001group meeting. I'll give folks a moment to settle in as we have folks joining our call. Um I know we've got a lot of uh familiar faces on the call this morning, but also um some new faces that are continuing to join this stakeholder meeting space. Um and so just want to take a second to introduce myself. My name is Jessica McLaclin. I'm our associate commissioner of educator preparation, certification, and enforcement um with the TEA where my team um helps support our work with educator preparation, our talent pipelines across the state um as well as our certification and enforcement processes. I'm excited to have a chance to lean in with this group of stakeholders from across the state um to gather additional input around uh topics of relevance to preparation, certification, and enforcement and our
002engagement with the state board for educator certification. Um so with that, I will kick us off with just a few norms. um if you wouldn't mind um muting your microphone when you're not speaking, leaving your camera on if you can. Um that's always helpful for us to just be able to put uh faces and names and voices together. Um if you wouldn't mind renaming yourself with your name and your organization, that's always helpful for us, too. And then just really encourage folks um to actively participate. Um but also take into consideration there are many of us on the call this morning, so just being cognizant of our time as well. Um, and please go ahead and introduce yourself in the chat and why you're excited to be here today. Um, given that we do have
003some new and additional folks that will be joining this stakeholder engagement space over the course of the next few meetings, um, thought it'd be useful just to start each meeting by reggrounding in what's our purpose of coming here together today. Um, and as I named previously, uh, the state board for educator certification, um, is the board that, um, our team helps support that overseas, um, and really has a core mission of improving student achievement and ensuring the safety and welfare of our Texas students by really upholding those highest levels of preparation, performance, continuing education, and standards of conduct. Um there's many areas of policy and practice um that the ESPC and our team that supports the ESPC interacts with on a day-to-day basis that is u made better by input from stakeholders across the state.
004Um so I do want to name that the ESPC has uh meets five six times a year. Why did I think five? Uh six times a year. Um uh basically a little bit more than uh once a quarter. and we had our most recent meeting in February and our next meeting will be here before we know it um at the end of April. Then again, just a reminder that as it relates to topics um that um the aspect engages in engages with and that this stakeholder uh group may discuss include everything from admission into educator preparation programs, preparation coursework and clinical experiences, certification testing and certification issuance. um con continuing professional education and ongoing training and support as well as certification renewal and ongoing um monitoring of standards of conduct. And so again, these are
005all uh topics that we may lean into um throughout our time together in the stakeholder space. And then always thought it's helpful just to give a quick uh reminder of the aspects rulemaking process. Um so the aspect engages in a rulemaking process that in almost all cases begins with discussion. This is an opportunity um for early and deep stakeholder input around potential policy adjustments to the aspects rules. Um they then engage in formal rule making process the processes through a proposal and adoption phases between proposal and adoption. There is an opportunity for formal uh public comment period uh which the board then considers before taking final action at adoption to codify um updated rules. Those rules then go before the state board of education for their review. Um and if the SBOE chooses to take
006no action, then those rules become effective. Um overall, uh this is about a 9-month process from start to finish. So included an example timeline uh there are down below. So uh rules that uh many of us have been uh collaborating on for quite some time now but that we may have had discussion around with the ESPC in July of last year um uh given SBOE review in January would become effective this month. Um and we're actually going to spend a little bit of time today talking about some of those rules that just became effective this month. Thank you so much for holding for me. I think we might have someone that's off mute if you wouldn't mind muting. Thanks. Um, so as we get started, I am going to turn it over to Marilyn who's
007going to talk a little bit more about the purpose and stakeholder group. Thanks so much, Jessica. And good morning to everyone. I'm Marilyn Cook. I'm the senior director of educator preparation and certification. always a delight to see you all and get to uh spend time together in these stakeholder meetings. Um Jessica did a fantastic job of talking about um the ESPC and its work and I just wanted to share that last summer we had an opportunity to start a process about talking more in detail about the purpose of stakeholder groups and our desire to sort of if you will widen the scope of topics that are being discussed in these types of meetings and also expanding the meeting participants. So, a moment here with a lot of help from a lot of folks and some
008great thinking, we've sort of here's the goal of why we're coming together in these stakeholder meetings. You folks that are engaging with us in this in these meetings are important components of the work that we do and you're critical to the success of everything that we are able to accomplish through these partnerships. On the next slide, um, quickly, we've got I have been so excited about the rebranding of this stakeholder group that I've likened it to, if you will, a Vegas residency educational style, of course, a Las Vegas residency educational style. And on this slide, just quickly, are our meeting dates that we have established for this year. We had our first one on January the 10th, and we're already at our second meeting. Uh, we are delighted to be here. Um, and then on
009the very next slide, um, are some of our meeting norms and expectations. And I want to give a nod to many of the folks who have been with us in these stakeholder processes for a long time. Your input is is the reason that we've established these norms and expectations. And I just want you to have a few moments to review these. And as you're doing that, I just want to say thank you again uh for being kind and collaborative and professional people that you always are and for always showing up in the manner that you do. Um in meetings like this and in many others that we have the opportunity to sort of engage with you in uh you were always positive and proactive and we appreciate that. Uh these norms and expectations you'll see
010on our website, you'll see them every meeting. uh they mean something to us. We hope they mean something to all of you and we're very much looking forward to another great meeting experience with you all today. Uh with that, you all get to not hear my voice for a little while and I'm going to pass it back to Miss Mclofflin to sort of kick us off and lead us through the agenda. Thanks so much y'all. Marilyn. Um, so today, uh, I know that we had previewed the topics on today's agenda in our, um, email that we sent out in advance of this meeting, but I wanted to give, uh, a short debrief of action and discussion that the ESPC engaged in during their most recent February meeting. Um, share updates related to the data working
011group that we discussed together during our last meeting. Um, share some additional information regarding test development and new certification launches. um provide some updates and gather input on um recent rule making related to chapter um and uh give an update on action that's underway regarding the redesign of the continuing approval review process. Um and then finally, we'll spend a little bit of time talking about rules that um are about to be effective, if not effective as of today. Um which are our recent updates to chapter 228. um and then close out by giving a preview of um what's on deck for um the state board of education and uh ESPC meetings coming up in April and then uh allow time for additional questions as needed. Um throughout the uh meeting today, we're going to try
012to strategically pause um to gather input and feedback from the group. um knowing that we're a group that's uh growing a little bit over time, want to provide multiple ways for folks to to provide input. And so we've put together a Padlet for today. If you haven't used a Padlet, they're pretty userfriendly. Um we're going to put the link to it in the chat here in just a second, but you'll see um I've included a screenshot of the Padlet if when you open it up. And we've got our topics for today's discussion um at the top. Um throughout the meeting, we're going to strategically pause and ask a few key questions. Um you can uh select the plus button um to add a comment or respond to a question related to that topic at hand.
013Um we've also included a comment on the the very far right of the screen that's uh include that is named general questions. If any other questions come up for you throughout the meeting, feel free to add them to the general questions tab. Um, I'll name that if if there's questions that we don't have a chance to be able to address here today, um, we will address them in follow-up communication as appropriate and as needed. Right? So, um, with that wanted to pivot to our first topic, which is, um, discussion of what happened during our February ASPC meeting. Um, so appreciated having the opportunity to see many of you at, um, the ASPEC meeting in February. Just as a reminder for those who have interest in attending ESPC meetings, um given construction that's uh happening in
014our current boardroom uh at our William B. Travis building and we are meeting in other location space throughout the year this year, information about those meeting locations will be consistently updated on our ESP meeting web page and we'll make sure to uh that folks in this group have that information as well. Um but at the February meeting um the board had an opportunity um to discuss and take action to adopt a three rule chapters um that the board has really been leaning into meaningful discussion around for over a year and that many of you who've engaged in our stakeholders spaces have been putting in some dedication time and effort around. So I want to just say again a big kudos and thank you to everyone um that collaborated deeply around these rules. So, um, the
015board took action to adopt our chapter 235, uh, classroom teacher standards, specifically the updated classroom teacher pedigogy standards, uh, the 231 subchapter F special education personnel assignment rules. And again, we'll share a little bit more about that throughout the course of the agenda today, and adopt and adopted the updates to chapter 249, which are the educator discipline rules. Um in addition to those three adoptions, um the board took action to propose updates to chapter 250, which are their administrative rules, specifically related to their rules for petitions for rulemaking. Um and then the board also had an opportunity to engage in a discussion around um proposed new bilingual special education educator standards. um and then engaged in a really rich uh discussion um around the educator investigations process. Um so that those were the the primary
016topics on the February agenda. Again, we'll lean in a little bit further to other topics um other connected points related to these topics throughout the agenda today. Um, but if folks have any additional questions um or input on the um February meeting, please feel free to add to the Padlet, add it to the chat. Um, with that, I am going to turn it over to um Jeremy Linda who's going to share a little bit more about recent um work around the data working group. Thanks, Jessica. Um, if we move a slide over here, uh, So the there's an EP data stakeholder working group. Uh this working group in involves stakeholders who are interested in and oriented to EP data and ASAP calculations specifically uh we meet up to you know typically one to two times
017a year and in the last few years it's been one time a year. uh all stakeholders who express interest are invited to that meeting and we met on Thursday February 27th this year. Uh so that meeting consisted of discussion of four different things. They included the ASAP small group aggregation procedure, the ASAP indicator 3 implementation which is the student growth indicator. Very useful. uh we discussed the ASAP index and we discussed ECOS reporting. Uh as a result of those conversations which were rich and uh I think really helped us con continue working through uh chapter 229 and the ASAP manual. Uh we are going to bring a discussion item for chapter 229 to the April ESPback meeting that'll include small groups. uh that'll include indicator 3 student growth implementation. There will be some additional cleanup
018in chapter 229 in the ASAP manual. Uh and uh we are hap we will depending on how that goes there may be followup with the uh EP data stakeholder work group. Uh and that's all I got. Thanks, Jeremy. Um, and again, if folks have any additional questions there, please feel free to add them to the general question section of the Padlet. Um, with that, I'm going to turn it over to DeMarco. Good morning, everyone. For those of you I have not met yet, welcome. I'm Demarco Petri, the director of educator standards and test development. Um, and I have a few updates related to current test development and new certificate launches. to start want to review with the group the current uh certification exams that are in our test development pipeline. Um of course uh these
019exams are aligned to certificates. Those certificates are not listed specifically on this slide but again I will name that they are aligned to uh new certificates as well for some of them. To start in September of this year, we are anticipating launching our special education specialist EC12 exam in addition to our new deafb blind EC12 exam in the align certificates. In September of 2026, we are anticipating the launch of the bilingual education Spanish exam um which some of you know will ultimately replace what is known as the BTLPT exam for our bilingual um Spanish supplemental teachers. From there in 2027, um we are I'm excited about this one. We are anticipating a launch of our phase one of our core subjects redesign. Uh phase one of this core subjects redesign will feature the launch of
020our core subjects exam. So that'll be the four core subjects, math, science, social studies, and ELAR. Um we'll also launch a core with fine arts PE and health and a core with special education. Um ultimately this core subjects redesign is is the result of stakeholder feedback to the agency um and really pushing the agency to think about streamlining exam content for our teacher candidates wherever possible. And so you you will see that within the launch of our core subjects redesign. Additionally, here I have uh the Texas Test of Educator Proficiency, otherwise known as TTEP. Uh some of you might also know it formerly as the Texas TPA, but it is officially TTEP. Now, um I listed this one here, but of course, this is pending ESPC action as TEP is not currently uh within rule.
021And then in 2028, we anticipate phase two of our core subjects redesign, which will include a core bilingual education Spanish, a core ESL, a new ESL or English as a second language uh supplemental exam, and then lastly, a bilingual special education exam. I want to point out my little um my little tool here on the side in the blue box. Um exams that have stars ne Thanks, Jess. That was neat. uh exams that have stars next to them uh indicates an area where programs will submit an amendment request to offer the aligned certificate. We're currently in this process with our special education specialist EC12 uh examine the aligned certificate where there are some programs that currently offer that special education EC12 certificate. And so in order to continue offering that they are required to submit
022an amendment request. Um and then there are areas that are highlighted. Those areas indicate where a program will submit a full application to offer the aligned certificate. And really those areas um are connected to our deafb blind EC12 and special educ uh bilingual special education certificates because those represent completely new areas for the field. So of course they will require a full application. Okay. And with that, we'll move into the certification exam development process. So I thought it might be helpful just to remind the group around what exactly goes into developing a certification exam. To start, there is a bit of a caution here that the certification exam development process is a it's a multi-year process that takes about three years from start to finish. Um however stakeholders provide feedback at critical development milestones. So
023uh this is not just an agency process. This is a statewide process. Again that includes the voices of stakeholders throughout that process. So right at the beginning typically of our certification exam development process. Um we we establish educator standards advisory committees. Now this does not happen for every certification exam. Um but in the event that the ESPC has tasked the agency with gathering educators to create new standards, of course those standards are created uh and informed by the field, excuse me. From there, then we'll go into the adoption of the educator standards and then we start getting into the certification exam development process. Um, now I've boxed the area in red because I just want to note that not only is this an area for uh stakeholder engagement and feedback, but this this part of
024the process includes exam framework development, which is an opportunity for stakeholders to provide feedback on essentially the content of the exam. And also this includes stakeholder item review conferences which is an opportunity for stakeholders to provide feedback on the actual items um that a candidate will see eventually when they see for the exam. So again extensive stakeholder engagement within this process. As we move down our sort of like multi-year arrow um there's another opportunity excuse me when we get into the adoption of the certification exam requirements within the SPEX rule. Um stakeholders do have uh there are opportunities for stakeholders to provide feedback on what that policy looks like um and also to you know of course uh speak before the ESPC and provide public comment and then as we go into the kind of
025latter half of this multi-year process stakeholders have one more opportunity to provide feedback around the markers which are essentially the the benchmarks within uh scoring for the assessment and standard settings. So stakeholders do provide recommendations and when I say stakeholders I mean practicing teachers EP faculty staff provide recommendations on what essentially the cut score for a cert the certification exam would be. Um so again just to stamp as I've said a few times in maybe two to three minutes stakeholders are are truly a part of the certification exam development process. Um, and just to note here, these are a a few examples of what it would look like to engage in our process. And so I've just listed the opportunities for stakeholders to engage. Um, again, that where critical shows up here because stakeholders are
026critical to this process. Um, stakeholders in the field could serve as exam scores. Um, you would have to apply to score constructed response items for our certification exams. As I shared, um, EP faculty, staff, teachers, and districts could serve on an exam review committee. I mean, excuse me, a framework review committee, ultimately providing feedback related to the intended exam content. Um, stakeholders could serve on item review committees reviewing the very items that will uh be featured within the exam. Stakeholders also provide feedback on what's called a content validation survey, uh, which really lets the agency It's the same pay scale, same days. I have to I think we have someone off mute if you wouldn't mind. It's not lateral because it's a I think it's higher pay grade. Okay. So, um following the content validation
027survey, uh there's an opportunity for pilot testing, uh which typically is before exam launches. Um and this is an this is where stakeholders provide feedback on the testing experience and another opportunity for exam content. And then lastly we have our marker selection and standard setting. And as I shared um this is where our stakeholders provide feedback on the benchmarks for the assess within the assessment um and provide a recommendation on exam cut scores. So, as you can see, there are several different moments in time, if you will, um, where we are inviting our stakeholders to provide feedback on the exams prior to an exam launch. Next slide. Um, upcoming stakeholder engagement. So, to follow that very lengthy slide, there are a few opportunities um, coming down our pipeline relatively soon. Um, these opportunities are related
028to our bilingual education supplemental Spanish exam, um, our ESL supplemental and core ESL exam, and our bilingual special education exam. Uh, in June of 2025, we are, uh, anticipating uh, our second item review conference for the new bilingual education supplemental Spanish exam. uh in the fall of 2025, that will be the start essentially of the pilot test for the new bilingual education supplemental Spanish exam. And then in summer of 2025, we are hoping uh to facilitate review conferences related to the frameworks for the ESL supplemental core ESL uh and then our bilingual special education. on the right side of the screen there. I just captured a screenshot of what it would look like if you are interested in serving on one of these committees and I can uh drop that link in the chat. Um
029but this would again you'd apply to serve on one of these review committees. Um, I don't have testimonials at the ready, but I can promise you that folks typically have fun at these and and see it as a a very rewarding professional opportunity to and an opportunity to discuss uh what's coming down the pipeline in terms of exam development. Thank you, J. See, it doesn't work when I say it, but I appreciate you for naming it as well. Um, but again, I'll drop the link in the chat for those of you who are interested in serving on uh one of these review committees. As you can see, we have several exams coming. Um, so there are plenty of opportunities to go around. And with that, um, I will also name some resource and capacity building
030opportunities that are coming up for our this is specific to our educator preparation programs, but I do have a question for the group in just a second. Um so in addition to the standard resources that the agency provides um we also provide exam one pages for every exam. Recently um we've provided exam one pages for special education and deaf blind. We provide uh framework crosswalks for our redesign exams specifically which just outlines what's changed in the frameworks between the two exams. Um and then we also provide capacity building opportunities where we walk through the framework with our programs. We also walk through uh the constructed response items with our programs. And then recently in the fall, we facilitated a framework and application webinar for programs um who were interested in continuing to offering that special
031education specialist certificate uh but had questions around the change in content uh between the old exam and the new exam and what that would mean for the application process if you will. Um in terms of upcoming we are planning to facilitate a preparation manual walkthrough for the special education specialist exam. The preparation manual actually just launched last week. Um, and so we're really excited to provide that opportunity to programs to walk through that preparation manual in addition to a CRI deep dive work session um, in April and May of this year as well. Um, also in the spring, we're anticipating posting a certification redesign walkthrough webinar, which essentially will walk through all of our upcoming exams, um, design components of each exam, um, and any necessary actions that programs would need to take in order
032to either offer uh, begin offering the certificate or continue offering a particular certificate. Um, and then in the summer we can look forward to a core subjects redesign framework webinar in addition to a bilingual education Spanish supplemental framework webinar as well. Um, okay. I've been talking a mile a minute. That's what I get. Uh, I am from Louisiana, so that is true to form. Um, but I will pause here for the next two minutes uh and give the group some time to answer the question that I have in this orange box. So, we're really looking for feedback around what additional resources or capacity building uh we can provide that might be helpful for programs or school districts as we launch new exams through fall 2028. So, again, I listed what we do, what we currently
033offer. These have been EP specific, but if you're a district person, you're like, "Hey, we would like this resource to help us stay informed on upcoming exams, please go ahead and and plus press that plus button under test development on the Padlet um and let us know what resources you think might be helpful. EP, same for you. We we're offering a lot, but if it's not helpful or if you think we can offer additional uh resources, please let us know by uh pressing that plus button. Lots of P's um under test development within the Padlet. And then I wonder um can we drop a link to the Padlet again in the chat just given some folks might have joined after we had added it. So again we're going to be using the Padlet today. Um
034girl will put the link in the chat for everyone. Yep, it's there. Thanks. I'm seeing some really good questions being posted on the Padlet. Um, in the essence of time, I won't address all of them, but I will make sure that all of them have been addressed um, after this meeting. There are two that kind of stand out related to the development of core subjects and whether or not these kind of um the more general assessments will be offered. For example, uh given that we have a core subjects fine arts, PE and health, uh there's a question around whether or not we will continue to offer the EC12 options of those kind of aligned exams. The answer is yes. So the core subjects fine arts, PE and health um essentially is streamlined content and would
035allow um a candidate to receive that kind of fine arts PE health credential within an EC through6 context. However, if there's a teacher candidate that says hey I actually would like to you know serve in a placement outside of the EC through6 context then that EC12 exam would be available as an option as well. So that exam is those exams are not going away. In fact, we recently launched our new EC12 our PE EC12 and health EC12 exams in September of 2024. So there are new exams there. They are not going away. And then I also saw a question about um the design of core subjects and just talking a little bit more about what that will look like. Is it two exams? Is it three? Is it five? Uh we are planning to clarify
036the design elements of the new core subject slate of exams um within that certification redesign walkthrough webinar this spring in addition to providing a one-pager uh for the field that kind of walk through walks through those design considerations as well. So those are really good questions and please don't feel left out. Those were the only two I saw before I clicked over into my screen. Hey DeMarco. Uh two more that uh as I was looking through when uh we have on here the exam one pagers and framework crosswalks where do those live um on our TEA website th that's a good question. So those are currently within our educator testing web page. I will note that we are in the process of redesigning that web page. Um however I think that you can navigate to
037the uh educator testing web page and you should uh be able to find the framework crosswalks. Um we also have recorded webinars on that page as well for a few of our um more recent uh the exams that are launching within 2025. But those one pages the framework crosswalks and um those webinars will be on that web page. If you are unable to access them then please send me an email and then we can get those resources to you right away. Also, I can't believe we made it uh 35 minutes into the meeting before saying the EP newsletter. That might be a record, but also just to plug that we do send a weekly newsletter um not just to prep programs, but anyone across the state who registers for it, but it's um an ed
038prep and certification related uh topics. And anytime we launch one of these new onepagers or any other resource, we include it in the newsletter as well. that's kind of your also solid one-stop shop for any of these things that kind of are hot off the presses. Um Demarco, the only other question I thought that might be helpful just to to stamp quickly. Um when an exam when we launch a new exam and another exam retires, um just a note here, I think uh Liz asked the question um we the ASP does h now have formally in rule that one-year overlap period. So, um, the new the old special education EC12 exam will expire as of September 2025. If a candidate has a passing score on that exam, they can use that score for issuance of
039their certificate up to the following year. So, there's always a year after an exam expires for a candidate to use that passing score for issuance of their certificate. So, that's a kind of codified formal process. now um within ASPAC role and in terms of resources we also put those uh retirement dates within the exam one pager so it should be in several different places for your review I appreciate we got some good uh feedback on here too from a number of folks so appreciate that thanks all for using the Padlet okay ready to move on um and then I will close out this section with an update related to our Texas specific ific teacher performance assessment now known as TTP. So just a little bit of context before diving in um wanted to for those
040of you who are new to this space um really talk about the background on the development of the Texas test of educator proficiency. Um our ESPC has discussed this topic really for some time now. Um and we we started to see additional direction around developing this assessment in July and September of 2022. Um in April of 2024, as you see, you know, listen to me speed down this timeline. Um in April of 2024, our ESP directed uh TEA staff to pursue the development of a TPA option with Texas EPS essentially leading the charge in designing this assessment. Um, and so that direction at the April uh 2024 ESPEC meeting set us on our current course. The purpose for this assessment really is to create an assessment that is for Texas educators by Texas educators. Um,
041this is an opportunity to align preparation and certification with district needs. Provide teacher candidates the opportunity to demonstrate pedagogical knowledge and skills. evaluate teacher candidates ability to prepare and deliver instruction, ensure a safe learning environment, assess student growth, exhibit professionalism, and reflect for improvement. And lastly, this assessment is an opportunity uh or presents an opportunity for the assessment to serve as a tool that provides meaningful data for both EPS and our Texas districts. Excuse me. Uh so kind of given that context setting in January 2025 the agency launched a grant opportunity known as the Texas test of educator proficiency TTEP EP development team selection onboarding and training grant. Um this is an opportunity to for the agency to identify again at the SPEX direction six to eight educator preparation programs um that will each select
042one faculty or staff member to serve on the development team. Um this grant provides funding for those identified faculty staff members um to complete virtual and in-person onboarding and training requirements. Um the grant also outlined stipulations for continued funding through 2027 essentially. Where are we in terms of the grant timeline? So as I shared uh the grant launched in January, January 15th to be exact. Um since that time we facilitated an application webinar. We have posted an FAQ. Um and the grant is due next Monday. uh 11:59 p.m. So, those programs in the room um who are still working on those applications, let's get them in by Monday. We're super excited to have them due March 17th. Um we have an interview window planned for April 7th through the 18th. um with awards being announced
043May 5th. Um the grant resources included a record including a recorded webinar and FAQ have been posted on the TEA's grant opportunities web page. Um if for whatever reason you are unable to see if you're you know interested in applying and you're unable to see those resources um then please send me an email today uh so that I can make sure you have access because again the applications are due March 17th. Um to further kind of contextualize the development of this assessment, I did want to take some time to just uh stamp here that stakeholder engagement, similar to all of our other test development processes, will be critical to the development of this assessment and we will uh essentially feature stakeholder engagement at critical milestones throughout the development of the TTEP. Um we think about
044that stakeholder engagement in three kind of bubbles where at the middle of this the big the larger bubble we have our TTP EP content development team. Um this team as I shared will be responsible for designing all exam components and implementation materials. So they're the heart of this assessment. um they will respond to stakeholder feedback and also participate in professional learning communities engaging in learning calls and focus groups that are both EP and district centered. Um from there there will be a stakeholder engagement opportunity for subject matter experts. So uh these subject matter experts could be EP faculty, staff or district partners. um they will provide subject matter expertise and feedback related to subject specific components of the assessment and implementation materials. And then this kind of in this kind of last outer space here
045there's some additional opportunities for stakeholders to provide feedback at critical milestones and decision points throughout the development process. Um we're imagining that this will include a stakeholder content advisory group. Um, we're also imagining that there will be an opportunity for this group of stakeholders, the EPC stakeholder group to provide feedback in addition to school district leadership, ESC's. Um, and my list can go on, but I did not want my box to be too long on the screen. Um, but again, I just wanted to stamp here that uh stakeholders will be critical to this process. uh even though we are selecting six to eight ep uh programs to begin designing this assessment, we will have multiple opportunities to seek feedback from the field. Um and as that as those opportunities kind of change over time um
046or we kind of roll out additional opportunities, we'll we will be sure to share that with the field and this group. Okay. And with that, we're on to the next topic. Um, so it's me again, at least for two more slides. Um, so as Jessica shared, um, our ESPC has been, uh, ISPEC recently adopted rule changes to chapter 231, which now includes what we're calling a Texas worksheet. Um so the intention of this section is just to provide some uh background context around what exactly has happened within the ex uh the ESPC uh activity excuse me um and what what are some implications for the field. Um so really over the last year the ESP has discussed updates to chapter 231 subchapter F. Um while these updates have been adopted at the February meeting these
047are pending SBOE review. Um those updates really fall into three different buckets. Um with the kind of bottom two here um technical edits related to the teachers of the deaf and heart of hearing and then the addition of a new subsection that outlines certification requirements for our new um for teachers of students who are deafb blind which aligns to the ESPC's new deafb blind EC through 12 uh certificate. The ESPC, however, spent most of their time discussing updates to the section related to special education teachers. Um, and specifically, they discussed um essentially a Texas worksheet that will replace what is commonly known as house. Their discussions revolved around um providing clarity around the content competency requirements for special education teachers of record uh particularly at the elementary level. elementary and secondary levels as a result
048of um aspect discussion and adoption. Um the rule text that you see on the screen and that uh was shared to you in your pre-work um reflects or or excuse me clarifies um exactly who the rule text is applicable to uh as essentially that was um a kind of concern for the field with the board's uh current rules. Um, this rule text specifies that all special education teachers must have a special education certificate. Um, which is not a change from the requirement today. Um, the rule text also specifies that content competency requirements are specific to all uh, special education teachers of record. Um this was a a critical decision by our ESPC in an attempt to ensure that uh special education teachers have uh the essentially the required qualification to serve Texas students but also
049the flexibility um in order to continue serving our Texas students. Um so with that the rule text does bifurcate between previous content competenc content competency Jesus content competency demonstration demonstration via house. Um so there are two groups within this rule text. There are those folks who were previously uh utilizing house to meet content competency requirements. Um and then there's another group who were not uh this group was not utilizing house. Um and so the rule the current rule text now specifies which aspect of our new Texas content competency worksheet for special education teachers of record uh applies to those groups of people. Um, something that Kelly and I like to say all the time is that there's essentially something for everyone um, in this new Texas worksheet that outlines the content competency require requirements for
050special education teachers of record. And with that, I will turn it over to Kelly. Good morning, everyone. Happy Friday. Uh so like DeMarco mentioned the board has been engaged over the past year or so in the development of this Texas specific worksheet that would ultimately replace house and wanted to just spend a few moments this morning highlighting some updates that were made to our Texas worksheet at the February ESPC meeting. So you'll see those sections highlighted here. There were updates to sections C, D, and E of our Texas worksheet, really with the goal of incorporating additional flexibilities for our elementary and secondary special education teachers of record based on stakeholder feedback around concerns around flexibility for folks who are using the worksheets. So, we'll take a closer look at sections C, D, and E in
051the next few slides. Also just wanted to name that there were some clerical updates made to other sections of the worksheet. So I'll make sure to call those out as we move through and review. So here you can see like Demarco mentioned there's something for everyone. So here are the more general sections of our worksheets. We have section A um which is where a teacher would demonstrate some or document some more general information. And you'll also see that star there to call out that there is an additional verification in section A that folks do hold their special education certification if they're utilizing the worksheet. Section B is for our folks who were previously utilizing house a small clerical update to name here. Um now folks will actually indicate via a checkbox in section B if
052they met previous house provisions at either the elementary or secondary level. So there was a request from stakeholders to incorporate a little more flexibility within section B and so the board did move forward with making that update as well. We have our asurances section as well as an appendix that was um updated as well on the next slide. So here are sections C and D where there were those more substantive updates made um at the February meeting. So hopefully you can see first that asterisk there in the second box under both sections C and D. Um the board did move forward with expanding the allowable window for professional development that folks can count on their worksheet. And so stakeholders surfaced a request to um align the allowable professional development window to that five-year certificate renewal
053period for teachers. And so the board did move forward with expanding the um professional development window from anything from the past three years to the past 5 years. On those bottom sections as well, you'll notice the inclusion of both national board and TIA designation as point generating activities on the worksheet. Again, just a request from stakeholders to incorporate maximum flexibility for our special education teachers of record. And so the board did move forward with those updates as well. And then finally, our expanded section E. So section E originally was intended for our first year special education teachers of record um to provide some flexibility for those folks who for whatever reason didn't meet their point threshold at either the elementary or secondary level. um and give those teachers a year-long runway to meet those requirements
054while still being able to serve in the classroom. Ahead of the February ESPC meeting, stakeholders did surface additional concerns about our secondary special education teachers of record um given that those folks often are responsible for multiple if not uh u providing content instruction in all four core content areas. And so thinking about our life skills, our self-contained teachers who often are teachers of record in all four core content areas, wanting to make sure that there was maximum flexibility for those folks as well. And so based on that stakeholder feedback, the board did move forward with incorporating more flexibility within section E here um and providing those teachers the same year-long runway to meet their content competency requirements in any subject where they do not meet that 18 point threshold if they are a teacher of
055two or more core content areas. And so just like our first year teachers um within section E, secondary teachers of multiple content areas would have that year-long runway to meet their content proficiency requirements. So that could look like seeking out the content certification in one of those areas, opting to take a packed exam or engaging in sort of targeted highquality professional development in those content areas to meet that point threshold. So flexibility for both first year teachers and secondary teachers of multiple content areas now lives in section E of the worksheet. All right y'all. Um in terms of next steps, so the 231 rules are scheduled for SBOE review next month in April. So April 8th through the 11th. Um and then we are in the early stages of thinking about implementation supports that could
056be helpful for the field sort of pending SBOE review and action. So right now thinking through potentially a comprehensive FAQ document for the field to answer any questions about the Texas worksheet and a spring summer webinar or webinar series to guide folks through completing the Texas worksheet as well. Similar to what Demarco shared with the test development updates, we do have a section on the Padlet for uh chapter 231 updates. So, as part of your pre-work, we were hoping to sort of brainstorm together with this group any uh initial questions that are coming up for you as you reviewed the Texas worksheet. if you had thoughts um or ideas around additional guidance or implementation supports that could be helpful um those would all be wonderful for you to document on the Padlet. So, we'll take
057the next couple minutes and you can click that plus button under chapter 231 updates. Jot down any thoughts, questions that are coming up for you or ideas that you have um that could be helpful as we think about implementation of the 231 rules. Thanks, Helen. Just to to kind of stamp here given that um this worksheet is a worksheet that school districts will use to ensure that um individuals are appropriately certified to serve in special education settings or there if there's any school district facing communication or resources that would be helpful to support uh communication with the field and then also recognizing that um the Texas worksheet allows for firstear teachers to also use this worksheet. This also presents kind of new opportunities and considerations for educator preparation programs. So, if there's any additional clarifying
058questions or additional resources, that'd be helpful on that end, too. Um, and again, if you can add to the Padlet, as Kelly named, that'd be super helpful for us. And then, while folks are documenting thoughts on the Padlet on the next slide, Jess, I do have another quick plug. If you are interested in more closely supporting implementation of these rules and the Texas worksheet, we are uh in the early stages of thinking through sort of a chapter 231 implementation supports working group. So if that is something of interest to you, we would love to have you join us. Uh nothing super concrete yet, but we are thinking um that this group may meet monthly ahead of September of this year of 2025 with a first meeting scheduled for midappril. Um stakeholders that are part of
059this group are more than welcome to join. We would love to have you. So on the exit survey that you'll complete today, you should see a question that asks if you'd like to receive communication about participating as part of this working group. So, please do indicate there if you would like to hear more. And then if you have any questions or would like to chat more about 231, my contact information is there as well. So, a quick plug for an upcoming working group. Um, I'll check in on my Padlet now. Yes, I saw a shout out to our stakeholders that have supported the work of this Texas worksheet. Absolutely. The dream team. I know so many folks are in this room. So, thank you so much. Dream team dream for [Music] sure. I'm seeing a
060question about um our previous house folks. So, that's section B around administrators that are attesting that their teachers met previous house provisions. Um whether or not districts need to sort of maintain those house documents and sort of file away the old forms. I think that's a really great question. I think that's something we've sort of chatted through broadly is like this document sort of replaces those house documents and that attestation serves as that verification, but I think that's definitely something that we'll likely want to address in that FAQ document. Um, and so thank you so much for surfacing that because I think we can address sort of guidance around what to do with those old house forms as well. And then yes, I can see um example scenarios with a completed worksheet. I think that's
061the vision for that webinar series is to sort of simulate completing a worksheet for a teacher and work through different scenarios. So we're having similar thoughts, but I think that's absolutely like a guidance tool that we can provide as well is um sort of different scenarios on what that looks like to actually engage with different sections of the worksheet. All right, y'all. I think that's it from for now. Thank you so much, Kelly. Um or I see Kendra asked in the chat if we can include a link to the worksheet. I don't know if someone can grab that link while we transition and we'll say name. We'll leave this Padlet open um through the end of the meeting today and likely a little bit beyond too. So, as f additional things come up for folks
062as we kind of work our way through the agenda, please feel free to continue to add. Fantastic. Then um with that, I am going to turn it over to Melissa for an update on our continuing approval review pilot. Thanks, Jessica. Um before we launch into this, I would like to take just a quick opportunity um to introduce you all to William C. whom many of you have probably worked with in in prior experiences at TEA, but William will be joining us as our director of educator preparation continu continuous improvement. Um William's got a lot of depth in continuous improvement processes and has most recently worked in our Texas strategic staffing initiative. Um so welcome William and um William will be joining us up here um and giving you all updates in the future. Awesome. So
063before we head into an update on the car redesign pilot, realize we recognize there's a lot of folks who have joined who were not here for the old days of the the develop the initial development of the effective preparation framework and the car redesign is a key action the aspect has asked us to take in the implementation of the effective preparation framework. So figured I would establish just some initial background context here. Um so the effective preparation framework is our Texas vision for quality educator preparation. Um it was developed at the request of the ESPC and stakeholders who said we don't have a grounding framework that really defines what are those key actions characteristics of quality preparation that really drives us towards wellprepared candidates and strong student outcomes. And so based on the the rich
064experiences of our EPS, our district partners and the practices that are prioritized in in our district partners um support of teachers and students um as well as broader um research and practices in the education field. um stakeholders worked alongside staff um and the ESPC to develop the effective preparation framework beginning way back in 2021. So it's been a it's been a long journey but it's been a critical journey. The framework itself is aspirational um meaning that at any given time as a program I'm always striving to continually improve and sharpen sharpen my practice um in a variety of of um essential areas. And just to reanchor us a bit, I'm going to actually add a link to the chat um to our effective preparation framework website. We have an anchor page in T at on
065the RTEA site um where you can access our EPF framework site which will house resources, examples, artifacts related to each of the levers. Um and it also has links out to the ESF, the effective schools framework and effective districts framework which are our sister frameworks um and our system of aligned frameworks and structures. But um just to regground us um our aspirational framework contains these core five levers here on the screen. And within each of those levers, we have a set of essential actions that are further defined by key practices, key actions that programs are taking each and every day with their um LEA partners to support candidate preparation. Um, as a reminder, we began that work in March 2021 um through May 2023. Um, and again in the framework um in in that stakeholder
066process to develop it um we worked really hard to make sure there was strong alignment on with um the state vision for effective school and district practices as well. You can move along Jessica. And so during this time of the develop finalization of the framework, we also engaged in some early piloting around um quality review practices with several um um willing programs who helped us to think through with alongside the ESPC in July of 2023 around what could be some priorities in designing a continuing approval review process. And so the aspect directed staff to engage in the following three actions um towards the implementation of the EPF um and those are the redesign of the continuing approval review process. So I'm here today to provide updates related to um the pilot efforts so far since
067January. Um and then also the vetting of thirdparty technical assistance providers who would be able to provide EPF aligned support to programs who had undergone u who had gone through that review process identified areas of strength and improvement and were seeking to build a plan um to improve practice. Um and then finally um in future conversations we will be able to circle back to um updates to commendation processes really recognizing that um it makes the most sense to align those processes to um identifying and recognizing programs demonstrating the implementation of um the EPF at the highest level. So more to come in those spaces. Um, and I know this is a also a familiar slide to y'all, but our key priorities for the redesign continuing approval review center on integrating quality review components into our
068continuing approval review processes. Um, moving beyond focusing solely on compliance indicators, but to look for quality of practice. Um one common example that we use and we have been using has been related to um reviewing the quality of candidate coaching. So we would triangulate evidence across observations of feedback processes um sample protocols written feedback etc. Um, so I think with with all those factors combined, being able to really u provide programs comprehensive feedback on areas of strength um and areas of improvement. The development of the redesign itself and we'll provide more updates here today on this um will involve um work alongside stakeholders, right? like and we we've talked a little bit about that before too but prioritizing input on process the actual content and products related to the review and then of course policy
069for implementation as Jessica had noted early on um when it comes to implementation of um of rule um and then um we've also noted in the past that this will be a Texas process um so we will continue to prioritize um the um training of reviewers from both EVPs and LEAs. So updates there as well. Um and all of this is driving towards informing both targeted supports for programs themselves as well as statewide supports. All right, y'all. So the last time we met um in January, we had shared a few um trends and feedback we had received from stakeholders um who had engaged in an init of the car rubric that that is currently being used um during the pilot process. Um, so I just want to name here that those that input was really
070helpful in helping us to streamline for example the the review rubric into those four criteria categories of of ratings. Um, it was also helpful in defining what these terms mean to the extent possible. What does several mean? What does few mean? Y'all gave great feedback around that as well. Um and then se several areas for further streamlining of content. Um we know that the rubric is still pretty robust and expansive. So, we are continuing through each review to gather feedback on the rubric um and to streamline the review rubric content as much as possible along with gathering input and feedback on the process itself. um and working to ad adjust course and make sure it is as meaningful as possible for um for programs ensuring that they are reaching that ultimate outcome of getting good
071substantive feedback that will drive towards quality improvements. Thank you. Um when it comes to um the pilot work um progress, we currently have completed one pilot um review um as of the last week of February and still have four more to complete. So again um we have a great deal of um feedback and observation to gather on the initial implementation. Um, we're also looking forward to re-engaging our pilot participants in the manner of focus groups for more focused feedback on the review content process and policy. Um, you know, again, I see folks on the call today who are participating in the pilot and just we have so much gratitude for the programs who have joined in this initial pilot. Um, because that feedback is really going to matter in shaping this process. Um again to
072those programs who have participated in this first round are varied um in size uh type and state location and we will continue to um recruit our next set of programs with that same set of priorities. Um and information is coming soon on pilot to recruitment. Um and other exciting news um in January we shared um the regarding the completion of the first round of reviewer training. Um we also received a great deal of feedback from reviewers during that time and had reflections alongside TPIUS staff. Um so we will continue to refine that training especially as the rubric content refineses as well. Um given that we are looking to launch a longer recruitment window um providing folks fair warning um beginning April and May. So you you should see notifications um and um communication related to
073that. Additionally, I would like to name here that we had a really large um initial round of of interest and could only train 30 or so folks at capacity. So, we will be reconnecting with folks who may have also not been able to make that first training timewise. So, if you've already submitted um to um support this process, um our our vendor will be um re-engaging with you to verify if you would still have that interest. Um and then um in in August, we plan to uh host the next round of training. Sorry, y'all. Um, and then finally, um, I think the kind of like the final piece I would like to just name for y'all here when it comes to 2025 engagement that begins in late spring, I guess June, that's kind of summer,
074y'all. It's on the fence. Um, through fall, we have like four key objectives here. The first is to gather all of the findings from the first pilot and to be able to debrief that, and we would like to do that in this space. Um as well um we also plan to discuss, share and gather more um input on the second draft of the Texas review rubric. So again we will be calling upon um our um EPC stakeholders who had participated previously in the working group and you'll see in today's survey there is a call to see if there are additional folks who are interested in participating in that process. We will also provide an update on the review process um and and gather and elicit further feedback there. Um and finally, we will start to
075seek input on that draft policy for the redesigned car implementation. Um this will begin in June, span through July where we will have that time to update our aspect and then um heading into August and September, we'll take more of a focus on the policy lens. Great. And then just to recap, um when we come back in June, we'll debrief and discuss pilot learnings. Um and then we will reconfirm any p any opportunities for the working group um regarding um updated feedback for the revised rubrics. Um although you will likely know much more about that well in advance of our next um EPS meeting. And I'll pause here. I think there's a couple questions in the chat and then I haven't looked at the Padlet. Um Melissa, the Padlet is asking uh is there a
076timeline for selecting or identifying the technical assistance providers? I'm assuming that means like the um the vetted list that we've been called to uh called to create. Yes. We will also have, that's a great point. We'll have updates on that for y'all as well um as we are working through finalizing some timelines um to post that application. The goal is to post the application by this summer. Great question. So, there was a question in the chat about um will a TA in the ASP consider reviewing EP requirements for non-eing positions regarding internships? Just to name here, I I think this might be in reference to not necessarily the review process, but the actual uh chapter 228 kind of EP rules themselves. So, Erin, you're happy to follow up um and talk a little bit more
077around any concerns you have there um to to chat as we kind of uh think through future runs of rule making with the board. So, appreciate you raising that. That's great. Thank you. Yeah. And then I know that Marilyn addressed Sandra asked when the next uh rubric will be available. And so, as we named, we got some really substantive feedback from this group in advance of the first round, actively piloting it and already identified areas to to tweak and update. And so we'll hope uh this summer to have an opportunity to lean in with this group and others around a 2.0 version. Absolutely. And we're and Sandra, we're identifying June as probably that first bat where we'll be able to get your input there. Awesome. Any other uh questions for the group? Great. Right. Thanks,
078Melissa. Thanks, William. Um, with that I will turn it over to Lori. Okay, great. Thank you. Uh, so hi everyone. I'm Lori Ays. I'm the director of EPA management and I've been a longtime member on the ed prep team here at TEA. Um, so it's great to see those of you who I've known for a while and and also new faces. Um, and so I'm excited to provide an update on our work in chapter 228. Um, but first I want to drop some context for those of you who might be newer to this process and the work that we've done. Um, so as many of you will recall, chapter 228, which I really think of as the heart of educator preparation, uh, recently went through significant renovation, um, which included reorganization of the chapter and
079revision of some of the rules. Um, that endeavor was about a two-year process. that involved much time, consideration, and input uh from a variety of stakeholders. Ultimately, the renovated chapter was adopted by the ESPC in February of 2024 and reviewed by the SBOE in April 2024 and then the final product became effective uh September 1st of 2024 during um this academic year. So after the dust settled from that renovation, um the stakeholders identified a few areas that needed some additional work. Those areas included some technical edits that did not carry over correctly from the legacy version of 228 and also clarifying edits that would allow more efficient implementation um of the new requirements by EPS. So the chapter was then immediately reopened for those specific refinements. Um so if you can go back to that
080slide please. Yeah thank you. So TEA staff uh continued to collect input and feedback from stakeholders um around the work of chapter 228 and that input was included in the areas that needed refinement. The ESPAC adopted in December 2024 and then the SBOE reviewed and took no action uh this past January in 2025. And so the clarifying revisions and technical edits um are effective as of this week. So in support of continuous improvement, I want to share some of the key refinements from this last adoption and also I'm going to ask you all on this team for some additional input. Okay, next slide please. Okay. So to support the refinements in a couple of the rules, uh we needed to add to or revise some of the definitions in this chapter. So you heard me
081refer to legacy chapter 228 earlier. This definition was added in support of the clarified rules around EP implementation um of the you know the renovated chapter. So the term legacy in this case is referring to the version of chapter 228 that was in effect prior to that original round of renovations that were effective September 1, 2024. Um the definitions of extracurricular activities and school day um are in support of the revisions to the clinical teaching requirements for EPS um that are preparing our teacher candidates. And so let's look now at a couple of these clarified rules around implementation and clinical teaching so that you can see the work that we've done there. Okay. So the rules now in effect around the implementation of chapter 228 that went into effect in September uh provide more clarity
082to EPS around the application of the preparation requirements to enrolled candidates and those candidates yet to be admitted. So stakeholders had asked for a longer runway for implementation and asked for flexibility to allow requirements complete under legacy chapter 228 to be credited to candidates that were already enrolled at the time of implementation of the new requirements. So this flexibility ultimately allows existing candidates to efficiently complete requirements and provides clarity to EPS around updating requirements to align with new rules for future candidates. Uh the revision to the section also clarifies the alignment between chapter 228 and chapter 229 around EP accountability indicator 4. Um, indicator four is about field supervision of candidates while they're in their clinical experiences. Next [Music] slide. Okay, so the second section that required some additional refinement was the clinical teaching requirement.
083Um, recall that candidates must successfully complete a supervised clinical experience to meet requirements for certification. Clinical teaching is one of the options to meet that requirement for teacher candidates um and is an option widely offered by a variety of programs both university-based programs and non-university university based programs. So stakeholders have consistently weighed in pretty heavily on this rule revision um both in the first revision and in this refinement. So in the first renovation, stakeholders requested to convert the duration of clinical teaching from the traditional days um to hours to allow more flexibility for candidates. In response, the previous 70 days requirement was converted to the equivalent of 490 hours. Um the language in that resulting shift was not clear um to EPS. So the refinement that went into effect on Tuesday clarifies the clinical teaching
084requirement as you see here. This version requires a minimum number of hours of clinical teaching in the subject area and grade level of the certificate sought but then allows flexibility in the remaining hours. So note that all clinical teaching must be under the supervision of a qualified educator. I want to highlight also one more important section that was refined with the technical edit. That section details the rules around certificate deactivations. So a very small technical edit was made to clarify this very important requirement. Uh this rule impacts teacher candidates who are completing an internship to meet the supervised clinical experience requirement. An internship requires the candidate to be hired as a classroom teacher and to hold an intern or probationary certificate while in that role. An internship is supervised by both the EP field supervisor
085and a campus mentor and campus supervisor. The intern and probationary certificate is not transferable if the candidate leaves the classroom and or the EP during the internship assignment. It is critical for safety and supervision purposes that the certificate is deactivated timely when the candidate leaves the assignment or is no longer enrolled in EP. So these rules set the guidelines around deactivating certificates. The technical edit sets apart the section that's in yellow and clarifies the EP does not have to deactivate the intern or probationary certificate if the candidate is issued a standard certificate. Next slide. Here you go. Thank you. So at this point, you know, TEA staff uh are continuing to collect stakeholder input related to the chapter 228 renovation. So um the first question on this slide asks, are there additional supports needed to
086assist EPS in implementation? And are there additional questions that need to be answered around the interpretation and/or implementation of chapter 228 requirements? So my ask for this group today um is if you can provide us some feedback via the Padlet and then we have some homework for you uh potentially around the FAQs that are currently uh posted out there. You know we uh educators like to give homework. So, um, in the Padlet, there is a space for you under the chapter 228 section, um, to add your comments about supports and or future refinements you feel are needed to support implementation um, or further refinement of the chapter 228 requirements. So future refinement suggestions will be collected um for future um action on the chapter. Um but also in the interim, you know, any supports that
087you feel tea can provide for helping to understand the rule changes, helping to build EP capacity around some of the rule changes, etc. Um, so I'm going to ask you to take a minute or two and update the column um around the 228 comments. Then um as we are um finishing up this meeting today, we're going to leave you with some homework. Um and that homework is that we want your input on um needed updates to the published 228 FAQ document. Um, so after the first round of revisions and renovation to chapter 228, we did publish an FAQ document that is posted on our program providers resource page on the TEA website. Um, and we are going to have to pull this document down and make some revisions to it um, in response to the
088recent refinements that were made. And so while we're doing that, we really want to try to address as many lingering questions as EPS um and really any stakeholders have about the um the rules, requirements and implementation of um the new chapter 228. So an example of a question that we have received recently um about the rules is regarding informal observations. So the question was, do the three informal observations have to follow a formal observation? And so when you read the rules, it identifies that informal observations are informed by feedback in the post observation um conference following the formal observation. So we're going to include that question on the FAQs. And so if you have additional questions that you would like to see us answer for the good of everyone who's engaged with 228 in any
089way, um please take our survey and add those questions to the survey. Um there was a QR code on here, but I don't see it on there now. U but there is a link on here also to um the chapter 228 FAQ update survey. So I'll pause here. um and give folks a minute to update the story. So the um so again uh Padlet is just feedback you have around implementation supports and then separately Jessica Gonzalez put in the chat the link to the separate survey that will live um for longer. We're going to also share it out in upcoming newsletter for gathering additional uh questions that we should add to the 228 FAQ document. So, uh you can feel free to save that link and come back to it later. We'll also send it
090in our uh follow-up communication, but for now, um any initial um implementation supports beyond those that we've described, um that folks think would be useful for us to plan for as these updates launch. Um so, if you can please put those in the padlet, be greatly appreciated. Thank you. I'm looking in the chat. I don't see anything on the Padlet yet. I'm looking in the chat to see if there's anything on here. Lori, there's a question from Donna around um do uh programs seem to document the differences between the 280 versus the 210 hours that are completed in the CT log. I would think that the programs would need to document how their candidates are spending their time in the clinical experience just to ensure that they're getting all of the experiences the program needs
091for them to have for a well-rounded um um you know training and to make sure that candidates can effectively implement all the skills that they've trained the candidate to implement throughout the training. Um, so yes, I would think you would want to document how your candidates are spending time in those in those hours. It's a good example of the the types of questions that would be helpful for us to add to the FAQ document. Absolutely. Lori, I also see a comment here um from Meredith Blee about updates to the dashboards that I know um uh Dr. Linda and Dr. Olson will be excited to dig into as we start to think about kind of uh understanding the implications of the implementation of the board's new rules. Um there's also a question here. This might be
092for a mixture of uh Lori and Marco and Kelly. It says, "I've been asked if a clinical teacher is seeking special education certification and is assigned to a special education certified teacher. She's doing pushing classroom support and the classroom teacher is not certified. Do both teachers need to be certified? I think this is one that I wonder Sandra if we can follow up with you just to understand a little bit more about the context there because uh I I think maybe some additional information would be helpful but um this is probably a good uh nexus of as we think about the implementation of the 231 personnel assignment rules and also as we think about the requirements related to uh clinical teaching assignments. um probably some additional guidance we should be planning for. Excellent. Yeah, I
093agree. I think that one needs a little more context to be able to give it a good response. So, we'll definitely follow up on that one. All righty. Thank you. Thanks. All right. I muted myself and it's me that's up next. So, uh, just one final plug. Uh, again, we will send, um, in our follow-up email from today's meeting the link to that postwork survey. Again, any additional questions that you have or I know many of you are, um, representatives of larger organizations. Um, if you can source additional clarifying questions related to chapter 228 implementation, that would be incredibly helpful for us. Um and if any additional um thoughts on ways to support implementation come to mind for folks, please feel free to reach out. Um Liz, uh thoughts or questions on your end? Yeah,
094so I just um clicked on 228 and I see that chapters A, D, E, and F include the March update. Um but when I clicked on F, it's apparently a locked word document as opposed to the PDFs. So, that might be something you guys need to correct. Thank you, Liz. Yep. We'll definitely follow up with our colleagues in rulem to make sure that we've got the right documents posted. Appreciate you naming that. All righty. Um, with that, I'm going to pivot to um our last formal topic on the agenda today. Um so as we named at the start of uh today's call um the u the ESPEC um had a chance to take action on a set of rules at adoption at their February meeting. Um those rules so chapter 235, chapter 231, and chapter
095249 will go to the SBOE um for their review at the SBOE's April meeting. Um, in addition, the ESPC will next meet on a Friday, April 25th. Um the aspect I would say will anticipate having a slightly smaller agenda um than maybe we've seen over kind of the the past year or so just given the fact that um uh recognize that we are in the midst of a legislative session and the board wants to ensure that they have their their rule chapters open and ready um if they are tasked with any legislative implementation on a specific timeline. Um again, uh the board chair is still finalizing the agenda, but we do anticipate a few items of note. Um first, we do anticipate chapter 250, the administrative rules coming back, uh for adoption. Uh they were
096voted on a proposal at the last meeting. Um the board also gave direction to staff in February to bring the chapter 235 bilingual special education educator standards back at proposal in April. So, uh, we anticipating seeing those again. Um, and then as, uh, Jeremy named uh, during his, um, item earlier, um, we anticipate, as we do every April, um, to see a chapter 229, um, educator preparation program accountability discussion item. Um and then uh finally uh we do anticipate bringing forward an additional set of uh teacher residency preparation programs for approval by the board. Uh folks who've been applying over the course of the previous few months. Um as we traditionally traditionally do, we will post the agenda to our ESPC meeting page um including links to each agenda item in advance of the meeting.
097Um, I'll pause here to see if there are any additional questions from the group um before we close out today. Okay. Um, really appreciate uh this group making the time to come together. I know it's a incredibly busy time for of year for everyone. Um, and so look forward to continuing engagement. I'll make a plug for our EPS stakeholder um web page that went live in January. Um that's your one-stop shop to uh reference the meeting dates for these meetings. Also gives you indication if there's additional stakeholders that you think would be well served from from attending these meetings. Please feel free to direct them to that web page um where they can get in contact um to join these meetings. We will also post all of the recordings and PowerPoint presentations from these meetings
098um to that web page as well again per our discussions um earlier this year. Um Holly, additional questions or input on your end? Yes, I saw in the chat about this but um okay, there it is. I was asking about the exit survey because you guys had mentioned that would be our way to indicate interest in the stakeholder groups. Yes, perfect. Um, so yes, so we do have um we can certainly pull the link to um that might be the word of the day. Maryland survey might be the word of the day followed by Padlet. Um we are going to put uh Jessica Gonzalez has put in the chat the link to an exit survey. Um I really do ascribe to the ethos of continuous improvement and we want to make sure that these meetings
099are meaningful and timely for folks who are taking their uh precious time to engage in them. And so please feel please uh provide us some input on how we can continue to make these more effective. And so we have the meeting participation survey in the chat. that is also the place in which you can indicate interest in participating in the chapter 231 or the continuing approval review um working groups as well. So if folks wouldn't mind taking a few minutes now um to complete that survey um that would uh we would greatly appreciate it. And then thank you Jessica for putting in the chat the link to the um the stakeholder group web page as well. Right. With that um if folks have um the link to those pages then I am going to close
100out by saying a heartfelt thank you. I know that for um some folks this happens to be a spring break week or I know folks are planning towards their spring break week next week. So appreciate those who've made the time to be here with us today. And again just reinforcing our team is available if anyone wants to connect on any of these topics in more depth or any other topics that come to mind. Um our our team is always happy to chat through. So thank you all. Appreciate your time and look forward to connecting at the next meeting. Thanks.