reglab/statecodes huggingface dataset:
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 114 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR LANGUAGES OTHER THAN ENGLISH › Subchapter D - OTHER LANGUAGES OTHER THAN ENGLISH COURSES › Section 114.70 - International Baccalaureate (IB) Language B, Modern Languages Standard Level (Two Credits)

Current through Reg. 49, No. 28; July 12, 2024
(a) General
				  requirements. Students shall be awarded two credits for successful completion
				  of this course. This course may be used to satisfy a credit requirement for
				  Languages Other Than English, Level IV or higher. Prerequisite: Languages Other
				  Than English, Level III, Intermediate Low to Intermediate Mid Proficiency or IB
				  Language Ab Initio in the corresponding language or demonstrated equivalent
				  proficiency. Students may take this course with a different target language for
				  a maximum of three credits.
(b)
				  Content requirements. Content requirements for approved IB language courses are
				  prescribed by the International Baccalaureate Organization. Subject guides may
				  be obtained from International Baccalaureate of North America.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 114 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR LANGUAGES OTHER THAN ENGLISH › Subchapter D - OTHER LANGUAGES OTHER THAN ENGLISH COURSES › Section 114.71 - International Baccalaureate (IB) Language B, Modern Languages Higher Level (Two Credits)

Current through Reg. 49, No. 28; July 12, 2024
(a) General
				  requirements. Students shall be awarded two credits for successful completion
				  of this course. This course may be used to satisfy a credit requirement for
				  Languages Other Than English, Level IV or higher. Prerequisite: Languages Other
				  Than English, Level III, Intermediate Low to Intermediate Mid Proficiency or IB
				  Language Ab Initio in the corresponding language or demonstrated equivalent
				  proficiency. Students may take this course with a different target language for
				  a maximum of three credits.
(b)
				  Content requirements. Content requirements for approved IB language courses are
				  prescribed by the International Baccalaureate Organization. Subject guides may
				  be obtained from International Baccalaureate of North America.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 114 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR LANGUAGES OTHER THAN ENGLISH › Subchapter D - OTHER LANGUAGES OTHER THAN ENGLISH COURSES › Section 114.72 - International Baccalaureate (IB) Classical Languages Standard Level (Two Credits)

Current through Reg. 49, No. 28; July 12, 2024
(a) General
				  requirements. Students shall be awarded two credits for successful completion
				  of this course. This course may be used to satisfy a credit requirement for
				  Languages Other Than English, Level IV or higher. Prerequisite: Languages Other
				  Than English, Classical Languages, Level III, Novice Mid to Advanced Low
				  Proficiency in the corresponding language or demonstrated equivalent
				  proficiency. Students may take this course with a different target language for
				  a maximum of three credits.
(b)
				  Content requirements. Content requirements for approved IB language courses are
				  prescribed by the International Baccalaureate Organization. Subject guides may
				  be obtained from International Baccalaureate of North America.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 114 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR LANGUAGES OTHER THAN ENGLISH › Subchapter D - OTHER LANGUAGES OTHER THAN ENGLISH COURSES › Section 114.73 - International Baccalaureate (IB) Classical Languages Higher Level (Two Credits)

Current through Reg. 49, No. 28; July 12, 2024
(a) General
				  requirements. Students shall be awarded two credits for successful completion
				  of this course. This course may be used to satisfy a credit requirement for
				  Languages Other Than English, Level IV or higher. Prerequisite: Languages Other
				  Than English, Classical Languages, Level III, Novice Mid to Advanced Low
				  Proficiency in the corresponding language or demonstrated equivalent
				  proficiency. Students may take this course with a different target language for
				  a maximum of three credits.
(b)
				  Content requirements. Content requirements for approved IB language courses are
				  prescribed by the International Baccalaureate Organization. Subject guides may
				  be obtained from International Baccalaureate of North America.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 114 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR LANGUAGES OTHER THAN ENGLISH › Subchapter D - OTHER LANGUAGES OTHER THAN ENGLISH COURSES › Section 114.74 - International Baccalaureate (IB) Language Ab Initio Standard Level (Two Credits)

Current through Reg. 49, No. 28; July 12, 2024
(a) General
				  requirements. Students shall be awarded two credits for successful completion
				  of this course. This course may be used to satisfy a credit requirement for
				  Languages Other Than English, Level I or higher. Students may take this course
				  with a different target language for a maximum of three credits.
(b) Content requirements. Content
				  requirements for approved IB language courses are prescribed by the
				  International Baccalaureate Organization. Subject guides may be obtained from
				  International Baccalaureate of North America.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 115 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR HEALTH EDUCATION › Subchapter A - ELEMENTARY › Section 115.11 - Implementation of Texas Essential Knowledge and Skills for Health Education, Adopted 2020

Current through Reg. 49, No. 28; July 12, 2024
(a) The provisions
				  of §§ 115.12-115.17 of this subchapter shall be implemented by school
				  districts.
(b) No later than July
				  31, 2021, the commissioner of education shall determine whether instructional
				  materials funding has been made available to Texas public schools for materials
				  that cover the essential knowledge and skills for health education as adopted
				  in §§ 115.12-115.17 of this subchapter.
(c) If the commissioner makes the
				  determination that instructional materials funding has been made available
				  under subsection (b) of this section, §§ 115.12-115.17 of this
				  subchapter shall be implemented beginning with the 2022-2023 school year and
				  apply to the 2022-2023 and subsequent school years.
(d) If the commissioner does not make the
				  determination that instructional materials funding has been made available
				  under subsection (b) of this section, the commissioner shall determine no later
				  than July 31 of each subsequent school year whether instructional materials
				  funding has been made available. If the commissioner determines that
				  instructional materials funding has been made available, the commissioner shall
				  notify the State Board of Education and school districts that §§
				  115.12-115.17 of this subchapter shall be implemented for the following school
				  year.
(e) Sections
				  115.1-115.7
				  of this subchapter shall be superseded by the implementation of §§
				  115.11-115.17 of this subchapter.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 115 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR HEALTH EDUCATION › Subchapter B - MIDDLE SCHOOL › Section 115.25 - Implementation of Texas Essential Knowledge and Skills for Health Education, Adopted 2020

Current through Reg. 49, No. 28; July 12, 2024
(a) The provisions
				  of § 115.26 and § 115.27 of this subchapter shall be implemented by
				  school districts.
(b) No later
				  than July 31, 2021, the commissioner of education shall determine whether
				  instructional materials funding has been made available to Texas public schools
				  for materials that cover the essential knowledge and skills for health
				  education as adopted in § 115.26 and § 115.27 of this subchapter.
(c) If the commissioner makes the
				  determination that instructional materials funding has been made available
				  under subsection (b) of this section, § 115.26 and § 115.27 of this
				  subchapter shall be implemented beginning with the 2022-2023 school year and
				  apply to the 2022-2023 and subsequent school years.
(d) If the commissioner does not make the
				  determination that instructional materials funding has been made available
				  under subsection (b) of this section, the commissioner shall determine no later
				  than July 31 of each subsequent school year whether instructional materials
				  funding has been made available. If the commissioner determines that
				  instructional materials funding has been made available, the commissioner shall
				  notify the State Board of Education and school districts that § 115.26 and
				  § 115.27 of this subchapter shall be implemented for the following school
				  year.
(e) Sections
				  115.21-115.23
				  of this subchapter shall be superseded by the implementation of §§
				  115.25-115.27 of this subchapter.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 115 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR HEALTH EDUCATION › Subchapter C - HIGH SCHOOL › Section 115.37 - Implementation of Texas Essential Knowledge and Skills for Health Education, Adopted 2020

Current through Reg. 49, No. 28; July 12, 2024
(a) The provisions
				  of §§ 115.38-115.40 of this subchapter shall be implemented by school
				  districts.
(b) No later than July
				  31, 2021, the commissioner of education shall determine whether instructional
				  materials funding has been made available to Texas public schools for materials
				  that cover the essential knowledge and skills for health education as adopted
				  in §§ 115.38-115.40 of this subchapter.
(c) If the commissioner makes the
				  determination that instructional materials funding has been made available
				  under subsection (b) of this section, §§ 115.38-115.40 of this
				  subchapter shall be implemented beginning with the 2022-2023 school year and
				  apply to the 2022-2023 and subsequent school years.
(d) If the commissioner does not make the
				  determination that instructional materials funding has been made available
				  under subsection (b) of this section, the commissioner shall determine no later
				  than July 31 of each subsequent school year whether instructional materials
				  funding has been made available. If the commissioner determines that
				  instructional materials funding has been made available, the commissioner shall
				  notify the State Board of Education and school districts that §§
				  115.38-115.40 of this subchapter shall be implemented for the following school
				  year.
(e) Sections
				  115.31-115.33
				  of this subchapter shall be superseded by the implementation of §§
				  115.37-115.40 of this subchapter.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 116 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR PHYSICAL EDUCATION › Subchapter A - ELEMENTARY › Section 116.11 - Implementation of Texas Essential Knowledge and Skills for Physical Education, Elementary School, Adopted 2020

Current through Reg. 49, No. 28; July 12, 2024
(a) The
				  provisions of §§ 116.12-116.17 of this subchapter shall be
				  implemented by school districts.
(b) No later than July 31, 2021, the
				  commissioner of education shall determine whether instructional materials
				  funding has been made available to Texas public schools for materials that
				  cover the essential knowledge and skills for physical education as adopted in
				  §§ 116.12-116.17 of this subchapter.
(c) If the commissioner makes the
				  determination that instructional materials funding has been made available
				  under subsection (b) of this section, §§ 116.12-116.17 of this
				  subchapter shall be implemented beginning with the 2022-2023 school year and
				  apply to the 2022-2023 and subsequent school years.
(d) If the commissioner does not make the
				  determination that instructional materials funding has been made available
				  under subsection (b) of this section, the commissioner shall determine no later
				  than July 31 of each subsequent school year whether instructional materials
				  funding has been made available. If the commissioner determines that
				  instructional materials funding has been made available, the commissioner shall
				  notify the State Board of Education and school districts that §§
				  116.12-116.17 of this subchapter shall be implemented for the following school
				  year.
(e) Sections
				  116.1-116.7
				  of this subchapter shall be superseded by the implementation of §§
				  116.11-116.17 of this subchapter.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 116 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR PHYSICAL EDUCATION › Subchapter A - ELEMENTARY › Section 116.12 - Physical Education, Kindergarten, Adopted 2020

Current through Reg. 49, No. 28; July 12, 2024
(a) Introduction.
(1) Physical education is the foundation of a
				  well-balanced curriculum. "It is an academic subject with a planned and
				  sequential K-12 curriculum based on the national standards for physical
				  education. Physical education provides cognitive content and instruction
				  designed to develop motor skills, knowledge, and behaviors for physical
				  activity and physical fitness. Supporting schools to establish daily physical
				  education can provide students with the ability and confidence to be physically
				  active for a lifetime" (Centers for Disease Control and Prevention (CDC), CDC
				  Healthy Schools, May 2019).
(A) Physical
				  education is designed to develop motor skills, knowledge, and behaviors for
				  active living, physical fitness, sportsmanship, self-efficacy, and emotional
				  intelligence. Physical education addresses the three domains of learning:
				  cognitive skills related to the knowledge of movement, affective skills related
				  to feelings and attitudes about movement, and psychomotor skills related to the
				  manual or physical skills in movement literacy (SHAPE America, 2014, p.
				  4).
(B) Physically literate
				  students have the ability to develop a lifetime of wellness. Physical literacy
				  can be described as the ability to move with competence and confidence, to
				  acquire knowledge and understanding, and to value and take responsibility for
				  engagement in a wide variety of physical activities in multiple environments
				  that benefit the healthy development of the whole person (Mandigo, Francis,
				  Lodewyk & Lopez, 2012, and Whitehead, 2016).
(C) Research shows physical education is
				  important to the development of the whole child and increases a lifetime of
				  wellness. The Association for Supervision and Curriculum Development and the
				  National Academy of Medicine support the belief that physical education, taught
				  at a developmentally appropriate level, improves physical fitness and skill
				  development, supports and improves academic achievement, reinforces
				  self-discipline and teacher goal setting, reduces stress and increases blood
				  flow to the brain, strengthens peer relationships, and improves self-confidence
				  and self-esteem.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 116 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR PHYSICAL EDUCATION › Subchapter A - ELEMENTARY › Section 116.13 - Physical Education, Grade 1, Adopted 2020

Current through Reg. 49, No. 28; July 12, 2024
(a) Introduction.
(1) Physical education is the foundation of a
				  well-balanced curriculum. "It is an academic subject with a planned and
				  sequential K-12 curriculum based on the national standards for physical
				  education. Physical education provides cognitive content and instruction
				  designed to develop motor skills, knowledge, and behaviors for physical
				  activity and physical fitness. Supporting schools to establish daily physical
				  education can provide students with the ability and confidence to be physically
				  active for a lifetime" (Centers for Disease Control and Prevention (CDC), CDC
				  Healthy Schools, May 2019).
(A) Physical
				  education is designed to develop motor skills, knowledge, and behaviors for
				  active living, physical fitness, sportsmanship, self-efficacy, and emotional
				  intelligence. Physical education addresses the three domains of learning:
				  cognitive skills related to the knowledge of movement, affective skills related
				  to feelings and attitudes about movement, and psychomotor skills related to the
				  manual or physical skills in movement literacy (SHAPE America, 2014, p.
				  4).
(B) Physically literate
				  students have the ability to develop a lifetime of wellness. Physical literacy
				  can be described as the ability to move with competence and confidence, to
				  acquire knowledge and understanding, and to value and take responsibility for
				  engagement in a wide variety of physical activities in multiple environments
				  that benefit the healthy development of the whole person (Mandigo, Francis,
				  Lodewyk & Lopez, 2012, and Whitehead, 2016).
(C) Research shows physical education is
				  important to the development of the whole child and increases a lifetime of
				  wellness. The Association for Supervision and Curriculum Development and the
				  National Academy of Medicine support the belief that physical education, taught
				  at a developmentally appropriate level, improves physical fitness and skill
				  development, supports and improves academic achievement, reinforces
				  self-discipline and teacher goal setting, reduces stress and increases blood
				  flow to the brain, strengthens peer relationships, and improves self-confidence
				  and self-esteem.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 116 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR PHYSICAL EDUCATION › Subchapter A - ELEMENTARY › Section 116.14 - Physical Education, Grade 2, Adopted 2020

Current through Reg. 49, No. 28; July 12, 2024
(a) Introduction.
(1) Physical education is the foundation of a
				  well-balanced curriculum. "It is an academic subject with a planned and
				  sequential K-12 curriculum based on the national standards for physical
				  education. Physical education provides cognitive content and instruction
				  designed to develop motor skills, knowledge, and behaviors for physical
				  activity and physical fitness. Supporting schools to establish daily physical
				  education can provide students with the ability and confidence to be physically
				  active for a lifetime" (Centers for Disease Control and Prevention (CDC), CDC
				  Healthy Schools, May 2019).
(A) Physical
				  education is designed to develop motor skills, knowledge, and behaviors for
				  active living, physical fitness, sportsmanship, self-efficacy, and emotional
				  intelligence. Physical education addresses the three domains of learning:
				  cognitive skills related to the knowledge of movement, affective skills related
				  to feelings and attitudes about movement, and psychomotor skills related to the
				  manual or physical skills in movement literacy (SHAPE America, 2014, p.
				  4).
(B) Physically literate
				  students have the ability to develop a lifetime of wellness. Physical literacy
				  can be described as the ability to move with competence and confidence, to
				  acquire knowledge and understanding, and to value and take responsibility for
				  engagement in a wide variety of physical activities in multiple environments
				  that benefit the healthy development of the whole person (Mandigo, Francis,
				  Lodewyk & Lopez, 2012, and Whitehead, 2016).
(C) Research shows physical education is
				  important to the development of the whole child and increases a lifetime of
				  wellness. The Association for Supervision and Curriculum Development and the
				  National Academy of Medicine support the belief that physical education, taught
				  at a developmentally appropriate level, improves physical fitness and skill
				  development, supports and improves academic achievement, reinforces
				  self-discipline and teacher goal setting, reduces stress and increases blood
				  flow to the brain, strengthens peer relationships, and improves self-confidence
				  and self-esteem.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 116 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR PHYSICAL EDUCATION › Subchapter A - ELEMENTARY › Section 116.15 - Physical Education, Grade 3, Adopted 2020

Current through Reg. 49, No. 28; July 12, 2024
(a) Introduction.
(1) Physical education is the foundation of a
				  well-balanced curriculum. "It is an academic subject with a planned and
				  sequential K-12 curriculum based on the national standards for physical
				  education. Physical education provides cognitive content and instruction
				  designed to develop motor skills, knowledge, and behaviors for physical
				  activity and physical fitness. Supporting schools to establish daily physical
				  education can provide students with the ability and confidence to be physically
				  active for a lifetime" (Centers for Disease Control and Prevention (CDC), CDC
				  Healthy Schools, May 2019).
(A) Physical
				  education is designed to develop motor skills, knowledge, and behaviors for
				  active living, physical fitness, sportsmanship, self-efficacy, and emotional
				  intelligence. Physical education addresses the three domains of learning:
				  cognitive skills related to the knowledge of movement, affective skills related
				  to feelings and attitudes about movement, and psychomotor skills related to the
				  manual or physical skills in movement literacy (SHAPE America, 2014, p. 4).
(B) Physically literate students
				  have the ability to develop a lifetime of wellness. Physical literacy can be
				  described as the ability to move with competence and confidence, to acquire
				  knowledge and understanding, and to value and take responsibility for
				  engagement in a wide variety of physical activities in multiple environments
				  that benefit the healthy development of the whole person (Mandigo, Francis,
				  Lodewyk & Lopez, 2012, and Whitehead, 2016).
(C) Research shows physical education is
				  important to the development of the whole child and increases a lifetime of
				  wellness. The Association for Supervision and Curriculum Development and the
				  National Academy of Medicine support the belief that physical education, taught
				  at a developmentally appropriate level, improves physical fitness and skill
				  development, supports and improves academic achievement, reinforces
				  self-discipline and teacher goal setting, reduces stress and increases blood
				  flow to the brain, strengthens peer relationships, and improves self-confidence
				  and self-esteem.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 116 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR PHYSICAL EDUCATION › Subchapter A - ELEMENTARY › Section 116.16 - Physical Education, Grade 4, Adopted 2020

Current through Reg. 49, No. 28; July 12, 2024
(a) Introduction.
(1) Physical education is the foundation of a
				  well-balanced curriculum. "It is an academic subject with a planned and
				  sequential K-12 curriculum based on the national standards for physical
				  education. Physical education provides cognitive content and instruction
				  designed to develop motor skills, knowledge, and behaviors for physical
				  activity and physical fitness. Supporting schools to establish daily physical
				  education can provide students with the ability and confidence to be physically
				  active for a lifetime" (Centers for Disease Control and Prevention (CDC), CDC
				  Healthy Schools, May 2019).
(A) Physical
				  education is designed to develop motor skills, knowledge, and behaviors for
				  active living, physical fitness, sportsmanship, self-efficacy, and emotional
				  intelligence. Physical education addresses the three domains of learning:
				  cognitive skills related to the knowledge of movement, affective skills related
				  to feelings and attitudes about movement, and psychomotor skills related to the
				  manual or physical skills in movement literacy (SHAPE America, 2014, p. 4).
(B) Physically literate students
				  have the ability to develop a lifetime of wellness. Physical literacy can be
				  described as the ability to move with competence and confidence, to acquire
				  knowledge and understanding, and to value and take responsibility for
				  engagement in a wide variety of physical activities in multiple environments
				  that benefit the healthy development of the whole person (Mandigo, Francis,
				  Lodewyk & Lopez, 2012, and Whitehead, 2016).
(C) Research shows physical education is
				  important to the development of the whole child and increases a lifetime of
				  wellness. The Association for Supervision and Curriculum Development and the
				  National Academy of Medicine support the belief that physical education, taught
				  at a developmentally appropriate level, improves physical fitness and skill
				  development, supports and improves academic achievement, reinforces
				  self-discipline and teacher goal setting, reduces stress and increases blood
				  flow to the brain, strengthens peer relationships, and improves self-confidence
				  and self-esteem.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 116 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR PHYSICAL EDUCATION › Subchapter A - ELEMENTARY › Section 116.17 - Physical Education, Grade 5, Adopted 2020

Current through Reg. 49, No. 28; July 12, 2024
(a) Introduction.
(1) Physical education is the foundation of a
				  well-balanced curriculum. "It is an academic subject with a planned and
				  sequential K-12 curriculum based on the national standards for physical
				  education. Physical education provides cognitive content and instruction
				  designed to develop motor skills, knowledge, and behaviors for physical
				  activity and physical fitness. Supporting schools to establish daily physical
				  education can provide students with the ability and confidence to be physically
				  active for a lifetime" (Centers for Disease Control and Prevention (CDC), CDC
				  Healthy Schools, May 2019).
(A) Physical
				  education is designed to develop motor skills, knowledge, and behaviors for
				  active living, physical fitness, sportsmanship, self-efficacy, and emotional
				  intelligence. Physical education addresses the three domains of learning:
				  cognitive skills related to the knowledge of movement, affective skills related
				  to feelings and attitudes about movement, and psychomotor skills related to the
				  manual or physical skills in movement literacy (SHAPE America, 2014, p. 4).
(B) Physically literate students
				  have the ability to develop a lifetime of wellness. Physical literacy can be
				  described as the ability to move with competence and confidence, to acquire
				  knowledge and understanding, and to value and take responsibility for
				  engagement in a wide variety of physical activities in multiple environments
				  that benefit the healthy development of the whole person (Mandigo, Francis,
				  Lodewyk & Lopez, 2012, and Whitehead, 2016).
(C) Research shows physical education is
				  important to the development of the whole child and increases a lifetime of
				  wellness. The Association for Supervision and Curriculum Development and the
				  National Academy of Medicine support the belief that physical education, taught
				  at a developmentally appropriate level, improves physical fitness and skill
				  development, supports and improves academic achievement, reinforces
				  self-discipline and teacher goal setting, reduces stress and increases blood
				  flow to the brain, strengthens peer relationships, and improves self-confidence
				  and self-esteem.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 116 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR PHYSICAL EDUCATION › Subchapter B - MIDDLE SCHOOL › Section 116.25 - Implementation of Texas Essential Knowledge and Skills for Physical Education, Middle School, Adopted 2020

Current through Reg. 49, No. 28; July 12, 2024
(a) The
				  provisions of §§ 116.26-116.28 of this subchapter shall be
				  implemented by school districts.
(b) No later than July 31, 2021, the
				  commissioner of education shall determine whether instructional materials
				  funding has been made available to Texas public schools for materials that
				  cover the essential knowledge and skills for physical education as adopted in
				  §§ 116.26-116.28 of this subchapter.
(c) If the commissioner makes the
				  determination that instructional materials funding has been made available
				  under subsection (b) of this section, §§ 116.26-116.28 of this
				  subchapter shall be implemented beginning with the 2022-2023 school year and
				  apply to the 2022-2023 and subsequent school years.
(d) If the commissioner does not make the
				  determination that instructional materials funding has been made available
				  under subsection (b) of this section, the commissioner shall determine no later
				  than July 31 of each subsequent school year whether instructional materials
				  funding has been made available. If the commissioner determines that
				  instructional materials funding has been made available, the commissioner shall
				  notify the State Board of Education and school districts that §§
				  116.26-116.28 of this subchapter shall be implemented for the following school
				  year.
(e) Sections
				  116.21-116.24
				  of this subchapter shall be superseded by the implementation of §§
				  116.25-116.28 of this subchapter.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 116 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR PHYSICAL EDUCATION › Subchapter B - MIDDLE SCHOOL › Section 116.26 - Physical Education, Grade 6, Adopted 2020

Current through Reg. 49, No. 28; July 12, 2024
(a) Introduction.
(1) Physical education is the foundation of a
				  well-balanced curriculum. It is an academic subject with a planned and
				  sequential K-12 curriculum based on the national standards for physical
				  education. Physical education provides cognitive content and instruction
				  designed to develop motor skills, knowledge, and behaviors for physical
				  activity and physical fitness. Supporting schools to establish daily physical
				  education can provide students with the ability and confidence to be physically
				  active for a lifetime (Centers for Disease Control and Prevention (CDC), CDC
				  Healthy Schools, May 2019).
(A) Physical
				  education is designed to develop motor skills, knowledge, and behaviors for
				  active living, physical fitness, sportsmanship, self-efficacy, and emotional
				  intelligence. Physical education addresses the three domains of learning:
				  cognitive skills related to the knowledge of movement, affective skills related
				  to feelings and attitudes about movement, and psychomotor skills related to the
				  manual or physical skills in movement literacy (SHAPE America, 2014, p.
				  4).
(B) Physically literate
				  students have the ability to develop a lifetime of wellness. Physical literacy
				  can be described as the ability to move with competence and confidence, to
				  acquire knowledge and understanding, and to value and take responsibility for
				  engagement in a wide variety of physical activities in multiple environments
				  that benefit the healthy development of the whole person (Mandigo, Francis,
				  Lodewyk & Lopez, 2012, and Whitehead, 2016).
(C) Research shows physical education is
				  important to the development of the whole child and increases a lifetime of
				  wellness. The Association for Supervision and Curriculum Development and the
				  National Academy of Medicine support the belief that physical education, taught
				  at a developmentally appropriate level, improves physical fitness and skill
				  development, supports and improves academic achievement, reinforces
				  self-discipline and teacher goal setting, reduces stress and increases blood
				  flow to the brain, strengthens peer relationships, and improves self-confidence
				  and self-esteem.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 116 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR PHYSICAL EDUCATION › Subchapter B - MIDDLE SCHOOL › Section 116.27 - Physical Education, Grade 7, Adopted 2020

Current through Reg. 49, No. 28; July 12, 2024
(a) Introduction.
(1) Physical education is the foundation of a
				  well-balanced curriculum. It is an academic subject with a planned and
				  sequential K-12 curriculum based on the national standards for physical
				  education. Physical education provides cognitive content and instruction
				  designed to develop motor skills, knowledge, and behaviors for physical
				  activity and physical fitness. Supporting schools to establish daily physical
				  education can provide students with the ability and confidence to be physically
				  active for a lifetime (Centers for Disease Control and Prevention (CDC), CDC
				  Healthy Schools, May 2019).
(A) Physical
				  education is designed to develop motor skills, knowledge, and behaviors for
				  active living, physical fitness, sportsmanship, self-efficacy, and emotional
				  intelligence. Physical education addresses the three domains of learning:
				  cognitive skills related to the knowledge of movement, affective skills related
				  to feelings and attitudes about movement, and psychomotor skills related to the
				  manual or physical skills in movement literacy (SHAPE America, 2014, p.
				  4).
(B) Physically literate
				  students have the ability to develop a lifetime of wellness. Physical literacy
				  can be described as the ability to move with competence and confidence, to
				  acquire knowledge and understanding, and to value and take responsibility for
				  engagement in a wide variety of physical activities in multiple environments
				  that benefit the healthy development of the whole person (Mandigo, Francis,
				  Lodewyk & Lopez, 2012, and Whitehead, 2016).
(C) Research shows physical education is
				  important to the development of the whole child and increases a lifetime of
				  wellness. The Association for Supervision and Curriculum Development and the
				  National Academy of Medicine support the belief that physical education, taught
				  at a developmentally appropriate level, improves physical fitness and skill
				  development, supports and improves academic achievement, reinforces
				  self-discipline and teacher goal setting, reduces stress and increases blood
				  flow to the brain, strengthens peer relationships, and improves self-confidence
				  and self-esteem.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 116 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR PHYSICAL EDUCATION › Subchapter B - MIDDLE SCHOOL › Section 116.28 - Physical Education, Grade 8, Adopted 2020

Current through Reg. 49, No. 28; July 12, 2024
(a) Introduction.
(1) Physical education is the foundation of a
				  well-balanced curriculum. It is an academic subject with a planned and
				  sequential K-12 curriculum based on the national standards for physical
				  education. Physical education provides cognitive content and instruction
				  designed to develop motor skills, knowledge, and behaviors for physical
				  activity and physical fitness. Supporting schools to establish daily physical
				  education can provide students with the ability and confidence to be physically
				  active for a lifetime (Centers for Disease Control and Prevention (CDC), CDC
				  Healthy Schools, May 2019).
(A) Physical
				  education is designed to develop motor skills, knowledge, and behaviors for
				  active living, physical fitness, sportsmanship, self-efficacy, and emotional
				  intelligence. Physical education addresses the three domains of learning:
				  cognitive skills related to the knowledge of movement, affective skills related
				  to feelings and attitudes about movement, and psychomotor skills related to the
				  manual or physical skills in movement literacy (SHAPE America, 2014, p.
				  4).
(B) Physically literate
				  students have the ability to develop a lifetime of wellness. Physical literacy
				  can be described as the ability to move with competence and confidence, to
				  acquire knowledge and understanding, and to value and take responsibility for
				  engagement in a wide variety of physical activities in multiple environments
				  that benefit the healthy development of the whole person (Mandigo, Francis,
				  Lodewyk & Lopez, 2012, and Whitehead, 2016).
(C) Research shows physical education is
				  important to the development of the whole child and increases a lifetime of
				  wellness. The Association for Supervision and Curriculum Development and the
				  National Academy of Medicine support the belief that physical education, taught
				  at a developmentally appropriate level, improves physical fitness and skill
				  development, supports and improves academic achievement, reinforces
				  self-discipline and teacher goal setting, reduces stress and increases blood
				  flow to the brain, strengthens peer relationships, and improves self-confidence
				  and self-esteem.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 116 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR PHYSICAL EDUCATION › Subchapter C - HIGH SCHOOL › Section 116.61 - Implementation of Texas Essential Knowledge and Skills for Physical Education, Adopted 2020

Current through Reg. 49, No. 28; July 12, 2024
(a) The provisions
				  of §§ 116.62-116.64 of this subchapter shall be implemented by school
				  districts.
(b) No later than July
				  31, 2021, the commissioner of education shall determine whether instructional
				  materials funding has been made available to Texas public schools for materials
				  that cover the essential knowledge and skills for physical education as adopted
				  in §§ 116.62-116.64 of this subchapter.
(c) If the commissioner makes the
				  determination that instructional materials funding has been made available
				  under subsection (b) of this section, §§ 116.62-116.64 of this
				  subchapter shall be implemented beginning with the 2022-2023 school year and
				  apply to the 2022-2023 and subsequent school years.
(d) If the commissioner does not make the
				  determination that instructional materials funding has been made available
				  under subsection (b) of this section, the commissioner shall determine no later
				  than July 31 of each subsequent school year whether instructional materials
				  funding has been made available. If the commissioner determines that
				  instructional materials funding has been made available, the commissioner shall
				  notify the State Board of Education and school districts that §§
				  116.62-116.64 of this subchapter shall be implemented for the following school
				  year.
(e) Sections
				  116.51-116.56
				  of this subchapter shall be superseded by the implementation of §§
				  116.61-116.64 of this subchapter.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 116 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR PHYSICAL EDUCATION › Subchapter C - HIGH SCHOOL › Section 116.62 - Lifetime Fitness and Wellness Pursuits (One Credit), Adopted 2020

Current through Reg. 49, No. 28; July 12, 2024
(a) General requirements. Students shall be
				  awarded one credit for successful completion of this course.
(b) Introduction.
(1) Physical education is the foundation of a
				  well-balanced curriculum. "It is an academic subject with a planned and
				  sequential K-12 curriculum based on the national standards for physical
				  education. Physical education provides cognitive content and instruction
				  designed to develop motor skills, knowledge, and behaviors for physical
				  activity and physical fitness. Supporting schools to establish daily physical
				  education can provide students with the ability and confidence to be physically
				  active for a lifetime" (Centers for Disease Control and Prevention (CDC), CDC
				  Healthy Schools, May 2019).
(A) Physical
				  education is designed to develop motor skills, knowledge, and behaviors for
				  active living, physical fitness, sportsmanship, self-efficacy, and emotional
				  intelligence. Physical education addresses the three domains of learning:
				  cognitive skills related to the knowledge of movement, affective skills related
				  to feelings and attitudes about movement, and psychomotor skills related to the
				  manual or physical skills in movement literacy (SHAPE America, 2014, p. 4).
(B) Physically literate students
				  have the ability to develop a lifetime of wellness. Physical literacy can be
				  described as the ability to move with competence and confidence, to acquire
				  knowledge and understanding, and to value and take responsibility for
				  engagement in a wide variety of physical activities in multiple environments
				  that benefit the healthy development of the whole person (Mandigo, Francis,
				  Lodewyk & Lopez, 2012, and Whitehead, 2016).
(C) Research shows physical education is
				  important to the development of the whole child and increases a lifetime of
				  wellness. The Association for Supervision and Curriculum Development and the
				  National Academy of Medicine support the belief that physical education, taught
				  at a developmentally appropriate level, improves physical fitness and skill
				  development, supports and improves academic achievement, reinforces
				  self-discipline and teacher goal setting, reduces stress and increases blood
				  flow to the brain, strengthens peer relationships, and improves self-confidence
				  and self-esteem.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 116 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR PHYSICAL EDUCATION › Subchapter C - HIGH SCHOOL › Section 116.63 - Lifetime Recreation and Outdoor Pursuits (One Credit), Adopted 2020

Current through Reg. 49, No. 28; July 12, 2024
(a) General requirements. Students shall be
				  awarded one credit for successful completion of this course.
(1) Physical education is the foundation of a
				  well-balanced curriculum. "It is an academic subject with a planned and
				  sequential K-12 curriculum based on the national standards for physical
				  education. Physical education provides cognitive content and instruction
				  designed to develop motor skills, knowledge, and behaviors for physical
				  activity and physical fitness. Supporting schools to establish daily physical
				  education can provide students with the ability and confidence to be physically
				  active for a lifetime" (Centers for Disease Control and Prevention (CDC), CDC
				  Healthy Schools, May 2019).
(A) Physical
				  education is designed to develop motor skills, knowledge, and behaviors for
				  active living, physical fitness, sportsmanship, self-efficacy, and emotional
				  intelligence. Physical education addresses the three domains of learning:
				  cognitive skills related to the knowledge of movement, affective skills related
				  to feelings and attitudes about movement, and psychomotor skills related to the
				  manual or physical skills in movement literacy (SHAPE America, 2014, p. 4).
(B) Physically literate students
				  have the ability to develop a lifetime of wellness. Physical literacy can be
				  described as the ability to move with competence and confidence, to acquire
				  knowledge and understanding, and to value and take responsibility for
				  engagement in a wide variety of physical activities in multiple environments
				  that benefit the healthy development of the whole person (Mandigo, Francis,
				  Lodewyk & Lopez, 2012, and Whitehead, 2016).
(C) Research shows physical education is
				  important to the development of the whole child and increases a lifetime of
				  wellness. The Association for Supervision and Curriculum Development and the
				  National Academy of Medicine support the belief that physical education, taught
				  at a developmentally appropriate level, improves physical fitness and skill
				  development, supports and improves academic achievement, reinforces
				  self-discipline and teacher goal setting, reduces stress and increases blood
				  flow to the brain, strengthens peer relationships, and improves self-confidence
				  and self-esteem.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 116 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR PHYSICAL EDUCATION › Subchapter C - HIGH SCHOOL › Section 116.64 - Skill-Based Lifetime Activities (One Credit), Adopted 2020

Current through Reg. 49, No. 28; July 12, 2024
(a) General requirements. Students shall be
				  awarded one credit for completion of this course.
(b) Introduction.
(1) Physical education is the foundation of a
				  well-balanced curriculum. "It is an academic subject with a planned and
				  sequential K-12 curriculum based on the national standards for physical
				  education. Physical education provides cognitive content and instruction
				  designed to develop motor skills, knowledge, and behaviors for physical
				  activity and physical fitness. Supporting schools to establish daily physical
				  education can provide students with the ability and confidence to be physically
				  active for a lifetime" (Centers for Disease Control and Prevention (CDC), CDC
				  Healthy Schools, May 2019).
(A) Physical
				  education is designed to develop motor skills, knowledge, and behaviors for
				  active living, physical fitness, sportsmanship, self-efficacy, and emotional
				  intelligence. Physical education addresses the three domains of learning:
				  cognitive skills related to the knowledge of movement, affective skills related
				  to feelings and attitudes about movement, and psychomotor skills related to the
				  manual or physical skills in movement literacy (SHAPE America, 2014, p. 4).
(B) Physically literate students
				  have the ability to develop a lifetime of wellness. Physical literacy can be
				  described as the ability to move with competence and confidence, to acquire
				  knowledge and understanding, and to value and take responsibility for
				  engagement in a wide variety of physical activities in multiple environments
				  that benefit the healthy development of the whole person (Mandigo, Francis,
				  Lodewyk & Lopez, 2012, and Whitehead, 2016).
(C) Research shows physical education is
				  important to the development of the whole child and increases a lifetime of
				  wellness. The Association for Supervision and Curriculum Development and the
				  National Academy of Medicine support the belief that physical education, taught
				  at a developmentally appropriate level, improves physical fitness and skill
				  development, supports and improves academic achievement, reinforces
				  self-discipline and teacher goal setting, reduces stress and increases blood
				  flow to the brain, strengthens peer relationships, and improves self-confidence
				  and self-esteem.