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": 94 Frameworks
RETENTION AND DESTRUCTION OF RECORDS ( 314 Summaries)
Destruction means physical destruction or removal of personal identifiers from information so that the information is no longer personally identifiable.
A local government record must not be destroyed if:
A custodian of local government records, records management officer, or other officer or employee of a local government may not be held personally liable for the destruction of a local government record if the destruction is in compliance with the Local Government Code and rules adopted under it.
An officer or employee of a local government commits a Class A misdemeanor if the officer or employee knowingly or intentionally violates the Local Government Code or rules adopted under it by:
Destroying or alienating a local government record in violation of the Local Government Code; or
Intentionally failing to deliver records to a successor in office.
Local government record means any document, paper, letter, book, map, photograph, sound or video recording, microfilm, magnetic tape, electronic medium, or other information recording medium, regardless of physical form or characteristic and regardless of whether public access to it is open or restricted under the laws of the state, created or received by a local government or any of its officers or employees pursuant to law, including an ordinance, or in the transaction of public business.
A local government record does not include:
A local government record may be destroyed if:
The record is listed on a valid records control schedule and its retention period has expired or it has been microfilmed or stored electronically;
The record appears on a list of obsolete records approved by the director and librarian;
The record is not listed on a records retention schedule issued by the Texas State Library and Archives Commission and the local government provides notice to the Texas State Library and Archives Commission at least 10 days before destroying the record;
An expunction order issued by a court pursuant to state law directs the destruction of the record; or
The record is defined or listed as exempt from scheduling or filing requirements by Texas State Library and Archives Commission rules.
Extra identical copies of documents created only for convenience of reference or research by officers or employees of the local government;
Extra identical copies of documents created only for convenience of reference or research by officers or employees of the local government;
Notes, journals, diaries, and similar documents created by an officer or employee of the local government for the officer's or employee's personal convenience;
Notes, journals, diaries, and similar documents created by an officer or employee of the local government for the officer's or employee's personal convenience; and
Blank forms;
Blank forms.
Stocks of publications;
Library and museum materials acquired solely for the purposes of reference or display;
Copies of documents in any media furnished to members of the public to which they are entitled under the Public Information Act (PIA), or other state law; or
Any records, correspondence, notes, memoranda, or documents, other than a final written agreement associated with a matter conducted under an alternative dispute resolution procedure in which personnel of a state department or institution, local government, special district, or other political subdivision of the state participated as a party, facilitated as an impartial third party, or facilitated as the administrator of a dispute resolution system or organization.
The subject matter of the record is known by the custodian to be in litigation;
There is a pending request for disclosure under the PIA;
A local government record, to which access is not restricted under the PIA, or other state law may be destroyed only by:
Burning;
Pulping;
Shredding;
Burial in a landfill; or
Sale or donation for recycling purposes.
Local government records, including extra identical copies, to which public access is restricted under the PIA, or other state law, may be destroyed only by:
Burning;
Pulping; or
Shredding.
A local government that sells or donates records for recycling purposes must establish procedures for ensuring that the records are rendered unrecognizable as local government records by the recycler.
The director and librarian may approve other methods of destruction that render the records unrecognizable as local government records.
A records management officer or custodian may temporarily transfer a local government record to a person for the purposes of:
Microfilming;
Duplication;
Conversion to electronic media;
Restoration; or
Similar records management and preservation procedures.
Subject to any policies developed in each local government or elective county office regarding destruction, the custodian or the creator of the document may exercise discretion in disposing of material that is not included in the definition of a local government record and that is not described as:
Records retention schedule means a document issued by the Texas State Library and Archives Commission under authority of the subchapter on the Preservation and Management of Local Government Records in the Texas Government Code, establishing mandatory retention periods for local government records.
The director and librarian, under the direction of the Texas State Library and Archives Commission, prepares and distributes the records retention schedules for each type of local government, including a schedule for records common to all types of local government.
Each records retention schedule must:
List the various types of records of the applicable local government;
State the retention period prescribed by a federal or state law, rule of court, or regulation for records for which a period is prescribed; and
Prescribe retention periods for all other records.
Prescribed retention periods have the same effect as if prescribed by law after the records retention schedule is adopted as a rule of the Texas State Library and Archives Commission.
A grantee who is an LEA will keep records that fully show:
Records to show its compliance with program requirements; and
Records of significant project experiences and results.
Local Schedule SD sets mandatory minimum retention periods for records commonly found in local educational agencies (LEAs), and is for the use of:
LEAs of all types;
Regional educational service centers;
Educational cooperatives for special education or other purposes;
Rehabilitation districts;
County industrial training school districts;
County vocational districts; and
Active offices of county superintendents of schools and county departments of education.
The State and Local Records Management Division of the Texas State Library and Archives Commission determines the extent to which the following LEAs governed by state boards use Local Schedule SD:
Texas School for the Blind and Visually Impaired;
Texas School for the Deaf;
University of North Texas Academy of Mathematics and Science; and
Any schools governed by state agencies such as the Texas Juvenile Justice Department, the Department of Aging and Disability Services, etc.
Abbreviations used in Local Schedule SD include:
AV - As long as administratively valuable;
CE - Calendar year end;
CFR - Code of Federal Regulations;
FE - Fiscal year end;
TAC - Texas Administrative Code;
US - Until superseded; and
LA - Life of asset.
Unless otherwise stated, the retention period for a record:
Is in calendar years from the date of the record's creation; and
Applies only to an official record and not to convenience or working copies created for informational purposes.
Certain records are assigned the retention period of AV, and this retention period affords local governments the maximum amount of discretion in determining a specific retention period for a record.
Where several copies are maintained, each local government should decide:
Which copy will be the official record; and
In which of its divisions or departments it will be maintained.
Local government records management programs should establish policies and procedures to provide for the systematic disposal of copies.
For a record maintained in a bound volume with pages not designed for removal, the retention period dates from the date of last entry, unless otherwise stated.
If two or more records are maintained together and are not severable, the combined record must be retained for the length of time of the component with the longest retention period.
The retention period for a record applies to the record regardless of the medium in which it is maintained.
Electronically stored data that is used to create in any manner a record or the functional equivalent of a record, as described in Local Schedule SD, must be retained, along with the hardware and software necessary to access the data, for the retention period assigned to the record, unless the backup copies of the data generated from electronic storage are retained in paper or on microfilm for the retention period.
In any instances of conflict between retention periods among Local Schedule SD, Local Schedule GR, or Local Schedule TX, the retention periods in Local Schedule SD take priority.
LEAs maintain many records includable among the general administrative, financial, and personnel record series in Local Schedule GR, especially those relating to grant allocations, funding, and reporting.
Federal regulations require that all records of the types mentioned must be available for audit for three years after the date of submission of the single or last expenditure report by the Texas Education Agency (TEA) as subgrantor, not by the school district. Because final expenditure reports are submitted by the TEA after all reports from districts are received, a 5-year retention period for many records of school districts is necessary to satisfy this requirement adequately.
The following circumstances will extend the 5-year retention period:
Copies of reports or records submitted to the TEA must be retained by school districts in accordance with Local Schedule SD.
The LEA must comply with the applicable parts and sections of Local Schedule SD when determining retention rate of records, such as:
There is an outstanding request to inspect and review the record under FERPA;
The record is subject to a pending audit by a federal or state grantor or subgrantor agency or, if questions remain unresolved from a conducted audit until audit finds are resolved; or
There is a pending claim, administrative review, or other action involving the record.
Local governments in their records management programs should establish policies and procedures to provide for the systematic disposal of copies.
A record whose minimum retention period has not yet expired and is less than permanent may be disposed of if:
It has been so badly damaged by fire, water, or insect or rodent infestation as to render it unreadable; or
Portions of the information in the record have been so thoroughly destroyed that remaining portions are unintelligible.
If the retention period for the record is permanent, authority to dispose of the damaged record must be obtained from the director and librarian, and the Request for Authority to Dispose of State Records (Form RMD 102) should be used for this purpose.
Academic records;
Family Educational Rights and Privacy Act (FERPA) records;
Records of special populations and services including:
Special education program records;
Bilingual and special language program records;
Gifted/Talented program records;
Section 504 program records;
Dyslexia program records;
Migrant Student Record Transfer System records; or
Other special populations records;
Attendance records;
Health records;
Instruction and grade reporting records;
Discipline and counseling records;
Adult and vocational education records;
Drivers education records;
Accreditation records;
Food service records;
Textbook records;
Transportation records;
School safety records;
Financial records;
Personnel and staffing records including:
Individual employee records; and
Staffing records;
Miscellaneous reports and surveys;
Miscellaneous records; and
Director and librarian means the executive and administrative officer of the Texas State Library and Archives Commission respectively.
As part of test administration procedures, the LEA must maintain records related to the security of assessment instruments for five years.
Local government means a county, including all district and precinct offices of a county, municipality, public school district, appraisal district, or any other special-purpose district or authority.
Retention period means the minimum time that must pass after the creation, recording, or receipt of a record, or the fulfillment of certain actions associated with a record, before it is eligible for destruction.
Library records.
The amount of funds under the grant;
How the grantee uses the funds;
The total cost of the project;
The share of that cost provided from other sources;
Other records to facilitate an effective audit;
If any litigation, claim, or audit is started before the expiration of the 5–year retention period, the records must be retained until all litigation, claims, or audit findings involving the records have been resolved and final action taken;
When the LEA is notified in writing by the federal awarding agency, cognizant agency for audit, oversight agency for audit, cognizant agency for indirect costs, or pass-through entity to extend the retention period;
Records for real property and equipment acquired with federal funds must be retained for three years after final disposition;
When records are transferred to or maintained by the federal awarding agency or pass-through entity, the 3–year retention requirement is not applicable to the LEA;
Records for program income transactions after the period of performance. In some cases recipients must report program income after the period of performance. Where there is such a requirement, the retention period for the records pertaining to the earning of the program income starts from the end of the LEA's fiscal year in which the program income is earned; and
Indirect cost rate proposals and cost allocations plans including indirect cost rate computations or proposals, cost allocation plans, and any similar accounting computations of the rate at which a particular group of costs is chargeable (such as computer usage chargeback rates or composite fringe benefit rates):
If the proposal, plan, or other computation is required to be submitted to the federal government (or to the pass-through entity) to form the basis for negotiation of the rate, then the retention period for its supporting records starts from the date of such submission; or
If the proposal, plan, or other computation is not required to be submitted to the federal government (or to the pass-through entity) for negotiation purposes, then the retention period for the proposal, plan, or computation and its supporting records starts from the end of the fiscal year (or other accounting period) covered by the proposal, plan, or other computation.
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SPECIFIC LEARNING DISABILITY ( 232 Summaries)
Data that demonstrates the child was provided appropriate instruction in reading and/or math in the general education settings delivered by qualified personnel; and
Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal evaluation of progress of the child during instruction, which was provided to the parent of the child. Data-based documentation of repeated assessments may include, but is not limited to:
Intervention progress monitoring results and reports;
In-class tests on grade-level curriculum; or
Other regularly administered assessments.
Intervals are considered reasonable if consistent with the assessment requirements of the child's specific instructional program.
The child's general education teacher; or
If the child does not have a general education teacher, a general education classroom teacher qualified to teach children of this age; or
For a child whose age is less than school age, an individual qualified by the Texas Education Agency (TEA) to teach children of this age; and
Unless otherwise provided by law, including as required by the [FrameworkReference ID=3818 LinkName=EVALUATION PROCEDURES] framework, a student determined to have dyslexia during screening or testing or accommodated because of dyslexia may not be rescreened or retested for dyslexia for the purpose of reassessing the student's need for accommodations until the LEA reevaluates the information obtained from previous screening or testing of the student as required by the [FrameworkReference ID=287258 LinkName=REVIEW OF EXISTING EVALUATION DATA] framework.
Dyslexia means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.
Related disorders include disorders similar to or related to dyslexia, such as developmental auditory imperceptions, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spell disability.
Being emergent bilingual.
Being emergent bilingual.
The group of qualified professionals that collects or reviews evaluation data in connection with the determination of the child's eligibility based on an SLD must include:
Have at least one member of the group conduct an observation of the child's academic performance in the general education classroom after the child has been referred for an evaluation and [CategoryReference ID=3061 LinkName=CONSENT] is obtained from the [FrameworkReference ID=3819 LinkName=PARENT].
At least one person qualified to conduct individual diagnostic examinations of children such as:
A licensed specialist in school psychology/school psychologist;
A speech-language pathologist; or
A remedial reading teacher.
An educational diagnostician;
A child with an SLD impairment is one:
As part of the evaluation, and in order to ensure that underachievement by the child suspected of having an SLD is not due to lack of appropriate instruction in reading or math, the group of qualified professionals must consider:
Whose lack of adequate achievement is not due to [SummaryReference ID=6744 LinkName=Determinant Factors].
The LEA must ensure that the child is observed in the child's learning environment, including the general classroom setting, to document the child's academic performance and behavior in the areas of difficulty.
In determining whether the child has an SLD, the multidisciplinary team must decide to either:
For the child less than school age or out of school, a member of the group of qualified professionals must observe the child in an environment appropriate for a child of that age.
The documentation of the determination of an SLD eligibility must contain a statement of:
When applying the RTI Model, a finding that the child meets the [SummaryReference ID=287920 LinkName=Eligibility Criteria] for an SLD must include a determination that, when provided a process based on the child's response to evidence-based intervention, the child did not make sufficient progress to meet age or state-approved grade-level standards in one or more of these areas:
The documentation of the determination of eligibility must contain a statement of:
Each member of the group of qualified professionals must certify in writing whether the report reflects the member's conclusion.
If the report does not reflect a group member's conclusion, that group member must submit a separate statement presenting the member's conclusion.
Holds a licensed dyslexia therapist license;
Holds the most advanced dyslexia-related certification issued by an association recognized by the State Board of Education (SBOE), and identified in, or substantially similar to an association; or
If a member is not available with those credentials, the multidisciplinary evaluation team must include a member who meets the applicable training requirements adopted by the SBOE.
The child must be assessed in all areas of suspected disability.
Provide the student's parent or a person standing in parental relation to the student a form developed by the TEA explaining the rights available under the Individuals with Disabilities Education Act that may be additional to the rights available under Section 504, Rehabilitation Act of 1973.
Comply with all federal and state requirements, including the Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders, as adopted by the SBOE and its subsequent amendments, regarding any evaluation of the student; and
If the student is evaluated for dyslexia or a related disorder, also evaluate the student in any other areas in which the district suspects the student may have a disability.
At least once each grading period, and more often if provided for in an individualized education program, an LEA must provide the parent or person standing in parental relation to a student receiving dyslexia instruction, with information regarding the student's progress as a result of the student receiving that instruction.
Who does not achieve adequately for the child's age or to meet state-approved grade-level standards, in one or more of the following areas:
Oral expression;
Listening comprehension;
Written expression, which may include dysgraphia;
Basic reading skills, which may include dyslexia;
Reading fluency skills, which may include dyslexia;
Reading comprehension;
Mathematics calculation; or
Mathematics problem-solving;
The child exhibits a pattern of strengths and weaknesses in:
Performance;
Achievement; or
Both;
The pattern is relative to:
Age;
State-approved grade-level standards; or
Intellectual development; and
The pattern is relevant to the identification of an SLD using appropriate assessments.
The group of qualified professionals must determine that its findings are not primarily the result of:
Whose lack of adequate performance is not primarily the result of [SummaryReference ID=5021 LinkName=Exclusionary Factors]; and
A visual, hearing, or motor disability;
An intellectual disability;
Emotional disability;
Cultural factors;
Environmental or economic disadvantage; or
Use information from an observation in routine classroom instruction and monitoring of the child's performance that was done before the child was referred for an evaluation; or
Whether the child has an SLD;
The basis for making the determination, including an assurance that the determination has been made in accordance with [FrameworkReference ID=3818 LinkName=EVALUATION PROCEDURES]; and
The relevant behavior, if any, noted during the observation of the child; and
The relationship of that behavior to the child's academic functioning.
The educationally relevant medical findings, if any.
The documentation of an SLD eligibility must contain a statement of the determination of the group of qualified professionals concerning the effects on the child's achievement level of:
A visual, hearing, or motor disability;
An intellectual disability;
Emotional disability;
Cultural factors;
Environmental or economic disadvantage; or
If the child suspected of having an SLD participated in a process that assesses the child's response to evidence-based intervention, the documentation of the determination of eligibility must contain a statement of:
The instructional strategies used and the child-centered data collected; and
The documentation that the parent of the child was notified about:
The state's policies regarding the amount and nature of performance data of the child that would be collected, and the general education services that would be provided;
Strategies for increasing the child's rate of learning; and
The parent's right to request an evaluation.
The term includes conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia; and
Specific learning disability (SLD) is a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations:
The term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of an intellectual disability, or emotional disability, or of environmental, cultural, or economic disadvantage.
Testing a student for dyslexia or a related disorder means a comprehensive evaluation as described in the [FrameworkReference ID=3818 LinkName=EVALUATION PROCEDURES] framework, and includes evaluation components as stated in the Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders for the identification of dyslexia or a related disorder.
Who has been determined through a variety of assessment tools and strategies to meet the criteria for the SLD stated above;
Whose lack of adequate achievement is indicated by performance on multiple measures such as:
In-class tests;
Grade average over time (e.g., six weeks, semester);
Norm- or criterion-referenced tests;
Statewide assessments; or
Repeated performance on progress monitoring measures;
Listening comprehension;
A process based on the child's response to evidence-based intervention;
Oral expression;
Written expression, which may include dysgraphia;
Basic reading skills, which may include dyslexia;
Reading fluency skills, which may include dyslexia;
Reading comprehension;
Mathematics calculation; or
Mathematics problem solving.
When applying the pattern of strengths and weaknesses model, to find that the child meets the [SummaryReference ID=7396 LinkName=Eligibility Criteria] for an SLD, a determination must be made that:
Who does not make sufficient progress under the additional criteria of the [SummaryReference ID=5778 LinkName=RTI Model] or the child meets the additional criteria under the [SummaryReference ID=5018 LinkName=Pattern of Strengths and Weaknesses Model].
When considering whether the child meets the [SummaryReference ID=287920 LinkName=Eligibility Criteria] for an SLD, the presence of a significant variance among specific areas of cognitive function or between specific areas of cognitive function and academic achievement is not required when determining whether a child has a significant learning disability.
Dyslexia is an example of and meets the definition of a specific learning disability.
If a local educational agency (LEA) suspects or has a reason to suspect that a child may have dyslexia, the multidisciplinary evaluation team must include at least one member with specific knowledge regarding the reading process, dyslexia and related disorders, and dyslexia instruction who:
If an LEA suspects or has a reason to suspect that a student may have dyslexia, including after an evaluation or use of a reading diagnosis, the LEA must:
The member of the multidisciplinary evaluation team with specific knowledge regarding the reading process, dyslexia and related disorders, and dyslexia instruction must sign a document describing the member's participation in the evaluation of the child.
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SPECIAL FACTORS ( 194 Summaries)
Extended educational programming (for example: extended day and/or extended school year services that consider the duration of programs/settings based on assessment of behavior, social skills, communication, academics, and self-help skills);
Daily schedules reflecting minimal unstructured time and active engagement in learning activities (for example: lunch, snack, and recess periods that provide flexibility within routines; adapt to individual skill levels; and assist with schedule changes, such as changes involving substitute teachers and pep rallies);
In-home and community-based training or viable alternatives that assist the child with acquisition of social/behavioral skills (for example: strategies that facilitate maintenance and generalization of such skills from home to school, school to home, home to community, and school to community);
Positive behavior support strategies based on relevant information (for example: antecedent manipulation, replacement behaviors, reinforcement strategies, and data-based decisions; and a BIP developed from a functional behavioral assessment that uses current data related to target behaviors and addresses behavioral programming across home, school, and community-based settings);
Beginning at any age, consistent with the [FrameworkReference ID=3814 LinkName=TRANSITION SERVICES] framework, futures planning for integrated living, work, community, and educational environments that considers skills necessary to function in current and post-secondary environments;
Parent/family training and support, provided by qualified personnel with experience in autism spectrum disorders that, for example:
Suitable staff-to-child ratio appropriate to identified activities and as needed to achieve social/behavioral progress based on the child's developmental and learning level (acquisition, fluency, maintenance, generalization) that encourages work towards individual independence as determined by, for example:
Communication interventions, including language forms and functions that enhance effective communication across settings (for example: augmentative, incidental, and naturalistic teaching);
The LEA must provide each parent with the state-adopted form that contains written information about programs offered by state institutions.
The LEA must provide each parent with the state-adopted form that contains written information about programs offered by state institutions.
In the case of the child with autism, the following strategies must be considered by the ARD committee, based on peer-reviewed, research-based educational programming practices to the extent practicable, and when needed, addressed in the IEP:
If the ARD committee determines that services are not needed in one or more of the areas specified above, the ARD committee must include a statement in the IEP to that effect and the basis upon which the determination was made.
The ARD committee must develop an IEP that:
If the ARD committee determines that a behavior improvement plan or a behavior intervention plan (BIP) is appropriate for the child, the plan must be:
Included as part of the child's individualized education program (IEP); and
Provided to each teacher with responsibility for educating the child.
Provides a family with skills necessary for the child to succeed in the home/community setting;
Includes information regarding resources (for example:parent support groups, workshops, videos, conferences, and materials designed to increase parent knowledge of specific teaching/management techniques related to the child's curriculum); and
Facilitates parental carryover of in-home training (for example:strategies for behavior management and developing structured home environments and/or communication training so that parents are active participants in promoting the continuity of interventions across all settings);
Adaptive behavior evaluation results;
Behavioral accommodation needs across settings; and
Transitions within the school day.
Social skills supports and strategies based on social skills assessment/curriculum and provided across settings (for example: trained peer facilitators [e.g., circle of friends], video modeling, social stories, and role playing);
Professional educator/staff support (for example: training provided to personnel who work with the child to assure the correct implementation of techniques and strategies described in the IEP); and
Teaching strategies based on peer-reviewed, research-based practices for children with autism spectrum disorder (for example: those associated with discrete-trial training; visual supports, applied behavior analysis, structured learning, augmentative communication, or social skills training).
The term assistive technology device (ATD) is any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of the child with a disability.
The term ATD does not include a medical device that is surgically implanted, or the replacement of such device.
The term assistive technology service means any service that directly assists the child with a disability in the selection, acquisition, or use of an ATD, and includes:
In the case of the EB child, the ARD committee must consider the language needs of the child as such needs relate to the child's IEP.
The evaluation of the needs of the child, including a functional evaluation of the child in the child's customary environment;
Purchasing, leasing, or otherwise providing for the acquisition of ATDs by the child;
Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing ATDs;
Coordinating and using other therapies, interventions, or services with ATDs, such as those associated with existing education and rehabilitation plans and programs;
Training or technical assistance for the child or, where appropriate, the family of the child; and
Training or technical assistance for professionals, including individuals providing education and rehabilitation services, employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of the child.
When considering time-out, as part of the child's IEP and/or BIP, the ARD committee must:
Address any necessary documentation or data collection; and
Use any collected data to judge the effectiveness of the intervention and provide a basis for making determinations regarding its continued use.
For each eligible child who is 16 years of age or older, who has a health condition or disability that may impede effective communication with a peace officer, the LEA will:
Annually provide information regarding the "Texas Driving with Disability Program" to the child and to the child's parents;
Until the earlier of the child's;
Graduation from high school; or
21st birthday.
The ARD committee in conjunction with the language proficiency assessment committee (LPAC) must implement assessment procedures that differentiate between language proficiency and disabling conditions.
In the case of the child whose behavior impedes the child's learning or that of others, the admission, review, and dismissal (ARD) committee must consider:
The use of positive behavioral interventions and supports; and
Other strategies to address that behavior.
Determine that instruction in braille or the use of braille is not appropriate.
In the case of the child who is blind or visually impaired, after an evaluation of the child's reading and writing skills, needs, and appropriate reading and writing media, including an evaluation of the child's future needs for instruction in braille or the use of braille, the ARD committee must either:
Provide for reading and writing instruction in braille and the use of braille; or
The ARD committee must consider the communication needs of the child.
In the case of the child who is deaf or hard of hearing, the ARD committee must consider:
The child's language and communication needs;
The child's opportunities for direct communications with peers and professional personnel in the child's language and communication mode;
The child's academic level; and
The child's full range of needs, including opportunities for direct instruction in the child's language and communication mode.
The ARD committee must consider whether the child needs assistive technology devices and services.
Orientation and mobility;
Provides a detailed description of the arrangements made to provide the child with an evaluation of the impairment and instruction in the expanded core curriculum required for children with visual impairments;
Direct dyslexia instruction or dyslexia instruction means evidence-based dyslexia instruction that includes the required components of dyslexia instruction and instructional delivery methods as outlined in the Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders and as described by a child's IEP developed in accordance with the [FrameworkReference ID=3855 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEETING] framework.
The LEA must ensure that the child who is deaf or hard of hearing has an education in which the child's unique communication mode is respected, used, and developed to an appropriate level of proficiency.
A PDI means a provider who:
Is fully trained in the LEA's adopted instructional materials for children with dyslexia; and
Is not required to hold a certificate or permit in special education unless the provider is employed in a special education position that requires the certification.
The completion of a literacy achievement academy by an educator who participates in the evaluation or instruction of children with dyslexia and related disorders does not satisfy the requirements to be fully trained in the LEA's adopted instructional materials for children with dyslexia.
Braille instruction may be used in combination with other special education services appropriate to the child's educational needs, and must be provided by a teacher certified to teach children with visual impairments.
Before placing the child with a visual impairment in a classroom setting, or within a reasonable period of time after placement, the local education agency (LEA) must provide:
Sets forth the plans and arrangements made for contacts with and continuing services to the child beyond regular school hours to ensure the child receives the instruction required for children with visual impairments; and
Evaluation of the impairment; and
Instruction in an expanded core curriculum, which is required for the child to succeed in classroom settings and derive lasting, practical benefits from the education by the LEA, including instruction in:
Compensatory skills, such as braille and concept development, and other skills needed to access the rest of the curriculum;
Career planning;
Social interaction skills;
Assistive technology, including optical devices;
Independent living skills;
Recreation and leisure enjoyment;
Sensory efficiency.
Self-determination; and
Reflects that the child has been provided a detailed explanation of the various service resources available in the community and throughout the state.
If the child is identified as EB, the ARD committee must comply with the [FrameworkReference ID=3807 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEMBERSHIP] framework by including a professional member of the LPAC to serve on the ARD committee.
Each person assisting in the development of the child's IEP must receive information describing the benefits of braille instruction.
In the development of the IEP for the child with a visual impairment, proficiency in reading and writing is a significant indicator of the child's satisfactory educational progress.
The IEP for a child with a visual impairment must include instruction in braille and the use of braille unless the child’s ARD committee determines and documents that braille is not an appropriate literacy medium for the child.
The ARD committee’s determination must be based on an evaluation of the child’s appropriate literacy media and literacy skills and the child’s current and future instructional needs.
For a child with a visual impairment who is placed in the Texas School for the Blind and Visually Impaired, the LEA in which the child resides is responsible for assuring that a free appropriate public education is provided to the child and that all legally required meetings for the purpose of developing and reviewing the child's IEP are conducted.
The LEA must provide evidence-based dyslexia instruction by a provider of dyslexia instruction (PDI) for children with dyslexia or a related disorder that includes the required instructional and delivery components found in the Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders.
The decision for entry into a bilingual education or English as a second language program must be determined by the ARD committee in conjunction with the LPAC and must comply with the [FrameworkReference ID=3813 LinkName=STATE AND DISTRICTWIDE ASSESSMENTS] framework.
The ARD committee in conjunction with the LPAC must identify a child as EB if the child’s ability in English is so limited or the child's disabilities are so severe that the English language proficiency assessment cannot be administered.
For EB children who are also eligible for special education services, the standardized process for the EB program exit is followed:
However, annual meetings to review progress and make recommendations for reclassification must be made in all instances by the ARD committee in conjunction with the LPAC.
For an EB child with a significant cognitive disability, the ARD committee in conjunction with the LPAC may determine that the state's English language proficiency assessment for reclassification is not appropriate because of the nature of the child's disabling condition:
In which case, the ARD committee in conjunction with the LPAC may recommend that the child take the state's alternate English language proficiency assessment, determine an appropriate performance standard for reclassification by language domain, and utilize the results of a subjective teacher evaluation using the state's standardized alternate rubric.
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RESTRAINT AND TIME-OUT ( 175 Summaries)
This framework applies to all school employees, volunteers, and independent contractors.
The child possesses a weapon; and
On the day restraint is utilized, a good faith effort must be made to verbally notify the parent regarding the use of restraint;
Written notification of the use of restraint must be placed in the mail or otherwise provided to the parent within one school day of the use of restraint;
Written documentation regarding the use of restraint must be placed in the child's special education eligibility folder in a timely manner so the information is available to the admission, review, and dismissal (ARD) committee when it considers the impact of the child's behavior on the child's learning and/or the creation or revision of a BIP; and
Any behavior management technique and/or discipline management practice must be implemented in such a way as to protect the health and safety of a child and others. No discipline management practice may be calculated to inflict injury, cause harm, demean, or deprive a child of basic human necessities.
Written notification to the parent and documentation to the child's special education eligibility folder must include the following:
Provides, as a school resource officer, a regular police presence on a school district campus under a memorandum of understanding between the district and a local law enforcement agency.
This framework applies to a peace officer only if the peace officer:
However, the data reporting requirements in this framework apply to the use of restraint by any peace officer performing law enforcement duties on school property or during a school-sponsored or school-related activity.
Name of the child;
Name of the staff member or staff members administering the restraint;
Date of the restraint and the time the restraint began and ended;
Restraint means the use of physical force or a mechanical device to significantly restrict the free movement of all or a portion of a child's body.
Location of the restraint;
Nature of the restraint;
A description of the activity in which the child was engaged immediately preceding the use of restraint;
Emergency means a situation in which a child's behavior poses a threat of imminent, serious:
A school employee, volunteer, or independent contractor may use restraint only in an emergency and with the following limitations:
The behavior that prompted the restraint;
The efforts made to de-escalate the situation and alternatives to restraint that were attempted;
Restraint must be limited to the use of such reasonable force as is necessary to address the emergency;
Restraint must be discontinued at the point at which the emergency no longer exists;
Restraint does not include the use of:
Cumulative data regarding the use of restraint by school employees, volunteers, independent contractors, and by peace officers must be electronically reported through the Public Education Information Management System.
Restraint must be implemented in such a way as to protect the health and safety of the child and others; and
Physical contact or appropriately prescribed adaptive equipment to promote normative body positioning and/or physical functioning;
Limited physical contact with a child to promote safety (e.g., holding a child's hand), prevent a potentially harmful action (e.g., running into the street), teach a skill, or provide comfort;
Restraint must not deprive the child of basic human necessities.
Limited physical contact or appropriately prescribed adaptive equipment to prevent a child from engaging in ongoing, repetitive self-injurious behaviors, with the expectation that instruction will be reflected in the IEP to promote student learning and reduce and/or prevent the need for ongoing intervention; or
Seat belts and other safety equipment used to secure children during transportation.
Training for school employees, volunteers, or independent contractors must be provided according to the following requirements:
A core team of personnel on each campus must be trained in the use of restraint, and the team must include a campus administrator or designee and any general or special education personnel likely to use restraint;
Personnel called upon to use restraint in an emergency and who have not received prior training must receive training within 30 school days following the use of restraint;
Time-out means a behavior management technique in which, to provide a child with an opportunity to regain self-control, the child is separated from other children for a limited period in a setting:
A school employee, volunteer, or independent contractor may use time-out with the following limitations:
Physical force or threat of physical force must not be used to place a child in time-out;
Time-out must only be used in conjunction with an array of positive behavior intervention strategies and techniques and must be included in the child's IEP and/or BIP if it is utilized on a recurrent basis to increase or decrease a targeted behavior; and
Use of time-out must not be implemented in a fashion that precludes the ability of a child to be involved in and progress in the general curriculum and advance appropriately toward attaining the annual goals specified in the child's IEP.
That is not locked; and
From which the exit is not physically blocked by furniture, a closed door held shut from the outside, or another inanimate object.
Training on use of restraint must include prevention and de-escalation techniques and provide alternatives to the use of restraint; and
All trained personnel must receive instruction in current professionally accepted practices and standards regarding behavior management and the use of restraint.
The following documentation requirements must be met in a case in which restraint is used by school employees, volunteers, or independent contractors:
On the day restraint is utilized, the campus administrator or designee must be notified verbally or in writing regarding the use of restraint;
Training for school employees, volunteers, or independent contractors must be provided according to the following requirements:
General or special education personnel who implement time-out based on requirements established in a child's IEP and/or BIP must be trained in the use of time-out;
Newly identified personnel called upon to implement time-out based on requirements established in a child's IEP and/or BIP must receive training in the use of time-out within 30 school days of being assigned the responsibility for implementing time-out;
Training on the use of time-out must be provided as part of a program which addresses a full continuum of positive behavioral intervention strategies, and must address the impact of time-out on the ability of a child to be involved in and progress in the general curriculum and advance appropriately toward attaining the annual goals specified in the child's IEP; and
All trained personnel must receive instruction in current professionally accepted practices and standards regarding behavior management and the use of time-out.
Necessary documentation or data collection regarding the use of time-out, if any, must be addressed in the IEP or BIP.
If a child has a BIP, the school district must document each use of time-out prompted by a behavior of the child in the child's BIP, including a description of the behavior that prompted the time-out.
The ARD committee must use any collected data to judge the effectiveness of the intervention and provide a basis for making determinations regarding its continued use.
A child with a disability, who receives special education services, must not be confined in a locked box, locked closet, or other specially-designed locked space as either a discipline management practice or a behavior management technique.
It is the policy of this state to treat with dignity and respect all children, including children with disabilities who receive special education services.
This section does not prevent a child's locked, unattended confinement in an emergency situation while awaiting the arrival of law enforcement personnel if:
The confinement is necessary to prevent the child from causing bodily harm to the child or another person.
Physical harm to the child or others; or
Property destruction.
Is employed or commissioned by a school district; or
This framework does not apply to juvenile probation, detention, or corrections personnel; or an educational services provider with whom the child is placed by a judicial authority, unless the services are provided in an educational program of a school district.
For children who are homeless or in substitute care, the local educational agency must also provide notice to a child's educational decision-maker and caseworker regarding reports of restraint.
Aversive technique means a technique or intervention that is intended to reduce the likelihood of a behavior reoccurring by intentionally inflicting on a child significant physical or emotional discomfort or pain. The term includes a technique or intervention that:
A school district or school district employee or volunteer or an independent contractor of a school district may not apply an aversive technique, or by authorization, order, or consent, cause an aversive technique to be applied, to a child.
Deprives the child of the use of one or more of the child’s senses, except that this aversive technique may be used if the technique is executed in a manner that:
Is designed to or likely to cause physical pain, other than an intervention or technique permitted under the use of corporal punishment;
Is designed to or likely to cause physical pain through the use of electric shock or any procedure that involves the use of pressure points or joint locks;
Involves the directed release of a noxious, toxic, or otherwise unpleasant spray, mist, or substance near the child’s face;
Denies adequate sleep, air, food, water, shelter, bedding, physical comfort, supervision, or access to a restroom facility;
Ridicules or demeans the child in a manner that adversely affects or endangers the learning or mental health of the child or constitutes verbal abuse;
Employs a device, material, or object that simultaneously immobilizes all four extremities, including any procedure that results in such immobilization known as prone or supine floor restraint;
Impairs the child’s breathing, including any procedure that involves:
applying pressure to the child’s torso or neck; or
obstructing the child’s airway, including placing an object in, on, or over the child’s mouth or nose or placing a bag, cover, or mask over the child’s face;
Restricts the child’s circulation;
Secures the child to a stationary object while the child is in a sitting or standing position;
Inhibits, reduces, or hinders the child’s ability to communicate;
Involves the use of a chemical restraint;
Constitutes a use of timeout that precludes the child from being able to be involved in and progress appropriately in the required curriculum and, if applicable, toward the annual goals included in the child’s individualized education program (IEP), including isolating the child by the use of physical barriers; or
Does not cause the child discomfort or pain; or
Complies with the child’s IEP or behavior intervention plan (BIP).
Information documenting parent contact and notification; and
If the child has a BIP, whether the BIP may need to be revised as a result of the behavior that led to the restraint and, if so, identification of the staff member responsible for scheduling an ARD committee meeting to discuss any potential revisions; or
If the child does not have a BIP, information on the procedure for the child's parent or person standing in parental relation to the child to request an ARD committee meeting to discuss the possibility of conducting a functional behavioral assessment of the child and developing a plan for the child.
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CHILDREN IN PRIVATE SCHOOLS ( 171 Summaries)
No child with a disability parentally-placed in a private school has an individual right to receive some or all of the special education and related services that the child would receive if enrolled in a public school.
When the child with a disability who has been placed directly by the parent in a private school is referred to the LEA, the LEA must convene an admission, review, and dismissal (ARD) committee meeting to determine whether the LEA can offer the child a free appropriate public education (FAPE).
The LEA is not responsible for providing educational services offered by the ARD committee for the child to receive FAPE until such time as the child's parent chooses to enroll the child in the LEA full time.
The parent of an eligible child ages three or four has the right to dual enroll their child in both the public and private school:
Beginning on the child's third birthday; and
Continuing until whichever comes first:
The end of the school year in which the child turns five; or
The child is eligible to attend the LEA's kindergarten program.
The LEA where the child resides is responsible for providing special education and related services to the child whose parent choose dual enrollment.
The child's ARD committee must develop an IEP designed to provide the child with FAPE in the least restrictive environment appropriate for the child.
From the IEP, the parent and the LEA must determine, based on the requirements concerning placement in the [FrameworkReference ID=3817 LinkName=LEAST RESTRICTIVE ENVIRONMENT] framework and the policies and procedures of the LEA:
Which special education and/or related services will be provided to the child; and
The location where those services will be provided.
If the LEA in which the private school is located designates the child parentally-placed in a private school, including an eligible child ages three or four whose parent declined dual enrollment, to receive special education and related services, the LEA must:
The LEA must provide special transportation with federal funds only when the ARD committee determines that the condition of the child warrants the service in order for the child to receive the special education and related services, if any, set forth in the individualized education program (IEP), and in compliance with the [CategoryReference ID=3068 LinkName=FUNDING] frameworks.
Elementary school means a nonprofit institutional day or residential school, including a public elementary charter school, that provides elementary education, as determined under state law.
Secondary school means a nonprofit institutional day or residential school, including a public secondary charter school that provides secondary education, as determined under state law, except that it does not include any education beyond grade 12.
Services plan means a written statement that describes the special education and related services the local educational agency (LEA) will provide to a child with a disability parentally-placed in a private school who has been designated to receive services, including the location of the services and any transportation necessary.
Initiate and conduct meetings to develop, review, and revise a services plan for the child that describes the specific special education and related services that the child will receive in light of the services the LEA determined it would make available to children with disabilities parentally-placed in private schools;
This framework applies to children with disabilities parentally-placed in private schools.
Children with disabilities parentally-placed in private schools means children with disabilities enrolled by their parents in private, including religious, schools or facilities that meets the definition of elementary schools or secondary schools.
The LEA must consult with private school representatives and representatives of the parent of children with disabilities parentally-placed in private schools during the design and development of special education and related services for the children regarding:
When the parent elects to place the child with a disability in a private school or facility due to disagreements about FAPE, additional protections apply under the Notice of Procedural Safeguards.
The LEA must locate, identify, and evaluate all children with disabilities who are currently enrolled by their parents in private, including religious, elementary schools, and secondary schools located in the LEA.
The child with a disability may receive some special education and related services, including direct services, if the LEA designates the child to receive services.
The LEA must maintain in its records and provide to the Texas Education Agency (TEA) the following information related to children with disabilities parentally-placed in private schools:
To determine the number of children with disabilities parentally-placed in and attending private schools located in the LEA, the LEA must:
Timely and meaningfully consult with representatives of private schools; and
Conduct a thorough and complete [CategoryReference ID=32 LinkName=CHILD FIND] process.
The Child Find process, including how children with disabilities parentally-placed in private schools suspected of having a disability can participate equitably and how parents, teachers, and private school officials will be informed of the process;
The determination of the proportionate amount of federal funds available to serve parentally-placed private school children with disabilities according to the [FrameworkReference ID=3876 LinkName=PROPORTIONATE SHARE FUNDING FOR CHILDREN PARENTALLY-PLACED IN PRIVATE SCHOOLS] framework;
The consultation process among the LEA, private school officials, and representatives of the parent of children with disabilities parentally-placed in private schools, including how it will operate throughout the school year to ensure that children with disabilities parentally-placed in private schools identified through the [CategoryReference ID=32 LinkName=CHILD FIND] process can meaningfully participate in special education and related services; and
The provision of special education and related services, including how, where, and by whom special education and related services will be provided for children with disabilities parentally-placed in private schools, including a discussion of:
How, if the LEA disagrees with the views of private school officials on the provision or types of services, whether provided directly or through a contract, the LEA must provide to the private school officials a written explanation of the reasons why the LEA chose not to provide services directly or through a contract.
When timely and meaningful consultation has occurred, the LEA must:
Obtain a written affirmation signed by the representatives of participating private schools; or
If such representatives do not provide written affirmation within a reasonable period of time, forward the documentation of the consultation process to the TEA.
A private school official has the right to submit a complaint to the TEA that the LEA did not:
After ensuring timely and meaningful [SummaryReference ID=4427 LinkName=CONSULTATION], the LEA must make the final decisions with respect to the services to be provided to eligible children with disabilities parentally-placed in private schools.
The LEA must provide proportionate share services to children with disabilities parentally-placed in private schools:
Services may be provided on the premises of private, including religious, schools, to the extent consistent with law.
The LEA may use funds to make public school personnel available in other than public facilities consistent with the [FrameworkReference ID=3876 LinkName=PROPORTIONATE SHARE FUNDING FOR CHILDREN PARENTALLY-PLACED IN PRIVATE SCHOOLS] framework:
The LEA may use funds consistent with the [FrameworkReference ID=3859 LinkName=USE OF IDEA PART B FORMULA AMOUNTS IN GENERAL] framework to pay for services of an employee of a private school to provide services for children with disabilities parentally-placed in private schools, if the employee performs the services:
The number of children evaluated;
The number of children determined to be children with disabilities; and
The number of children served.
When LEA personnel provide proportionate share services to children with disabilities parentally-placed in private schools, the LEA must comply with the [FrameworkReference ID=3888 LinkName=SPECIAL EDUCATION AND RELATED SERVICE PERSONNEL] framework.
When private elementary school or secondary school teachers provide proportionate share services to children with disabilities parentally-placed in private schools, the private school teachers do not have to meet the requirements of the [FrameworkReference ID=3888 LinkName=SPECIAL EDUCATION AND RELATED SERVICE PERSONNEL] framework.
Children with disabilities parentally-placed in private schools may receive a different amount of services than children with disabilities in public schools.
By employees of the LEA; or
Through a contract with an individual, association, agency, organization, or other entity.
Engage in consultation that was meaningful and timely; or
Give due consideration to the views of the private school official.
The complaining private school official must provide the basis of the noncompliance to the TEA.
The LEA must forward the appropriate documentation to the TEA.
If the private school official is dissatisfied with the TEA's decision, the official may submit a complaint to the United States Secretary of Education by providing basis of the noncompliance.
If a complaint is submitted to the United States Secretary of Education, the TEA will forward the appropriate documentation to the secretary.
To the extent necessary to provide services for children with disabilities parentally-placed in private schools; and
If those services are not normally provided by the private school.
Outside of his or her regular hours of duty; and
Under public supervision and control.
Complaints regarding the implementation of the components of the child's IEP that have been selected by the parent and the LEA may be filed with the TEA.
The procedures relating to due process hearings do not apply to complaints regarding the implementation of the components of the child's IEP that have been selected by the parent and the LEA.
Private school is defined as a private elementary or secondary school, including any preschool, religious school, and institutional day or residential school that:
In order to be considered a private school, a home school must provide elementary or secondary education that incorporates an adopted curriculum designed to meet basic educational goals, including scope and sequence of courses, and formal review and documentation of children's progress, but is not required to be a nonprofit entity.
Is a nonprofit entity; and
Provides elementary or secondary education that incorporates an adopted curriculum designed to meet basic educational goals, including scope and sequence of courses, and formal review and documentation of children's progress.
The types of services, and alternative service delivery mechanisms;
How special education and related services will be apportioned if funds are insufficient to serve all children with disabilities parentally-placed in private schools; and
How and when decisions regarding services will be made; and
Ensure that a representative of the religious or other private school attends the meeting; and
Use other methods to ensure the participation by the religious or other private school, including individual or conference telephone calls if the representative cannot attend.
If necessary for the child with a disability parentally-placed in a private school to benefit from or participate in the services determined in compliance with this framework, transportation must be provided:
The LEA is not required to provide transportation from the child's home to the private school.
From the child's school or the child's home to a site other than the private school; and
From the service site to the private school, or to the child's home, depending on the timing of the services.
Nonprofit, as applied to an agency, organization, or institution, means that it is owned or operated by one or more corporations or associations whose net earnings do not benefit, and cannot lawfully benefit, any private shareholder or entity.
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PARENT ( 145 Summaries)
The LEA must ensure that a surrogate parent appointed by the LEA:
The child is an unaccompanied homeless youth.
A foster parent may act as a parent of a child with a disability if the following criteria are met:
The foster parent completes a [SummaryReference ID=4518 LinkName=TRAINING PROGRAM FOR FOSTER AND SURROGATE PARENTS ] before the next scheduled admission, review, and dismissal (ARD) committee meeting for the child but not later than the 90th day after the date the foster parent begins acting as the parent for the purpose of making special education decisions.
The Department of Family and Protective Services (DFPS) is appointed as the temporary or permanent managing conservator of the child;
The rights and duties of the DFPS to make decisions regarding education provided to the child have not been limited by court order;
The foster parent agrees to participate in making special education decisions on the child's behalf;
The foster parent agrees to complete a [SummaryReference ID=4518 LinkName=TRAINING PROGRAM FOR FOSTER AND SURROGATE PARENTS ] that complies with the requirements of this framework; and
Parent means:
When a surrogate parent has not been appointed by the judge, the LEA must appoint a surrogate parent if:
The child is a ward of the state; or
The LEA must make reasonable efforts to appoint a surrogate parent not more than 30 days after there is a determination that the child needs a surrogate parent unless the judge overseeing the child's care appoints the surrogate parent.
The LEA cannot identify a parent for the child;
The LEA cannot, after reasonable efforts, locate a parent for the child;
The LEA must ensure that a person appointed as a surrogate parent is not:
An employee of the TEA;
An employee of the LEA;
An employee of any other agency that is involved in the education or care of the child; or
A person with any interest that conflicts with the interest of the child the surrogate parent represents.
Completes a [SummaryReference ID=4518 LinkName=TRAINING PROGRAM FOR FOSTER AND SURROGATE PARENTS] before the next scheduled ARD committee meeting for the child but not later than the 90th day after the date of initial assignment as a surrogate parent.
The required training program must provide foster and surrogate parents with an explanation of the provisions of federal and state laws, rules, and regulations relating to:
A biological or adoptive parent of the child;
A foster parent of the child who meets the [SummaryReference ID=4493 LinkName=REQUIREMENTS FOR A FOSTER PARENT TO ACT AS A PARENT]
A guardian, but not the state, if the child is a ward of the state;
An individual acting in the place of a biological or adoptive parent, including a grandparent, stepparent, or other relative, with whom the child lives, or an individual who is legally responsible for the child's welfare; or
An individual assigned to be a surrogate parent.
Visits the child and the child's school;
Consults with persons involved in the child's education, including teachers, caseworkers, court-appointed volunteers, guardians ad litem, attorneys ad litem, foster parents, and caregivers;
Reviews the child's educational records;
Attends meetings of the child's [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE]; and
Exercises independent judgment in pursuing the child's interests;
Once an individual has completed a [SummaryReference ID=4518 LinkName=TRAINING PROGRAM FOR FOSTER AND SURROGATE PARENTS], the individual must not be required by any LEA to complete additional training in order to serve as the parent for the child or other children with disabilities who are in foster care.
Once an individual has completed a [SummaryReference ID=4518 LinkName=TRAINING PROGRAM FOR FOSTER AND SURROGATE PARENTS], the individual must not be required by any LEA to complete additional training in order to serve as the surrogate parent for the child or other children with disabilities who are in foster care.
The required training may be conducted or provided by:
The DFPS;
The LEA;
An education service center; or
Any entity that receives federal funds to provide Individuals with Disabilities Education Act training to parents.
Inform the foster parent of the right to file a complaint with the Texas Education Agency (TEA).
Not later than the fifth day after the date the child with a disability is enrolled in a school, the DFPS must inform the appropriate LEA if the child's foster parent is unwilling or unable to serve as a parent for the purposes of this framework.
The foster parent of the child is unwilling or unable to serve as a parent for the purposes of this framework;
The duties and responsibilities of surrogate parents under state law.
Is willing to serve in that capacity;
Ensures that the child's due process rights under applicable state and federal laws are not violated;
The LEA may appoint a person who has been appointed to serve as the child's guardian ad litem or as a court-certified volunteer advocate, as the child's surrogate parent.
If a court appoints a surrogate parent for the child with a disability, and the LEA determines that the surrogate parent is not properly performing the duties listed under this framework, the LEA must consult with the DFPS regarding whether another person should be appointed to serve as the surrogate parent for the child.
For children who are homeless or in substitute care, the LEA must also provide notice to the child's educational decision-maker and caseworker regarding:
[FrameworkReference ID=3849 LinkName=MANIFESTATION DETERMINATION] reviews; and
If the LEA denies a foster parent the right to serve as a parent, the LEA must provide the foster parent with written notice of such denial within seven calendar days after the date on which the decision is made. The written notice must:
The child does not reside in a foster home setting;
The LEA must develop and implement procedures for conducting an analysis of whether a potential surrogate parent has an interest that conflicts with the interests of the child. Issues concerning quality of care of the child do not constitute a conflict of interest.
The LEA must ensure that the foster parent has received a [SummaryReference ID=4518 LinkName=TRAINING PROGRAM FOR FOSTER AND SURROGATE PARENTS] that complies with the requirements of this framework.
LEAs may provide optional ongoing or supplemental training.
Specifically explain why the foster parent is being denied the right to serve as the child's parent; and
The training program must be provided in the native language or other mode of communication used by the individual being trained.
The identification of the child with a disability as described in the [CategoryReference ID=3070 LinkName=CHILD FIND] frameworks;
The collection of evaluation and reevaluation data relating to the child with a disability as described in the [CategoryReference ID=4410 LinkName=EVALUATION] frameworks;
The [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE] process;
The development of an individualized education program (IEP) and, for the child who is at least 16 years of age, [FrameworkReference ID=3814 LinkName=TRANSITION SERVICES];
The determination of [FrameworkReference ID=3817 LinkName=LEAST RESTRICTIVE ENVIRONMENT];
The implementation of an IEP as described in the [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE] frameworks;
The Notice of Procedural Safeguards;
The sources that the surrogate parent may contact to obtain assistance in understanding the provisions of federal and state laws, rules, and regulations relating to children with disabilities; and
The appointment of a surrogate parent applies to children with disabilities for whom:
The DFPS is appointed as the temporary or permanent managing conservator of the child; and
The rights and duties of the DFPS to make decisions regarding education provided to the child have not been limited by court order.
The appointment of a surrogate parent.
An [FrameworkReference ID=3855 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEETING];
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SUPPLEMENTARY AIDS AND SERVICES, SPECIAL EDUCATION, RELATED SERVICES ( 143 Summaries)
If applicable, to carry out the purposes of the Student Success Initiative.
For the child in junior high or middle school, the child's IEP may be used as the child's personal graduation plan.
The ARD committee must design the intensive program of instruction:
The term supplementary aids and services means aids, services, and other supports that are provided in general education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable the child with a disability to be educated with nondisabled children to the maximum extent appropriate.
Be involved in and make progress in the general education curriculum, and be afforded an equal opportunity to participate in extracurricular and other nonacademic activities including, to the maximum extent appropriate, in nonacademic settings and services such as:
Meals;
Recess periods;
Counseling services;
Athletics;
Transportation;
Health services;
Recreational activities;
Special interest groups or clubs sponsored by the local education agency (LEA);
Referrals to other agencies that provide assistance to individuals with disabilities;
Employment of children, including both employment by the LEA and assistance in making outside employment available; and
The term related services means transportation, and such developmental, corrective, and other supportive services as may be required to assist the child with a disability to benefit from special education.
The term special education means specially-designed instruction, at no cost to parents, to meet the unique needs of the child with a disability.
Supplementary aids and services, special education, and related services must be based on peer-reviewed research to the extent practicable.
The admission, review, and dismissal (ARD) committee must determine needed supplementary aids and services to be provided to the child, or on behalf of the child.
The ARD committee must determine needed special education services.
The ARD committee must determine needed related services.
The ARD committee must determine needed program modifications or supports for school personnel that will be provided to the child to enable the child to:
Advance appropriately toward attaining the annual goals;
Be educated and participate with other children with disabilities and nondisabled children.
The ARD committee must determine and include in the child's IEP:
The projected date for the beginning of the services and modifications;
The anticipated frequency of those services and modifications; and
The anticipated duration of those services and modifications.
The ARD committee must determine and include in the IEP the anticipated location of the services and modifications.
The ARD committee must determine the appropriate instructional setting and length of day for each child, and these must be specified in the child's IEP.
Children with disabilities must have available an instructional day commensurate with that of children without disabilities.
The ARD committee must determine the manner in which the child will participate in an accelerated reading instruction program.
If, for the purpose of receiving special education services, the LEA assigns the child to a campus location other than the campus location the child would attend based on the child's residence:
The LEA must permit the child's parent, guardian, or other person standing in parental relation to the child to obtain a transfer to the assigned campus for any other child residing in the household of the child receiving special education services, provided that:
The other child is entitled to attend school in the LEA;
The appropriate grade level for the other child is offered at the campus;
The LEA is not required to provide transportation to the other child who transfers to another campus location under this section; however, this does not affect any transportation services provided by the LEA in accordance with other laws for the child receiving special education services.
The child receiving special education services does not reside in a residential facility; and
The LEA is required to provide training to an educator who works primarily outside the area of special education only if the educator does not possess the knowledge and skills necessary to implement the IEP developed for the child receiving instruction from the educator:
The LEA must include training that is evidence-based, and that:
Relates to instruction of children with disabilities, including children with disabilities who also have other intellectual or mental health conditions; and
Is designed for educators who work primarily outside the area of special education; and
The LEA will determine the time and place at which the training is delivered;
In developing or maintaining the training, the LEA must consult with persons with expertise in research-based practices for children with disabilities such as:
Persons from colleges, universities, private and nonprofit organizations, regional education service centers;
Qualified LEA personnel; and
Any other persons identified as qualified by the LEA.
For the child who did not perform satisfactorily on a state assessment under the [FrameworkReference ID=3813 LinkName=STATE AND DISTRICTWIDE ASSESSMENTS] framework or who is likely not to receive a high school diploma before the fifth school year following the child's enrollment in grade 9:
To enable the child to attain a standard of annual growth on the basis of the child's IEP; and
For the child in kindergarten or grades 1 or 2 who did not perform satisfactorily on a reading instrument selected from the list adopted by the commissioner of education or by the district-level committee:
A determination that the child is unable to complete the requirement to receive instruction in cardiopulmonary resuscitation is made by the ARD committee.
If a child who attends school in a homebound or other off-campus instructional arrangement, including at a residential treatment campus or state hospital, is unable to participate in an accelerated instruction program due to the child's condition, the LEA may determine that the child be provided the accelerated instruction when the child attends school in an on-campus instructional setting.
If the child's condition prevents the child from attending school in an on-campus instructional setting for the school year during which the accelerated instruction is required to be provided to the child, the LEA is not required to provide the accelerated instruction to the child for that school year.
A child is eligible to receive audiology services provided under the school health and related services program of the Health and Human Services Commission, as outlined in the [FrameworkReference ID=3867 LinkName=FUNDING FOR NONEDUCATIONAL SERVICES] framework, if the child:
Is 20 years of age or younger;
Has a disability or chronic medical condition;
Is eligible for Medicaid benefits; and
Has been prescribed the services under:
An individualized education program (IEP); or
A plan created under Section 504.
The ARD committee of a child who does not perform satisfactorily on the statewide assessment program will, at the child's next annual review meeting, review the child's participation and progress in, as applicable, accelerated instruction, supplemental instruction, or an accelerated education plan.
The child's parent may request, or the LEA may schedule, an additional ARD committee meeting, if a committee member believes that the child's IEP needs to be modified related to the child's participation and progress in, as applicable, accelerated instruction, supplemental instruction, or an accelerated education plan.
If the LEA refuses to convene a committee meeting requested by the child's parent concerning the child's participation and progress in, as applicable, accelerated instruction, supplemental instruction, or an accelerated education plan, the LEA will provide the parent with written notice explaining the reason the LEA refuses to convene the meeting.
For each child placed in the Texas School for the Blind and Visually Impaired or the Texas School for the Deaf that includes placement at the residential campus by the ARD committee:
The resident school district will be responsible for transportation from the campus as well as the return to campus at the beginning and end of school terms and for regularly scheduled holidays when all students are expected to leave the residential campus; and
When the ARD committee determines it is necessary for the safety of the child to be accompanied by an adult designated by the ARD committee, round-trip transportation for that adult must also be provided, as documented in the child's IEP.
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PARENT OR ELIGIBLE STUDENT ACCESS TO EDUCATION RECORDS ( 142 Summaries)
An educational agency or institution may charge a reasonable fee for a copy of an education record which is made for the parent or eligible student, unless the imposition of a fee effectively prevents exercising the right to inspect and review the student's education records.
Before any due process hearing; and
Before a resolution session;
If the education records of the student includes information on more than one student, the parent or eligible student may inspect and review or be informed of only the specific information about that student.
Each local educational agency (LEA) must provide the parent, on request, a list of the types and locations of education records collected, maintained, or used by the LEA.
The parent of the child with a disability must be afforded an opportunity to examine all records relating to the child as described in the Notice of Procedural Safeguards.
Under the Family Educational Rights and Privacy Act and for the purposes of the [CategoryReference ID=3069 LinkName=RECORDS] frameworks:
Education records means those records that are:
Directly related to the student; and
Maintained by an educational agency or institution or by a party acting for the agency or institution.
Records relating to an individual in attendance at the educational agency or institution, who is employed as a result of the student's status, are education records.
Education records do not include:
Records that are kept in the sole possession of the maker, are used only as a personal memory aid, and are not accessible or revealed to any other person except a temporary substitute for the maker of the record;
Records of the law enforcement unit of an educational agency or institution;
Records relating to an individual who is employed by an educational agency or institution that:
Are made and maintained in the normal course of business;
Relate exclusively to the individual in that individual's capacity as an employee; and
Are not available for use for any other purpose;
Records on the student who is 18 years of age or older, or is attending an institution of postsecondary education, that are:
Made or maintained by a physician, psychiatrist, psychologist, or other recognized professional or paraprofessional acting in a professional capacity or assisting in a paraprofessional capacity;
Made, maintained, or used only in connection with treatment of the student; and
Disclosed only to individuals providing the treatment, which does not include remedial educational activities or activities that are part of the program of instruction at the educational agency or institution;
Records created or received by an educational agency or institution after an individual is no longer a student in attendance and that are not directly related to the individual's attendance as a student; and
Grades on peer-graded papers before they are collected and recorded by a teacher.
The parent or eligible student has the right to inspect and review any education records of the student that are collected, maintained, or used by the educational agency or institution, including:
The educational agency or institution must comply with a request to inspect and review any education records relating to the student:
Without unnecessary delay and within a reasonable period of time;
Before any [FrameworkReference ID=3855 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEETING];
Not more than 45 days after the request is received.
The right to inspect and review education records includes:
An educational agency or institution must give full rights to the parent to inspect and review records relating to the parent's child, unless the agency or institution has been provided with evidence that there is a court order, state statute, or legally binding document relating to such matters as guardianship, divorce, separation, or custody that specifically revokes these rights.
An educational agency or institution must not charge a fee to search for or to retrieve the education records of a student.
The right to a response from the educational agency or institution to reasonable requests for explanations and interpretations of records;
The right to have a representative of the parent or eligible student inspect and review the records.
Eligible student means the student who has reached 18 years of age or is attending an institution of postsecondary education;
A record is any information recorded in any way, including, but not limited to, handwriting, print, computer media, video or audio tape, film, microfilm and microfiche; and
The right to have the treatment records of the student reviewed by a physician or other appropriate professional of the parent or eligible student's choice; and
Attendance records;
Test scores;
Grades;
Disciplinary records;
Counseling records;
Psychological records;
Applications for admission;
Health and immunization information;
Teacher and school counselor evaluations;
Reports of behavioral patterns; and
When a disclosure of confidential records is made pursuant to the [FrameworkReference ID=3873 LinkName=CONSENT FOR DISCLOSURE OF CONFIDENTIAL INFORMATION] framework:
If the parent or eligible student so requests, the educational agency or institution must provide a copy of the records disclosed; and
If the parent of the student who is not an eligible student as defined in the [FrameworkReference ID=3882 LinkName=ANNUAL NOTIFICATION] framework, the educational agency or institution must provide the student with a copy of the records disclosed.
If circumstances effectively prevent the parent or eligible student from exercising the right to inspect and review the student's education records, the educational agency or institution must:
Provide the parent or eligible student with a copy of the records requested; or
Make other arrangements for the parent or eligible student to inspect and review the requested records.
The right to have the educational agency or institution preserve any education records for which an outstanding request to inspect and review exists;
When a disclosure of confidential information is made pursuant to the [FrameworkReference ID=3884 LinkName=WHEN CONSENT IS NOT REQUIRED TO DISCLOSE INFORMATION] framework, specifically under the conditions that apply to disclosure of information to other educational agencies or institutions, the educational agency or institution must give the parent or eligible student, upon request, a copy of the record that was disclosed.
The Texas Education Agency (TEA) will establish and maintain a student assessment data portal for use by LEAs, teachers, parents, students, and public institutions of higher education.
The TEA will establish a secure, interoperable system to be implemented through the portal under which:
A student, the student's parent, or other person standing in parental relationship can easily access the student's individual assessment data;
An authorized employee of the LEA, including the LEA teacher, can readily access individual assessment data of LEA students for use in developing strategies for improving student performance; and
An authorized employee of a public institution of higher education can readily access individual assessment data of students applying for admission for use in developing strategies for improving student performance.
The secure, interoperable system will provide a means for a student, the student's parent, or other person standing in parental relationship to track the student's progress on assessment instrument requirements for graduation.
The TEA will establish an interoperable system to be implemented through the portal under which general student assessment data is easily accessible to the public.
Student assessment data provided through the portal will:
Be available on or before the first instructional day of the school year following the year in which the data is collected; and
Include student performance data on assessment instruments over multiple years, including any data indicating progress in student achievement.
Intervention strategy, as used in this framework, means a strategy in a multi-tiered system of supports that is above the level of intervention generally used in that system with all children. The term includes response to intervention and other early intervening strategies.
Records relating to assistance provided for learning difficulties, including information collected regarding any intervention strategies used with the child.
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WHEN CONSENT IS NOT REQUIRED TO DISCLOSE INFORMATION ( 140 Summaries)
An educational agency or institution that discloses an education record to officials of another school, school system, or institution of postsecondary education where the student seeks or intends to enroll, is enrolled, or is receiving services, must:
It is not required to obtain [FrameworkReference ID=3873 LinkName=CONSENT FOR DISCLOSURE OF CONFIDENTIAL INFORMATION] before personally identifiable information is released if:
The disclosure is to officials of Individuals with Disabilities Education Act (IDEA) Part B participating agencies for purposes of meeting a requirement of IDEA except as otherwise provided in this framework;
The disclosure is to other school officials, including teachers, within the agency or institution whom the agency or institution has determined to have legitimate educational interests;
The following officials and authorized representatives may have access to education records in connection with an audit or evaluation of federal or state supported education programs, or for the enforcement of or compliance with federal legal requirements which relate to those programs:
Be protected in a manner that does not permit personal identification of individuals by anyone except the comptroller general of the United States, the attorney general of the United States, the secretary of education of the United States, or state and local educational authorities, and representatives; and
The agency or institution may disclose personally identifiable information to organizations conducting studies, and a state or local educational authority or agency headed by the comptroller general of the United States, the attorney general of the United States, the secretary of education of the United States, or state and local educational authorities may redisclose personally identifiable information only if:
The comptroller general of the United States;
The attorney general of the United States;
The secretary of education of the United States; or
State and local educational authorities.
Unless the parent or the eligible student has given written [FrameworkReference ID=3873 LinkName=CONSENT FOR DISCLOSURE OF CONFIDENTIAL INFORMATION], a [FrameworkReference ID=3886 LinkName=RECORD OF ACCESS] for information disclosed to a juvenile justice provider must be maintained for seven years from the date the information is disclosed.
Be destroyed when no longer needed for the purpose of audit or evaluation of federal or state supported education programs, or for the enforcement of or compliance with federal legal requirements which relate to those programs.
Unless there has been [FrameworkReference ID=3873 LinkName=CONSENT FOR DISCLOSURE OF CONFIDENTIAL INFORMATION] or the collection of personally identifiable information is specifically authorized by federal law, the information that is collected for disclosure for federal or state program purposes must:
Make a reasonable attempt to notify the parent or eligible student at the last known address of the parent or eligible student, unless:
The disclosure is initiated by the parent or eligible student; or
The [FrameworkReference ID=3882 LinkName=ANNUAL NOTIFICATION] of the agency or institution includes a notice that the agency or institution forwards education records to other agencies or institutions that have requested the records and in which the student seeks or intends to enroll or is already enrolled so long as the disclosure is for purposes related to the student's enrollment or transfer;
Give the parent or eligible student, upon request, a copy of the record that was disclosed; and
Give the parent or eligible student, upon request, an opportunity for a hearing under the [FrameworkReference ID=3883 LinkName=PROCEDURES FOR AMENDING EDUCATION RECORDS] framework.
If reporting or disclosure allowed by state statute concerns the juvenile justice system and the system's ability to effectively service, prior to adjudication, the student whose records are released, an educational agency or institution may disclose education records.
The officials and authorities to whom the records are disclosed must certify in writing to the educational agency or institution that the information will not be disclosed to any other party, except as provided under state law, without the prior written consent of the parent of the student.
The disclosure is in connection with financial aid for which the student has applied or which the student has received, if the information is necessary for such purposes as to:
Determine eligibility for the aid;
Determine the amount of the aid;
Determine the conditions for the aid; or
Enforce the terms and conditions of the aid;
Unless further limited by state law, the disclosure is to state and local officials or authorities to whom this information is specifically:
Allowed to be reported or disclosed pursuant to a state statute adopted before November 19, 1974, if the allowed reporting or disclosure concerns the juvenile justice system and the system's ability to effectively serve the student whose records are released; or
Information may be disclosed to organizations conducting studies for, or on behalf of, educational agencies or institutions to:
Develop, validate, or administer predictive tests;
Administer student aid programs; or
Improve instruction.
The disclosure is to accrediting organizations to carry out accrediting functions;
The disclosure is to the parent of a dependent student, as defined in the Internal Revenue Code;
The educational agency or institution may disclose information to comply with a judicial order or lawfully issued subpoena only if the agency or institution makes a reasonable effort to notify the parent or eligible student of the order or subpoena in advance of compliance, so that the parent or eligible student may seek protective action, unless the disclosure is in compliance with:
A federal grand jury subpoena and the court has ordered that the existence or the contents of the subpoena or the information furnished in response to the subpoena not be disclosed;
Any other subpoena issued for a law enforcement purpose and the court or other issuing agency has ordered that the existence or the contents of the subpoena or the information furnished in response to the subpoena not be disclosed; or
If an educational agency or institution initiates legal action against a parent or student, the educational agency or institution may disclose to the court, without a court order or subpoena, the education records of the student that are relevant for the educational agency or institution to proceed with the legal action as plaintiff.
If a parent or eligible student initiates legal action against an educational agency or institution, the educational agency or institution may disclose to the court, without a court order or subpoena, the student's education records that are relevant for the educational agency or institution to defend itself.
The disclosure is information the educational agency or institution has designated as directory information, in compliance with the [FrameworkReference ID=3896 LinkName=DISCLOSURE OF DIRECTORY INFORMATION] framework; and
The disclosure is to the parent of a student who is not an eligible student or to the student.
An educational agency or institution may disclose personally identifiable information from an education record to appropriate parties, including parents of an eligible student, in connection with an emergency if knowledge of the information is necessary to protect the health or safety of the student or other individuals.
An educational agency or institution cannot be prevented from:
In making a determination regarding disclosing information in health and safety emergencies, an educational agency or institution may take into account the totality of the circumstances pertaining to a threat to the health or safety of a student or other individuals.
If the educational agency or institution determines that there is an articulable and significant threat to the health or safety of a student or other individuals, it may disclose information from education records to any person whose knowledge of the information is necessary to protect the health or safety of the student or other individuals.
If, based on the information available at the time of the determination of a health or safety emergency, there is a rational basis for the determination, the United States Department of Education will not substitute its judgment for that of the educational agency or institution in evaluating the circumstances and making its determination.
Including in the education records of a student appropriate information concerning disciplinary action taken against the student for conduct that posed a significant risk to the safety or well-being of that student, other students, or other members of the school community;
Disclosing appropriate information concerning disciplinary action taken against the student for conduct that posed a significant risk to the safety or well-being of that student, other students, or other members of the school community, to teachers and school officials within the agency or institution who the agency or institution has determined have legitimate educational interests in the behavior of the student; or
Disclosing appropriate information concerning disciplinary action taken against the student for conduct that posed a significant risk to the safety or well-being of that student, other students, or other members of the school community, to teachers and school officials in other schools who have been determined to have legitimate educational interests in the behavior of the student.
At the request of a juvenile service provider, a local educational agency must disclose to the juvenile service provider confidential information contained in the student's educational records if the student has been:
Taken into custody by a law enforcement officer or probation officer in connection with a proceeding in juvenile or family court; or
Referred to a juvenile court for allegedly engaging in delinquent conduct or conduct indicating a need for supervision.
For records provided to a juvenile service provider, a fee equal to the fee charged under the Public Information Act may be charged unless:
A memorandum of understanding between the requesting provider and the disclosing provider prohibits the payment of a fee, provides for a waiver of a fee, or provides an alternate method of assessing a fee.
The study is conducted in a manner that does not permit personal identification of parents and students by individuals other than representatives of the organization that have legitimate interests in the information;
The information is destroyed when no longer needed for the purposes for which the study was conducted; and
It enters into a written agreement with the organization that:
Specifies the purpose, scope, and duration of the study or studies and the information to be disclosed;
Requires the organization to use personally identifiable information from education records only to meet the purpose or purposes of the study as stated in the written agreement;
Requires the organization to destroy all personally identifiable information when the information is no longer needed for the purposes for which the study was conducted and specifies the time period in which the information must be destroyed.
Requires the organization to conduct the study in a manner that does not permit personal identification of parents and students, as defined in the part, by anyone other than representatives of the organization with legitimate interests; or
Under the Family Educational Rights and Privacy Act and for the purposes of the [CategoryReference ID=3069 LinkName=RECORDS] frameworks, organization includes, but is not limited to, federal, state, and local agencies, and independent organizations.
The disclosure is to an agency caseworker or other representative of a state or local child welfare agency, or tribal organization, who has the right to access a student's case plan, as defined and determined by the state or tribal organization, when such agency or organization is legally responsible, in accordance with state or tribal law, for the care and protection of the student, provided that the education records, or the personally identifiable information contained in such records, of the student will not be disclosed by such agency or organization, except to an individual or entity engaged in addressing the student's education needs and authorized by such agency or organization to receive such disclosure and such disclosure is consistent with the state or tribal laws applicable to protecting the confidentiality of a student's education records;
When a parent is a party to a court proceeding involving child abuse and neglect or dependency matters, and the order is issued in the context of that proceeding.
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CLOSING THE GAP ( 129 Summaries)
The education of students with disabilities can be made more effective by providing incentives for whole-school approaches, scientifically-based early reading programs, positive behavioral interventions and supports, and early intervening services to reduce the need to label students as disabled in order to address the learning and behavioral needs of such students.
A basic skills program may not exceed 210 instructional days.
A basic skills program must:
After-school and summer intensive mathematics instruction programs provided under this section must be paid for with funds appropriated for that purpose.
Students who are not performing at grade level in mathematics to assist those students in performing at grade level;
Other students as determined by the LEA.
Students who are not performing successfully in a mathematics course to assist those students in successfully completing the course; or
Before providing a program of after-school or summer intensive mathematics, the board of trustees of the LEA must adopt a policy for:
Determining student eligibility for participating in the program that:
Prescribes the grade level or course a student must be enrolled in to be eligible; and
Provides for considering teacher recommendations in determining eligibility;
Ensuring that parents of, or persons standing in parental relation to eligible students, are provided notice of the program;
Ensuring that eligible students are encouraged to attend the program;
Ensuring that the program is offered at one or more locations in the LEA that are easily accessible to eligible students; and
Measuring student progress on completion of the program.
The LEA may apply to the commissioner of education for funding of special programs for students in grade 9 who are at risk of not earning sufficient credit or who have not earned sufficient credit to advance to grade 10 and who fail to meet minimum skills levels established by the commissioner:
The LEA may, with the consent of a student's parent or guardian, assign a student to a basic skills program; and
Each LEA that is required to offer bilingual education and special language programs must offer the following for emergent bilingual students:
Bilingual education, instruction in English as a second language (ESL), or other transitional language instruction approved by the Texas Education Agency in post-elementary grades through eighth grade; and
Instruction in ESL in grades 9-12.
The LEA may provide an intensive after-school program or an intensive program during the period that school is recessed for the summer to provide mathematics instruction to:
The LEA may provide an integrated program of educational and support services for students who are pregnant or who are parents.
The program must include:
Individual counseling, peer counseling, and self-help programs;
Career counseling and job readiness training;
Day-care for the students' children on the campus or at a day-care facility in close proximity to the campus;
Transportation for children of students to and from the campus or day-care facility;
Transportation for students, as appropriate, to and from the campus or day-care facility;
Instruction related to knowledge and skills in child development, parenting, and home and family living; and
Assistance to students in the program in obtaining available services from government agencies or community service organizations, including prenatal and postnatal health and nutrition programs.
Emphasize basic skills in areas of the required curriculum;
Offer students the opportunity to increase credits required for high school graduation under state or LEA policy;
Include criteria that permit measurement of student progress;
Bilingual education in kindergarten through the elementary grades;
In implementing coordinated, early intervening services, the local education agency (LEA) may carry out activities that include:
The provision of early intervening services does not limit or create a right to a free appropriate public education under the IDEA.
Early intervening services must not delay appropriate evaluation of a student suspected of having a disability.
Professional development, which may be provided by entities other than LEAs, for teachers and other school staff to enable such personnel to deliver scientifically-based academic instruction and behavioral interventions, including scientifically-based literacy instruction, and, where appropriate, instruction on the use of adaptive and instructional software; and
Providing educational and behavioral evaluations, services, and supports, including scientifically-based literacy instruction.
Each LEA with an enrollment of 20 or more emergent bilingual students, in any language classification in the same grade level, must offer bilingual education or special language programs.
Comply with the minimum levels of student enrollment and standards of student progress established by the commissioner;
The LEA must solicit recommendations for obtaining community support for the students and their children from organizations for parents of students in the LEA and from other community organizations.
LEAs may operate [FrameworkReference ID=3865 LinkName=SHARED SERVICES ARRANGEMENTS] for a life skills program for student parents.
After-school and summer intensive science instruction programs provided under this section must be paid for with funds appropriated for that purpose.
The LEA may provide an intensive after-school program or an intensive program during the period that school is recessed for the summer to provide science instruction to:
Students who are not performing at grade level in science to assist those students in performing at grade level;
Other students as determined by the LEA.
Students who are not performing successfully in a science course to assist those students in successfully completing the course; or
Before providing a program of after-school or summer intensive science instruction program, the board of trustees of the LEA must adopt a policy for:
Determining student eligibility for participating in the program that:
Ensuring that parents of, or persons standing in parental relation to eligible students, are provided notice of the program;
Ensuring that eligible students are encouraged to attend the program;
Ensuring that the program is offered at one or more locations in the LEA that are easily accessible to eligible students; and
Measuring student progress on completion of the program.
Prescribes the grade level or course a student must be enrolled in to be eligible; and
Provides for considering teacher recommendations in determining eligibility;
In 2015, Congress passed the Every Student Succeeds Act, which reauthorizes the ESEA to ensure that every student achieves and replaces the previous version of the law, the No Child Left Behind Act, which was enacted in 2002.
Annually evaluate the progress of students in the program; and
Submit the results of the evaluation to the commissioner at the end of the school year.
An eligible school operating a schoolwide program must develop a comprehensive plan that includes a description of the strategies that the school will be implementing to address school needs, including a description of how such strategies will address the needs of all students in the school, but particularly the needs of those at risk of not meeting the challenging state academic standards, through activities which may include implementation of a schoolwide tiered model to prevent and address problem behavior, and early intervening services, coordinated with similar activities and services carried out under the IDEA Part B.
A targeted assistance school program must serve participating students identified as eligible for targeted assistance by using methods and instructional strategies to strengthen the academic program of the school through activities, which may include a schoolwide tiered model to prevent and address behavior problems, and early intervening services, coordinated with similar activities and services carried out under the Individuals with Disabilities Education Act (IDEA) Part B.
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...
GRADUATION ( 126 Summaries)
Except as specifically provided as follows, graduation with a regular high school diploma terminates a child's eligibility for special education services and:
The LEA must issue a certificate of attendance to the child who has completed four years of high school but has not completed the IEP.
The LEA must allow the child who receives a certificate of attendance to participate in a graduation ceremony with children receiving high school diplomas.
The child may participate in only one graduation ceremony to receive a certificate of attendance.
The child who receives a certificate of attendance is not prevented from receiving a diploma if the child completes the IEP.
A child who is 21 years of age on September 1 of a school year receiving special education services who did not meet the credit, curriculum, and assessment requirements under the Foundation High School Program, is not eligible to receive a diploma but may receive a certificate of attendance and participate in a graduation ceremony with children receiving high school diplomas.
Consistent with the IEP, has obtained full-time employment, based on the child's abilities and local employment opportunities, in addition to mastering sufficient self-help skills to enable the child to maintain the employment without direct and ongoing educational support of the LEA;
Consistent with the IEP, has demonstrated mastery of specific employability skills and self-help skills that do not require direct ongoing educational support of the LEA; or
Has access to services that are not within the legal responsibility of public education or employment or educational options established through transition planning;
A child who receives special education services may graduate and be awarded a regular high school diploma if the child meets the following criteria:
A child who receives special education services may also graduate and be awarded a regular high school diploma if the child meets the following criteria:
A summary of academic achievement and functional performance must be provided prior to exit from public school for children who meet one of the following conditions:
The additional credit requirements in mathematics, science, and elective courses; and
Satisfactorily completing the courses required for that endorsement:
A child receiving special education services may earn an endorsement by:
Demonstrates mastery of the required state standards or local education agency (LEA) standards if they are greater;
Satisfactorily completes the credit requirements for graduation under the Foundation High School Program; and
Achieves satisfactory performance on the required end-of-course assessment instruments.
A child who is classified in grade 11 or 12 who has taken each of the required state assessments but failed to achieve satisfactory performance on no more than two of the assessments is eligible to receive an endorsement if the child meets the other requirements for an endorsement.
A child transitioning to the Foundation High School Program who is classified in grade 11 or 12 who has taken each of the required state assessments but failed to achieve satisfactory performance on no more than two of the assessments may graduate if the child has satisfied all other applicable graduation requirements.
Demonstrates mastery of the required state standards or LEA standards if they are greater;
Satisfactorily completes the credit requirements for graduation under the Foundation High School Program; and
The child's admission, review, and dismissal (ARD) committee has determined that satisfactory performance on the required end-of-course assessment instruments is not required for graduation.
Achieves satisfactory performance on the required end-of-course assessment instruments, unless the child's ARD committee has determined that satisfactory performance on the required end-of-course assessment instruments is not required for graduation; and
A child, who due to a disability, is unable to complete two credits in the same language in a language-other-than-English (LOTE), may substitute a combination of two credits from English language arts, mathematics, science, or social studies or two credits in career and technical education, technology applications, or other academic electives for the LOTE credit requirements if the ARD committee determines that the child is unable to complete the LOTE credit requirements.
A child who is unable to participate in physical activity due to a disability or illness may substitute one credit in English language arts, mathematics, science, social studies, a locally-designed course that meets the state criteria for substitution under state law, or one academic credit elective for the physical education (PE) credit requirement if the ARD committee determines that the child is unable to participate in physical activity.
A credit allowed to be substituted for LOTE or PE credit may not be used to satisfy any other graduation credit requirement.
A child who meets graduation requirements and who will continue enrollment in public school to receive special education services aligned with their transition plan will be provided the summary of performance upon exit from the public school system. These children are entitled to participate in commencement ceremonies and receive a certificate of attendance after completing four years of high school.
Modified curriculum and modified content refer to any reduction of the amount or complexity of the required Texas Essential Knowledge and Skills.
Substitutions that are specifically authorized in statute or rule must not be considered modified curriculum or modified content.
Satisfactorily completing, with or without modification of the curriculum:
The curriculum requirements for graduation under the Foundation High School Program;
Without modification of the curriculum for those courses; or
With modification of the curriculum for those courses, provided that the curriculum as modified, is sufficiently rigorous as determined by the child's ARD committee.
The ARD committee of a child in a special education program will determine whether the child is required to achieve satisfactory performance on an end-of-course assessment instrument to earn an endorsement on the child's transcript.
Employability and self-help skills are those skills directly related to the preparation of children for employment, including general skills necessary to obtain or retain employment.
Where employability and self-help skills are those skills directly related to the preparation of children for employment, including general skills necessary to obtain or retain employment; or
For children who graduate and receive a diploma, the ARD committee must determine needed special education services upon the request of the parent or child to resume services, as long as the child is between the ages of 3-21 years old.
Demonstrates mastery of the state standards or LEA standards if they are greater;
Satisfactorily completes credit requirements for graduation, under the recommended or distinguished achievement high school programs; and
Achieves satisfactory performance on the required state assessments; or
Is 21 years of age on September 1 of a school year; or
Has met requirements for graduation specified in subsection (b)(2) or (b)(3)(A), (B), or (C) of this section. Additionally, a child meeting this condition is entitled to an evaluation as described in 300.305(e)(1).
The child signs and submits the form on the child's own behalf if the child is 18 years of age or older or the child's disabilities of minority have been removed for general purposes; or
Before graduating from high school, each child must complete and submit a Free Application for Federal Student Aid (FAFSA) or a Texas Application for State Financial Aid (TAFSA).
The child is not required to submit the FAFSA or the TAFSA if:
The LEA must adopt a form to be used for purposes of documenting the waiver to submit the FAFSA or TASFA, and the form must be:
If a school counselor notifies an LEA whether a child has complied with the financial aid application requirement, the school counselor may only indicate whether the child has complied with this section and may not indicate the manner in which the child complied.
The child's parent or other person standing in parental relation submits a signed form indicating that the parent or other person authorizes the child to decline to complete and submit the financial aid application;
A school counselor authorizes the child to decline to complete and submit the financial aid application for good cause, as determined by the school counselor.
Approved by the Texas Education Agency; and
Beginning with children enrolled in grade 12 during the 2021-22 school year:
The summary of performance described previously must include recommendations on how to assist the child in meeting the child's postsecondary goals.
The summary must also consider, as appropriate, the views of the parent and child and written recommendations from adult service agencies on how to assist the child in meeting postsecondary goals.
A child who receives special education services may also graduate and be awarded a regular high school diploma if the child meets the following criteria:
Demonstrates mastery of the required state standards or LEA standards if they are greater;
Satisfactorily completes the credit requirements for graduation under the Foundation High School Program through courses, one or more of which contain modified curriculum that is aligned to the standards applicable to general education;
Successfully completes the individualized education program (IEP) and meets one of the following conditions:
Made available in English, Spanish, and any other language spoken by a majority of the children enrolled in a bilingual education or special language program in the district or school.
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AGES 0-5 ( 125 Summaries)
For the child from birth through two years of age with a [FrameworkReference ID=3833 LinkName=VISUAL IMPAIRMENT] or who is [FrameworkReference ID=3828 LinkName=DEAF OR HARD OF HEARING], an individualized family services plan (IFSP) meeting will be held in place of an admission, review, and dismissal (ARD) committee meeting. For students three years of age and older, school districts will develop an individualized education program (IEP).
The child between the ages of three through five may be described as eligible for special education services based on the [FrameworkReference ID=3834 LinkName=NONCATEGORICAL EARLY CHILDHOOD] framework if eligibility criteria are consistent with that framework.
The child between the ages of three through nine may be described as eligible for special education services based on the [FrameworkReference ID=376358 LinkName=DEVELOPMENTAL DELAY] framework, if eligibility criteria are satisfied consistent with that framework.
The parent of an eligible child who is age three or four has the right to dual enroll the child in both the public and private school beginning on the child's third birthday and continuing until the end of the school year in which the child turns five or until the child is eligible to attend the LEA's kindergarten program, whichever comes first.
The LEA will ensure that a free appropriate public education (FAPE) is made available to all eligible children with disabilities ages 3-21.
The LEA will ensure that an IEP is in effect for eligible children with disabilities no later than the child's third birthday and in compliance with the [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW AND DISMISSAL COMMITTEE] frameworks.
The LEA will ensure that FAPE is made available from birth to children with visual impairments, or who are deaf or hard of hearing; and comply with:
IFSP has the meaning given the term in the Individuals with Disabilities Education Act (IDEA) Part C.
Made by the IFSP team which includes the parent and other team members;
The state will have in effect policies and procedures to ensure that children participating in Early Childhood Intervention programs assisted under IDEA Part C, and who will participate in preschool programs assisted under IDEA Part B, experience a smooth and effective transition to those preschool programs.
By the third birthday of the child, the LEA will ensure that an IEP or in some cases an IFSP, has been developed and implemented for the child.
The LEA will participate in transition conferences arranged by the designated HHSC.
In the case of the child who was previously served under IDEA Part C, the LEA will send an invitation to the initial ARD committee meeting at the request of the parent to the IDEA Part C service coordinator or other representatives of the IDEA Part C system to assist with the smooth transition of services according to the [FrameworkReference ID=3807 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEMBERSHIP] and [FrameworkReference ID=3820 LinkName=PRIOR WRITTEN NOTICE] frameworks.
The LEA will ensure the IFSP contains:
The LEA will develop a system to notify the population in the LEA with children who are at least three years of age but younger than six years of age and who are eligible for enrollment in a special education program of the availability of the program.
Based on the child's outcomes that are identified by the IFSP team.
A statement of the infant's or toddler's present levels of physical development including vision, hearing, and health status, cognitive development, communication development, social or emotional development, and adaptive development based on the information from that child's evaluation and assessments;
With the concurrence of the family, a statement of the family's resources, priorities, and concerns relating to enhancing the development of the child as identified through the assessment of the family;
A statement of the measurable results or measurable outcomes expected to be achieved for the child including pre-literacy and language skills as developmentally appropriate for the child and family, and the criteria, procedures, and timelines used to determine:
To the extent appropriate, the IFSP also will:
The degree to which progress toward achieving the results or outcomes identified in the IFSP is being made; and
Whether modifications or revisions of the expected results or outcomes, or early intervention of services are necessary;
A statement of the specific early intervention services, based on peer-reviewed research, to the extent practicable, that are necessary to meet the unique needs of the child and the family to achieve the results or outcomes identified in the IFSP, including:
The projected date for the initiation of each early intervention service in the IFSP which will be as soon as possible after the parent consents to the service;
The length, duration, frequency, intensity, and method of delivering the early intervention services;
The location of the early intervention services; and
For children who are at least three years of age, an educational component that promotes school readiness and incorporates pre-literacy, language, and numeracy skills;
The payment arrangements, if any;
A statement that each early intervention service is provided in the natural environment for that child or service to the maximum extent appropriate, or a justification as to why an early intervention service will not be provided in the natural environment including:
The determination of the appropriate setting for providing early intervention services to the infant or toddler with a disability, including any justification for not providing a particular early intervention service in the natural environment for that infant or toddler with a disability and service, will be:
Consistent with the IDEA Part C provisions regarding natural environments; and
Identify medical and other services that the child or family needs or is receiving through other sources, but that are neither required nor funded under this part; and
If those services are not currently being provided, include a description of the steps the service coordinator or family may take to assist the child and family in securing those other services.
The anticipated duration of each service;
The name of the service coordinator from the profession most relevant to the child's or family's needs or who is otherwise qualified to carry out all applicable responsibilities under this part, who will be responsible for implementing the early intervention services identified in the child's IFSP, including transition services, and coordination with other agencies and persons; and
Preschool services under IDEA Part B, to the extent that those services are appropriate; or
Exiting the program for infants and toddlers with disabilities.
Any transition conference or IFSP meeting to develop the transition plan, which conference and meeting may be combined into one meeting, will meet the IDEA Part C requirements concerning accessibility and convenience of meetings, parental consent for services, and initial and annual IFSP meetings.
The steps and services to be taken to support the smooth transition of the child from IDEA Part C services to:
Not fewer than 90 days before the third birthday of the child with a disability, notify the LEA for the area in which the child resides, that the child will shortly reach the age of eligibility for services under IDEA Part B unless the parent has opted out of the disclosure in writing;
The HHSC notification will be consistent with any policy that the state has adopted concerning confidentiality of personally identifiable information and early intervention records permitting a parent to object to disclosure of personally identifiable information.
In the case of the child who is determined to be eligible for IDEA Part C services more than 45 days but less than 90 days before that child's third birthday, as soon as possible after determining the child's eligibility, notify the LEA for the area in which the toddler with a disability resides that the toddler will reach the age of eligibility for services under IDEA Part B, unless the parent has opted out of the disclosure in writing; or
In the case of the child who is referred for IDEA Part C services fewer than 45 days before that child's third birthday, with parental consent, refer the child to the LEA for the area in which the child resides; but, HHSC is not required to conduct an evaluation, assessment, or an initial IFSP meeting under these circumstances.
For the child who may be eligible for preschool services, HHSC will, with the approval of the child's family, convene a transition conference among HHSC, the family, and the LEA not fewer than 90 days and, at the discretion of all parties, not more than nine months before the child's third birthday to discuss any services the child may receive under IDEA Part B.
Unless the parent timely objects to the HHSC notification, notification will include the following personally identifiable information:
The child's name;
The child's date of birth; and
Parent contact information including parents' names, addresses, and telephone numbers.
For the child who may be eligible for preschool services under IDEA Part B, HHSC will:
The appropriate instructional arrangement for children from birth through the age of two with visual impairments, who are deaf or hard of hearing, or who are deaf-blind will be determined in accordance with the IFSP, current attendance guidelines, and the agreement memorandum between the Texas Education Agency and the Texas Health and Human Services Commission (HHSC) Early Childhood Intervention (ECI) services, subject to the following guidelines:
If the child's third birthday occurs during the summer, the child's ARD committee must determine the date when services will begin.
Children from birth through the age of two with visual impairments, who are deaf or hard of hearing, or who are deaf-blind must be enrolled at the parent's request by a school district when the district becomes aware of a child needing services.
A home-based instructional arrangement/setting may be used for services to infants and toddlers, birth through age two, when determined appropriate by the child's IFSP committee;
A center-based instructional arrangement/setting is used when the child receives services in a day care center, rehabilitation center, or other school/facility contracted with the HHSC as an ECI provider/program; and
Funding may only be claimed if the district is involved in the provision of the ECI and other support services for the child. Otherwise, the child would be enrolled and indicated as not in membership for purposes of funding.
Home-based instruction may be used for young children, ages three through five when determined appropriate by the ARD committee and as documented in the child's IEP.
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TRANSITION SERVICES ( 118 Summaries)
The availability of age-appropriate instructional environments, including community settings or environments that prepare the student for postsecondary education or training, competitive integrated employment, or independent living, in coordination with the student's transition goals and objectives.
The LEA must designate at least one employee to serve as the district's or shared services arrangement's designee on transition and employment services for students enrolled in special education programs.
The transition and employment designee must complete the required training as developed by the commissioner of education and provide information about transition requirements and coordination among parents, students, and appropriate state agencies to ensure that school staff can communicate and collaborate effectively.
Transition services means a coordinated set of activities for the child with a disability that:
Transition services for children with disabilities may be special education, if provided as specially-designed instruction, or a related service, if required to assist the child with a disability to benefit from special education as described in the [FrameworkReference ID=3812 LinkName=SUPPLEMENTARY AIDS AND SERVICES, SPECIAL EDUCATION, RELATED SERVICES] framework.
Beginning not later than the first IEP to be in effect when the child turns 14, or younger if determined appropriate by the ARD committee, the IEP must include:
The LEA will comply with the [SummaryReference ID=318408 LinkName=CHILDREN WITH A DISABILITY THAT MAY IMPEDE EFFECTIVE COMMUNICATION] portion of the [FrameworkReference ID=3816 LinkName=SPECIAL FACTORS] framework.
Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to:
Training;
Education;
Employment; and
Where appropriate, independent living skills; and
Transition services, including courses of study, needed to assist the child in reaching those postsecondary goals.
If the child does not attend the [FrameworkReference ID=3855 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEETING] where transition services are discussed, as set forth in the [FrameworkReference ID=3807 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEMBERSHIP] framework, the local education agency (LEA) must take other steps to ensure the child's preferences and interests are considered.
Not later than one year before the 18th birthday of the child with a disability, the LEA must comply with the [FrameworkReference ID=3840 LinkName=ADULT STUDENT AND TRANSFER OF RIGHTS] framework.
If a participating agency, other than the LEA, fails to provide the transition services described in the IEP:
The ARD committee must identify alternative strategies to meet the transition objectives set out in the IEP.
Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including:
Post-secondary education;
Vocational education;
Integrated employment, including supported employment;
Continuing and adult education;
Adult services;
Independent living; or
Community participation;
Is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and includes:
Related services;
Community experiences;
The development of employment and other post-school adult living objectives; and
If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.
Instruction;
Not later than when the child turns age 14, the admission, review, and dismissal (ARD) committee must consider and, if appropriate, address the following issues in the individualized education program (IEP):
Appropriate child involvement in the child's transition to life outside the public school system;
Appropriate involvement in the child's transition by the child’s parent and other persons invited to participate by:
Beginning not later than the first IEP to be in effect when the student turns 18 years of age, the ARD committee must consider and, if appropriate, address the following in the student's IEP:
Appropriate postsecondary education options, including preparation for postsecondary-level coursework;
Appropriate functional vocational evaluation;
Appropriate circumstances for facilitating a referral of a child or the child's parent to a governmental agency for services or public benefits, including a referral to a governmental agency to place the child on a waiting list for public benefits available to the child; and
The LEA must ensure that children with disabilities have access to career and technical education (CTE) classes.
When determining placement in a CTE classroom, the ARD committee must consider the child's graduation plan, the content of the IEP, including the consideration of transition services, and classroom supports.
The LEA must:
Post the Texas Transition and Employment Guide on the LEA's website if the LEA maintains a website;
Provide written information and, if necessary, assistance to the child or parent regarding how to access the electronic version of the guide at:
The first meeting of the child's ARD committee at which transition is discussed; and
The first ARD committee meeting at which transition is discussed that occurs after the date on which the guide is updated; and
Supports and services to foster the child’s independence and self-determination, including a supported decision-making agreement.
Has the adult student's consent to participate pursuant to a supported decision-making agreement; and
The use and availability of appropriate:
On request, provide a printed copy of the guide to the child or parent.
The child’s parent; or
The LEA in which the child is enrolled;
Supplementary aids, services, curricula, and other opportunities to assist the child in developing decision-making skills; and
Is invited to participate by the adult student or the LEA in which the adult student is enrolled; or
Involvement in the adult student's transition and future by the parents and other persons, if the parent or other person:
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ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEETING ( 118 Summaries)
Upon receipt of a written request for an ARD committee meeting from the parent, the LEA must:
In general, at the beginning of each school year, the local education agency (LEA) must have in effect, for each child with a disability within its jurisdiction, an individualized education program (IEP).
The strengths of the child;
The concerns of the parent for enhancing the education of the child;
The results of the initial evaluation or most recent evaluation of the child; and
The academic, developmental, and functional needs of the child.
The ARD committee must review the child's IEP periodically, but not less frequently than annually, to determine whether the annual goals are being achieved.
As soon as possible following development of the IEP, the LEA must ensure that special education and related services are made available to the child in accordance with the child's IEP.
In developing each child's IEP, the ARD committee must consider:
To the extent possible, the LEA must encourage the consolidation of reevaluation meetings for the child and other ARD committee meetings for the child.
Changes to an IEP may be made by the entire ARD committee at an ARD committee meeting, or by amending the IEP in accordance with the [FrameworkReference ID=3827 LinkName=AMENDMENT WITHOUT A MEETING] framework.
The ARD committee must revise the IEP as appropriate to address:
Any lack of expected progress toward the annual goals and in the general education curriculum, where appropriate;
The results of any reevaluation;
The child's anticipated needs; or
Other matters.
If a participating agency, other than the LEA, fails to provide the [FrameworkReference ID=3814 LinkName=TRANSITION SERVICES] described in the IEP, the LEA must reconvene the ARD committee to identify alternative strategies to meet the transition objectives for the child set out in the IEP.
The ARD committee must make its decisions regarding the child's initial eligibility determination and, if appropriate, IEP and placement within 30 calendar days from the date of the completion of the full individual and initial evaluation (FIIE):
If the 30th day falls during the summer and school is not in session, the ARD committee must meet not later than the 15th school day of the following year to finalize its decisions concerning the child's initial eligibility determination and, if appropriate, IEP and placement; or
If the 30th day falls during the summer and school is not in session but an FIIE report indicates that the child would need extended school year services during that summer, the ARD committee must meet as expeditiously as possible after completion of the report.
Schedule and convene a meeting in compliance with the [FrameworkReference ID=3856 LinkName=PARENT PARTICIPATION] framework; or
Within five school days, provide the parent with written notice explaining why the LEA refuses to convene a meeting.
When an ARD committee agrees to recess and reconvene due to a lack of mutual agreement about one or more of the required elements of the IEP, the parent and the LEA may request an independent facilitator from the Texas Education Agency by completing and submitting the required form within 10 calendar days of the ARD committee meeting that ended in disagreement.
The LEA that chooses to offer local IEP facilitation, which involves the use of a trained facilitator to assist an ARD committee in developing the IEP, must develop written policies and procedures consistent with state requirements and must provide the parent with information about the local IEP facilitation process when the Notice of Procedural Safeguards is provided.
The IEP must include:
The date of the meeting;
The name, position, and signature of each ARD committee member participating in the meeting; and
An indication of whether the child's parents, the adult student, if applicable, and the administrator agreed or disagreed with the decisions of the ARD committee.
When mutual agreement is not reached:
A written statement of the basis for the disagreement must be included in the IEP; and
Each member, including the parent, who disagrees with the IEP developed by the ARD committee is entitled to include a statement of disagreement in the IEP.
A decision of the ARD committee concerning required elements of the IEP must be made by mutual agreement if possible.
If a behavior improvement plan (BIP) or a behavioral intervention plan is included as part of the child's IEP, the committee will review the BIP at least annually and more frequently if appropriate to address:
The placement of the child in a different educational setting;
An increase or persistence in disciplinary actions taken regarding the child for similar types of behavioral incidents;
A pattern of unexcused absences;
An unauthorized, unsupervised departure from an educational setting; or
The safety of the child or others.
For purposes of determining the timeline for an initial ARD committee meeting, school day does not include a day that falls after the last instructional day of the spring school term and before the first instructional day of the subsequent fall school term. In the case of a school that operates under a school year calendar without spring and fall terms, a school day does not include a day that falls after the last instructional day of one school year and before the first instructional day of the subsequent school year.
All members of the ARD committee must have the opportunity to participate in a collaborative manner in developing the IEP.
The school district must take all reasonable actions necessary to ensure that the parent understands the proceedings of the ARD committee meeting, including arranging for an interpreter for parents who are deaf or hard of hearing or whose native language is a language other than English.
A decision of the ARD committee concerning required elements of the IEP must be made by mutual agreement if possible.
The ARD committee may agree to an annual IEP or an IEP of shorter duration.
When mutual agreement about all required elements of the IEP is not achieved, the parent who disagrees must be offered a single opportunity to recess and reconvene the ARD committee meeting.
The period of time for reconvening the ARD committee meeting must not exceed 10 school days, unless the parties mutually agree otherwise.
The ARD committee must schedule the reconvened meeting at a mutually agreed upon time and place.
The opportunity to recess and reconvene is not required when the child's presence on the campus presents a danger of physical harm to the child or others or when the child has committed an expellable offense or an offense that may lead to a placement in a disciplinary alternative education program.
The ARD committee may recess an ARD committee meeting for reasons other than the failure to reach mutual agreement about all required elements of an IEP.
During the recess, the ARD committee members must:
Consider alternatives;
Gather additional data;
Prepare further documentation; and/or
Obtain additional resource persons who may assist in enabling the ARD committee to reach mutual agreement.
If a recess is implemented and the ARD committee still cannot reach mutual agreement, the LEA must implement the IEP that it has determined to be appropriate for the child.
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EVALUATION PROCEDURES ( 106 Summaries)
In Texas, the group of qualified professionals that determines whether the child is a child with a disability and the educational needs of the child is the child's [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE].
The group that collects or reviews evaluation data in connection with the determination of a child's eligibility for special education and related services must include, but is not limited to the following:
Provided and administered:
In the child's native language or other mode of communication; and
Whether the child is a child with a disability; and
The LEA must conduct a full individual and initial evaluation (FIIE) before the initial provision of special education and related services to the child with a disability.
If the child was in the process of being evaluated for special education eligibility by an LEA and enrolls in another LEA before the previous LEA completed the FIIE, the new LEA must coordinate with the previous LEA as necessary and as expeditiously as possible to ensure a prompt completion of the evaluation according to the [FrameworkReference ID=3806 LinkName=CHILDREN WHO TRANSFER OR RECENTLY REGISTERED] framework.
The LEA must ensure that a reevaluation of each child with a disability is conducted:
A reevaluation must occur:
In conducting the evaluation, the LEA must:
The LEA must ensure that:
Before determining that the child is no longer a child with a disability.
The child is assessed in all areas of suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities;
In conducting the evaluation, the LEA must use a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information, including information provided by the parent, that may assist in determining:
The content of the child's individualized education program, including information related to enabling the child to be involved in and progress in the general education curriculum, or for the preschool child, to participate in appropriate activities.
Not use any single measure or assessment as the sole criterion for determining whether the child is a child with a disability and for determining an appropriate educational program for the child; and
Use technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors.
Selected and administered so as not to be discriminatory on a racial or cultural basis;
In the form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is not feasible to so provide or administer;
Used for the purposes for which the assessments or measures are valid and reliable;
Administered by trained and knowledgeable personnel; and
Administered in accordance with any instructions provided by the producer of the assessments;
Assessments and other evaluation materials include those tailored to assess specific areas of educational need and not merely those that are designed to provide a single general intelligence quotient;
Assessments are selected and administered so as to best ensure that if an assessment is administered to a child with impaired sensory, manual, or speaking skills, the assessment results accurately reflect the child's aptitude or achievement level or whatever other factors the test purports to measure, rather than reflecting the child's impaired sensory, manual, or speaking skills (unless those are the skills the test purports to measure);
The evaluation is sufficiently comprehensive to identify all of the child's special education and related services needs, whether or not commonly linked to the disability category in which the child has been classified;
Assessment tools and strategies that provide relevant information that directly assists persons in determining the educational needs of the child are provided; and
Whether the child is a child with a disability; and
The educational needs of the child.
If the LEA determines the educational or related services needs, including improved academic achievement and functional performance, of the child warrant a reevaluation;
If a reevaluation is requested by the child's parents or teacher; or
Not more frequently than once a year, unless the parent and the LEA agree otherwise; and
At least once every three years, unless the parent and the LEA agree that a reevaluation is unnecessary.
An evaluation is not required before the termination of the child's eligibility due to exceeding the age eligibility for a free appropriate public education under state law.
An evaluation must be included as part of the [FrameworkReference ID=3854 LinkName=SUMMARY OF PERFORMANCE] for a child graduating under certain conditions.
It implements assessment procedures that differentiate between language proficiency and disability.
The scope of an initial eligibility determination and any reevaluation for the child with a visual impairment must be determined by a multidisciplinary team that includes a certified orientation and mobility specialist.
The initial evaluation must consist of procedures to determine:
A licensed or certified professional for a specific eligibility category as specified in the applicable [CategoryReference ID=4410 LinkName=EVALUATION] frameworks.
A licensed specialist in school psychology (LSSP)/school psychologist, an educational diagnostician, or other appropriately certified or licensed practitioner with experience and training in the area of the disability; or
Assessments and other evaluation materials used to assess the child are:
A written report of an FIIE must be completed as follows:
Less than 35 school days before the last day of the school year, the timeline in subsection (d)(1) of this section applies to the date the written report of the FIIE must be completed.
If the LEA received written consent for the evaluation from the [FrameworkReference ID=3819 LinkName=PARENT]:
At least 35 but less than 45 school days before the last instructional day of the school year, provided the written report of an FIIE of a child must be provided to the child's parent not later than June 30 of that year;
At least 35 but less than 45 school days before the last instructional day of the school year but the child was absent three or more school days between the time that the school district received written consent and the last instructional day of the school year, the timeline in subsection (d)(1) of this section applies to the date the written report of the FIIE must be completed; or
School day does not include a day that falls after the last instructional day of the spring school term and before the first instructional day of the subsequent fall term. In the case of a school that operates under a school year calendar without spring and fall terms, a school day does not include a day that falls after the last instructional day of one school year and before the first instructional day of the subsequent school year.
Not later than the 45th school day following the date on which the local educational agency receives written consent for the evaluation from the child's parent; or
For children under five years of age by September 1 of the school year and not enrolled in public school and for children enrolled in a private or home school setting, not later than the 45th school day following the date on which the LEA receives written consent for the evaluation from the child's parent; but
The child is considered absent for the school day if the child is not in attendance at the school's official attendance taking time or alternate attendance taking time as described in the Student Attendance Accounting Handbook.
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PLACEMENT IN A RESIDENTIAL FACILITY ( 104 Summaries)
When placing the child at the Texas School for the Blind and Visually Impaired (TSBVI) or the Texas School for the Deaf (TSD), the ARD committee must include in the child's IEP:
An LEA that contracts for the provision of education services rather than providing the services itself will oversee the implementation of the child’s IEP and will annually reevaluate the appropriateness of the arrangement.
An approved facility, institution, or agency with whom the LEA contracts will periodically report to the LEA on the services the child has received or will receive in accordance with the contract as well as diagnostic or other evaluative information that the LEA requires in order to fulfill its obligations under federal and state law.
If placement in a public or private residential program is necessary to provide special education and related services to a child with a disability, the program, including non-medical care and room and board, must be at no cost to the parent of the child.
Those services which the TSBVI or the TSD can appropriately provide; and
When placing the child at the TSBVI or the TSD, the LEA may make an on-site visit to verify that the TSBVI or the TSD can and will offer the services listed in the child's IEP and to ensure that the school offers an appropriate educational program for the child.
The criteria and estimated timelines for returning the child to the resident LEA.
The appropriateness of the placement and the facility will be documented in the individualized education program (IEP) annually.
The child's ARD committee may only recommend a nonpublic residential program if the committee determines that the nature and severity of the child's disability and special education needs are such that the child cannot be satisfactorily educated in the LEA.
Subject to the provisions of the [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE] frameworks, including the [FrameworkReference ID=3817 LinkName=LEAST RESTRICTIVE ENVIRONMENT] framework, and this framework, the local education agency (LEA) may contract with a nonpublic residential program provider when the child's admission, review, and dismissal (ARD) committee determines that a residential placement is necessary in order for the student to receive a free appropriate public education (FAPE).
A school district may contract with a nonpublic residential program provider when the child's ARD committee determines that a residential placement is necessary in order for the child to receive a FAPE.
Comply with the [FrameworkReference ID=3855 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEETING] framework.
Initiate and conduct an in-person, onsite review of the program provider's facility and program to ensure that the program is appropriate for meeting the child's educational needs.
Within 30 calendar days from an ARD committee's decision to place or continue the placement of a child in a nonpublic residential program, the LEA will electronically submit to the Texas Education Agency (TEA) notice of, and information regarding, placement in accordance with submission procedures specified by TEA.
If the nonpublic residential program provider is on the commissioner's list of approved providers, TEA will review the child's IEP and placement. After review, TEA will notify the LEA whether federal or state funds for the program placement are approved. If TEA does not approve the use of funds, it will notify the school district of the basis for the non-approval.
Nonpublic residential program providers must have their educational programs approved for contracting purposes by TEA.
Approvals and reapprovals will only be considered for those providers that have a contract already in place with a school district for the placement of one or more children or that have a pending request from a school district.
For a program provider to be approved or reapproved, the LEA will electronically submit to TEA notice of, and information regarding, the placement in accordance with submission procedures specified by TEA.
Initial approval of the provider will be for one calendar year.
The program provider may be approved or reapproved only after, at minimum, a programmatic evaluation and a review of personnel qualifications, adequacy of physical plant and equipment, and curriculum content.
TEA may place conditions on the provider to ensure the provision of a FAPE for children who have been placed in a nonpublic residential program during the provider's approval period or during a reapproval process.
Before a child's ARD committee places a child with a disability in, or refers a child to, a nonpublic residential program, the LEA will:
The child's IEP must list which services the LEA is unable to provide and which services the nonpublic residential program will provide.
At the time the ARD committee determines placement, the ARD committee will establish, in writing, criteria and a projected date for the child's return to the LEA and document this information in the IEP.
If the nonpublic residential program provider is not on the commissioner's list of approved providers, TEA will begin the approval procedures.
The LEA will ensure there is no delay in implementing a child's IEP.
Requests for approval of state and federal funding for nonpublic residential program placements will be negotiated on an individual child basis through a residential application submitted by the LEA to TEA.
A residential application may be submitted for educational purposes only.
The residential application will not be approved by TEA if the application indicates that the:
Placement is due primarily to the child's medical problems;
Placement is due primarily to problems in the child's home;
The LEA does not have a plan, including criteria and a projected date, for the child's return to the local school program;
The LEA did not attempt to implement lesser restrictive placements prior to residential placement (except in emergency situations as documented by the child's ARD committee);
Placement is not cost effective when compared with other alternative placements; or
Residential facility provides unfundable or unapprovable services.
If TEA does not approve, does not reapprove, or withdraws an approval from a program provider, the LEA will take steps to remove any children currently placed at the provider's facility, or cancel a child's planned placement, as expeditiously as possible.
For a child placed by the ARD committee in the TSVBI or TSD that includes placement at the residential campus, the LEA is responsible for transportation from the campus as well as the return to campus at the beginning and end of school terms and for regularly scheduled school holidays when all children are expected to leave the residential campus.
The LEA is not responsible for transportation costs for a child placed in these settings by their parents.
When it is necessary for the safety of the child, as determined by the ARD committee and as documented in the child's IEP, for an adult designated by the ARD committee to accompany the child, round-trip transportation for that adult must also be provided.
The LEA and the TSBVI and TSD will coordinate to ensure that an eligible child with a disability is transported safely, including the periods of departure and arrival.
The LEA will make a minimum of two onsite, in-person visits annually, one announced and one unannounced, and more often if directed by the TEA, to:
Verify that the program provider can and will provide the services listed in the child's IEP that the provider has agreed to provide to the child;
Obtain written verification that the facility meets minimum standards for health and safety and holds all applicable local and state accreditation and permit requirements;
Verify that the program provider's staff who work with the child have been subject to criminal background checks (to include fingerprinting) that meet the standards applicable to public school employees;
Verify that the program provider has developed written policies, procedures, and operating guidelines that set forth necessary standards and steps to be followed to ensure the child maintains the same rights as other public school children with disabilities, including when the child is subject to emergency behavioral interventions or disciplinary actions, as well as to ensure the prohibition of aversive techniques as defined by TEC, §37.0023; and
Verify that the educational program provided at the facility is appropriate and the placement is the least restrictive environment for the child.
The placement of more than one child in the same facility may be considered in the same onsite visit to the facility. However, the IEP of each child will be individually reviewed and a determination of appropriateness of placement and service will be made for each child.
TEA may conduct announced or unannounced onsite visits at a program provider's facility that is serving one or more Texas public school children and will monitor the program provider's compliance.
When a child who is placed by an LEA in a nonpublic residential program changes his or her residence to another Texas school district and the child continues in the contracted placement, the LEA that negotiated the contract will be responsible for the residential contract for the remainder of the school year.
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Each local educational agency (LEA) must have an improvement plan that is developed, evaluated, and revised annually, in accordance with the LEA policy, by the superintendent with the assistance of the district-level planning and decision-making committee.
The purpose of the district improvement plan is to guide the LEA and campus staff in the improvement of student performance for all student groups in order to attain state standards with respect to the achievement indicators.
The district improvement plan must include provisions for:
Each school year, the principal of each school campus, with the assistance of the campus-level committee, must develop, review, and revise the campus improvement plan for the purpose of improving student performance for all student populations, including students in special education programs, with respect to the achievement indicators and any other appropriate performance measures for special needs populations.
Strategies for improvement of performance that include:
Each campus improvement plan must:
Instructional methods for addressing the needs of student groups not achieving their full potential;
Evidence-based practices that address the needs of students for special programs, including suicide prevention programs, conflict resolution programs, violence prevention programs, and dyslexia treatment programs;
Dropout reduction;
Integration of technology in instructional and administrative programs;
Positive behavior interventions and support, including interventions and support that integrate best practices on grief-informed and trauma-informed care;
Staff development for professional staff of the LEA;
Career education to assist students in developing the knowledge, skills, and competencies necessary for a broad range of career opportunities;
Accelerated education; and
A comprehensive needs assessment addressing the LEA's student performance on the achievement indicators, and other appropriate measures of performance, that are disaggregated by all student groups served by the LEA, including categories of ethnicity, socioeconomic status, sex, and populations served by special programs, including students in special education programs;
Measurable LEA performance objectives for all appropriate achievement measures for all student populations, including students in special education programs, and other measures of student performance that may be identified through the comprehensive needs assessment;
Each LEA must maintain current policies and procedures to ensure that effective planning and site-based decision-making occur at each campus to direct and support the improvement of performance for all students.
Assess the academic achievement for each student in the school using the achievement indicator system;
Set the campus performance objectives based on the achievement indicator system, including objectives for special needs populations, including students in special education programs;
Identify how the campus goals will be met for each student;
Determine the resources needed to implement the plan;
Identify staff needed to implement the plan;
Set timelines for reaching the goals;
Measure progress toward the performance objectives periodically to ensure that the plan is resulting in academic improvement;
Include goals and methods for violence prevention and intervention on campus;
Provide for a program to encourage parental involvement at the campus; and
Each LEA's policy and procedures must establish campus-level planning and decision-making committees.
Strategies for providing to elementary school, middle school, junior high school, and high school students, teachers and school counselors, and parents information about:
Higher education admissions and financial aid opportunities, including state financial aid opportunities such as the Toward Excellence Access and Success Grant Program and the Teach for Texas Grant Program;
The need for students to make informed curriculum choices to be prepared for success beyond high school; and
Sources of information on higher education admissions and financial aid;
Resources needed to implement identified strategies;
Staff responsible for ensuring the accomplishment of each strategy;
Timelines for ongoing monitoring of the implementation of each improvement strategy;
Formative evaluation criteria for determining periodically whether strategies are resulting in intended improvement of performance;
At least every two years, each LEA must evaluate the effectiveness of decision-making and planning policies, procedures, and staff development activities related to district- and campus-level decision-making and planning to ensure that they are effectively structured to positively impact student performance.
Each district-level committee must hold at least one public meeting per year after receipt of the annual LEA performance report from the Texas Education Agency (TEA) for the purpose of discussing the performance of the LEA and its performance objectives.
Policy and procedures must be established to ensure that systematic communications measures are in place to periodically obtain broad-based community, parent, and staff input, and to provide information to those persons regarding the recommendations of the district-level committee.
A superintendent must regularly consult the district-level committee in the planning, operation, supervision, and evaluation of the LEA educational program.
In accordance with the LEA's administrative procedures, the campus-level committee must be involved in decisions in the areas of planning, budgeting, curriculum, staffing patterns, staff development, and school organization.
The campus-level committee must approve the portions of the campus plan addressing campus staff development needs.
Each campus-level committee must hold at least one public meeting per year after receipt of the annual campus rating from the TEA to discuss the performance of the campus and the campus performance objectives.
LEA policy and campus procedures must be established to ensure that systematic communications measures are in place to periodically obtain broad-based community, parent, and staff input, and to provide information to those persons regarding the recommendations of the campus-level committees.
A principal must regularly consult the campus-level committee in the planning, operation, supervision, and evaluation of the campus educational program.
Set goals and objectives for the coordinated health program.
The policy addressing sexual abuse and other maltreatment of students; and
Implementation of a comprehensive school counseling program.
The trauma-informed care policy.
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ADMINISTRATION OF PROGRAM INFORMATION ( 97 Summaries)
By race, ethnicity, limited English proficiency status, gender, and disability category, who are in the following category:
By race, ethnicity, limited English proficiency status, gender, and disability category, who are in each of the following separate categories:
By race, ethnicity, limited English proficiency status, gender, and disability category, who are in the following category:
By race, ethnicity, limited English proficiency status, gender, and disability category, who are in each of the following separate categories:
Receiving FAPE.
Participating in regular education; and
In separate classes, separate schools or facilities, or public or private residential facilities.
For each year of age from age 14-21, stopped receiving special education and related services because of program completion including graduation with a regular secondary school diploma, or other reasons, and the reasons why those children stopped receiving special education and related services.
Removed to an interim alternative educational setting (IAES);
The acts or items causing removals to an IAES;
The number and percentage of children with disabilities who are subject to long-term suspensions or expulsions; and
The incidence and duration of disciplinary actions including suspensions of one day or more; and
The number and percentage of children with disabilities who are removed to alternative educational settings or expelled compared to children without disabilities who are removed to alternative educational settings or expelled.
The LEA must cooperate in the secretary's efforts under the Elementary and Secondary Education Act to ensure the linkage of records pertaining to children with disabilities who are migratory for the purpose of electronically exchanging, among the states, health and educational information regarding such children.
The LEA must provide the TEA with information relating to the performance of children with disabilities participating in programs carried out under the Individuals with Disabilities Education Act (IDEA) in order for the TEA to carry out its duties.
The LEA must maintain in its records and provide to the TEA the number of children parentally-placed in private schools who were evaluated, who were determined to be children with disabilities, and who were served.
The state may require that the LEA include in the records of the child with a disability a statement of any current or previous disciplinary action that has been taken against the child and transmit such statement to the same extent that such disciplinary information is included in, and transmitted with, the records of nondisabled children:
The statement may include a description of any behavior engaged in by the child that required disciplinary action, a description of the disciplinary action taken, and any other information that is relevant to the safety of the child and other individuals involved with the child; and
If the state adopts such a policy, and the child transfers from one school to another, the transmission of any of the child's records must include both the child's current individualized education program and any such statement of current or previous disciplinary action that has been taken against the child.
The LEA must provide data each year through PEIMS to the TEA who, in turn, reports to the secretary of education and the public the number and percentage of children with disabilities:
The LEA must provide data each year through PEIMS to the TEA who, in turn, reports to the secretary of education and the public the number and percentage of children with disabilities:
The LEA must provide data each year through PEIMS to the TEA who, in turn, reports to the secretary of education and the public the number and percentage of children with disabilities:
The LEA must provide data each year through PEIMS to the TEA who, in turn, reports to the secretary of education and the public the number and percentage of children with disabilities:
The TEA provides for the collection and examination of data through the Public Education Information Management System (PEIMS) to determine if significant disproportionality based on race and ethnicity is occurring in the state and the LEAs of the state with respect to:
The TEA, or in the case of a districtwide assessment the LEA, will make available to the public and report to the public with the same frequency and in the same detail as it reports on the assessment of nondisabled children, the following:
The number of children with disabilities participating in regular assessments, and the number of those children who were provided accommodations that did not result in an invalid score in order to participate in those assessments;
The number of children with disabilities participating in alternate assessments aligned to the state's content and achievement standards in school years prior to 2017-18;
The number of children with disabilities participating in alternate assessments based on modified academic achievement standards prior to 2016-17;
The number of children with disabilities participating in alternate assessments aligned to alternate achievement standards; and
The performance of children with disabilities on regular assessments, modified assessments prior to 2016-17, and on alternate assessments prior to 2017-18, if statistically reliable information does not reveal personally identifiable information about an individual child, compared with the achievement of all children, including children with disabilities, on those assessments.
The identification of children as children with disabilities including the identification of children as children with particular impairments;
The placement of children with disabilities in particular educational settings of such children; and
The incidence, duration, and type of disciplinary removals from placement including suspensions and expulsions.
The TEA will use the payments that would otherwise have been available to the LEA to provide special education and related services directly to children with disabilities residing in the area served by that LEA, if the TEA determines that the LEA has not provided the information needed to establish eligibility under IDEA.
The LEA must report through PEIMS to the TEA the number of children enrolled in the district or school who are identified as having dyslexia.
In the case of a determination of significant disproportionality with respect to the identification of children as children with disabilities or the placement in particular educational settings, including disciplinary removals of such children, the state requires the LEA to publicly report on the revision of policies, practices, and procedures consistent with the requirements of the Family Educational Rights and Privacy Act.
The TEA does not have a performance indicator in any agency monitoring system, including the performance-based monitoring analysis system, that solely measures an LEA's aggregated number or percentage of enrolled children who receive special education services.
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DISCLOSURE OF DIRECTORY INFORMATION ( 97 Summaries)
The school district may disclose directory information if it has given written public notice to parents of students in attendance and eligible students in attendance at the school district.
The school district must ensure the notice:
Is provided at the beginning of each school year or upon enrollment of the student after the beginning of the school year;
Under the Family Educational Rights and Privacy Act (FERPA) and in the [CategoryReference ID=3069 LinkName=RECORDS] frameworks, directory information means information contained in an education record of a student that would not generally be considered harmful or an invasion of privacy if disclosed. It includes, but is not limited to:
The student's name;
Address;
Telephone listing;
Electronic mail address;
Photograph;
Date and place of birth;
Major field of study;
Grade level;
Enrollment status (e.g., undergraduate or graduate, full-time or part-time);
Dates of attendance;
Participation in officially recognized activities and sports;
Weight and height of members of athletic teams;
Degrees, honors, and awards received;
The most recent educational agency or institution attended; and
Student identification (ID) number, user ID, or other unique personal identifier used by the student for purposes of accessing or communicating in electronic systems, but only if:
The identifier cannot be used to gain access to education records except when used in conjunction with one or more factors that authenticate the user’s identity, such as:
Personal identification number;
Password; or
Other factor known or possessed only by the authorized user.
Requirements of FERPA, as noted in the Code of Federal Regulations Chapter 99.37, apply to all local educational agencies (LEAs). Requirements of the Texas Education Code Chapter 26.013 do not apply to charter schools.
Contains an explanation of the provisions of FERPA regarding the release of directory information about the student;
The charter school may disclose directory information if it has given written public notice to parents of students in attendance and eligible students in attendance at the charter school.
The charter school must ensure the notice:
The LEA may disclose directory information about former students without complying with the public notice and opt out conditions, except:
The LEA must continue to honor any valid request to opt out of the disclosure of directory information made while a student was in attendance unless the student rescinds the opt out request.
Identifies the types of personally identifiable information that the charter school has designated as directory information;
Contains notice to parents or eligible students of the right to refuse to let the charter school designate any or all of those types of information about the student designated as directory information; and
Contains notice of the right of the parent or eligible student to object to the release of directory information about the student under FERPA;
Specifies the period of time within which a parent or eligible student has to notify the charter school in writing that he or she does not want any or all of those types of information about the student designated as directory information.
"Certain information about district students is considered directory information and will be released to anyone who follows the procedures for requesting the information unless the parent or guardian objects to the release of the directory information about the student. If you do not want [insert the name of school district] to disclose directory information from your child's education records without your prior written consent, you must notify the district in writing by [insert date]. [Insert name of school district] has designated the following information as directory information: [Here a school district must include any directory information it chooses to designate as directory information for the district, such as a student's name, address, telephone listing, electronic mail address, photograph, degrees, honors and awards received, date and place of birth, major field of study, dates of attendance, grade level, most recent educational institution attended, and participation in officially recognized activities and sports, and the weight and height of members of athletic teams.]";
The school district may designate as directory information any or all information defined as directory information by FERPA.
Directory information under FERPA that is not designated by the school district as directory information for that school district is excepted from disclosure by the school district and may not be released under the Public Information Act (PIA).
When a parent or eligible student provides consent for the school district to use directory information only for a limited school-sponsored purpose, if the school district has designated any such purpose, the information remains otherwise confidential and may not be released under the PIA.
Contains the following statement in boldface type that is 14 point or larger:
Contains a form, such as a check-off list or similar mechanism, that:
Immediately follows on the same page or the next page the required written statement; and
Allows a parent or eligible student to record:
The parent's or eligible student's objection to the release of all directory information, or one or more specific categories of directory information, if district policy permits the parent to object to one or more specific categories;
The parent's or eligible student's objection to the release of a secondary student's name, address, and telephone number to a military recruiter or institution of higher education; and
The parent's or eligible student's consent to the release of one or more specific categories of directory information for a limited school-sponsored purpose if such purpose has been designated by the district and is specifically identified, such as for a student directory, student yearbook, or district publication.
Contains a statement that federal law requires school districts receiving assistance under the Elementary and Secondary Education Act to provide a military recruiter or an institution of higher education, on request, with the name, address, and telephone number of a secondary student unless the parent or the eligible student has advised the school district that the parent or eligible student does not want the student's information disclosed without prior written consent;
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CONFIDENTIALITY OF INFORMATION ( 94 Summaries)
Each educational agency or institution must:
Protect the confidentiality of personally identifiable information at the collection, storage, disclosure, and destruction stages; and
One official at each educational agency or institution must assume responsibility for ensuring the confidentiality of any personally identifiable information.
All persons collecting or using personally identifiable information must receive training or instruction regarding the state's policies and procedures to protect the confidentiality of any personally identifiable information collected, used, or maintained by the educational agency or institution.
Maintain for public inspection, a current listing of the names and positions of those employees within the agency who may have access to personally identifiable information.
Educational agency or institution means any public or private agency or institution;
Biometric record means a record of one or more measurable biological or behavioral characteristics that can be used for automated recognition of an individual. Examples include fingerprints, retina and iris patterns, voiceprints, DNA sequence, facial characteristics, and handwriting;
Personally identifiable information includes but is not limited to:
The student's name;
The name of the student's parent or other family members;
The address of the student or student's family;
A personal identifier, such as the student’s social security number, student identification number, or biometric record;
Other indirect identifiers, such as the student’s date of birth, place of birth, and mother’s maiden name;
Other information that, alone or in combination, is linked or linkable to a specific student that would allow a reasonable person in the school community, who does not have personal knowledge of the relevant circumstances, to identify the student with reasonable certainty; or
Information requested by a person who the educational agency or institution reasonably believes knows the identity of the student to whom the education record relates.
Covered information means personally identifiable information or information that is linked to personally identifiable information, in any media or format, that is not publicly available and is:
Created by or provided to an operator by a student or the student's parent in the course of the student's or parent's use of the operator's website, online service, online application, or mobile application for a school purpose;
Created by or provided to an operator by an employee of a school district or school campus for a school purpose; or
Gathered by an operator through the operation of the operator's website, online service, online application, or mobile application for a school purpose and personally identifies a student, including the student's educational record, electronic mail, first and last name, home address, telephone number, electronic mail address, information that allows physical or online contact, discipline records, test results, special education data, juvenile delinquency records, grades, evaluations, criminal records, medical records, health records, social security number, biometric information, disabilities, socioeconomic information, food purchases, political affiliations, religious information, text messages, student identifiers, search activity, photographs, voice recordings, or geological information.
Operator means, to the extent operating in this capacity, the operator of a website, online service, online application, or mobile application who has actual knowledge that the website, online service, online application, or mobile application is used primarily for a school purpose and was designed and marketed for a school purpose.
School purpose means a purpose that is directed by or customarily takes place at the direction of a school district, school campus, or teacher or assists in the administration of school activities, including instruction in the classroom or at home, administrative activities, and collaboration between students, school personnel, or parents, or is otherwise for the use and benefit of the school.
Targeted advertising means presenting an advertisement to a student in which the advertisement is selected for the student based on information obtained or inferred over time from the student's online behavior, usage of applications, or covered information. The term does not include advertising to a student at an online location based on the student's visit to that location at that time, or in response to the student's request for information or feedback, without the retention of the student's online activities or requests over time for the purpose of targeting subsequent advertisements.
An operator may not knowingly:
Engage in targeted advertising on any website, online service, online application, or mobile application if the target of the advertising is based on any information, including covered information and persistent unique identifiers, that the operator has acquired through the use of the operator's website, online service, online application, or mobile application for a school purpose;
Use information, including persistent unique identifiers, created or gathered by the operator's website, online service, online application, or mobile application, to create a profile about a student unless the profile is created for a school purpose; or
Sell or rent any student's covered information, unless:
The purchase, merger, or any other type of acquisition of an operator by another entity, if the operator or successor entity complies regarding previously acquired student information; or
A national assessment provider if the provider secures the express affirmative consent of the student or the student's parent, given in response to clear and conspicuous notice, and if the information is used solely to provide access to employment, educational scholarships, financial aid, or postsecondary educational opportunities.
An operator may use or disclose, in compliance with the [FrameworkReference ID=3885 LinkName=REDISCLOSURE OF RECORDS] framework, covered information:
To further a school purpose of the website, online service, online application, or mobile application and the recipient of the covered information does not further disclose the information unless the disclosure is to allow or improve operability and functionality of the operator's website, online service, online application, or mobile application;
To ensure legal and regulatory compliance;
To protect against liability;
To respond to or participate in the judicial process;
To protect the safety or integrity of users of the website, online service, online application or mobile application;
To protect the security of the website, online service, online application, or mobile application;
To satisfy a school, education, or employment purpose requested by the student or the student's parent and the information is not used or disclosed for any other purpose;
For a legitimate research purpose, a school purpose, or postsecondary educational purpose;
For a request by the local educational agency for a school purpose;
If a provision of federal or state law requires the operator to disclose the information;
To a third party if the operator has contracted with the third party to provide a service for a school purpose for or on behalf of the operator. The contract must prohibit the third party from using any covered information for any purpose other than providing the contracted service. The operator must require the third party to implement and maintain reasonable procedures and practices designed to prevent disclosure of covered information;
For maintaining, developing, supporting, improving, or diagnosing the operator's website, online service, online application, or mobile application.
For development and improvement of educational websites, online services, online applications, or mobile applications, if the covered information is not associated with an identified student;
To recommend to a student additional services or content relating to an educational, learning, or employment opportunity within a website, online service, online application, or mobile application if the recommendation is not determined by payment or other consideration from a third party;
By authority of a law enforcement agency to obtain any information from an operator as authorized by law or under a court order;
For adaptive learning or customized student learning purposes; or
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DISTRIBUTION OF STATE SPECIAL EDUCATION FUNDS TO LEAs ( 93 Summaries)
Procedures for counting the ADA of children receiving special education services in various instructional settings are developed by the commissioner of education and included in the daily register for student attendance accounting.
State special education funds are distributed to LEAs on the basis of ADA of full-time equivalents (FTEs) of eligible children served in accordance with the requirements for student attendance accounting for state funding purposes.
The special education attendance is converted to contact hours by instructional arrangement and then to FTEs.
Contact hours for any child receiving special education services may not exceed six hours per day or 30 hours per week for funding purposes:
The total contact hours generated per week are divided by 30 to determine the FTEs;
Special education FTEs generated are deducted from the LEA's ADA for purposes of the regular education allotment.
Funds generated by FTEs in one instructional arrangement may be spent on the overall special education program and are not limited to the instructional arrangement that generated the funds.
A special education fund balance may be carried over to the next fiscal year, but must be expended on the special education program in the subsequent year. State special education carryover funds cannot be used for administrative costs.
Children who are at least three but younger than 22 years of age on September 1 of the current scholastic year who participate in the regional day school program for the deaf may be counted as part of the LEA's ADA if they receive instruction from the LEA's basic program for at least 50 percent of the school day.
Children from birth through age two with a visual impairment or who are deaf or hard of hearing or both who are provided services by the LEA according to an individual family services plan are to be enrolled on the home or regional day school campus and are to be considered eligible for ADA on the same basis as other children receiving special education services.
The attendance is not to be converted to contact hours/FTEs as with the other instructional arrangements.
For each FTE child in ADA in a special education program and in a mainstream instructional arrangement, the LEA is entitled to an annual allotment equal to the basic allotment, or, if applicable, the sum of the basic allotment and the allotment under small and mid-sized district allotment to which the district is entitled, multiplied by 1.15:
For each FTE child in ADA in a special education program in an instructional arrangement other than a mainstream instructional arrangement, the LEA is entitled to an annual allotment equal to the basic allotment, or, if applicable, the sum of the basic allotment and the allotment under small and mid-sized district allotment to which the district is entitled, multiplied by a weight determined according to instructional arrangement as follows:
Homebound 5.0;
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; and
Hospital class 3.0;
Vocational adjustment class 2.3.
LEAs are not eligible for reimbursement for ESY services provided to children for reasons other than those set forth in the [FrameworkReference ID=3825 LinkName=EXTENDED SCHOOL YEAR SERVICES] framework.
A special instructional arrangement for children with disabilities residing in care and treatment facilities, whose parents or guardians do not reside in the LEA providing education services must be established by commissioner rules:
The funding weight for other than state schools will be 4.0 for those children who receive their education service on the LEA campus; but
The funding weight for children with disabilities residing in state schools will be 2.8.
For funding purposes, the number of contact hours credited per day for each child in the off-home campus instructional arrangement may not exceed the contact hours credited per day for the multidistrict class instructional arrangement in the 1992-93 school year; and
For funding purposes, the contact hours credited per day for the child 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 1992-93 school year.
The LEA that provides an extended school year (ESY) program is entitled to receive funds up to 75 percent of the applicable allotment for each FTE child in ADA, multiplied by the amount designated for the child's instructional arrangement for each day the program is provided and divided by the number of days in the minimum school year:
The LEA may use funds received for ESY only in providing an extended year program; and
The commissioner will withhold an amount specified in the General Appropriations Act and distribute that amount to LEAs that provide education solely to children confined to or educated in hospitals:
This program is required only in LEAs in which the program is financed by funds distributed under this subsection and any other funds available for the program; and
After deducting the amount withheld under this subsection from the total amount appropriated for special education, the commissioner will reduce each LEA's allotment proportionately and allocate funds to each LEA accordingly.
Each local educational agency (LEA) will use a uniform accounting system adopted by the commissioner for the data required to be reported in PEIMS.
For each child that the LEA serves who has been identified as having dyslexia or a related disorder, the LEA is entitled to an annual allotment equal to the basic allotment multiplied by 0.1 or a greater amount provided by appropriation.
The LEA is entitled to the allotment for dyslexia only for a child who:
The LEA may receive funding for a child under this section and the [SummaryReference ID=7301 LinkName=ALLOTMENT FOR SPECIAL EDUCATION] section if the child satisfies the requirements of both sections.
Is receiving services for dyslexia or a related disorder in accordance with:
An individualized education program; or
A Section 504 plan;
Is receiving instruction that:
Meets applicable dyslexia program criteria in compliance with the [FrameworkReference ID=3837 LinkName=SPECIFIC LEARNING DISABILITY] framework; and
Is provided by a person with specific training in providing that instruction; or
Is permitted, on the basis of having dyslexia or a related disorder, to use modifications in the classroom or accommodations in the administration of assessment instruments.
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RESIDENTIAL FACILITY WITHIN A DISTRICT ( 92 Summaries)
The admission, review, and dismissal (ARD) committee must determine the appropriate educational placement for the child who resides in a residential facility, considering:
All available information regarding the educational needs of the child; and
The non-educational needs that may restrict the ability of the LEA to serve the child on a public school campus or other instructional setting.
The non-educational needs could include:
The child's health and safety (e.g., substance abuse); and/or
The child's placement in a restrictive residential facility program (e.g., juvenile incarceration or restrictive court-ordered placements).
The ARD committee's educational placement determination must be individualized based on the child's need and not made on a categorical basis such as the disability or residence in the residential facility.
The ARD committee must not determine educational placement on the basis of what is most convenient to the LEA or residential facility.
When educational services will be provided at the residential facility, the ARD committee must determine appropriate educational space as follows:
Whether space available at the residential facility is appropriate for the provision of FAPE based on the individual child's needs and the residential facility's available space; or
If the ARD committee or residential facility determines that the residential facility has no appropriate available space, the ARD committee must identify alternative locations for providing educational services.
The local educational agency (LEA) in which the residential facility (RF) is located must provide a free appropriate public education (FAPE) for all children residing in the RF, unless the child was placed in the RF by another LEA.
Not later than the third day after the date the child age 3-22 is placed in an RF, the RF must notify the LEA unless the RF is an open-enrollment charter school or the RF has been designated as an LEA.
The LEA and the RF are required to share, within a reasonable period of time and to the extent permitted by applicable statutes and regulations, all appropriate records and relevant information relating to the child with a disability including but not limited to:
Birth certificate or other identifying document that proves the child's age;
Medical history and medical records, including current immunization records and a history of infectious disease (e.g., hepatitis B, tuberculosis) including a description of any behavioral characteristics related to the transmission of such disease;
Social history;
Vision and hearing screening and evaluation;
Evaluation reports including psychological, educational, related service, assistive technology and vocational evaluations, and behavioral assessments;
Treatment plan of care or service;
Educational history (e.g., previous educational placement information);
Any relevant court orders (e.g., orders related to placement in an RF, guardianship or conservatorship, or court-ordered services);
Information regarding the child's movement from an RF to a subsequent residence including but not limited to the date the child left the RF and the location of the child's subsequent residence; and
Name and phone number of contact persons representing the RF and the LEA.
The LEA and RF are required to coordinate the child's IEP and treatment plan of care or service by communicating responsibilities and timelines related to the development and implementation of the IEP and treatment plan, including permanency planning.
The LEA must provide:
The name and phone number of the contact person representing the RF to the surrogate parent upon assignment of the surrogate parent according to the [FrameworkReference ID=3819 LinkName=PARENT] framework;
The name and phone number of the surrogate parent, upon assignment of the surrogate parent according to the [FrameworkReference ID=3819 LinkName=PARENT] framework, to the contact person representing the RF; and
Designation and training of the surrogate parent in accordance with the [FrameworkReference ID=3819 LinkName=PARENT] framework.
Except for a juvenile pre-adjudication secure detention facility or a juvenile post-adjudication secure correctional facility, the RF will provide to the LEA any information retained by the RF relating to:
The child’s school records including records regarding: special education eligibility or services; behavioral intervention plans; school-related disciplinary actions; and other documents related to the student’s educational needs;
Any other behavioral history information regarding the child that is not confidential under another provision of law; and
The child’s record of convictions or the child’s probation, community supervision, or parole status, as provided to the facility by a law enforcement agency, local juvenile probation department or juvenile parole office, community supervision and corrections department, or parole office, if the information is needed to provide educational services to the child.
RFs and LEAs will agree in writing to the staffing levels that will be maintained by both the RF and the LEA to ensure the safety of students and teachers while educational services are provided at an RF.
Resolution of disputes concerning the implementation of this framework between LEAs or between an LEA and an RF will first be attempted at the local level.
The specific issues involved in the dispute and possible solutions will be identified and referred to local personnel authorized to make decisions necessary to resolve the dispute.
If resolution is not reached after a reasonable period of time not to exceed 45 calendar days unless the disputing entities agree otherwise, the LEA will refer and the RF may refer the dispute to TEA for further negotiations toward a mutually agreeable resolution. The referring entity will identify:
The nature of the dispute;
Any resolutions agreed upon;
The issues that remain unresolved; and
The contact persons representing the disputing entities.
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LEAST RESTRICTIVE ENVIRONMENT ( 90 Summaries)
LEAs must have access to regional day school programs for the deaf and the child must be eligible for consideration for the Regional Day School Program for the Deaf, subject to the ARD committee recommendations, if the child has a hearing impairment which:
Severely impairs processing linguistic information through hearing, even with recommended amplification; and
Adversely affects educational performance.
The admission, review, and dismissal (ARD) committee must determine the appropriate instructional setting for the child and specify the instructional setting in the IEP.
Mainstream;
Hospital class;
Speech therapy;
Resource room or services;
Self-contained (mild, moderate, or severe) general education campus;
Off home campus;
Nonpublic day school;
Vocational adjustment class or program;
Residential care and treatment facility (not school district resident); or
State-supported living center.
LEAs must provide a free appropriate public education (FAPE) in the LRE to preschool-aged children even if the LEA does not provide free preschool programs to all preschool-aged children.
In determining the educational placement of a child with a disability, including a preschool child with a disability, each public agency must ensure that:
In providing or arranging for the provision of nonacademic and extracurricular services and activities, the LEA must ensure that each child with a disability participates with nondisabled children in the extracurricular services and activities to the maximum extent appropriate to the needs of the child.
Each LEA must ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services.
The continuum must:
The placement decision is made:
The child's placement is:
Instructional arrangements/settings include the following:
Homebound;
In extracurricular and other nonacademic activities.
The IEP must include an explanation of the extent, if any, to which the child will not participate with nondisabled children:
In the general education class; and
By the [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE], including the parents; and
To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and
Special classes, separate schooling, or other removal of children with disabilities from the general educational environment occurs only when the nature or severity of the disability of the child is such that education in general education classes with the use of [FrameworkReference ID=3812 LinkName=SUPPLEMENTARY AIDS AND SERVICES] cannot be achieved satisfactorily.
Determined at least annually;
Based on the child's individualized education program (IEP); and
Include instruction in general education classes, special classes, special schools, home instruction, and instruction in hospitals and institutions; and
Make provision for supplementary services such as resource room or itinerant instruction, to be provided in conjunction with general education placement.
If a child is unable to receive FAPE in a general education CTE program using [FrameworkReference ID=3812 LinkName=SUPPLEMENTARY AIDS AND SERVICES], the child may be served in separate programs designed to address the child's occupational/training needs, such as CTE for children with disabilities programs.
When determining placement in a CTE classroom, the ARD committee will consider the child's graduation plan, the content of the IEP, including the consideration of transition services, and classroom supports.
Enrollment numbers in a CTE classroom must not create a harmful effect on learning for a child with or without disabilities.
As close as possible to the child's home; and
Unless the IEP requires some other arrangement, the child is educated at the school that the child would attend if nondisabled.
Each local education agency (LEA) must ensure that:
In conformity with the LRE provisions in this framework; and
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ADMINISTRATION OF EQUIPMENT ( 87 Summaries)
A transfer must be in accordance with a transfer agreement which includes, specifically, the following:
The transferor and transferee must represent and agree that the terms of the transfer are based on the fair market value of the ATD, determined in accordance with generally accepted accounting principles; and
The informed consent of the parent or adult student before transferring an ATD, in compliance with the [FrameworkReference ID=3881 LinkName=CONSENT TO TRANSFER ASSISTIVE TECHNOLOGY DEVICES] framework.
The names of the transferor and the transferee;
The date of the transfer;
A description of the ATD being transferred;
The terms of the transfer, including the transfer of warranties, to the extent applicable; and
The signatures of authorized representatives of both the transferor and the transferee.
Nothing in this framework:
Requires the LEA to transfer an ATD to any person or entity;
Limits the LEA's right to sell, lease, loan, or otherwise convey or dispose of property as authorized by federal or state laws, rules, or regulations; or
Authorizes any transfer of an ATD that is inconsistent with any restriction on transferability imposed by the manufacturer or developer of the ATD or applicable federal or state laws, rules, or regulations.
Transfer means the process by which the LEA that has purchased an ATD may sell, lease, or loan the device for the continuing use by the child or adult student with a disability changing the school of attendance in the district or leaving the district.
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An ATD may only be transferred to:
The school or LEA in which the child or adult student enrolls;
A state agency that provides services to the child or adult student following graduation from high school; or
The child's parents or the adult student, if the adult student has the legal capacity to enter into a contract.
Alters any existing obligation under federal or state law to provide ATDs to children with disabilities;
Equipment includes:
Machinery, utilities, and built-in equipment, and any necessary enclosures or structures to house such machinery, utilities, or equipment; and
All other items necessary for the functioning of a particular facility as a facility for the provision of educational services, including items such as:
Instructional equipment and necessary furniture;
Printed, published, and audio-visual instructional materials;
Telecommunications, sensory, and other technological aids and devices; and
Books, periodicals, documents, and other related materials.
The LEA must ensure that ATDs are made available to the child with a disability if required as part of the child's special education, related services, or supplementary aids and services.
On a case-by-case basis, the use of school-purchased ATDs in the child's home or in other settings is required if the child's admission, review, dismissal committee determines that the child needs access to those devices in order to receive a free appropriate public education.
The LEA must hold title to and administer materials, equipment, and property purchased with those funds for the uses and purposes in the IDEA Part B.
The LEA may place equipment and supplies in a private school for the period of time needed for the IDEA Part B program.
The LEA must ensure that the equipment and supplies placed in a private school:
The LEA must remove equipment and supplies from a private school if:
If the secretary of education determines that a program authorized under the Individuals with Disabilities Education Act (IDEA) Part B will be improved by permitting program funds to be used to acquire appropriate equipment, the secretary is authorized to allow the use of those funds for those purposes.
Special education and related services provided to children with disabilities parentally-placed in private schools, including materials and equipment, must be secular, neutral, and nonideological.
Are used only for IDEA Part B purposes; and
Can be removed from the private school without remodeling the private school facility.
The equipment and supplies are no longer needed for IDEA Part B purposes; or
Removal is necessary to avoid unauthorized use of equipment and supplies for other than IDEA Part B purposes.
Assistive technology device (ATD) means any device, including equipment or a product system, that is used to increase, maintain, or improve functional capabilities of the child with a disability.
...
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ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEMBERSHIP ( 86 Summaries)
The adult student or LEA may invite individuals who have knowledge or special expertise regarding the adult student, including the parent, to be a member of the ARD committee.
The admission, review, and dismissal (ARD) committee as described in the [FrameworkReference ID=3815 LinkName=RULE OF CONSTRUCTION] framework must include the following:
The parents of the child with a disability;
In the case of the child who was previously served under the Early Childhood Intervention (ECI) program, at the request of the parent, by invitation to the initial ARD committee meeting, the ECI service coordinator or other representatives of the ECI system; and
The ARD committee as described in the [FrameworkReference ID=3815 LinkName=RULE OF CONSTRUCTION] framework must include an adult student following a transfer of rights.
An adult student following a transfer of rights; and
Not less than one general education teacher of the child who must, to the extent practicable, be a teacher who is responsible for implementing a portion of the child's individualized education program (IEP) if the child is, or may be, participating in the general education environment;
Not less than one special education teacher of the child, or where appropriate, not less than one special education provider of the child;
A representative of the local education agency (LEA) who:
Is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities;
Is knowledgeable about the general education curriculum; and
An individual who can interpret the instructional implications of evaluation results, who may be the general education teacher, special education teacher or provider, an LEA representative, or a discretionary member on the ARD committee;
At the discretion of the parent or the LEA, other discretionary members or individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate;
The child with a disability, whenever appropriate, including:
To the extent appropriate, with the consent of the parents or adult student, a representative of any participating agency that is likely to be responsible for providing or paying for transition services;
An ARD committee member is not required to attend an ARD committee meeting, in whole or in part, if the parent and the LEA agree in writing that the member's attendance is not necessary because the member's area of the curriculum or related services is not being modified or discussed in the meeting.
The excusal requirements do not apply to the following ARD committee members:
The parent;
The child with a disability;
A discretionary member.
When an ARD committee member's area of the curriculum or related services is being modified or discussed in the ARD committee meeting, the member may be excused from attending the meeting, in whole or in part, if:
The parent, in writing, and the LEA consent to the excusal in accordance with the [FrameworkReference ID=3880 LinkName=CONSENT TO EXCUSE MEMBER FROM ATTENDING ARD COMMITTEE MEETING] framework; and
The member submits, in writing, to the parent and the ARD committee, input into the development of the IEP prior to the meeting.
Is knowledgeable about the availability of resources of the LEA;
A representative from career and technical education (CTE), preferably the teacher, when considering initial or continued placement of the child in CTE;
A professional staff member who is on the language proficiency assessment committee who may be the general education teacher or the special education teacher on the ARD committee, if the child is identified as an emergent bilingual;
The special education teacher or special education provider that participates in the ARD committee meeting must be appropriately certified or licensed.
In the case of the child with a suspected or documented visual impairment, a teacher who is certified in the education of children with visual impairments;
In the case of the child who is suspected to be deaf or hard of hearing, a teacher who is certified in the education of children who are deaf or hard of hearing;
In the case of the child with suspected or documented deaf-blindness, a teacher who is certified in the education of children with visual impairments and a teacher who is certified in the education of children who are deaf or hard of hearing;
At least one member with specific knowledge regarding the reading process, dyslexia and related disorders, and dyslexia instruction, when the ARD committee convenes to consider initial or continued eligibility for special education and related services due to dyslexia;
The member with specific knowledge regarding the reading process, dyslexia and related disorders must:
Hold a licensed dyslexia therapist license;
In the case of the child who is suspected or identified as having dyslexia, when determining initial or continued eligibility, the ARD committee must include a professional who meets the eligibility requirements under the Texas Education Code and any handbook adopted in the rule.
In the case of an ARD committee meeting convened to discuss the expulsion and discretionary placement in the Juvenile Justice Alternative Education Program (JJAEP) of a child with a disability in a county with a JJAEP, for an offense for which a school district may expel a child and discretionarily place the child in JJAEP, a local school district must invite the administrator of the JJAEP or the administrator's designee, including:
When a purpose of the meeting will be the consideration of the postsecondary goals for the child and the [FrameworkReference ID=3814 LinkName=TRANSITION SERVICES] needed to assist the child in reaching those goals;
The school district must provide written notice of the meeting at least five school days before the meeting or a shorter timeframe agreed to by the child's parents;
A copy of the child's current IEP must be provided to the JJAEP representative with the notice;
If the JJAEP representative is unable to attend the ARD committee meeting, the representative must be given the opportunity to participate in the meeting through alternative means, including conference telephone calls; and
The JJAEP representative may participate in the meeting to the extent that the meeting relates to the child's placement in the JJAEP and implementation of the child's current IEP in the JJAEP.
Hold the most advanced dyslexia-related certification issued by an association recognized by the State Board of Education (SBOE), and identified in, or substantially similar to an association; or
If a member is not available with those credentials, the multidisciplinary evaluation team must include a member who meets the applicable training requirements adopted by the SBOE.
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PARENT NOTIFICATION AND PERSONAL GRADUATION PLAN ( 82 Summaries)
Include an intensive program of instruction;
A principal of a junior high or middle school must designate a school counselor, teacher, or other appropriate individual to develop and administer a personal graduation plan for each student in the junior high school, or middle school, who:
A junior high school or middle school personal graduation plan must:
Is not likely to receive a high school diploma before the fifth school year following the student's enrollment in ninth grade, as determined by the district.
Identify educational goals for the student;
Include diagnostic information, appropriate monitoring and intervention, and other evaluation strategies;
Address participation of the parent, including consideration of the parent's educational expectations for the student;
Provide innovative methods to promote the student's advancement, including flexible scheduling, alternative learning environments, on-line instruction, and other interventions that are proven to accelerate the learning process and have been scientifically validated to improve learning and cognitive ability; and
Does not perform satisfactorily on required state assessments; or
The board policy of a district must:
Provide for a conference between the parent and teachers;
Require the district, at least once every 12 weeks, to give written notice to the parent of the student's performance in each class or subject; and
Require the district, at least once every three weeks, or during the fourth week of each nine-week grading period, to give written notice to a parent of the student's performance in a subject included in the foundation curriculum, if the student's performance in the subject is consistently unsatisfactory, as determined by the district.
Provide for the signature of the parent; and
Be returned to the district.
The notice of performance must:
The board policy regarding notice of performance does not apply to the student who:
Is 18 years of age or older and who is living in a different residence than the parent;
Is married; or
Has had the disabilities of minority removed for general purposes.
Meet the standards established by the Texas Education Agency (TEA).
The district where the student attends must provide a record of the comparisons of annual improvement of student achievement from one school year to the next in a written notice to the parent.
For the student who failed to perform satisfactorily on a required state-mandated assessment, the district must include in the notice to the parent, specific information relating to access to on-line educational resources at the appropriate assessment instrument content level, including released assessment instrument questions and answers.
A district must publish in English and Spanish the information provided to the district by the TEA, on the internet website of the district, that explains the advantages of the distinguished level of achievement and each endorsement available under the Foundation High School Program, and ensure that the information is available to:
Students in ninth grade and above; and
The parent of students in ninth grade and above including in the language in which the parent is most proficient, if at least 20 students in a grade level primarily speak that language.
Distinguished level of achievement; and
Endorsements.
A high school personal graduation plan must identify a course of study that:
Promotes college and workforce readiness;
Promotes career placement and advancement; and
Facilitates the student's transition from secondary to post-secondary education.
A principal of a high school must designate a school counselor or school administrator to review with each student entering ninth grade and the parent the high school personal graduation plan options, including the Foundation High School Program options for:
Before the conclusion of the school year, the student and the parent must confirm and sign a personal graduation plan for the student.
A district must not prevent the student and the parent from confirming a personal graduation plan that includes pursuit of a distinguished level of achievement or an endorsement.
The student may amend the student's personal graduation plan after the initial confirmation of the plan.
If the student amends the student's personal graduation plan, the district must send written notice to the parent regarding the change.
A district that uses an electronic platform for communicating student grade and performance information to parents may permit a parent to sign the required notice electronically, so long as the district retains a record verifying the parent's acknowledgment of the required notice.
A district that accepts electronic signatures for the required notice of performance must offer parents the option to provide a handwritten signature.
...
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USE OF FUNDS FOR CONTRACT SERVICES INCLUDING RESIDENTIAL PLACEMENTS ( 80 Summaries)
Costs of an approved educationally-based contract for residential placement may be paid from a combination of federal, state, and local funds:
The local share of the total contract cost for each child is that portion of the local tax effort that exceeds the LEA's local fund assignment, divided by the average daily attendance (ADA) in the LEA:
For purposes of this framework, local tax effort means the total amount of money generated by taxes imposed for debt service and maintenance and operation less any amounts paid into a tax increment fund under Chapter 311, Tax Code;
If the contract involves a private facility, the state share of the total contract cost is that amount remaining after subtracting the local share; and
If the contract involves a public facility, the state share is that amount remaining after subtracting the local share from the portion of the contract that involves the costs of instructional and related services;
The education cost of residential contracts must be funded with state funds on the same basis as nonpublic day school contract costs:
State special education funds may be used for transportation only to and from residential placements:
Prior to using federal funds for transportation costs to and from a residential facility, the LEA must use state or local funds based on actual expenses up to the state transportation maximum for private transportation contracts; and
If placement in a public or private residential program is necessary to provide special education and related services to a child with a disability, the program, including non-medical care and room and board, must be at no cost to the parent of the child.
If the residential education program is on the commissioner's list of approved residential education programs, TEA will review the child's IEP and placement, and, in case of placement in or referral to a private school or facility.
LEAs that contract for services from non-public day schools must comply with procedures developed by the TEA for monitoring the provision of special education and related services at no cost to the parent in conformance with the IEP.
After expending any other available funds, the LEA must expend its local tax share per ADA and 25 percent of its Individuals with Disabilities Education Act Part B (IDEA-B) formula tentative entitlement, or an equivalent amount of state and/or local funds, for related services and residential costs:
If this is not sufficient to cover all costs of the residential placement, the LEA through the residential application process may receive additional IDEA-B discretionary funds to pay the balance of the residential contract placement costs; and
Related services and residential costs for residential contract children will be funded from a combination of fund sources.
If the residential facility provides any educational services listed in the child's individualized education program (IEP), the facility's education program must be approved by TEA.
The LEA that intends to contract for residential placement of the child for educational purposes with a residential facility to meet some or all of the child's special education needs must notify TEA of its intent to contract for the residential placement through the residential application process.
Within 30 calendar days from an Admission, Review, and Dismissal (ARD) committee's decision to place the child in a residential education program, LEAs must electronically submit to the TEA notice of and information regarding the placement.
If a residential education program placement is ordered by a special education hearing officer or court of competent jurisdiction, the LEA must notify TEA of the order within 30 calendar days. The residential education program serving the child is not required to go through the approval procedures.
For out-of-state residential facilities, the facility must be approved by the appropriate agency in the state in which the facility is located, and the LEA must follow the TEA application process.
The LEA may contract for an in-state residential placement of the child only with public or private residential facilities that maintain current and valid licensure for the particular disabling condition and age of the child.
The LEA may contract for an out-of-state residential placement in accordance with the rules for in-state residential placement in this framework, except that the facility must be approved by the appropriate agency in the state in which the facility is located, rather than by TEA.
When the child who is residentially placed by an LEA changes residence to another LEA in Texas, and the child continues in the contracted placement, the LEA that negotiated the contract will be responsible for the residential contract for the remainder of the school year.
After review, TEA will notify the LEA whether federal or state funds for the residential education program placement are approved. If TEA does not approve the use of funds, it will notify the LEA the basis for the non-approval.
If the residential education program is not on the commissioner's list of approved residential education programs, TEA will begin the approval process.
Requests for approval of state and federal funding for residentially-placed children must be negotiated on an individual child basis through a residential application submitted by the LEA to TEA.
A residential application may be submitted for educational purposes only.
The residential application will not be approved if the application indicates that the:
Placement is due primarily to the child's medical problems;
Placement is due primarily to problems in the child's home;
The LEA does not have a plan, including timelines and criteria, for the child's return to the local school program;
The LEA did not attempt to implement lesser restrictive placements prior to residential placement, except in emergency situations as documented by the child's ARD committee;
Placement is not cost effective when compared with other alternative placements; or
Residential facility provides unfundable or unapprovable services.
If the education program of a residential facility that is not approved by TEA is being considered by an LEA, the LEA will notify TEA in writing of its intent to place a child at the facility, so that TEA may begin approval procedures.
The approval does not apply to residential facilities that only provide related services or residential facilities in which the accredited LEA where the facility is located provides the educational program.
Funds generated by the formula for residential costs must not exceed the daily rate recommended by the Texas Department of Family and Protective Services for the specific level of care in which a child is placed.
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SPECIAL EDUCATION AND RELATED SERVICE PERSONNEL ( 79 Summaries)
All special education and related service personnel must be certified, endorsed, or licensed in the areas of assignment, except:
Teachers certified in the education of children who are deaf or hard of hearing must be available to children who are deaf or hard of hearing, including a regional day school program for the deaf, or a shared services arrangement with other LEAs:
When the admission, review, and dismissal committee has specified arrangements for physical education in the child's individualized education program, physical education may be provided by those authorized under the Teacher of Adaptive Physical Education and the following personnel:
Special education instructional or related service personnel who have the necessary skills and knowledge;
Physical education teachers;
Occupational therapists;
Physical therapists; or
Occupational therapy assistants or physical therapist assistants working under supervision in accordance with the standards of their profession.
When physical education services are provided by special education personnel, the LEA must document that personnel have the necessary skills and knowledge, including, but not limited to, inservice records, evidence of attendance at seminars or workshops, or transcripts of college courses.
Orientation and mobility instruction must be provided by a certified orientation and mobility specialist who is certified by the Academy for Certification of Vision Rehabilitation and Education Professionals.
Paraprofessional personnel working as educational aides must be certified.
Paraprofessional personnel may be assigned to work with:
Eligible children with disabilities;
General education and special education teachers; and
Related service personnel.
Educational aides may also be assigned to:
Assist children with special education transportation;
Serve as a job coach; or
Serve in support of community-based instruction.
Interpreting services for children who are deaf must be provided by an interpreter who is certified in the appropriate language modes, if certification in such modes is available.
If certification is available, the interpreter must be a certified member of, or certified by, the Registry of Interpreters for the Deaf, or the Texas Board for Evaluation of Interpreters.
A teacher who holds a special education certificate or an endorsement may be assigned to any level of basic special education instructional program serving children with disabilities ages 3 to 21, as permitted by certification, except:
The person employed by a district prior to September 1, 2011, to perform marriage and family therapy is not required to hold a license as a marriage and family therapist to provide marriage and family therapy with that district.
For any public elementary or secondary school special education teacher in the state, qualified means that the teacher:
Has obtained full state certification as a special education teacher, including alternative certification, or passed the state special education teacher licensing examination, and holds a license to teach in the state as a special education teacher;
Has not had special education certification or licensure requirements waived on an emergency, temporary, or provisional basis; and
Holds at least a bachelor's degree.
A teacher in an alternative certification program who is not yet fully certified may be considered to be qualified if the teacher meets the following requirements:
The teacher is participating in an approved State Board of Education certification alternative route to special education certification program under which the teacher:
Receives high-quality professional development that is sustained, intensive, and classroom-focused in order to have a positive and lasting impact on classroom instruction, before and while teaching;
Participates in a program of intensive supervision that consists of structured guidance and regular ongoing support for teachers or a teacher mentoring program;
Assumes functions as a teacher only for a specified period of time not to exceed three years; and
Demonstrates satisfactory progress toward full certification as prescribed by the state.
Persons assigned to provide speech therapy instructional services must hold a valid Texas Education Agency certificate in speech and hearing therapy or speech and language therapy, or a valid state license as a speech/language pathologist;
Teachers certified in the education of children with visual impairments must be available to children with visual impairments, including deaf-blindness, through one of the local education agency's (LEA's) instructional options, a shared services arrangement with other LEAs, or an education service center:
Teachers assigned full-time or part-time to instruct children from birth through age two with visual impairments, including deaf-blindness, must be certified in the education of children with visual impairments;
Teachers assigned full-time or part-time to instruct children from birth through age two who are deaf, including deaf-blindness, must be certified in education of children who are deaf and severely hard of hearing;
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EXTENDED SCHOOL YEAR SERVICES ( 75 Summaries)
ESY services must be provided only if the ARD committee determines, on an individual basis, that the services are necessary for the provision of FAPE.
In determining the need for and in providing ESY services, the LEA may not:
The ARD committee must consider ESY services at the annual review of a child's IEP.
In the case of the child with a disability for whom ESY services were considered and rejected at the annual IEP review meeting and later demonstrates a need for ESY services based on the criteria described in this framework:
The LEA must comply with the [FrameworkReference ID=3855 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEETING] framework or the [FrameworkReference ID=3827 LinkName=AMENDMENT WITHOUT A MEETING] framework; and
The parent and LEA must determine the location, duration, and frequency of ESY services the child requires.
The ARD committee must determine the need for ESY services from formal and/or informal evaluations provided by the LEA and the parents:
To establish the need for ESY services, the ARD committee must document, that in one or more critical areas addressed in the current IEP where the child has previously demonstrated acquired progress, the child has exhibited, or reasonably may be expected to exhibit, severe or substantial regression that cannot be recouped within a reasonable period of time:
Severe or substantial regression means that the child has been, or will be, unable to maintain previously acquired progress in one or more critical IEP areas in the absence of ESY services;
For the child enrolling in the LEA during the school year, information obtained from the prior LEA as well as information collected during the current year may be used to determine the need for ESY services.
The reasonable period of time for recoupment of acquired skills must be determined on the basis of needs identified in the child’s IEP:
If the loss of acquired critical skills would be particularly severe or substantial, or if such loss results, or reasonably may be expected to result, in immediate physical harm to the child or to others, ESY services may be justified without consideration of the period of time for recoupment of such skills. In any case, the period of time for recoupment must not exceed eight weeks.
If the ARD committee determines that the child is in need of ESY services, then the IEP must identify which of the goals and objectives in the current IEP will be addressed during ESY services.
Limit ESY services to particular categories of disability; or
Unilaterally limit the type, amount, or duration of ESY services.
Placement in a more restrictive instructional arrangement;
Significant loss of acquired skills necessary for the child to appropriately progress in the general curriculum;
A skill is critical when the loss of that skill results, or is reasonably expected to result, in any of the following occurrences during the first eight weeks of the next regular school year:
Significant loss of self-sufficiency in self-help skill areas as evidenced by an increase in the number of direct service staff and/or amount of time required to provide special education or related services;
Loss of access to community-based independent living skills instruction or an independent living environment provided by noneducational sources as a result of regression in skills; or
Loss of access to on-the-job training or productive employment as a result of regression in skills.
If the child for whom ESY services were considered and rejected loses critical skills because of the decision not to provide ESY services, and if those skills are not regained after the reasonable period of time for recoupment, the ARD committee must reconsider the current IEP if the child's loss of critical skills interferes with the implementation of the child's IEP.
The provision of ESY services is limited to the educational needs of the child and must not supplant or limit the responsibility of other public agencies to continue to provide care and treatment services pursuant to policy or practice, even when those services are similar to, or the same as, the services addressed in the child's IEP.
No child will be denied ESY services because the child receives care and treatment services under the auspices of other agencies.
If a child whose IEP notes that ESY services are required withdraws from one LEA and registers in another LEA during the summer months, the new LEA will be responsible for ensuring those services are provided.
This may include the direct provision of those services or contracting with the previous LEA or another entity to provide the services or payment for the services.
Provided to an eligible child with a disability;
Beyond the normal school year of the local educational agency (LEA);
Are individualized instructional programs:
Each LEA must ensure that ESY services are available as necessary to provide a free appropriate public education (FAPE).
Meet the standards of the Texas Education Agency.
In accordance with the child's individualized education program (IEP); and
At no cost to the parents of the child; and
Extended school year (ESY) services means special education and related services that:
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PARENT PARTICIPATION ( 75 Summaries)
If the child's parent is unable to speak English, the LEA must:
The LEA must take steps to ensure that one or both of the parents of the child with a disability are present at each [FrameworkReference ID=3855 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEETING] or are afforded the opportunity to participate including:
Providing a notice of the ARD committee meeting early enough to ensure that they will have the opportunity to attend; and
Scheduling the meeting at a mutually agreed on time and place.
If neither parent can attend the ARD committee meeting, the LEA must use other methods to ensure parent participation such as:
Individual or conference telephone calls; or
Video conferences.
The LEA must provide the parents with written notice of an ARD committee meeting at least five school days before the meeting unless the parents agree to a shorter timeframe.
Provide the parent with a written copy or audio recording of the child's IEP translated into Spanish if Spanish is the parent's native language; or
Make a good faith effort to provide the parent with a written copy or audio recording of the child's IEP translated into the parent's native language if the parent's native language is a language other than Spanish.
A written copy of the child’s IEP translated into Spanish or the parent's native language means that all of the text in the child's IEP in English is accurately translated into the target language in written form. The IEP translated into the target language must be a comparable rendition of the IEP in English and not a partial translation or summary of the IEP in English.
An audio recording of the child’s IEP translated into Spanish or the parent's native language means that all of the content in the child’s IEP in English is orally translated into the target language and recorded with an audio device. The LEA is not prohibited from providing the parent with an audio recording of an ARD committee meeting at which the parent was assisted by an interpreter as long as the audio recording provided to the parent contains an oral translation into the target language of all of the content in the child's IEP in English.
If a parent's native language is not a written language, the LEA must take steps to ensure that the child’s IEP is translated orally or by other means to the parent in the parent's native language or other mode of communication.
The LEA meets the requirement of giving a parent a written copy of the child’s IEP at no cost by providing a parent with a written copy of the child’s IEP in English or by providing a parent with a written translation of the child’s IEP in the parent's native language.
The LEA may conduct an ARD committee meeting without the parent in attendance if the LEA is unable to convince the parent to attend.
The LEA must keep a record of its attempts to arrange a meeting at a mutually agreed on time and place such as:
The LEA must take action to ensure that the parent understands the proceedings of the ARD committee meeting including arranging for an interpreter for parents with deafness or whose native language is other than English.
The LEA must give the parent a copy of the child's IEP at no cost.
Any other agency that will be invited to send a representative with the consent of the parents or adult student.
The notice must:
Indicate the purpose, time, and location of the meeting; and
Inform the parents of the provisions relating to the participation of other individuals who have knowledge or special expertise about the child and relating to the participation of the Individuals with Disabilities Education Act, Part C (IDEA PART C) service coordinator or other representatives of the IDEA PART C system at the initial ARD committee meeting for the child previously served under the IDEA in compliance with the [FrameworkReference ID=3807 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEMBERSHIP] framework.
Beginning not later than the first individualized education program (IEP) to be in effect when the child turns 16, or younger if determined appropriate by the ARD committee, the notice must also indicate:
That a purpose of the meeting will be the consideration of the postsecondary goals and [FrameworkReference ID=3814 LinkName=TRANSITION SERVICES] for the child; and
That the LEA will invite the child; and
Detailed records of telephone calls made or attempted and the results of those calls;
Copies of correspondence sent to the parent and any responses received; and
Detailed records of visits made to the parent's home or place of employment and the results of those visits.
A meeting does not include informal or unscheduled conversations involving LEA personnel and conversations on issues such as teaching methodology, lesson plans, or coordination of service provision.
A meeting does not include preparatory activities that LEA personnel engage in to develop a proposal or a response to the parent proposal that will be discussed at a later meeting.
As soon as practicable after a [FrameworkReference ID=3891 LinkName=REFERRAL FOR POSSIBLE SPECIAL EDUCATION SERVICES], but at least five school days before the initial [FrameworkReference ID=3855 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEETING]; and
At any other time on reasonable request of the child's parent.
If the parent is unable to speak English, the LEA must provide the parent with a written notice of an ARD committee meeting in the parent's native language, unless it is clearly not feasible to do so. If the parent's native language is not a written language, the LEA must take steps to ensure that the notice is translated orally or by other means to the parent in the parent's native language or other mode of communication so that the parent understands the content of the notice.
The local educational agency (LEA) must provide to the [FrameworkReference ID=3819 LinkName=PARENT] the Parent's Guide to the Admission, Review, and Dismissal Process:
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MAINTENANCE OF EFFORT ( 75 Summaries)
The LEA may reduce the level of expenditures by the LEA under IDEA Part B below the level of those expenditures for the preceding fiscal year if the reduction is attributable to any of the following:
The voluntary departure, by retirement or otherwise, or departure for just cause, of special education or related services personnel;
A decrease in the enrollment of children with disabilities;
The termination of the obligation of the LEA to provide a program of special education to a particular child with a disability that is an exceptionally costly program, as determined by the TEA, because the child:
The termination of costly expenditures for long-term purchases, such as the acquisition of equipment or the construction of school facilities; or
The assumption of cost by the high cost fund operated by the TEA.
For any fiscal year for which the IDEA Part B formula fund allocation received by the LEA exceeds the amount the LEA received for the previous fiscal year, the LEA:
May reduce the level of expenditures by not more than 50% of the amount of such excess; and
Must use an amount of local funds equal to the reduction of expenditures to carry out activities authorized under the ESEA when it exercises its authority to reduce funding.
The TEA will prohibit the LEA from reducing the level of expenditures for that fiscal year, if the TEA determines that an LEA is unable to establish and maintain programs of FAPE or the TEA has taken action against the LEA as part of its monitoring, technical assistance, and enforcement responsibilities.
The amount of IDEA Part B formula funds expended by an LEA will count toward the maximum amount of expenditures that the LEA may reduce.
Funds made available to provide early intervening services that are coordinated and aligned with activities funded by and carried out under the Elementary and Secondary Education Act (ESEA) consistent with [FrameworkReference ID=3860 LinkName=USE OF IDEA PART B FORMULA AMOUNTS PERMISSIVE] must supplement, and not supplant, funds available under the ESEA.
Has left the jurisdiction of the LEA;
Has reached the age at which the obligation of the LEA to provide a free appropriate public education (FAPE) to the child has terminated; or
No longer needs the program of special education;
Except as provided in this framework, funds provided to the LEA under the Individuals with Disabilities Education Act (IDEA) Part B must not be used to reduce the level of expenditures for the education of children with disabilities made by the LEA from local funds below the level of those expenditures for the preceding fiscal year.
An LEA complies with maintenance of effort (MOE) requirements if an LEA does not reduce the level of expenditures for the education of children with disabilities made by the LEA from at least one of the following sources below the level of those expenditures from the same source for the preceding fiscal year, except as provided by this framework:
If an LEA spends reimbursements from federal funds (e.g., Medicaid) for IDEA Part B services, those funds will not be considered to be state or local funds for purposes of MOE.
For purposes of establishing the local educational agency's (LEA's) eligibility for an award for a fiscal year, the Texas Education Agency (TEA) will determine that the LEA budgets, for the education of children with disabilities, at least the same amount, from at least one of the following sources, as the LEA spent for that purpose from the same source for the most recent fiscal year for which information is available:
Expenditures made from funds provided by the federal government for which the TEA is required to account to the federal government or for which the LEA is required to account to the federal government directly or through the TEA may not be considered in determining whether the LEA meets the eligibility standard.
Local funds only;
The combination of state and local funds;
Local funds only on a per capita basis; or
The combination of state and local funds on a per capita basis.
Took in the intervening year or years between the most recent fiscal year for which information is available and the fiscal year for which the LEA is budgeting; and
Reasonably expects to take in the fiscal year for which the LEA is budgeting.
Expenditures made from funds provided by the federal government for which the TEA is required to account to the federal government or for which the LEA is required to account to the federal government directly or through the TEA may not be considered in determining whether an LEA complies with MOE.
Local funds only;
The combination of state and local funds;
Local funds only on a per capita basis; or
The combination of state and local funds on a per capita basis.
If, in the fiscal year beginning on July 1, 2013 or July 1, 2014, an LEA fails to comply with MOE, the level of expenditures required of the LEA for the fiscal year subsequent to the year of the failure is the amount that would have been required in the absence of that failure, not the LEA's reduced level of expenditures.
If, in any fiscal year beginning on or after July 1, 2015, an LEA fails to comply with MOE in expenditures from local funds only or local funds only on a per capita basis and the LEA is relying on that basis, to meet the eligibility and compliance standard, the level of expenditures required of the LEA for the fiscal year subsequent to the year of the failure is the amount that would have been required from local funds only or local funds only on a per capita basis in the absence of that failure, not the LEA's reduced level of expenditures.
If, in any fiscal year beginning on or after July 1, 2015, an LEA fails to comply with MOE in expenditures from the combination of state and local funds or the combination of state and local funds on a per capita basis and the LEA is relying on that basis to meet the eligibility or compliance standard, the level of expenditures required of the LEA for the fiscal year subsequent to the year of the failure is the amount that would have been required from a combination of state and local funds or the combination of state and local funds on a per capita basis in the absence of that failure, not the LEA's reduced level of expenditures.
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RECORD OF ACCESS ( 74 Summaries)
An educational agency or institution must:
Maintain a record of each request for access to and each disclosure of personally identifiable information from the education records of each student, as defined in the [FrameworkReference ID=3872 LinkName=PARENT OR ELIGIBLE STUDENT ACCESS TO EDUCATION RECORDS] framework; and
For each request or disclosure, the record of access must include:
The name of the party who requested or received personally identifiable information from the education records;
The legitimate interests the party had in requesting or obtaining the information—the purpose for which the party is authorized to use the records; and
The date access was given.
Record the parties' legitimate interests in the information, according to the [FrameworkReference ID=3884 LinkName=WHEN CONSENT IS NOT REQUIRED TO DISCLOSE INFORMATION] framework, if the information was received from:
A school official whom the agency or institution has determined to have a legitimate educational interest;
School officials, including teachers within the agency or institution whom the agency or institution has determined to have legitimate educational interests; and
Include in the record of access a listing of authorities, officials, and agencies that may make further disclosures of the student's education records under the [FrameworkReference ID=3885 LinkName=REDISCLOSURE OF INFORMATION] framework in connection with an audit or evaluation of federal or state supported education programs, or for the enforcement of or compliance with federal legal requirements that relate to those programs.
When a state or local educational authority or federal official or agency has access to education records in connection with an audit or evaluation of federal or state supported education programs, or for the enforcement of or compliance with federal legal requirements that relate to those programs, makes further disclosures of information from education records according to the [FrameworkReference ID=3885 LinkName=REDISCLOSURE OF INFORMATION] framework, the auditing authority, official or agency must:
Another state or local educational authority or federal official or agency listed in the [FrameworkReference ID=3884 LinkName=WHEN CONSENT IS NOT REQUIRED TO DISCLOSE INFORMATION] framework for audit purposes.
Upon request of an educational agency or institution, the auditing authority, official or agency that maintains the record of access of further disclosures must provide a copy of the record of access of further disclosures to the educational agency or institution within a reasonable period of time not to exceed 30 days.
Authorized representatives of the Comptroller General of the United States, the Attorney General of the United States, the United States Secretary of Education, or state and local educational authorities.
The following parties requesting or obtaining access do not have to be entered on the record of access:
Upon request from the parent or eligible student to review the student's record of disclosures, the educational agency or institution must obtain a copy of the record of further disclosures as required in the [FrameworkReference ID=3885 LinkName=REDISCLOSURE OF INFORMATION] framework to be maintained by a state or local educational authority or federal official or agency and make it available in response to a parent's or eligible student's request to review the student's record of disclosures.
The educational agency or institution must maintain the record of access with the education records of the student for as long as the records are maintained.
If an educational agency or institution discloses personally identifiable information from an education record as permitted for [FrameworkReference ID=3885 LinkName=REDISCLOSURE OF INFORMATION], except when a record of access is maintained by a state or local educational authority or federal official or agency who has access to records for auditing purposes, the record of access must include:
The parent or eligible student;
The school official or assistants who are responsible for the custody of the records; and
For the purposes of auditing the recordkeeping procedures of the educational agency or institution by:
The parent or eligible student;
A party with written consent from the parent or eligible student;
A party seeking directory information according to the [FrameworkReference ID=3896 LinkName=DISCLOSURE OF DIRECTORY INFORMATION] framework; or
A party seeking or receiving the records as directed by a federal grand jury or other law enforcement subpoena and the issuing court or other issuing agency has ordered that the existence or the contents of the subpoena or the information furnished in response to the subpoena not be disclosed.
When an educational agency or institution discloses personally identifiable information from education records under the health or safety emergency exception, according to the [FrameworkReference ID=3884 LinkName=WHEN CONSENT IS NOT REQUIRED TO DISCLOSE INFORMATION] framework, it must record the following information:
A record of access for disclosure of personally identifiable information to a juvenile service provider as permitted by the [FrameworkReference ID=3884 LinkName=WHEN CONSENT IS NOT REQUIRED TO DISCLOSE INFORMATION] framework, must be maintained for seven years from the date of disclosure.
The legitimate interests, as provided in the [FrameworkReference ID=3884 LinkName=WHEN CONSENT IS NOT REQUIRED TO DISCLOSE INFORMATION] framework, which each of the additional parties has in requesting or obtaining the information.
The articulable and significant threat to the health or safety of a student or other individuals that formed the basis for the disclosure; and
The parties to whom the agency or institution disclosed the information.
Record the names of the additional parties to which it discloses information on behalf of an educational agency or institution; and
The auditing authority, official, or agency record of access may maintain the record of access by the student's class, school, district, or other appropriate grouping rather than by the name of the student.
An educational agency or institution that has not recorded the further disclosures as part of its record of access entries; or
The record of access may be inspected by the following parties:
The names of the additional parties to which the receiving party may disclose the information on behalf of the educational agency or institution; and
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...
PROCEDURES FOR AMENDING EDUCATION RECORDS ( 74 Summaries)
Advise the parent or eligible student of the right to a records hearing.
An educational agency or institution must give the parent or eligible student, on request, an opportunity for a hearing to challenge the content of the student's education records on the grounds that the information contained in the education records is:
Inaccurate;
Misleading; or
Otherwise in violation of the privacy or other rights of the student.
The records hearing must meet, at a minimum, the following requirements:
The parent or eligible student may request the educational agency or institution to amend the student's education record if the parent or eligible student believes the education records relating to the student contain information that is:
Inaccurate;
Misleading; or
In violation of the student's rights of privacy.
Within a reasonable period of time after the agency or institution receives the request, the educational agency or institution must decide whether to amend the record as requested.
If the educational agency or institution decides not to amend the record as requested, it must:
Inform the parent or eligible student of its decision; and
If, as a result of the hearing, the educational agency or institution decides that the information is inaccurate, misleading or otherwise in violation of the privacy or other rights of the student, it must:
Amend the record accordingly; and
Inform the parent or eligible student of the amendment in writing.
If, as a result of the hearing, the educational agency or institution decides that the information in the education record is not inaccurate, misleading, or otherwise in violation of the privacy or other rights of the student, it must inform the parent or eligible student of the right to place a statement in the record:
Commenting on the contested information in the record;
Setting forth the reasons for disagreeing with the decision of the agency or institution; or
Both.
Any statement placed in the records of the student must:
Be maintained as part of the records of the student for as long as the record is maintained by the agency; and
Be disclosed whenever it discloses the portion of the record to which the statement relates.
Must be held within a reasonable time after the request for the hearing from the parent or eligible student has been received;
The educational agency or institution must give the parent or eligible student the following notice of the hearing:
Date;
Time; and
Place;
The notice must be provided a reasonable amount of time prior to the hearing;
The hearing may be conducted by any individual, including an official of the educational agency or institution, who does not have direct interest in the outcome of the hearing;
The parent or eligible student must be given a full and fair opportunity to present evidence relevant to the issues:
The parent or eligible student may, at their own expense, be assisted or represented by one or more individuals of the parent or eligible student's own choice, including an attorney; and
Within a reasonable period of time, the educational agency or institution must make its decision in writing based solely on the evidence presented at the hearing, and must include:
A summary of the evidence; and
The reasons for the decision.
...
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...
STATE AND DISTRICTWIDE ASSESSMENTS ( 70 Summaries)
The ARD committee will include a statement in the child's IEP of the individualized appropriate and allowable accommodations that are necessary to measure the academic achievement and functional performance of the child on any state or districtwide assessment.
If the ARD committee determines that the child will take an alternate assessment on a particular state or districtwide assessment, the following requirements must be met:
Why the child cannot participate in the general assessment; and
The particular alternate assessment selected is appropriate for the child.
If the TEA has adopted alternate academic achievement standards for children with the most significant cognitive disabilities as permitted by the ESEA, the TEA or, in the case of a districtwide assessment, an LEA, will develop and implement alternate assessments and guidelines for the participation of those children with disabilities who cannot participate in general assessments, even with accommodations, as indicated in their respective IEPs.
For the emergent bilingual, the ARD committee in conjunction with the language proficiency assessment committee (LPAC) will:
The LEA will annually administer state-identified English language proficiency assessments to an emergent bilingual who is in kindergarten through grade 12 in the areas of listening, speaking, reading, and writing.
In rare cases, the ARD committee in conjunction with the LPAC may determine that it is not appropriate for an emergent bilingual who receives special education services to participate in the general English language proficiency assessment for reasons associated with the child's particular disability.
For the emergent bilingual who receives special education services, the ARD committee in conjunction with the LPAC will determine the need for allowable testing accommodations.
Select the appropriate assessments;
Document the decisions and justifications in the child's IEP; and
Determine and document any allowable testing accommodations.
For the child in grades 9-12, the ARD committee will determine whether the child is required to achieve satisfactory performance on the end-of-course assessment instruments to receive a high school diploma.
All children with disabilities are included in all general state and districtwide assessment programs, including assessments described under the Elementary and Secondary Education Act (ESEA), with appropriate accommodations and alternate assessments where necessary and as indicated in their respective individualized education programs (IEPs).
The TEA, or in the case of a districtwide assessment, the LEA, will ensure that parents of children selected to be assessed with an alternate state or districtwide assessment are informed:
That their child's achievement will be measured based on alternate academic achievement standards; and
Of how participation in such assessments may delay or otherwise affect the child from completing the requirements for a regular high school diploma.
The Texas Education Agency (TEA), or in the case of a districtwide assessment, the local education agency (LEA), will develop guidelines for the provision of appropriate accommodations.
The TEA's, or in the case of a districtwide assessment, the LEA's, guidelines will:
Identify only those accommodations for each assessment that do not invalidate the score; and
Instruct the [FrameworkReference ID=3855 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE] to select, for each assessment, only those accommodations that do not invalidate the score.
The TEA, or in the case of a districtwide assessment, the LEA, will:
Alternate assessments and guidelines will:
Be aligned with the challenging state academic content standards and alternate academic achievement standards under the ESEA; and
Measure the achievement of children with disabilities who are children with the most significant cognitive disabilities against those standards.
Provide the admission, review, and dismissal (ARD) committee with a clear explanation of the differences between assessments based on grade-level academic achievement standards and those based on alternate academic achievement standards, including any effects of the TEA or LEA policies on the child's education resulting from taking an alternate assessment based on alternate academic achievement standards, such as how participation in such assessments may delay or otherwise affect the child from completing the requirements for a regular high school diploma; and
Not preclude the child who takes an alternate assessment aligned with alternate academic achievement standards from attempting to complete the requirements for a regular high school diploma.
A child with the most significant cognitive disabilities who cannot participate in the general English language proficiency assessment, even with allowable accommodations, will participate in the alternate English language proficiency assessment.
If the ARD committee and the LPAC determine that it is not appropriate for the child to participate in the general English language proficiency assessment for reasons associated with the child's particular disability, the ARD committee will document the decisions and justifications in the child's IEP.
An [FrameworkReference ID=3855 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE] may determine that the administration of an assessment instrument in paper format is a necessary modification for a child, regardless of the maximum number of paper format assessment instruments permitted by the TEA.
The IEP must include a statement explaining:
TEA's alternate assessment participation requirements form, if one is made available to school districts, must be included in the child's IEP to document the statement required under this subsection.
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USE OF STATE SPECIAL EDUCATION FUNDS ( 68 Summaries)
The receipt of special education funds is contingent upon the operation of an approved comprehensive special education program in accordance with state and federal laws and regulations.
No LEA may divert special education funds for other purposes, with the exception of administrative costs relating to maximum indirect cost allowable on certain foundation school program allotments.
Funds generated by full-time equivalents in one instructional arrangement may be spent on the overall special education program and are not limited to the instructional arrangement which generated the funds.
The LEA must maintain separate accountability for the total state special education program fund within the general fund.
A special education fund balance may be carried over to the next fiscal year, but the balance must be expended on the special education program in the subsequent year.
State special education carry-over funds cannot be used for administrative costs.
Persons paid from special education funds must be assigned to instructional or other duties in the special education program and/or to provide support services to the regular education program in order for children with disabilities to be included in the regular program.
Support services must include, but not be limited to, collaborative planning, co-teaching, small group instruction with children in special education and regular education, direct instruction to children in special education, or other support services determined necessary by the admission, review, and dismissal committee for an appropriate program for the child with disabilities.
Assignments may include duties supportive to school operations equivalent to those assigned to regular education personnel.
Personnel assigned to provide support services to the regular education program may be fully funded from special education funds.
If personnel are assigned to special education on less than a full-time basis, only that portion of time for which the personnel are assigned to children with disabilities may be paid from state special education funds.
Office and routine classroom supplies are not allowable.
The use of special equipment must comply with the [FrameworkReference ID=3844 LinkName=ADMINISTRATION OF EQUIPMENT] framework.
State special education funds may be used for special materials, supplies, and equipment which are directly related to the development and implementation of individualized education programs (IEP) of children and which are not ordinarily purchased for the regular classroom.
State special education funds may be used to contract with consultants to provide staff development, program planning and evaluation, instructional services, assessments, and related services to children with disabilities.
To use state special education funds for transportation to and from a residential facility, the LEA must comply with the [FrameworkReference ID=3864 LinkName=USE OF FUNDS FOR CONTRACT SERVICES INCLUDING RESIDENTIAL PLACEMENTS] framework.
State special education funds may be used to pay staff travel to perform services directly related to the education of eligible children with disabilities.
Funds may also be used to pay travel of staff, including administrators, general education teachers, and special education teachers and service providers to attend staff development meetings for the purpose of improving performance in assigned positions directly related to the education of eligible children with disabilities.
The purpose for attending such staff development meetings must not include time spent in performing functions relating to the operation of professional organizations.
Funds may also be used to pay for the joint training of parents and special education, related services, and general education personnel.
At least 55 percent of the state special education funds must be used in the special education program.
The commissioner by rule will prescribe the qualifications an instructional arrangement must meet in order to be funded as a particular instructional arrangement.
In prescribing the qualifications that a mainstream instructional arrangement must meet, the commissioner will establish requirements that children with disabilities and their teachers receive the direct, indirect, and support services that are necessary to enrich the regular classroom and enable success of the child.
The LEA does not receive sufficient funds, including state funds and federal funds, for the child with disabilities to pay for the special education services provided to the child; or
The LEA does not receive sufficient funds, including state funds and federal funds, for all children with disabilities in the LEA to pay for the special education services provided to the children.
Special education grants will be made available to local educational agencies (LEAs) from funds appropriated, federal funds, or any other funds available, to assist LEAs in covering the cost of educating children with disabilities.
The LEA is eligible to apply for a special education grant if:
The LEA that applies for a special education grant must provide a report comparing the state and federal funds received by the LEA for children with disabilities and the expenses incurred by the LEA in providing special education services to children with disabilities.
The cost of training personnel to provide special education services to the child with disabilities are expenses that may be included by the LEA when applying for a special education grant.
The LEA that receives a special education grant must educate children with disabilities in the [FrameworkReference ID=3817 LinkName=LEAST RESTRICTIVE ENVIRONMENT] that is appropriate to meet the children's educational needs.
The LEA may use an amount not to exceed 20 percent of the allotment for dyslexia services provided for a qualifying child to contract with a private provider to provide supplemental academic services to the child that are recommended under the child's IEP or Section 504 plan. A child may not be excused from school to receive these supplemental academic services provided by contract with a private provider.
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CHILDREN WHO TRANSFER OR RECENTLY REGISTERED ( 63 Summaries)
The Family Educational Rights and Privacy Act does not require the child's new and previous LEAs to obtain parental consent before requesting or sending the child's special education records if the disclosure is for purposes related to the child's enrollment or transfer.
The previous LEA in which the child was enrolled must furnish:
The new LEA with a copy of the child's records including the child's special education records:
Not later than the tenth working day after the date a request for information is received by the previous LEA.
When a child transfers to a new LEA within the state in the same school year and the parents or the previous LEA verifies that the child had an IEP that was in effect in the previous LEA, the new LEA must, in consultation with the parents, provide the child with FAPE including services comparable to those described in the IEP from the previous LEA until the new LEA either:
Adopts the IEP from the previous LEA; or
Develops, adopts, and implements a new IEP that is consistent with the [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE] frameworks.
The new LEA's timeline for adopting the IEP from the previous LEA or developing, adopting, and implementing a new IEP is 20 school days from the date the child is verified as being eligible for special education services.
If the child transfers from an LEA in another state in the same school year and the parents or the previous LEA verifies that the child had an IEP that was in effect in the previous LEA, the new LEA must, in consultation with the parents, provide the child with FAPE including services comparable to those described in the IEP from the previous LEA and the new LEA must:
If the new LEA determines necessary, conduct an evaluation in compliance with the [FrameworkReference ID=3818 LinkName=EVALUATION PROCEDURES] framework; or
If the new LEA determines that an evaluation is not necessary, develop a new IEP, if appropriate, that is consistent with the [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE] frameworks:
The timeline for developing, adopting, and implementing a new IEP is 20 school days from the date the new school district has received a copy of the child's IEP that was in effect in the previous district.
A child who registers in a new LEA during the summer when students are not in attendance for instructional purposes, will be offered a free appropriate public education (FAPE) as specified in this framework based on whether the child is coming from an in-state or out-of-state LEA.
The new LEA in which the child enrolls must take reasonable steps to promptly obtain the child's records from the previous LEA in which the child was enrolled including:
If a parent hasn't already provided verification of eligibility and the new LEA has been unable to obtain the necessary verification records from the previous LEA by the 15th working day after the date a request for the records was submitted by the new LEA to the previous LEA, the new LEA must seek verification from the child's parent.
The new LEA is encouraged to ask the parent to provide verification of eligibility before the 15th working day after the date a request for records was submitted by the new LEA to the previous LEA.
If the parent is unwilling or unable to provide such verification, the new LEA must continue to take reasonable steps to obtain the child's records from the previous LEA and provide any services comparable to what the child received at the previous LEA if they communicate those to the new LEA.
If the parent provides verification, the new LEA must comply with all paragraphs of this subsection.
For this framework, verify means that the new LEA has received a copy of the child's individualized education program (IEP) that was in effect in the previous LEA. The first school day after the new LEA receives a copy of the child's IEP that was in effect in the previous district begins the timelines for adopting the previous IEP or developing, adopting, and implementing a new IEP, as specified in this framework.
While the new LEA waits for verification, the new LEA must take reasonable steps to provide, in consultation with the child's parents, services comparable to those the child received from the previous LEA if the new LEA has been informed by the previous LEA of the child's special education and related services and placement.
If the child transfers from another LEA when an initial evaluation is pending, the timelines for conducting the evaluation set out in the [FrameworkReference ID=3818 LinkName=EVALUATION PROCEDURES] framework apply to the new LEA unless:
The new LEA is making sufficient progress to ensure a prompt completion of the evaluation; and
The parent and the new LEA agree to a specific time when the evaluation will be completed.
To facilitate the transition for the child with a disability who transfers from one LEA to another:
If the child is in the process of being evaluated for special education eligibility and enrolls in a new LEA, the new LEA must coordinate with the previous LEA, as necessary and as expeditiously as possible, to ensure prompt completion of the initial evaluation.
The IEP and supporting documents; and
Any other records relating to the provision of special education or related services to the child;
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CHILD FIND DUTY ( 62 Summaries)
A copy of the Texas Education Agency (TEA) explanation of the options and requirements for providing assistance to students who have learning difficulties or who need or may need special education.
Children with disabilities who are homeless or are wards of the state;
The LEA in which the private school is located must comply with the [SummaryReference ID=4423 LinkName=CHILD FIND FOR CHILDREN WITH DISABILITIES PARENTALLY-PLACED IN PRIVATE SCHOOLS] requirements.
The LEA must comply with the state's policies and procedures designed to prevent the inappropriate overidentification or disproportionate representation by race and ethnicity of children as children with disabilities, including children with disabilities with a particular impairment.
In addition to students enrolled in public schools, the child find duty extends to:
Children with disabilities in a [FrameworkReference ID=3900 LinkName=RESIDENTIAL FACILITY WITHIN A DISTRICT].
Related services means transportation, and such developmental, corrective, and other supportive services as may be required to assist the child with a disability to benefit from special education.
Child with a disability means a child who was evaluated according to the [CategoryReference ID=4410 LinkName=EVALUATION] frameworks and determined by an [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE] to have an intellectual disability, a speech or language impairment, a visual impairment, a serious emotional disability, an orthopedic impairment, autism, traumatic brain injury, other health impairment, a specific learning disability, deaf-blindness, multiple disabilities, or who is deaf or hard of hearing, and who, by reason thereof, needs special education and related services.
Special education means specially-designed instruction, at no cost to the parents, to meet the unique needs of the child with a disability, including instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and instruction in physical education.
All children with disabilities residing in the state, regardless of the severity of their disabilities, and who are in need of special education and related services, must be identified, located, and evaluated.
Children with disabilities who are attending private schools; and
To address the unique needs of the child that result from the child's disability; and
To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the local education agency (LEA) that apply to all students.
Specially-designed instruction means adapting, as appropriate to the needs of an eligible child under the Individuals with Disabilities Education Act, the content, methodology, or delivery of instruction:
Prior to [FrameworkReference ID=3891 LinkName=REFERRAL FOR POSSIBLE SPECIAL EDUCATION SERVICES], the student should be considered for all support services available to all students such as:
Tutorial;
Compensatory;
Response to evidence-based intervention; and
Other academic or behavior support services.
Each school year, the LEA must notify the parent of every non-special education child who receives assistance from the district for learning difficulties, including the use of intervention strategies about such assistance. The notice must:
Be provided when the child begins to receive the assistance for that school year;
Be written in English or, to the extent practicable, the parent's native language; and include:
A reasonable description of the assistance that may be provided to the child, including any intervention strategies that may be used;
Information collected regarding any intervention in the base tier of a multi-tiered system of supports that has previously been used with the child;
An estimate of the duration for which the assistance, including through the use of intervention strategies, will be provided;
The estimated time frames within which a report on the child's progress with the assistance, including any intervention strategies used, will be provided to the parent; and
The notice described in this framework may be provided to the child's parent at a meeting of the team established for the child under Section 504 of the Rehabilitation Act of 1973, if applicable.
Intervention strategy means a strategy in a multi-tiered system of supports that is above the level of intervention generally used in that system with all children. The term includes response to intervention and other early intervening strategies.
Not later than five instructional days after the date of a child's release from an alternative education program, the campus administrator will coordinate the child's transition to a general classroom. The coordination will include a personalized transition plan for the child, developed by the campus administrator that includes the provision of information to the child's parent or a person standing in parental relation to the child regarding the process to request an FIIE of the child for purposes of special education services.
On the placement of a child in a DAEP, the LEA will provide information to the child's parent or person standing in parental relation to the child regarding the process for requesting a full individual and initial evaluation (FIIE).
...
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CONSENT FOR REEVALUATION ( 61 Summaries)
The informed consent that the LEA must obtain to conduct a reevaluation means:
The following actions do not constitute evaluation:
Screening to determine strategies for curriculum implementation;
The parent has been fully informed of all information relevant to the reevaluation in the parent's native language or other mode of communication;
The consent describes the reevaluation;
The consent lists the records, if any, that will be released and to whom;
The parent understands and agrees in writing for the LEA to conduct the reevaluation;
The LEA must make reasonable efforts to obtain informed consent for a reevaluation.
The LEA has taken reasonable measures to obtain such consent; and
The LEA must make reasonable efforts to obtain informed consent for a reevaluation.
The LEA must make reasonable efforts to obtain informed consent for a reevaluation.
The LEA must obtain informed consent from the parent prior to conducting any reevaluation of the child with a disability.
If the parent refuses to consent to the reevaluation:
The LEA may, but is not required to, pursue the reevaluation by using the Notice of Procedural Safeguards, including the mediation or due process procedures, in order to obtain agreement or a ruling that the evaluation may be conducted; and
The LEA does not violate its obligation under the [FrameworkReference ID=3895 LinkName=CHILD FIND DUTY] and the [FrameworkReference ID=3818 LinkName=EVALUATION PROCEDURES] frameworks if it declines to pursue the reevaluation.
Parental consent for a reevaluation need not be obtained if the LEA can demonstrate:
The parent failed to respond.
Administering a test or other evaluation that is administered to all children.
If the parent of the child who is home schooled or placed in a private school at parental expense does not provide consent for the reevaluation or fails to respond to the LEA's request for consent for reevaluation, the LEA:
May not pursue the reevaluation of the child by utilizing the Notice of Procedural Safeguards, including the mediation or the due process procedures in order to obtain agreement or a ruling that the evaluation may be conducted; and
Is not required to consider the child as eligible for services under the [FrameworkReference ID=3876 LinkName=PROPORTIONATE SHARE FUNDING FOR CHILDREN WITH DISABILITIES PARENTALLY-PLACED IN PRIVATE SCHOOLS] and the [FrameworkReference ID=3822 LinkName=CHILDREN IN PRIVATE SCHOOLS] frameworks.
The parent understands that the granting of consent is voluntary on the part of the parent and may be revoked at anytime; and
If the parent revokes consent, that revocation is not retroactive; therefore, it does not negate an action that has occurred after the consent was given and before the consent was revoked.
On request of the child's parent, before obtaining the parent's consent for the administration of any psychological examination or test to the child that is included as part of the evaluation of the child's need for special education, the LEA must provide to the child's parent the name and type of the examination or test, and an explanation of how the examination or test will be used to develop an appropriate individualized education program for the child:
If the LEA determines that an additional examination or test is required for the evaluation of the child's need for special education after obtaining consent from the child's parent, the LEA must provide the required information to the child's parent regarding the additional examination or test and its use and must obtain additional consent for the examination or test:
If the parent does not give consent for the additional examination or test within 20 calendar days after the date the LEA provided to the parent the required information about the additional examination or test and its use, the parent's consent is considered denied.
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REFERRAL FOR POSSIBLE SPECIAL EDUCATION SERVICES ( 57 Summaries)
The Texas Education Agency (TEA) will produce and provide to the local educational agencies (LEAs) a written explanation of the options and requirements for providing assistance to students who have learning difficulties or who need or may need special education.
The explanation must state that the parent is entitled at any time to request an evaluation of the student for special education services.
Each school year, each LEA must provide the written explanation to the parent of each student enrolled in the LEA by including the explanation in the student handbook or by another means.
A referral or request for an FIIE may be initiated at any time by LEA personnel, the student's parents or legal guardian, or another person involved in the education or care of the student.
For a student suspected of having a specific learning disability, the LEA must refer for an initial evaluation referral if the student has not made adequate progress after an appropriate period of time when provided:
A copy of the procedural safeguards notice;
A copy of the procedural safeguards notice;
Before conducting an FIIE, the LEA must obtain from the parent [FrameworkReference ID=3868 LinkName=CONSENT FOR INITIAL EVALUATION].
When a school district initiates the referral for an FIIE of a student, the district must provide the parent with:
Prior written notice of its proposal to conduct an evaluation;
Prior written notice of its proposal to conduct an evaluation;
Appropriate instruction in regular education settings, delivered by qualified personnel as demonstrated by the data; and
Repeated assessments of achievement at reasonable intervals, reflecting formal assessment of the student's progress during instruction, which was data-based, documented, and provided to the student's parent.
Students not making progress in the general education classroom should be considered for all interventions and support services available to all students, such as tutorial, compensatory, response to evidence-based intervention, and other academic or behavior support services.
The school district cannot require a student to participate in interventions and support services for any specific length of time prior to a referral being made or a full individual and initial evaluation (FIIE) being conducted. If the student continues to experience difficulty in the general education classroom with the provision of interventions and support services or at any time district personnel suspect a disability and a possible need for special education and related services, district personnel must refer the student for an FIIE.
While an FIIE is being conducted, a student must continue to receive any necessary interventions and support services to target their academic or behavioral needs.
Referral of students for an [CategoryReference ID=4410 LinkName=EVALUATION] for possible special education and related services must be a part of the LEA’s overall multi-tiered system of academic and behavior supports.
If the student continues to experience difficulty in the general education classroom with the provision of interventions, the LEA must refer the student for an FIIE.
A copy of the Overview of Special Education for Parents form created by TEA; and
The opportunity to give written consent for the evaluation.
If a parent submits a written request to a school district's director of special education services or to a district administrative employee, such as a campus principal, for an FIIE of a student, the school district must, not later than the 15th school day after the date the district receives the request, provide the parent with:
A copy of the Overview of Special Education for Parents form created by TEA; and
The opportunity to give written consent for the evaluation; or
Prior written notice of its refusal to conduct an evaluation.
The TEA does not have a performance indicator in any agency monitoring system, including the performance-based monitoring analysis system, that solely measures an LEA's aggregated numbers or percentage of enrolled students who receive special education services.
For students who are homeless or in substitute care, the LEA must also provide notice to the student's educational decision-maker and caseworker regarding requests or referrals for an evaluation under Section 504, or special education.
...
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CONSENT FOR INITIAL EVALUATION ( 57 Summaries)
The time required for the LEA to provide information and seek consent for an additional evaluation may not be counted toward the timeline for the completion of an initial evaluation under the [FrameworkReference ID=3818 LinkName=EVALUATION PROCEDURES] framework.
The informed consent that the LEA must obtain to conduct an initial evaluation means:
The screening of the child by a teacher or specialist to determine appropriate instructional strategies for curriculum implementation will not be considered an evaluation for eligibility for special education and related services.
The parent has been fully informed of all information relevant to the initial evaluation in the parent's native language or other mode of communication;
The parent understands and agrees in writing to the LEA carrying out the initial evaluation and the consent describes the initial evaluation and lists the records, if any, that will be released and to whom;
The LEA must obtain informed consent from the parent before conducting an initial evaluation.
Parental consent for an initial evaluation does not constitute [FrameworkReference ID=3877 LinkName=CONSENT FOR SERVICES].
The LEA must make reasonable efforts to obtain informed consent for an initial evaluation.
If the child is a ward of the state and is not residing with the child's parent, the LEA is not required to obtain informed consent from the parent for an initial evaluation if:
Despite reasonable efforts to do so, the LEA cannot discover the whereabouts of the parent of the child;
The rights of the parents of the child have been terminated in accordance with state law; or
The rights of the parents to make educational decisions have been substituted by a judge in accordance with state law and consent for an initial evaluation has been given by an individual appointed by the judge to represent the child.
If the parent of the child who is enrolled in or seeking to be enrolled in public school does not provide consent for an initial evaluation or fails to respond to a request to provide consent, the LEA may, but is not required to, pursue the initial evaluation by utilizing the procedural safeguards, including the meditation or the due process hearing procedures, if appropriate.
The LEA does not violate its obligation under the [FrameworkReference ID=3895 LinkName=CHILD FIND DUTY] and the [FrameworkReference ID=3818 LinkName=EVALUATION PROCEDURES] frameworks if it declines to pursue the evaluation.
Parental consent is not required before:
Administering a test or other evaluation that is administered to all children unless, before administration of that test or evaluation, consent is required of parents of all children.
If the parent of the child who is home schooled or placed in a private school at parental expense does not provide consent for the initial evaluation or fails to respond to the LEA's request to provide consent, the LEA:
May not pursue the initial evaluation by utilizing the procedural safeguards, including the mediation or due process hearing procedures; and
Is not required to consider the child as eligible for services under the [FrameworkReference ID=3876 LinkName=PROPORTIONATE SHARE FUNDING FOR CHILDREN WITH DISABILITIES PARENTALLY-PLACED IN PRIVATE SCHOOLS] and the [FrameworkReference ID=3822 LinkName=CHILDREN IN PRIVATE SCHOOLS] frameworks.
The parent understands that the granting of consent is voluntary on the part of the parent and may be revoked at any time; and
If the parent revokes consent, that revocation is not retroactive; therefore, it does not negate an action that has occurred after the consent was given and before the consent was revoked.
On request of the child's parent, before obtaining the parent's consent for the administration of any psychological examination or test to the child that is included as part of the evaluation of the child's need for special education, the LEA must provide to the child's parent the name and type of the examination or test and an explanation of how the examination or test will be used to develop an appropriate individualized education program for the child.
If the LEA determines that an additional examination or test is required for the evaluation of the child's need for special education, after obtaining consent from the child's parent, the LEA must provide the required information to the child's parent regarding the additional examination or test and its use and must obtain additional consent for the examination or test.
If a parent does not give consent for the additional examination or test within 20 calendar days after the date the LEA provided to the parent the required information about the additional examination or test and its use, the parent's consent is considered denied.
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ADULT STUDENT AND TRANSFER OF RIGHTS ( 56 Summaries)
Following a transfer of rights, the LEA must provide any notice required by IDEA to both the adult student and the parent; however:
A child with a disability who is age 18 or older or whose disabilities of minority have been removed for general purposes under the Texas Family Code will have the same right to make educational decisions as a child without a disability;
All rights granted to the parent under the Individuals with Disabilities Education Act (IDEA) transfer to the child unless the parent or other individual has been granted a guardianship of the child under Texas Estates Code, Title 3, except that the LEA must provide any notice required under IDEA to the adult student and the parent;
All rights under IDEA transfer from the parent to the adult student:
Except that the LEA must provide any notice required under IDEA to both the adult student and the parent; and
All rights granted to the parent under IDEA have transferred to the adult student, unless the parent or other individual has been granted a guardianship of the adult student under Texas Estates Code, Title 3, except that the LEA must provide any notice required under IDEA to the adult student and the parent;
The adult student has the same right to make educational decisions as a child without a disability; and
All rights granted to the parent under IDEA, including the right to receive any notice required by IDEA, will transfer to an 18 year-old who is incarcerated in an adult or juvenile state or local correctional institution, unless the child's parent or other individual has been granted guardianship of the child under Texas Estates Code, Title 3; and
All rights granted to a parent under IDEA, including the right to receive any notice required by IDEA, have transferred to an adult student who is incarcerated in an adult or juvenile state or local correctional institution, unless the parent or other individual has been granted guardianship of the student under Texas Estates Code, Title 3;
Not later than one year before the 18th birthday of a child with a disability, the local education agency (LEA) at which the child is enrolled must:
Provide to the child and the child's parent written notice that:
Includes information and resources regarding guardianship, alternatives to guardianship, including a supported decision-making agreement, and other supports and services that may enable the adult student to live independently; and
Beginning with the 2018-19 school year, ensure that the child's individualized education program includes a statement that the LEA provided the written notice regarding the transfer of rights of the child and information and resources regarding guardianship, alternatives to guardianship including a supported decision-making agreement, and other supports and services that may enable the adult student to live independently.
The notification of the transfer of rights need not contain the elements of [FrameworkReference ID=3820 LinkName=PRIOR WRITTEN NOTICE].
At the time the child reaches age 18, the LEA must provide written notice to the adult student and the parent that:
Beginning with the 2018-19 school year, includes information and resources regarding guardianship, alternatives to guardianship, including a supported decision-making agreement, and other supports and services that may enable the adult student to live independently; and
Provides contact information for the parties to use in obtaining additional information.
[FrameworkReference ID=3820 LinkName=PRIOR WRITTEN NOTICE] of an [FrameworkReference ID=3855 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEETING] does not constitute an invitation to, or create a right for, the parent to attend the meeting; and
[FrameworkReference ID=3820 LinkName=PRIOR WRITTEN NOTICE] given to an adult student and parent does not create a right for the parent to [CategoryReference ID=3061 LinkName=CONSENT] or participate in the proposal or refusal to which the notice relates.
Regarding [FrameworkReference ID=3807 LinkName= ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEMBERSHIP], the adult student or the LEA may invite individuals who have knowledge or special expertise regarding the adult student, including the parent, to be a member of the ARD committee.
An adult student who holds rights under IDEA is not prohibited from executing a supported decision-making agreement or a valid power of attorney after the transfer of parental rights.
When a child with a disability reaches age 18, except for a child who has been determined to be incompetent under state law:
All rights under the Family Education Rights and Privacy Act transfer from the parent to the adult student:
Except that consent is not required to disclose information to the parent if the adult student is a dependent child, or when another exception under the [FrameworkReference ID=3884 LinkName=WHEN CONSENT IS NOT REQUIRED TO DISCLOSE INFORMATION] framework applies.
If a child with a disability or the child's parent requests information regarding guardianship or alternatives to guardianship from the LEA at which the child is enrolled, the LEA must provide to the child or parent information and resources on supported decision-making agreements.
...
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PROPORTIONATE SHARE FUNDING FOR CHILDREN PARENTALLY-PLACED IN PRIVATE SCHOOLS ( 53 Summaries)
Children ages 3-5 are considered to be children with disabilities parentally-placed in private schools if they are enrolled in a private school that meets the definition of elementary school as determined by state law.
The LEA must consult with private school representatives and representatives of the parents of children with disabilities parentally-placed in private schools regarding:
For the costs of carrying out requirements of the [FrameworkReference ID=3895 LinkName=CHILD FIND DUTY] framework, including individual evaluations, to satisfy its obligation to provide proportionate share services to children with disabilities placed by their parents in private schools.
Amounts to be expended for the provision of services for children with disabilities parentally-placed in private schools must be equal to a proportionate amount of IDEA-B funds.
After the consultation, the LEA must determine the number of children with disabilities parentally-placed in and attending private schools located in the LEA.
State and local funds may supplement and in no case supplant the proportionate amount of IDEA-B funds required to be expended for children with disabilities parentally-placed in private schools.
The determination of the proportionate amount of federal funds available to serve children with disabilities parentally-placed in private schools consistent with the [FrameworkReference ID=3822 LinkName=CHILDREN IN PRIVATE SCHOOLS] framework;
The determination of how the amount was calculated; and
A discussion of how services will be apportioned if funds are insufficient to serve all children, and how and when these decisions will be made.
The cost of transportation of a child with a disability parentally-placed in a private school from the child's school or home to a site other than the private school and from the service site to the home or private school, depending on the timing of the services, may be included in determining whether the LEA has satisfied the requirement to provide proportionate share services to the child consistent with this framework.
The LEA may not use IDEA-B proportionate share funds:
To finance the existing level of instruction in a private school or to otherwise benefit the private school; and
The LEA must use IDEA-B proportionate share funds to meet the special education and related services needs of children with disabilities parentally-placed in private schools, but not for meeting:
The local educational agency (LEA) must control and administer for the purposes consistent with the [FrameworkReference ID=3822 LinkName=CHILDREN IN PRIVATE SCHOOLS] framework:
The Individuals with Disabilities Education Act Part B (IDEA-B) funds used to provide special education and related services to children with disabilities parentally-placed in private schools; and
The title to materials, equipment, and property purchased with IDEA-B funds consistent with the [FrameworkReference ID=3844 LinkName=ADMINISTRATION OF EQUIPMENT] framework.
For repairs, minor remodeling, or construction of private school facilities;
The LEA must use the count to determine the amount the LEA must spend on providing special education and related services to children with disabilities parentally-placed in private schools in the next subsequent fiscal year.
The needs of a private school; or
The general needs of the children enrolled in the private school.
For children ages 3-21, the proportionate share is the same proportion as the number of private school children with disabilities ages 3-21 who are enrolled by their parents in private, including religious, elementary schools and secondary schools located in the LEA to the total number of children with disabilities in the LEA ages 3-21.
For children ages 3-5, the proportionate share is equal to the ratio of the number of children with disabilities parentally-placed in private schools who are enrolled by their parents in private, including religious, elementary schools located in the LEA to the total number of children with disabilities ages 3-5 located in the LEA.
The LEA must carry over any unused proportionate share funds for one additional year for use in providing special education and related services, including direct services, to children with disabilities parentally-placed in private schools.
The LEA must ensure that the count is taken on the last Friday in October.
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A parent may elect to receive prior written notices by an electronic mail communication, if the LEA makes that option available.
If the LEA is proposing to conduct an evaluation, it must also include in the prior written notice a description of any evaluation procedure it proposes to conduct.
The LEA must provide prior written notice to the parent before it:
Proposes or refuses to initiate or change the identification of the child;
Proposes or refuses to initiate or change the evaluation of the child;
Proposes or refuses to initiate or change the educational placement of the child;
Proposes or refuses to initiate or change the provision of a free appropriate public education to the child; or
The LEA must provide the parent with prior written notice at least five school days before the LEA proposes or refuses the action, unless the parent agrees to a shorter timeframe.
When a school district initiates the referral for a full individual and initial evaluation (FIIE) of a child or if a parent submits a written request to the LEA's director of special education services or to an administrative employee, such as a campus principal, for an FIIE, the LEA must, not later than the 15th school day after the date of receipt, provide the parent with:
The LEA must include in its prior written notice:
Ceases the provision of special education and related services due to the parent's revocation of [FrameworkReference ID=3877 LinkName=CONSENT FOR SERVICES].
If the prior written notice is in response to a parent's revocation of [FrameworkReference ID=3877 LinkName=CONSENT FOR SERVICES], the LEA must provide prior written notice before ceasing the provision of special education and related services to the child.
A description of the action proposed or refused by the LEA;
An explanation of why the LEA proposes or refuses to take the action;
A description of each evaluation procedure, assessment, record, or report the LEA used as a basis for the proposed or refused action;
A statement that the parent has protection under the procedural safeguards of the Individuals with Disabilities Education Act (IDEA) Part B, and if the notice is not an initial referral for evaluation, the means by which a copy of the Notice of Procedural Safeguards can be obtained;
Sources for the parent to contact to obtain assistance in understanding the provisions of IDEA Part B;
A description of other options that the [FrameworkReference ID=3855 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE] considered and the reasons why those options were rejected; and
A description of other factors that are relevant to the LEA's proposal or refusal.
Prior written notice of its proposal to conduct an evaluation, a copy of the Notice of Procedural Safeguards, a copy of the Overview of Special Education for Parents form created by the Texas Education Agency (TEA), and an opportunity to give written [FrameworkReference ID=3868 LinkName=CONSENT FOR INITIAL EVALUATION]; or
Prior written notice of its refusal to conduct an evaluation, a copy of the Overview of Special Education for Parents form created by TEA, and a copy of the Notice of Procedural Safeguards.
The LEA must provide prior written notice in language understandable to the general public and in the native language of the parent or other mode of communication used by the parent, unless it is clearly not feasible to do so.
If the native language or other mode of communication of the parent is not a written language, the LEA must take steps to ensure that the notice is translated orally or by other means to the parent in the parent's native language or other mode of communication and that the parent understands the content of the notice.
...
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USE OF IDEA PART B FORMULA AMOUNTS IN GENERAL ( 52 Summaries)
The Texas Education Agency (TEA) may use whatever state, local, federal, and private sources of support available to the state, including the use of joint agreements between agencies involved, to provide a free appropriate public education (FAPE) for children with disabilities.
Nothing in the Individuals with Disabilities Education Act Part B (IDEA-B) relieves an insurer or similar third party from an otherwise valid obligation to provide or to pay for services provided to a child with a disability.
The TEA will ensure that there is no delay in implementing a child's individualized education program, including any case in which the payment source for providing or paying for special education and related services to the child is being determined.
IDEA-B amounts provided to the local educational agency (LEA) must:
Be used to supplement state, local, and other federal funds and not supplant such funds;
The LEA may use state Medicaid or other public benefits or insurance programs in which a child participates to provide or pay for IDEA-B services, except that the LEA may not:
Require the parent to sign up for or enroll in public benefits or insurance programs for the child to receive FAPE;
Require the parent to incur an out-of-pocket expense such as the payment of a deductible or co-pay amount incurred in filing a claim for services;
The LEA may pay the cost the parent would be required to pay, such as payment of a deductible or co-pay amount incurred in filing a claim for services provided under the IDEA.
Use a child's benefits under a public benefits or insurance program if that use would:
Decrease available lifetime coverage or any other insured benefit;
Result in the family paying for services that would otherwise be covered by the public benefits or insurance program and that are required for the child outside of the time the child is in school;
Increase premiums or lead to the discontinuation of benefits or insurance; or
Risk loss of eligibility for home and community-based waivers, based on aggregate health-related expenditures.
The LEA may use IDEA-B funds to pay for a specified service required under the IDEA to ensure a child receives a FAPE, when:
The LEA is unable to obtain parental consent to use the parent's private insurance or public benefits or insurance; and
The parent would incur a cost for a specified service required under the IDEA.
The LEA may use IDEA-B funds to pay the cost that the parent otherwise would have to pay to use the parent's benefits or insurance, such as the deductible or co-pay amounts, if the parent would:
Incur a cost; and
Consent to use private insurance or public benefits to pay for services required to ensure the child with a disability receives a FAPE, if the parent could avoid financial cost.
The LEA must notify the parent that the parent's withdrawal of consent or refusal to provide consent to disclose personally identifiable information to Medicaid does not relieve the LEA of its responsibility to ensure that all required services are provided at no cost to the parent.
...
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INDEPENDENT EDUCATIONAL EVALUATION ( 52 Summaries)
File a due process complaint to request a hearing to show that its evaluation is appropriate; or
Unreasonably delay either providing the IEE at public expense or filing a due process complaint to request a due process hearing to defend the public evaluation.
Ensure that an IEE is provided at public expense, unless the LEA demonstrates in a due process hearing that the evaluation obtained by the parent does not meet [SummaryReference ID=289482 LinkName=LEA CRITERIA].
If the final decision from a due process hearing officer is that the LEA's evaluation is appropriate, the parent still has a right to an IEE, but not at public expense.
If the parent obtains an IEE at public expense or shares with the LEA an evaluation obtained at private expense, the results of the evaluation:
If a hearing officer requests an IEE as part of a hearing on a due process complaint, the cost of the evaluation must be at public expense.
The [FrameworkReference ID=3819 LinkName=PARENT] of the child with a disability has the right to obtain an independent educational evaluation (IEE) of the child, subject to the provisions of this framework:
When the parent requests an IEE, the LEA must provide:
Information about where an IEE may be obtained; and
The [SummaryReference ID=289482 LinkName=LEA CRITERIA] for an IEE.
IEE means an evaluation conducted by a qualified examiner who is not employed by the local educational agency (LEA), which is responsible for the education of the child.
Public expense means that the LEA either pays for the full cost of the evaluation or ensures that the evaluation is otherwise provided at no cost to the parent consistent with the provisions of the [FrameworkReference ID=3859 LinkName=USE OF IDEA PART B FORMULA AMOUNTS IN GENERAL] framework.
A parent has the right to an IEE at public expense if the parent disagrees with an evaluation obtained by the LEA:
If a parent requests an IEE at public expense, the LEA must, without unnecessary delay, either:
The LEA may ask for the parent's reason why the parent objects to the public evaluation; however, the LEA may not:
Require the parent to provide an explanation; and
A parent is limited to only one IEE at public expense each time the LEA conducts an evaluation with which the parent disagrees.
Must be considered by the LEA, if it meets [SummaryReference ID=289482 LinkName=LEA CRITERIA], in any decision made with respect to the provision of a free appropriate public education to the child; and
May be presented by any party as evidence at a hearing on a due process complaint regarding the child.
If an IEE is at public expense, the criteria under which the evaluation is obtained must be:
The same as the criteria that the LEA uses when it initiates an evaluation, to the extent those criteria are consistent with the parent's right to an IEE, including:
The location of the evaluation; and
The qualifications of the examiner.
Except for the LEA criteria, the LEA may not impose conditions or timelines related to obtaining an IEE at public expense.
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TRAUMATIC BRAIN INJURY ( 49 Summaries)
In Texas, the group of qualified professionals that determines whether the child is a child with a disability and the educational needs of the child is the child's [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE.]
A child's eligibility based on a traumatic brain injury (TBI) must include a medical diagnosis provided by a licensed physician.
A child with a TBI is one who has been determined to meet the criteria for TBI.
TBI means an acquired injury to the brain:
Caused by an external physical force;
Resulting in total or partial functional disability or psychosocial impairment, or both; and
That adversely affects the child's educational performance.
TBI applies to open or closed head injuries resulting in impairments in one or more areas:
Cognition;
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Speech.
TBI does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.
The child must be assessed in all areas of suspected disability.
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CONSENT FOR SERVICES ( 47 Summaries)
The informed consent that the LEA must obtain before the initial provision of special education and related services means:
The parent has been fully informed of all information relevant to the initial provision of special education and related services in his or her native language or other mode of communication;
The consent describes the initial provision of special education and related services;
The consent lists the records, if any, that will be released and to whom;
The parent understands and agrees in writing to the carrying out of the initial provision of special education and related services;
The LEA must make reasonable efforts to obtain informed consent for the initial provision of services.
The LEA must obtain informed consent from the [FrameworkReference ID=3819 LinkName=PARENT] before initially providing special education and related services to the child.
If the parent refuses to respond or refuses to consent to the initial provision of special education and related services, the LEA:
May not use the Notice of Procedural Safeguards, including the mediation or the due process procedures, in order to obtain agreement or a ruling that services may be provided to the child;
Revocation of consent by a parent for the continued provision of special education and related services must be in writing.
If, at any time subsequent to the initial provision of special education and related services, the parent of the child revokes consent for the continued provision of special education and related services, the LEA:
May not continue to provide special education and related services to the child;
Must provide [FrameworkReference ID=3820 LinkName=PRIOR WRITTEN NOTICE] before ceasing the provision of special education and related services;
May not use the Notice of Procedural Safeguards, including the mediation procedures or the due process procedures, in order to obtain agreement or a ruling that the services may be provided to the child;
The parent understands that the granting of consent is voluntary on the part of the parent and may be revoked at anytime;
If the parent revokes consent, that revocation is not retroactive; therefore, it does not negate an action that has occurred after the consent was given and before the consent was revoked; and
If the parent revokes consent in writing for their child’s receipt of special education services after the child is initially provided special education and related services, the LEA is not required to amend the child’s education records to remove any references to the child’s receipt of special education and related services because of the revocation of consent.
Will not be considered to be in violation of the requirement to make available a free appropriate public education (FAPE) to the child because of the failure to provide the child with the special education and related services for which the LEA requests consent; and
Is not required to convene an [FrameworkReference ID=3855 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEETING] or develop an individualized education program (IEP) for the child, as defined in the [FrameworkReference ID=3815 LinkName=RULE OF CONSTRUCTION] framework.
Will not be considered to be in violation of the requirement to make a FAPE available to the child because of the failure to provide the child with further special education and related services; and
Is not required to convene an [FrameworkReference ID=3855 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEETING] or develop an IEP for further provision of special education and related services for the child, as defined in the [FrameworkReference ID=3815 LinkName=RULE OF CONSTRUCTION] framework.
...
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INTELLECTUAL DISABILITY ( 47 Summaries)
In Texas, the group of qualified professionals that determines whether the child is a child with a disability and the educational needs of the child is the child's [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE.]
The evaluation data reviewed by the group of qualified professionals must include:
A child with an intellectual disability is one who has been determined to meet the criteria for intellectual disability.
Exists concurrently with deficits in adaptive behavior in at least two of the following areas:
The child must be assessed in all areas of suspected disability.
Intellectual disability means significantly sub-average general intellectual functioning that:
Is manifested during the developmental period; and
Adversely affects the child's educational performance.
A standardized individually administered test of cognitive ability; and
Is reflected in an overall test score of cognitive ability that is at least two standard deviations below the mean, when taking into consideration the standard error of measurement of the test;
Adaptive behavior assessment in at least two of the following areas: communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, functional academic skills, work, leisure, health, and safety.
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Social and interpersonal skills;
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Functional academic skills;
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VISUAL IMPAIRMENT ( 45 Summaries)
In Texas, the group of qualified professionals that determines whether the child is a child with a disability and the educational needs of the child is the child's [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE.]
For the child from birth through two years of age with a visual impairment, an individualized family service plan meeting must be held in place of the admission, review, and dismissal committee meeting; and the LEA must comply with the [FrameworkReference ID=3845 LinkName=AGES 0-5] framework.
A child with a visual impairment is one who has been determined to meet the criteria for visual impairment.
The term visual impairment including blindness means an impairment in vision that, even with correction, adversely affects the child's educational performance, and includes both partial sight and blindness.
The child must be assessed in all areas of suspected disability.
Information from a variety of sources must be considered by the multidisiplinary team that collects or reviews evaluation data in connection with the determination of the child's disability based on visual impairment in order to determine the need for specially designed instruction and must include:
A progressive medical condition that will result in no vision or a visual loss after correction.
A functional vision evaluation by a certified teacher of children with visual impairments, or a COMS that includes:
Performance of tasks in a variety of environments requiring the use of both near and distance vision; and
Recommendations concerning the need for a clinical low vision evaluation;
A learning media assessment by a certified teacher of children with visual impairments that includes:
Recommendations concerning which specific visual, tactual, and/or auditory learning media are appropriate for the child; and
Whether there is a need for ongoing evaluation in this area; and
A person who is appropriately certified as an orientation and mobility specialist (COMS) must participate in an initial eligibility determination and any reevaluation as part of the multidisciplinary team, in evaluating data used to make the determination of the child's need for specially designed instruction.
As part of the full individual and initial evaluation, an orientation and mobility evaluation performed by a COMS in a variety of lighting conditions and a variety of settings including in the child’s home, school, and community and in settings unfamiliar to the child.
A medical report by a licensed ophthalmologist or optometrist that:
Indicates the visual loss stated in exact measures of visual field and corrected visual acuity at a distance and at near range, in each eye; or
If exact measures cannot be obtained, the eye specialist must so state and provide best estimates of the visual loss; and
Should also include a diagnosis and prognosis whenever possible and whether the child has:
No vision or a visual loss after correction; or
A child under three years of age meets the criteria for visual impairment, if the child's record indicates that the child is experiencing a developmental delay because of vision loss or impairment, or the child has a physical or mental condition that has a high probability of resulting in a developmental delay and a sensory impairment.
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AUTHORITY OF SCHOOL PERSONNEL ( 43 Summaries)
School personnel may apply the relevant disciplinary procedures to children with disabilities in the same manner and for the same duration as the procedures that would be applied to children without disabilities, if:
In the [FrameworkReference ID=3849 LinkName=MANIFESTATION DETERMINATION] review, the behavior that gave rise to the violation of the code of student conduct is determined not to be a manifestation of the child's disability in compliance with the [FrameworkReference ID=3852 LinkName=WHEN BEHAVIOR IS NOT A MANIFESTATION] framework;
The child with a disability is provided [FrameworkReference ID=3853 LinkName=SERVICES DURING PERIODS OF REMOVAL]; and
School personnel may remove the child to an IAES without regard to whether the behavior is determined to be a manifestation of the child's disability, if:
There are [FrameworkReference ID=3851 LinkName=SPECIAL CIRCUMSTANCES]; and
The removal is for not more than 45 school days.
The parent of the child with a disability is notified of a [FrameworkReference ID=3847 LinkName=DISCIPLINARY CHANGE OF PLACEMENT].
School personnel may remove the child with a disability who violates the code of student conduct from the child's current placement for additional removals of not more than 10 consecutive school days in that same school year for separate incidents of misconduct as long as those removals do not constitute a [FrameworkReference ID=3847 LinkName=DISCIPLINARY CHANGE OF PLACEMENT].
School personnel may remove the child with a disability who violates the code of student conduct from the child's current placement to an appropriate interim alternative educational setting (IAES), another setting, or suspension, for not more than 10 consecutive school days to the extent those alternatives are applied to children without disabilities.
The child with a disability may not be disciplined for bullying, harassment, or making hit lists until an admission, review, and dismissal committee meeting has been held to review the conduct.
School personnel must provide the parent of the child removed to a disciplinary alternative education program with written notice of the school's obligation to provide the child with an opportunity to complete coursework required for graduation that:
Includes information regarding all methods available for completing the coursework; and
States that the methods available for completing the coursework are available at no cost to the child.
Nothing prohibits an LEA from reporting a crime committed by the child with a disability to appropriate authorities or prevents state law enforcement and judicial authorities from exercising their responsibilities with regard to the application of federal and state law to crimes committed by the child with a disability.
An LEA reporting a crime committed by the child with a disability must ensure that copies of the special education and disciplinary records of the child are transmitted for consideration by the appropriate authorities to whom the LEA reports the crime only to the extent permitted under the Family Educational Rights and Privacy Act.
If the child with a disability, who is at least 10 years of age and younger than 18 years of age, commits a school offense identified in TEC 37.144 and fails to comply with or complete graduated sanctions for the offense, or if the school district has not elected to adopt a system of graduated sanctions for such offenses, the school may file a complaint against the child with a criminal court.
A complaint alleging the commission of a school offense must include a statement of whether the child is eligible for or receives special education.
For children who are homeless or in substitute care, the local educational agency (LEA) must also provide notice to the child's educational decision-maker and caseworker concerning any disciplinary actions for which parental notice is required.
For children who are homeless or in substitute care, the LEA must also provide notice to the child's educational decision-maker and case worker concerning citations issued for Class C misdemeanor offenses on school property or at school-sponsored activities.
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DISCIPLINARY CHANGE OF PLACEMENT ( 41 Summaries)
Provide the parent the Notice of Procedural Safeguards.
School personnel must consider any unique circumstances on a case-by-case basis when determining whether a change in placement is appropriate for the child with a disability who violates a code of student conduct.
On the date on which the decision is made to make a removal that constitutes a change of placement, the LEA must:
Notify the parent of that decision; and
For purposes of removals of the child with a disability from the child's current educational placement, a change of placement occurs if:
The removal is for more than 10 consecutive school days; or
Because the series of removals total more than 10 school days in a school year;
Because the child's behavior is substantially similar to the child's behavior in previous incidents that resulted in the series of removals; and
Because of additional factors such as the length of each removal, the total amount of time the child has been removed, and the proximity of the removals to one another.
The LEA determines, on a case-by-case basis, whether a pattern of removals constitutes a change of placement.
The LEA's determination is subject to review through due process and judicial proceedings.
The child has been subjected to a series of removals that constitute a pattern:
Seek consent from the child's parent or person standing in parental relation to the child to conduct an FBA of the child, if an FBA has never been conducted on the child or the child's most recent FBA is more than one year old; and
Review any previously conducted FBA of the child and any behavior improvement plan or BIP developed for the child based on that assessment; and as necessary:
If the child has a behavior improvement plan or BIP, revise the child's plan.
Develop a behavior improvement plan or BIP for the child if the child does not have a plan; or
If the LEA takes a disciplinary action regarding a child with a disability who receives special education services that constitutes a change in placement, the LEA will, not later than the 10th school day after the change in placement:
...
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OTHER HEALTH IMPAIRMENT ( 41 Summaries)
In Texas, the group of qualified professionals that determines whether the child is a child with a disability and the educational needs of the child is the child's [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE.]
A child's eligibility based on other health impairment (OHI) must include identification or confirmation of the child's chronic or acute health problem provided by a licensed physician, a physician assistant, or an advanced practice registered nurse with authority delegated under Texas Occupations Code, Chapter 157.
A child with OHI is one who has been determined to meet the criteria for OHI due to chronic or acute health problems.
The term health problems includes:
Asthma;
Attention deficit disorder or attention deficit hyperactivity disorder;
Diabetes;
Epilepsy;
A heart condition;
Hemophilia;
Lead poisoning;
Leukemia;
Nephritis;
Rheumatic fever;
Sickle cell anemia; and
Tourette's Disorder.
The child must be assessed in all areas of suspected disability.
OHI means having limited strength, vitality, or alertness that adversely affects a child‘s educational performance.
The term limited alertness includes a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment.
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CONSENT TO ACCESS PUBLIC BENEFITS ( 40 Summaries)
The LEA may use Medicaid or other public benefits or insurance programs in which the child participates to provide or pay for services required under the Individuals with Disabilities Education Act (IDEA), as permitted under the public benefits or insurance program, except as provided in this framework.
Prior to accessing the child's or the parent's public benefits or insurance for the first time, and annually thereafter, the LEA must provide written notice to the parent in language understandable to the general public and in the parent's native language or other mode of communication, that includes a statement:
Sign up for or enroll in public benefits or insurance programs in order for the child to receive a free appropriate public education; or
Incur an out-of-pocket expense such as the payment of a deductible or co-pay amount incurred in filing a claim; and
That the LEA may not use the child's benefits under a public benefits or insurance program if that use would:
Decrease available lifetime coverage or any other insured benefit;
Result in the family paying for services that would otherwise be covered by the public benefits or insurance program and that are required for the child outside of the time the child is in school;
Increase premiums or lead to the discontinuation of benefits or insurance; or
Risk loss of eligibility for home and community-based waivers, based on aggregate health-related expenditures.
Prior to accessing the child's or the parent's public benefits or insurance for the first time, and after providing notification to the parent consistent with this framework, the LEA must obtain written parental consent that is signed and dated and that specifies:
The personally identifiable information that may be disclosed;
The purpose of the disclosure;
The agency to which the disclosure may be made; and
That the parent understands and agrees that the LEA may access the parent's or the child's public benefits or insurance to pay for service under IDEA.
That the LEA may not require the parent to:
Of the parental consent provisions of this framework;
That the parent understands that the granting of consent is voluntary on the part of the parent and may be revoked at any time;
That the parent's withdrawal of consent or refusal to consent to disclose personally identifiable information to Medicaid does not relieve the LEA of its responsibility to ensure that all required services are provided at no cost to the parents;
...
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EXCESS COSTS ( 40 Summaries)
Excess costs means those costs that are in excess of the average annual per student expenditure in the local educational agency (LEA) during the preceding school year for the elementary or secondary school child, as may be appropriate, that may be computed:
Before the LEA may access IDEA-B funds, the LEA must compute the minimum average amount it must spend separately for children with disabilities in its elementary schools and for children with disabilities in its secondary schools.
To calculate the minimum amount the LEA must spend on the average for each of its elementary school children with disabilities before it may use IDEA-B funds, the LEA must:
Determine the total amount of its expenditures for elementary school students from all local, state, and federal sources including IDEA-B in the preceding school year, excluding capital outlay and debt services:
Divide by the average number of students enrolled in the elementary schools of the LEA during the preceding year including its children with disabilities.
IDEA-B funds can only be used for elementary school children with disabilities for excess costs over and above the minimum obtained when the LEA multiplies the number of elementary school children with disabilities in the LEA by the average annual per student expenditure.
To calculate the minimum amount the LEA must spend on the average for each of its secondary school children with disabilities before it may use IDEA-B funds, the LEA must use the formula provided in Appendix A to Part 300 for elementary school children referenced above.
IDEA-B funds can only be used for secondary school children with disabilities for excess costs over and above the minimum obtained when the LEA multiplies the number of secondary school children with disabilities in the LEA by the average annual per student expenditure.
After deducting amounts received under the Individuals with Disabilities Education Act Part B (IDEA-B) and Part A of Title I and Part A of Title III of the Elementary and Secondary Education Act (ESEA); and
The LEA must subtract from the total expenditures amounts spent for:
IDEA-B allocation;
Title I, Part A of the ESEA allocation;
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Any state or local funds spent for services under the IDEA-B and Part A Title I and Part A of Title III of the ESEA, excluding any amounts spent for capital outlay for debt services.
State and local funds for children with disabilities; and
State or local funds for programs under Title I, Part A and Title III, Parts A and B of the ESEA; and
The excess cost requirement prevents the LEA from using IDEA-B funds to pay for all the costs directly attributable to the education of the child with a disability; except:
The excess cost requirement does not prevent the LEA from using IDEA-B funds, in compliance with the nonsupplanting and other requirements of this framework, to pay for all costs directly attributable to the education of the child with a disability in any of the ages 3, 4, 5, 18, 19, 20, or 21, if no local or state funds are available for nondisabled children of these ages.
The LEA meets the excess cost requirement if it has spent at least a minimum average amount for the education of its children with disabilities before using IDEA-B funds.
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GENERAL AND FISCAL GUIDELINES ( 37 Summaries)
Costs are allowable to be charged to a special education grant when those costs follow the LEA's local written procedures for allowability of costs and meet the following criteria:
Are reasonable for the performance of the special education grant and are allocable under the applicable cost principles;
Conform to limitations or exclusions set forth in applicable cost principles or the special education grant agreement as to types or amount of costs;
Are consistent with policies and procedures that apply uniformly to federally or state-funded activities and activities funded from other sources;
Are accorded consistent treatment among all grant programs, regardless of funding source;
Are determined in accordance with generally accepted accounting principles;
Are not included as a cost or used to meet cost-sharing or matching requirements of any other federally or state-funded program in the current or a prior period; and
Are adequately documented.
A cost can be considered reasonable if it meets the following standards:
The cost is of a type generally recognized as ordinary and necessary for the operation of the LEA or grant performance;
Restrictions or requirements are imposed for generally accepted sound business practices, arms-length bargaining, federal or state laws and regulations, and grant award terms and conditions;
Consideration is given to market prices for comparable goods or services for the geographical area;
Individuals are acting with prudence in the circumstances of responsibility to the LEA and federal and state government; and
There are no significant deviations from established practices of the LEA that may unjustifiably increase grant costs.
A cost is allocable to the special education grant in accordance with relative benefits received if it is treated consistently with other costs incurred for the same purposes in like circumstance and if it meets the following:
Is incurred specifically for the grant;
Benefits both the grant and the other work and can be distributed in reasonable proportion to the benefits received; and
Is necessary to the overall operation of the LEA and is assignable in part to the special education grant award in accordance with the principles of this framework.
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REVIEW OF EXISTING EVALUATION DATA ( 37 Summaries)
A review of existing evaluation data (REED) is required as part of an initial evaluation, if appropriate, and as part of any reevaluation.
The REED must be conducted by the [FrameworkReference ID=3807 LinkName=admission, review, and dismissal (ARD) committee members] and other qualified professionals, as appropriate.
The ARD committee may conduct the REED without a meeting.
If the ARD committee identifies additional data that are needed, the local educational agency (LEA) must administer such assessments and other evaluation measures as may be needed to produce the data according to the [FrameworkReference ID=3818 LinkName=EVALUATION PROCEDURES] framework.
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Evaluation and information provided by the parents of the child;
Current classroom-based, local, or state assessments, and classroom-based observations; and
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Whether the child is a child with a disability, and the educational needs of the child, or, in the case of a reevaluation of the child, whether the child continues to have such a disability and the educational needs of the child;
The present levels of academic achievement and related developmental needs of the child; and
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Whether the child needs special education and related services, or, in the case of a reevaluation of the child, whether the child continues to need special education and related services;
Whether any additions or modifications to the special education and related services are needed to enable the child to meet the measurable annual goals set out in the individualized education program of the child and to participate, as appropriate, in the general education curriculum.
If the ARD committee determines that no additional data are needed to determine whether the child continues to be a child with a disability and to determine the child's educational needs, the LEA must notify the child's parents of:
That determination and the reasons for the determination; and
The right of the parents to request an assessment to determine whether the child continues to be a child with a disability and to determine the child's educational needs.
The LEA is not required to conduct such an assessment unless requested to do so by the child's parents.
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FUNDING FOR NONEDUCATIONAL SERVICES ( 36 Summaries)
The Texas Education Agency will establish procedures and criteria for the allocation of funds to local educational agencies (LEAs) for the provision of noneducational community-based support services to certain children with disabilities and their families so that those children may receive a free appropriate public education (FAPE) in the least restrictive environment (LRE).
The funds may be used only for eligible children with disabilities who would remain or would have to be placed in residential facilities primarily for educational reasons without the provision of noneducational community-based support services.
The support services may include in-home family support, respite care, and case management for families with the child who otherwise would have been placed by the LEA in a private residential facility.
The provision of noneducational community-based support services does not supersede or limit the responsibility of other agencies to provide or pay for costs of noneducational community-based support services necessary to enable any child with disabilities to receive a FAPE in the LRE.
Noneducational community-based support services provided may not be used for the child with a disability who is currently placed, or who needs to be placed, in a residential facility primarily for noneducational reasons.
The state will develop a mechanism, including state statute or regulation, or signed agreement between respective agency officials that clearly identifies the responsibilities of each agency relating to the provision of services, or other appropriate written materials, to ensure interagency coordination of services to provide a FAPE to the child with a disability, including:
The financial responsibility of each agency for providing services to ensure a FAPE, including the state Medicaid agency and other public insurers of children with disabilities, must precede the financial responsibility of the LEA, or the state agency responsibility for developing the child's individualized education program (IEP).
Identification of, or a method for defining, the financial responsibility of each agency for providing services;
Conditions, terms, and procedures under which the LEA must be reimbursed by other agencies;
Procedures for resolving interagency disputes to secure reimbursement from other agencies or otherwise implement the provisions of the agreement; and
Policies and procedures for agencies to determine and identify the interagency coordination responsibilities of each agency to promote the coordination and timely and appropriate delivery of services to ensure the provision of a FAPE for the child with a disability.
If a public agency other than an educational agency fails to provide or pay for special education and related services needed to ensure a FAPE, the LEA, or state agency responsible for developing the child's IEP, must provide or pay for these services in a timely manner:
The LEA or state agency is authorized to claim reimbursement for the services from the noneducational public agency that failed to provide or pay for these services; and
The noneducational public agency must reimburse the LEA or state agency in accordance with the terms of the agreement or other mechanism developed by the state consistent with this framework.
If a public agency other than an education agency is required to provide or pay for services that are also considered special education and related services, the public agency must fulfill that obligation either directly through contract or other arrangement consistent with this framework.
A noneducational public agency may not disqualify an eligible service for Medicaid reimbursement because that service is provided in a school context.
The Health and Human Services Commission will provide reimbursement to a provider under the school health and related services program for audiology services provided to the child who is eligible for the related services as described in the [FrameworkReference ID=3812 LinkName=SUPPLEMENTARY AIDS AND SERVICES, SPECIAL EDUCATION, RELATED SERVICES] framework.
...
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DEAF OR HARD OF HEARING ( 35 Summaries)
In Texas, the group of qualified professionals that determines whether the child is a child with a disability and the educational needs of the child is the child's [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE.]
The terms auditory impairment, hearing impairment, and deaf or hard of hearing are all referred to in Texas law and have the same meaning while federal law generally uses the terms deafness and hearing impairment.
The evaluation data reviewed by the group of qualified professionals in connection with determination of the child's disability based on being deaf or hard of hearing must include:
An otological examination performed by an otolaryngologist, or by a licensed medical doctor with documentation that an otolaryngologist is not reasonably available;
An audiological evaluation performed by a licensed audiologist;
A description of the implications of the hearing loss in a variety of circumstances with or without recommended amplification; and
A child who is deaf or hard of hearing is one who has been determined to meet the criteria for deafness or for hearing impairment.
An assessment of the child's potential for communications through a variety of means, including:
Oral (spoken) and aural (hearing) means;
Fingerspelling; or
Sign language.
For the child from birth through two years of age who is deaf or hard of hearing, an individualized family service plan meeting must be held in place of an admission, review, and dismissal committee meeting and the LEA must comply with the [FrameworkReference ID=3845 LinkName=AGES 0-5] framework.
The procedures and materials used for the assessment and placement of the child who is deaf or hard of hearing must be in the child's preferred mode of communication.
The child must be assessed in all areas of suspected disability.
Deafness means a hearing impairment that is so severe that the child is impaired with processing linguistic information through hearing, with or without amplification, that adversely affects the child's educational performance.
Hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects the child's educational performance but that is not included under the definition of deafness.
...
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In Texas, the group of qualified professionals that determines whether the child is a child with a disability and the educational needs of the child is the child's [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL (ARD) COMMITTEE].
Developmental delay means the child:
Is between the ages of three to nine;
Whose evaluation data indicates a need for special education and related services and shows evidence of, but does not clearly confirm the presence of the suspected disability or disabilities due to the child’s young age.
In these cases, an ARD committee may determine that data supports identification of developmental delay in one or more of the following areas:
Physical development;
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Adaptive development.
To use this eligibility category, multiple sources of data must converge to indicate the child has a developmental delay as described by one of the following:
Performance on appropriate norm-referenced measures, including developmental measures, indicating that the child is at least 1.5 standard deviations below the mean or at the 7th percentile of performance, when taking into account the SEM, in at least two areas of development as listed in this paragraph, along with additional convergent evidence such as interviews and observation data that supports the delays in those areas; or
A body of evidence from multiple direct and indirect sources, such as play-based assessments, information from the child’s parent, interviews, observations, work samples, checklists, and other informal and formal measures of development, that clearly document a history and pattern of atypical development that is significantly impeding the child’s performance and progress across settings when compared to age-appropriate expectations and developmental milestones in one or more areas of development as listed in this paragraph.
The child must be assessed in all areas of suspected disability.
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Parent means a parent of a student and includes a natural parent, a guardian, or an individual acting as a parent in the absence of a parent or a guardian;
Eligible student means a student who has reached 18 years of age or is attending an institution of postsecondary education; and
Student, except as otherwise specifically provided in FERPA and the administration of [CategoryReference ID=3069 LinkName=RECORDS] frameworks, means any individual who is or has been in attendance at an educational agency or institution and regarding whom the agency or institution maintains education records.
A specification of criteria for determining who constitutes a school official and what constitutes a legitimate educational interest, if the educational agency or institution has a policy of disclosing education records without parental consent to school officials, including teachers, within the agency or institution whom the agency or institution has determined to have legitimate educational interests.
Each educational agency or institution must annually notify parents of students currently in attendance, or eligible students currently in attendance, of their rights under FERPA.
The annual notification must inform parents or eligible students that they have the right to:
Inspect and review the student's education records;
Seek amendment of the student's education records that the parent or eligible student believes to be inaccurate, misleading, or otherwise in violation of the student's privacy rights;
Consent to disclosures of personally identifiable information contained in the student's education records as provided in [FrameworkReference ID=3873 LinkName=CONSENT FOR DISCLOSURE OF CONFIDENTIAL INFORMATION], except [FrameworkReference ID=3884 LinkName=WHEN CONSENT IS NOT REQUIRED TO DISCLOSE INFORMATION]; and
File with the Family Policy Compliance Office a complaint concerning alleged failures by the educational agency or institution to comply with the requirements of FERPA.
The notice must include all of the following:
The procedure for exercising the [FrameworkReference ID=3872 LinkName=PARENT OR ELIGIBLE STUDENT ACCESS TO EDUCATION RECORDS];
The [FrameworkReference ID=3883 LinkName=PROCEDURES FOR AMENDING EDUCATION RECORDS]; and
An educational agency or institution may provide annual notification by any means that are reasonably likely to inform the parents or eligible students of their rights.
An educational agency or institution must effectively provide annual notification to parents or eligible students who are disabled.
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CONSENT FOR DISCLOSURE OF CONFIDENTIAL INFORMATION ( 33 Summaries)
The informed consent that the LEA must obtain to disclose confidential information means:
The parent has been fully informed of all information relevant to the disclosure of confidential information in his or her native language or other mode of communication, including:
Specifying the records that may be disclosed;
Stating the purpose of the disclosure; and
Identifying the party or class of parties to whom the disclosure may be made; and
The parent understands and agrees in writing to the LEA disclosing the confidential information;
The LEA must obtain informed consent from the parent before personally identifiable information is disclosed to parties except [FrameworkReference ID=3884 LinkName=WHEN CONSENT IS NOT REQUIRED TO DISCLOSE INFORMATION]:
Circumstances when consent is required to disclose confidential information include:
When disclosure is to officials of agencies providing or paying for transition services;
When the LEA invites a representative of any participating agency to be part of the [FrameworkReference ID=3807 LinkName=ADMISSIONS, REVIEW, AND DISMISSAL COMMITTEE], because that public agency is likely to be responsible for providing or paying for transition services; and
The parent understands that the granting of consent is voluntary on the part of the parent and may be revoked at anytime; and
If the parent revokes consent, that revocation is not retroactive; therefore, it does not negate an action that has occurred after the consent was given and before the consent was revoked.
Between officials of a private school located outside of the LEA, where the parent resides and the LEA if the child is enrolled or is going to enroll in a private school.
Disclosure means to permit access to or the release, transfer, or other communication of personally identifiable information contained in education records by any means, including oral, written, or electronic means, to any party except the party identified as the party that provided or created the record.
The consent is signed and dated;
...
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AUTISM ( 33 Summaries)
In Texas, the group of qualified professionals that determines whether the child is a child with a disability and the educational needs of the child is the child's [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE.]
The written report of evaluation by the group of qualified professionals must include specific recommendations for behavioral interventions and strategies.
A child with autism is one who has been determined to meet the criteria for autism.
Children with pervasive developmental disorders are included under the disability category of autism.
The child must be assessed in all areas of suspected disability.
Autism means a developmental disability significantly affecting:
Verbal communication;
Nonverbal communication; and
Social interaction.
Other characteristics often associated with autism are:
Engagement in repetitive activities and stereotyped movements;
Resistance to environmental change or change in daily routines; and
Unusual responses to sensory experiences.
The characteristics of autism are generally evident before age three, but the child who manifests the characteristics after age three could be identified as having autism if the eligibility criteria are satisfied.
Autism does not apply if the child's educational performance is adversely affected primarily because the child has an [FrameworkReference ID=3830 LinkName=EMOTIONAL DISTURBANCE].
...
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REDISCLOSURE OF INFORMATION ( 31 Summaries)
The disclosures meet the requirements of the [FrameworkReference ID=3884 LinkName=WHEN CONSENT IS NOT REQUIRED TO DISCLOSE INFORMATION] framework; and
An educational agency or institution may disclose personally identifiable information from an education record only on the condition that the party to whom the information is disclosed will not disclose the information to any other party without the prior consent of the parent or eligible student.
The officers, employees, and agents of a party that receives information on the condition that the party not disclose the information to any other party without the prior consent of the parent or eligible student may use the information, but only for the purposes for which the disclosure was made.
The condition that the party not disclose the information to any other party without the prior consent of the parent or eligible student does not apply when a redisclosure is made based on the following exceptions:
To parents of dependent students as defined in the Internal Revenue Code of 1986 according to the [FrameworkReference ID=3884 LinkName=WHEN CONSENT IS NOT REQUIRED TO DISCLOSE INFORMATION] framework;
To comply with a court order or lawfully issued subpoena according to the [FrameworkReference ID=3884 LinkName=WHEN CONSENT IS NOT REQUIRED TO DISCLOSE INFORMATION] framework;
As directory information under the [FrameworkReference ID=3896 LinkName=DISCLOSURE OF DIRECTORY INFORMATION] and [FrameworkReference ID=3884 LinkName=WHEN CONSENT IS NOT REQUIRED TO DISCLOSE INFORMATION] frameworks;
To the parent of a student who is not an eligible student or to the student under the [FrameworkReference ID=3884 LinkName=WHEN CONSENT IS NOT REQUIRED TO DISCLOSE INFORMATION] framework;
When the disclosure is in connection with and satisfies the elements of a disciplinary proceeding at an institution of postsecondary education;
When the disclosure is to a parent of a student at an institution of postsecondary education regarding the student's violation of any federal, state, or local law, or of any rule or policy of the institution, governing the use or possession of alcohol or a controlled substance; and
When the disclosure concerns sex offenders and other individuals required to register under the section of the Violent Crime Control and Law Enforcement Act of 1994 and satisfies the elements of the exception.
An educational agency or institution must inform a party to whom disclosure is made of the requirements of redisclosure except for redisclosures made under an exception.
The condition that the party not disclose the information to any other party without the prior consent of the parent or eligible student does not prevent an educational agency or institution from disclosing personally identifiable information with the understanding that the party receiving the information may make further disclosures of the information on behalf of the educational agency or institution if:
A contractor, consultant, volunteer, or other party to whom an agency or institution has outsourced institutional services or functions who is considered a school official is subject to the requirements of this framework.
The educational agency or institution has complied with the requirements of the [FrameworkReference ID=3886 LinkName=RECORD OF ACCESS] framework.
...
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EMOTIONAL DISABILITY ( 31 Summaries)
In Texas, the group of qualified professionals that determines whether the child is a child with a disability and the educational needs of the child is the child's [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE.]
The written report of evaluation by the group of qualified professionals must include specific recommendations for behavioral supports and interventions.
A child with an emotional disability is one who has been determined to meet the criteria for emotional disability.
The assessment of emotional or behavioral disability, for educational purposes, using psychological techniques and procedures is considered the practice of psychology.
A person commits an offense if the person engages in the practice of psychology or represents that the person is a psychologist in violation of the Texas Occupations Code.
The child must be assessed in all areas of suspected disability.
Emotional disability means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects the child's educational performance:
An inability to learn that cannot be explained by intellectual, sensory, or health factors;
An inability to build or maintain satisfactory interpersonal relationships with peers and teachers;
Inappropriate types of behavior or feelings under normal circumstances;
A general pervasive mood of unhappiness or depression; or
A tendency to develop physical symptoms or fears associated with personal or school problems.
Emotional disability does not apply to a child who is socially maladjusted, unless the child also meets the criteria for having an emotional disability.
Emotional disability includes schizophrenia.
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SERVICES DURING PERIODS OF REMOVAL ( 30 Summaries)
Determine the IAES.
School personnel, in consultation with at least one of the child’s teachers, determine the extent to which services are needed for a free appropriate public education (FAPE):
Determine educational services for a FAPE which may be provided in an IAES:
To enable the child to continue to participate in the general education curriculum, although in another setting; and
To enable the child to progress toward meeting the goals set out in the child's IEP;
Consistent with the [FrameworkReference ID=3847 LinkName=DISCIPLINARY CHANGE OF PLACEMENT] framework, provide as appropriate, a functional behavioral assessment and behavioral intervention services and modifications that are designed to address the behavior violation so that it does not recur; and
Services may be provided in an interim alternative educational setting (IAES).
A local education agency (LEA) is only required to provide services during periods of removal to the child with a disability who has been removed from the child's current placement for 10 school days or less in that school year, if it provides services to the child without disabilities who is similarly removed.
After the child with a disability has been removed from the child's current placement for 10 school days in the same school year, if the current removal is for not more than 10 consecutive school days and is not a change of placement:
To enable the child to continue to participate in the general education curriculum, although in another setting; and
To enable the child to progress toward meeting the goals set out in the child’s individualized education program (IEP); and
[FrameworkReference ID=3852 LinkName=WHEN BEHAVIOR IS NOT A MANIFESTATION] of the child's disability, or when the child with a disability is removed from the child's current placement due to [FrameworkReference ID=3851 LinkName=SPECIAL CIRCUMSTANCES], the admission, review, and dismissal committee must:
...
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SUMMARY OF PERFORMANCE ( 30 Summaries)
A summary of academic achievement and functional performance must be provided prior to exit from public school for the child who meets one of the following conditions:
Exceeding the age eligibility for a free appropriate public education;
[FrameworkReference ID=3826 LinkName=GRADUATION] and the child's admission, review, and dismissal committee has determined that satisfactory performance on the required end-of-course assessment instruments is not required for graduation; or
[FrameworkReference ID=3826 LinkName=GRADUATION] through courses, one or more of which contain modified curriculum that is aligned to the standards applicable to students in general education.
[FrameworkReference ID=3826 LinkName=GRADUATION] with a regular high school diploma;
A summary of performance generally refers to a summary of the child's academic achievement and functional performance, which will include recommendations on how to assist the child with a disability in meeting the child's postsecondary goals.
Completion of the credit requirements for graduation under the Foundation High School Program or the Minimum High School Program through courses, one or more of which contain modified curriculum;
Completion of the individualized education program as well as compliance with the [FrameworkReference ID=3826 LinkName=GRADUATION] framework.
An evaluation must be included as part of the summary of academic and functional performance for children graduating based on:
Satisfactory performance on required end-of-course assessment instruments, unless the admission, review and dismissal committee has determined that satisfactory performance on the required end-of-course assessment instruments is not necessary for graduation; and
The summary of academic and functional performance must consider, as appropriate:
The views of the parent;
The views of the child; and
Written recommendations from adult service agencies on how to assist the child in meeting postsecondary goals.
...
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DETERMINATION OF ELIGIBILITY ( 30 Summaries)
Lack of appropriate instruction in reading, including in the essential components of reading instruction as defined in the Elementary and Secondary Education Act which means explicit and systematic instruction in:
Phonemic awareness;
Phonics;
Vocabulary development;
Reading fluency, including oral reading skills; and
Reading comprehension strategies;
Upon completion of the [CategoryReference ID=4410 LinkName=FULL INDIVIDUAL AND INITIAL EVALUATION], the admission, review, and dismissal (ARD) committee must determine whether:
Emergent bilingual.
A child must not be determined by the ARD committee to be a child with a disability if the determinant factor for such determination is:
The child has a disability; and
By reason of the disability, the child needs special education and related services.
The local education agency must provide a copy of the full individual and initial evaluation report to the parent as soon as possible after the completion of the report, but no later than five school days prior to the initial ARD committee meeting, which will determine a child's initial eligibility and the documentation of determination of eligibility to the parent.
Lack of appropriate instruction in math; or
If it is determined, through an appropriate evaluation under the [CategoryReference ID=4410 LinkName=FULL INDIVIDUAL AND INITIAL EVALUATION] frameworks, that the child has one of the disabilities but only needs a related service and not special education, the child is not a child with a disability under the Individuals with Disabilities Education Act.
...
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MULTIPLE DISABILITIES ( 30 Summaries)
In Texas, the group of qualified professionals that determines whether the child is a child with a disability and the educational needs of the child is the child's [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE.]
In meeting the criteria for multiple disabilities, that a combination of impairments causes severe educational needs that they cannot be accomplished in special education programs solely for one of the impairments, a child with multiple disabilities is one who has a combination of disabilities and who meets all of the following conditions:
The disabilities are expected to continue indefinitely; and
The disabilities severely impair the child's performance in two or more of the following areas:
Psychomotor skills;
Self-care skills;
Communication;
Social and emotional development; or
Cognition.
The child must be assessed in all areas of suspected disability.
Multiple disabilities means impairments occurring at the same time (such as intellectual disabilities-blindness or intellectual disabilities-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments.
Multiple disabilities does not include deaf-blindness.
A child who has more than one disability but who does not meet the criteria must not be classified or reported as having multiple disabilities.
...
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SPEECH OR LANGUAGE IMPAIRMENT ( 29 Summaries)
In Texas, the group of qualified professionals that determines whether the child is a child with a disability and the educational needs of the child is the child's [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE.]
The group of qualified professionals that collects or reviews evaluation data in connection with the determination of the child's eligibility based on a speech impairment must include a:
Certified speech and hearing therapist;
Certified speech and language therapist; or
Licensed speech-language pathologist.
A child with a speech impairment is one who has been determined to meet the criteria for speech or language impairment.
Speech or language impairment means a communication disorder or a voice impairment that adversely affects the child's educational performance.
The term communication disorder includes:
Stuttering;
Impaired articulation;
A language impairment; and
A voice impairment.
The child must be assessed in all areas of suspected disability.
...
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...
...
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...
...
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...
...
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...
...
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...
...
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;
...
...
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...
...
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...
...
A
v
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.
...
CONSENT TO TRANSFER ASSISTIVE TECHNOLOGY DEVICES ( 28 Summaries)
Before transferring an ATD, the LEA must, through a transfer agreement that incorporates the standards of the state, obtain informed consent from the parent or the adult student if the adult student has the legal capacity to enter into a contract.
The informed consent that the LEA must obtain to transfer an ATD means:
The procedures employed by the LEA in obtaining informed consent to transfer an ATD must be consistent with the procedures employed by the LEA to obtain parental consent for an initial evaluation or reevaluation.
Informed parental or the adult student consent need not be obtained if the LEA can demonstrate:
The LEA has taken reasonable measures to obtain that consent; and
The parent or the adult student has failed to respond.
The parent or the adult student has been fully informed of all information relevant to the transfer in the parent or the adult student's native language or other mode of communication;
The parent or the adult student understands and agrees in writing to the transfer;
The consent describes the transfer;
The consent lists the records, if any, that will be released and to whom;
The parent or the adult student understands that the granting of consent is voluntary on the part of the parent or the adult student and may be revoked at any time; and
If consent is revoked, that revocation is not retroactive; therefore, it does not negate an action that has occurred after the consent was given and before the consent was revoked.
...
T
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...
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...
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:
...
...
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...
...
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.
...
DEAF-BLINDNESS ( 27 Summaries)
In Texas, the group of qualified professionals that determines whether the child is a child with a disability and the educational needs of the child is the child's [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE].
For the child from birth through two years of age with a visual impairment or who is deaf or hard of hearing, an individualized family services plan meeting must be held in place of an admission, review, and dismissal committee meeting and the LEA must comply with [FrameworkReference ID=3845 LinkName=AGES 0-5].
The procedures and materials used for the assessment and placement of the child who is deaf or hard of hearing must be in the child's preferred mode of communication.
A child with deaf-blindness is one who has been determined to meet the criteria for deaf-blindness.
The evaluation data reviewed by the group of qualified professionals in connection with the determination of the child's disability based on deaf-blindness must comply with the evaluation procedures of [FrameworkReference ID=3828 LinkName=DEAF OR HARD OF HEARING] and [FrameworkReference ID=3833 LinkName=VISUAL IMPAIRMENT].
In meeting the criteria for deaf-blindness, the child with deaf-blindness is one who:
Meets the criteria for deaf or hard of hearing and visual impairment;
Meets eligibility criteria for visual impairment and has a suspected hearing loss that cannot be demonstrated conclusively, but there is no speech at an age when speech would normally be expected, as determined by a speech/language therapist, a certified speech and language therapist, or a licensed speech language pathologist;
Has documented hearing and visual losses that, if considered individually, may not meet the requirements for deaf or hard of hearing or visual impairment, but the combination of such losses adversely affects the child's educational performance; or
Has a documented medical diagnosis of a progressive medical condition that will result in concomitant hearing and visual losses that, without the provision of special education services, will adversely affect educational performance.
The child must be assessed in all areas of suspected disability.
Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
...
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...
...
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PROTECTIONS FOR CHILDREN NOT YET DETERMINED ELIGIBLE ( 25 Summaries)
A child who has not been determined to be eligible for special education and related services and who has engaged in behavior that violated a code of student conduct, may assert any of the protections in the [CategoryReference ID=3066 LinkName=DISCIPLINE] frameworks if the local educational agency (LEA) had knowledge that the child was a child with a disability before the behavior that precipitated the disciplinary action occurred.
The LEA is deemed to have knowledge that the child is a child with a disability if before the behavior that precipitated the disciplinary action occurred:
A public agency would not be deemed to have knowledge if:
If the LEA does not have a basis of knowledge prior to taking disciplinary measures, the child may be subjected to the disciplinary measures applied to children without disabilities.
Until the evaluation is completed, the child remains in the educational placement determined by school authorities, which can include suspension or expulsion without educational services.
The parent of the child has not allowed an [CategoryReference ID=4410 LinkName=EVALUATION] of the child or has refused services under the [FrameworkReference ID=3877 LinkName=CONSENT FOR SERVICES] framework; or
The child has been evaluated in accordance with the [FrameworkReference ID=3818 LinkName=EVALUATION PROCEDURES] framework and determined to not be a child with a disability.
The parent of the child expressed concern in writing to supervisory or administrative personnel of the LEA, or a teacher of the child, that the child is in need of special education and related services;
The parent of the child requested an [CategoryReference ID=4410 LinkName=EVALUATION]; or
The teacher of the child, or other personnel of the LEA, expressed specific concerns about a pattern of behavior demonstrated by the child directly to the director of special education or other supervisory personnel of the LEA.
If the child is determined to be a child with a disability under the [FrameworkReference ID=3808 LinkName=DETERMINATION OF ELIGIBILITY ] framework, the LEA must comply with the [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE] and the [CategoryReference ID=3066 LinkName=DISCIPLINE] frameworks.
...
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MANIFESTATION DETERMINATION ( 25 Summaries)
A manifestation determination must be made within 10 school days of any decision to make a [FrameworkReference ID=3847 LinkName=DISCIPLINARY CHANGE OF PLACEMENT] of the child with a disability because of a violation of a code of student conduct.
The manifestation determination must be made by the [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE].
The admission, review, and dismissal (ARD) committee must review all relevant information in the child's file including:
The child's individualized education program (IEP);
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The conduct is a manifestation of the child's disability if the ARD committee determines that:
The conduct was caused by, or had a direct and substantial relationship to, the child's disability; or
The conduct in question was the direct result of the LEA's failure to implement the IEP.
For children who are homeless or in substitute care, the local educational agency (LEA) must also provide notice to the child's educational decision-maker and case worker regarding manifestation determination reviews.
...
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Was not actually identified as being a child with a disability; and
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The requirements related to [FrameworkReference ID=3813 LinkName=STATE AND DISTRICTWIDE ASSESSMENTS] do not apply; and
The requirements related to [FrameworkReference ID=3814 LinkName=TRANSITION SERVICES] do not apply with respect to children whose age eligibility under the Individuals with Disabilities Education Act (IDEA) will end before being eligible to be released from prison based on consideration of the sentence and eligibility for early release.
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The obligation to make FAPE available to children with disabilities does not apply to a child age 18-21 who, in the last educational placement prior to incarceration in an adult correctional facility:
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...
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SCHOOL PERSONNEL AND THE INDIVIDUALIZED EDUCATION PROGRAM ( 24 Summaries)
The local educational agency (LEA) must ensure that:
The LEA must develop a process to be used by a teacher who instructs a child with a disability in a regular classroom setting:
To request a review of the child's IEP;
To provide input in the development of the child’s IEP;
That provides for a timely LEA response to the teacher's request; and
That provides for notification to the child's parent of that response.
Each teacher who provides instruction to a child with disabilities has access to relevant sections of the child's current IEP;
Each teacher who provides instruction to a child with disabilities is informed of:
The teacher's specific responsibilities related to implementing the child's IEP, such as goals and objectives; and
Needed accommodations, modifications, and supports for the child; and
Each teacher who provides instruction to the child with disabilities has an opportunity to request assistance regarding implementation of the IEP.
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SPECIAL CIRCUMSTANCES ( 23 Summaries)
Special circumstances exist if the child:
School personnel may remove the child to an interim alternative educational setting without regard to whether the behavior is determined to be a manifestation of the child's disability;
As long as the removal is for not more than 45 school days if the behavior is a manifestation of the child's disability; and
The term serious bodily injury means bodily injury which involves a substantial risk of death; extreme physical pain; protracted and obvious disfigurement; or protracted loss or impairment of the function of a bodily member, organ, or mental faculty.
The term dangerous weapon means a weapon, device, instrument, material, or substance, animate or inanimate, that is used for, or is readily capable of, causing death or serious bodily injury, except that such term does not include a pocket knife with a blade of less than 2 1/2 inches in length;
Carries a weapon to or possesses a weapon at school, on school premises, or to or at a school function under the jurisdiction of the state educational agency (SEA) or the local educational agency (LEA):
Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance, while at school, on school premises, or at a school function under the jurisdiction of the SEA or the LEA:
Has inflicted serious bodily injury upon another person while at school, on school premises, or at a school function under the jurisdiction of the SEA or the LEA:
Controlled substance means a drug or other substance identified under Schedules I, II, III, IV, or V;
Illegal drug means a controlled substance; but does not include a controlled substance that is legally possessed or used under the supervision of a licensed healthcare professional or that is legally possessed or used under any other authority under the Controlled Substance Act or under any other provision of federal law; or
...
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CONSENT TO ACCESS PRIVATE INSURANCE ( 21 Summaries)
The informed consent that the LEA must obtain to access private insurance means:
The parent has been fully informed of all information relevant to the LEA accessing the parent's private insurance in his or her native language or other mode of communication;
The consent describes the activity of the LEA accessing the parent's private insurance;
The consent lists the records, if any, that will be released and to whom;
The parent understands and agrees in writing to the LEA carrying out accessing the parent's private insurance;
The parent understands that the granting of consent is voluntary on the part of the parent and may be revoked at any time; and
If the parent revokes consent, that revocation is not retroactive; therefore, it does not negate an action that has occurred after the consent was given and before the consent was revoked.
The LEA must obtain informed consent from the parent each time the LEA proposes to access the parent's private insurance proceeds.
The parent is informed that the parent's refusal to permit the LEA to access their private insurance does not relieve the LEA of its responsibility to ensure that all required services are provided at no cost to the parents;
...
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DISTRIBUTION OF IDEA PART B PRESCHOOL FUNDS TO LEAS ( 21 Summaries)
The Texas Education Agency (TEA) will distribute all of the grant funds that the TEA does not reserve to eligible local educational agencies (LEAs).
The TEA may reallocate any portion of the Individuals with Disabilities Education Act (IDEA) Part B funds that are not needed by the LEA who is providing a free appropriate public education (FAPE) to all children with disabilities, aged three through five residing in the area served by the LEA, to other LEAs that are not adequately providing special education and related services to all children with disabilities aged three through five residing in the areas the other LEAs serve.
IDEA Part C does not apply to any child with a disability receiving FAPE using IDEA Part B funds.
The eligible LEA will be awarded first the base payment amount it would have received for fiscal year 1997 if the TEA had distributed 75% of its grant for that year according to what was then in effect.
After making base payment allocations, the TEA will allocate:
The TEA will apply on a uniform basis across all LEAs the best data that are available to them on the numbers of children enrolled in public and private elementary and secondary schools and the numbers of children living in poverty.
85% of any remaining funds to those LEAs on the basis of the relative numbers of children enrolled in public and private elementary schools and secondary schools within the LEA's jurisdiction; and
15% of those remaining funds to those LEAs in accordance with their relative numbers of children in poverty, as determined by the TEA.
...
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ORTHOPEDIC IMPAIRMENT ( 21 Summaries)
In Texas, the group of qualified professionals that determines whether the child is a child with a disability and the educational needs of the child is the child's [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE.]
A child's eligibility based on an orthopedic impairment must include a medical diagnosis provided by a licensed physician.
A child with an orthopedic impairment is one who has been determined to meet the criteria for orthopedic impairment.
The child must be assessed in all areas of suspected disability.
Orthopedic impairment means a severe orthopedic impairment that adversely affects the child's educational performance.
Orthopedic impairment includes impairments caused by:
Congenital anomaly;
Disease, such as poliomyelitis, bone tuberculosis; and
Other causes, such as cerebral palsy, amputations, and fractures or burns that cause contractures.
...
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AMENDMENT WITHOUT A MEETING ( 20 Summaries)
Eligibility determinations, changes of placement, and manifestation determination reviews will not be conducted through the amendment without a meeting process.
After the annual admission, review, and dismissal (ARD) meeting, changes to the individualized education program (IEP) may be made either:
By the entire ARD committee; or
By amending the IEP rather than by redrafting the entire IEP.
Upon request, the parent must be provided with a revised copy of the IEP with the amendments incorporated.
To amend the IEP without an [FrameworkReference ID=3855 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEETING]:
The parent of the child with a disability and the local educational agency (LEA) must agree not to convene an ARD committee meeting for the purpose of making changes to the IEP; and
The LEA must develop a written document to amend or modify the child's current IEP.
If the IEP is amended without an [FrameworkReference ID=3855 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEETING], the [FrameworkReference ID=3807 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEMBERSHIP] must be informed of those changes.
...
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WHEN BEHAVIOR IS A MANIFESTATION ( 18 Summaries)
If the admission, review, and dismissal (ARD) committee determines in a [FrameworkReference ID=3849 LinkName=MANIFESTATION DETERMINATION] review that the conduct was the direct result of the failure of the LEA to implement the individualized education program, the LEA must take immediate steps to remedy those deficiencies.
If the ARD committee determines in a [FrameworkReference ID=3849 LinkName=MANIFESTATION DETERMINATION] review that the conduct was a manifestation of the child's disability, the ARD committee must, consistent with the [FrameworkReference ID=3847 LinkName=DISCIPLINARY CHANGE OF PLACEMENT] framework:
Conduct a functional behavioral assessment (FBA), unless the LEA had conducted an FBA less than one year before the behavior that resulted in the change of placement occurred, and implement a behavioral intervention plan (BIP) for the child; and
Review any previously conducted FBA of the child and any behavior improvement plan or BIP developed for the child based on that assessment; and as necessary:
If the child has a behavior improvement plan or BIP, revise the child's plan.
If the ARD committee determines in a [FrameworkReference ID=3849 LinkName=MANIFESTATION DETERMINATION] review that the conduct was a manifestation of the child's disability, the ARD committee must also return the child to the placement from which the child was removed, unless:
The parent and the LEA agree to a change of placement as part of the modification of the BIP.
Develop a behavior improvement plan or BIP for the child if the child does not have a plan; or
...
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RULE OF CONSTRUCTION ( 18 Summaries)
Group that determines whether the child is a child with a disability and the educational needs of the child;
Each local educational agency must establish an admission, review, and dismissal (ARD) committee for each eligible child with a disability and for each child for whom an [CategoryReference ID=4410 LinkName=EVALUATION] is conducted.
The ARD committee is the:
Team defined in federal law that develops the IEP; and
Group that determines the educational placement of the child.
The term individualized education program (IEP) means a written statement for each child with a disability that is developed, reviewed, and revised in accordance with the [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE] frameworks.
Additional information need not be included in the child's IEP beyond what is explicitly required in the [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE] frameworks and in the Texas Education Agency's (TEA's) model IEP form.
The ARD committee need not include information under one component of the child's IEP that is already contained under another component.
The ARD committee may use the TEA's model IEP form to comply with the [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE] frameworks.
...
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CONSENT TO EXCUSE MEMBER FROM ATTENDING ARD COMMITTEE MEETING ( 18 Summaries)
The informed consent that the LEA must obtain to excuse a member from attending an ARD committee meeting, in whole or in part, means:
The parent has been fully informed of all information relevant to the excusal of the member from attending the ARD meeting in the parent's native language or other mode of communication;
The parent understands and agrees in writing to the excusal of the ARD member from attending the ARD meeting in whole or in part;
The consent describes the excusal of the member from attending the ARD meeting;
The consent lists the records, if any, that will be released and to whom;
The LEA must obtain informed consent from the parent before excusing a member from attending an admission, review, and dismissal (ARD) committee meeting, in whole or in part, as provided in the [FrameworkReference ID=3807 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE MEMBERSHIP] framework.
The parent understands that the granting of consent is voluntary on the part of the parent and may be revoked at any time; and
If the parent revokes consent, that revocation is not retroactive; therefore, it does not negate an action that has occurred after the consent was given and before the consent was revoked.
...
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USE OF IDEA PART B FUNDS FOR TITLE I SCHOOLWIDE PROGRAMS ( 18 Summaries)
Notwithstanding any other provisions related to commingling of funds, the local educational agency (LEA) may use Individuals with Disabilities Education Act (IDEA) Part B funds received for any fiscal year to carry out a Title I, Part A schoolwide program under the Elementary and Secondary Education Act, except that the amount may not exceed:
The funds must be considered to be IDEA Part B funds in compliance with [FrameworkReference ID=3874 LinkName=MAINTENANCE OF EFFORT] and [FrameworkReference ID=3875 LinkName=EXCESS COSTS].
All other requirements of IDEA Part B must be met by the LEA using IDEA Part B funds consistent with [FrameworkReference ID=3860 LinkName=USE OF IDEA PART B FORMULA AMOUNTS PERMISSIVE] and [FrameworkReference ID=3859 LinkName=USE OF IDEA PART B FORMULA AMOUNTS IN GENERAL], including ensuring that children with disabilities in schoolwide program schools:
The number of children with disabilities participating in the schoolwide program.
The amount received by the LEA under IDEA Part B for that fiscal year; divided by
The number of children with disabilities in the jurisdiction of the LEA; and multiplied by
Receive services in accordance with a properly developed individualized education program; and
Are afforded all of the rights and services guaranteed to children with disabilities under the IDEA.
...
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SPECIAL EDUCATION ELIGIBILITY FOLDER ( 16 Summaries)
Each local education agency must maintain an eligibility folder for each child receiving special education services, in addition to the child's cumulative record.
The eligibility folder must include, but need not be limited to:
Copies of referral data;
Documentation of notices and consents;
Evaluation reports and supporting data;
Admission, review, and dismissal committee reports; and
The child's individualized education programs and supporting data.
Nothing in the Individuals with Disabilities Education Act will be construed to require that additional information be included in the child's IEP beyond what is explicitly required in [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE].
...
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NONCATEGORICAL EARLY CHILDHOOD ( 16 Summaries)
In Texas, the group of qualified professionals that determines whether the child is a child with a disability and the educational needs of the child is the child's [CategoryReference ID=3059 LinkName=ADMISSION, REVIEW, AND DISMISSAL COMMITTEE.]
Is between the ages of three to five; and
Is evaluated as having an [FrameworkReference ID=3831 LinkName=INTELLECTUAL DISABILITY], an [FrameworkReference ID=3830 LinkName=EMOTIONAL DISABILITY], a [FrameworkReference ID=3837 LinkName=SPECIFIC LEARNING DISABILITY], or [FrameworkReference ID=3829 LinkName=AUTISM].
Noncategorical early childhood disability means the child:
The eligibility category of Noncategorical Early Childhood (NCEC), must no longer be used by any school district beginning with the 2025-26 school year. Any eligible child who begins the 2025-26 school year already identified with NCEC eligibility may maintain this eligibility category, if determined appropriate by the child's admission, review, and dismissal committee, until the required re-evaluation before the age of six.
The child must be assessed in all areas of suspected disability.
...
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USE OF IDEA PART B FORMULA AMOUNTS PERMISSIVE ( 15 Summaries)
When the LEA has complied with the [FrameworkReference ID=3875 LinkName=EXCESS COSTS] and the [FrameworkReference ID=3874 LinkName=MAINTENANCE OF EFFORT] frameworks, Individuals with Disabilities Education Act Part B (IDEA-B) funds provided to the LEA may be used for the following activities:
The LEA may use IDEA-B funds to purchase appropriate technology for recordkeeping, data collection, and related case management activities of teachers and related services personnel providing services described in the IEP that are needed for the implementation of such case management activities.
Early intervening services, which may include interagency financing structures, for children in kindergarten through grade 12, with a particular emphasis on children in kindergarten through grade 3, who are not currently identified as needing special education or related services but who need additional academic and behavioral support to succeed in a general education environment;
The LEA may not use more than 15 percent of the amount received under IDEA Part B for any fiscal year, less any adjustments by the LEA to local fiscal effort, if any, in combination with other amounts, which may include amounts other than education funds, to develop and implement coordinated, early intervening services; and
For the costs of special education and related services, and supplementary aids and services, provided in a regular class or other education-related setting to a child with a disability in accordance with the individualized education program (IEP) of the child, even if nondisabled children benefit from such services;
To develop and implement coordinated, early intervening educational services in compliance with the [CategoryReference ID=3070 LinkName=CHILD FIND] and the [CategoryReference ID=3065 LinkName=ADMINISTRATION] frameworks, including:
To establish and implement cost or risk-sharing funds, consortia, or cooperatives for the LEA itself, or for LEAs working in a consortium of which the LEA is a part, to pay for high-cost special education and related services.
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ANNUAL GOALS ( 14 Summaries)
The admission, review, and dismissal (ARD) committee must include in the child's individualized education program (IEP) a statement of measurable annual academic and functional goals designed to:
Meet the child's needs that result from the child's disability to enable the child to be involved in and to make progress in the general education curriculum; and
Meet each of the child's other educational needs that result from the child's disability.
For the child who takes an alternate state assessment aligned to alternate achievement standards, the ARD committee must include in the child's IEP a description of benchmarks or short-term objectives.
The ARD committee must include in the child's IEP a description of:
How the child's progress toward meeting the annual goals will be measured; and
When periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided.
...
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FACILITIES CONSTRUCTION AND ALTERATION ( 11 Summaries)
Appendix A of Part 36 of Title 28, Code of Federal Regulations; or
Appendix A of Subpart 101-19.6 of Title 41, Code of Federal Regulations.
If the secretary of education determines that a program authorized under the Individuals with Disabilities Education Act (IDEA) Part B will be improved by permitting program funds to be used to acquire appropriate equipment, or to construct new facilities or alter existing facilities, the secretary is authorized to allow the use of those funds for those purposes.
Any construction of new facilities or alteration of existing facilities with authorized IDEA program funds must comply with the requirements of:
...
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DISTRIBUTION OF IDEA PART B FORMULA FUNDS TO LEAs ( 10 Summaries)
For each fiscal year for which funds are allocated to states, the Texas Education Agency (TEA) will allocate funds as follows:
Each eligible local educational agency (LEA) will be awarded first the base payment amount it would have received for fiscal year 1999 if the TEA had distributed 75% of its grant for that year according to what was then in effect; and
After making base payment allocations, the TEA will allocate:
85% of any remaining funds to those LEAs on the basis of the relative numbers of children enrolled in public and private elementary schools and secondary schools within the LEA's jurisdiction; and
15% of those remaining funds to those LEAs in accordance with their relative numbers of children living in poverty, as determined by the TEA.
...
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PRESENT LEVELS ( 10 Summaries)
The admission, review, and dismissal (ARD) committee must provide a statement of the child's present levels of academic achievement.
The ARD committee must provide a statement of the child's present levels of functional performance.
The ARD committee's present levels statement must include:
How the child's disability affects the child's involvement and progress in the general education curriculum; or
How the disability affects the preschool child's participation in appropriate activities.
...
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WHEN BEHAVIOR IS NOT A MANIFESTATION ( 7 Summaries)
For a disciplinary change in placement that would exceed 10 consecutive school days, if the admission, review, and dismissal committee determines in a [FrameworkReference ID=3849 LinkName=MANIFESTATION DETERMINATION] review that the conduct was not a manifestation of the child's disability:
School personnel may apply the relevant disciplinary procedures to children with disabilities in the same manner and for the same duration as the procedures would be applied to children without disabilities;
Except that [FrameworkReference ID=3853 LinkName=SERVICES DURING PERIODS OF REMOVAL] must be provided.
...
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COORDINATION OF FUNDS TO PURCHASE INSTRUCTIONAL MATERIALS ( 7 Summaries)
The LEA that chooses to coordinate with the National Instructional Materials Access Center (NIMAC), when purchasing print instructional materials, must acquire the print instructional materials in the same manner and subject to the same conditions as the Texas Education Agency (TEA) acquires print instructional materials.
The LEA is not required to coordinate with the NIMAC.
If the LEA chooses not to coordinate with the NIMAC, the LEA must provide an assurance to the TEA that the LEA will provide instructional materials to blind persons or other persons with print disabilities in a timely manner.
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SHARED SERVICES ARRANGEMENTS ( 3 Summaries)
The board of trustees of an LEA may contract with a public or private entity for that entity to provide educational services for the district.
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