SUPPLEMENTARY AIDS AND SERVICES, SPECIAL EDUCATION, RELATED SERVICES

	REQUISITOS FEDERALES Y ESTATALES
Práctica	Ayudas y servicios suplementarios, educación especial, y servicios relacionados deben estar basados en la investigación revisada por colegas hasta el grado practicable. Citas: 300.320(a)(4)
	AYUDAS Y SERVICIOS SUPLEMENTARIOS
Documentación	El comité de admisión, repaso, y retiro (ARD) debe determinar las ayudas y los servicios suplementarios necesarios que serán proporcionados al niño, o en nombre del niño. Citas: 300.320(a)(4) 89.1050(a)(1)
Práctica	El término ayudas y servicios suplementarios significa ayudas, servicios, y otros apoyos que son proporcionados en las clases de educación regular u otros ambientes relacionados con la educación, y en ambientes extracurriculares y no académicos, para permitir al niño con una discapacidad ser educado con niños sin discapacidades al grado máximo apropiado. Citas: 300.42
	EDUCACIÓN ESPECIAL
Documentación	El comité de ARD debe determinar los servicios de educación especial necesarios. Citas: 300.320(a)(4) 89.1050(a)(1)
Práctica	El término educación especial significa instrucción especialmente diseñada, sin costo a los padres, para satisfacer las necesidades únicas del niño con una discapacidad. Citas: 300.39(a)
	SERVICIOS RELACIONADOS
Documentación	El comité de ARD debe determinar los servicios relacionados necesarios. Citas: 300.320(a)(4) 89.1050(a)(1)
Práctica	El término servicios relacionados significa el transporte, y aquellos servicios de apoyo de desarrollo, correctivos, y otros servicios de apoyo según sean requeridos para asistir al niño con una discapacidad para beneficiarse de la educación especial. Citas: 300.34(a) 300.34(b)
Práctica	Un niño es elegible para recibir servicios de audiología proporcionados bajo el programa de salud escolar y servicios relacionados de la Comisión de Salud y Servicios Humanos, como es descrito en la estructura de FONDOS PARA SERVICIOS NO EDUCACIONALES, si el niño: Citas: TEC 38.033(a)
Documentación	Tiene 20 años de edad o menor; Citas: TEC 38.033(a)(1)
Documentación	Tiene una discapacidad o una condición médica crónica; Citas: TEC 38.033(a)(2)
Documentación	Es elegible para beneficios de Medicaid; y Citas: TEC 38.033(a)(3)
Documentación	Se le han recetado los servicios bajo: Citas: TEC 38.033(a)(4)
Documentación	Un programa de educación individualizado (IEP); o Citas: TEC 38.033(a)(4)(A)
Documentación	Un plan creado bajo la Sección 504. Citas: TEC 38.033(a)(4)(B)
Práctica	Para cada niño colocado en un ambiente residencial por el comité de ARD: Citas: 89.1090
Práctica	El distrito escolar de residencia será responsable por el transporte al inicio y al final del período y para vacaciones regularmente programadas cuando se espera que los niños dejen el campus residencial; y Citas: 89.1090
Práctica	Cuando el comité de ARD determina que es necesario para la seguridad del niño ser acompañado por un adulto designado por el comité de ARD, transporte de viaje redondo para ese adulto también debe ser proporcionado. Citas: 89.1090
	MODIFICACIONES DE PROGRAMA Y APOYOS PARA EL PERSONAL ESCOLAR
Documentación	El comité de ARD debe determinar las modificaciones necesarias del programa o apoyos para el personal escolar que serán proporcionados al niño para que el niño pueda: Citas: 300.320(a)(4) 89.1050(a)(1)
Práctica	Avanzar apropiadamente hacia el logro de las metas anuales; Citas: 300.320(a)(4)(i)
Práctica	Participar y progresar en el plan de estudios de educación general, y proporcionarle una oportunidad equitativa para participar en actividades extracurriculares y otras actividades no académicas incluyendo, hasta el grado máximo apropiado, en ambientes no académicos y servicios tales como: Citas: 300.320(a)(4)(ii) 300.117 300.107
Práctica	Comidas; Citas: 300.117
Práctica	Períodos de recreo; Citas: 300.117
Práctica	Servicios de asesoramiento; Citas: 300.107(b) 300.117
Práctica	Deportes; Citas: 300.107(b) 300.117
Práctica	Transporte; Citas: 300.107(b) 300.117
Práctica	Servicios de salud; Citas: 300.107(b) 300.117
Práctica	Actividades de recreación; Citas: 300.107(b) 300.117
Práctica	Grupos de interés especiales o clubes patrocinados por la agencia de educación local (LEA); Citas: 300.107(b) 300.117
Práctica	Envíos a otras agencias que proporcionan asistencia a personas con discapacidades; Citas: 300.107(b) 300.117
Práctica	Empleo de niños, incluyendo empleo por la LEA y asistencia para hacer disponible empleo fuera de la LEA; y Citas: 300.107(b) 300.117
Práctica	Ser educado y participar con otros niños con discapacidades y niños sin discapacidades. Citas: 300.320(a)(4)(iii)
Documentación	El comité de ARD hace una determinación que el niño no puede completar el requisito de recibir instrucción en resucitación cardiopulmonar. Citas: 74.38(e)(1) TEC 28.0023(d)
	CAPACITACIÓN PARA PONER EN PRÁCTICA EL IEP
Práctica	Se requiere que la LEA proporcione capacitación a un educador que trabaja principalmente fuera del área de educación especial sólo si el educador no posee los conocimientos y destrezas necesarios para poner en práctica el IEP desarrollado para el niño que recibe instrucción del educador: Citas: TEC 21.451(e) TEC 21.451(d)(2)
Práctica	La LEA determinará el tiempo y el lugar en que la capacitación se imparte; Citas: TEC 21.451(e)
Práctica	La LEA debe incluir capacitación que es basada en investigación, y que: Citas: TEC 21.451(d)(2)
Práctica	Está relacionada con la instrucción de niños con discapacidades, incluyendo estudiantes con discapacidades que también tienen otras condiciones intelectuales o de salud mental; y Citas: TEC 21.451(d)(2)(A)
Práctica	Está diseñada para educadores que trabajan principalmente fuera del área de educación especial; y Citas: TEC 21.451(d)(2)(B)
Práctica	Al desarrollar o mantener la capacitación, la LEA debe consultar con personas expertas en prácticas a base de investigación para niños con discapacidades tales como: Citas: TEC 21.451(f)
Práctica	Personas de colegios, universidades, organizaciones particulares y no lucrativas, centros regionales de servicio de educación; Citas: TEC 21.451(f)
Práctica	Personal calificado de la LEA; y Citas: TEC 21.451(f)
Práctica	Cualquier otra persona identificada como calificada por la LEA. Citas: TEC 21.451(f)
	PROGRAMA INTENSIVO DE INSTRUCCIÓN
Práctica	Para el niño que no se desempeñó satisfactoriamente en la evaluación del estado bajo la estructura de EVALUACIONES DEL ESTADO Y DEL DISTRITO o que probablemente no recibirá un diploma de preparatoria antes del quinto año escolar después de la matrícula del niño en el grado 9: Citas: TEC 28.0213(a) TEC 28.0213(e) TEC 39.023
Documentación	El comité de ARD debe diseñar el programa intensivo de instrucción: Citas: TEC 28.0213(e) 89.1050(a)(10)
Práctica	Para permitir al niño alcanzar un estándar de crecimiento anual a base del IEP del niño; y Citas: TEC 28.0213(e)(1)
Práctica	Si es pertinente, para realizar los propósitos de la Iniciativa de Éxito del Estudiante. Citas: TEC 28.0213(e)(2) TEC 28.0211
	INSTRUCCIÓN ACELERADA DE LECTURA
Práctica	Para el niño en kinder o grado 1 or 2 que no desempeñó satisfactoriamente en un instrumento de lectura seleccionado de la lista aprobada por el comisionado de educación o por el comité al nivel de distrito: Citas: TEC 28.006(g) TEC 28.006(c) TEC 28.006(c-2) TEC 28.006(c-3)
Documentación	El comité de ARD debe determinar la manera en la cual el niño participará en un programa acelerado de instrucción de lectura. Citas: TEC 28.006(g) 89.1050(a)(7)
	INICIATIVA DE ÉXITO DEL ESTUDIANTE PARA NIÑOS EN GRADOS TRES A OCHO
Práctica	El comité de ARD debe determinar la manera en la cual el niño participará en un programa acelerado de instrucción cuando es requerido como parte de la Iniciativa de Éxito del Estudiante. Citas: TEC 28.0211(i)(1) TEC 28.0211
Práctica	El comité de ARD debe determinar si el niño será promovido o retenido cuando es requerido como parte de la Iniciativa de Éxito del Estudiante. Citas: TEC 28.0211(i)(2) TEC 28.0211
Práctica	Para el niño en los grados 5 y 8: Citas: TEC 28.0211(i) TEC 28.0211(a)
Práctica	EL comité de ARD debe reunirse antes que se le administre al niño una evaluación estatal de lectura o matemáticas bajo la estructura de EVALUACIONES ESTATALES Y DE DISTRITO por segunda vez; Citas: TEC 28.0211(i)
Práctica	El comité de ARD puede promover al niño al próximo nivel de grado si el comité concluye que el niño ha hecho progreso suficiente en las metas académicas mensurables contenidas en el IEP del niño; Citas: TEC 28.0211(i-1)
Práctica	La LEA que promueve al niño bajo la Iniciativa de Éxito del Estudiante no se le requiere proporcionar una oportunidad adicional para el niño para desempeñarse satisfactoriamente en la evaluación; y Citas: TEC 28.0211(i-1)
Práctica	A no mas tardar del 1 de septiembre de cada año escolar, la LEA debe notificar al PADRE de las opciones del comité de ARD bajo la Iniciativa de Éxito del Estudiante. Citas: TEC 28.0211(i-2)
	PLAN PERSONAL DE GRADUACIÓN EN LA SECUNDARIA Y LA ESCUELA INTERMEDIA
Práctica	Para el niño en la secundaria o escuela intermedia, el IEP del niño debe ser usado como el plan personal de graduación del niño. Citas: TEC 28.0212(c) 89.1050(a)(9)
	INICIO, FRECUENCIA, Y DURACIÓN DE SERVICIOS
Práctica	El comité de ARD debe determinar e incluir en el IEP del niño: Citas: 300.320(a)(7)
Documentación	La fecha proyectada para el inicio de los servicios y modificaciones; Citas: 300.320(a)(7)
Documentación	La frecuencia anticipada de esos servicios y modificaciones; y Citas: 300.320(a)(7)
Documentación	La duración anticipada de esos servicios y modificaciones. Citas: 300.320(a)(7)
Documentación	El comité de ARD debe determinar el período de tiempo apropiado del día escolar y especificar el periodo de tiempo del día escolar en el IEP. Citas: 89.1075(e)
Práctica	Los niños con discapacidades deben disponer de un día de instrucción en proporción al de los niños sin discapacidades. Citas: 89.1075(e)
	LUGAR
Documentación	El comité de ARD debe determinar e incluir en el IEP el lugar anticipado de los servicios y modificaciones. Citas: 300.320(a)(7) 89.1050(a)(1)
Práctica	Si para el propósito de recibir servicios de educación especial, la LEA asigna al niño a un lugar de campus que no es el lugar de campus donde el niño asistiría basado en la residencia del niño: Citas: TEC 25.0343(a)
Práctica	La LEA debe permitir al padre del niño, guardián, u otra persona en capacidad de padre del niño a obtener un traslado al campus asignado a cualquier otro niño que resida en la casa del niño que recibe servicios de educación especial, siempre que: Citas: TEC 25.0343(a) TEC 25.0343(c)
Práctica	El otro niño tenga derecho a asistir a la escuela en la LEA; Citas: TEC 25.0343(a)(1)
Práctica	El nivel de grado apropiado para el otro niño es ofrecido en el campus; Citas: TEC 25.0343(a)(2)
Práctica	El niño que recibe servicios de educación especial no reside en una instalación residencial; y Citas: TEC 25.0343(d)
Práctica	No se requiere que la LEA proporcione transporte al otro niño que se traslada a otro lugar de campus bajo esta sección; sin embargo, esto no afecta ningún servicio de transporte proporcionado por la LEA de acuerdo con otras leyes para el niño que recibe servicios de educación especial. Citas: TEC 25.0343(b)

Texas Education Code § 39.023. Adoption and Administration of Instruments.

(a) The agency shall adopt or develop appropriate criterion-referenced assessment instruments designed to assess essential knowledge and skills in reading, mathematics, social studies, and science. Except as provided by Subsection (a-2), all students, other than students assessed under Subsection (b) or (l) or exempted under Section 39.027, shall be assessed in:
(1) mathematics, annually in grades three through eight;
(2) reading, annually in grades three through eight;
(3) social studies, in grade eight;
(4) science, in grades five and eight; and
(5) any other subject and grade required by federal law.

(a-1) The agency shall develop assessment instruments required under Subsection (a) in a manner that allows, to the extent practicable:
(1) the score a student receives to provide reliable information relating to a student's satisfactory performance for each performance standard under Section 39.0241; and
(2) an appropriate range of performances to serve as a valid indication of growth in student achievement.

(a-2) Except as required by federal law, a student is not required to be assessed in a subject otherwise assessed at the student's grade level under Subsection (a) if the student:
(1) is enrolled in a course in the subject intended for students above the student's grade level and will be administered an assessment instrument adopted or developed under Subsection (a) that aligns with the curriculum for the course in which the student is enrolled; or
(2) is enrolled in a course in the subject for which the student will receive high school academic credit and will be administered an end-of-course assessment instrument adopted under Subsection (c) for the course.

(a-3) The agency may not adopt or develop a criterion-referenced assessment instrument under this section based on common core state standards as defined by Section 28.002(b-1). This subsection does not prohibit the use of college advanced placement tests or international baccalaureate examinations as those terms are defined by Section 28.051.

(a-4) For purposes of Subsection (a)(1), the State Board of Education by rule may designate sections of a mathematics assessment instrument for a grade level that:
(1) may be completed with the aid of technology; and
(2) must be completed without the aid of technology.

(a-5)-(a-10) Expired.

(a-11) Before an assessment instrument adopted or developed under Subsection (a) may be administered under that subsection, the assessment instrument must, on the basis of empirical evidence, be determined to be valid and reliable by an entity that is independent of the agency and of any other entity that developed the assessment instrument.

(a-12) An assessment instrument adopted or developed under Subsection (a) may not have more than three parts. A part of an assessment instrument must be designed so that:
(1) if administered to students in grades three and four, 85 percent of students will be able to complete that part within 60 minutes; and
(2) if administered to students in grades five through eight, 85 percent of students will be able to complete that part within 75 minutes.

(a-13) The amount of time allowed for administration of an assessment instrument adopted or developed under Subsection (a) may not exceed eight hours, and the administration may occur in multiple parts over more than one day.

(a-14) Subsections (a-12) and (a-13) do not apply to the administration of assessment instruments for a grade level if, as a result of the time restriction imposed, the assessment instrument no longer:
(1) complies with federal law; or
(2) is valid and reliable, based on findings and recommendations made by the advisory committees established under Section 39.02302.

(a-15) Subsections (a-12) and (a-13) do not apply to a classroom portfolio method used to assess writing performance.

(a-16) An assessment instrument under this section may not be administered to a kindergarten student except for the purpose of determining whether the student is entitled to the benefit of the Foundation School Program as provided under this code.

(b) The agency shall develop or adopt appropriate criterion-referenced alternative assessment instruments to be administered to each student in a special education program under Subchapter A, Chapter 29, for whom an assessment instrument adopted under Subsection (a), even with allowable accommodations, would not provide an appropriate measure of student achievement, as determined by the student's admission, review, and dismissal committee, including assessment instruments approved by the commissioner that measure growth. The assessment instruments developed or adopted under this subsection, including the assessment instruments approved by the commissioner, must, to the extent allowed under federal law, provide a district with options for the assessment of students under this subsection. The agency may not adopt a performance standard that indicates that a student's performance on the alternate assessment does not meet standards if the lowest level of the assessment accurately represents the student's developmental level as determined by the student's admission, review, and dismissal committee.

(b-1) The agency, in conjunction with appropriate interested persons, shall redevelop assessment instruments adopted or developed under Subsection (b) for administration to significantly cognitively disabled students in a manner consistent with federal law. An assessment instrument under this subsection may not require a teacher to prepare tasks or materials for a student who will be administered such an assessment instrument. A classroom portfolio method used to assess writing performance may require a teacher to prepare tasks and materials.

(c) The agency shall also adopt end-of-course assessment instruments for secondary-level courses in Algebra I, biology, English I, English II, and United States history. The Algebra I end-of-course assessment instrument must be administered with the aid of technology, but may include one or more parts that prohibit the use of technology. The English I and English II end-of-course assessment instruments must each assess essential knowledge and skills in both reading and writing and must provide a single score. A school district shall comply with State Board of Education rules regarding administration of the assessment instruments listed in this subsection. If a student is in a special education program under Subchapter A, Chapter 29, the student's admission, review, and dismissal committee shall determine whether any allowable modification is necessary in administering to the student an assessment instrument required under this subsection. The State Board of Education shall administer the assessment instruments. An end-of-course assessment instrument may be administered in multiple parts over more than one day. The State Board of Education shall adopt a schedule for the administration of end-of-course assessment instruments that complies with the requirements of Subsection (c-3).

(c-1) The agency shall develop any assessment instrument required under this section in a manner that allows for the measurement of annual improvement in student achievement as required by Sections 39.034(c) and (d).

(c-2) The agency may adopt end-of-course assessment instruments for courses not listed in Subsection (c). A student's performance on an end-of-course assessment instrument adopted under this subsection is not subject to the performance requirements established under Subsection (c) or Section 39.025.

(c-3) Except as provided by Subsection (c-7) or as otherwise provided by this subsection, in adopting a schedule for the administration of assessment instruments under this section, the State Board of Education shall ensure that assessment instruments administered under Subsection (a) or (c) are not administered on the first instructional day of a week. On request by a school district or open-enrollment charter school, the commissioner may allow the district or school to administer an assessment instrument required under Subsection (a) or (c) on the first instructional day of a week if administering the assessment instrument on another instructional day would result in a significant administrative burden due to specific local conditions.

(c-4) To the extent practicable and subject to Section 39.024, the agency shall ensure that each end-of-course assessment instrument adopted under Subsection (c) is:
(1) developed in a manner that measures a student's performance under the college readiness standards established under Section 28.008; and
(2) validated by national postsecondary education experts for college readiness content and performance standards.

(c-5) A student's performance on an end-of-course assessment instrument required under Subsection (c) must be included in the student's academic achievement record.

(c-6) In adopting an end-of-course assessment instrument under this section, the agency shall consider the use of an existing assessment instrument that is currently available. The agency may use an existing assessment instrument that is currently available only if the assessment instrument:
(1) is aligned with the essential knowledge and skills of the subject being assessed; and
(2) allows for the measurement of annual improvement in student achievement as provided by Subsection (c-1).

(c-7) Subsection (c-3) does not apply to a classroom portfolio method used to assess writing performance if student performance under that method is less than 50 percent of a student's overall assessed performance in writing.

(c-8) Beginning with the 2022-2023 school year, not more than 75 percent of the available points on an assessment instrument developed under Subsection (a) or (c) may be attributable to questions presented in a multiple choice format.

(c-9) The United States history end-of-course assessment instrument adopted under Subsection (c) must include 10 questions randomly selected by the agency from the civics test administered by the United States Citizenship and Immigration Services as part of the naturalization process under the federal Immigration and Nationality Act (8 U.S.C. Section 1101 et seq.). The agency shall:
(1) ensure that the questions included in the assessment instrument align with the essential knowledge and skills adopted for the United States history course for which the instrument is administered; and
(2) annually issue a report:
(A) providing the questions included in the assessment instrument under this subsection and the answers to those questions; and
(B) detailing student performance on the questions included in the assessment instrument under this subsection, both statewide and disaggregated by school district and campus.

(d) The commissioner may participate in multistate efforts to develop voluntary standardized end-of-course assessment instruments. The commissioner by rule may require a school district to administer an end-of-course assessment instrument developed through the multistate efforts. The admission, review, and dismissal committee of a student in a special education program under Subchapter A, Chapter 29, shall determine whether any allowable modification is necessary in administering to the student an end-of-course assessment instrument.

(e) Under rules adopted by the State Board of Education, every third year, the agency shall release the questions and answer keys to each assessment instrument administered under Subsection (a), (b), (c), (d), or (l), excluding any assessment instrument administered to a student for the purpose of retaking the assessment instrument, after the last time the instrument is administered for that school year. To ensure a valid bank of questions for use each year, the agency is not required to release a question that is being field-tested and was not used to compute the student's score on the instrument. The agency shall also release, under board rule, each question that is no longer being field-tested and that was not used to compute a student's score. During the 2014-2015 and 2015-2016 school years, the agency shall release the questions and answer keys to assessment instruments as described by this subsection each year.

(e-1) The agency may defer releasing assessment instrument questions and answer keys as required by Subsection (e) to the extent necessary to develop additional assessment instruments.

(f) The assessment instruments shall be designed to include assessment of a student's problem-solving ability and complex-thinking skills using a method of assessing those abilities and skills that is demonstrated to be highly reliable.

(g) The State Board of Education may adopt one appropriate, nationally recognized, norm-referenced assessment instrument in reading and mathematics to be administered to a selected sample of students in the spring. If adopted, a norm-referenced assessment instrument must be a secured test. The state may pay the costs of purchasing and scoring the adopted assessment instrument and of distributing the results of the adopted instrument to the school districts. A district that administers the norm-referenced test adopted under this subsection shall report the results to the agency in a manner prescribed by the commissioner.

(h) The agency shall notify school districts and campuses of the results of assessment instruments administered under this section not later than the 21st day after the date the assessment instrument is administered. The school district shall disclose to each district teacher the results of assessment instruments administered to students taught by the teacher in the subject for the school year in which the assessment instrument is administered.

(i) The provisions of this section, except Subsection (d), are subject to modification by rules adopted under Section 39.022. Each assessment instrument adopted under those rules and each assessment instrument required under Subsection (d) must be reliable and valid and must meet any applicable federal requirements for measurement of student progress.

(j) Repealed by Acts 2007, 80th Leg., R.S., Ch. 1312, Sec. 18, eff. September 1, 2007.

(l) The State Board of Education shall adopt rules for the administration of the assessment instruments adopted under Subsection (a) in Spanish to emergent bilingual students in grades three through five, as defined by Section 29.052, whose primary language is Spanish, and who are not otherwise exempt from the administration of an assessment instrument under Section 39.027(a)(1) or (2). Each emergent bilingual student whose primary language is Spanish, other than a student to whom Subsection (b) applies, may be assessed using assessment instruments in Spanish under this subsection for up to three years or assessment instruments in English under Subsection (a). The language proficiency assessment committee established under Section 29.063 shall determine which students are administered assessment instruments in Spanish under this subsection.

(m) The commissioner by rule shall develop procedures under which the language proficiency assessment committee established under Section 29.063 shall determine which students are exempt from the administration of the assessment instruments under Section 39.027(a)(1) or (2). The rules adopted under this subsection shall ensure that the language proficiency assessment committee provides that the exempted students are administered the assessment instruments under Subsections (a) and (c) at the earliest practical date.

(n) This subsection applies only to a student who is determined to have dyslexia or a related disorder and who is an individual with a disability under 29 U.S.C. Section 705(20) and its subsequent amendments. The agency shall adopt or develop appropriate criterion-referenced assessment instruments designed to assess the ability of and to be administered to each student to whom this subsection applies for whom the assessment instruments adopted under Subsection (a), even with allowable modifications, would not provide an appropriate measure of student achievement, as determined by the committee established by the board of trustees of the district to determine the placement of students with dyslexia or related disorders. The committee shall determine whether any allowable modification is necessary in administering to a student an assessment instrument required under this subsection. The assessment instruments required under this subsection shall be administered on the same schedule as the assessment instruments administered under Subsection (a).

(o) The agency shall adopt or develop optional interim assessment instruments for each subject or course for each grade level subject to assessment under this section. A school district or open-enrollment charter school may not be required to administer interim assessment instruments adopted or developed under this subsection. An interim assessment instrument:
(1) must be:
(A) when possible, predictive of the assessment instrument for the applicable subject or course for that grade level required under this section; and
(B) administered electronically; and
(2) may not be used for accountability purposes.

(p) On or before September 1 of each year, the commissioner shall make the following information available on the agency's Internet website for each assessment instrument administered under Subsection (a), (c), or (l):
(1) the number of questions on the assessment instrument;
(2) the number of questions that must be answered correctly to achieve satisfactory performance as determined by the commissioner under Section 39.0241(a);
(3) the number of questions that must be answered correctly to achieve satisfactory performance under the college readiness performance standard as provided by Section 39.0241; and
(4) the corresponding scale scores.

Last Amended: 86th Leg., Ch. 1315 (H.B. 3906), Sec. 2, eff. September 1, 2019
86th Leg., Ch. 1315 (H.B. 3906), Sec. 3, eff. September 1, 2019
86th Leg., Ch. 1282 (H.B. 1244), Sec. 1, June 14, 2019
87th Leg., R.S., Ch. 915 (H.B. 3607), Sec. 21.001(10), eff. September 1, 2021
87th Leg., R.S., Ch. 973 (S.B. 2066), Sec. 18, eff. September 1, 2021
87th Leg., R.S., Ch. 1003 (H.B. 3261), Sec. 4, eff. June 18, 2021
Entered: October 22, 2021

SBS

Texas Education Code § 28.0211. Accelerated Learning Committee; Accelerated Instruction; Modified Teacher Assignment.

(a) A school district shall establish an accelerated learning committee described by Subsection (c) for each student who does not perform satisfactorily on:
(1) the third grade mathematics or reading assessment instrument under Section 39.023;
(2) the fifth grade mathematics or reading assessment instrument under Section 39.023; or
(3) the eighth grade mathematics or reading assessment instrument under Section 39.023.

(a-1) Each time a student fails to perform satisfactorily on an assessment instrument administered under Section 39.023(a) in the third, fourth, fifth, sixth, seventh, or eighth grade, the school district in which the student attends school shall provide to the student accelerated instruction in the applicable subject area during the subsequent summer or school year and either:
(1) allow the student to be assigned a classroom teacher who is certified as a master, exemplary, or recognized teacher under Section 21.3521 for the subsequent school year in the applicable subject area; or
(2) provide the student supplemental instruction under Subsection (a-4).

(a-2) Accelerated instruction provided during the following school year under Subsection (a-1) may require participation of the student before or after normal school hours.

(a-3) In providing accelerated instruction under Subsection (a-1), a district may not remove a student, except under circumstances for which a student enrolled in the same grade level who is not receiving accelerated instruction would be removed, from:
(1) instruction in the foundation curriculum and enrichment curriculum adopted under Section 28.002 for the grade level in which the student is enrolled; or
(2) recess or other physical activity that is available to other students enrolled in the same grade level.

(a-4) If a district receives funding under Section 29.0881, the Coronavirus Response and Relief Supplemental Appropriations Act, 2021 (Div. M, Pub. L. No. 116-260), or the American Rescue Plan Act of 2021 (Pub. L. No. 117-2), then supplemental instruction provided by a school district under Subsection (a-1)(2) must:
(1) include targeted instruction in the essential knowledge and skills for the applicable grade levels and subject area;
(2) be provided in addition to instruction normally provided to students in the grade level in which the student is enrolled;
(3) be provided for no less than 30 total hours during the subsequent summer or school year and, unless the instruction is provided fully during summer, include instruction no less than once per week during the school year;
(4) be designed to assist the student in achieving satisfactory performance in the applicable grade level and subject area;
(5) include effective instructional materials designed for supplemental instruction;
(6) be provided to a student individually or in a group of no more than three students, unless the parent or guardian of each student in the group authorizes a larger group;
(7) be provided by a person with training in the applicable instructional materials for the supplemental instruction and under the oversight of the school district; and
(8) to the extent possible, be provided by one person for the entirety of the student's supplemental instruction period.

(a-5) Each school district shall establish a process allowing for the parent or guardian of a student who fails to perform satisfactorily on an assessment instrument specified under Subsection (a) to make a request for district consideration that the student be assigned to a particular classroom teacher in the applicable subject area for the subsequent school year, if more than one classroom teacher is available.

(a-6) The commissioner shall provide guidelines to school districts on research-based best practices and effective strategies that a district may use in developing an accelerated instruction program and shall provide resources to districts to assist in the provision of an accelerated instruction program.

(b) Repealed by Acts 2021, 87th Leg., R.S., Ch. 910 (H.B. 4545), Sec. 10(1), eff. June 16, 2021.

(c) After a student fails to perform satisfactorily on an assessment instrument specified under Subsection (a), an accelerated learning committee shall be established. The accelerated learning committee shall be composed of the principal or the principal's designee, the student's parent or guardian, and the teacher of the subject of an assessment instrument on which the student failed to perform satisfactorily. The district shall notify the parent or guardian of the time and place for convening the accelerated learning committee and the purpose of the committee.

(d) Repealed by Acts 2021, 87th Leg., R.S., Ch. 910 (H.B. 4545), Sec. 10(1), eff. June 16, 2021.

(e) Repealed by Acts 2021, 87th Leg., R.S., Ch. 910 (H.B. 4545), Sec. 10(1), eff. June 16, 2021.

(f) An accelerated learning committee described by Subsection (c) shall, not later than the start of the subsequent school year, develop an educational plan for the student that provides the necessary accelerated instruction to enable the student to perform at the appropriate grade level by the conclusion of the school year.

(f-1) The educational plan under Subsection (f) must be documented in writing, and a copy must be provided to the student's parent or guardian.

(f-2) During the school year, the student shall be monitored to ensure that the student is progressing in accordance with the plan developed under Subsection (f). The district shall administer to the student the assessment instrument for the grade level in which the student is placed at the time the district regularly administers the assessment instruments for that school year.

(f-3) The board of trustees of each school district shall adopt a policy consistent with the grievance procedure adopted under Section 26.011 to allow a parent to contest the content or implementation of an educational plan developed under Subsection (f).

(f-4) If a student who fails to perform satisfactorily on an assessment instrument specified under Subsection (a) fails in the subsequent school year to perform satisfactorily on an assessment instrument in the same subject, the superintendent of the district, or the superintendent's designee, shall meet with the student's accelerated learning committee to:
(1) identify the reason the student did not perform satisfactorily; and
(2) determine, in order to ensure the student performs satisfactorily on the assessment instrument at the next administration of the assessment instrument, whether:
(A) the educational plan developed for the student under Subsection (f) must be modified to provide the necessary accelerated instruction for that student; and
(B) any additional resources are required for that student.

(f-5) The superintendent's designee under Subsection (f-4):
(1) may be an employee of a regional education service center; and
(2) may not be a person who served on the student's accelerated learning committee.

(g) This section does not preclude the retention at a grade level, in accordance with state law or school district policy, of a student who performs satisfactorily on an assessment instrument specified under Subsection (a).

(h) In each instance under this section in which a school district is specifically required to provide notice to a parent or guardian of a student, the district shall make a good faith effort to ensure that such notice is provided either in person or by regular mail and that the notice is clear and easy to understand and is written in English or the parent or guardian's native language.

(i) The admission, review, and dismissal committee of a student who participates in a district's special education program under Subchapter A, Chapter 29, and who does not perform satisfactorily on an assessment instrument specified under Subsection (a) and administered under Section 39.023(a) or (b) must meet to determine the manner in which the student will participate in an accelerated instruction program under this section.

(i-1) Repealed by Acts 2021, 87th Leg., R.S., Ch. 910 (H.B. 4545), Sec. 10(1), eff. June 16, 2021.

(i-2) Repealed by Acts 2021, 87th Leg., R.S., Ch. 910 (H.B. 4545), Sec. 10(1), eff. June 16, 2021.

(j) A school district or open-enrollment charter school shall provide students required to attend accelerated programs under this section with transportation to those programs if the programs occur outside of regular school hours.

(k) The commissioner may adopt rules as necessary to implement this section.

(l) Repealed by Acts 2007, 80th Leg., R.S., Ch. 1058, Sec. 17, eff. June 15, 2007.

(l-1) The commissioner may adopt rules requiring a school district that receives federal funding under Title I of the Elementary and Secondary Education Act of 1965 (20 U.S.C. Section 6301 et seq.) to use that funding to provide supplemental educational services under 20 U.S.C. Section 6316 in conjunction with the accelerated instruction provided under this section, provided that the rules may not conflict with federal law governing the use of that funding.

(m) Repealed by Acts 2021, 87th Leg., R.S., Ch. 910 (H.B. 4545), Sec. 10(1), eff. June 16, 2021.

(m-1) Repealed by Acts 2021, 87th Leg., R.S., Ch. 910 (H.B. 4545), Sec. 10(1), eff. June 16, 2021.

(n) Except as provided by Subsection (n-1), a student who fails to perform satisfactorily on an assessment instrument specified under Subsection (a) and is promoted to the next grade level must be assigned in the subsequent school year in each subject in which the student failed to perform satisfactorily on an assessment instrument specified under Subsection (a) to an appropriately certified teacher who meets all state and federal qualifications to teach that subject and grade.

(n-1) In a manner consistent with federal law and notwithstanding any other law, the commissioner may waive the requirement under Subsection (n) regarding the assignment of a student to an appropriately certified classroom teacher on the request of a school district.

(o) This section does not require the administration of a fifth or eighth grade assessment instrument in a subject under Section 39.023(a) to a student enrolled in the fifth or eighth grade, as applicable, if the student:
(1) is enrolled in a course in the subject intended for students above the student's grade level and will be administered an assessment instrument adopted or developed under Section 39.023(a) that aligns with the curriculum for the course in which the student is enrolled; or
(2) is enrolled in a course in the subject for which the student will receive high school academic credit and will be administered an end-of-course assessment instrument adopted under Section 39.023(c) for the course.

(p) Notwithstanding any other provision of this section, a student described by Subsection (o) may not be denied promotion on the basis of failure to perform satisfactorily on an assessment instrument not required to be administered to the student in accordance with that subsection.

Last Amended: 86th Leg., R.S., Ch. 943 (H.B. 3), Sec. 3.022, eff. June 12, 2019
87th Leg., R.S., Ch. 910 (H.B. 4545), Sec. 1, eff. June 16, 2021
87th Leg., R.S., Ch. 910 (H.B. 4545), Sec. 2, eff. June 16, 2021
87th Leg., R.S., Ch. 910 (H.B. 4545), Sec. 10(1), eff. June 16, 2021
Entered: October 22, 2021

SUPPLEMENTARY AIDS AND SERVICES, SPECIAL EDUCATION, RELATED SERVICES

AYUDAS Y SERVICIOS SUPLEMENTARIOS, EDUCACIÓN ESPECIAL, SERVICIOS RELACIONADOS

Authorities: 34 CFR Part 300; Texas Education Code; 19 TAC Chapter 74, 89