus in a program" with "apply mathematical concepts from algebra, geometry, trigonometry, or calculus in a program." The commenter explained that Algebra I is the only prerequisite for the course so more advanced skills should be optional.

Response. The SBOE agrees and took action to amend §127.696(10)(A) by replacing the phrase "apply mathematical concepts from algebra, geometry, trigonometry, and calculus in a program" with "apply mathematical concepts from algebra, geometry, trigonometry, or calculus in a program."

Comment. One individual from a university/college recommended revising the student expectation in §127.696(11)(C) by removing the phrase "distance and brightness ranges." The commenter stated that the phrase is unnecessarily limiting.

Response. The SBOE agrees and took action to amend §127.696(11)(C) by removing the phrase "distance and brightness ranges."

Comment. One individual from a university/college recommended a technical edit for the student expectation in §127.696(12)(H) by removing the word "to" for better readability.

Response. The SBOE agrees and took action to amend §127.696(12)(H) by removing the word "to" for better readability.

Comment. Two parents recommended that the State Board of Education adopt a supply chain management course in the proposed new TEKS. The commenters explained that supply chain management is a critical field that aligns directly with workforce demands and industry priorities in Texas.

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

SUBCHAPTER C. AGRICULTURE, FOOD, AND NATURAL RESOURCES

19 TAC §127.59, §127.61

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 permits the SBOE by rule to develop and implement a plan designed to incorporate foundation curriculum requirements into the career and technical education (CTE) curriculum; 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 adopt rules to ensure that a student may comply with the 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).

§ 127.59. Geographic Information Systems for Agriculture (One Credit), Adopted 2025.

(a) Implementation.

(1) The provisions of this section shall be implemented by school districts beginning with the 2025-2026 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, Adopted 2025) as an integral part of this course.

(b) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisites: Principles of Agriculture, Food, and Natural Resources. 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 Agriculture, Food, and Natural Resources career cluster focuses on the essential elements of life, food, water, land, and air. This career cluster includes occupations ranging from farmer, rancher, and veterinarian to geologist, land conservationist, and florist.

(3) Geographic Information Systems for Agriculture is a course designed to provide students with the academic and technical knowledge and skills that are required to pursue a career as a precision agriculture specialist, a crop specialist, an independent crop consultant, a nutrient management specialist, a physical scientist, a precision agronomist, a precision farming coordinator, a research agricultural engineer, or a soil fertility specialist. Students will learn to use computers to develop or analyze maps of remote sensing to compare physical topography with data on soils, fertilizer, pests, or weather.

(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 "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 develops a supervised agriculture experience program. The student is expected to:

(A) plan, propose, conduct, document, and evaluate a supervised agriculture experience as an experiential learning activity;

(B) use appropriate record-keeping skills in a supervised agricultural experience;

(D) review and participate in a local program of activities; and

(E) create or update documentation of relevant agricultural experience such as community service, professional, or classroom experiences.

(2) The student explains the current applications of geographic information system (GIS) in agriculture, food, and natural resources and identifies the future need for GIS in precision agriculture. The student is expected to:

(A) research and compare current and emerging careers related to GIS in agriculture and natural resource fields;

(B) identify and analyze applications of GIS technologies in agriculture, food, and natural resources;

(D) describe the types of licensing, certification, and credentialing requirements related to GIS occupations.

(3) The student analyzes geographic information and spatial data types in agriculture, food and natural resources. The student is expected to:

(A) identify the uses of GIS in agriculture;

(B) identify the GIS terminology used in agriculture applications, such as spatial analysis, remote sensing, georeferencing, geostatistics, and geocoding;

(D) explain GIS representations of geographic phenomena in soil types, topography, and farming management;

(E) organize and describe spatial data in yield monitoring for crop planning; and

(F) analyze GIS data sources and ethics in agriculture.

(4) The student uses agriculture, food, and natural resources GIS tools. The student is expected to:

(A) identify hardware and software for agriculture data management and processing;

(B) explain spatial data capture and preparation, spatial data storage and maintenance, spatial query and analysis, and spatial data presentation for agriculture; and

(C) describe remote sensing tools and technologies used in precision farming, including unmanned aerial support (UAS), unmanned aerial vehicles (UAV), and global positioning satellite (GPS).

(5) The student integrates spatial referencing and global positioning techniques in agriculture, food, and natural resources. The student is expected to:

(A) explain spatial referencing systems and projections for capturing and displaying agricultural data; and

(B) identify uses for satellite-based positioning to increase agriculture proficiency.

(6) The student evaluates applications for spatial data entry and preparation for agricultural analysis. The student is expected to:

(A) analyze agricultural GIS spatial data; and

(B) explain and analyze data accuracy and precision related to using GIS in agriculture.

(7) The student performs agricultural spatial data analysis. The student is expected to:

(A) analyze GIS maps of agricultural fields to determine variables that would impact maximum crop yields;

(B) compare vector and raster-based data for agricultural analysis; and

(8) The student creates spatial data visualizations and cartographic models. The student is expected to:

(A) identify types of GIS maps used in agriculture;

(B) develop GIS maps for various types of agricultural data;

(D) analyze visual data and explain how the data is used in agricultural decision making.

§ 127.61. Beekeeping and Honey Processing (One Credit), Adopted 2025.

(a) Implementation.

(1) The provisions of this section shall be implemented by school districts beginning with the 2025-2026 school year.

(3) Beekeeping and Honey Processing is a course designed to provide students with the academic and technical knowledge and skills that are required to pursue a career related to beekeeping, apiary operations, honey harvesting, and related industries. Beekeeping and honey processing is a vital part of the United States agricultural economy. To prepare for success in Beekeeping and Honey Processing, students need opportunities to learn, reinforce, experience, apply, and transfer their knowledge and skills in a variety of settings.

(5) Statements that contain "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 develops a supervised agriculture experience program. The student is expected to:

(A) plan, propose, conduct, document, and evaluate a supervised agriculture experience as an experiential learning activity;

(B) use appropriate record-keeping skills in a supervised agricultural experience;

(D) review and participate in a local program of activities; and

(E) create or update documentation of relevant agricultural experience such as community service, professional, or classroom experiences.

(2) The student explores the biology of bee behavior. The student is expected to:

(A) identify different types and life spans of bees;

(B) explain the different roles assumed by the different types of honeybees, including the queen, drones, and workers; and

(C) describe honeybee development, castes, behavior, division of labor, and the bee life cycle, including larval, pupal, and adult stages.

(3) The student analyzes beehive design and development. The student is expected to:

(A) identify the site characteristics required for successful beehive production;

(B) analyze factors such as climatic characteristics and food sources to determine the suitability of a beehive site for honey harvesting and pollination;

(C) research and compare the conditions of successful beehives in other parts of the world with similar local conditions; and

(D) develop a beehive design and installation plan, including consideration of sunlight, access to water, wind, topography, human and animal habitation, and good neighbor policy.

(4) The student evaluates technology and best practices for weatherizing a beehive. The student is expected to:

(A) explain the environmental conditions that lead to bee colonies adapting to extremes in climate conditions;

(B) compare seasonal strategies for proper beehive management and describe why best management practices change based on the seasons, including spring, summer, autumn, and winter; and

(5) The student demonstrates beehive management techniques. The student is expected to:

(A) identify the tools of an apiarist and demonstrate safe and proper usage of tools;

(B) demonstrate inspection of a beehive and describe necessary equipment, including a bee suit, a smoker, and a comb replacement;

(C) explain beehive training techniques, including diagnosing the brood pattern, adding brood comb to the nest, switching colonies, feeding bees, providing water, removing old combs, extracting honey, and caging queens;

(D) identify safety precautions in the field while handling live bees, caring for the colonies in the hives, and extracting honey and honeycomb;

(E) explain the proper methods of bee handling to prevent harm to handlers and others; and

(F) describe personal protective equipment used to reduce the risk of accidents.

(6) The student develops an integrated pest management plan for beehives. The student is expected to:

(A) identify the major insect pests and diseases of honeybees;

(B) compare the components of honeybee integrated pest management; and

(7) The student examines honey harvesting and the use of proper equipment and tools. The student is expected to:

(A) describe the tools and equipment used in honey production, including a bee brush, fume board, honey drip tray, nectar detector, escape board, and extractor;

(B) explain the safe use of honey harvesting tools;

(D) explain the appropriate procedures used to extract honey.

(8) The student identifies procedures and regulations for sanitation and safety in the food industry. The student is expected to:

(A) identify food industry inspection standards, including hazard analysis and critical control points;

(B) identify the appropriate chemicals used in the food industry, specifically in honey processing;

(D) explain the procedures relating to the safe manufacture of foods through hygienic food handling and processing;

(E) develop and maintain sanitation schedules; and

(F) identify food safety laws that impact the bee industry.

(9) The student demonstrates an in-depth understanding of beekeeping, bee hauling, and honey processing businesses, including production, processing, marketing, sales, and distribution. The student is expected to:

(A) describe the roles of an entrepreneur in beekeeping, bee hauling, and honey processing operations;

(B) differentiate between small, medium, and large-sized bee and honey businesses;

(C) create a list of tools and equipment needed to start a beekeeping operation and develop a budget to start a beekeeping business; and

(D) develop a business model for beekeeping, honey production, and honey processing.

(10) The student completes the process for development, implementation, and evaluation of a marketing plan and a financial forecast for beekeeping. The student is expected to:

(A) identify and explain the target market for honey-related products;

(B) create and conduct a customer survey;

(D) identify modification recommendations based on customer survey results;

(E) complete a detailed honey-related products market analysis;

(F) analyze and explain different types of marketing strategies;

(G) describe a social media marketing campaign for honey-processed products; and

(H) develop and explain a projected income statement, cash budget, balance sheet, and projected sources and uses of funds statement.

(11) The student explains the scope and nature of distribution of honey-related products. The student is expected to:

(A) explain effective distribution activities, including transportation, storage, product handling, and inventory control;

(B) explain how distribution can add value to goods and services, which can be protected by intellectual property; 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 June 16, 2025.

TRD-202502022

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Effective date: August 1, 2025

Proposal publication date: December 20, 2024

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

SUBCHAPTER F. BUSINESS, MARKETING, AND FINANCE

19 TAC §127.262, §127.263

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).

§ 127.262. Marketing (One Credit), Adopted 2025.

(a) Implementation.

(1) The provisions of this section shall be implemented by school districts beginning with the 2025-2026 school year.

(b) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Business, Marketing, and Finance. Students shall be awarded one credit for successful completion of this course.

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

(3) The Marketing course explores the seven core functions of marketing, which include marketing planning -- why target marketing and industry affect businesses; marketing-information management -- why market research is important; pricing -- how prices maximize profit and affect the perceived value; product/service management -- why products live and die; promotion -- how to inform customers about products; channel management -- how products reach the final user; and selling -- how to convince a customer that a product is the best choice. Students will demonstrate knowledge through hands-on projects that may include conducting research, creating a promotional plan, pitching a sales presentation, and introducing an idea for a new product or service.

(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 defines marketing and identifies the seven core functions of marketing. The student is expected to:

(A) define marketing and explain the marketing concept; and

(B) identify the seven core functions of marketing, including marketing planning, marketing-information management, pricing, product/service management, promotion, channel management, and selling.

(2) The student knows the interrelationship and purpose of the marketing mix or 4P's of marketing: product, price, promotion, and place. The student is expected to:

(A) identify and describe the four elements of the marketing mix, including product, price, place, and promotion;

(B) explain how each component of the marketing mix contributes to successful marketing;

(D) develop and present an idea for a new product or service and the marketing mix for the new product or service; and

(E) investigate and explain how to determine the feasibility of a new product or service proposal.

(3) The student knows how a company considers internal and external factors to understand the current market. The student is expected to:

(A) explain the internal and external factors that influence marketing planning;

(B) define a marketing plan and describe each step in the plan;

(D) explain how a business can use a strengths, weaknesses, opportunities, and threats (SWOT) analysis to plan for opportunities in the market;

(E) conduct a SWOT analysis; and

(F) analyze the data from a SWOT analysis to make informed business decisions.

(4) The student applies the concepts of market and market identification to make informed business decisions. The student is expected to:

(A) define the term market;

(B) identify the target market for a product or service;

(C) define niche marketing, identify examples of niche marketing, and compare niche marketing to other marketing strategies;

(D) analyze an appropriate target market within a specific industry;

(E) compare types of markets, including business to business and business to consumer; and

(F) identify real-life scenarios of effective markets and explain what makes a market effective.

(5) The student understands the concept of market segmentation. The student is expected to:

(A) define the term market segmentation;

(B) explain the commonly used types of market segmentation, including demographic segmentation, geographic segmentation, psychographic segmentation, and behavioral segmentation;

(D) describe how market segmentation concepts apply to real-world situations.

(6) The student understands the purpose and importance of gathering and evaluating information for use in making business decisions. The student is expected to:

(A) describe marketing information and how it influences marketing decisions;

(B) use marketing-research tools to gather primary and secondary data;

(D) define analytics;

(E) identify sources of data and information that can be analyzed to make business decisions;

(F) identify key business metrics that are used to make business decisions or evaluate outcomes of business decisions; and

(G) analyze data and make recommendations for improving business operations.

(7) The student explains concepts and strategies used in determining and adjusting prices to maximize return and meet customers' perceptions of value. The student is expected to:

(A) investigate and describe how businesses make pricing decisions;

(B) identify and explain goals for pricing, including profit, market share, and competition;

(C) analyze factors affecting price, including supply and demand, perceived value, costs, expenses (profit margin), and competition;

(D) explain the economic principle of break-even point;

(E) explain key pricing terms, including odd/even pricing, loss leaders, prestige pricing, penetration pricing, price bundling, price lining, and everyday low pricing; and

(F) explain how supply and demand affect price.

(8) The student explains the role of product or service management as a marketing function. The student is expected to:

(A) explain the concept of product mix, including product lines, product width, and product depth;

(B) explain the importance of generating new product ideas;

(D) identify and discuss the components of the product life cycle, including introduction, growth, maturity, and decline; and

(E) identify the impact of marketing decisions made in each stage of the product life cycle.

(9) The student knows the process and methods to communicate information about products to achieve a desired outcome. The student is expected to:

(A) explain the role of promotion as a marketing function;

(B) identify and describe elements of the promotional mix, including advertising, public relations, personal selling, and sales promotion;

(D) analyze and evaluate websites for effectiveness in achieving a desired outcome.

(10) The student identifies promotional channels used to communicate with the targeted audiences. The student is expected to:

(A) create advertising examples using various media, including print media such as outdoor, newspapers, magazines, and direct mail; digital media such as email, apps, and social media; and broadcast media such as television and radio, to communicate with target audiences;

(B) describe various public-relations activities such as a press releases and publicity management;

(C) analyze and compare examples of sales promotions such as coupons, loyalty programs, rebates, samples, premiums, sponsorship, and product placement; and

(D) explain the role of marketing ethics in promotional strategies.

(11) The student explores the role of channel members and methods of product transportation. The student is expected to:

(A) define channel of distribution;

(B) describe the roles of intermediaries, including manufacturer, agent, wholesaler/industrial distributor, retailer, and consumer/industrial user, and explain how the roles may impact business decisions and the success of a business;

(C) identify and discuss the methods of transportation for products, including road, air, maritime, rail, and intermodal; and

(D) analyze and explain the impact of the distribution channel on price.

(12) The student demonstrates how to determine client needs and wants and responds through planned and personalized communication. The student is expected to:

(A) explain the role of personal selling as a marketing function;

(B) explain the role of customer service as a component of selling relationships;

(C) explain the importance of preparing for the sale, including gaining knowledge of product features and benefits, identifying the target market and their needs, and overcoming common objections; and

(D) identify and explain ways to determine needs of customers and their buying behaviors, including emotional, rational, or patronage.

(13) The student demonstrates effective sales techniques. The student is expected to:

(A) describe the steps of the selling process such as approaching the customer, determining needs, presenting the product, overcoming objections, closing the sale, and suggestive selling;

(B) explain effective strategies and techniques for various sales situations; and

(C) develop and pitch a sales presentation for a product or service using the steps of the sales process such as addressing customers' needs, wants, and objections and negotiating the sale.

(14) The student implements a marketing plan. The student is expected to:

(A) identify a key target audience;

(B) develop an appropriate message and select a medium to attract customers;

(C) create a promotional plan that includes target market, promotional objective, advertising media selection, promotional schedule, and budget;

(D) develop and present a marketing plan to an audience; and

(E) analyze various marketing plans for effectiveness.

(15) The student knows the nature and scope of project management. The student is expected to:

(A) investigate and describe the various tools available to manage a project such as a Gantt chart; and

(B) define and explain the components of a project plan, including project goals schedule, timeline, budget, human resources, quality management, risk management, monitoring, and controlling a project.

(16) The student knows the nature and scope of ethics in marketing. The student is expected to:

(A) analyze and explain the role and use of ethics in marketing;

(B) research and discuss how ethics has affected a company's profitability; and

§ 127.263. Retail Management (One Credit), Adopted 2025.

(a) Implementation.

(1) The provisions of this section shall be implemented by school districts beginning with the 2025-2026 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, Adopted 2025) 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 course from the Business, Marketing, and Finance Career Cluster. Recommended prerequisite: Principles of Business, Marketing, and Finance. Students shall be awarded one credit for the successful completion of this course.

(2) The Business, Marketing, and Finance Career Cluster focuses on planning, managing, and performing marketing activities to reach organizational objectives.

(3) Retail Management is designed as a comprehensive introduction to the principles and practices of retail management. The course explores the process of promoting greater sales and customer satisfaction by gaining a better understanding of the consumers of the goods and services provided by a company. The course provides an overview of the strategies involved in the retail process such as distributing finished products created by the business to consumers and determining what buyers want and require from the retail market.

(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 uses self-development techniques and interpersonal skills to accomplish retail management objectives. The student is expected to:

(A) describe and demonstrate effective interpersonal and team-building skills involving situations with coworkers, managers, and customers;

(B) create a self-development plan that includes improving leadership and interpersonal skills and that identifies opportunities to participate in leadership and career development activities; and

(2) The student explores features of excellent customer service. The student is expected to:

(A) discuss the importance of and demonstrate effective communication skills such as active listening, evaluating nonverbal signals, and use of appropriate grammar, vocabulary, and tone;

(B) present written and oral communication, including email, traditional letter writing, face-to-face conversations, and phone conversation, in a clear, concise, and effective manner for a variety of purposes and audiences;

(C) discuss how company policy impacts an employee's interactions with consumers and a consumer's interactions with the retail establishment; and

(D) analyze how attitude impacts a consumer's experience with the retailer.

(3) The student creates professional documents required for employment. The student is expected to:

(A) develop a professional portfolio or resume;

(B) write appropriate business correspondence such as a letter of intent and a thank you letter;

(D) explain protocol for identifying and asking for references.

(4) The student analyzes non-store retailing modalities, including direct selling, telemarketing, online retailing, automatic vending, direct marketing, and e-tailing. The student is expected to:

(A) investigate and evaluate the effectiveness of marketing and selling through online platforms such as mobile apps and software applications;

(B) analyze and explain the disadvantages of non-store retailing such as security concerns, inability to interact with the customer, delay in customer receipt of the product, less ease of return for unwanted items, and the lack of social interaction between customers and retailers; and

(C) analyze and explain the advantages of non-store retailing such as unlimited access for customers to view the inventory, the ability for customers to purchase 24 hours per day/7 days a week, lower overhead cost, and a larger inventory of items than is housed in a brick-and-mortar facility.

(5) The student analyzes marketing research to make changes to business strategies or operations. The student is expected to:

(A) synthesize and analyze data collected through surveys, interviews, group discussions, and internal records to create data reports;

(B) explain how data reports are used to make decisions to improve a retailer's practices and improve overall operations;

(C) analyze and evaluate the effective use of surveys to gather data needed by the retailer to make effective operational decisions;

(D) disaggregate and analyze internal data such as sales data, shipping data, finance reports, inventory reports, and customer and personnel feedback collected by the retailer to make effective operational decisions;

(E) disaggregate and analyze marketing data based on indicators such as age, gender, education, employment, income, family status, and ethnicity to identify and evaluate products based on the retailers' target market; and

(F) identify and analyze how the product, price, promotion, and placement of the product impacts the retail market.

(6) The student understands the role and responsibilities of a buyer in retail management and understands the purpose of analyzing the target market to interpret consumer needs and wants based on data. The student is expected to:

(A) define and describe various merchandising categories such as staple, fashion, seasonal, and convenience;

(B) describe merchandise plans and their components, including planned sales, planned stock, planned stocked reductions, and planned retail purchases;

(C) analyze and discuss each stage of a product's life cycle, including introduction, growth, maturity, and decline, and explain how each stage relates to the target market; and

(D) develop a budget based on financial goals.

(7) The student applies inventory management strategies to effectively create and manage reliable tracking systems to schedule purchases, calculate turnover rate, and plan merchandise and marketing decisions. The student is expected to:

(A) describe the process of purchasing inventory and executing a purchase order, transporting orders, and receiving orders;

(B) explain inventory management practices, including ordering, storing, producing, and selling merchandise;

(C) differentiate between perpetual and periodic inventory tracking methods and describe how point-of-sale software, universal product codes, radio frequency identification, stock shrinkage, and loss prevention impact a retailer's inventory management; and

(D) analyze and describe how stock turnover rates impact inventory.

(8) The student evaluates retailer pricing strategies based on factors such as competition, the economy, and supply and demand to maximize sales and profit. The student is expected to:

(A) analyze how uncontrollable factors such as competition, the economy, and supply and demand impact pricing;

(B) explain how controllable factors such as company goals, operating expenses, and product life cycles impact pricing;

(C) differentiate between demand-based pricing, competition-based pricing, and cost-based pricing and explain how each pricing method is used to determine the base price for a product;

(D) identify and describe how market share impacts pricing of products; and

(E) create price points using keystone pricing, industry benchmarks, and industry surveys.

(9) The student explores effective promotional activities, including advertising, sales promotion, public relations, and personal selling, that retail managers use to inform, persuade, and remind customers of products that will meet consumer needs. The student is expected to:

(A) explain the six elements of effective communication, including source, message, channel, environment, context, and feedback;

(B) demonstrate effective written, verbal, and nonverbal communication;

(C) analyze and evaluate promotional communication techniques used to inform or motivate consumers to invest in products or services;

(D) differentiate between techniques used for advertising, public relations, personal selling, and sales promotion; and

(E) investigate and evaluate technology applications that promote items using online advertising, web presence, social media, email campaigns, and other modes of electronic promotions.

(10) The student analyzes and applies personal selling elements needed in retail management to determine how to generate sales. The student is expected to:

(A) explain sales generating techniques, including prospecting, solution development, buyer qualification, opportunity qualification and control, negotiation, and account management and follow-up;

(B) describe how ethical behaviors of a sales associate impacts the retail market;

(D) analyze and describe best practices in product training for sales associates;

(E) explain how determining the needs, presenting the product, handling objections, closing the sale, and following up with customers increases sales for the retailer; and

(F) identify effective questions and questioning techniques sales associates use with consumers to gain a competitive advantage or increase sales and discuss the importance of strategically selecting questions and techniques based on the product or service and target market.

(11) The student explores how to effectively use visual merchandising. The student is expected to:

(A) analyze and describe how a retailer's storefront, store layout, store interior, centralized visual merchandising, and interior displays impact sales and a consumer's experience with the business; and

(B) develop a visual merchandising plan using proper design elements such as mannequins, props, lighting, color, signage, and graphics.

(12) The student understands the role of the retail manager for recruiting, hiring, training, supervising, and terminating employees as well as maintaining the everyday operation of a business to ensure that it functions efficiently and meets established goals. The student is expected to:

(A) identify and describe effective methods of recruiting employees externally;

(B) explain effective methods of recruiting employees internally;

(D) explain the importance of the Equal Employment Opportunity Commission guidelines on the recruitment process;

(E) explain the benefits of training employees to learn new skills and technologies and comply with new laws and regulations;

(F) develop an employee appraisal program;

(G) explain an effective employee performance evaluation system and the importance of including supervisors and managers, peers, customers or clients, and subordinates in the process; and

(H) identify leadership and career development activities such as involvement with appropriate student and local management associations and create a personal development plan that includes participation in leadership and career development activities.

(13) The student understands the importance of effective teams and how effective leaders implement group development strategies. The student is expected to:

(A) explain the process of forming, storming, norming, performing, and adjourning;

(B) analyze and discuss effective interpersonal and team-building skills involving situations with coworkers, supervisors, and subordinates;

(D) describe characteristics of successful working relationships such as teamwork, conflict resolution, self-control, and the ability to accept criticism;

(E) discuss the importance of showing respect to all people and explain how showing respect to all people impacts the success of a business;

(F) identify employer expectations and discuss how meeting employer expectations impacts the success of a business; and

(G) explain and demonstrate productive work habits and attitudes.

(14) The student explores the practice of risk management, including identifying, assessing, and reducing risk through proper planning. The student is expected to:

(A) differentiate between natural, human, market, economic, and market risks;

(B) differentiate between controllable and uncontrollable risks;

(D) analyze how financial losses from human, physical, and natural risk factors can be minimized through the use of insurance.

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 June 16, 2025.

TRD-202502023

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Effective date: August 1, 2025

Proposal publication date: December 20, 2024

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

SUBCHAPTER J. HEALTH SCIENCE

19 TAC §127.510, §127.511

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).

§ 127.510. Speech and Language Development (One Credit), Adopted 2025.

(a) Implementation.

(1) The provisions of this section shall be implemented by school districts beginning with the 2025-2026 school year.

(b) General requirements. This course is recommended for students in Grades 11 and 12. Recommended prerequisites: Principles of Health Science, Anatomy and Physiology, and Introduction to Speech Pathology and Audiology. 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 Speech and Language Development course provides advanced knowledge and skills related to speech and language acquisition and growth of developing children. Understanding healthy development and speech, language, and communication developmental milestones is a prerequisite for studying communication disorders. This course provides students with the knowledge and skills necessary to pursue further education, possibly culminating in a bachelor's degree and subsequent master's degree in communication sciences and disorders.

(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 basic human communication processes, including the biological, neurological, psychological, developmental, linguistic, and cultural processes. The student is expected to:

(A) differentiate between communication, speech, language, and hearing;

(B) summarize the structural bases of speech production and hearing;

(D) examine and describe the anatomy and physiology of the auditory system;

(E) identify and describe healthy verbal and nonverbal communication development;

(F) describe the developmental building blocks and prerequisites for healthy speech and language development;

(G) identify and define terminology related to human communication such as speech sound production, fluency (stuttering), voice, language, hearing, hearing loss, breathing, swallowing, pragmatics, and cognition; and

(H) explain social-interactive and psychological bases of communication and the influences it has on interpersonal communication, including linguistic and cultural influences.

(2) The student gains knowledge and understanding of various theoretical perspectives of healthy speech and language acquisition. The student is expected to:

(A) investigate and explain the major theories of language acquisition;

(B) compare the major theories of speech sound production; and

(C) research and explain the connections between language development and speech development as they relate to phonological awareness in learning to read.

(3) The student understands the healthy development of speech sound production in children. The student is expected to:

(A) describe articulatory phonetics and explain how articulatory phonetics relate to the respiratory system, including the larynx, vocal tract, articulators (velopharynx, tongue, lips, and jaw), and air flow;

(B) analyze the foundation for speech acquisition in relation to auditory perception before birth and in infants;

(D) explain how the use of vowels by infants and young children is important for the development of speech;

(E) illustrate ways to categorize or describe vowel and diphthong production;

(F) research and describe the development of consonant inventories in young English-speaking children;

(G) describe and differentiate between models for describing consonant production;

(H) summarize progression in speech development for combining sounds into syllable shapes and words; and

(I) analyze the linguistic and cultural influences of the heritage/native language on the development of speech sound production in English.

(4) The student understands the components of a developing language system and how language skills develop in children. The student is expected to:

(A) identify and explain the components of a language system, including phonology, phonetics, morphology, syntax, semantics, and pragmatics;

(B) explain the components of a developing language system in terms of vocabulary, grammar, and social and interpersonal communication;

(D) differentiate between language delay, language disorders, and language difference;

(E) outline the milestones of healthy language development from birth through age five years related to comprehension and expression;

(F) summarize healthy language development from Kindergarten (age 5) through Grade 5 (age 10 or 11) and describe factors that influence age-appropriate development of language;

(G) describe healthy continuing language development in adolescence for each component of a developing language system; and

(H) compare cultural and ethnic differences in language development.

(5) The student explores the healthy development of verbal fluency skills in children. The student is expected to:

(A) define and differentiate between verbal fluency, disfluencies, and stuttering;

(B) identify and explain common disfluencies and periods of expected disfluencies;

(D) differentiate between and discuss variables that may affect verbal fluency; and

(E) describe ways to measure verbal fluency for English language learners and evaluate the effectiveness of each method.

(6) The student explores parameters of voice production in children and adults. The student is expected to:

(A) describe the physical and physiological parameters of voice production;

(B) describe the components of healthy voice production, including voice quality, pitch, loudness, resonance, and duration;

(D) describe how parameters of voice production change throughout the span of life;

(E) analyze environmental variables that may affect voice production;

(F) explain the practice of speech-language pathology and allowable services; and

(G) analyze the ethical considerations for the speech-language pathologist in dealing with individuals with a possible voice disorder and the requirement for ongoing work with a physician.

(7) The student understands the development of effective language and communication skills needed to demonstrate high levels of achievement in elementary and secondary school. The student is expected to:

(A) research and describe the milestones of communication development and literacy development;

(B) compare milestones of communication development to the milestones of literacy development;

(C) differentiate between interpersonal language used for conversational interaction and more formal, literate language used for learning academic content;

(D) define and provide examples of tier 1, tier 2, and tier 3 vocabulary as it relates to language development and meeting grade level expectations of academic vocabulary across subject areas;

(E) explain the development of language used for oral and written narratives and demonstrate how story grammar can be used as a bridge between conversational language and academic language;

(F) analyze the development of pragmatic-language skills and the types of verbal, nonverbal, and written communication skills needed to do well in school; and

(G) define emergent literacy and analyze the language base necessary for the development of reading skills.

(8) The student explores healthy and unhealthy speech and language development. The student is expected to:

(A) describe the role of the speech-language pathologist in determining healthy speech and language development and speech sound disorders and language disorders;

(B) explain the purpose of and describe techniques for screening speech and language skills in children;

(D) analyze the Response to Intervention (RtI) method for accurately identifying a speech or language disorder in school-age children; and

(E) discuss the role of the speech-language pathologist in referral, counseling, and providing basic information when there are concerns about a child's speech or language development.

(9) The student demonstrates effective verbal and nonverbal communication skills. The student is expected to:

(A) describe and demonstrate appropriate communication skills when interacting with elementary age students, classroom teachers, speech-language pathologists, principals, and parents in various situations;

(B) identify and demonstrate verbal and nonverbal communication techniques that should be used when communicating with children who have sensory loss, language barriers, cognitive impairment, and other learning disabilities;

(C) identify and evaluate electronic communication and technology devices that may be used when interacting with children with communication disorders; and

(D) differentiate between oral interpretation and translation skills from English to a second language.

(10) The student explores the influence of dialects of Standard American English or native language on the development of speech and language skills in English and on the production of English. The student is expected to:

(A) provide examples of how a common phrase may be expressed across Standard American English and three different dialects;

(B) describe how speech and language patterns vary as a function of language, age, socioeconomic status, and geography;

(D) explain the influence of heritage language on the speech sound production and grammar development of English in emergent bilingual students; and

(E) analyze speech and language patterns of English language learners in terms of expected speech and language development.

§ 127.511. Speech Communication Disorders (One Credit), Adopted 2025.

(a) Implementation.

(1) The provisions of this section shall be implemented by school districts beginning with the 2025-2026 school year.

(b) General requirements. This course is recommended for students in Grades 11 and 12. Prerequisite: at least one credit in a course from the Health Science Career Cluster. Recommended prerequisites: Principles of Health Science, Anatomy and Physiology, Introduction to Speech-Language Pathology and Audiology, Speech and Language Development, and Human Growth and Development. Students shall be awarded one credit for successful completion of this course.

(3) The Speech Communication Disorders course is designed to provide for the development of advanced knowledge and skills related to an overview of communication disorders that occur in children and adults in the areas of speech sound production, stuttering, voice disorders, and the language areas of semantics, syntax, pragmatics, phonology, and metalinguistics. An overview of treatment for hearing loss and deafness will also be provided.

(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 demonstrates knowledge of the nature of speech, language, hearing, and communication disorders and differences. The student is expected to:

(A) identify the anatomy and describe the function of the peripheral and central auditory pathways;

(B) describe the physical and psychological attributes of sound;

(D) describe the impact of hearing loss on speech and language development;

(E) compare the processes of speech, language, and hearing in people of various cultures;

(F) identify and relate disorder differences in relationship to communication skills;

(G) explain the concepts of speech, language, hearing, and communication disorders across the human lifespan; and

(H) explain potential barriers and solutions that an interpreter or translator must consider when communicating with a child with a communication disorder.

(2) The student demonstrates knowledge of the etiologies, characteristics, and anatomical/physical, acoustic, psychological, developmental, linguistic, and cultural correlates of communication disorders across the human lifespan. The student is expected to:

(A) compare common causes of hearing impairment in children and adults;

(B) analyze the causes of speech, language, and hearing disorders across the lifespan;

(C) identify common communication and hearing disorders, their typical symptoms, etiologies, characteristics, and associated correlates;

(D) evaluate the impact of communication disorders on the individual; and

(E) compare cultural variations in how communication disorders are perceived.

(3) The student describes the types of communication disorders most commonly seen in children and the services provided by professionals in this field to provide habilitation or rehabilitation. The student is expected to:

(A) analyze speech sound disorders of the child's phonological system and describe the production of speech sounds such as place, manner, voicing, and distinctive feature analysis;

(B) describe and organize evidence-based treatment approaches for speech sound disorders;

(D) analyze evidence-based treatment approaches for stuttering;

(E) identify voice disorders in terms of vocal quality, pitch, volume, resonance, and duration;

(F) develop a plan for an evidence-based treatment for voice disorders and the required interface with a physician;

(G) explain language disorders in terms of the child's use of syntax, morphology, semantics, pragmatics, phonology, and metalinguistics; and

(H) compare current evidence-based treatment approaches for language disorders in preschool and elementary-age children.

(4) The student demonstrates effective verbal and nonverbal communication skills. The student is expected to:

(A) demonstrate communication skills appropriate to the situation when interacting with elementary age students, classroom teachers, speech-language pathologists, principals, and parents with communication disorders;

(B) demonstrate knowledge of verbal and nonverbal communication techniques that should be used when communicating with children that have sensory loss, language barriers, cognitive impairment, and other learning disabilities; and

(C) employ electronic communication and technology devices when interacting with children with communication disorders with appropriate supervision in a school setting.

(5) The student demonstrates sensitivity and understanding of cultural and linguistic influences on an individual's communication patterns and describes how cultural and linguistic influences must be considered when working with children with communication disorders and their families. The student is expected to:

(A) analyze how speech and language patterns vary as a function of language, age, socioeconomic status, and geography;

(B) prepare a simulated interview with the parent or family member of a child referred for a hearing or communication evaluation;

(C) identify patterns of communication that are common for individuals from different cultural and linguistic backgrounds such use of eye contact, personal space, and gestures;

(D) apply design strategies for culturally sensitive family-centered practices for children with communication disorders; and

(E) explain the terms language disorder, language delay, language difference, heritage language, and dialect for describing the communication patterns of a young child.

(6) The student identifies screening, evaluation, and diagnosis procedures that are used to identify hearing loss/deafness, speech sound production disorders, stuttering, voice impairment, and language disorders in children. The student is expected to:

(A) explain principles related to different audiometric test procedures;

(B) participate in a basic audiometric test (screening procedure) and interpret a variety of test results regarding whether the individual passed or failed the screening;

(C) interpret principles related to screening speech sound production, fluency, voice, and language skills in young children;

(D) evaluate developmental screening activities that include screening speech and language development; and

(E) synthesize the components of a comprehensive diagnostic report of findings inclusive of speech sound production, fluency (stuttering), voice production, and receptive, expressive, and social language skills to explain the test results.

(7) The student identifies research-based and evidence-based practices in speech-language pathology and audiological service delivery. The student is expected to:

(A) define evidence-based practice (EBP) and differentiate EBP from scientifically-based research in the fields of speech-language pathology and audiology;

(B) define the set of Evidence Levels used by the American Speech-Language-Hearing Association as a protocol to evaluate research evidence;

(D) analyze the role of expert opinion and clinical experience in evidence-based practice; and

(E) design and present an action research project in the field of communication disorders.

(8) The student demonstrates knowledge and understanding of a variety of treatment approaches used with children with communication disorders. The student is expected to:

(A) compare two treatment approaches for speech sound disorders;

(B) compare two treatment approaches for fluency disorders;

(C) describe and practice treatment approaches for voice disorders in the areas of vocal quality, pitch, loudness, resonance, and duration;

(D) compare two treatment approaches for language disorders in preschool children;

(E) compare two treatment approaches for language disorders in elementary school-age children; and

(F) identify treatment approaches for language disorders with children with disabilities such as autism, intellectual disability, cleft palate, or cerebral palsy.

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 June 16, 2025.

TRD-202502024

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Effective date: August 1, 2025

Proposal publication date: December 20, 2024

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

SUBCHAPTER K. HOSPITALITY AND TOURISM

19 TAC §§127.569, 127.571, 127.604

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).

§ 127.569. Foundations of Restaurant Management (One Credit), Adopted 2025.

(a) Implementation.

(1) The provisions of this section shall be implemented by school districts beginning with the 2025-2026 school year.

(b) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Hospitality and Tourism. Students shall be awarded one credit for successful completion of this course.

(2) The Hospitality and Tourism Career Cluster focuses on the management, marketing, and operations of restaurants and other food/beverage services, lodging, attractions, recreation events, and travel-related services.

(3) Foundations of Restaurant Management provides students with a foundation to understand basic culinary skills and food service management, along with current food service industry topics and standards. Building on prior instruction, this course provides introductory insight into critical thinking, financial analysis, industry technology, social media, customer or client awareness, and leadership in the food service industry. Students will gain an understanding of restaurant operations and the importance of communicating effectively to diverse audiences for different purposes and situations in food service operations and management. Students will learn how the front of the house and the back of the house of restaurant management operate and collaborate and will obtain value-added certifications in the industry to help launch themselves into food service careers.

(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 demonstrates professional standards as required by the food service industry. The student is expected to:

(A) explain the importance of and demonstrate effective oral and written communication;

(B) describe professional grooming, hygiene, and appropriate uniform standards for various food service positions and scenarios;

(C) describe how punctuality and time-management skills are critical to the success of employees and businesses in the food service industry;

(D) describe what demonstrating self-respect and respect for others looks like;

(E) analyze and demonstrate effective teamwork strategies and leadership styles;

(F) describe initiative, adaptability, and problem-solving techniques and discuss how each may be used in the food service industry; and

(G) identify opportunities to participate in community leadership and teamwork activities that enhance professional skills.

(2) The student develops academic knowledge and skills required to pursue the full range of career and postsecondary education opportunities within the food service industry. The student is expected to:

(A) use information management methods and tools to organize oral and written information;

(B) create a variety of written documents such as job descriptions, menus, presentations, and advertisements;

(D) identify how scientific principles used in the food service industry affect customer service and profitability; and

(E) explain how to operate a profitable restaurant using mathematics and science knowledge and skills.

(3) The student uses verbal and nonverbal communication skills to create, express, and interpret information to establish a positive work environment. The student is expected to:

(A) develop and deliver business presentations;

(B) identify and create various marketing strategies used by the food service industry to increase customer or client traffic and profitability;

(D) explain how interpersonal communications such as verbal and nonverbal cues enhance communication with coworkers, employees, managers, and customers or clients; and

(E) explain how active listening skills can affect employee morale and customer service.

(4) The student solves problems using critical thinking, innovation, and creativity independently and in teams. The student is expected to:

(A) develop ideas to increase customer service, employee morale, and profitability; and

(B) describe how employing critical-thinking and interpersonal skills can help resolve conflicts with individuals such as coworkers, customers or clients, and employers.

(5) The student uses information technology tools specific to restaurant management to access, manage, integrate, and interpret information. The student is expected to:

(A) identify information technology tools and applications used to perform workplace responsibilities and explain how the tools and applications may be used to increase productivity;

(B) describe how business financial statements may be evaluated to increase profitability;

(D) explain how point-of-sale systems are used to evaluate business outcomes and provide customer service; and

(E) design Internet resources for business profitability.

(6) The student understands the various roles and responsibilities within teams, work units, departments, organizations, and the larger environment of the food service industry. The student is expected to:

(A) compare the roles and responsibilities of food service operations staff, including back-of-the-house, front-of-the-house, and support roles, and explain how each impact profitability of business operations;

(B) explain how developing strategic work schedules impacts effective customer service and profitability;

(C) investigate quality-control standards and practices and analyze how those standards and practices affect restaurant profitability;

(D) analyze various styles of restaurant services such as table, buffet, fast food, fast casual, and quick service for cost and level of profitability;

(E) describe how various place settings impact the customer service experience and profitability of the business; and

(F) explain how proper service techniques in food service operations contribute to the customer or client experience.

(7) The student understands the importance of health, safety, and environmental management systems in organizations and their impact on organizational performance, profitability, and regulatory compliance. The student is expected to:

(A) explain and discuss the responsibilities of workers and employers to promote safety and health in the workplace and the rights of workers to a secure workplace;

(B) explain and discuss the importance of Occupational Safety and Health Administration (OSHA) standards and OSHA requirements for organizations, how OSHA inspections are conducted, and the role of national and state regulatory entities;

(C) explain the role industrial hygiene plays in occupational safety and explain various types of industrial hygiene hazards, including physical, chemical, biological, and ergonomic;

(D) research and discuss sources of food-borne illness and determine ways to prevent them;

(E) identify and explain the appropriate use of types of personal protective equipment used in industry;

(F) discuss the importance of safe walking and working surfaces in the workplace and best practices for preventing or reducing slips, trips, and falls in the workplace;

(G) describe types of electrical hazards in the workplace and the risks associated with these hazards and describe control methods to prevent electrical hazards in the workplace;

(H) analyze the hazards of handling, storing, using, and transporting hazardous materials and identify and discuss ways to reduce exposure to hazardous materials in the workplace;

(I) identify workplace health and safety resources, including emergency plans and Safety Data Sheets, and discuss how these resources are used to make decisions in the workplace;

(J) describe the elements of a safety and health program, including management leadership, worker participation, and education and training;

(K) explain the purpose and importance of written emergency action plans and fire protection plans and describe key components of each such as evacuation plans and emergency exit routes, list of fire hazards, and identification of emergency personnel;

(L) explain the components of a hazard communication program; and

(M) explain and give examples of safety and health training requirements specified by standard setting organizations.

(8) The student explores professional ethics and legal responsibilities within the food service industry. The student is expected to:

(A) research and describe laws and guidelines affecting operations in the restaurant industry; and

(B) explain the reasons for liability insurance in the restaurant industry.

(9) The student understands the importance of developing skills in time management, decision making, and prioritization. The student is expected to:

(A) identify and explain delegation of tasks related to the effective operation of a food service establishment;

(B) describe the relationships between scheduling, payroll costs, and sales forecasting; and

(10) The student investigates the skills, training, and educational requirements needed to successfully gain and maintain employment in the food service industry and explores local and regional opportunities in the industry. The student is expected to:

(A) describe effective strategies for seeking employment in the food service industry;

(B) identify the required training and educational requirements that lead to a career in the food service industry;

(D) create and update a personal career portfolio;

(E) describe and demonstrate effective interviewing techniques for gaining employment in the food service industry;

(F) create a personal training plan for obtaining employment in a specific occupation such as Texas Alcoholic Beverage Commission training and Food Safety and Sanitation training in the food service industry;

(G) research and analyze the local and regional labor market to determine opportunities in the food service industry;

(H) investigate professional development opportunities to keep current on relevant trends and information within the food service industry; and

(I) identify and discuss entrepreneurship opportunities within the food service industry.

(11) The student explores factors that have shaped the food service industry. The student is expected to:

(A) research and describe the history and growth of the food service industry;

(B) explain how culture and globalization influence the food service industry; and

(12) The student understands factors that affect the profitability of a food service business. The student is expected to:

(A) explain the importance of effectively managing inventory to maintain profitability of the food service business;

(B) describe and demonstrate effective stewarding processes and procedures such as establishing thorough cleaning schedules and proper dishwashing techniques;

(D) explain how pricing and controlling costs such as labor and supplies affect the profitability of a food service business; and

(E) analyze how customer service and customer or client loyalty affect the profitability of a food service business and compare strategies for building and maintaining customer loyalty.

§ 127.571. Event and Meeting Planning (One Credit), Adopted 2025.

(a) Implementation.

(1) The provisions of this section shall be implemented by school districts beginning with the 2025-2026 school year.

(b) General requirements. This course is recommended for students in Grades 10-12. Prerequisite: at least one credit in a course from the Hospitality and Tourism Career Cluster. Recommended prerequisite: Principles of Hospitality and Tourism, Hotel Management, or Travel and Tourism Management. Students shall be awarded one credit for successful completion of this course.

(3) Event and Meeting Planning introduces students to the concepts and topics necessary to understand the meetings, events, expositions, and conventions (MEEC) industry. The course will review the roles of the organizations and people involved in the businesses that comprise the MEEC industry.

(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 recognizes the importance of and uses oral and written communication skills in creating, expressing, and interpreting information and ideas. The student is expected to:

(A) explain the importance of using verbal and non-verbal communication skills effectively with customers or clients and colleagues;

(B) summarize information formally and informally;

(C) synthesize information from various sources and determine how to prioritize and convey relevant information to customers or clients and colleagues;

(D) explain how to use active listening skills to obtain and clarify information;

(E) develop and deliver different types of presentations such as informative, instructional, persuasive, and decision making;

(F) identify interpersonal skills used to maintain internal and external customer or client satisfaction and describe how effectively using those interpersonal skills impacts customer or client relationships; and

(G) identify and use technical vocabulary related to the meeting and event planning industry.

(2) The student applies academics with career-readiness skills. The student is expected to:

(A) explain how applying mathematical skills to business transactions such as sales forecasting, service pricing, and planning for profitability are essential to operating a successful business;

(B) calculate and interpret key ratios, financial statements, and budgets related to the hospitality event and meeting planning industry;

(D) analyze and summarize data from tables, charts, and graphs to estimate and find solutions to problems and identify opportunities for increased profitability; and

(E) identify and use industry standards for budgeting and forecasting to maximize profit and growth.

(3) The student explores career opportunities available within the meeting and event planning segment of the hospitality industry. The student is expected to:

(A) compile a list of professional organizations that support the professionals in the convention, meeting, and event planning industry;

(B) develop a personal training plan to keep current on relevant trends and information within the meeting and event planning industry; and

(C) identify occupational opportunities for meeting and event planning for hospitality businesses and corporate businesses.

(4) The student explores the history of and current trends and career opportunities in the meeting and event planning industry. The student is expected to:

(A) describe how the meeting and event planning industry has evolved;

(B) analyze and describe current trends in the meeting and event planning industry;

(C) describe the varied occupations related to meeting and event planning such as meeting planning and management, conference planning and management, trade show planning and management, social event planning and management, association and non-profit meeting planning and management, corporation meeting planning and management, convention and visitor bureau planning and management, and destination management planning and organization;

(D) describe how a professional mentor can be beneficial to a career and identify potential mentors in the meeting and event planning industry; and

(E) create a career plan to achieve the desired career position in the meeting and event planning industry.

(5) The student explores how varying needs of customers or clients impact the event planning industry. The student is expected to:

(A) explain the importance of meeting the varying needs of customers or clients for the successful operation of a business;

(B) explain how a business plan and business activities may be modified to meet the varying needs of customers or clients; and

(C) describe how understanding diversity such as differences in social etiquette, dress, and behaviors may positively impact event and meeting planning.

(6) The student uses information technology tools in event and meeting planning to access, manage, integrate, and create information. The student is expected to:

(A) research and compare event planning software and technology tools such as tools that manage attendee engagement or provide marking services that help perform workplace tasks and meet business objectives;

(B) create complex multimedia publications and presentations for clients and colleagues;

(D) explain how Internet resources can promote industry growth;

(E) investigate and evaluate current and emerging technologies used to improve guest services; and

(F) use electronic tools to produce appropriate communication for planning and selling meetings and events.

(7) The student understands the professional, ethical, and legal responsibilities in event and meeting planning services. The student is expected to:

(A) explain ethical conduct such as maintaining client confidentiality and privacy of sensitive content when interacting with others;

(B) identify different components of a meeting or event contract;

(D) discuss the reasons for providing event security;

(E) compare options for event insurance; and

(F) explain the reasons for event insurance.

(8) The student understands the importance of health, safety, and environmental management systems and their impact on organizational performance and regulatory compliance. The student is expected to: