TASPA HR Connection August 2026

AUGUST 2026

TEXAS ASSOCIATION OF SCHOOL PERSONNEL ADMINISTRATORS

TASPAHR Connection Your HR Quarterly Newsletter

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3 | August 2026

TABLE OF CONTENTS TASPA Staff, Executive Board & Committees

04

President’s Message

06

TASPA President Chris Bailey

Calendar of Events

08

2026 TASPA Events

Welcome New TASPA Members

09

New TASPA Members

TASPA Regional Dates

10

TIA is Changing in 2026-27: What Texas HR Leaders Need to Know

12

EDTECH and Heightened Technology Debates

15

Abigayle Heckler, STRIVE Public Policy Resources

Teacher Absences Have Changed. District Strategies Should Change

16

ESS/Proximity Learning

Summer Recap

18

Texas’s New Educator Misconduct Reporting Rules

21

Jeff Crownover, Walsh Gallegos & De Los Santos P.C.

Ten Hats, Zero Time: Your 2026 Title IX Case Update

25

Holly Boyd Wardell, Eichelbaum Wardell Hansen Powell & Muñoz, P.C

The Not-Quite Digital Age: Responding to Remote Work Requests

28

Kaitlyn Porter, Thompson & Horton LLP

Board Member Spotlight

36

Celina Stiles, Socorro ISD

Advocacy Committee Update Max Flores, New Braunfels ISD

37

4 | HR Connection

STAFF & EXECUTIVE BOARD TASPA STAFF CHANDELLE CRANE, Executive Director KATHY CERVANTEZ, Associate Executive Director, Partnerships & Programs BRYCE CRANE, Marketing Coordinator

TASPA EXECUTIVE BOARD CHRIS BAILEY, President, Abilene ISD BEN MUIR, President Elect, Northside ISD DR. TAMEY WILLIAMS-HILL, First Vice President, Manor ISD DR. TYRONE SYLVESTER, Second Vice President, Harris County Department of Education JIOVANA GUTIEREZ, Secretary, Ysleta ISD JOHJANIA NAJERA, Immediate Past President, Keller ISD

TASPA DISTRICT REPRESENTATIVES ANTHONY KOSUB, District I, Schertz-Cibolo-Universal City ISD BRIAN KROEGER, District II, Livingston ISD NATASHA DRUMGOOLE, District III, Manor ISD THERESA BURKHALTER, District IV, Waxahachie ISD RODNEY CADDELL, District V, Levelland ISD CELINA STILES, District VI, Socorro ISD

ADVOCACY LIAISON MAX FLORES, New Braunfels ISD

5 | August 2026

TASPA COMMITTEES TASPA ADVOCACY COMMITTEE MAX FLORES, District I, New Braunfels ISD (Board Liaison) KIMBERLY RICH, District II, Dickinson ISD RENE EAKINS, District III, Round Rock ISD MICHELLE SOMERHALDER, District IV, Forney ISD ROBIN FAWCETT, District V, Ector County ISD BOBBI RUSSELL-GARCIA, District VI, Ysleta ISD

TASPA NOMINATIONS COMMITTEE BRIAN HURLEY, District I, North East ISD CYNDY PULLEN, District II, Angleton ISD DANICA MURILLO, District III, Del Valle ISD GREG GASTON, District IV, Plano ISD JOY WIGGINS, District V, Abilene ISD CHRISTY DIEGO, District VI, San Angelo ISD

TASPA SCHOLARSHIP COMMITTEE RITA URESTI, District I, South San Antonio ISD MARCUS HIGGS, District II, Texas City ISD KRIS REYES, District III, Pflugerville DR. SANDRA MOORE, District IV, ESC Region 10 PAIGE DOWELL, District V, Amarillo ISD (Committee Chair) CELINA STILES, District VI, Socorro ISD

TASPA PROFESSIONAL LEARNING COMMITTEE DR. DESTINY BARRERA, District I, Judson ISD ANTHONY KOSUB, District I, Schertz-Cibolo-Universal ISD KAYLA VAUGHN, District II, Spring Branch ISD BRIAN KROEGER, District II, Livingston ISD MARY TORRES, District III, Bastrop ISD NATASHA DRUMGOOLE, District III, Manor ISD NORMA SALAZAR, District IV, Waxahachie ISD THERESA BURKHALTER, District IV, Waxahachie ISD TBD, District V RODNEY CADDELL, District V, Levelland ISD FERNANDO GARNICA, District VI, Anthony ISD CELINA STILES, District VI, Socorro ISD

6 | HR Connection

PRESIDENT’S MESSAGE implementation and continued collaboration across our districts. As these changes take effect, our role is not simply to ensure compliance but to help our employees understand change, navigate it successfully, and remain focused on serving students.

The beginning of the year is the perfect time to establish meaningful goals that align with your district’s vision CHRIS BAILEY while investing in your own Executive Director Of Human Resources professional growth. Whether Abilene ISD your focus is recruitment, s we begin a new school retention, leadership development, employee year, we are reminded wellness, or implementing that our work extends new state requirements, far beyond policies and procedures. School personnel every intentional step forward creates lasting impact. administrators shape the employee experience, Purposeful planning helps strengthen district culture, and transform good intentions into ultimately support student measurable results. Focus on success through the people we goals that support both your serve. district’s priorities and your own professional and personal The 2026–2027 school year development. brings significant changes to Texas public education, TASPA can help you when you many of which directly consider these priorities: affect the work of human resources and personnel • Staying informed about leaders. New requirements new state requirements and opportunities related to and considering how educator certification, teacher they affect your district’s preparation and retention, employees, policies, and strategic compensation, and practices. special education funding • Investing in leadership will require thoughtful development,

A

continuous learning, and self-care.

By attending TASPA conferences and networking through TASPA opportunities, the above priorities can be accomplished.

Remember to review progress regularly and celebrate milestones along the way. Even meeting small goals should be celebrated. Small, consistent actions throughout the year often produce the greatest long-term results.

As TASPA members, we have the opportunity to lead through this changing educational landscape with intention, knowledge, and purpose. By collaborating with one another, supporting our employees, and remaining responsive to the evolving needs of Texas public schools, we can make a lasting difference for the employees— and students—we serve across Texas.

Have a great school year!

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8 | HR Connection

CALENDAR OF EVENTS DATE

EVENT

LOCATION

September 2, 2026

Goose Creek CISD

September 29, 2026

Navigating Teacher Certification Updates and Special Education Requirements Navigating Teacher Certification Updates and Special Education Requirements Webinar: AI in Teacher Evaluations: Is Your TIA Process Protected Navigating Teacher Certification Updates and Special Education Requirements 2026 AEssential Personnel Skills For Supervisors

October 5-6, 2026

TASPA/ESC 10 Support Staff Learning Summit

Fort Worth, TX

October 15, 2026

2026 Certification Essentials

Granbury ISD

October 19-20, 2026

TASB HR Academy

TASB Headquarters

November 5, 2026

Navigating Teacher Certification Updates and Special Education Requirements

Lubbock ISD

December 9, 2026

Personnel Law Conference

Fort Worth, Texas

December 9-11, 2026

Winter Conference

Fort Worth, Texas

February 25, 2027

Navigating Teacher Certification Updates and Special Education Requirements

Northwest ISD

September 3, 2026 September 10, 2026 September 23, 2026

Cypress Fairbanks ISD VIA Zoom Northside ISD Garland ISD

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9 | August 2026

WELCOME NEW TASPA MEMBERS First Name Florence Laura Rachel Stephanie Kimberly Joshua Carrie Takosha Eileen Estela Claudia Thomas Colivian Ryan Hollie Karen Monica Brianne Ashley Remunda Sergio Candice Stephen Dinah Elizabeth Michelle Kara Jaime

Last Name Adkins Ancira Arreola Bonneau Copley Duty Elve Fluence Fowler Garcia Garcia Graham Greene Grounds Hanks Hrad Ibanez Jett Kinney Lewis Lopez Marrufo McCarty McMichael Melcher Mercado Miller Morgan

Employer Name Galveston ISD New Braunfels ISD Ferris ISD Ennis ISD Northwest ISD Texas Association of School Boards (TASB Klein ISD Sheldon ISD Texas Association of School Boards Eagle Mountain-Saginaw ISD Carrizo Springs CISD Harris County Dept Of Ed Frisco Independent School District Wylie Independent School District Katy ISD Klein ISD Harris County Department of Education Lackland ISD Waller ISD Klein ISD - Human Resources Alief ISD Canutillo Independent School District Lovejoy ISD Cypress-Fairbanks ISD Canyon ISD Ferris ISD Carrollton-Farmers Branch ISD Northwest ISD

Professional Title HR HR Director Human Resources Coordinator Director of Human Resources Risk Management Coordinator HR and Compensation Consultant DIRECTOR HR HR Coordinator HR Consultant Personnel Specialist Director of Human Resources Compliance Manager Managing Director of Human Resources Executive Director of Human Resoures Employee Relations Officer Benefits and Leaves Recruitment Manager PEIMS Coordinator Director of Human Resources Coordinator HR Director- Secondary Compliance Director Director of Human Resources Director Coordinator of Human Resources Benefit Specialist Director of Human Resources Director HR

Melissa Leanne Ramona Agueda Charlia Jeff Denisha Erin

Nieto Norris Oats Paredes Pence Post Presley Reed

Mercedes ISD Plano ISD Region 10 ESC Carrollton Farmers Branch ISD Diamond Business Services, Inc. Galveston ISD Fort Worth ISD Lake Worth ISD

Human Resources Director Director of Human Resources Program Coordinator Director - Human Resources President HR Chief HR Director Executive Director of Human Resources

Tyiesha Josue Leigha Trenn

Robinson Romero Ruffin Russell

Duncanville ISD ESC Region 10 Conroe ISD - HR Spring ISD

HR Assistant Director of Human Resources Human Resources Coordinator Director SPED - Instruction & Campus Support

Reeva Amber Andi Yvette Tarrah Bel Jenny Dana

Scaife Seeton Sosa Sylvan Thompson Williams Ybarra Yount

Yellowstone Schools Ferris ISD Bandera ISD Splendora ISD TASB HR Services Forney ISD Bastrop ISD New Diana ISD

Human Resources Human Resources Clerk Director of HR and Student Services HR Coordinator HR Consultant Director of Human Resources Leave & Benefits Specialist Director of HR/Payroll

10 | HR Connection

TASPA REGIONAL MEETING DATES DISTRICT I (ESCs 1, 2, 20)

DISTRICT IV (ESCs 7, 8, 10, 11)

Anthony Kosub, District I Representative

Theresa Burkhalter District IV Representative

SAAPA Meetings •

September 8, 2026 - ESC 20 Conference Center

•

November 4, 2026

•

February 10, 2027

•

May 5, 2027

NCTASPA Meetings •

September 3, 2026

•

November 2026

•

January 2027

•

March 2027

• May 2027

DISTRICT II (ESCs 4, 5, 6) Brian Kroeger, District II Representative GCASPA Meetings •

Meetings TBD

DISTRICT V (ESCs 9, 14, 16, 17) Rodney Caddell, District V Representative WTASPA Meetings •

DISTRICT III (ESCs 3, 12, 13) Natasha Drumgoole, District III Representative CTASPA Meetings •

September 29, 2026 - Round Rock ISD

•

November 10, 2026 - TASBO

•

January 19, 2027 - Hutto ISD

•

February 16, 2027 - Austin ISD

•

May 4, 2027 - Leander ISD

•

June, 2027 - CTASPA Job Fair

October 28, 2026 - Lubbock ISD

DISTRICT VI (ESCs 15, 18, 19) Celina Stiles, District VI Representative PAR 19 Meetings •

August 28, 2026 - Tornillo ISD

•

September 25, 2026 - Anthony ISD

•

October 29, 2026 -Canutillo ISD

•

November 18, 2026 -El Paso ISD

•

December 16, 2026 - Ysleta ISD

•

January 15, 2027 - San Elizario ISD

•

February 25, 2027 - Clint ISD

•

April 16, 2027 - Socorro ISD

•

May 2027 Region 19 - Title IX Training

•

June 17, 2027 - Fabens ISD

12 | HR Connection

TIA IS CHANGING IN 2026–27

WHAT TEXAS SCHOOL HR LEADERS NEED TO KNOW

A

s Texas school districts begin the 2026–27 school year, changes to the Teacher Incentive Allotment (TIA) are creating new opportunities— and new responsibilities—for human resources leaders.

House Bill 2, passed by the 89th Texas Legislature in 2025, significantly expanded TIA. The legislation adds a new teacher designation level, increases the funding associated with TIA designations, and creates additional opportunities for districts interested in using strategic compensation to recruit and retain effective educators.

For HR teams, these changes make TIA more than a compensation initiative. TIA increasingly intersects with recruitment, retention, performance management, employee communication, and a district’s overall talent strategy.

A NEW DESIGNATION ACKNOWLEDGED

One of the most significant changes is the addition of the Acknowledged designation.

Previously, TIA included three designation levels: Recognized, Exemplary, and Master. Beginning with the 2026–27 implementation cycle, Acknowledged expands the framework to four levels.

TIA FUNDING IS INCREASING HB 2 also increases the amount of funding generated through TIA. Beginning in 2026–27, designated teachers can generate annual allotments within these ranges, depending on designation level and campus characteristics:

The new designation is intended to recognize a broader group of effective teachers. TEA initially described the Acknowledged performance standards as aligning with approximately the top 50% of Texas teachers. Districts with an accepted TIA local designation system may begin submitting eligible teachers for the Acknowledged designation in fall 2026 based on applicable teacher performance data.

Acknowledged: $3,000–$9,000 Recognized: $5,000–$15,000 Exemplary: $9,000–$25,000 Master: $12,000–$36,000

For HR leaders, the change could significantly broaden the number of employees who see TIA as an attainable part of their compensation and professional growth.

This makes TIA especially relevant to districts working to attract and retain highly effective educators in rural and high-needs schools.

The actual amount generated by a designated teacher varies because the TIA funding formula considers factors including the teacher’s designation and the characteristics of the campus where the teacher works.

13 | August 2026

GENERATED FUNDING IS NOT NECESSARILY A TEACHER’S EXACT PAYOUT This distinction is particularly important for HR communication.

An allotment generated by a teacher should not automatically be described as the exact amount the teacher will receive in additional compensation.

Districts receive TIA funding and distribute it according to statutory requirements and their approved local spending plans. State requirements generally direct at least 90% of TIA funds toward teacher compensation on the campus where the designated teacher works, while districts may use up to 10% for costs associated with implementing the local designation system and supporting teachers in earning designations.

HR leaders should therefore make sure recruitment materials, compensation documents, FAQs, and conversations with employees clearly distinguish between the allotment generated and the compensation an individual teacher receives.

TIA IS BECOMING A BIGGER RECRUITMENT AND RETENTION TOOL The expansion creates an opportunity for districts to reconsider how TIA fits into their employee value proposition.

Prospective teachers may increasingly ask questions such as: •

Does this district participate in TIA?

•

Which teaching assignments are eligible?

•

How does a teacher earn a designation?

•

What happens to my designation if I change districts?

•

How does the district distribute TIA funds?

•

When are TIA payments made?

•

Can I earn a higher designation over time?

HR departments should be prepared to

answer these questions consistently.

excellent time to revisit those materials.

District career pages, job postings, recruiting events, onboarding programs, compensation guides, and employee FAQs are all opportunities to explain TIA accurately and transparently.

Five Questions for HR Teams

Don’t Forget Enhanced TIA HB 2 also established Enhanced TIA, which takes the state’s strategic compensation efforts another step forward.

Enhanced TIA is intended for qualifying districts implementing broader strategic compensation systems that meet state requirements. TEA has also provided technical assistance opportunities to help districts develop compensation systems aligned with Enhanced TIA. For HR leaders, this development is worth watching closely. It creates an opportunity to think beyond individual TIA payments and consider how compensation can support larger workforce priorities—including recruiting for hard-to-staff positions, retaining effective educators, recognizing performance, and strengthening the educator pipeline.

Communication Will Be Critical Perhaps the most immediate HR responsibility is ensuring employees understand what TIA is—and what it isn’t.

Teachers should understand their district’s local designation system, eligibility requirements, performance measures, designation process, compensation plan, payment timing, and any conditions associated with receiving TIA compensation.

Clear communication is especially important as the new Acknowledged designation expands the pool of teachers who may qualify.

Districts may want to review their TIA communications through a simple test: Could a teacher understand how the system works, what is expected of them, and how a designation could affect their compensation?

If the answer is no, 2026–27 is an

As districts move into the new school year, HR leaders should consider: 1. Have we updated our TIA communications to reflect the new Acknowledged designation and funding levels?

2. Can teachers easily understand how they become eligible for a designation?

3. Are recruiters, principals, HR staff, and payroll/business staff giving employees consistent information about TIA? 4. Do our compensation materials clearly distinguish between the allotment a teacher generates and the amount the teacher receives?

5. Are we treating TIA simply as a payment program—or incorporating it into our broader recruitment and retention strategy?

THE HR TAKEAWAY TIA’s expansion represents more than a change in state funding. It gives Texas school systems another tool for recognizing effective teaching and strengthening their approach to educator compensation.

For HR leaders, the opportunity is to connect the mechanics of TIA with the district’s larger talent strategy.

That means understanding the new rules, collaborating closely with finance and instructional leadership, communicating transparently with employees, and helping teachers see how TIA fits into both their compensation and their professional growth.

As TIA expands in 2026–27, districts that communicate the program clearly and strategically may be best positioned to turn the additional state investment into something even more valuable: a stronger educator workforce.

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15 | August 2026

EDTECH AND HEIGHTENED TECHNOLOGY DEBATES ABIGAYLE HECKER, STRIVE PUBLIC POLICY RESOURCES

I

n recent months, debates regarding the role of technology have dominated conversations about the future of Texas and shifted priorities going into the 90th legislative session. Data center expansion, the utilization of artificial intelligence in the workforce, and the impact of screentime are some of the primary drivers of rising concerns among Texans. Education leaders should be prepared for potential pushback from legislators on the tech expansion that has characterized products and practices in recent years.

Momentum towards technology regulation was seen in the 89th Session through the passage of the following bills: •

HB 1481: Cell Phone Bill, banning the use of personal communication devices on school property.

•

HB 149: Texas Responsible AI Governance Act, regulating the use of artificial intelligence systems in the state.

•

SB 1964: Regulating artificial intelligence and the management of data by governmental entities.

•

HB 3512: Relating to artificial intelligence training programs for certain employees and officials of state agencies and local governments.

Debates continued into the 89th interim as the Texas House of Representatives was charged with evaluating the current state of education, including the role of AI and technology. During the hearing in early May, members expressed concern about one-to-one devices, screentime, and the use of AI by students. The importance of preparing students for a tech-driven workforce is widely acknowledged, but many argue that broader concerns about learning abilities need to be addressed. Notably, these concerns are gaining bipartisan traction, setting the stage for new legislation.

Following the committee hearing, Governor Greg Abbott announced the creation of the Texas Classroom Commission in early July. The commission has recently been charged with the following items echoing the concern with screentime: 1. Improving student proficiency in math and reading 2. Limiting screentime in classrooms

3. Identifying additional strategies to attract and retain high-quality teachers Nationally states have followed a similar trend with Alabama (May 2025), Iowa (April 2025), Tennessee (April 2025), Virginia (January 2025), Utah (March 2026), and Maine (August 2026) placing restrictions on personal devices and screentime within the classroom.

CONSIDERATIONS FOR SCHOOL LEADERS As you prepare for this moment, keep in mind that opposition to broader statewide technology development has the potential to inform perceptions of technology within the classroom.

Parents’ concerns have spurred a questioning of the use of devices altogether, with some calling for a “return to pen and paper”. Given this limited differentiating between AI and general technology usage, edtech companies and districts should position themselves to clearly communicate to parents and communities the role technology plays in supporting teachers, students, and administrators.

Teacher Absences Have Changed.

District Strategies Should, Too. Teacher absences place different demands on schools and district employees. A one-day callout is not the same as a six-week leave, and a paraprofessional opening is different from a longterm teaching assignment. Each situation requires a different level of coordination, planning, and follow-up.

Managing those needs can quickly become a daily timemanagement challenge.

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18 | HR Connection

2026 SUMMER RECAP the challenges HR professionals are managing every day, including difficult conversations, employee documentation, onboarding, compensation and staffing, benefits, workers’ compensation, returnTASPA celebrated a very special milestone to-work issues, social media, employee misconduct and changing reporting this summer as members and partners requirements. gathered July 15–17 at the Worthington Renaissance Hotel in Fort Worth for the The Summer Conference was preceded 2026 TASPA Summer Conference. This

by TASPA’s annual Summer Law year marked TASPA’s 60th Anniversary, Conference on July 15, presented by providing an opportunity not only to Eichelbaum Wardell Hansen Powell learn and connect, but also to celebrate & Muñoz, P.C. The full-day program six decades of service to Texas public provided school leaders with timely school human resources professionals. legal and legislative information and was approved for 6.5 hours of CLE credit.

The conference brought together HR leaders and support professionals from across Texas for three days of CELEBRATING 60 YEARS OF professional learning, networking and TASPA collaboration. Attendees participated in general sessions and breakout sessions This year’s conference was especially focused on the issues currently shaping meaningful as we celebrated 60 years of school human resources, including TASPA. educator certification, legislative developments, legal issues, employee Since 1966, TASPA has remained relations, staffing, benefits and district committed to connecting, educating and best practices. supporting the professionals who serve

CELEBRATING 60 YEARS OF CONNECTING, EDUCATING & SUPPORTING TEXAS SCHOOL HR PROFESSIONALS

TIMELY INFORMATION FOR TEXAS HR LEADERS The conference featured a strong lineup of presenters representing state agencies, law firms, school districts and organizations serving Texas public schools.

The opening general session included a Texas Education Agency Educator Certification Update, providing attendees with important information as districts prepared for the 2026–2027 school year.

Another conference highlight was David Anderson of Strive Public Policy Resources, who presented Inside the Texas Capitol: Legislative Updates & Education Policy. His session provided attendees with insight into legislative developments and the policy issues affecting Texas public schools and their employees.

Breakout sessions addressed many of

the employees of Texas public schools.

While the challenges facing public education and human resources have changed tremendously over six decades, TASPA’s greatest strength remains the same—our members.

Throughout the conference, we celebrated the relationships, professional connections and shared commitment to service that have sustained our association for 60 years.

CONNECTIONS THAT MATTER Some of the most valuable moments of a TASPA conference happen outside the meeting rooms. Members had opportunities throughout the week to reconnect with longtime colleagues, meet new HR professionals, exchange ideas and build relationships with exhibitors and sponsors who support Texas public education.

We extend our sincere appreciation to our presenters, sponsors and exhibitors

for sharing their expertise, resources and continued support. Their partnership helps TASPA provide high-quality professional learning opportunities throughout the year.

We also thank the TASPA Board of Directors, Professional Learning Committee and TASPA staff for the many hours of preparation that went into making the conference possible.

Most importantly, thank you to every TASPA member who joined us in Fort Worth. We recognize that attending a conference requires an investment of both time and district resources, particularly during a busy summer and a challenging budget environment. Your commitment to continued professional growth strengthens not only your HR department, but also the employees and students your district serves.

As we begin TASPA’s next 60 years, we look forward to continuing to connect, educate and support Texas school HR professionals.

Thank you for making the 2026 TASPA Summer Conference—and TASPA’s 60th Anniversary—one to remember!

19 | August 2026

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21 | August 2026

TEXAS’S NEW EDUCATOR MISCONDUCT REPORTING RULES JEFF CROWNOVER, WALSH GALLEGOS KYLE ROBINSON & DE LOS SANTOS P.C.

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s a Texas school personnel administrator, you have probably noticed that your job now involves a great deal more reporting than it did prior to the 2025-26 school year.

Unlike a lot of other reporting, this comes with real world consequences for you, your superintendent, and other administrators in your school district.

Welcome to the post-Senate Bill 571 world, where the Texas legislature has significantly rewritten the rules for reporting educator and employee misconduct.

The short version: SB 571 repealed familiar reporting requirements under Texas Education Code section 21.006 and created an entirely new chapter of the Education Code: Chapter 22A, “Employee and Service Provider Misconduct.”

Companion legislation, House Bill 4623, added a new Chapter 118 to the Texas Civil Practice and Remedies Code, exposing districts to monetary damages when misconduct reporting fails. Both new laws took effect for the 2025-26 school year.

WHAT ACTUALLY CHANGED? The reporting clock got a lot faster Under old Section 21.006, superintendents had seven business days from the date of termination, or resignation in lieu of termination, to report certain educator misconduct to SBEC. That timeframe is now reserved only for the less severe categories of misconduct. For the serious misconduct—abuse of a student or minor, an improper or romantic/ sexual relationship with a student, or inappropriate communications with a student or minor—principals must report to the superintendent within 48 hours of becoming aware of any evidence, and superintendents must in turn report to TEA/SBEC within 48 hours of becoming aware of any evidence. 1 Note that the timeline is triggered by awareness of evidence, not the end of employment.

Other types of misconduct described in the statute, including discovery of certain criminal history, still falls under the seven-business-day rule. 2 Additionally, SB 571 tightened the Texas Family Code’s

child- abuse reporting rule that applies to every school employee, not just administrators, shortening the reporting window from 48 to 24 hours.3 The definition of “abuse” grew SB 571 also expanded the definition of abuse to expressly include an improper relationship between an educator and a student.4 If a coach texts a student in a way that raises eyebrows, this is no longer a “handle it at the school district level” conversation. An inappropriate text now triggers a mandatory external report within 24 hours.

Non-certified staff and vendors are now squarely in scope Historically, most of this reporting was aimed at certified educators. Chapter 22A extends parallel reporting duties to non-certified employees and to service providers with direct student contact(think bus contractors, tutoring vendors, and other third parties who work directly with students), with reports in these cases going to the Texas

22 | HR Connection

commissioner of education rather than to SBEC.5 If your district uses contracted personnel anywhere near a classroom, cafeteria, or bus route, your vetting and reporting protocols need to reach them too.

Parents get a notice requirement of their own Boards of trustees and charter governing bodies must now adopt a policy requiring notice to a parent or guardian when their child’s employee or service provider is alleged to have engaged in reportable misconduct. The report must include whether the person was terminated or resigned before the investigation wrapped up, and whether a report was filed with TEA.6 A new portal, a public flag, and a statewide blacklist Reports now flow through TEA’s Misconduct Reporting Portal, and SBEC may post a public notice on an educator’s certification record while an investigation is pending, after providing the educator notice and an opportunity to respond.7 TEA’s existing Do Not Hire Registry (a statewide list of people ineligible for school employment) also added a temporary-placement mechanism that went into effect in September 2025.8 This allows the commissioner to place individuals on the registry temporarily under certain circumstances before a final determination is made.9 New Penalties Here is the part where it gets personal for administrators. A superintendent or principal who fails to file a required report faces an administrative penalty of $500 to $10,000 and possible nonrenewal of certification.10 And if a superintendent files a report late, or not at all, with intent to conceal a person’s criminal record or alleged misconduct, that is now a state jail felony.11 On the civil side, HB 4623 removed governmental immunity for districts that are grossly negligent, reckless, or engage in intentional misconduct in hiring, supervising, or employing a professional school employee who commits sexual misconduct against a student or fails to report suspected abuse.12 Damages under that new chapter can reach

$500,000 per claimant, plus court costs and attorneys’ fees, and prevailing plaintiffs are entitled to recover as a matter of right.13

What This Means for You: The Takeaways •

Make sure superintendents and campus administrators know the difference between a 48hour report (serious misconduct involving students) and a sevenbusiness-day report (everything else), and that the timeline for reporting child abuse or neglect under the Family Code is now 24 hours, not 48.

•

Extend your net to non-certified staff and vendors. Bus drivers, contracted tutors, and other service providers who have or will have direct contact with students may now trigger their own reporting duties.

•

Update board policy on parental notice under Texas Education Code section 22A.053.

•

Get portal access sorted now, not during a crisis. Confirm which staff members at your district have credentials for TEA’s Misconduct Reporting Portal, Do Not Hire Registry, and fingerprinting services.

•

Create a process to document good-faith reporting. Since immunity attaches to goodfaith reports, a clean paper trail not only protects students, but protects your administrators as well.

•

Brief your superintendent’s cabinet on the potential liability for failure to report. This is not a task to delegate without making sure everyone understands the stakes.

In short, the cost of a missed report is no longer measured only in embarrassment.

However, an administrator who reports in good faith is protected from civil or criminal liability for having done so — which, in practice, means the safest move is almost always to report.

The Numbers: Yes, Reporting Really Did Spike Skeptics of the new mandate may ask: is this actually changing behavior, or just creating more paperwork? TEA’s new Educator Misconduct Reporting Dashboard, itself required by SB 571, helps answer that question. 14 According to the Dashboard, once SB 571’s expanded categories and shorter deadlines kicked in for fiscal year 2026, reports more than doubled the entire prior year’s total in eight months.15 The downstream numbers moved just as sharply. Monthly investigations opened

by TEA’s Educator Investigations Division more than doubled from fiscal year 2025 to fiscal year 2026.16 Investigations specifically involving alleged inappropriate relationships between educators and students almost tripled partway through fiscal year 2026 and now account for roughly 15% of all open investigations, up from about 11%.17 Physical abuse investigations also more than doubled over the same comparison period.

Practically speaking, that means your district is likely filing more reports in 2025-26 than it did the year before, even if nothing on your campuses actually changed. This is because the net is wider and the mesh is finer. That is a good talking point to remember for your board, your staff, and your own peace of mind, if the report count looks alarming.

Will the uptick in reporting and investigation actually lead to stopping any more inappropriate conduct than under the previous reporting requirements? Let’s hope TEA provides the answer to that question soon.

Closing Thought Nobody went into school administration dreaming of statutory deadlines measured in hours, but here we are.

However, every educator agrees that making sure kids are safe is the most important thing a school district can do.

So, while more cumbersome, the upside is that these new, stricter laws continue to honor speedy reporting and good faith efforts. A report filed promptly and in good faith is about the safest thing an administrator can do in this new landscape.

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Bill Leighton, Sr. Education Consultant Bill.Leighton@kellyeducation.com 214-636-4715

OCTOBER 27-28, 2026

IN PERS ON AND VIR TUAL OPTIONS

AUSTIN MARRIOTT NORTH | ROUND ROCK, TX

12TH ANNUAL TITLE IX CONFERENCE SPECIFICALLY DESIGNED FOR K-12 ADMINISTRATORS This conference is designed to provide realistic support to school administrators in order to protect both their students and their districts in matters such as Title IX regulations, promoting equity in athletics, and providing an environment free from sex-based harassment, and understanding the requirements of Title IX.

TWO-DAY CONFERENCE October 27–28, 2026

9:00 am–5:00 pm each day

WHO SHOULD ATTEND Title IX Coordinators, Superintendents, Assistant Superintendents, Campus Administrators, Athletic Directors, Coaches, Counselors, Teachers, and School Board Trustees

VISIT WWW.EDLAW.COM TO REGISTER ONLINE

25 | August 2026

TEN HATS, ZERO TIME

YOUR 2026 TITLE IX CASE UPDATE HOLLY BOYD WARDELL, SHAREHOLDER

I

f you are a Title IX Coordinator, you probably wear ten other hats in your district. So, let me help you out a bit.

Here’s an update on 2026 Title IX cases percolating in our jurisdiction to hold you over until the Texas Title IX Conference in October.

To date in 2026, federal courts in the Fifth Circuit have addressed a handful of interesting Title IX cases involving claims of sexually hostile locker room environments, assault, improper questioning about a student’s sexual experiences, and sexual abuse by staff members in locker rooms, buses, and other places in Texas school districts.

These cases are at the initial pleading stages when courts are examining the facts as alleged by the plaintiffs. At this early stage of litigation, the court assumes the plaintiff’s allegations are true and asks only whether those alleged facts, if proven, could establish a Title IX violation. As you read these case summaries, remember that the

“facts” are the plaintiffs’ allegations— not judicial findings. Whether those allegations are ultimately proven will be decided later by the trier of fact, either a judge or a jury.

STATUTORY FRAMEWORK AND SOVEREIGN IMMUNITY Title IX of the Education Amendments of 1972 prohibits discrimination, exclusion from participation, or the denial of benefits on the basis of sex under any education program or activity receiving federal financial assistance. 20 USCS § 1681.

THE DELIBERATE INDIFFERENCE STANDARD FOR HARASSMENT CLAIMS To establish a school district’s liability for sexual harassment under Title IX, plaintiffs must satisfy a demanding

standard of “deliberate indifference,” which requires more than showing negligent or unreasonable responses.

See, e.g., Bernal v. Floresville Indep.

Sch. Dist., (5th Cir. 2026) (Alleged inappropriate touching of a fifth-grade male student by another student.

Where a school district, upon learning of student-on-student sexual harassment, immediately escalated matter to administration, conducted interview, and imposed disciplinary measures within hours of notification, the district’s alleged failure to separate the students or contact law enforcement does not constitute deliberate indifference, even if the response could have been more comprehensive.); J.D.R. v. San Marcos Consol. Indep. Sch. Dist. (W. D. Tex. 2026) (Alleged baseball player put genitals on face of another player in locker room and related incidents).

1. For student-to-student harassment, a school district is liable only when the plaintiff

26 | HR Connection

establishes five elements: 2. The district had actual knowledge of the harassment; 3. The harasser was under the district’s control; 4. The harassment was based on the victim’s sex; 5. The harassment was so severe, pervasive, and objectively offensive that it effectively barred the victim’s access to an educational opportunity or benefit; and 6. The district was deliberately indifferent to the harassment.

J.D.R. v. San Marcos CISD. (Even the alleged failure by the district to comply with its own regulations does not establish the requisite deliberate indifference, so long as the district responded in a manner that is not clearly unreasonable.).

Similarly, for staff-to-student harassment claims, a plaintiff must show that the district had “actual notice” of the alleged misconduct and was “deliberately indifferent” to it. Mendoza ex rel. I.M. v. Lockhart Indep. Sch. Dist. (W.D. Tex. 2026) (Alleging sexual abuse of a sixthseventh grade student by a PE aide/ Junior High volleyball coach).

ACTUAL KNOWLEDGE AND AUTHORIZED OFFICIALS To satisfy the actual knowledge requirement, notice must be received by an appropriate person—specifically a district employee who at a minimum has the authority to institute corrective measures and rectify the harassment on the district’s behalf. See Mendoza.

In Jane v. Prosper Independent School District, the court granted summary judgment dismissing Title IX claims with prejudice because there was no evidence that an authorized person within the school district had actual knowledge of a teacher’s abuse prior to the student’s outcry. Jane v. Prosper Indep. Sch. Dist.

(E.D. Tex. 2026) (Where a bus driver’s sexual abuse of elementary students on a school bus, which recorded on unmonitored surveillance footage, did

not equate to the district having actual knowledge of the abuse.)

SCOPE OF DELIBERATE INDIFFERENCE A school district’s response is considered deliberately indifferent only when it is “clearly unreasonable in light of the known circumstances.” See Mendoza.

Negligent delays, deficient or botched investigations, and responses that could have been improved upon do not rise to the level of deliberate indifference. See Bernal; J.D.R.

Applying these principles in Bernal v.

Floresville Independent School District, the Fifth Circuit affirmed that a school district was not deliberately indifferent when it immediately escalated a parent’s report of student-on-student harassment to the administration, conducted interviews, and disciplined the offending student within hours of being notified.

The court emphasized that school officials are afforded broad deference in disciplinary decisions, and Title IX does not require a school district to implement specific remedial demands of parents, such as separating the students in the classroom.

TITLE IX RETALIATION CLAIMS Title IX also supports claims for retaliation. See, e.g., Burgos v. Manor Indep. Sch. Dist. (W.D. Tex. 2026) (Alleging teacher represented to student that she was appointed to mediate student disputes and began asking the student about a purported sexual incident with the student’s boyfriend). However, when the alleged retaliatory conduct is committed by an individual school employee rather than implemented as the district’s official policy, the plaintiff must prove that the school district itself was deliberately indifferent to the employee’s retaliatory actions to establish district liability. In Burgos v. Manor ISD, the court denied the school district’s motion to dismiss, finding that the plaintiff’s allegations of retaliatory conduct by a teacher, combined with allegations of the district’s response (there was allegedly a two-month delay before interviewing

students and a failure to implement protective measures) were sufficient to plausibly plead deliberate indifference— allowing the plaintiff to proceed to the next phase of litigation.

This year is shaping up to be a banner year for Title IX court cases, which will either reinforce or reduce the standards plaintiffs must meet to hold Texas school districts liable for sexual harassment. Join us at the Texas Title IX Conference where we will discuss these and other new cases.

This fall, we are offering two essential Title IX training opportunities. On September 15, we will host our Title IX Coordinator Essentials training at Region 14 ESC—an ideal foundation for new coordinators or anyone seeking a comprehensive refresher. Then, on October 27–28, we invite you to join us in Austin for our annual Title IX Administrator Conference, featuring advanced sessions, legal updates, and practical guidance for managing complex Title IX responsibilities. More information on both seminars is available here.

27 | August 2026

28 | HR Connection

THE NOT-QUITE DIGITAL AGE

RESPONDING TO REMOTE-WORK REQUESTS KAITLYN PORTER, THOMPSON & HORTON LLP

T

here is no denying that the technological age is advancing at a rapid pace. We can buy groceries without entering the store, watch movies without entering the theater, and take our pick from thousands of books without ever entering the library.

And the COVID-19 pandemic revealed that employees can perform their jobs without ever entering the workplace, right? Well, not quite. The Fort Worth Court of Appeals’ and Fifth Circuit’s recent opinions reveal that the digital age isn’t progressing as rapidly as one might think—at least, not when it comes to one’s essential job functions.

RECENT CASE LAW REGARDING REMOTE WORK In University of Texas at Arlington v.

Esimai,1 a professor who had previously taught only in-person courses taught remotely during the COVID-19 pandemic. e university granted the employee’s two subsequent requests to continue teaching online through May 2022 due to the unique nature of the pandemic.

1 2 3 4 5

The employee then made a third request, asking to teach remotely indefinitely due to various disabilities.

The university determined that teaching in-person was an essential function of the professor’s position and denied her request to teach remotely. Though the university offered the professor other potential accommodations, she refused any accommodation other than fulltime remote work. The professor then sued the university under state law for disability discrimination and failure to accommodate.

The Fort Worth Court of Appeals explained that to state a failure-toaccommodate or disability discrimination claim the employee must show, among other things, that they could perform the essential functions of their position with reasonable accommodations. The court explained that many courts have historically held that “being physically present at the workplace is an essential function of most jobs” and that “[t] his is especially true when the position is interactive” such as with teaching.2 The court cited guidance from the

No. 02-25-00569-CV, 2026 WL 844619 (Tex. App.—Fort Worth March 26, 2026, pet. filed).

Id. at *6.

ID. AT *7–8.

ID. AT 8.

ID.

EEOC explaining that “[t]he fact that an employer temporarily excused performance of one or more essential functions” during the pandemic “or otherwise chose to permit telework, does not mean that the employer permanently changed a job’s essential functions, that telework is always a feasible accommodation, or that it does not pose an undue hardship.”3 In Esimai, the court explained that for the first 20 years of the professor’s teaching career, she taught solely inperson and the only reason for her move to remote learning was the pandemic. The court observed that “[w]hen a university offers fully inperson classroom instruction, having the teacher attend in person bears more than a marginal relationship to the job at issue.”4 Additionally, the court explained that allowing fully remote instruction for an in-classroom model would “fundamentally alter the job.”5 The court concluded that in-person instruction was an essential function of the professor’s job and that her brief, pandemic-induced stint with online

29 | August 2026

instruction did not permanently change that. The professor’s argument that she that she technically could perform her job duties remotely as demonstrated during the pandemic was unavailing.

What mattered was the that full-time, inperson instruction remained an essential function of her job, and she claimed she was no longer capable of teaching that way. Because she could not perform the essential functions of her job, the court denied her claims.

Likewise, in Hayes v. GStek, Incorporated,6 an employee of an Army contractor was permitted to work remotely during the COVID-19 pandemic. After the contractor and the Army transitioned away from remote work in early 2022, the employee was overstimulated by his return to the office and diagnosed with Autism, Major Depressive Disorder, and Social Anxiety Disorder. Though the Army determined that it was not in the organization’s best interest to grant the employee’s request that he be accommodated through fulltime telework, the contractor allowed the employee to work remotely two to three days per week. The employee, however, experienced another mental breakdown and communicated that to do his job, he needed to work from home. After the contractor fired the employee, he sued in district court, bringing failure-to-accommodate, discrimination, and retaliation claims under the Americans with Disabilities Act (ADA).

As the Fort Worth Court of Appeals had held mere months earlier, the Fifth Circuit explained that in-person attendance is an essential job function of most jobs and the pandemic’s inducement of temporary telework conditions did not permanently alter this fact. Additionally, the Fifth Circuit explained that an employer’s ability to supervise an employee is a “factor in determining whether a work-at-home accommodation is reasonable.”7 The court noted that supervision is much harder to do remotely, especially when the employee never comes into the office. In Hayes, there were several instances in which the employee was unable to communicate effectively with his supervisor while working remotely.

6 7 8 9 10 11

The court denied the employee’s claims, concluding that full-time telework was not a reasonable accommodation in this case and that, by the employee’s own admission, he could not perform the essential functions of his job. Moreover, the court held that the contractor had generously offered the reasonable accommodation of remote work two to three days per week.

HOW TO HANDLE REMOTE WORK REQUESTS While the Esimai and Hayes decisions indicate that employers still have a right to require employees to perform their duties in-person—even if the employee technically could or formerly did perform their duties remotely during the pandemic—this does not mean that employers should outright every remote work request. In fact, the Hayes decision indicates that temporary remote work may be a reasonable accommodation in some circumstances; the Fifth Circuit noted that the contractor “satisfied its statutory obligation to provide Hayes with a reasonable accommodation” when it “allowed him to work from home two to three days a week.”8 Consequently, it is advisable to handle these requests on a case-by-case basis.

For instance, employers could consider and collect relevant documentation regarding the employee’s essential job functions, the unique nature of the employee’s disability, the reason for requesting remote work, and the ability to communicate with and supervise the employee remotely. Even if an employer cannot honor an employee’s remote work request, the human resources department could consider continuing to engage in the interactive process to find a suitable accommodation for the employee, rather than flat-out denying the accommodation.

What may work for one employee may not work with another. For instance, a school may not be able to permit their kindergarten teacher to work remotely three days a week because in-person classroom supervision and instruction of students are likely essential job functions of the teacher. However, the same school might be able to allow one

175 F.4th 603 (5th Cir. 2026).

Id. at 608 (quoting Credeur v. Lousiana ex rel. Off. of Att’y Gen., 860 F.3d 785, 793 (5th Cir. 2017)).

Id. at 609.

42 U.S.C. § 12111(10)(A).

See id. at § 12111(10)(B).

See Hayes, 175 F.4th at 608.

of its IT assistants to work remotely twice a week, provided that they are able to troubleshoot technology issues from a distance and maintain regular communication with their supervisor.

In short, there is no one-size-fits-all accommodation.

UNDUE HARDSHIP The ADA, however, does not require employers to bend over backward to make an employee’s remote work accommodation request possible. An employer is excused from providing an employee’s requested accommodation when doing so would impose an “undue hardship” on the employer. An undue hardship is an “action requiring significant difficulty or expense” when considering several relevant factors.9 The factors to be considered include: (1) the nature and cost of the accommodation; (2) the overall financial resources of the facility/facilities involved in the provision of the accommodation, the number of persons employed, the effect on expenses and resources, or other impacts of such accommodation upon facility operations; (3) the over financial resources of the entity and overall size of the business with respect to employees, and the number, type and location of its facilities; and (4) the type of operation(s) of the entity, including composition, structure, and workplace functions, and the geographic separateness, administrative, or fiscal relationship of the facilities.10 While this analysis will vary by employee and entity, the Fifth Circuit has acknowledged that temporary telework during the COVID-19 pandemic does not mean that current telework never imposes an undue hardship on employers.11 In sum, while the technological age is marching ahead, employers may still have a right to require employees to march to the office on Monday morning—even if they technically could or formerly did perform their duties remotely during the pandemic.

Employers should, however, consider whether their particular workplace situations would permit temporary or part-time remote work as a reasonable accommodation on a case-by-case basis.

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33 | August 2026

FOUR REASONS HIRING AND RECORDS BELONG ON ONE PLATFORM

H

ow many times does one new hire’s information get typed into your systems before they ever show up for their first day? If a birthdate or certification number gets entered wrong during the application, would anyone catch it before it turns up on payroll, or in an audit, months later?

Are you confident the nightly sync job between your applicant tracking tool and your employee database is catching everything it’s supposed to?

If any of those questions made you wince, you’re not alone. Most districts run hiring and employee records in two separate systems that were never built to share a foundation, just an integration.

Here are four reasons the setup of disconnected systems create unnecessary work and expense and why hiring and records need to live on the same platform instead.

1. EVERY DUPLICATE ENTRY COSTS MORE THAN YOU MIGHT THINK.

A single manual HR data entry cost an average of $4.39, according to a research report from EY, and that number has increased in recent years. That number sounds small until you count how many times one new hire’s information gets entered by hand: name and address during the application, again during onboarding, again into payroll, and again into whatever system tracks certifications.

Most hiring software is decent at one job: running candidates through the pipeline. Post the role, collect applications, run interviews, and get the offer signed. Once that’s done, the system’s work is finished, and building the actual employee record becomes a second, disconnected task. Districts commonly bridge that gap with an export from one system and an import into another, then a nightly sync job to keep any other tool that needs that same roster, like absence management, current. Every one of those steps is a new chance for the same information to get entered incorrectly, and every sync job is a new way for two systems

to quietly disagree with each other until somebody notices.

2. A SINGLE DATA POINT CAN TURN INTO A COMPLIANCE PROBLEM LATER. Hiring involves some of the most sensitive, most regulated data a district collects, including Social Security numbers, dates of birth, and I-9 verification. According to SHRM, the average error rate on I-9 forms among small employers exceeds 75%, with penalties running into the thousands of dollars per form. Under updated federal guidance issued in 2026, errors once treated as minor and correctable, like a missing employee date of birth, can now be classified as substantive violations with no grace period to fix them.

That same data doesn’t stay contained to one form, either. A certification number or date collected during an application is often the same data other systems rely on later to confirm a license is current or to run a compliance report. Get it wrong once, whether during the original

34 | HR Connection

application or a manual re-entry weeks later, and that error doesn’t sit quietly in one place. It resurfaces every time another system or process relies on that data.

3. “INTEGRATED” AND “UNIFIED” ARE NOT THE SAME THING. Plenty of HR software vendors describe their products as connected, when what they really mean is that two separate databases have agreed to talk to each other on a schedule. That’s meaningfully different from one platform where hiring and records share the same record from the start.

When systems are only integrated, a new hire’s information has to travel. It gets exported here, manually typed in there, synced again overnight, and every one of those trips is a chance for something to get lost or delayed. When hiring and records run on one platform instead, the fields a candidate fills out during an application are the exact same fields that show up on the employee record, because there’s only one record to begin with. A district isn’t stuck stitching together two vendors or relying on a connected system masquerading as one

solution, just to cover one employee’s move from applicant to staff member.

4. HIRING SEASON DOESN’T LEAVE ROOM FOR A SECOND SYSTEM TO CATCH UP. Roughly 1 in 8 teaching positions nationwide are currently vacant or filled by a teacher without full certification, according to the Learning Policy Institute’s 2026 analysis. Districts aren’t hiring one new employee at a time under ideal conditions. They’re often filling dozens of positions in the weeks before the first day of school, during the busiest time of year when every team is working to get ready for day one.

That’s exactly the wrong moment to ask HR staff to manually shepherd a new hire’s paperwork, certifications, and onboarding forms from one system into another, one at a time, for every single hire. When hiring and records are part of the same foundation, that documentation follows the employee automatically instead of waiting on someone to find the time to move it. The busiest season of the year is precisely when that shouldn’t depend on anyone remembering to do it.

WHY RED ROVER BUILT IT THIS WAY This is exactly the problem Red Rover set out to solve with Hiring and Records.

Because they run on the same platform, a candidate marked “Selected to Hire” can be pulled straight into a new or existing employee record, with an admin choosing exactly which fields carry over. Sensitive information like Social Security numbers and dates of birth can be collected once, during the application, instead of a second time during onboarding. And once a candidate is linked to an employee record, their job application, reference checks, and onboarding forms show up as documents right on that employee’s profile, automatically.

None of that is possible when hiring and records are two products pretending to be one. When the systems actually work together, the handoff from candidate to employee becomes a single, connected process, not another round of data entry for HR. Information moves with the employee, documents stay where they belong, and HR gets a complete record from the moment someone applies through their entire time with the district.

Redefining employee benefits for our school district clients Billing reconciliation & remittance Benefits technology solutions Benefits design & consulting In-house legal & compliance support Benefits education & enrollment Talk to our employee benefits experts today!

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Brady Scott Partner 512.644.8226 brady.scott@baldwin.com

Travis Tucker Partner 254.702.4480 travis.tucker@baldwin.com

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36 | HR Connection

BOARD MEMBER SPOTLIGHT initiatives supporting one of the region’s largest school districts.

With more than two decades of service to Socorro ISD, I have held numerous leadership roles including Information Systems Specialist, Compensation Officer, Coordinator of Compensation, Position Control Manager, Director of Human Resources, and Chief Human Resources Officer.

CELINA STILES

Chief Human Resources Officer Socorro ISD

I

currently serve as the Chief Human Resources Officer for Socorro Independent School District in El Paso, Texas, where I lead strategic Human Resources,

Throughout my career, I have specialized in Human Resources leadership, compensation administration, staffing and workforce planning, employee relations, compliance, and organizational effectiveness. I have successfully led districtwide initiatives involving staffing models, compensation studies, HR technology implementations,

talent acquisition strategies, and process improvements designed to enhance employee support and operational efficiency.

I hold a Master of Arts in Management and Leadership and a Master of Arts in Human Resources Development from Webster University.

A dedicated advocate for public education and human resources excellence, and I am passionate about developing innovative workforce solutions, fostering positive organizational cultures, and supporting the success of both employees and students. I am honored to serve alongside HR professionals across Texas through the Texas Association of School Personnel Administrators (TASPA).

37 | August 2026

ADVOCACY COMMITTEE UPDATE PRE-EMPLOYMENT AND PRE-SERVICE AFFIDAVIT REQUIREMENTS Pursuant to Texas Education Code (TEC) §22A.055, individuals applying for employment with, or who will serve as a service provider for, an educational entity must submit a pre-employment or preservice affidavit using the form adopted

by TEA.

MAX FLORES

Please review your current employment application and make sure the affidavit questions have been updated to meet the current requirements. TEA has provided updated guidance and the required language.

Chief Human Resources Officer New Braunfels ISD Advocacy Liaison

TEA – Pre-Employment/Pre-Service Affidavit Guidance

hope everyone is off to a great start to the 2026–2027 school year! I also hope the rush of hiring, filling vacancies, and getting campuses ready for students has been good to you. Now that things have settled down a bit, a few start-of-year reminders and updates.

TEA UPDATES

I

REMINDERS TEC §39.008 – Annual Certification of Compliance Enacted through Senate Bill 12, districts are required to complete the TEC §39.008 – Certification of Compliance with Certain Laws by September 30.

TEA has provided information and the necessary forms to assist districts with this requirement. Please review the guidance and ensure your district completes the certification by the deadline. Just to be clear, this does not give you the authority to disregard or ignore any applicable laws that are not specifically listed on the form.

TEA Guidance and Forms – Senate Bill 12 Annual Certification of Compliance with Certain Laws

There are several things coming up the pike, and I encourage you to consider providing your input. As HR professionals, we are the people who experience these changes firsthand and often see the unintended consequences of new requirements and regulations.

Our perspective matters.

TEXAS REGULATORY EFFICIENCY OFFICE The Texas Regulatory Efficiency Office (TREO) is conducting a Regulatory Efficiency Review (RER) of State Board for Educator Certification (SBEC) rules. TEA is seeking public input on the draft RER report and proposed recommendations related to educator certification requirements.

The public input period is limited, so if you have thoughts or concerns about the current requirements or proposed recommendations, please take the time to review the report and provide feedback by August 27, 2026.

Review the Draft RER Report Complete the TREO Public Input Survey – SBEC Rules

STATE AUDITOR’S OFFICE REVIEW OF TEA The State Auditor’s Office (SAO) has released an audit of the Texas Education Agency. The audit was required by the state budget bill passed during the previous legislative session.

One finding that could potentially affect school staffing and the services provided to districts involves TEA’s managementto-staff ratio. The report indicates that TEA has a relatively high proportion of management positions and recommends corrective actions, including potential staffing adjustments.

While it is too early to know what impact this may have, it is worth keeping an eye on the report and any subsequent actions. Changes to TEA staffing could affect the services and support available to school districts and may lead to additional recommendations or changes for ISDs. State Auditor’s Office – TEA Audit Report

WE ARE A COMMUNITY Finally, remember that we are a community of HR professionals. If you have a question, encounter a new situation, or need guidance, reach out to your fellow HR colleagues. Chances are someone else has faced a similar issue or has a perspective that can help.

The more we communicate, share information, and align our practices, the stronger we will be—and the better we can serve our employees and districts.

Here’s to a great 2026–2027 school year!

Your Key to Filling Staff Absences with Quality Substitutes Higher Fill Rates Proactive Recruiting Comprehensive Training Unmatched Local Service

Improve your substitute staffing with Edustaff.

Join the hundreds of K-12 districts that have made the switch. When you partner with Edustaff, we’ll help solve your substitute shortage, reduce your workload, and support your schools with better fill rates.

edustaff.org/services

Let’s Connect!

Amy Dawson

Partnership Consultant adawson@edustaff.org (817) 733-7793

Best in Class

Join Us! Lead Today. Transform Tomorrow!

TASPA’s mission is to be a leader in education by supporting and advocating for our membership and the students they serve.

We enhance membership value through new benefits, partnerships, and increased engagement.TASPA is a recognized leader and provides high-quality and relevant professional development for the PK-12 HR profession.

We invite you to be a part of TASPA. Join or renew for 2026-2027!

taspa.org