USE OF STATE SPECIAL EDUCATION FUNDS

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USO DE FONDOS ESTATALES DE EDUCACIÓN ESPECIAL

Authorities: 34 CFR Part 300; Texas Education Code; 19 TAC Chapters 89 and 105

	REQUISITOS FEDERALES Y ESTATALES
	SUBVENCIÓN DE EDUCACIÓN ESPECIAL
Práctica	Subvenciones de educación especial serán proporcionadas a las agencias de educación local (LEAs por sus siglas en inglés) de fondos apropiados, fondos federales, o de cualquier otros fondos disponibles, para ayudar a las LEAs a cubrir el costo de educar a niños con discapacidades. Citas: TEC 29.018(a)
Práctica	La LEA es elegible para aplicar por una subvención de educación especial si: Citas: TEC 29.018(b)
Práctica	La LEA no recibe suficientes fondos, incluyendo fondos estatales y fondos federales, para el niño con discapacidades para pagar por los servicios de educación especial proporcionados al niño; o Citas: TEC 29.018(b)(1) TEC 48.102
Práctica	La LEA no recibe suficientes fondos, incluyendo fondos estatales y fondos federales, para todos los niños con discapacidades en la LEA para pagar por los servicios de educación especial proporcionados a los niños. Citas: TEC 29.018(b)(2) TEC 48.102
Práctica	La LEA que aplica por una subvención de educación especial debe proporcionar un informe que compara fondos estatales y federales recibidos por la LEA para niños con discapacidades y los gastos incurridos por la LEA en proveer servicios de educación especial a niños con discapacidades. Citas: TEC 29.018(c)
Práctica	El costo de la capacitación del personal para proveer servicios de educación especial al niño con discapacidades son gastos que pueden ser incluidos por la LEA cuando aplica por una subvención de educación especial. Citas: TEC 29.018(d)
Práctica	La LEA que recibe una subvención de educación especial debe educar a niños con discapacidades en el AMBIENTE MENOS RESTRICTIVO que es apropiado para satisfacer las necesidades educativas de los niños. Citas: TEC 29.018(e)
	RESPONSABILIDAD DE FONDOS
Práctica	El recibo de fondos de educación especial depende de la operación de un programa comprensivo aprobado de educación especial de acuerdo con las leyes y reglamentos estatales y federales. Citas: 89.1121(d)
Práctica	Por lo menos el 55 porciento de los fondos estatales de educación especial deben ser usados en el programa de educación especial. Citas: TEC 48.102(h)
Práctica	Ninguna LEA puede desviar fondos de educación especial para otros propósitos, a excepción de gastos administrativos relacionados al costo indirecto máximo permitido en ciertas asignaciones de programa escolar de fundación. Citas: 89.1121(d) 105.11
Práctica	Fondos generados por equivalentes de tiempo completo en un arreglo de instrucción pueden ser gastados en el programa total de educación especial y no están limitados al arreglo de instrucción que generó los fondos. Citas: 89.1121(d)
Práctica	La LEA debe mantener contabilidad separada para los fondos totales estatales del programa de educación especial dentro de los fondos generales. Citas: 89.1121(d)
Práctica	El comisionado por regla prescribirá las calificaciones que un arreglo de instrucción debe cumplir para poder ser financiado como un arreglo de instrucción particular. Citas: TEC 48.102(e) 89.1005 300.114(b)
Práctica	Al prescribir las calificaciones que un arreglo instructivo regular debe cumplir, el comisionado establecerá requisitos que niños con discapacidades y sus maestros reciban los servicios directos, indirectos, y apoyos que son necesarios para enriquecer el salón de clase regular y permitir el éxito del niño. Citas: TEC 48.102(e)
Práctica	Un balance de fondos de educación especial puede ser transmitido al próximo año fiscal, pero el balance debe gastarse en el programa de educación especial en el año subsiguiente. Citas: 89.1121(e)
Práctica	El saldo anterior de fondos estatales de educación especial no puede ser usado para gastos administrativos. Citas: 89.1121(e)
	USO DE FONDOS PARA PERSONAL
Práctica	Personas pagadas de los fondos de educación especial deben ser asignadas a tareas de instrucción u otras tareas en el programa de educación especial y/o para proveer servicios de apoyo al programa de educación regular para que los niños con discapacidades sean incluidos en el programa regular. Citas: 89.1125(a)
Práctica	Servicios de apoyo deben incluir, pero no son limitados a, planificación en colaboración, coenseñanza, instrucción en grupos pequeños con niños en educación especial y educación regular, instrucción directa a niños en la educación especial, u otros servicios de apoyo determinados necesarios por el comité de admisión, repaso, y retiro para un programa apropiado para el niño con discapacidades. Citas: 89.1125(a)
Práctica	Asignaciones pueden incluir tareas que apoyan las operaciones escolares equivalentes a las asignadas al personal de educación regular. Citas: 89.1125(a)
Práctica	Personal asignado para proveer los servicios de apoyo al programa de educación regular puede ser totalmente financiado con los fondos de educación especial. Citas: 89.1125(b)
Práctica	Si el personal es asignado a la educación especial a menos de base de tiempo completo, sólo aquella porción del tiempo durante el cual el personal es asignado a niños con discapacidades puede ser pagado de fondos estatales de educación especial. Citas: 89.1125(c)
Práctica	Los fondos estatales de educación especial pueden ser usados para materiales, suministros, y equipos especiales que son directamente relacionados al desarrollo e implementación de los programas de educación individualizados (IEP por sus siglas en inglés) de niños y que no son ordinariamente comprados para el salón de clase regular. Citas: 89.1125(d)
	USO DE FONDOS PARA MATERIALES, SUMINISTROS, Y EQUIPO
Práctica	Suministros de oficina y del salón de clase rutinarios no son permitidos. Citas: 89.1125(d)
Práctica	El uso de equipo especial debe cumplir con la estructura de ADMINISTRACIÓN DE EQUIPO. Citas: 89.1125(d)
	USO DE FONDOS PARA SERVICIOS DE CONTRATO
Práctica	Fondos estatales de educación especial pueden ser usados para contratar consultores para proporcionar desarrollo de personal, planear y evaluar el programa, servicios de instrucción, evaluaciones, y servicios relacionados a niños con discapacidades. Citas: 89.1125(e)
Práctica	La LEA puede usar una cantidad que no exceda 20 por ciento de la asignación para servicios de dyslexia proporcionados para un niño que califica para contratar con un proveedor privado para proporcionar servicios académicos suplementarios al niño que son recomendados bajo el IEP del niño o el plan de Sección 504. Un niño no puede ser excusado de la escuela para recibir estos servicios académicos suplementarios proporcionados por contrato con un proveedor privado. Citas: TEC 48.103(d)
	USO DE FONDOS PARA VIAJES
Práctica	Fondos estatales de educación especial pueden ser usados para pagar viajes del personal para llevar a cabo servicios directamente relacionados a la educación de niños elegibles con discapacidades. Citas: 89.1125(g)
Práctica	Fondos también pueden ser usados para pagar viajes del personal, incluyendo administradores, maestros de educación general, y maestros de educación especial y proveedores de servicio, para asistir a reuniones de desarrollo de personal con el propósito de mejorar su desempeño en los puestos asignados directamente relacionados con la educación de niños elegibles con discapacidades. Citas: 89.1125(g)
Práctica	El propósito de asistir a tales reuniones de desarrollo de personal no debe incluir el tiempo dedicado a hacer funciones relacionadas con la operación de organizaciones profesionales. Citas: 89.1125(g)
Práctica	Fondos también pueden ser usados para pagar la capacitación conjunta de padres y personal de educación especial, servicios relacionados, y educación general. Citas: 89.1125(g)
Práctica	Para usar fondos estatales de educación especial para transporte a y de colocaciones residenciales, la LEA debe cumplir con la estructura de USO DE FONDOS PARA SERVICIOS DE CONTRATO INCLUYENDO COLOCACIONES RESIDENCIALES. Citas: 89.1125(f)

Ultima Vez actualizada : Mon, May 16, 2022

Name	Last Updated On

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Texas Education Code § 48.102. Special Education.

(a) For each student in average daily attendance in a special education program under Subchapter A, Chapter 29, in a mainstream instructional arrangement, a school district is entitled to an annual allotment equal to the basic allotment, or, if applicable, the sum of the basic allotment and the allotment under Section 48.101 to which the district is entitled, multiplied by 1.15. For each full-time equivalent student in average daily attendance in a special education program under Subchapter A, Chapter 29, in an instructional arrangement other than a mainstream instructional arrangement, a district is entitled to an annual allotment equal to the basic allotment, or, if applicable, the sum of the basic allotment and the allotment under Section 48.101 to which the district is entitled, multiplied by a weight determined according to instructional arrangement as follows:
Homebound                                5.0
Hospital class                              3.0
Speech therapy                   5.0
Resource room                         3.0
Self-contained, mild and moderate, regular campus 3.0
Self-contained, severe, regular campus 3.0
Off home campus                      2.7
Nonpublic day school                  1.7
Vocational adjustment class        2.3

(b) A special instructional arrangement for students with disabilities residing in care and treatment facilities, other than state schools, whose parents or guardians do not reside in the district providing education services shall be established by commissioner rule. The funding weight for this arrangement shall be 4.0 for those students who receive their education service on a local school district campus. A special instructional arrangement for students with disabilities residing in state schools shall be established by commissioner rule with a funding weight of 2.8.

(c) For funding purposes, the number of contact hours credited per day for each student in the off home campus instructional arrangement may not exceed the contact hours credited per day for the multidistrict class instructional arrangement in the 1992-1993 school year.

(d) For funding purposes the contact hours credited per day for each student in the resource room; self-contained, mild and moderate; and self-contained, severe, instructional arrangements may not exceed the average of the statewide total contact hours credited per day for those three instructional arrangements in the 1992-1993 school year.

(e) The commissioner by rule shall prescribe the qualifications an instructional arrangement must meet in order to be funded as a particular instructional arrangement under this section. In prescribing the qualifications that a mainstream instructional arrangement must meet, the commissioner shall establish requirements that students with disabilities and their teachers receive the direct, indirect, and support services that are necessary to enrich the regular classroom and enable student success.

(f) In this section, "full-time equivalent student" means 30 hours of contact a week between a special education student and special education program personnel.

(g) The commissioner shall adopt rules and procedures governing contracts for residential placement of special education students. The legislature shall provide by appropriation for the state's share of the costs of those placements.

(h) At least 55 percent of the funds allocated under this section must be used in the special education program under Subchapter A, Chapter 29.

(i) The agency shall encourage the placement of students in special education programs, including students in residential instructional arrangements, in the least restrictive environment appropriate for their educational needs.

(j) A school district that provides an extended year program required by federal law for special education students who may regress is entitled to receive funds in an amount equal to 75 percent, or a lesser percentage determined by the commissioner, of the basic allotment, or, if applicable, the sum of the basic allotment and the allotment under Section 48.101 to which the district is entitled for each full-time equivalent student in average daily attendance, multiplied by the amount designated for the student's instructional arrangement under this section, for each day the program is provided divided by the number of days in the minimum school year. The total amount of state funding for extended year services under this section may not exceed $10 million per year. A school district may use funds received under this section only in providing an extended year program.

(k) From the total amount of funds appropriated for special education under this section, the commissioner shall withhold an amount specified in the General Appropriations Act, and distribute that amount to school districts for programs under Section 29.014. The program established under that section is required only in school districts in which the program is financed by funds distributed under this subsection and any other funds available for the program. After deducting the amount withheld under this subsection from the total amount appropriated for special education, the commissioner shall reduce each district's allotment proportionately and shall allocate funds to each district accordingly.

Last Amended: 86th Leg., R.S., Ch. 943 (H.B. 3), Sec. 1.025, eff. September 1, 2019
Entered: July 23, 2019
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19 Texas Administrative Code § 89.1005. Instructional Arrangements and Settings.

(a) Each local school district shall be able to provide services with special education personnel to students with disabilities in order to meet the special needs of those students in accordance with 34 Code of Federal Regulations, §§300.114-300.118.

(b) Subject to §89.1075(e) of this title (relating to General Program Requirements and Local District Procedures), for the purpose of determining the student's instructional arrangement/setting, the regular school day is defined as the period of time determined appropriate by the admission, review, and dismissal (ARD) committee.

(c) Instructional arrangements/settings shall be based on the individual needs and individualized education programs (IEPs) of eligible students receiving special education services and shall include the following.
(1) Mainstream. This instructional arrangement/setting is for providing special education and related services to a student in the regular classroom in accordance with the student's IEP. Qualified special education personnel must be involved in the implementation of the student's IEP through the provision of direct, indirect, and/or support services to the student and/or the student's regular classroom teacher(s) necessary to enrich the regular classroom and enable student success. The student's IEP must specify the services that will be provided by qualified special education personnel to enable the student to appropriately progress in the general education curriculum and/or appropriately advance in achieving the goals set out in the student's IEP. Examples of services provided in this instructional arrangement include, but are not limited to, direct instruction, helping teacher, team teaching, co-teaching, interpreter, educational aides, curricular or instructional modifications/accommodations, special materials/equipment, positive classroom behavioral interventions and supports, consultation with the student and his/her regular classroom teacher(s) regarding the student's progress in regular education classes, staff development, and reduction of ratio of students to instructional staff.
(2) Homebound. This instructional arrangement/setting is for providing special education and related services to students who are served at home or hospital bedside.
(A) Students served on a homebound or hospital bedside basis are expected to be confined for a minimum of four consecutive weeks as documented by a physician licensed to practice in the United States. Homebound or hospital bedside instruction may, as provided by local district policy, also be provided to chronically ill students who are expected to be confined for any period of time totaling at least four weeks throughout the school year as documented by a physician licensed to practice in the United States. The student's ARD committee shall determine the amount of services to be provided to the student in this instructional arrangement/setting in accordance with federal and state laws, rules, and regulations, including the provisions specified in subsection (b) of this section.
(B) Home instruction may also be used for services to infants and toddlers (birth through age 2) and young children (ages 3-5) when determined appropriate by the child's individualized family services plan (IFSP) committee or ARD committee. This arrangement/setting also applies to school districts described in Texas Education Code, §29.014.
(3) Hospital class. This instructional arrangement/setting is for providing special education instruction in a classroom, a hospital facility, or a residential care and treatment facility not operated by the school district. If the students residing in the facility are provided special education services outside the facility, they are considered to be served in the instructional arrangement in which they are placed and are not to be considered as in a hospital class.
(4) Speech therapy. This instructional arrangement/setting is for providing speech therapy services whether in a regular education classroom or in a setting other than a regular education classroom. When the only special education or related service provided to a student is speech therapy, then this instructional arrangement may not be combined with any other instructional arrangement.
(5) Resource room/services. This instructional arrangement/setting is for providing special education and related services to a student in a setting other than regular education for less than 50% of the regular school day.
(6) Self-contained (mild, moderate, or severe) regular campus. This instructional arrangement/setting is for providing special education and related services to a student who is in a self-contained program for 50% or more of the regular school day on a regular school campus.
(7) Off-home campus. This instructional arrangement/setting is for providing special education and related services to the following, including, but not limited to, students at South Texas Independent School District and Windham School District:
(A) a student who is one of a group of students from more than one school district served in a single location when a free appropriate public education is not available in the respective sending district;
(B) a student in a community setting or environment (not operated by a school district) that prepares the student for postsecondary education/training, integrated employment, and/or independent living in coordination with the student's individual transition goals and objectives, including a student with regularly scheduled instruction or direct involvement provided by school district personnel or a student in a facility not operated by a school district (other than a nonpublic day school) with instruction provided by school district personnel; or
(C) a student in a self-contained program at a separate campus operated by the school district that provides only special education and related services.
(8) Nonpublic day school. This instructional arrangement/setting is for providing special education and related services to students through a contractual agreement with a nonpublic school for special education.
(9) Vocational adjustment class/program. This instructional arrangement/setting is for providing special education and related services to a student who is placed on a job (paid or unpaid unless otherwise prohibited by law) with regularly scheduled direct involvement by special education personnel in the implementation of the student's IEP. This instructional arrangement/setting shall be used in conjunction with the student's individual transition goals and only after the school district's career and technical education classes have been considered and determined inappropriate for the student.
(10) Residential care and treatment facility (not school district resident). This instructional arrangement/setting is for providing special education instruction and related services to students who reside in care and treatment facilities and whose parents do not reside within the boundaries of the school district providing educational services to the students. In order to be considered in this arrangement, the services must be provided on a school district campus. If the instruction is provided at the facility, rather than on a school district campus, the instructional arrangement is considered to be the hospital class arrangement/setting rather than this instructional arrangement. Students with disabilities who reside in these facilities may be included in the average daily attendance of the district in the same way as all other students receiving special education.
(11) State-supported living center. This instructional arrangement/setting is for providing special education and related services to a student who resides at a state-supported living center when the services are provided at the state-supported living center location. If services are provided on a local school district campus, the student is considered to be served in the residential care and treatment facility arrangement/setting.

(d) The appropriate instructional arrangement for students from birth through the age of two with visual impairments or who are deaf or hard of hearing shall be determined in accordance with the IFSP, current attendance guidelines, and the agreement memorandum between the Texas Education Agency (TEA) and Texas Health and Human Services Commission Early Childhood Intervention Services.

(e) For nonpublic day school placements, the school district or shared service arrangement shall submit information to TEA indicating the students' identification numbers, initial dates of placement, and the names of the facilities with which the school district or shared service arrangement is contracting. The school district or shared service arrangement shall not count contract students' average daily attendance as eligible. TEA shall determine the number of contract students reported in full-time equivalents and pay state funds to the district according to the formula prescribed in law.

(f) Other program options that may be considered for the delivery of special education and related services to a student may include the following:
(1) contracts with other school districts; and
(2) other program options as approved by TEA.

Last Amended: October 5, 2021, 46 TexRg 6533

Entered: November 5, 2021
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