Proposed Rules Title 19

TITLE 19. EDUCATION

PART 1. TEXAS HIGHER EDUCATION COORDINATING BOARD

CHAPTER 22. STUDENT FINANCIAL AID PROGRAMS

SUBCHAPTER A. GENERAL PROVISIONS

19 TAC §§22.1, 22.2, 22.4, 22.7 - 22.11

The Texas Higher Education Coordinating Board (Coordinating Board) proposes amendments and new rules in Texas Administrative Code, Title 19, Part 1, Chapter 22, Subchapter A, §§22.1, 22.2, 22.4, and 22.7 - 22.11, concerning General Provisions. Specifically, the amendments and new sections will update terminology and definitions used throughout the chapter, restructure rules within the subchapter for greater clarity, and provide greater detail in how and to which programs the general provisions should be applied.

The Coordinating Board is authorized to adopt rules to effectuate the provisions of Texas Education Code (TEC), Chapter 61, including §61.051(a)(5) regarding the administration of financial aid programs.

Included throughout the subchapter are a number of nonsubstantive updates to rule language. References to the Coordinating Board as an agency, for example, previously written as "Board" or "Board staff," are revised to "Coordinating Board" to ensure the distinction is clear between the agency and its governing board. Similarly, the word "award" is changed to refer more precisely to a particular kind(s) of financial assistance.

Rule 22.1, Definitions, is amended by adding and removing several definitions, as well as amending definitions to more closely align with other defined terms. Several of the additions are commonly used terms throughout the chapter that have statutory definitions in TEC, §61.003. These terms have been consolidated into the General Provisions to ensure consistent usage and avoid citation issues that might arise from changes to TEC, §61.003. The term "forecast" was defined in multiple subchapters with slightly different definitions (though no practical difference); these definitions are consolidated in §22.1 with no change in function. Finally, to align more closely with changes to the federal financial aid process, the term "Student Aid Index" is added and will be used extensively throughout the chapter as a replacement for "Expected Family Contribution." Multiple definitions are removed as they are no longer needed or are being replaced with more precise terms.

Rule 22.2, Timely Distribution of Funds, is amended by adding provisions related to re-offering of funds and late disbursements of gift aid. New subsection (b) is the reconstituted §22.11(f), amended to clarify that it is applicable to all financial adjustments, not only grants. New subsection (c) is the reconstituted §22.11(g), amended to clarify that it applies to all gift aid. These adjustments do not represent a change in Coordinating Board practices or expectations.

Rule 22.4, Records Retention, is amended by eliminating subsection (a), which is simply an unnecessary directive to institutions to follow the rules within the section and making conforming formatting changes.

Rule 22.7, Financial Aid Uses, is added to specify the appropriate uses for state financial aid programs. This section is the reconstituted §22.11(c), amended slightly to make it more broadly applicable (to all financial aid, rather than simply grants or work-study). This does not represent a change in Coordinating Board practices or expectations.

Rule 22.8, Financial Aid Adjustments, is added to provide guidance to institutions in managing various financial aid adjustments. The bulk of the language is reconstituted from §22.11(d) and (e), with a few notable changes. First, provisions related to adjustments resulting from a student withdrawing from his/her institution are separated to offer more specific guidance in the case of gift aid versus loans. Subsection (b), related to over awards, frames the concept as a type of financial aid adjustment, rather than a separate concept as it has been previously. Finally, the new rule provides greater specificity regarding adjustments to financial aid resulting from a student becoming ineligible for particular financial aid programs after already receiving financial assistance from them. Subsection (d) provides general guidance in any other cases not addressed by the rest of the rule.

Rule 22.9, Institutional Responsibilities, is amended to align with the Coordinating Board's compliance monitoring role in TEC, §61.035, and the current practice between the Coordinating Board and the institutions as reflected in the program participation agreements, and furthermore to clarify the institutions' specific obligations with respect to allocated program funds.

Rule 22.10, Grade Point Average Calculations for Satisfactory Academic Progress, is amended to clarify that institutions have the discretion to include grades from prior institutions in determining whether a student's grade point average satisfies satisfactory academic progress requirements and may use the higher of the calculations.

Rule 22.11, Authority to Transfer Funds, is amended first by eliminating the specific program references in the title and narrowing the subject of the rule to focus only on the authority to transfer funds. Subsection (a) is eliminated entirely and not moved elsewhere in the chapter, as it merely restates statute. Subsection (b)(1), which implements a legislative rider, is retained with minor edits and the addition of the specific July 1 deadline. Subsection (b)(2) is eliminated as the allocations for the Texas College Work-Study Program and Work-Study Student Mentorship Programs have been combined. Subsections (c) - (g) are removed but the substance of these provisions has been relocated elsewhere in this subchapter, as described above.

Dr. Charles Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, has determined that for each of the first five years the sections are in effect there would be no fiscal implications for state or local governments as a result of enforcing or administering the rules. There are no estimated reductions in costs to the state and to local governments as a result of enforcing or administering the rule. There are no estimated losses or increases in revenue to the state or to local governments as a result of enforcing or administering the rule.

There is no impact on small businesses, micro businesses, and rural communities. There is no anticipated impact on local employment.

Dr. Charles Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, has also determined that for each year of the first five years the section is in effect, the public benefit anticipated as a result of administering the section will be improved rule clarity, consistency, and readability throughout the chapter impacted by the General Provisions. There are no anticipated economic costs to persons who are required to comply with the sections as proposed.

Government Growth Impact Statement

(1) the rules will not create or eliminate a government program;

(2) implementation of the rules will not require the creation or elimination of employee positions;

(3) implementation of the rules will not require an increase or decrease in future legislative appropriations to the agency;

(4) the rules will not require an increase or decrease in fees paid to the agency;

(5) the rules will not create a new rule;

(6) the rules will not limit an existing rule;

(7) the rules will not change the number of individuals subject to the rule; and

(8) the rules will not affect this state's economy.

Comments on the proposal may be submitted to Dr. Charles Contéro-Puls, Assistant Commissioner for Student Financial Aid Programs, P.O. Box 12788, Austin, Texas 78711-2788, or via email at SFAPPolicy@highered.texas.gov. Comments will be accepted for 30 days following publication of the proposal in the Texas Register.

The amendments and new sections are proposed under Texas Education Code, Section 61.051(a)(5), which provides the Coordinating Board with the authority to administer state financial aid programs.

The proposed amendments and new sections affect Texas Administrative Code, Title 19, Part 1, Chapter 22.

§22.1.Definitions.

The following words and terms, when used in chapter 22 [~~Chapter 22~~], shall have the following meanings, unless otherwise defined in a particular subchapter:

(1) Academic Year--The combination of semesters defined by a public or private institution of higher education to fulfill the federal "academic year" requirement as defined by 34 CFR 668.3.

(2) Attempted Semester Credit Hours--Every course in every semester for which a student has been registered as of the official Census Date, including but not limited to, repeated courses and courses the student drops and from which the student withdraws. For transfer students, transfer hours and hours for optional internship and cooperative education courses are included if they are accepted by the receiving institution towards the student's current program of study.

~~[(3) Awarded--Offered to a student.]~~

(3) [~~(4)~~] Board--The governing body of the agency known as the Texas Higher Education Coordinating Board.

(4) [~~(5)~~] Categorical Aid--Gift aid that the institution does not award to the student, but that the student brings to the school from a non-governmental third party.

(5) [~~(6)~~] Commissioner--The Texas Commissioner of Higher Education.

(6) [~~(7)~~] Coordinating Board--The agency known as the Texas Higher Education Coordinating Board, including agency [~~and its~~] staff.

(7) [~~(8)~~] Cost of Attendance/Total Cost of Attendance--An institution's estimate of the expenses incurred by a typical financial aid recipient in attending a particular institution of higher education. It includes direct educational costs (tuition and fees) as well as indirect costs (room and board, books and supplies, transportation, personal expenses, and other allowable costs for financial aid purposes).

(8) [~~(9)~~] Credit--College credit earned through the successful completion of a college career and technical education or academic course that fulfills specific requirements necessary to obtain an industry-recognized credential, certificate, associate degree, or other academic degree.

(9) [~~(10)~~] Degree or Certificate Program [~~certificate program~~] of Four Years [~~four years~~] or Less [~~less~~]--A baccalaureate degree, associate degree, or certificate program other than a program determined by the Coordinating Board to require four years or more to complete.

(10) [~~(11)~~] Degree or Certificate Program [~~certificate program~~] of More Than Four Years [~~more than four years~~]--A baccalaureate degree or certificate program determined by the Coordinating Board to require more than four years to complete.

(11) [~~(12)~~] Encumber--Program funds that have been officially requested by an institution through procedures developed by the Coordinating Board.

(12) [~~(13)~~] Equivalent of a Semester Credit Hour [~~semester credit hour~~]-- A unit of measurement for a continuing education course, determined as a ratio of one continuing education unit to ten [10] contact hours of instruction, which may be expressed as a decimal. For the purpose of conversion, 1.6 continuing education units of instruction equals one semester credit hour of instruction. In a continuing education course, not fewer than sixteen [16] contact hours are equivalent to one semester credit hour.

(13) [~~(14)~~] Expected Family Contribution (EFC)--A measure utilized to calculate a student's financial need as regulated and defined by the methodology used for federal student financial aid.

(14) [~~(15)~~] Financial Need--The Cost of Attendance at a particular institution of higher education or private or independent institution of higher education [~~public or private institution of higher education~~] less the Student Aid Index as those terms are defined in this section. [~~Expected Family Contribution. The Cost of Attendance and Expected Family Contribution are to be determined in accordance with Board guidelines.~~]

(15) Forecast--The FORECAST function in Microsoft Excel, or a comparable forecasting function.

(16) Full-Time--For undergraduate students, enrollment or expected enrollment for the equivalent of twelve or more semester credit hours per semester. For graduate students, enrollment or expected enrollment for the normal full-time course load of the student's program of study as defined by the institution.

(17) General Academic Teaching Institution--As defined in Texas Education Code, §61.003.

(18) [~~(17)~~] Gift Aid--Grants, scholarships, exemptions, waivers, and other financial aid provided to a student without a requirement to repay the funding or earn the funding through work.

(19) [~~(18)~~] Graduate Student [~~student~~]--A student who has been awarded a baccalaureate degree and is enrolled in coursework leading to a graduate or professional degree.

(20) [~~(19)~~] Half-Time--For undergraduates, enrollment or expected enrollment for the equivalent of at least six but fewer than nine semester credit hours per regular semester. For graduate students, enrollment or expected enrollment for the equivalent of 50 percent of the normal full-time course load of the student's program of study as defined by the institution.

(21) Institution of Higher Education--As defined by Texas Education Code, §61.003.

(22) Medical or Dental Unit--As defined by Texas Education Code, §61.003.

(23) [~~(20)~~] Period of Enrollment [~~enrollment~~]--The semester or semesters within the current state fiscal year (September 1 - August 31) for which the student was enrolled in an approved institution and met all eligibility requirements for financial assistance offered under this chapter [~~an award through this program~~].

(24) Private or Independent Institution of Higher Education--As defined by Texas Education Code, §61.003.

(25) [~~(21)~~] Program Officer--The individual named by each participating institution's chief executive officer to serve as agent for the Coordinating Board. The Program Officer has primary responsibility for all ministerial acts required by the program, including the determination of student eligibility, selection of recipients, maintenance of all records, and preparation and submission of reports reflecting program transactions. Unless otherwise indicated by the institution's chief executive officer, the director of student financial aid shall serve as Program Officer.

[(22) Residency Core Questions--A set of questions developed by the Coordinating Board to be used to determine a student's eligibility for classification as a resident of Texas, available for downloading from the Coordinating Board's website, and incorporated into the ApplyTexas application for admission.]

(26) Public Junior College--As defined by Texas Education Code, §61.003.

(27) Public State College--As defined by Texas Education Code, §61.003.

(28) Public Technical Institute-As defined by Texas Education Code, §61.003.

(29) [~~(23)~~] Resident of Texas--A resident of the State of Texas as determined in accordance with chapter 21, subchapter B, [~~Chapter 21, Subchapter B~~] of this title (relating to Determination of Resident Status). Nonresident students who are eligible to pay resident tuition rates are not residents of Texas.

(30) [~~(24)~~] Semester--A payment period, as defined by 34 CFR 668.4(a) or 34 CFR 668.4(b)(1).

(31) [~~(25)~~] Semester Credit Hour--A unit of measure of instruction, represented in intended learning outcomes and verified by evidence of student achievement, that reasonably approximates one hour of classroom instruction or direct faculty instruction and a minimum of two hours out of class student work for each week over a 15-week period in a semester system or the equivalent amount of work over a different amount of time. An institution is responsible for determining the appropriate number of semester credit hours awarded for its programs in accordance with Federal definitions, requirements of the institution's accreditor, and commonly accepted practices in higher education.

(32) Student Aid Index (SAI)--A student's Expected Family Contribution, as the term is defined in this section.

(33) [~~(26)~~] Three-Quarter-Time--For undergraduate students, enrollment or expected enrollment for the equivalent of at least nine but fewer than twelve [12] semester credit hours per semester. For graduate students, enrollment or expected enrollment for the equivalent of 75 percent of the normal full-time course load of the student's program of study as defined by the institution.

[(27) Timely Distribution of Funds--Activities completed by institutions of higher education related to the receipt and distribution of state financial aid funding from the Board and subsequent distribution to recipients or return to the Board.]

(34) [~~(28)~~] Undergraduate Student [~~student~~]--An individual who has not yet received a baccalaureate degree.

§22.2.Timely Distribution of Funds.

(a) All institutions participating in the financial aid programs outlined in chapter 22 [~~Chapter 22~~] shall follow the guidelines for the timely distribution of funds, as outlined in this section:

(1) Timely Disbursement. Institutions shall disburse state student financial aid funding to a student recipient's account or, in the case of work-study, through a paycheck, no later than three business days after receiving the funds. Undisbursed funds must be returned to the Coordinating Board no later than six business days after the receipt of funds. Gift aid and work-study funds for which a student is no longer eligible may be disbursed to a different eligible student for whom funds have not yet been requested in order to meet the timely disbursement requirement.

(2) Timely Determination of Ineligibility. For state student financial aid funding already disbursed to a student, except work study, institutions shall return funds to the Coordinating Board within forty-five [45] calendar days of a student becoming ineligible for the funding. Gift aid funds for which a student has been determined ineligible may be disbursed to a different eligible student for whom funds have not yet been requested in order to meet the timely determination of ineligibility requirement. In all cases, an institution must provide notification to the Coordinating Board regarding the change in student eligibility, as appropriate for the particular student financial aid program.

(3) Timely Cancellation. For state student financial aid funds already disbursed to a student, except work-study, institutions may return funds to the Coordinating Board within 120 calendar days of disbursement in situations where a student has notified the institution of his or her decision to cancel the financial aid. Gift aid funds for which a student has made the decision to cancel may be disbursed to a different eligible student for whom funds have not yet been requested in order to meet the timely cancellation requirement. In all cases, an institution must provide notification to the Coordinating Board regarding the student's decision to cancel financial aid, as appropriate for the particular student financial aid program.

(b) Re-offering of funds. Funds made available from financial aid adjustments, as detailed in §22.8 of this subchapter (relating to Financial Aid Adjustments) are subject to the requirements of timely determination of ineligibility in subsection (a)(2) of this section.

(1) A student may receive a gift aid disbursement after the end of his/her period of enrollment if the student:

(A) Owes funds to the institution for the period of enrollment for which the grant is being made; or

(B) Received a student loan that is still outstanding for the period of enrollment.

(2) Funds that are disbursed after the end of the student's period of enrollment must be used to either pay the student's outstanding balance from his/her period of enrollment at the institution or to make a payment against an outstanding student loan received during that period of enrollment. Under no circumstances are funds to be released to the student.

(3) The institution shall retain documentation proving the late-disbursed funds were used to make a payment against an outstanding balance at the institution from the relevant period of enrollment and/or to make a payment against an outstanding loan taken out for the period of enrollment.

(4) Unless granted an extension by the Coordinating Board, late disbursements must be processed prior to the end of the state fiscal year for which the funds were allocated to the institution.

§22.4.Records Retention.

~~[(a) All institutions participating in the financial aid programs described in Chapter 22 shall follow the records retention guidelines outlined in subsection (a) and (b) of this section:]~~

(a) [~~(1)~~] An institution shall maintain its records and accounts of all transactions related to state and federal student financial aid in keeping with the institution's records retention schedule to ensure a full accounting for all funds received, disbursed, and expended by the institution.

(b) [~~(2)~~] Records and accounts shall be available for inspecting, monitoring, programmatic or financial auditing, or evaluation by the Coordinating Board, and by others authorized by law or regulation, for a period (whichever is later):

(1) [~~(A)~~] not less than seven (7) years after the date of the completion of the award period;[,]

(2) [~~(B)~~] the date of the receipt of the institution's final claim for payment of final expenditure report;[,] or

(3) [~~(C)~~] until a resolution of all billing questions in connection with the account has been resolved.

(c) [~~(3)~~] Records and accounts shall include, but are not limited to, general institutional and program specific record-keeping requirements in accordance with Federal Student Aid Title IV regulations (USOE, 34 CFR §668.24).

(d) [~~(b)~~] If an audit is announced, an institution shall retain its records until the audit has been completed or not less than seven (7) years after the expiration date of the Memorandum of Understanding for State Financial Aid Programs (MOU), Program Participation Agreement, or other operative written agreement between an institution and the Coordinating Board pertaining to financial aid, whichever is later.

(1) An institution shall make available to the auditing entity all documents and other information related to state financial aid programs.

(2) An institution and any subcontractors shall provide any information the auditing entity deems relevant to any monitoring, investigation, evaluation, or audit.

§22.7.Financial Aid Uses.

Neither an institution nor a student may use financial assistance offered through programs in this chapter for any purpose other than paying for any usual and customary cost of attendance incurred by the student related to enrollment at a participating institution of higher education for the academic year for which funding was offered.

§22.8.Financial Aid Adjustments.

(a) Withdrawal from Enrollment.

(1) Gift Aid. If a student officially withdraws from enrollment, then the institution shall reduce the student's gift aid by the same percentage by which the student's tuition has been reduced per the institution's general institutional refund policy.

(2) Loans. If a student officially withdraws from enrollment, the institution shall recalculate the student's cost of attendance to determine whether an adjustment to the student's state-funded loan aid is warranted.

(3) If the student withdraws or drops classes after the end of the institution's refund period, no refunds are due to the program(s) from which the student received financial assistance.

(b) Over Awards.

(1) An over award occurs when a student's total financial assistance (including the student's state-funded and additional financial assistance) exceeds his/her financial need.

(2) If an over award occurs, the institution shall resolve the over award by recalculating the student's amount of state-funded financial assistance in accordance with the institution's procedures, except the institution is not required to recalculate the student's financial aid if:

(A) the over award occurred after state-funded financial assistance has been disbursed because the student received additional financial assistance that was not factored into the institution's estimate of his/her financial need; and

(B) the student's total financial assistance exceeds his/her need by $300 or less.

(1) If an institution determines that a student is ineligible for financial assistance from one or more programs in this chapter after receiving financial assistance from the program(s), the institution shall adjust the student's financial aid in accordance with the institution's procedures to either resolve the eligibility issue or remove the student from the program(s).

(2) An institution may distribute gift aid funds for which a student has been deemed ineligible to a different eligible student or return the funds to the Coordinating Board in accordance with §22.2(a)(2) of this subchapter (relating to Timely Distribution of Funds).

(d) If, for some reason not already specified in this section, the amount of a student's disbursement exceeds the amount the student is eligible to receive, the institution shall recalculate the student's financial aid accordingly.

§22.9.Institutional Responsibilities.

(a) Probation Notice. If the institution is placed on probation by its accrediting agency, the institution shall [~~it must~~] immediately notify the Coordinating Board [~~staff~~] and advise state financial aid recipients of this condition and maintain evidence to demonstrate that state financial aid program recipients were so informed.

(b) Disbursements to Students.

(1) Documentation. Each [~~The~~] institution shall [~~must~~] maintain records to prove the crediting of state financial aid program funds to the student's school account.

(2) Procedures in Case of Unauthorized [~~Illegal~~ ] Disbursements. If an institution receives an audit or compliance monitoring finding or otherwise determines [~~the Commissioner has reason for concern~~] that the [an] institution has disbursed state financial aid program funds for unauthorized purposes, whether over-allocated, misused, or misallocated, [~~Board staff will notify~~] the Program Officer shall notify the Coordinating Board within five business days [and offer an opportunity for a hearing pursuant to the procedures outlined in Chapter 1 of this title (relating to Agency Administration). Thereafter, if Board staff determine that funds have been improperly disbursed, the institution shall become primarily responsible for restoring the funds to the Board. No further disbursements of funds from the program in question shall be permitted to students at that institution until the funds have been repaid.].

(3) If the Commissioner determines that the institution has made an unauthorized disbursement, the Commissioner will notify the Program Officer of this determination in writing.

(4) The Commissioner may demand, in writing, that the institution return the funds to the Coordinating Board. The institution may comply with this demand and return the funds to the Coordinating Board within thirty calendar days of receipt, unless the Commissioner specifically permits a later deadline. If the institution elects not to comply with this demand, the Coordinating Board may utilize additional tools of recovery, as permitted by law, including any means of recovery authorized by Texas Education Code, §61.035.

(5) In addition, the Commissioner may subject the institution to compliance monitoring.

(6) The Coordinating Board shall not disburse further funds from the program in question to the institution until the funds have been repaid.

(c) Reporting Requirements/Deadlines. Each institution shall [~~All institutions must~~] submit such reports and information as the Coordinating Board may require in connection with the administration or evaluation of the state financial aid programs. These materials must be submitted within the time allotted by the Coordinating Board [~~THECB~~] for each such report or information request. The Program Officer shall ensure [~~officer agrees~~] that all reports and information provided to the Coordinating Board [~~shall reflect~~] properly reflect the facts and certify that those reports may be relied upon as being complete and accurate.

(d) Compliance Monitoring [~~Program Reviews~~]. If selected for such by the Coordinating Board [~~staff~~], a participating institution shall [~~institutions must~~] submit to [~~program~~] reviews of activities related to state financial aid programs.

§22.10.Grade Point Average Calculations for Satisfactory Academic Progress.

(a) Each institution shall calculate grade [~~Grade~~] point average [~~calculations shall be made~~] in accordance with institutional policies.

(b) Subject to any specific statutory requirements, in determining whether a financial aid [~~A grant~~] recipient has met the [~~whose GPA is below program~~] grade point average requirements for satisfactory academic progress for a given program, an [~~as of the end of an academic year may appeal his/her grade point average calculation if he/she has taken courses previously at one or more institutions. In the case of such an appeal, the current~~] institution may [~~(if presented with transcripts from the previous institutions), shall~~] calculate an overall grade point average based on classes and grade points from that institution only or based on [~~counting~~] all classes and grade points previously earned at one or more other institutions. If the resulting grade point average exceeds the program's academic progress requirement, an otherwise eligible student may receive an award in the following academic year.

(c) If a financial aid [~~grant~~] recipient's grade point average falls below the satisfactory academic progress [~~program~~] requirements and the student transfers to another institution, or has transferred from another institution, the receiving institution cannot make a subsequent offer [~~award~~] to the transfer student until the student provides official transcripts of previous coursework to the current institution's financial aid office and the institution re-calculates an overall grade-point average, including hours and grade points for courses taken at the previous and current institutions, that proves the student's overall grade point average now meets or exceeds the satisfactory academic progress [~~program~~] requirements.

§22.11.Authority to Transfer Funds [~~Provisions specific to the TEXAS Grant, TEOG, TEG, and Texas Work-Study Programs~~].

[(a) Funding. Funds offered through this program may not exceed the amount of appropriations, gifts, grants and other funds that are available for this use (§§56.303(c) and 56.403(c)) Texas Education Code).]

~~[(b) Authority to Transfer Funds.]~~

(a) [~~(1)~~] An institution [~~Institutions~~] participating in two or more [~~a combination~~] of the following programs: Toward EXcellence, Access and Success Grant, Texas Educational Opportunity Grant, Tuition Equalization Grant, and Texas College Work-Study Programs, in accordance with instructions from the Coordinating Board, may transfer current fiscal year funds up to the lesser of 25 percent or $60,000 between these programs. This threshold applies to the program from which the funds are transferred. [~~Requests for such transfers must be submitted by the institution by the annual deadline published by the agency.~~]

[(2) Institutions participating in both the Texas College Work-Study Program and the Work-Study Student Mentorship Program, in accordance with instructions from the Board, may transfer current fiscal year funds up to 25 percent between the two programs. This threshold applies to the program from which the funds are transferred. Such transfers must occur by July 1 of the current fiscal year.]

(b) An institution shall submit a request for transfer under subsection (a) of this section by the annual deadline published by the Coordinating Board, and the transfer must occur by July 1 of the current fiscal year.

[(c) Grant Uses. No state grant or work-study funding may be used for any purpose other than paying for any usual and customary cost of attendance incurred by the student related to enrollment at a participating institution of higher education for the academic year for which funding was offered.]

[(d) Over Awards. If, at a time after the grant has been disbursed by the institution to the student, the student receives assistance that was not taken into account in the institution's estimate of the student's financial need, so that the resulting sum of assistance exceeds the student's financial need, the institution is not required to adjust the grant under this program unless the sum of the excess resources is greater than $300.]

[(e) Grant adjustments. If a student officially withdraws from enrollment, the institution shall follow its general institutional refund policy in determining the amount by which the financial aid is to be reduced. If the student withdraws or drops classes after the end of the institution's refund period, no refunds are due to the program. If for some other reason the amount of a student's disbursement exceeds the amount the student is eligible to receive, the financial aid should be recalculated accordingly.]

[(f) Re-offering of funds. Funds made available from grant adjustments may be re-offered to other eligible students attending the institution. If funds cannot be re-offered, they should be returned to the Board in accordance with §22.2 of this subchapter (relating to Timely Distribution of Funds).]

~~[(g) Late Disbursements.]~~

~~[(1) A student may receive a disbursement after the end of his/her period of enrollment if the student:]~~

~~[(A) Owes funds to the institution for the period of enrollment for which the grant is being made; or]~~

~~[(B) Received a student loan that is still outstanding for the period of enrollment.]~~

[(2) Funds that are disbursed after the end of the student's period of enrollment must be used to either pay the student's outstanding balance from his/her period of enrollment at the institution or to make a payment against an outstanding student loan received during that period of enrollment. Under no circumstances are funds to be released to the student.]

[(3) Documentation must be retained by the institution, proving the late-disbursed funds were used to make a payment against an outstanding balance at the institution from the relevant period of enrollment and/or to make a payment against an outstanding loan taken out for the period of enrollment.]

[(4) Unless granted an extension by the staff of the Coordinating Board, late disbursements must be processed prior to the end of the state fiscal year for which the funds were allocated to the institution.]

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on February 14, 2025.

TRD-202500548

Nichole Bunker-Henderson

General Counsel

Texas Higher Education Coordinating Board

Earliest possible date of adoption: March 30, 2025

For further information, please call: (512) 427-6365

PART 2. TEXAS EDUCATION AGENCY

CHAPTER 67. STATE REVIEW AND APPROVAL OF INSTRUCTIONAL MATERIALS

SUBCHAPTER C. LOCAL OPERATIONS

19 TAC §67.69

The State Board of Education (SBOE) proposes new §67.69, concerning the local review of classroom instructional materials. The proposed new section would implement House Bill (HB) 1605, 88th Texas Legislature, Regular Session, 2023, by outlining the local process requirements for a parent to petition for a review of instructional materials.

BACKGROUND INFORMATION AND JUSTIFICATION: HB 1605, 88th Texas Legislature, Regular Session, 2023, significantly revised Texas Education Code (TEC), Chapter 31, including adding a provision for local classroom reviews of instructional materials.

HB 1605 established new TEC, §31.0252, Local Review of Classroom Instructional Materials, which requires that the Texas Education Agency (TEA) develop standards in consultation with stakeholders, including educators, by which a school district is authorized to conduct a review of instructional materials used by a classroom teacher in a foundation curriculum course under TEC, §28.002(a)(1), to determine the degree to which the material corresponds with the instructional materials adopted by the school district or campus and meets the level of rigor of the essential knowledge and skills adopted under TEC, §28.002, for the grade level in which it is being used.

TEC, §31.0252, also requires the agency to develop a rubric, approved by the SBOE, to determine if reviewed instructional material complies with the rigor requirements.

At the June 2023 SBOE meeting, the Committee of the Full Board held a work session to receive an overview presentation on HB 1605 from the commissioner of education and begin discussing preliminary decisions and next steps. The June 2023 SBOE HB 1605 Work Session Presentation shared during the work session is available on the TEA website at https://tea.texas.gov/about-tea/leadership/state-board-of-education/sboe-2023/sboe-2023-june/sboe-hb1605-working-session-slidedeck-062223.pdf.

At the November 2024 SBOE meeting, TEA staff presented to the Committee of the Full Board for discussion the local classroom review rubrics and considerations for the proposed rule.

Proposed new §67.69 would clarify the conditions under which a local review of classroom instructional materials would be conducted.

The SBOE approved the proposed new rule for first reading and filing authorization at its January 31, 2025 meeting.

FISCAL IMPACT: Todd Davis, associate commissioner for instructional strategy, has determined that for the first five years the proposal is in effect, there are no additional costs to state or local government, including school districts and open-enrollment charter schools, required to comply with the proposal.

LOCAL EMPLOYMENT IMPACT: The proposal has no effect on local economy; therefore, no local employment impact statement is required under Texas Government Code, §2001.022.

SMALL BUSINESS, MICROBUSINESS, AND RURAL COMMUNITY IMPACT: The proposal has no direct adverse economic impact for small businesses, microbusinesses, or rural communities; therefore, no regulatory flexibility analysis specified in Texas Government Code, §2006.002, is required.

COST INCREASE TO REGULATED PERSONS: The proposal does not impose a cost on regulated persons, another state agency, a special district, or a local government and, therefore, is not subject to Texas Government Code, §2001.0045.

TAKINGS IMPACT ASSESSMENT: The proposal does not impose a burden on private real property and, therefore, does not constitute a taking under Texas Government Code, §2007.043.

GOVERNMENT GROWTH IMPACT: TEA staff prepared a Government Growth Impact Statement assessment for this proposed rulemaking. During the first five years the proposed rulemaking would be in effect, it would create a new regulation regarding the process for local reviews of classroom instructional materials conducted by school districts.

The proposed rulemaking would not create or eliminate a government program; would not require the creation of new employee positions or elimination of existing employee positions; would not require an increase or decrease in future legislative appropriations to the agency; would not require an increase or decrease in fees paid to the agency; would not expand, limit, or repeal an existing regulation; would not increase or decrease the number of individuals subject to its applicability; and would not positively or adversely affect the state's economy.

PUBLIC BENEFIT AND COST TO PERSONS: Mr. Davis has determined that for each year of the first five years the proposal is in effect, the public benefit anticipated as a result of enforcing the proposal would be to define the requirements for a school district's process for parent petitions for instructional material review. There is no anticipated economic cost to persons who are required to comply with the proposal.

DATA AND REPORTING IMPACT: The proposal would have no data or reporting impact.

PRINCIPAL AND CLASSROOM TEACHER PAPERWORK REQUIREMENTS: TEA has determined that the proposal would not require a written report or other paperwork to be completed by a principal or classroom teacher.

PUBLIC COMMENTS: The public comment period on the proposal begins February 28, 2025, and ends at 5:00 p.m. on March 31, 2025. The SBOE will take registered oral and written comments on the proposal at the appropriate committee meeting in April 2025 in accordance with the SBOE board operating policies and procedures. A request for a public hearing on the proposal submitted under the Administrative Procedure Act must be received by the commissioner of education not more than 14 calendar days after notice of the proposal has been published in the Texas Register on February 28, 2025.

STATUTORY AUTHORITY. The new rule is proposed under Texas Education Code (TEC), §26.0061, as added by House Bill (HB) 1605, 88th Texas Legislature, Regular Session, 2023, which requires the board of trustees of each school district to establish a process by which a parent may request an instructional material review under TEC, §31.0252, for a subject area in the grade level in which the student is enrolled and allows the State Board of Education (SBOE) to adopt rules to implement this section; TEC, §31.003(a), which permits the SBOE to adopt rules for the adoption, requisition, distribution, care, use, and disposal of instructional materials; and TEC, §31.0252, as added by HB 1605, 88th Texas Legislature, Regular Session, 2023, which requires the Texas Education Agency to develop a rubric, approved by the SBOE, to determine if reviewed instructional material complies with the rigor requirements described by TEC, §31.0252(a)(2).

CROSS REFERENCE TO STATUTE. The new rule implements Texas Education Code (TEC), §26.0061, as added by House Bill (HB) 1605, 88th Texas Legislature, Regular Session, 2023; TEC, §31.003(a); and TEC, §31.0252, as added by HB 1605, 88th Texas Legislature, Regular Session, 2023.

§67.69.Local Review of Classroom Instructional Materials.

(a) School districts and open-enrollment charter schools must establish a process by which a parent of a student may request an instructional material review under Texas Education Code, §31.0252, for a subject area in the grade level in which the student is enrolled. This process shall:

(1) establish minimum requirements for a parent's petition to the school district board of trustees for a local review of classroom instructional materials, including submission guidelines and timelines for the petition. The process must align to the statewide submission window of September 1 through the last instructional day for students. The process must require that the board consider such petitions at the regular board meeting that allows proper posting immediately following submission of the petition provided that it is submitted by the prescribed submission deadline;

(2) require parent petitions to include the student assignment, grade level, content area, campus name, and teacher name to complete the local review process; and

(3) establish an appeal process for parents if a petition for a local review is denied by the school district board of trustees, detailing steps for submitting an appeal, the criteria for reviewing the appeal, and the timelines for a final decision.

(b) A school district or open-enrollment charter school is requested to notify the State Board of Education member(s) representing the district or charter school, at the member's state email address as listed on the SBOE.Texas.gov website, within one week of a decision to approve a parent request for local classroom review and one week after receiving the final report.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on February 14, 2025.

TRD-202500538

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Earliest possible date of adoption: March 30, 2025

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

CHAPTER 74. CURRICULUM REQUIREMENTS

SUBCHAPTER B. GRADUATION REQUIREMENTS

19 TAC §74.12, §74.13

The State Board of Education (SBOE) proposes amendments to §74.12 and §74.13, concerning graduation requirements. The proposed amendments would reflect changes to a career and technical education (CTE) course title to align with recently adopted CTE Texas Essential Knowledge and Skills (TEKS) and update cross references.

BACKGROUND INFORMATION AND JUSTIFICATION: At the April 2024 SBOE meeting, the SBOE approved for second reading and final adoption TEKS for a set of CTE courses in agriculture; aviation maintenance; and science, technology, engineering, and mathematics (STEM) with an effective date of August 1, 2025. The proposed amendments would update the list of courses that can satisfy a science graduation requirement to reflect a CTE course that was retitled Physics for Engineering (formerly titled Principles of Technology) as a result of the 2024 CTE TEKS review.

The proposed amendments would also update cross references to certain subchapters that are being reorganized.

The SBOE approved the proposed amendments for first reading and filing authorization at its January 31, 2025 meeting.

FISCAL IMPACT: Monica Martinez, associate commissioner for standards and programs, has determined that for the first five years the proposal is in effect, there are no additional costs to state or local government, including school districts and open-enrollment charter schools, required to comply with the proposal.

LOCAL EMPLOYMENT IMPACT: The proposal has no effect on local economy; therefore, no local employment impact statement is required under Texas Government Code, §2001.022.

TAKINGS IMPACT ASSESSMENT: The proposal does not impose a burden on private real property and, therefore, does not constitute a taking under Texas Government Code, §2007.043.

GOVERNMENT GROWTH IMPACT: Texas Education Agency (TEA) staff prepared a Government Growth Impact Statement assessment for this proposed rulemaking. During the first five years the proposed rulemaking would be in effect, it would not create or eliminate a government program; would not require the creation of new employee positions or elimination of existing employee positions; would not require an increase or decrease in future legislative appropriations to the agency; would not require an increase or decrease in fees paid to the agency; would not create a new regulation; would not expand, limit, or repeal an existing regulation; would not increase or decrease the number of individuals subject to its applicability; and would not positively or adversely affect the state's economy.

PUBLIC BENEFIT AND COST TO PERSONS: Ms. Martinez has determined that for each year of the first five years the proposal is in effect, the public benefit anticipated as a result of enforcing the proposal would be to clarify the rules by updating out-of-date language. There is no anticipated economic cost to persons who are required to comply with the proposal.

DATA AND REPORTING IMPACT: The proposal would have no data or reporting impact.

PRINCIPAL AND CLASSROOM TEACHER PAPERWORK REQUIREMENTS: TEA has determined that the proposal would not require a written report or other paperwork to be completed by a principal or classroom teacher.

STATUTORY AUTHORITY. The amendments are proposed under Texas Education Code (TEC), §7.102(c)(4), which requires the State Board of Education (SBOE) to establish curriculum and graduation requirements; TEC, §28.025(a), which requires the SBOE to determine by rule the curriculum requirements for the foundation high school program that are consistent with the required curriculum and requires the SBOE to designate specific courses that are required for the foundation high school program; TEC, §28.025(b-2)(2), which requires the SBOE to allow a student by rule to comply with the curriculum requirements for the third and fourth mathematics credits under TEC, §28.025(b-1)(2), or the third and fourth science credits under TEC, §28.025(b-1)(3), by successfully completing a career and technical education course designated by the SBOE as containing substantially similar and rigorous content; and TEC, §28.025(c-1), which requires the SBOE to adopt rules regarding earning an endorsement.

CROSS REFERENCE TO STATUTE. The amendments implement Texas Education Code, §7.102(c)(4) and §28.025(a), (b-2)(2), and (c-1).

§74.12.Foundation High School Program.

(a) (No change.)

(b) Core courses. A student must demonstrate proficiency in the following.

(1) - (2) (No change.)

(3) Science--three credits. One credit must consist of Biology or a comparable AP or IB biology course.

(A) One credit must be selected from the following laboratory-based courses:

(i) Integrated Physics and Chemistry;

(ii) Chemistry;

(iii) Physics;

(iv) Physics for Engineering [~~Principles of Technology~~]; and

(v) a comparable AP or IB chemistry or physics course that does not count toward another credit required for graduation.

(B) The additional credit may be selected from one full credit or a combination of two half credits from two different courses, subject to prerequisite requirements, from the following laboratory-based courses:

(i) - (xvii) (No change.)

(xviii) Physics for Engineering [~~Principles of Technology~~];

(xix) - (xxiv) (No change.)

(C) Credit may not be earned for both physics and Physics for Engineering [~~Principles of Technology~~] to satisfy science credit requirements.

(4) - (7) (No change.)

§74.13.Endorsements.

(a) - (d) (No change.)

(e) To earn an endorsement a student must demonstrate proficiency in the following.

(1) - (5) (No change.)

(6) An additional credit in science that may be selected from one full credit or a combination of two half credits from two different courses, subject to prerequisite requirements, from the following courses:

(A) - (Q) (No change.)

(R) Physics for Engineering [~~Principles of Technology~~];

(S) - (X) (No change.)

(Y) credit may not be earned for both physics and Physics for Engineering [~~Principles of Technology~~] to satisfy science credit requirements.

(Z) (No change.)

(7) (No change.)

(f) A student may earn any of the following endorsements.

(1) Science, technology, engineering, and mathematics (STEM). Students who entered high school prior to the 2022-2023 school year may earn a STEM endorsement by completing the requirements specified in subsection (e) of this section, including Algebra II, chemistry, and physics or Physics for Engineering [~~Principles of Technology~~] and:

(A) a coherent sequence of courses for four or more credits in career and technical education (CTE) that consists of at least two courses in the same career cluster and at least one advanced CTE course. The courses may be selected from [~~Chapter 130 of this title (relating to Texas Essential Knowledge and Skills for Career and Technical Education),~~] Chapter 127 of this title (relating to Texas Essential Knowledge and Skills for Career Development and Career and Technical Education)[,] or CTE innovative courses. The final course in the sequence must be selected from Chapter 127, Subchapter O, of this title (relating to Science, Technology, Engineering, and Mathematics) as it existed prior to August 1, 2025, or Career Preparation I or II (Career Preparation General or Career Preparation for Programs of Study) and Project-Based Research (Career and Technical Education Project-Based Capstone) in Chapter 127, Subchapter B, of this title (relating to High School), if the course addresses a STEM-related field;

(B) - (E) (No change.)

(2) Business and industry. Students who entered high school prior to the 2022-2023 school year may earn a business and industry endorsement by completing the requirements specified in subsection (e) of this section and:

(A) a coherent sequence of courses for four or more credits in CTE that consists of at least two courses in the same career cluster and at least one advanced CTE course. The courses may be selected from [~~Chapter 130 of this title,~~] Chapter 127 of this title[,] or CTE innovative courses. The final course in the sequence must be selected from one of the following:

(i) Chapter 127, Subchapter C, of this title (related to Agriculture, Food, and Natural Resources);

(ii) Chapter 127, Subchapter D, of this title (relating to Architecture and Construction;

(iii) Chapter 127, Subchapter E, of this title (relating to Arts, Audio/Video Technology, and Communications);

~~[(ii) Chapter 130, Subchapter A, of this title (relating to Agriculture, Food, and Natural Resources);]~~

~~[(iii) Chapter 130, Subchapter B, of this title (relating to Architecture and Construction);]~~

~~[(iv) Chapter 130, Subchapter C, of this title (relating to Arts, Audio/Video Technology, and Communications);]~~

(iv) [~~(v)~~] Chapter 127, Subchapter F, of this title (relating to Business, Marketing, and Finance);

(v) Chapter 127, Subchapter H, of this title (relating to Energy);

~~[(vi) Chapter 130, Subchapter D, of this title (relating to Business Management and Administration);]~~

~~[(vii) Chapter 130, Subchapter F, of this title (relating to Finance);]~~

(vi) [~~(viii)~~] Chapter 127, Subchapter K [J], of this title (relating to Hospitality and Tourism);

(vii) Chapter 127, Subchapter M, of this title (relating to Information Technology);

(viii) Chapter 127, Subchapter O, of this title (relating to Manufacturing);

~~[(ix) Chapter 130, Subchapter K, of this title (relating to Information Technology);]~~

~~[(x) Chapter 130, Subchapter M, of this title (relating to Manufacturing);]~~

~~[(xi) Chapter 130, Subchapter N, of this title (relating to Marketing);]~~

(ix) [~~(xii)~~] Chapter 127, Subchapter P, of this title (relating to Transportation, Distribution, and Logistics); or

~~[(xiii) Chapter 130, Subchapter P, of this title (relating to Transportation, Distribution, and Logistics);]~~

~~[(xiv) Chapter 130, Subchapter Q, of this title (relating to Energy); or]~~

(x) [~~(xv)~~] Career Preparation I or II (Career Preparation General or Career Preparation for Programs of Study) and Project-Based Research (Career and Technical Education Project-Based Capstone) in Chapter 127, Subchapter B, of this title if the course addresses a career from a field listed in clauses (i)-(ix) [~~(i)-(xiv)~~] of this subparagraph;

(B) - (D) (No change.)

(3) Public services. Students who entered high school prior to the 2022-2023 school year may earn a public services endorsement by completing the requirements specified in subsection (e) of this section and:

(i) Chapter 127, Subchapter G, of this title (relating to Education and Training);

(ii) Chapter 127, Subchapter J [I], of this title (relating to Health Science);

(iii) Chapter 127 [~~130~~], Subchapter L [J], of this title (relating to Human Services);

(iv) Chapter 127, Subchapter N [M], of this title (relating to Law and Public Service); or

(v) Career Preparation I or II (Career Preparation General or Career Preparation for Programs of Study) and Project-Based Research (Career and Technical Education Project-Based Capstone) in Chapter 127, Subchapter B, of this title if the course addresses a field from a cluster listed in clauses (i)-(iv) [~~(i)-(v)~~] of this subparagraph;

(B) - (C) (No change.)

(4) - (5) (No change.)

(6) STEM. Students who entered high school in the 2022-2023 school year or later may earn a STEM endorsement by completing the requirements specified in subsection (e) of this section, including Algebra II, chemistry, and physics or Physics for Engineering [~~Principles of Technology~~] and:

(A) - (D) (No change.)

(7) - (8) (No change.)

(g) (No change.)

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on February 14, 2025.

TRD-202500539

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Earliest possible date of adoption: March 30, 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) proposes new §§111.29 - 111.31, concerning middle school Texas Essential Knowledge and Skills (TEKS) for mathematics. The proposed new sections would add TEKS to support middle school advanced mathematics programs designed to enable students to enroll in Algebra I in Grade 8.

BACKGROUND INFORMATION AND 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 would combine the Grades 7 and 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.

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 SBOE approved the proposed new rules for first reading and filing authorization at its January 31, 2025 meeting.

FISCAL IMPACT: Monica Martinez, associate commissioner for standards and programs, has determined that for the first five years the proposal is in effect (2025-2029), there are no fiscal implications to the state. However, there was a cost to the state of approximately $35,000 to convene work group members who traveled to Austin to draft recommendations for the middle school advanced mathematics TEKS. In addition, there will be implications for TEA if the state develops professional development to help teachers and administrators understand the revised TEKS. Any professional development that is created would be based on whether TEA received an appropriation for professional development in the next biennium.

There may be fiscal implications for school districts and charter schools to implement the proposed new TEKS, which may include the need for professional development and revisions to district-developed databases, curriculum, and scope and sequence documents. Since curriculum and instruction decisions are made at the local district level, it is difficult to estimate the fiscal impact on any given district.

LOCAL EMPLOYMENT IMPACT: The proposal has no effect on local economy; therefore, no local employment impact statement is required under Texas Government Code, §2001.022.

TAKINGS IMPACT ASSESSMENT: The proposal does not impose a burden on private real property and, therefore, does not constitute a taking under Texas Government Code, §2007.043.

GOVERNMENT GROWTH IMPACT: TEA staff prepared a Government Growth Impact Statement assessment for this proposed rulemaking. During the first five years the proposed rulemaking would be in effect, it would expand an existing regulation by adding new TEKS for middle school advanced mathematics.

PUBLIC BENEFIT AND COST TO PERSONS: Ms. Martinez has determined that for each year of the first five years the proposal is in effect, the public benefit anticipated as a result of enforcing the proposal would be to provide TEKS to support middle school advanced mathematics programs designed to enable students to enroll in Algebra I in Grade 8. There is no anticipated economic cost to persons who are required to comply with the proposal.

DATA AND REPORTING IMPACT: The proposal would have no data or reporting impact.

PRINCIPAL AND CLASSROOM TEACHER PAPERWORK REQUIREMENTS: TEA has determined that the proposal would not require a written report or other paperwork to be completed by a principal or classroom teacher.

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

§111.29.Grade 6, 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 6, Middle School Advanced Mathematics are numeracy; proportionality; expressions, equations, and relationships; and data science. Students use concepts, algorithms, and properties of rational 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. 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 begin 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 rational numbers. The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to:

(A) classify sets and subsets using a visual representation such as a Venn diagram or a hierarchy to describe relationships between sets of rational numbers;

(B) identify a number, its opposite, and its absolute value;

(C) represent benchmark fractions and percents such as 1%, 10%, 25%, 33 1/3%, and multiples of these values using 10 by 10 grids, strip diagrams, number lines, and numbers as proportional relationships;

(D) generate equivalent forms of fractions, decimals, and percents using real-world problems as proportional relationships, including problems that involve money;

(E) use equivalent fractions, decimals, and percents to show equal parts of the same whole as proportional relationships;

(F) locate, compare, and order integers and rational numbers using a number line;

(G) order a set of rational numbers arising from mathematical and real-world contexts; and

(H) use coordinate geometry to identify locations on a plane, including graphing points in all four quadrants using ordered pairs of rational numbers.

(3) Numeracy--operations with rational numbers. The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions. The student is expected to:

(A) recognize that dividing by a rational number and multiplying by its reciprocal result in equivalent values;

(B) determine, with and without computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one;

(C) extend representations for division to include fraction notation such as a/b represents the same number as a ÷ b where b ≠ 0;

(D) represent integer operations with concrete models and connect the actions with the models to standardized algorithms;

(E) add, subtract, multiply, and divide integers fluently;

(F) add, subtract, multiply, and divide rational numbers;

(G) generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization;

(H) balance a check register that includes deposits, withdrawals, and transfers; and

(I) create and organize a financial assets and liabilities record and construct a net worth statement.

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

(A) solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models; and

(B) calculate the sales tax for a given purchase and calculate income tax for earned wages.

(5) Proportionality--foundations of ratios and rates. The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations. The student is expected to:

(A) give examples of ratios as multiplicative comparisons of two quantities describing the same attribute;

(B) give examples of rates as the comparison by division of two quantities having different attributes, including rates as quotients;

(D) represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions.

(6) Proportionality--applications of ratios and rates. The student applies mathematical process standards to solve problems involving proportional relationships. The student is expected to:

(A) apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates;

(B) calculate unit rates from rates in mathematical and real-world problems; and

(7) One-variable expressions, equations, and relationships--foundations of one-variable relationships. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:

(A) distinguish between expressions and equations verbally, numerically, and algebraically;

(B) determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations; and

(C) generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties.

(8) One-variable expressions, equations, and relationships--applications of one-variable relationships. The student applies mathematical process standards to use equations and inequalities to represent situations and solve problems. The student is expected to:

(A) write one-variable, one- and two-step equations and inequalities to represent constraints or conditions within problems;

(B) write corresponding real-world problems given one-variable, one- and two-step equations or inequalities;

(D) model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts;

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

(F) determine if the given value(s) make(s) one-variable, one- and two-step equations and inequalities true.

(9) Two-variable equations and relationships--foundations of linear relationships. The student applies mathematical process standards to use multiple representations to describe algebraic relationships. The student is expected to:

(A) identify independent and dependent quantities from tables and graphs;

(B) write an equation that represents the relationship between independent and dependent quantities from a table;

(C) represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b; and

(D) compare two rules verbally, numerically, graphically, and symbolically in the form of y = ax or y = x + a in order to differentiate between additive and multiplicative relationships.

(10) Two-variable equations and relationships--applications of proportional relationships. The student applies mathematical process standards to represent and solve problems involving proportional relationships. The student is expected to represent constant rates of change in mathematical and real-world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d = rt.

(11) Geometric expressions, equations, and relationships--foundations of geometric concepts equations. The student applies mathematical process standards to use geometry to represent relationships. The student is expected to:

(A) model area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes; and

(B) write equations that represent problems related to the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers.

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

(A) extend previous knowledge of triangles and their properties to include the sum of angles of a triangle, the relationship between the lengths of sides and measures of angles in a triangle, and determining when three lengths form a triangle;

(B) determine solutions for problems involving the area of rectangles, parallelograms, trapezoids, and triangles where dimensions are positive rational numbers;

(D) write and solve equations using geometry concepts, including the sum of the angles in a triangle, and angle relationships.

(13) Data science--foundations of measurement and data. The student applies mathematical process standards to represent and analyze data. The student is expected to:

(A) distinguish between situations that yield data with and without variability; and

(B) represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots.

(14) Data science--applications of measurement and data. The student applies mathematical process standards to use numerical or graphical representations to analyze and solve problems. The student is expected to:

(A) use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution;

(B) summarize numeric data with numerical summaries, including the mean and median (measures of center) and the range and interquartile range (IQR) (measures of spread), and use these summaries to describe the center, spread, and shape of the data distribution;

(D) solve problems using data represented in bar graphs, dot plots, and circle graphs, including part-to-whole and part-to-part comparisons and equivalents;

(E) compare two groups of numeric data using comparative dot plots or box plots by comparing their shapes, centers, and spreads; and

(F) summarize categorical data with numerical and graphical summaries, including the mode, the percent of values in each category (relative frequency table), and the percent bar graph, and use these summaries to describe the data distribution.

(15) 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) compare the features and costs of a checking account and a debit card offered by different local financial institutions;

(B) identify and explain the advantages and disadvantages of different payment methods, including distinguishing between debit cards and credit cards;

(D) describe the information in a credit report and how long it is retained;

(E) describe the value of credit reports to borrowers and to lenders;

(F) explain various methods to pay for college, including through savings, grants, scholarships, student loans, and work-study; and

(G) compare the annual salary of several occupations requiring various levels of post-secondary education or vocational training and calculate the effects of the different annual salaries on lifetime income.

§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.

(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;

(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 functions 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 (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. Students shall be awarded one credit that satisfies the Algebra I requirement for high school graduation. This course is recommended for students in Grade 8. Prerequisite: Middle School Advanced Mathematics, Grade 7 or Mathematics, Grade 8.

(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, 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 Middle School Advanced Mathematics, Algebra 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 - y₁ = m(x - x₁), 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) = ax²+ 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) = x² 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 ax² + 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 proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on February 14, 2025.

TRD-202500540

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Earliest possible date of adoption: March 30, 2025

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

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

(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: 19 TAC Chapter 127 - Preamble is not included in the print version of the Texas Register. The figure is available in the on-line version of the February 28, 2025, issue of the Texas Register.)

The State Board of Education (SBOE) proposes the repeal of §§127.277, 127.278, 127.314, 127.316 - 127.321, 127.323 - 127.326, 127.403, 127.410, 127.413 - 127.415, 127.417 - 127.433, 127.469 - 127.472, 127.474 - 127.480, 127.482, 127.625 - 127.632, 127.634 - 127.648, 127.652, 127.745 - 127.750, 127.754, 127.758 - 127.760, 127.766 - 127.768, 127.771 - 127.776, and 127.778 - 127.796, concerning Texas Essential Knowledge and Skills (TEKS) for career development and career and technical education (CTE). The proposed repeals would move some existing courses within 19 TAC Chapter 127 in order to avoid confusion and make the TEKS easier to locate.

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

The TEKS for courses associated with 14 CTE career clusters are codified by subchapter in 19 TAC Chapters 127 and 130. In December 2020, the SBOE began initial steps to prepare for the review and revision of CTE courses in programs of study for the education and training; health science; and science, technology, engineering, and mathematics career clusters. Two additional courses eligible to satisfy a graduation requirement in science were also part of the review. The board approved for second reading and final adoption new TEKS for these courses in November 2021 and January, April, and June 2022.

At the November 2023 SBOE meeting, the board approved new CTE TEKS in Chapter 127 for courses in career preparation and entrepreneurship, which became effective February 13, 2024, and were implemented beginning in the 2024-2025 school year. At the April 2024 meeting, the board approved new CTE TEKS in Chapter 127 for courses in agribusiness, animal science, plant science, and aviation maintenance and for two CTE courses that can satisfy a graduation requirement in science that will be implemented beginning in the 2025-2026 school year.

Due to the current structure of Chapter 130, there are not enough sections to add new CTE courses under consideration in their assigned subchapters. To accommodate the addition of new and future courses, the board began the process of moving the CTE TEKS from Chapter 130 to Chapter 127 in order to keep all the TEKS together in administrative rule and avoid confusion.

In a separate rule action, all remaining courses in Chapter 130 are being repealed to move them to Chapter 127. As a result, current subchapters in Chapter 127 need to be reorganized and assigned new subchapters within the same chapter. The related implementation sections would be repealed and not re-proposed. Instead, implementation information would be added to each individual course. Additionally, each new course would include the level for the course in a CTE program of study, if applicable, and language would be added to encourage students to participate in extended learning experiences like organizations that foster leadership and career development in the profession such as student chapters of related professional associations.

The following figure provides a crosswalk between the current TEKS in Chapter 127 and the new location of those TEKS in Chapter 127. The proposed new sections can be found in the Proposed Rules section of this issue of the Texas Register.

Figure: 19 TAC Chapter 127 - Preamble (.pdf)

The SBOE approved the proposed repeals for first reading and filing authorization at its January 31, 2025 meeting.

LOCAL EMPLOYMENT IMPACT: The proposal has no effect on local economy; therefore, no local employment impact statement is required under Texas Government Code, §2001.022.

TAKINGS IMPACT ASSESSMENT: The proposal does not impose a burden on private real property and, therefore, does not constitute a taking under Texas Government Code, §2007.043.

GOVERNMENT GROWTH IMPACT: Texas Education Agency (TEA) staff prepared a Government Growth Impact Statement assessment for this proposed rulemaking. During the first five years the proposed rulemaking would be in effect, it would repeal existing regulations by transferring some existing CTE TEKS within Chapter 127 to new locations in Chapter 127.

The proposed rulemaking would not create or eliminate a government program; would not require the creation of new employee positions or elimination of existing employee positions; would not require an increase or decrease in future legislative appropriations to the agency; would not require an increase or decrease in fees paid to the agency; would not create a new regulation; would not expand or limit an existing regulation; would not increase or decrease the number of individuals subject to its applicability; and would not positively or adversely affect the state's economy.

PUBLIC BENEFIT AND COST TO PERSONS: Ms. Martinez has determined that for each year of the first five years the proposal is in effect, the public benefit anticipated as a result of enforcing the proposal would be to improve access to and organization of the CTE TEKS and avoid confusion regarding the revised TEKS. There is no anticipated economic cost to persons who are required to comply with the proposal.

DATA AND REPORTING IMPACT: The proposal would have no data or reporting impact.

PRINCIPAL AND CLASSROOM TEACHER PAPERWORK REQUIREMENTS: TEA has determined that the proposal would not require a written report or other paperwork to be completed by a principal or classroom teacher.

SUBCHAPTER F. BUSINESS, MARKETING, AND FINANCE

19 TAC §127.277, §127.278

STATUTORY AUTHORITY. The repeals are proposed 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; and 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.

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

§127.277.Practicum in Entrepreneurship (Two Credits), Adopted 2023.

§127.278.Extended Practicum in Entrepreneurship (One Credit), Adopted 2023.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on February 14, 2025.

TRD-202500542

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Earliest possible date of adoption: March 30, 2025

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

SUBCHAPTER G. EDUCATION AND TRAINING

19 TAC §§127.314, 127.316 - 127.321, 127.323 - 127.326

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

§127.314.Extended Practicum in Education and Training (One Credit), Adopted 2015.

§127.316.Principles of Education and Training (One Credit), Adopted 2021.

§127.317.Child Development (One Credit), Adopted 2021.

§127.318.Child Guidance (Two Credits), Adopted 2021.

§127.319.Child Development Associate Foundations (One Credit), Adopted 2021.

§127.320.Practicum in Early Learning (Two Credits), Adopted 2021.

§127.321.Extended Practicum in Early Learning (One Credit), Adopted 2021.

§127.323.Human Growth and Development (One Credit), Adopted 2021.

§127.324.Communication and Technology in Education (One Credit), Adopted 2021.

§127.325.Instructional Practices (Two Credits), Adopted 2021.

§127.326.Practicum in Education and Training (Two Credits), Adopted 2021.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on February 14, 2025.

TRD-202500543

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Earliest possible date of adoption: March 30, 2025

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

SUBCHAPTER I. HEALTH SCIENCE

19 TAC §§127.403, 127.410, 127.413 - 127.415, 127.417 - 127.433

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

§127.403.Principles of Health Science (One Credit), Adopted 2015.

§127.410.Mathematics for Medical Professionals (One Credit), Adopted 2015.

§127.413.Health Science Clinical (One Credit), Adopted 2015.

§127.414.Practicum in Health Science (Two Credits), Adopted 2015.

§127.415.Extended Practicum in Health Science (One Credit), Adopted 2015.

§127.417.Medical Terminology (One Credit), Adopted 2021.

§127.418.Health Informatics (One Credit), Adopted 2021.

§127.419.Healthcare Administration and Management (One Credit), Adopted 2021.

§127.420.World Health and Emerging Technologies (One Credit), Adopted 2021.

§127.421.Medical Billing and Coding (One Credit), Adopted 2021.

§127.422.Health Science Theory (One Credit), Adopted 2021.

§127.423.Anatomy and Physiology (One Credit), Adopted 2021.

§127.424.Pathophysiology (One Credit), Adopted 2021.

§127.425.Pharmacy I (One Credit), Adopted 2021.

§127.426.Pharmacy II (Two Credits), Adopted 2021.

§127.427.Medical Assistant (One Credit), Adopted 2021.

§127.428.Pharmacology (One Credit), Adopted 2021.

§127.429.Respiratory Therapy I (One Credit), Adopted 2021.

§127.430.Respiratory Therapy II (One Credit), Adopted 2021.

§127.431.Leadership and Management in Nursing (One Credit), Adopted 2021.

§127.432.Practicum in Nursing (Two Credits), Adopted 2021.

§127.433.Medical Microbiology (One Credit), Adopted 2021.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on February 14, 2025.

TRD-202500544

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Earliest possible date of adoption: March 30, 2025

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

SUBCHAPTER J. HOSPITALITY AND TOURISM

19 TAC §§127.469 - 127.472, 127.474 - 127.480, 127.482

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

§127.469.Principles of Hospitality and Tourism (One Credit), Adopted 2015.

§127.470.Introduction to Culinary Arts (One Credit), Adopted 2015.

§127.471.Culinary Arts (Two Credits), Adopted 2015.

§127.472.Advanced Culinary Arts (Two Credits), Adopted 2015.

§127.474.Practicum in Culinary Arts (Two Credits), Adopted 2015.

§127.475.Travel and Tourism Management (One Credit), Adopted 2015.

§127.476.Hotel Management (One Credit), Adopted 2015.

§127.477.Hospitality Services (Two Credits), Adopted 2015.

§127.478.Practicum in Hospitality Services (Two Credits), Adopted 2015.

§127.479.Extended Practicum in Culinary Arts (One Credit), Adopted 2015.

§127.480.Extended Practicum in Hospitality Services (One Credit), Adopted 2015.

§127.482.Food Science (One Credit), Adopted 2021.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on February 14, 2025.

TRD-202500545

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Earliest possible date of adoption: March 30, 2025

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

SUBCHAPTER M. LAW AND PUBLIC SERVICE

19 TAC §§127.625 - 127.632, 127.634 - 127.648, 127.652

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

§127.625.Implementation of Texas Essential Knowledge and Skills for Law, Public Safety, Corrections, and Security, Adopted 2015.

§127.626.Principles of Law, Public Safety, Corrections, and Security (One Credit), Adopted 2015.

§127.627.Correctional Services (One Credit), Adopted 2015.

§127.628.Firefighter I (Two Credits), Adopted 2015.

§127.629.Firefighter II (Three Credits), Adopted 2015.

§127.630.Law Enforcement I (One Credit), Adopted 2015.

§127.631.Law Enforcement II (One Credit), Adopted 2015.

§127.632.Criminal Investigation (One Credit), Adopted 2015.

§127.634.Court Systems and Practices (One Credit), Adopted 2015.

§127.635.Federal Law Enforcement and Protective Services (One Credit), Adopted 2015.

§127.636.Practicum in Law, Public Safety, Corrections, and Security (Two Credits), Adopted 2015.

§127.637.Extended Practicum in Law, Public Safety, Corrections, and Security (One Credit), Adopted 2015.

§127.638.Implementation of Texas Essential Knowledge and Skills for Government and Public Administration, Adopted 2015.

§127.639.Principles of Government and Public Administration (One Credit), Adopted 2015.

§127.640.Political Science I (One Credit), Adopted 2015.

§127.641.Political Science II (One Credit), Adopted 2015.

§127.642.Foreign Service and Diplomacy (One Credit), Adopted 2015.

§127.643.Planning and Governance (One Credit), Adopted 2015.

§127.644.National Security (One Credit), Adopted 2015.

§127.645.Public Management and Administration (One Credit), Adopted 2015.

§127.646.Revenue, Taxation, and Regulation (One Credit), Adopted 2015.

§127.647.Practicum in Local, State, and Federal Government (Two Credits), Adopted 2015.

§127.648.Extended Practicum in Local, State, and Federal Government (One Credit), Adopted 2015.

§127.652.Forensic Science (One Credit), Adopted 2021.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on February 14, 2025.

TRD-202500546

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Earliest possible date of adoption: March 30, 2025

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

SUBCHAPTER O. SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

19 TAC §§127.745 - 127.750, 127.754, 127.758 - 127.760, 127.766 - 127.768, 127.771 - 127.776, 127.778 - 127.796

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

§127.745.Principles of Technology (One Credit), Adopted 2015.

§127.746.AC/DC Electronics (One Credit), Adopted 2015.

§127.747.Solid State Electronics (One Credit), Adopted 2015.

§127.748.Digital Electronics (One Credit), Adopted 2015.

§127.749.Robotics I (One Credit), Adopted 2015.

§127.750.Robotics II (One Credit), Adopted 2015.

§127.754.Engineering Mathematics (One Credit), Adopted 2015.

§127.758.Scientific Research and Design (One Credit), Adopted 2015.

§127.759.Practicum in Science, Technology, Engineering, and Mathematics (Two Credits), Adopted 2015.

§127.760.Extended Practicum in Science, Technology, Engineering, and Mathematics (One Credit), Adopted 2015.

§127.766.Discrete Mathematics for Computer Science (One Credit), Beginning with School Year 2012-2013.

§127.767.Game Programming and Design (One Credit).

§127.768.Mobile Application Development (One Credit).

§127.771.Advanced Placement (AP) Computer Science A (Two Credits).

§127.772.Advanced Placement (AP) Computer Science Principles (One Credit).

§127.773.International Baccalaureate (IB) Computer Science Standard Level (Two Credits)

§127.774.International Baccalaureate (IB) Computer Science Higher Level (Two Credits).

§127.775.International Baccalaureate (IB) Information Technology in a Global Society Standard Level (Two Credits).

§127.776.International Baccalaureate (IB) Information Technology in a Global Society Higher Level (Two Credits).

§127.778.Principles of Bioscience (One Credit), Adopted 2021.

§127.779.Biotechnology I (One Credit), Adopted 2021.

§127.780.Biotechnology II (One Credit), Adopted 2021.

§127.781.Principles of Applied Engineering (One Credit), Adopted 2021.

§127.782.Engineering Science (One Credit), Adopted 2021.

§127.783.Engineering Design and Presentation I (One Credit), Adopted 2022.

§127.784.Engineering Design and Presentation II (Two Credits), Adopted 2022.

§127.785.Engineering Design and Problem Solving (One Credit), Adopted 2021.

§127.786.Introduction to Computer-Aided Design and Drafting (One Credit), Adopted 2021.

§127.787.Intermediate Computer-Aided Design and Drafting (One Credit), Adopted 2021.

§127.788.Fundamentals of Computer Science (One Credit), Adopted 2022.

§127.789.Computer Science I (One Credit), Adopted 2022.

§127.790.Computer Science II (One Credit), Adopted 2022.

§127.791.Computer Science III (One Credit), Adopted 2022.

§127.792.Foundations of Cybersecurity (One Credit), Adopted 2022.

§127.793.Digital Forensics (One Credit), Adopted 2022.

§127.794.Cybersecurity Capstone (One Credit), Adopted 2022.

§127.795.Physics For Engineering (One Credit), Adopted 2024.

§127.796.Scientific Research and Design (One Credit), Adopted 2024.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on February 14, 2025.

TRD-202500547

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Earliest possible date of adoption: March 30, 2025

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

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

(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 the preamble is not included in the print version of the Texas Register. The figure is available in the on-line version of the February 28, 2025, issue of the Texas Register.)

The State Board of Education (SBOE) proposes new §§127.18, 127.31 - 127.44, 127.85, 127.94 - 127.114, 127.145 - 127.154, 127.160 - 127.193, 127.224 - 127.235, 127.241 - 127.260, 127.264 - 127.266, 127.268, 127.294 - 127.300, 127.309 - 127.315, 127.343 - 127.346, 127.351 - 127.357, 127.391 - 127.401, 127.461, 127.462, 127.474 - 127.493, 127.553 - 127.555, 127.561 - 127.568, 127.600 - 127.603, 127.611 - 127.622, 127.665, 127.666, 127.671 - 127.688, 127.720 - 127.727, 127.735 - 127.738, 127.746 - 127.751, 127.758 - 127.769, 127.800 - 127.803, 127.810 - 127.823, 127.865, 127.866, 127.871 - 127.886, and 127.921 - 127.924, concerning Texas Essential Knowledge and Skills (TEKS) for career development and career and technical education (CTE). The proposed new sections would add existing CTE TEKS from 19 TAC Chapters 127 and 130 that are proposed for repeal to ensure that all CTE TEKS are in the same chapter in administrative rule and easier to locate.

In separate rule actions, all remaining courses in Chapter 130 are being repealed to move them to Chapter 127, and some existing courses in Chapter 127 are being repealed to reorganize them and assign new subchapters within the same chapter. The proposed repeals can be found in the Proposed Rules section of this issue of the Texas Register.

The proposed new sections reflect existing courses from Chapters 127 and 130. The related implementation sections would be repealed and not re-proposed. Instead, implementation information would be added to each individual course. Additionally, each new course would include the level for the course in a CTE program of study, if applicable, and language would be added to encourage students to participate in extended learning experiences like organizations that foster leadership and career development in the profession such as student chapters of related professional associations.

The following figure provides a crosswalk between the current TEKS in Chapters 127 and 130 and the new location of those TEKS in Chapter 127.

Figure: 19 TAC Chapter 127 - Preamble (.pdf)

The SBOE approved the proposed new sections for first reading and filing authorization at its January 31, 2025 meeting.

LOCAL EMPLOYMENT IMPACT: The proposal has no effect on local economy; therefore, no local employment impact statement is required under Texas Government Code, §2001.022.

TAKINGS IMPACT ASSESSMENT: The proposal does not impose a burden on private real property and, therefore, does not constitute a taking under Texas Government Code, §2007.043.

GOVERNMENT GROWTH IMPACT: Texas Education Agency (TEA) staff prepared a Government Growth Impact Statement assessment for this proposed rulemaking. During the first five years the proposed rulemaking would be in effect, it would create new regulations by transferring existing CTE TEKS from Chapters 127 and 130 to new locations in Chapter 127.

PUBLIC BENEFIT AND COST TO PERSONS: Ms. Martinez has determined that for each year of the first five years the proposal is in effect, the public benefit anticipated as a result of enforcing the proposal would be to improve access to and organization of the CTE TEKS and avoid confusion regarding the revised TEKS. There is no anticipated economic cost to persons who are required to comply with the proposal There is no anticipated economic cost to persons who are required to comply with the proposal.

DATA AND REPORTING IMPACT: The proposal would have no data or reporting impact.

PRINCIPAL AND CLASSROOM TEACHER PAPERWORK REQUIREMENTS: TEA has determined that the proposal would not require a written report or other paperwork to be completed by a principal or classroom teacher.

SUBCHAPTER B. HIGH SCHOOL

19 TAC §127.18

STATUTORY AUTHORITY. The new section is proposed 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; and TEC, §28.002(c), 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.

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

§127.18.Scientific Research and Design (One Credit), Adopted 2024.

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

(b) General requirements. This course is a Level 4 course and is recommended for students in Grades 11 and 12. Prerequisite: Biology, and one credit of the following: Applied Physics and Engineering, Chemistry, Integrated Physics and Chemistry (IPC), or Physics. Students must meet the 40% laboratory and fieldwork requirement. This course satisfies a high school science graduation requirement. Students shall be awarded one credit for successful completion of this course. Students may take this course with different course content for a maximum of three credits.

(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 Science, Technology, Engineering, and Mathematics Career Cluster focuses on planning, managing, and providing scientific research and professional and technical services, including laboratory and testing services, and research and development services.

(3) Scientific Research and Design allows districts and schools flexibility to develop local curriculum to supplement a program of study or coherent sequence. The course has the components of any rigorous scientific or career and technical education (CTE) program of study, including problem identification, investigation design, data collection, data analysis, formulation, and presentation of conclusions. These components are integrated with the CTE emphasis of helping students gain entry-level employment in high-skill, high-wage jobs and/or continue their education.

(4) Nature of science. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable.

(5) Scientific hypotheses and theories. Students are expected to know that:

(A) hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions are incorporated into theories; and

(B) scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well established and highly reliable explanations, but they may be subject to change as new areas of science and new technologies are developed.

(6) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world using scientific and engineering practices. Scientific methods of investigation are descriptive, comparative, or experimental. The method chosen should be appropriate to the question being asked. Student learning for different types of investigations include descriptive investigations, which involve collecting data and recording observations without making comparisons; comparative investigations, which involve collecting data with variables that are manipulated to compare results; and experimental investigations, which involve processes similar to comparative investigations but in which a control is identified.

(A) Scientific practices. Students should be able to ask questions, plan and conduct investigations to answer questions, and explain phenomena using appropriate tools and models.

(B) Engineering practices. Students should be able to identify problems and design solutions using appropriate tools and models.

(7) Science and social ethics. Scientific decision making is a way of answering questions about the natural world involving its own set of ethical standards about how the process of science should be carried out. Students should be able to distinguish between scientific decision-making methods (scientific methods) and ethical and social decisions that involve science (the application of scientific information).

(8) Science consists of recurring themes and making connections between overarching concepts. Recurring themes include systems, models, and patterns. All systems have basic properties that can be described in space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested, while models allow for boundary specification and provide tools for understanding the ideas presented. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment.

(9) Students are encouraged to participate in extended learning experiences such as career and technical student organizations, other organizations that foster leadership and career development in the profession such as student chapters of related professional associations, or practical, hands-on activities or experiences through which a learner interacts with industry professionals in a workplace, which may be an in-person, virtual, or simulated setting. Learners prepare for employment or advancement along a career pathway by completing purposeful tasks that develop academic, technical, and employability skills.

(10) 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/employability skills as required by business and industry. The student is expected to:

(A) describe and demonstrate how to dress appropriately, speak politely, and conduct oneself in a manner appropriate for the profession;

(B) describe and demonstrate how to cooperate, contribute, and collaborate as a member of a group in an effort to achieve a positive collective outcome;

(D) demonstrate time-management skills in prioritizing tasks, following schedules, and performing goal-relevant activities in a way that produces efficient results; and

(E) demonstrate punctuality, dependability, reliability, and responsibility in performing assigned tasks as directed.

(2) Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:

(A) ask questions and define problems based on observations or information from text, phenomena, models, or investigations;

(B) apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;

(C) use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards;

(D) use appropriate tools such as measurement and data collection tools, software, sensors, probes, microscopes, cameras, and glassware;

(E) collect quantitative data using the International System of Units (SI) and qualitative data as evidence;

(F) organize quantitative and qualitative data using notebooks, journals, graphs, charts, tables, spreadsheets, and drawings and models;

(G) develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and

(H) distinguish between scientific hypotheses, theories, and laws.

(3) Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:

(A) identify advantages and limitations of models such as their size, scale, properties, and materials;

(B) analyze data by identifying significant statistical features, patterns, sources of error, and limitations;

(D) evaluate experimental and engineering designs.

(4) Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

(A) develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;

(B) communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

(5) Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:

(A) analyze, evaluate, and critique scientific explanations and solutions by using empirical evidence, logical reasoning, and experimental and observational testing so as to encourage critical thinking by the student;

(B) relate the impact of past and current research on scientific thought and society, including research methodology, cost-benefit analysis, and contributions of diverse scientists as related to the content; and

(C) research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors to investigate science, technology, engineering, and mathematics careers.

(6) The student develops a proposal that centers around a scientific or engineering topic or problem within a specific program of study or area of interest. The student is expected to:

(A) establish a rationale and preliminary set of ideas for a research question or questions using organizational tools, collaboration, or research;

(B) perform a literature review and evaluate several examples related to the project;

(D) distinguish between descriptive, comparative, or experimental research design methodologies;

(E) develop a research question or questions that are testable and measurable;

(F) justify in writing the significance and feasibility of the project;

(G) generate a materials list and propose a cost analysis; and

(H) use the citation style appropriate to the field of study throughout the documentation.

(7) The student formulates hypotheses to guide experimentation and data collection independently or in a team that centers around a scientific or engineering topic or problem within a specific program of study or area of interest. The student is expected to:

(A) perform background research on the selected investigative problem;

(B) examine hypotheses generated to guide a research process by evaluating the merits and feasibility of the hypotheses; and

(C) identify the control, independent variable, and dependent variables within the research and justify the purpose of each.

(8) The student develops, implements, and collects data for their investigative designs that centers around a scientific or engineering topic or problem within a specific program of study or area of interest. The student is expected to:

(A) write the procedure of the experimental design, including a schematic of the lab, materials, set up, ethical considerations, and safety protocols;

(B) conduct the experiment with the independent and dependent variables;

(D) record observations as they occur within an investigation, including qualitative and quantitative observations such as journals, photographic evidence, logs, tables, and charts.

(9) The student organizes and evaluates qualitative and quantitative data obtained through experimentation that centers around a scientific or engineering topic or problem within a specific program of study or area of interest. The student is expected to:

(A) manipulate data by constructing charts, data tables, or graphs using technology to organize information collected in an experiment;

(B) identify sources of random error and systematic error and differentiate between both types of error;

(D) analyze data using statistical methods to recognize patterns, trends, and proportional relationships.

(10) The student knows how to synthesize valid conclusions from qualitative and quantitative data that centers around a scientific or engineering topic or problem within a specific program of study or area of interest. The student is expected to:

(A) justify conclusions that are supported by research data;

(B) consider and summarize alternative explanations for observations and results; and

(11) The student communicates clearly and concisely to an audience of professionals conclusions that center around a scientific or engineering topic or problem within a specific program of study or area of interest. The student is expected to:

(A) develop a plan of action on how to present to a target audience;

(B) review artifacts used in the communication of the presentation for errors, grammar, professional standards, and citations;

(C) develop a professional collection or portfolio of work that includes artifacts such as a journal, proposal, written procedures, methodology, iterations, interviews and check ins with professionals, changes within the experiment, and photographic evidence;

(D) practice a professional presentation with peers and educators using a rubric to measure content, skill, and performance;

(E) incorporate feedback provided by a review panel to document for future improvements or changes; and

(F) communicate data analysis and experimental results of original findings of a research project clearly to an audience of professionals.

The agency certifies that legal counsel has reviewed the proposal and found it to be within the state agency's legal authority to adopt.

Filed with the Office of the Secretary of State on February 14, 2025.

TRD-202500567

Cristina De La Fuente-Valadez

Director, Rulemaking

Texas Education Agency

Earliest possible date of adoption: March 30, 2025

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

SUBCHAPTER C. AGRICULTURE, FOOD, AND NATURAL RESOURCES

19 TAC §§127.31 - 127.44, 127.85

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

§127.31.Mathematical Applications in Agriculture, Food, and Natural Resources (One Credit), Adopted 2015.

(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2017-2018 school year.

(b) General requirements. This course is a Level 2 course and is recommended for students in Grades 10-12. Prerequisite: Algebra I. Recommended prerequisite: one credit from the courses in the Agriculture, Food, and Natural Resources Career Cluster. This course satisfies a high school mathematics graduation requirement. Students shall be awarded one credit for successful completion of this course.

(2) The Agriculture, Food, and Natural Resources Career Cluster focuses on the production, processing, marketing, distribution, financing, and development of agricultural commodities and resources, including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources.

(3) In Mathematical Applications in Agriculture, Food, and Natural Resources, students will apply knowledge and skills related to mathematics, including algebra, geometry, and data analysis in the context of agriculture, food, and natural resources. To prepare for careers in agriculture, food, and natural resources, students must acquire technical knowledge in the discipline as well as apply academic skills in mathematics. To prepare for success, students need opportunities to reinforce, apply, and transfer their knowledge and skills related to mathematics in a variety of contexts.

(4) The mathematical 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, and number sense 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.

(5) 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.

(6) 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/employability skills as required by business and industry. The student is expected to:

(A) identify career development and entrepreneurship opportunities;

(B) demonstrate competencies related to resources, information, interpersonal skills, and systems of operation;

(D) identify employers' expectations, including appropriate work habits, ethical conduct, and legal responsibilities;

(E) demonstrate characteristics of good citizenship such as stewardship, advocacy, and community leadership; and

(F) research career topics using technology such as the Internet.

(2) 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.

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

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

(B) apply proper record-keeping skills as they relate to the supervised agriculture experience;

(D) produce and participate in a local program of activities using a strategic planning process.

(4) The student performs mathematical calculations used in agriculture, food, and natural resources. The student is expected to:

(A) add, subtract, multiply, and divide whole numbers, fractions, and decimals in calculations related to agriculture, food, and natural resources;

(B) apply mathematical skills such as measurement, conversion, and data analysis needed for agriculture, food, and natural resources;

(C) find solutions to problems related to agriculture, food, and natural resources by calculating percentages and averages;

(D) convert between English and metric units;

(E) use scientific calculations to determine weight, volume, and linear measurements;

(F) solve word problems using ratios and dimensional analysis; and

(G) interpret data using tables, charts, and graphs.

(5) The student demonstrates mathematics knowledge and skills required to solve problems related to the agriculture, food, and natural resources industries. The student is expected to:

(A) demonstrate use of relational expressions such as equal to, not equal, greater than, and less than in agriculture, food, and natural resources industries such as agribusiness; animal; environmental service; food products and processing; natural resources; plant; and power, structural, and technical systems;

(B) apply statistical and data analysis to solve problems related to agriculture, food, and natural resources industries such as agribusiness; animal; environmental service; food products and processing; natural resources; plant; and power, structural, and technical systems;

(C) analyze mathematical problem statements for missing or irrelevant data essential to agriculture, food, and natural resources industries such as agribusiness; animal; environmental service; food products and processing; natural resources; plant; and power, structural, and technical systems;

(D) construct and analyze charts, tables, and graphs from functions and data generated in agriculture, food, and natural resources industries such as agribusiness; animal; environmental service; food products and processing; natural resources; plant; and power, structural, and technical systems;

(E) analyze data using measures of central tendency when interpreting operational documents in agriculture, food, and natural resources industries such as agribusiness; animal; environmental service; food products and processing; natural resources; plant; and power, structural, and technical systems; and

(F) use mathematical operations and knowledge of relationships to solve problems such as the calculation of gallons of water from inches of rain, acres of ground water, liquid and gaseous volumes, and conversion of units; calculation of caloric value, parts per million of restricted ingredients, conversion of measurements, and U.S. Department of Agriculture (USDA) grades; estimation of wildlife populations and pulpwood yields; and calculation of mapping data inherent to systems of agriculture or agribusiness.

(6) The student demonstrates mathematical knowledge and skills required to solve problems related to agribusiness systems and related career opportunities. The student is expected to:

(A) use mathematical operations and knowledge of relationships to solve daily problems related to record keeping such as profit/loss statements, income statements, capital asset inventories, insurance, risk management, lease agreements, employee payroll and benefits, and investments and loan, real estate contract, or tax documentation in agribusiness systems;

(B) demonstrate knowledge of algebraic applications and linear and exponential functions related to concepts such as simple interest, compound interest, maturity value, tax rates, depreciation, production analysis, market trends, investments, and price determination in agribusiness systems;

(C) use statistical and data analysis, including counts, percentages, central tendency, and prediction, to evaluate agribusiness systems data such as demographic, production, consumption, weather, and market data; and

(D) report statistical data related to concepts such as pricing, market trends, commodity prices, exports and imports, supply and demand, and production yields numerically or graphically.

(7) The student demonstrates mathematical knowledge and skills required to solve problems related to animal systems and related career opportunities. The student is expected to:

(A) use mathematical operations and knowledge of relationships to solve problems such as the calculation of purchasing, marketing, and production costs; housing requirements; conversion of units; average daily gain; topical and injectable medication dosages; USDA grades; feeding schedules; volumes; stocking rates; and breeding and gestation cycles related to animal systems;

(B) demonstrate knowledge of algebraic applications related to animal system calculations such as ration formulation using the Pearson Square, percent homozygosity, heritability, USDA grades, gene frequency, cost per unit of nutrient, and weaning weight ratio;

(C) use geometric principles to solve problems such as the use of right triangles for perpendicular cross fencing and the calculation of square footage for housing requirements; acreage for normal and irregular shaped pastures; feed bin volume based upon shape such as cylinder, cone, cube, or pyramid; and housing volume for ventilation related to animal systems; and

(D) use statistical and data analysis to evaluate animal systems data reported numerically or graphically such as birth weight, weaning weight, days to market weight, expected progeny differences, feed efficiencies, birth type, litter size, presence or absence of genetic abnormality, milk production, sow productivity index, and veterinary costs or records.

(8) The student demonstrates mathematical knowledge and skills required to solve problems related to environmental service systems and related career opportunities. The student is expected to:

(A) demonstrate knowledge of algebraic applications to create solutions to problems such as the calculation of acre feet of water, water volume in ponds, water well volume, water pressure friction loss, flow rate, total head pressure, pump efficiency, soil solids volume, and soil degree of saturation related to environmental service systems;

(B) use geometric principles to solve problems such as calculating acreage for normal and irregular shaped pastures and slope of land, planning runoff drainage structures, and applying differential leveling techniques related to environmental service systems; and

(C) use statistical and data analysis to evaluate environmental service systems data reported numerically or graphically such as rainfall, soil classifications, groundwater levels, recycling activities, and pollution rates.

(9) The student demonstrates mathematical knowledge and skills required to solve problems related to food products and processing systems and related career opportunities. The student is expected to:

(A) demonstrate knowledge of algebraic applications to solve problems such as the calculation of exponential growth of bacteria, contribution margin in processing, percentage of weight loss in packaged food, percentage of water absorption in packaged food, and microbe analysis following pasteurization related to food products and processing systems;

(B) use geometric principles to solve problems such as the calculation of packaging requirements, construction of food storage structures and containers, liquid transfer materials, and vessels design and volume related to food products and processing systems; and

(C) use statistical and data analysis to evaluate food products and processing systems data reported numerically or graphically such as governmental regulations, hazard analysis, critical control points data, taste tests, quality assurance data, and industry packing practices.

(10) The student demonstrates mathematical knowledge and skills required to solve problems related to natural resource systems and related career opportunities. The student is expected to:

(A) demonstrate knowledge of algebraic applications to solve problems such as the calculation of mean harvest area, calibration of pesticides, and the Doyle Log Rule related to natural resource systems;

(B) use geometric principles to solve problems such as planning and construction of structures related to wildlife and fisheries management, determination of lumber volume in given tree stock, and calculation of tank volume for chemical application related to natural resource systems; and

(C) use statistical and data analysis to evaluate natural resource systems data reported numerically or graphically such as Geographic Information Systems and Global Positioning Systems data, weather-related data, and data related to wildlife and habitat.

(11) The student demonstrates mathematical knowledge and skills required to solve problems related to plant systems and related career opportunities. The student is expected to:

(A) use mathematical operations and knowledge of relationships to solve problems such as the calculation of crop yields, crop loss, grain drying requirements, grain weight shrinkage, germination rates, greenhouse heating, and cooling and fertilizer application rates related to plant systems;

(B) demonstrate knowledge of algebraic applications to solve problems such as the calculation of grain handling efficiency, harvesting capacity, crop rotation, seeding rates, fertilizer nutrient requirements, and greenhouse ventilation related to plant systems;

(C) use geometric principles for the analysis of problems such as planning grain storage structures and calculating volume of grain storage vessels, grain handling volume, greenhouse capacity, and regular and irregular shaped planting bed size related to plant systems; and

(D) use statistical and data analysis to evaluate plant systems data such as crop yields, Global Information Systems data, plant growth data, and climate data.

(12) The student demonstrates mathematical knowledge and skills required to solve problems related to power, structural, and technical systems and related career opportunities. The student is expected to:

(A) use mathematical operations and knowledge of relationships to solve problems such as the calculation of gear ratio, fuel efficiency, construction costs, project layout, energy costs, unit conversions, and bid preparation and labor-related calculations related to power, structural, and technical systems;

(B) demonstrate knowledge of algebraic applications such as the calculation of strength of magnetism, chain or belt tension, horsepower, Ohm's Law, hydraulic multiplication of force, stresses using Mohr's Circle, and tensile strength related to power, structural, and technical systems;

(C) use geometric principles for the evaluation of problems such as rafter length, land measurement, differential leveling, concrete volume, heating, ventilating, and air conditioning requirements and creation of structural drawings related to power, structural, and technical systems;

(D) use statistical and data analysis to evaluate power, structural, and technical systems data such as construction cost data; equipment maintenance; heating, ventilation, and air conditioning efficiencies; engine performance; and labor costs; and

(E) use geometric principles to develop and implement a plan for construction of a project such as a trailer, an agricultural structure, a storage facility, or a fence.

§127.32.Energy and Natural Resource Technology (One Credit), Adopted 2015.

(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2017-2018 school year.

(b) General requirements. This course is a Level 3 course and is recommended for students in Grades 10-12. Recommended prerequisite: a minimum of one credit from the courses in the Agriculture, Food, and Natural Resources Career Cluster. Students shall be awarded one credit for successful completion of this course.

(3) Energy and Natural Resource Technology examines the interrelatedness of environmental issues and production agriculture. Students will evaluate the environmental benefits provided by sustainable resources and green technologies. Instruction is designed to allow for the application of science and technology to measure environmental impacts resulting from production agriculture through field and laboratory experiences. To prepare for careers in environmental service systems, students must attain academic skills and knowledge, acquire advanced technical knowledge and skills related to environmental service systems and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

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

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

(d) Knowledge and skills.

(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

(A) identify career development, education, and entrepreneurship opportunities in the field of energy and natural resources;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in energy and natural resources;

(C) demonstrate knowledge of personal and occupational safety, environmental regulations, and first-aid policy in the workplace; and

(D) analyze employers' expectations such as appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.

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

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

(B) apply proper record-keeping skills as they relate to the supervised agriculture experience;

(D) produce and participate in a local program of activities using a strategic planning process.

(3) The student uses instructional time to conduct field and laboratory investigations using safe, environmentally appropriate, and ethical practices in a supervised agriculture experience. The student is expected to:

(A) demonstrate safe practices during field and laboratory investigations in a supervised agriculture experience; and

(B) use accepted procedures for the use and conservation of resources and for the safe handling of materials.

(4) The student discusses the importance and scope of natural resources. The student is expected to:

(A) identify various types of natural resources;

(B) discuss renewable and non-renewable energy resources and their impact on the environment;

(D) map the geographic and demographic uses of natural resources.

(5) The student identifies water use and management in agricultural settings. The student is expected to:

(A) identify the distribution and properties of water in the hydrologic cycle;

(B) identify agricultural uses of water such as recycling;

(D) define point source and non-point source pollution;

(E) identify sources of point source and non-point source pollution associated with agriculture;

(F) evaluate how the different agricultural water uses may impact water availability; and

(G) research water use legislation.

(6) The student describes air quality associated with agricultural production. The student is expected to:

(A) describe the components of the atmosphere and the atmospheric cycle;

(B) define air pollution;

(D) identify sources and effects of air pollution from agricultural production;

(E) discuss different emission management strategies; and

(F) identify common air pollution controls used in agricultural production.

(7) The student examines soil erosion as related to agricultural production. The student is expected to:

(A) identify agricultural production practices that can contribute to soil erosion;

(B) analyze effects of soil erosion;

(D) identify soil erosion control methods and programs.

(8) The student explains the effects of natural resource use. The student is expected to:

(A) identify the progression of use of natural resources leading to environmental degradation;

(B) explain the impact of human population dynamics on the environment;

(D) communicate the environmental consequences of natural resource use such as the impact on living organisms.

§127.33.Advanced Energy and Natural Resource Technology (One Credit), Adopted 2015.

(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2017-2018 school year.

(b) General requirements. This course is a Level 4 course and is recommended for students in Grades 11 and 12. Recommended prerequisites: a minimum of one credit from the courses in the Agriculture, Food, and Natural Resources Career Cluster and Energy and Natural Resource Technology. Students shall be awarded one credit for successful completion of this course.

(3) Advanced Energy and Natural Resource Technology is designed to explore the interdependency of the public and natural resource systems related to energy production. In addition, renewable, sustainable, and environmentally friendly practices will be explored. To prepare for careers in the field of energy and natural resource systems, students must attain academic skills and knowledge, acquire technical knowledge and skills related to energy and natural resources and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(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/employability skills as required by business and industry. The student is expected to:

(A) identify career development, education, and entrepreneurship opportunities in the field of energy and natural resources;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in energy and natural resources;

(C) demonstrate knowledge of personal and occupational safety, environmental regulations, and first aid policy in the workplace; and

(D) analyze employers' expectations such as appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.

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

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

(B) apply proper record-keeping skills as they relate to the supervised agriculture experience;

(D) produce and participate in a local program of activities using a strategic planning process.

(A) demonstrate safe practices during field and laboratory investigations in a supervised agriculture experience; and

(B) apply accepted procedures for the use and conservation of resources and for the safe handling of materials.

(4) The student determines and evaluates the importance and scope of energy and natural resources. The student is expected to:

(A) identify various types of natural resources;

(B) identify renewable, non-renewable, and sustainable energy resources and determine their availability;

(D) analyze the geographic and demographic uses of natural resources.

(5) The student analyzes ethical issues related to natural resource management and energy production. The student is expected to:

(A) compile examples of different lease agreements used for leasing minerals and natural resources;

(B) interpret legal documents related to natural resource management and energy production; and

(6) The student understands the role of natural resource management and energy production policies at the local, state, and national levels. The student is expected to:

(A) identify policy affecting the use of natural resources;

(B) identify policy affecting energy production;

(D) identify state and federal agencies that have natural resource management and energy production responsibilities; and

(E) define the roles of government, society, and property owners in the development of natural resource management and energy production policy.

(7) The student recognizes the purpose of land use planning for natural resource management and energy production. The student is expected to:

(A) discuss advantages and disadvantages of land use planning for natural resource management and energy production; and

(B) compare and contrast land use policy trends within the state.

(8) The student identifies water use and wastewater management. The student is expected to:

(A) identify municipal, industrial, and agricultural uses of water;

(B) explore and develop water recycling opportunities;

(C) evaluate sources of point and non-point source pollution associated with municipal, industrial, and agricultural uses;

(D) describe effective management practices commonly used to abate point and non-point sources of pollution;

(E) analyze how water use impacts water availability;

(F) research water use legislation;

(G) discuss water quality policy and how it affects the decisions made in agricultural production; and

(H) discuss the interaction of energy production and water resources.

(9) The student describes air quality associated with natural resource management and energy production. The student is expected to:

(A) research air quality legislation;

(B) identify sources and effects of air pollution;

(D) identify air pollution controls used in energy production.

(10) The student examines soil erosion as related to natural resource management and energy production. The student is expected to:

(A) examine the effects of natural resource management and energy production on soil erosion;

(B) analyze the components and functions of soils;

(D) compare soil erosion control methods.

(11) The student analyzes the identification, handling, storing, and disposing of waste and hazardous materials. The student is expected to:

(A) classify types of waste and hazardous materials;

(B) research legislation related to waste and hazardous materials;

(D) describe safe handling, storing, and disposal of waste materials such as composting and recycling.

(12) The student learns the processes for producing energy and green products from agricultural, biomass, fossil fuel, wind, solar, and geothermal sources. The student is expected to:

(A) identify agricultural and silvicultural crops and bio-products suitable for renewable production;

(B) discuss production processes for agricultural- and silvicultural-based bio-products;

(D) analyze the effects of non-renewable resource recovery methods and the environmental considerations associated with each method such as environmentally friendly alternatives;

(E) analyze the advantages and disadvantages of wind-generated energy;

(F) identify public policy considerations associated with transmission line construction to transport wind-generated energy;

(G) locate areas in the state that have geothermal energy production potential;

(H) explain the benefits of geothermal energy;

(I) identify solar energy systems and describe the function of each; and

(J) identify the environmental considerations associated with biofuels.

§127.34.Food Technology and Safety (One Credit), Adopted 2015.

(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2017-2018 school year.

(b) General requirements. This course is a Level 2 course and is recommended for students in Grades 10-12. Students shall be awarded one credit for successful completion of this course.

(3) Food Technology and Safety examines the food technology industry as it relates to food production, handling, and safety. To prepare for careers in value-added and food processing systems, students must attain academic skills and knowledge, acquire technical knowledge and skills related to value-added and food processing and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(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/employability skills as required by business and industry. The student is expected to:

(A) identify and locate career opportunities that appeal to personal career goals;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in food processing;

(D) identify employers' expectations, including appropriate work habits, ethical conduct, and legal responsibilities;

(E) demonstrate characteristics of good citizenship such as stewardship, advocacy, and community leadership; and

(F) research career topics using technology such as the Internet.

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

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

(B) apply proper record-keeping skills as they relate to the supervised agriculture experience;

(D) produce and participate in a local program of activities using a strategic planning process.

(3) The student explains the impact of food science systems. The student is expected to:

(A) explain the significance of food science systems;

(B) define trends in food production, world population, and supply and demand for food products;

(D) evaluate the relationship between biotechnology and the food science industry.

(4) The student analyzes the nutritive value of food constituents. The student is expected to:

(A) define the terms used in food technology;

(B) compare and contrast the nutritive value of food groups; and

(5) 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) describe procedures for insect and rodent control;

(D) assess conditions with regard to safety and health; and

(E) identify specific regulation for organic animal products, grains, and produce.

(6) The student identifies safety and governmental regulations involved in the processing and labeling of foods. The student is expected to:

(A) research regulations dealing with preserving red meat, poultry, and fish;

(B) describe packaging, labeling, and storage requirements for red meat, poultry, and fish;

(D) compare and contrast packaging requirements; and

(E) evaluate cultural practices and exotic species in food harvesting and processing.

(7) The student demonstrates an understanding of the trends and issues important to careers in the food science industry by comparing and contrasting issues affecting the food science industry, including biotechnology, employment, safety, environmental, and animal welfare issues. The student is expected to:

(A) select solutions for different environmental issues;

(B) identify issues affecting food science;

(D) analyze and defend solutions for different environmental issues; and

(E) apply economic principles such as supply, demand, and profit to food science systems.

(8) The student describes the processing, packaging, quality analysis, and marketing of red meats and their by-products. The student is expected to:

(A) describe preparing livestock carcasses for market;

(B) describe the U.S. Department of Agriculture's inspection and grading procedures;

(D) evaluate and grade beef, pork, lamb, and goat carcasses and wholesale cuts; and

(E) identify methods of fabricating and marketing processed meats.

(9) The student describes the processing, packaging, quality analysis, and marketing of eggs, poultry, and fish and their by-products. The student is expected to:

(A) describe processing techniques;

(B) demonstrate poultry and retail cuts evaluation;

(D) fabricate specialty and value-added products;

(E) demonstrate an understanding of quality and portion control procedures; and

(F) describe marketing procedures for eggs, poultry, fish, and seafood.

(10) The student describes the processing, packaging, quality analysis, and marketing of fruits, nuts, and vegetables and their by-products. The student is expected to:

(A) identify, classify, and grade fruits, nuts, and vegetables;

(B) demonstrate trimming, washing, waxing, peeling, blanching, and other marketing techniques;

(D) discuss preserving, packaging, and storing fruits, nuts, and vegetables.

(11) The student describes the processing, packaging, quality analysis, and marketing of milk and dairy products for distribution. The student is expected to:

(A) describe methods of preparing milk for processing;

(B) evaluate methods of processing milk and dairy products;

(D) process, classify, and grade cheese.

§127.35.Food Processing (One Credit), Adopted 2015.

(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2017-2018 school year.

(b) General requirements. This course is a Level 3 course and is recommended for students in Grades 10-12. Recommended prerequisite: Food Technology and Safety. Students shall be awarded one credit for successful completion of this course.

(3) Food Processing focuses on the food processing industry with special emphasis on the handling, processing, and marketing of food products. To prepare for careers in food products and processing systems, students must attain academic skills and knowledge, acquire technical knowledge and skills related to natural resources and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.

(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/employability skills as required by business and industry. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the food processing industry, including the value-added products industry;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in the food processing industry, including the value-added products industry;

(D) identify employers' expectations, including appropriate work habits, ethical conduct, and legal responsibilities;

(E) demonstrate characteristics of good citizenship such as stewardship, advocacy, and community leadership; and

(F) research career topics using technology such as the Internet.

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

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

(B) apply proper record-keeping skills as they relate to the supervised agriculture experience;

(D) produce and participate in a local program of activities using a strategic planning process.

(3) The student knows the relationship of the food processing industry to the free enterprise system. The student is expected to:

(A) explain the importance of the food processing industry in the free enterprise system; and

(B) explain trends in the consumption of food products.

(4) The student understands consumer satisfaction issues. The student is expected to:

(A) practice equipment maintenance and sanitation procedures;

(B) explain the factors that affect food palatability;

(D) demonstrate work ethics, customer relations skills, and management competencies consistent with industry standards.

(5) The student understands quality control issues in food processing. The student is expected to:

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

(B) develop and maintain sanitation schedules;

(D) research food safety laws; and

(E) describe solutions for different environmental issues.

(6) The student identifies marketing considerations for food processing. The student is expected to:

(A) practice methods of merchandising red meat, poultry, game, fish, and their by-products;

(B) identify, select, and grade meat;

(D) explain the impact of temperature in food preservation;

(E) compare and contrast preservation packaging such as film, plastic, and cans;

(F) describe harvest and inspection techniques to process food products and analyze food product options; and

(G) identify specific criteria for organic food processing and marketing.

§127.36.Wildlife, Fisheries, and Ecology Management (One Credit), Adopted 2015.

(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2017-2018 school year.

(b) General requirements. This course is a Level 2 course and is recommended for students in Grades 9-12. Students shall be awarded one credit for successful completion of this course.

(3) Wildlife, Fisheries, and Ecology Management examines the management of game and non-game wildlife species, fish, and aquacrops and their ecological needs as related to current agricultural practices. To prepare for careers in natural resource systems, students must attain academic skills and knowledge, acquire technical knowledge and skills related to natural resources, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.

(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/employability skills as required by business and industry. The student is expected to:

(A) identify career development, education, and entrepreneurship opportunities in the field of natural resources;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in natural resources;

(C) demonstrate knowledge of personal and occupational safety and health, environmental regulations, and first-aid policy in the workplace; and

(D) analyze employers' expectations such as appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.

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

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

(B) apply proper record-keeping skills as they relate to the supervised agriculture experience;

(D) produce and participate in a local program of activities using a strategic planning process.

(3) The student analyzes the importance of wildlife, with an emphasis on use and management. The student is expected to:

(A) analyze the importance of wildlife, fisheries, and ecology management;

(B) discuss the history of wildlife, fisheries, and ecology management;

(D) analyze the economic impact of public recreation.

(4) The student knows the scientific basis of and applies concepts related to wildlife management. The student is expected to:

(A) analyze the basic ecological concepts of game management;

(B) identify game, non-game, upland, and migratory game birds, waterfowl, furbearers, freshwater and saltwater fish, predators, and protected endangered species;

(D) identify diseases and parasites impacting wildlife species;

(E) discuss the appropriate method of reporting disease and parasite outbreaks;

(F) identify plants impacting aquaculture and wildlife management practices; and

(G) discuss habitat and food plot management to benefit aquaculture and wildlife species.

(5) The student knows the interrelationship between various aspects of wildlife and outdoor public use management. The student is expected to:

(A) discuss the importance and role of the Wildlife Management Areas of Texas in the management of private and public lands;

(B) identify laws and regulations regarding the use of wildlife resources;

(D) compare and contrast public and private land use;

(E) identify appropriate safety certification requirements;

(F) recognize precautions to use when interfacing with the public concerning regulations and law enforcement;

(G) describe security issues for closed and restricted areas;

(H) recognize potential threat situations for the public of dangers on public and private lands;

(I) recognize the role of law enforcement; and

(J) summarize wildlife and fish harvest techniques and procedures.

(6) The student examines natural cycles and ecological concepts. The student is expected to:

(A) explain the hydrologic, nitrogen, carbon, and nutrient cycles;

(B) evaluate the impact of natural cycles on succession;

(D) distinguish between primary and secondary producers;

(E) compare and contrast predator-prey relationships;

(F) evaluate the effects of pollution sources; and

(G) evaluate riparian zones.

(7) The student applies cartographic skills to natural resource activities. The student is expected to:

(A) compare and contrast types of maps;

(B) interpret map features and legends;

(D) evaluate elevation and terrain features from topographic maps;

(E) use land survey and coordinate systems; and

(F) locate position and interpret images using a geospatial interface.

(8) The student evaluates planning data by monitoring natural resource status. The student is expected to:

(A) identify resource inventory and population studies;

(B) devise sample plots and points;

(D) interpret data concerning resource availability and health;

(E) organize databases of resource data; and

(F) create a technical report.

(9) The student analyzes various natural resource enhancement techniques using scientific knowledge. The student is expected to:

(A) develop a riparian zone enhancement technique plan;

(B) evaluate wildlife habitat enhancement plans; and

(10) The student demonstrates concepts related to optimum production. The student is expected to:

(A) discuss the importance and progress of aquaculture as an emerging industry;

(B) describe nutritional requirements of aquaculture production;

(D) identify appropriate treatments for diseases and parasites impacting wildlife species and aquaculture.

§127.37.Forestry and Woodland Ecosystems (One Credit), Adopted 2015.

(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2017-2018 school year.

(b) General requirements. This course is a Level 2 course and is recommended for students in Grades 10-12. Students shall be awarded one credit for successful completion of this course.

(3) Forestry and Woodland Ecosystems examines current management practices for forestry and woodlands. Special emphasis is given to management as it relates to ecological requirements and how these practices impact the environment. To prepare for careers in natural resource systems, students must attain academic skills and knowledge, acquire technical knowledge and skills related to natural resources, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer knowledge and skills in a variety of settings.

(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/employability skills as required by business and industry. The student is expected to:

(A) identify career development, education, and entrepreneurship opportunities in the field of forestry and woodland ecosystems;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in forestry and woodland ecosystems;

(C) demonstrate knowledge of personal and occupational safety, health, environmental regulations, and first-aid policy in the workplace; and

(D) analyze employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.

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

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

(B) apply proper record-keeping skills as they relate to the supervised agriculture experience;

(D) produce and participate in a local program of activities using a strategic planning process.

(3) The student describes the principles of forestry and woodland ecosystems. The student is expected to:

(A) describe the historical and economic significance of forestry;

(B) illustrate tree anatomy and morphology;

(D) classify forest and woodland soils;

(E) describe silviculture;

(F) compare and contrast forest and woodland ecosystems;

(G) describe photosynthesis and respiration as they relate to forest and woodland species;

(H) describe watershed management as it relates to forest and woodland ecosystems;

(I) describe sexual and asexual reproduction in forest and woodland species;

(J) define succession; and

(K) compare natural and managed forests and woodlands.

(4) The student demonstrates forestry biometrics skills. The student is expected to:

(A) calculate tree volume;

(B) estimate timber growth and yield;

(D) scale logs to calculate their quality and volume.

(5) The student demonstrates knowledge of forestry management skills. The student is expected to:

(A) identify forestry management techniques;

(B) discuss multiple-use possibilities for forest and woodlands areas; and

(6) The student identifies softwood and hardwood forest management and use practices. The student is expected to:

(A) identify principles of forestry economics;

(B) research sources of forestry management assistance;

(D) describe merchandising practices; and

(E) evaluate research in forestry and wood technology.

(7) The student describes the role of wood technology in forest product development. The student is expected to:

(A) compare timber manufacturing processes and products; and

(B) discuss research and development issues in forestry and wood technology.

(8) The student applies cartographic skills to natural resource activities. The student is expected to:

(A) compare and contrast types of maps;

(B) interpret map features and legends;

(D) evaluate elevation and terrain features from topographic maps;

(E) use land survey and coordinate systems; and

(F) locate position and interpret images using a geospatial interface.

§127.38.Range Ecology and Management (One Credit), Adopted 2015.

(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2017-2018 school year.

(b) General requirements. This course is a Level 3 course and is recommended for students in Grades 10-12. Students shall be awarded one credit for successful completion of this course.

(3) Range Ecology and Management is designed to develop students' understanding of rangeland ecosystems and sustainable forage production. To prepare for careers in environmental and natural resource systems, students must attain academic skills and knowledge, acquire technical knowledge and skills related to environmental and natural resources, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.

(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/employability skills as required by business and industry. The student is expected to:

(A) identify career development, education, and entrepreneurship opportunities in the field of environmental and natural resources;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation in environmental and natural resources;

(C) demonstrate knowledge of personal and occupational safety, health, environmental regulations, and first-aid policy in the workplace; and

(D) analyze employers' expectations, including appropriate work habits, ethical conduct, legal responsibilities, and good citizenship skills.

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

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

(B) apply proper record-keeping skills as they relate to the supervised agriculture experience;

(D) produce and participate in a local program of activities using a strategic planning process.

(3) The student develops an understanding of the rangeland ecosystem. The student is expected to:

(A) describe ecology, photosynthesis, energy flow, and climax vegetation;

(B) describe the impact of rangeland on the water cycle and water quality; and

(4) The student develops an understanding of rangeland as a dynamic, living, and changeable system. The student is expected to:

(A) explain the relationship of rangeland to the environment;

(B) discuss the interrelationships among water, alternative use, carrying capacity, and population;

(D) explore the use of rangeland plants as alternative energy sources;

(E) develop an understanding of the role of rangeland in water recharge and conservation; and

(F) recognize the importance of successful rangeland ecology practices.

(5) The student analyzes the biotic and abiotic components of a rangeland. The student is expected to:

(A) discuss components of rangeland with an emphasis on soil;

(B) determine components of rangeland with an emphasis on topography; and

(6) The student develops an understanding of the dynamic process of a renewable rangeland resource. The student is expected to:

(A) determine range condition based on plant populations;

(B) compare and contrast rangeland condition trends; and

(7) The student identifies methods of maintaining and improving rangeland for livestock management. The student is expected to:

(A) identify plants beneficial to livestock;

(B) identify plant species harmful to livestock;

(D) discuss livestock grazing management.

(8) The student identifies methods of maintaining and improving rangeland for wildlife management. The student is expected to:

(A) identify plants beneficial to wildlife;

(B) identify plants species harmful to wildlife;

(D) discuss wildlife grazing management.

(9) The student develops an understanding of rangeland management as it relates to global concerns. The student is expected to:

(A) examine how rangeland characteristics affect aquifers;

(B) analyze how rangeland characteristics affect the environment;

(D) evaluate the impact of energy production systems on rangelands.

§127.39.Landscape Design and Management (One-Half Credit), Adopted 2015.

(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2017-2018 school year.

(b) General requirements. This course is a Level 2 course and is recommended for students in Grades 10-12. Students shall be awarded one-half credit for successful completion of this course.

(3) Landscape Design and Management is designed to develop an understanding of landscape design and management techniques and practices. To prepare for careers in horticultural systems, students must attain academic skills and knowledge, acquire technical knowledge and skills related to horticultural systems and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(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/employability skills as required by business and industry. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of landscape design and management;

(B) apply competencies related to resources, information, interpersonal skills, problem solving, critical thinking, and systems of operation in landscape design and management;

(D) demonstrate knowledge of personal and occupational health and safety practices in the industry;

(E) identify employers' expectations and appropriate work habits; and

(F) demonstrate characteristics of good citizenship such as advocacy, stewardship, and community leadership.

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

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

(B) apply proper record-keeping skills as they relate to the supervised agriculture experience;

(D) produce and participate in a local program of activities using a strategic planning process.

(3) The student identifies environmental, aesthetic, and financial benefits of landscaped sites. The student is expected to:

(A) assess soil characteristics and environmental conditions;

(B) assess site for local conditions such as property lines, easement restrictions, and location of public utilities;

(D) produce a site sketch using graphic design equipment or software;

(E) identify plants used in designing landscapes;

(F) identify structures and hardscape materials used in designing landscapes;

(G) create landscape designs demonstrating the application of design elements and principles; and

(H) analyze different landscape design styles and identify the different aesthetic and environmental factors of each style.

(4) The student performs landscape business procedures. The student is expected to:

(A) demonstrate skills for interviewing potential clients;

(B) develop landscape ideas from a checklist;

(D) analyze service contracts.

(5) The student analyzes the cost and maintenance of tools and equipment used in the landscape industry. The student is expected to:

(A) identify, store, and maintain landscaping hand tools and power equipment;

(B) analyze costs associated with purchasing and maintaining landscaping hand tools and power equipment;

(D) identify common irrigation system components and materials; and

(E) examine local and state regulations affecting irrigation systems.

(6) The student performs landscape installation services. The student is expected to:

(A) prepare landscape sites for installation; and

(B) install landscape plants and structures using proper installation techniques.

(7) The student performs landscape maintenance services. The student is expected to:

(A) identify and demonstrate proper pruning techniques for different plant materials;

(B) recognize methods for renovating existing landscapes;

(D) develop fertilization plans that address plant needs and environmental concerns;

(E) examine Integrated Pest Management in assessing an insect, pathogen, or weed problem;

(F) use pesticide application techniques and equipment properly;

(G) explain pesticide labeling and safety data sheets; and

(H) demonstrate lawn management techniques.

§127.40.Turf Grass Management (One-Half Credit), Adopted 2015.

(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2017-2018 school year.

(b) General requirements. This course is a Level 2 course and is recommended for students in Grades 10-12. Students shall be awarded one-half credit for successful completion of this course.

(3) Turf Grass Management is designed to develop an understanding of turf grass management techniques and practices. To prepare for careers in horticultural systems, students must attain academic skills and knowledge, acquire technical knowledge and skills related to horticultural systems and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

(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/employability skills as required by business and industry. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of turf grass management;

(B) apply competencies related to resources, information, interpersonal skills, problem solving, critical thinking, and systems of operation in turf grass management;

(D) demonstrate knowledge of personal and occupational health and safety practices in the industry;

(E) identify employers' expectations and appropriate work habits; and

(F) demonstrate characteristics of good citizenship such as advocacy, stewardship, and community leadership.

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

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

(B) apply proper record-keeping skills as they relate to the supervised agriculture experience;

(D) produce and participate in a local program of activities using a strategic planning process.

(3) The student identifies the environmental, aesthetic, and financial benefits of turf grass in residential, commercial, and athletic settings. The student is expected to:

(A) assess sites for environmental factors that impact turf grass establishment and management such as soil type, soil pH, and elevation differences;

(B) develop a site assessment checklist; and

(4) The student identifies and implements common cultural and physiological requirements for cool and warm season turf grass establishment. The student is expected to:

(A) identify turf grass varieties and cultivars that fulfill site requirements;

(B) identify pests and pathogens of turf grasses;

(D) determine the importance of site grading for water movement;

(E) determine the importance of soil compaction on turf grass establishment;

(F) reduce impact of compaction using aeration methods;

(G) compare establishment procedures such as seeding, sodding, sprigging, and hydromulching; and

(H) explain the importance of turf grass installation timing.

(5) The student identifies and implements common cultural and physiological requirements for cool and warm season turf grass maintenance. The student is expected to:

(A) explain and demonstrate mowing heights;

(B) explain the principle of mowing frequency;

(D) determine turf grass irrigation requirements;

(E) analyze and address thatch accumulation in turf grass;

(F) analyze nutritional needs of turf grass;

(G) develop fertilization plans that address turf grass needs and environmental concerns;

(H) examine Integrated Pest Management in assessing an insect, pathogen, or weed problem;

(I) use turf grass pesticide application techniques and equipment properly; and

(J) explain turf grass pesticide labeling and safety data sheets.

(6) The student performs turf grass management business procedures. The student is expected to:

(A) assess the needs of prospective clients;

(B) analyze material, labor, and business costs related to turf grass sites;

(D) prepare a cost estimate for establishing a turf grass site, including materials and labor; and

(E) prepare a cost estimate for maintaining a turf grass site, including materials and labor.

(7) The student manages turf grass maintenance equipment. The student is expected to:

(A) identify, store, and maintain turf grass hand tools and power equipment;

(B) analyze the costs associated with turf grass hand tools and power equipment; and

§127.41.Agricultural Mechanics and Metal Technologies (One Credit), Adopted 2015.

(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2017-2018 school year.

(b) General requirements. This course is a Level 2 course and is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Agriculture, Food, and Natural Resources. Students shall be awarded one credit for successful completion of this course.

(3) Agricultural Mechanics and Metal Technologies is designed to develop an understanding of agricultural mechanics as it relates to safety and skills in tool operation, electrical wiring, plumbing, carpentry, fencing, concrete, and metal working techniques. To prepare for careers in agricultural power, structural, and technical systems, students must attain academic skills and knowledge; acquire technical knowledge and skills related to power, structural, and technical agricultural systems and the industry; and develop knowledge and skills regarding career opportunities, entry requirements, industry certifications, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer knowledge and skills and technologies in a variety of settings.

(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/employability skills as required by business and industry. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of power, structural, and technical agricultural systems;

(B) apply competencies related to resources, information, interpersonal skills, problem solving, critical thinking, and systems of operation of power, structural, and technical agricultural systems;

(D) demonstrate knowledge of personal and occupational health, safety, and first-aid practices in the industry;

(E) identify employer expectations and appropriate work habits; and

(F) demonstrate characteristics of good citizenship, including advocacy, stewardship, and community leadership.

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

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

(B) apply proper record-keeping skills as they relate to the supervised agriculture experience;

(D) produce and participate in a local program of activities using a strategic planning process.

(3) The student follows operating instructions for tools and equipment to perform a given task. The student is expected to:

(A) select, use, maintain, and store appropriate hand tools to perform a given task;

(B) select, use, maintain, and store appropriate power equipment such as tools powered by electric, pneumatic, and internal combustion engines; and

(4) The student identifies and performs electric wiring skills. The student is expected to:

(A) identify principles of electricity and wiring terminology;

(B) install electric wiring components and fixtures to comply with governmental regulations and applicable codes; and

(5) The student performs plumbing skills. The student is expected to:

(A) identify and use plumbing tools; and

(B) identify plumbing fixtures.

(6) The student performs concrete construction skills. The student is expected to:

(A) project cost estimates for materials; and

(B) form and pour concrete slabs.

(7) The student performs carpentry skills. The student is expected to:

(A) identify materials used in agricultural construction;

(B) identify elements of a cost estimate and prepare a bid package for a planned project;

(D) paint and protect a project with coatings.

(8) The student identifies fencing methods. The student is expected to:

(A) select fencing materials; and

(B) plan and install fences.

(9) The student performs appropriate cold and hot metal techniques. The student is expected to:

(A) identify types of metal;

(B) cut, file, shape, and drill metal;

(D) select and operate electric-arc welding equipment to meet standards; and

(E) perform specialty welding and cutting techniques to meet standards.

(10) The student applies processes relating to assembly of equipment in agricultural systems operations. The student is expected to:

(A) select, use, and maintain appropriate tools, equipment, and facilities; and

(B) identify and determine properties, types, and uses of metal.

(11) The student plans and performs cost-effective construction techniques. The student is expected to:

(A) analyze site, equipment, and permit requirements;

(B) operate computer-aided drafting design software;

(D) estimate material needs and costs;

(E) measure, mark, and cut material; and

(F) perform specialized nonmetallic fabrication techniques.

§127.42.Agricultural Structures Design and Fabrication (One Credit), Adopted 2015.

(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2017-2018 school year.

(b) General requirements. This course is a Level 3 course and is recommended for students in Grades 11 and 12. Recommended prerequisite: Agricultural Mechanics and Metal Technologies. Students shall be awarded one credit for successful completion of this course.

(3) In Agricultural Structures Design and Fabrication, students will explore career opportunities, entry requirements, and industry expectations. To prepare for careers in mechanized agriculture and technical systems, students must attain knowledge and skills related to agricultural structures design and fabrication. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their academic knowledge and technical skills in a variety of settings.

(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/employability skills as required by business and industry. The student is expected to:

(A) identify career development and entrepreneurship opportunities in the field of mechanized agriculture;

(B) apply competencies related to resources, information, interpersonal skills, and systems of operation of mechanized agriculture;

(D) demonstrate knowledge of personal and occupational health and safety practices in the workplace;

(E) identify employer expectations and appropriate work habits; and

(F) demonstrate characteristics of good citizenship, including advocacy, stewardship, and community leadership.

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

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

(B) apply proper record-keeping skills as they relate to the supervised agriculture experience;

(D) produce and participate in a local program of activities using a strategic planning process.

(3) The student demonstrates principles of facilities design and fabrication related to agricultural structures. The student is expected to:

(A) develop building plans;

(B) select site and locate agricultural building placement;

(D) select appropriate environmental control systems with a special emphasis on green technology; and

(E) use computer-aided design software as appropriate.

(4) The student explores the different types of power systems used in agricultural structures. The student is expected to:

(A) define the terms and principles of electricity;

(B) estimate electrical needs and loads;

(D) demonstrate the use of various meters;

(E) select circuit wiring materials and supplies;

(F) demonstrate electrical systems repair; and

(G) explore alternative power systems, including solar, wind, and biomass.

(5) The student constructs agricultural structures using appropriate technology. The student is expected to:

(A) demonstrate appropriate use of surveying equipment;

(B) demonstrate and apply Geographic Information System (GIS) and Global Positioning System (GPS) principles;

(D) plan, establish, and maintain water-management systems;

(E) identify non-traditional structural building techniques, including industry trends that are eco-friendly;

(F) discuss the use of masonry and drywall construction;

(G) install doors, windows, and roofing materials; and

(H) install plumbing equipment and fixtures to comply with governmental regulations and applicable codes.

(6) The student demonstrates metal construction techniques related to agricultural design and fabrication of structures. The student is expected to:

(A) explain the operations of safe oxy-fuel cutting; and

(B) demonstrate safe electrical welding.

§127.43.Agricultural Equipment Design and Fabrication (One Credit), Adopted 2015.

(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2017-2018 school year.

(b) General requirements. This course is a Level 4 course and is recommended for students in Grades 11 and 12. Recommended prerequisite: Agricultural Mechanics and Metal Technologies. Students shall be awarded one credit for successful completion of this course.

(3) In Agricultural Equipment Design and Fabrication, students will acquire knowledge and skills related to the design and fabrication of agricultural equipment. To prepare for careers in mechanized agriculture and technical systems, students must attain knowledge and skills related to agricultural equipment design and fabrication. To prepare for success, students reinforce, apply, and transfer their academic knowledge and technical skills in a variety of settings.