Special Education Operating Procedures by Anna ISD

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AnnaISD OPERATINGPROCEDURES

SPECIALEDUCATIONSERVICES

AnnaISD

Superintendent

Mr. Michael Comeaux

SpecialEducationDirector

Mr. Jacob Fischer

501 S. Sherley Anna, Texas 75409 972-924-1016

Section1.-INTERVENTION/REFERRAL

I. PriortoInitialReferralstoSpecialEducation

(EarlyInterveningServices;StudentswithDyslexiaandParentEducationProgram)

II. ReferralsforSpecialEducationServices

III. MembershipoftheRtICommittee

IV. GeneralEducationResponsibilities

V. Timeline–ReferraltoEvaluation

VI. SpecialEducationDepartmentResponsibilities

A. ReferralPacketCompleted

B. ScheduleARD/IEPMeeting

C. Timeline

D. TransfersfromOutsidetheDistrict–alreadyinSpecialEducation

VII. ReferralsforSpecificAreas: (ReviewofExistingEvaluationData)

A. AdaptedPhysicalEducation(APE)

B. AssistiveTechnologyTeam

C. AttentionDeficitDisorder(ADD/ADHD)

D. EarlyChildhoodIntervention(ECI)

E. HomeboundInstruction

F EnglishLearner

G. OccupationalTherapyand/orPhysicalTherapy

H. EarlyChildhoodSpecialEducation(ECSE)

I. Private/NonpublicSchools

J. PsychologicalReferral

K. RegionalDaySchoolProgramfortheDeaf

L. SpecificLearningDisabilities

M. TexasSchoolfortheDeaf(TSD)

N. TexasSchoolfortheBlindandVisuallyImpaired(TSBVI)

VIII. ChildFind

IX. HomeLanguageSurvey

X. LanguageProficiencyAssessmentCommittee

Section2.-FULLINDIVIDUALANDINITIALEVALUATION

I. InitialEvaluation(Timeline/Exceptions)

II. REEDs/Reevaluations

III. EvaluationProcedures

IV. DeterminationofEligibility

V. WrittenEvaluationReports(IncludingRelatedServiceReports

VI. EvaluationofLanguage,Physical,SociologicalandotherConditions

A. LanguageDominance

B. LanguageProficiency

C. Physical

D. Emotional/Behavioral

E. Sociological

F Intellectual

VII. EvaluationofLearningCompetencies

(AcademicAchievement/FunctionalPerformance)

VIII. AssistiveTechnologyDevicesandServices

IX. SpecialProvisions:

A. AdaptedPhysicalEducation

B. AttentionDeficitDisorder(ADD-ADHD)

C. AuditoryImpairment(DeaforHardofHearing)

D. Autism

E. EvaluationofVeryYoungorStudentswithSevereDisabilities

F. FunctionalBehavioralAssessment(FBA)

FunctionalVocationalEvaluation(seeL.below)

G. HomeboundorHospitalized

H. EnglishLearner

I. SpeechImpairment

J. VisualImpairment

K. VocationalEvaluation(includingFunctionalVoc.Eval.)

X. AppraisalPersonnel

XI. IndependentEducationalEvaluation(IEE)

REGULATIONS

Section3.-DISABILITYCRITERIA

I. AuditoryImpairment(DeaforHardofHearing)

II. Autism

III. Deaf-Blindness

IV. EmotionalDisturbance

V. IntellectualDisability

VI. MultipleDisabilities

VII. Non-CategoricalEarlyChildhood

VIII. OrthopedicImpairment

IX. OtherHealthImpairment

X. SpecificLearningDisability

XI. SpeechorLanguageImpairment

XII. TraumaticBrainInjury

XIII. VisualImpairment

Section4a.-ARD/IEPSECTION INDIVIDUALEDUCATIONPROGRAM

I. RequiredARD/IEP

II. Timeline

III. WrittenARD/IEPReport

IV. Definitions

V. ContentoftheIEP (lengthofinstruct.day)

(forStandards-basedIEPseethenextSection4,III.E.)

VI. ParentRights/Participation

A. Participation

B. AgeofMajority/ParentalRightsRegardingAdultStudents

VII. MembershipofARD/IEPCommittee (includingexcusal)

VIII. ARD/IEPMeetings:

A. Initial

B. Annual

C. ReevaluationPlanningARD

D. Brief/RevisionARD

NewProvisions(agreements,amendments)

E. Dismissal/ChangeofPlacement/SummaryofPerformance

F. Graduation(PersonalGraduationPlans)

Minimum/Recommended/AdvancedGraduationPlan-Foundation&Endorsements

AssessmentProvisionsforGraduation

G. IndependentGraduationCommittee

IX. MutualAgreement/10DayRecess/Facilitation

X. Transfers/NewtoDistrict

XI. PrivateNonpublicSchoolProvisions (seealsoSection5)

A. PlacedbytheDistrict

B. PlacedbytheParent (if FAPE is at issue see Section 5)

XII. ResidentialPlacements (seealsoSection5and8)

Section4b.-ADDITIONALIEPREQUIREMENTS

I. SpecificAreastoAddressintheARD/IEP:

Accommodations–seeSupplementaryAidsandServices

A. AdaptedPhysicalEducation(APE)

B. AssistiveTechnology

C. DeaforHardofHearing

D. Autism

CompulsoryAttendance(seeSection6.IX.)

E. Deaf-Blindness

EarlyChildhoodSpecialEducation(findunderletterO.formerlyPPCD) EndofCourse(findEnd-of-CourseunderletterS.STAAR)

F. ExtendedSchoolYearServices(ESY)

G. ExtracurricularActivities

H. FunctionalBehaviorAssessment(FBA)/BehaviorInterventionPlan(BIP)

I. GradingandReporting

Graduation(seeSection4a.VIII.F.)

J. IntensiveRemediation

K. LengthofSchoolDay

L. LEP(LimitedEnglishProficient)

M. LRE(LeastRestrictiveEnvironment)(Placement–includesDanielR.R.)(Accessto GeneralCurriculum)

N. PhysicalEducation(Fitnessgram).

O. EarlyChildhoodSpecialEducation(ECSE)

P. Prison

Q. ReadingDiagnosis(K-2)

R. RegionalDaySchoolProgramfortheDeaf(RDSPD)

S. STAAR*andDistrict-wideAssessments

*Trademark®NoticeSTAAR®isaregisteredtrademarkTMoftheTexasEducation Agency(TEA)

T StudentSuccessInitiative

U. SupplementaryAidsandServices–Accommodations

V. TapeorVideoRecording

W TAKS(seeS.STAAR)

X. TexasSchoolfortheDeaf(TSD)and(TSBVI)

Y TransitionPlanning

Z. VisualImpairment

II. TeacherAccessibilityandRequiredInput

III. SpecialEducationTeacher/ServiceProviderResponsibilities

A. Initial

B. Annual

C. Brief/RevisionARD

D. TransferARD

E. Standards-basedIEPDevelopment

IV. ParentalOptionsforStudentRetention

Section4c.-RELATEDSERVICES

I. Definitions

II. Regulations/Categories

1. Audiology

2. Counseling

3. EarlyIdentification

4. InterpretingServices

5. MedicalServices

6. OccupationalTherapy

7. OrientationandMobility

8. ParentCounselingandTraining

9. PhysicalTherapy

10.PsychologicalServices

11. Recreation

12.RehabilitationCounseling

13.SchoolNurseServices

14.SocialWork

15.SpeechTherapy(notRSinTexas)

16.Transportation

III. RequestforRelatedServices ServiceAnimals

IV. RelatedServices–Frequency,Location,Duration

V. PrivateSectorProviders

I. InstructionalArrangementsandSettings

1. Mainstream

2. Homebound

3. HospitalClass

4. SpeechTherapy

5. Resource

6. Self-Contained(mild,moderate,severe,regularcampus)

7. Off-homecampus

8. NonpublicDaySchool

9. VocationalAdjustmentClass/Program

10.ResidentialCareandTreatmentFacility

11. StateSupportedLivingCenter

Birth-3Years(AI/VI)

Non-public

II. PrivateSchools:EnrolledbyParent

• Definitionofparentally-placedprivateschoolchildrenwithdisabilities

• Definitionofelementaryandsecondaryschool

• Childfindforparentally-placedprivateschoolchildrenwithdisabilities

• Servicesforparentally-placedprivateschoolchildrenwithdisabilities (basicrequirement)

• Expenditures

• Consultation

• Writtenaffirmation

• Compliance

• Equitableservicesdetermined

• Equitableservicesprovided

• Locationofservicesandtransportation

• DueprocesscomplaintsandStatecomplaints

• Requirementthatfundsnotbenefitaprivateschool

• Useofpersonnel

• Separateclassesprohibited

• Property,equipment,andsupplies

III. PrivateSchools:PlacedorReferredbytheDistrict

IV. PrivateSchools:EnrolledbyParent-WhenFAPEisatIssue

V. ContractingForEducationalPlacement

A. ResidentialPlacements

B. TSBVI-TexasSchoolfortheBlindandVisuallyImpaired

C. TSD-TexasSchoolfortheDeaf

D. RDSPD

VI. InstructionalPrograms/ServiceDelivery

A. AdaptedPhysicalEducation

B. BehaviorImprovementClass

CareerandTechnicalEducation(CTE)–seebelowGeneralEducation-CTE

C. ContentMasteryProgramOverview

D. Co-teaching

E. EarlyChildhoodIntervention(ECI)

F GeneralEducationCareerandTechnicalEducation(CTE)

G. HomeboundProgram

H. LearninginFunctionalEnvironments(LIFE)

I. EarlyChildhoodSpecialEducation(ECSE)

J. SpeechTherapy

K. VisionServices

L. VocationalAdjustmentClass/Program

Section6.-DISCIPLINE

I. StudentCodeofConduct(BehaviorCoordinator)

II. ChangeofPlacementDecisions–ChangeofPlacementAnalysis

A. Lessthan10SchoolDayRemovals

B. Morethan10SchoolDayRemovals

1. ConsecutiveorCumulative–Pattern

2. ManifestationDetermination

3. FBA/BIP

C. PlacementmadebyARD/IEPCommittee

III. Removals

A. TeacherRemoval

B. ISS-In-schoolSuspension

C. Suspension

D. InterimAlternativeEducationSetting:RemovalsDrugs,Weapons,SeriousBodilyInjury

• 45SchoolDayRule

• DAEP

• JJAEP

• TransitionfromAEPtoRegularClass

E. Expulsion

F EmergencyPlacement

IV. FreeAppropriatePublicEducation(FAPE)forStudentsRemoved AuthorityofSchoolPersonnel(§300.530infull)

(a) Case-by-casedetermination

(b) General

(d) Services

(e) Manifestationdetermination(seealsosectionII.B.)

(f) Determinationthatbehaviorwasamanifestation

(g) Specialcircumstances

(h) Notification

(i) Definitions

V. Confinement,Restraint,Time-out

A. UseofConfinement,Restraint,Seclusion,andTime-Out

B. ProceduresforUseofRestraintandTime-out

C. Time-outGuidelines

D. ProhibitedAversiveTechniques

VI. DueProcess

A. ProceduralSafeguards

B. Conference,Hearing,Review

C. StayPut

D. AppealandAuthorityofHearingOfficer

ExpeditedDueProcessHearing

E. PlacementduringAppeals

F. ResolutionMeeting

G. NoticeofDisciplinaryActions(StudentMovestoanotherDistrict)

H. ProtectionforStudentsnotYetEligibleforSpecialEducation

I. NoncustodialParent

VII. LawEnforcement (ReportofDrugs;Liability)

VIII. DisciplineRecords

IX. CompulsoryAttendance

X. StudentDisciplineChartandDISCLAIMER

Section7.-PROCEDURALSAFEGUARDSSECTION

I. ProceduralSafeguardsNotice

General–DistributiontoParents

Internet

ContentsofProceduralSafeguards

NativeLanguage

II. PriorWrittenNotice

ContentofNotice

NoticeofEvaluation

NoticeofARDMeeting

NoticeofProposalorRefusal

ElectronicMail

TimelineforNotice

Purpose,Time,Location,Attendance

III. Consent

Consentmeans

ConsentRequiredfor:

a. InitialEvaluation

b. Specialeducationservices

c. Reevaluation

d. Consentnotrequired

ConsenttoAccessBenefits(PublicInsurance)

ReleaseofRecords

ConsentforCertainPsychologicals

ConsentRequiredforCertainActivities

VideoSurveillanceCamera/Commissioner'sReviewandHearings

IndividualFamilySupportPlan(IFSP)

TransferofRecordsfromotherDistrict

IV. ParentParticipationinMeetings

Definition

a. ParentParticipation

b. ParentParticipationinMeeting(OpportunitytoExamineRecords)

c. ParentParticipationinPlacementDecision

MandatoryMedications

ParentalRightsRegardingAdultStudents(Section4ARD/IEP)

V. ConfidentialityofInformation

Definitions

NoticetoParents

RecordofAccess

RecordsonMoreThanOneChild

TypesandLocationsofInformation Fees

AmendmentofRecordatParentRequest

OpportunityforHearing

ResultofHearing

HearingProcedure

ConsentforDisclosureofRecords

RecordstoLawEnforcement

Safeguards(trainingstaffonconfidentiality)

DestructionofInformation

VI. Surrogate/FosterParent

Definition

CriteriaandCompensation

RequirementofSurrogates

TrainingProcedures

FosterParentsactingasSurrogates

AssignmentGuidelines

Assurances

DocumentationofTrainingforVolunteerasaSurrogateParent

DocumentationofTrainingforFosterParentasSurrogateParent

SurrogateTrainingCompleted

StudentinConservatorship

VII. IndependentEducationalEvaluation(IEE)

(a) Generalinformationprovidedtoparent

(b) Parentrighttoevaluationatpublicexpense.

(d) Requestsforevaluationsbyhearingofficers.

(e) AgencycriteriafortheIEE

EvaluatorRequirements

StepstofollowtoRequestIEE

CriteriaforFeeSetting

ParentsSeekingReimbursement

DistrictConsiderationofIEE

VIII. ComplaintProcedures

IEPFacilitation

StateComplaintProcedures

FilingaComplaint

ContentofComplaint

Notice–LEAResponseRequired

ModelForms

ResolutionProcess:

a. ResolutionMeeting…

b. ResolutionPeriod

c. WrittenAgreement

d. AgreementReviewPeriod

ParentallyPlacedinPrivateSchoolDueProcessComplaint

IX. Mediation

X. DueProcessHearing

RequestforDPH

RepresentationinDPH

PrehearingProcedures

ResolutionProcess

HearingProcess

HearingDecisions

ExpeditedDPH

AttorneyFees

XIII. CivilAction

XIV. StudentStatusduringProceedings

Section8.-ADMINISTRATIONSECTION

I. ScopeandApplicabilityofSpecialEducation

II. FAPE–FreeAppropriatePublicEducation

FullEducationalOpportunityGoal-FEOGandProgramOptions

ChildFind(locatedinSection1-Referral)

III. SpecialEducationDefined

ScientificallyBasedResearchDefined

IV. Personnel

PersonnelQualifications

PersonnelDevelopment

V. CurriculumforStudentswithDisabilities

TexasEssentialKnowledgeandSkills(TEKS)

ScientificallyBasedResearchInterventions/Strategies

(ScientificallyBasedResearch)

VI. PublicEducationInformationManagementSystem(PEIMS)

VII. RDA-ResultsDrivenAccountability

VIII. CollaborationwithAgenciesRegardingMOU’s

includingResidentialFacilities

IX. TransferofAssistiveTechnologyDevices

X. Funding

A. FederalFunds

EarlyInterveningServices

Supplementation

MaintenanceofStateSupport

Waiver

UseofAmount(ExcessCosts)

Compliance–payments

JointEstablishmentofEligibility

MaintenanceofEffort(MOE)

ExceptiontoMOE

AdjustmenttoLocalFiscalEffort

SchoolwideProgramsunderTitleIofESEA

PermissiveUseofFunds

B. StateFunds

Distribution

AllowableExpenditures&IndirectCost

SpecialEducationAllotment

ExcessFundsforVideoSurveillance

C. Hospitals

D. JJAEP

E. Nonpublic–PrivateSchools

F. NoneducationalFunds

G. PublicInsurance

H. TSD–DeaforHardofHearing

I. RDSPD-RegionalDaySchoolProgramsfortheDeaf

J. TSBVI–VisuallyImpaired

K. Residential

XIII. StatePerformancePlan(SPP)

XIV. EmployandAdvanceQualifiedIndividualswithDisabilities

XV. DepartmentalBudgetProcess

XVI. Monitoring,TechnicalAssistanceandEnforcement

XVII.TEACorrectiveActionPlan

XVIII.SharedServiceArrangements

XIX. CharterSchools

AnnaISD

POLICIESANDPROCEDURES

Local board policies, the Legal Framework for the Child-Centered Special Education Process and these procedures constitute policies and procedures for purposes of satisfying 34 CFR 300.201. The Anna ISD will follow these policies and procedures to ensure IDEA and its accompanying federal regulations, State statutes and regulations are implemented for each qualifying student with a disability.

The special education programs in the Anna ISD operate under local district board policies and the Legal Framework for the Child-Centered Special Education Process. This operational procedures manual is to clarify and support local district policy, State Board of Education and Commissioner’s Rules for Special Education Services, and 34 Code of Federal Regulations (Individuals with Disabilities Education Act) IDEA 2004Part 300 – final revised regulations dated August 14, 2006. The local district board approved policy manual may be found in the office of the superintendent, the administrative office of each school, and the special education office

The Legal Framework for the Child-Centered Special Education Process may be found online The AISD also uses approved district forms to document compliance with the Legal Framework for the Child-Centered Special Education Process. Training on personnel responsible for each step in the Child-Centered Special Education Process is conducted annually.

The list on the next page includes the most frequently referenced policy sections which relate to special education services.

Section

DMA

DMB

EEL

EHB

EHBA

EHBAA

EHBAB

EHBAC

EHBAD

EHBAE

EIED

EKB

FDC

FDD

FOB

FOC

AnnaISD SCHOOLBOARDPOLICY

PolicyArea

ProfessionalDevelopment

ProfessionalDevelopment:SpecialPrograms

ContractswithOutsideAgenciesforSpecialEducationServices

CurriculumDesign

SpecialPrograms:SpecialEducation

Identification,Evaluation,andEligibility

ARDCommitteeandIndividualizedEducationProgram

StudentsinNon-DistrictPlacement

TransitionServices

ProceduralRequirements

Promotion,RetentionandPlacement:Graduation

TestingPrograms

AdmissionsandAttendance:CompulsoryAttendance

AdmissionsandAttendance:AbsencesandExcuses

StudentRecords

StudentDiscipline:SuspensionandRemoval

StudentDiscipline:CorporalPunishment

StudentDiscipline:EmergencyPlacement

StudentDiscipline:Expulsion

StudentDiscipline:StudentwithDisabilities

PublicComplaints

FederalRegulationsareinBlackBoldprintandalsofoundintheLegalFramework StateRulesandRegsareinRegularBlackPrintandalsofoundintheLegalFramework LocalOperatingProceduresareinBlueItalicPrintwhenneededtoclarifyimplementationoftheregulations

I. PriortoInitialReferralstoSpecialEducation

(EarlyInterveningServices;StudentswithDyslexiaandParentEducationProgram)

II. ReferralsforSpecialEducationEvaluation

III. MembershipoftheRtICommittee

IV. GeneralEducationResponsibilities

V. Timeline–ReferraltoEvaluation

VI. SpecialEducationDepartmentResponsibilities

A. ReferralPacketCompleted

B. ScheduleARD/IEPMeeting

C. Timeline

D. TransfersfromOutsidetheDistrict–alreadyinSpecialEducation

VII. ReferralsforSpecificAreas: (ReviewofExistingEvaluationData)

A. AdaptedPhysicalEducation(APE)

B. AssistiveTechnologyTeam

C. AttentionDeficitDisorder(ADD/ADHD)

D. EarlyChildhoodIntervention(ECI)

E. HomeboundInstruction

F. LimitedEnglishProficient(LEP)

G. OccupationalTherapyand/orPhysicalTherapy

H. EarlyChildhoodSpecialEducation(ECSE)

I. Private/NonpublicSchools

J. PsychologicalReferral

K. RegionalDaySchoolProgramfortheDeaf

L. SpecificLearningDisabilities

M. TexasSchoolfortheDeaf(TSD)

N. TexasSchoolfortheBlindandVisuallyImpaired(TSBVI)

VIII. ChildFind

IX. HomeLanguageSurvey

X. LanguageProficiencyAssessmentCommittee

Section1.-INTERVENTION/

I. PRIORTOINITIALREFERRALSTOSPECIALEDUCATION

Anna ISD implements Child Find procedures to ensure that we identify, locate, and evaluate children with disabilities who may be eligible for special education services.

TitleI–AmendmentstotheIndividualswithDisabilitiesEducationAct(IDEA)“PartA-GeneralProvisions 118Statute2647-Sec.601(c)Findings–Congressfindsthefollowing:

(5)Almost30yearsofresearchandexperiencehasdemonstratedthattheeducationofchildrenwith disabilitiescanbemademoreeffectiveby–

(A)havinghighexpectationsforsuchchildrenandensuringtheiraccesstothegeneraleducation curriculumintheregularclassroom,tothemaximumextentpossible;

---

(E)supportinghighquality,intensivepreservicepreparationandprofessionaldevelopmentforall personnelwhoworkwithchildrenwithdisabilitiesinordertoensurethatsuchpersonnelhavethe skillsandknowledgenecessarytoimprovetheacademicachievementandfunctionalperformance ofchildrenwithdisabilities,includingtheuseofscientificallybasedinstructionalpractices;

(F)providingincentivesforwhole-schoolapproaches,scientificallybasedearlyreadingprograms, positivebehavioralinterventionsandsupports,andearlyinterveningservicestoreducetheneedto labelchildrenasdisabledinordertoaddressthelearningandbehavioralneedsofsuchchildren.

§300.309Determiningtheexistenceofaspecificlearningdisability.

(b)Toensurethatunderachievementinachildsuspectedofhavingaspecificlearningdisabilityisnotdue tolackofappropriateinstructioninreadingormath,thegroupmustconsider,aspartoftheevaluation describedin§§300.304through300.306-

(1)Datathatdemonstratethatpriorto,orasapartofthereferralprocess,thechildwasprovided appropriateinstructioninregulareducationsettingsdeliveredbyqualifiedpersonnel;and

(2)Data-baseddocumentationofrepeatedassessmentsofachievementatreasonableintervals,reflecting formalassessmentofstudentprogressduringinstruction,whichwasprovidedtothechild'sparents.

(c)Thepublicagencymustpromptlyrequestparentalconsenttoevaluatethechildtodetermineifthechild needsspecialeducationandrelatedservices,andmustadheretothetimeframesdescribedin§300.301 and300.303,unlessextendedbymutualagreementofthechild'sparentsandagroupofqualified professionals,asdescribedin300.306(a)(1)--

(1)If,priortoareferral,thechildhasnotmadeadequateprogressafteranappropriateperiodoftime, whenprovidedinstruction,asdescribedinparagraphs(b)(1)and(2)ofthissection;and (2)Wheneverachildisreferredforanevaluation.

The support services and intervention program options to address the students' difficulties should be made in collaboration with parents, who should be notified of their right to request a special education referral at any time. If students continue to struggle with the general curriculum despite provision of interventions, the student should be referred for a special education evaluation within a reasonable timeframe, determined by the campus intervention committee based on each individual student, depending on the student’s degree of response to interventions, the parents' input, and the degree of difficulty the student is experiencing in meeting mastery criteria on general curriculum Implementation of any intervention program cannot serve to delay or deny referral, evaluation, and eligibility determinations under the IDEA when students are suspected of having a disability and a need for special education services The Special Education Director will ensure the “Notice of Parent Right To Request Referral for Evaluation” is included in the districtwide student handbook provided to all parents The districtwide student handbook including notice is provided annually

Specific Learning Disability is also found in Section 3 – Disability Criteria.

TEC§29.023.NOTICEOFRIGHTS.

https://tea.texas.gov/about-tea/news-and-multimedia/correspondence/taa-letters/senate-bill-139-notice-families

https://tea.texas.gov/academics/special-student-populations/special-education/programs-and-services/studenthandbook-statement-english

(a)TheagencyshalldevelopanoticefordistributionasprovidedbySubsection(c)andpostingontheagency's Internetwebsitethatindicates:

(1)thechangemadefrom2016to2017inreportingrequirementsforschooldistrictsandopen-enrollment charterschoolsregardingthespecialeducationrepresentationindicatoradoptedinthePerformance-Based MonitoringAnalysisSystemManual;and

(2)inplainlanguage,therightsofachildunderbothfederalandstatelawandthegeneralprocessavailableto initiateareferralofachildforafullindividualandinitialevaluationunderSection29.004todetermine thechild'seligibilityforspecialeducationservices.

(b)Aschooldistrictoropen-enrollmentcharterschoolshallincludeinthenoticedevelopedbytheagencyunder Subsection(a)informationindicatingwherethelocalprocessesandproceduresforinitiatingareferralfor specialeducationserviceseligibilityevaluationmaybefound

(c)Byadateestablishedbythecommissioner,eachschooldistrictoropen-enrollmentcharterschoolshallprovide thenoticetotheparentofeachchildwhoattendsschoolinthedistrictorattheschoolatanytimeduringthe 2019-2020schoolyear.Aschooldistrictoropen-enrollmentcharterschoolshallalsomakethenotice availableonrequesttoanyperson.ThenoticemustbeavailableinEnglishandSpanish,andaschooldistrict oropen-enrollmentcharterschoolshallmakeagoodfaithefforttoprovidethenoticeintheparent'snative languageiftheparent'snativelanguageisalanguageotherthanEnglishorSpanish.

(d)ThenoticeisinadditiontorequirementsimposedbySection260081

(e)Thecommissionermayadoptrulesnecessarytoimplementthissection (f)ThissectionexpiresSeptember1,2023

Parents can request a referral at any time regardless of whether the student is receiving interventions through an RTI system OSEP has advised that unless the district believes there is no reason to suspect that a child has a disability and is in need of special education services, an evaluation must be conducted within the applicable timeline. If, however, the district does not susepct the child is a child with a disability and denies the request for an initial evaluation, the local campus designee must: 1) provide written notice to parents explaining why the district declines to conduct an initial evaluation and the information that was used as the basis for that decision; 2) provide the parent with a copy of their procedural safeguards and be sure they are informed they can challenge this decision by requesting a due process hearing under 34 CFR §300 153 to resolve the dispute regarding the child's need for an evaluation; and 3) campus principals will determine the designee responsible for providing this infomraiton to the parent

TEC§26.004.ACCESSTOSTUDENTRECORDS.

(a)Inthissection,"interventionstrategy"meansastrategyinamulti-tieredsystemofsupportsthatisabovethe levelofinterventiongenerallyusedinthatsystemwithallchildren Thetermincludesresponsetointervention andotherearlyinterveningstrategies

(b)Aparentisentitledtoaccesstoallwrittenrecordsofaschooldistrictconcerningtheparent'schild,including: (1)attendancerecords; (2)testscores; (3)grades; (4)disciplinaryrecords; (5)counselingrecords; (6)psychologicalrecords; (7)applicationsforadmission; (8)healthandimmunizationinformation; (9)teacherandschoolcounselorevaluations; (10)reportsofbehavioralpatterns;and (11)recordsrelatingtoassistanceprovidedforlearningdifficulties,includinginformationcollectedregarding anyinterventionstrategiesusedwiththechild.

ResponsetoIntervention(RtI)andLearningDisability(LD)Eligibility: https://tea.texas.gov/Academics/Special Student Populations/Special Education/Programs and Services/Respon

se to Intervention/

TheLEAisrequiredtoprovideparentswithnoticewhenevertheirchildbeginstoreceiveinterventionstrategies. Thenoticemustcontainspecificrequirements TEAhascreatedatemplatethatLEAscanusethatmeetsthe statutoryrequirements ForasampleofthenoticeformrequiredinTEC§260081(d)aswellastheResponseto Intervention(RtI)andLearningDisability(LD)EligibilitydocumentfromTEA,usethislink: https://teatexasgov/Academics/Special Student Populations/Special Education/Programs and Services/Respon se to Intervention/

TEC§26.0081.RIGHTTOINFORMATIONCONCERNINGSPECIALEDUCATIONAND EDUCATIONOFSTUDENTSWITHLEARNINGDIFFICULTIES.

(a)Theagencyshallproduceandprovidetoschooldistrictssufficientcopiesofacomprehensive,easily understooddocumentthatexplainstheprocessbywhichanindividualizededucationprogramisdevelopedfor astudentinaspecialeducationprogramandtherightsandresponsibilitiesofaparentconcerningtheprocess

Thedocumentmustincludeinformationaparentneedstoeffectivelyparticipateinanadmission,review,and dismissalcommitteemeetingfortheparent'schild

(b)Theagencywillensurethateachschooldistrictprovidesthedocumentrequiredunderthissectiontotheparent asprovidedby20U.S.C.Section1415(b):

(1)assoonaspracticableafterachildisreferredtodeterminethechild'seligibilityforadmissionintothe district'sspecialeducationprogram,butatleastfiveschooldaysbeforethedateoftheinitialmeetingof theadmission,review,anddismissalcommittee;and (2)atanyothertimeonreasonablerequestofthechild'sparent

(c)Theagencyshallproduceandprovidetoschooldistrictsawrittenexplanationoftheoptionsandrequirements forprovidingassistancetostudentswhohavelearningdifficultiesorwhoneedormayneedspecialeducation Theexplanationmuststatethataparentisentitledatanytimetorequestanevaluationoftheparent'schildfor specialeducationservicesunderSection29004orforaids,accommodations,orservicesunderSection504, RehabilitationActof1973(29U.S.C.Section794).Eachschoolyear,eachdistrictshallprovidethewritten explanationtoaparentofeachdistrictstudentbyincludingtheexplanationinthestudenthandbookorby anothermeans.

(d)Eachschoolyear,eachschooldistrictshallnotifyaparentofeachchild,otherthanachildenrolledinaspecial educationprogramunderSubchapterA,Chapter29,whoreceivesassistancefromthedistrictforlearning difficulties,includingthroughtheuseofinterventionstrategies,asthattermisdefinedbySection26004,that thedistrictprovidesthatassistancetothechild Thenoticemust:

(1)beprovidedwhenthechildbeginstoreceivetheassistanceforthatschoolyear;

(2)bewritteninEnglishor,totheextentpracticable,theparent'snativelanguage;and

(3)include:

(A)areasonabledescriptionoftheassistancethatmaybeprovidedtothechild,includinganyintervention strategiesthatmaybeused;

(B)informationcollectedregardinganyinterventioninthebasetierofamulti-tieredsystemofsupports thathaspreviouslybeenusedwiththechild;

(C)anestimateofthedurationforwhichtheassistance,includingthroughtheuseofintervention strategies,willbeprovided;

(D)theestimatedtimeframeswithinwhichareportonthechild'sprogresswiththeassistance,including anyinterventionstrategiesused,willbeprovidedtotheparent;and

(E)acopyoftheexplanationprovidedunderSubsection(c).

(e)ThenoticerequiredunderSubsection(d)maybeprovidedtoachild'sparentatameetingoftheteam establishedforthechildunderSection504,RehabilitationActof1973(29U.S.C.Section794),ifapplicable.

TEC§29.0031.DYSLEXIAANDRELATEDDISORDERS.

(a)DyslexiaisanexampleofandmeetsthedefinitionofaspecificlearningdisabilityundertheIndividualswith DisabilitiesEducationAct(20USC Section1401(30)) Ifadistrictsuspectsorhasareasontosuspectthata studentmayhavedyslexia,includingafterevaluationoruseofareadingdiagnosisunderSection28006or 38003,andthatthestudentmaybeachildwithadisabilityundertheIndividualswithDisabilitiesEducation Act(20U.S.C.Section1401(30)),thedistrictmust:

(1)providetothestudent’sparentorapersonstandinginparentalrelationtothestudentaformdevelopedby theagencyexplainingtherightsavailableundertheIndividualswithDisabilitiesEducationAct(20 U.S.C.Section1400etseq.)thatmaybeadditionaltotherightsavailableunderSection504 RehabilitationActof1973(29USC Section794);

(2)complywithallfederalandstaterequirements,includingtheDyslexiaHandbook:ProceduresConcerning DyslexiaandRelatedDisorders,asadoptedbytheStateBoardofEducation,anditssubsequent amendments,regardinganyevaluationofthestudent;and

(3)ifthestudentisevaluatedfordyslexiaorarelateddisorder,alsoevaluatethestudentinanyotherareasin whichthedistrictsuspectsthestudentmayhaveadisability

(b)Themultidisciplinaryevaluationteamandanysubsequentteamconvenedtodetermineastudent’seligibility forspecialeducationandrelatedservicesmustincludeatleastonememberwithspecificknowledgeregarding thereadingprocess,dyslexiaandrelateddisorders,anddyslexiainstruction Themembermust:

(1)holdalicenseddyslexiatherapistlicenseunderChapter403,OccupationCode;

(3)IfapersonqualifiedunderSubdivision(1)or(2)isnotavailable,meettheapplicabletraining requirementsadoptedbytheStateBoardofEducationpursuanttoSections7102and38003

(c)Amemberofamultidisciplinaryevaluationteamandanysubsequentteamconvenedtodetermineastudent’s eligibilityforspecialeducationandrelatedservicesasdescribedbySubsection(b)mustsignadocument describingthemember’sparticipationintheevaluationofastudentdescribedbythesubsectionandany, resultingindividualizededucationprogramdevelopedforthestudent.

(d)Atleastonceeachgradingperiod,andmoreoftenifprovidedforinastudent’sindividualizededucation program,aschooldistrictshallprovidetheparentoforpersonstandinginparentalrelationtoastudent receivingdyslexiainstructionwithinformationregardingthestudent’sprogressasaresultofthestudent receivingthatinstruction.

TEC§29.0032.PROVIDERSOFDYSLEXIAINSTRUCTION.

(a)Aproviderofdyslexiainstructiontostudentswithdyslexiaandrelateddisorders: (1)mustbefullytrainedinthedistrict’sadoptedinstructionalmaterialsforstudentswithdyslexia;and (2)isnotrequiredtoholdacertificateorpermitinspecialeducationissuedunderSubchapterB.Chapter21, unlesstheproviderisemployedinaspecialeducationpositionthatrequiresthecertification.

(b)ThecompletionofaliteracyachievementacademyunderSection21.4552byaneducatorwhoparticipatesin theevaluationorinstructionofstudentswithdyslexiaandrelatedadorersdoesnotsatisfytherequirementof Subsection(a)(1).

TEC7.102(c)(28).

(c)(28)Theboardshallapproveaprogramfortestingstudentsfordyslexiaandrelateddisordersasprovidedby Section38003 Theprogrammaynotincludeadistinctionbetweenstandardprotocolsofdyslexiainstruction, asdefinedbytheDyslexiaHandbook:ProceduresConcerningDyslexiaandRelatedDisorders,asupdatedin 2021andadoptedbytheStateBoardofEducation,anditssubsequentamendments,andothertypesofdirect dyslexiainstruction,includingspeciallydesignedinstruction.

TEC§38.003.SCREENINGANDTREATMENTFORDYSLEXIAANDRELATEDDISORDERS.

(a)Studentsenrollinginpublicschoolsinthisstateshallbescreenedortested,asappropriate,fordyslexiaand relateddisordersatappropriatetimesinaccordancewithaprogramapprovedbytheStateBoardofEducation Theprogrammustincludescreeningattheendoftheschoolyearofeachstudentinkindergartenandeach studentinthefirstgrade

(b)InaccordancewiththeprogramapprovedbytheStateBoardofEducation,theboardoftrusteesofeachschool districtshall:

(1)provideforthetreatmentofanystudentdeterminedtohavedyslexiaorarelateddisorder;and

(2)adoptandimplementapolicyrequiringthedistricttocomplywithallrulesandstandardsadoptedbythe StateBoardofEducationtoimplementtheprogram,including:

(A)TheDyslexiaHandbook:ProceduresConcerningDyslexiaandRelatedDisorders,asadoptedbythe StateBoardofEducation,anditssubsequentamendments;and

(B)guidancepublishedbythecommissionertoassistthedistrictinimplementingtheprogram

(b-1)Unlessotherwiseprovidedbylaw,astudentdeterminedtohavedyslexiaduringscreeningortestingunder Subsection(a)oraccommodatedbecauseofdyslexiamaynotberescreenedorretestedfordyslexiaforthe purposeofreassessingthestudent'sneedforaccommodationsuntilthedistrictreevaluatestheinformation obtainedfrompreviousscreeningortestingofthestudent.

(c)TheStateBoardofEducationshalladoptanyrulesandstandardsnecessarytoadministerthissection.

(c-1)Theagencybyruleshalldevelopproceduresdesignedtoallowtheagencyto:

(1)effectivelyauditandmonitorandperiodicallyconductsitevisitsofallschooldistrictstoensurethat districtsarecomplyingwiththissection,includingtheprogramapprovedbytheStateBoardofEducation underthissection;

(2)identifyanyproblemsschooldistrictsexperienceincomplyingwiththissection,includingtheprogram approvedbytheStateBoardofEducationunderthissection;

(3)developreasonableandappropriateremedialstrategiestoaddressschooldistrictnoncomplianceand ensurethepurposesofthissectionareaccomplished;and

(4)solicitinputfromparentsofstudentsenrolledinaschooldistrictduringtheauditingandmonitoringofthe districtunderSubdivision(1)regardingthedistrict’simplementationoftheprogramapprovedbytheState BoardofEducationunderthissection.

(d)Inthissection:

(1)"Dyslexia"meansadisorderofconstitutionaloriginmanifestedbyadifficultyinlearningtoread,write,or spell,despiteconventionalinstruction,adequateintelligence,andsocioculturalopportunity.

(2)"Relateddisorders"includesdisorderssimilartoorrelatedtodyslexia,suchasdevelopmentalauditory imperception,dysphasia,specificdevelopmentaldyslexia,developmentaldysgraphia,anddevelopmental spellingdisability

TAC§74.1101.DyslexiaScreeningRequirementsfor2019-2020and2020-2021SchoolYears.

(a)Conditionalwaiverfor2019-2020schoolyear.TherequirementestablishedunderTexasEducationCode (TEC),§38.003(a),toscreeneachstudentinKindergartenfordyslexiaandrelateddisordersbytheendofthe schoolyearwaswaivedbythegovernorforthe2019-2020schoolyearduetoschoolclosuresresultingfrom theCOVID-19pandemic,subjecttoguidanceandrulesadoptedbyTexasEducationAgency

(b)Applicability Thewaiverdescribedundersubsection(a)ofthissectionappliestoschooldistrictsandopenenrollmentcharterschoolsthatimplementtherequirementsofsubsection(c)ofthissection (c)Requirementsfor2020-2021schoolyear Schooldistrictsandopen-enrollmentcharterschoolsmustadminister thereadingdiagnosticinstrumentrequiredbyTEC,§28006,withinthefirst20schooldaysofthe2020-2021 schoolyear.

(1)Astudentshouldbeprovidedreadinginterventionasneededbasedonthereadingdiagnosticinstrument results.

(2)Astudentshouldbereferredforanevaluationifdyslexiaorarelateddisorderissuspected.

(3)Astudentshouldbereferredforafullandindividualinitialevaluationasrequiredbystateandfederallaw ifaneedforspecialeducationservicesissuspectedinadditiontosuspicionofthepresenceofdyslexia

(4)StudentsinGrade1mustbescreenedfordyslexiaandrelateddisordersbytheendofJanuary2021in accordancewithTEC,§38003(a),andthe"DyslexiaHandbook:ProceduresConcerningDyslexiaand RelatedDisorders"adoptedunder§7428ofthistitle(relatingtoStudentswithDyslexiaandRelated Disorders).

(d)Alterationoftimelines.Thecommissionerofeducationmayalterthetimelinesundersubsection(c)ofthis sectionforthestateoranindividualschooldistrictoropen-enrollmentcharterschoolifcircumstances resultingfromtheCOVID-19pandemicnecessitatealteration.

TAC§74.28.StudentswithDyslexiaandRelatedDisorders.

(a)Inordertosupportandmaintainfulleducationalopportunityforstudentswithdyslexiaandrelateddisorders andconsistentwithfederalandstatelaw,schooldistrictsandopen-enrollmentcharterschoolsshallprovide eachstudentwithdyslexiaorarelateddisorderaccesstoeachprogramunderwhichthestudentqualifiesfor services.

(b)Theboardoftrusteesofaschooldistrictorthegoverningbodyofanopen-enrollmentcharterschoolmust ensurethatproceduresforidentifyingastudentwithdyslexiaorarelateddisorderandforproviding appropriate,evidence-basedinstructionalservicestothestudentareimplementedinthedistrict.

(c)Aschooldistrict'soropen-enrollmentcharterschool'sproceduresmustbeimplementedaccordingtotheState BoardofEducation(SBOE)approvedstrategiesforscreening,individualizedevaluation,andtechniquesfor treatingdyslexiaandrelateddisorders Thestrategiesandtechniquesaredescribedinthe"Dyslexia Handbook:ProceduresConcerningDyslexiaandRelatedDisorders,"providedinthissubsection The handbookisasetofguidelinesforschooldistrictsandopen-enrollmentcharterschoolsthatmaybemodified bytheSBOEonlywithbroad-baseddialoguethatincludesinputfromeducatorsandprofessionalsinthefield ofreadinganddyslexiaandrelateddisordersfromacrossthestate.

(d)Screeningasdescribedinthe"DyslexiaHandbook:ProceduresConcerningDyslexiaandRelatedDisorders," andfurtherevaluationshouldonlybeconductedbyindividualswhoaretrainedinvalid,evidence-based assessmentsandwhoaretrainedtoappropriatelyevaluatestudentsfordyslexiaandrelateddisorders.

(e)Aschooldistrictoropenenrollmentcharterschoolshallpurchaseareadingprogramordevelopitsown evidence-basedreadingprogramforstudentswithdyslexiaandrelateddisordersthatisalignedwiththe descriptorsfoundinthe"DyslexiaHandbook:ProceduresConcerningDyslexiaandRelatedDisorders." Teacherswhoscreenandtreatthesestudentsmustbetrainedininstructionalstrategiesthatuseindividualized, intensive,multisensory,phoneticmethodsandavarietyofwritingandspellingcomponentsdescribedinthe "DyslexiaHandbook:ProceduresConcerningDyslexiaandRelatedDisorders"Theprofessionaldevelopment activitiesspecifiedbyeachopen-enrollmentcharterschoolanddistrictand/orcampusplanninganddecision makingcommitteeshallincludetheseinstructionalstrategies

(f)Atleastfiveschooldaysbeforeanyevaluationoridentificationprocedureisusedselectivelywithanindividual student,theschooldistrictoropen-enrollmentcharterschoolmustprovidewrittennotificationtothestudent's parentorguardianoranotherpersonstandinginparentalrelationtothestudentoftheproposedidentification orevaluation.ThenoticemustbeinEnglish,ortotheextentpracticable,theindividual'snativelanguageand mustincludethefollowing:

(1)areasonabledescriptionoftheevaluationproceduretobeusedwiththeindividualstudent;

(2)informationrelatedtoanyinstructionalinterventionorstrategyusedtoassistthestudentpriorto evaluation;

(3)anestimatedtimeframewithinwhichtheevaluationwillbecompleted;and (4)specificcontactinformationforthecampuspointofcontact,relevantParentTrainingandInformation Projects,andanyotherappropriateparentresources.

(g)Beforeafullindividualandinitialevaluationisconductedtodeterminewhetherastudenthasadisability undertheIndividualswithDisabilitiesEducationAct(IDEA),theschooldistrictoropen-enrollmentcharter schoolmustnotifythestudent'sparentorguardianoranotherpersonstandinginparentalrelationtothe studentofitsproposaltoconductanevaluationconsistentwith34CodeofFederalRegulations(CFR), §300503,provideallinformationrequiredundersubsection(f)ofthissection,andprovide:

1)acopyoftheproceduralsafeguardsnoticerequiredby34CFR,§300504; (2)anopportunitytogivewrittenconsentfortheevaluation;and (3)acopyofinformationrequiredunderTexasEducationCode(TEC),§260081

(h)Parents/guardiansofastudentwithdyslexiaorarelateddisordermustbeinformedofallservicesandoptions availabletothestudent,includinggeneraleducationinterventionsunderresponsetointerventionandmultitieredsystemsofsupportmodelsasrequiredbyTEC,§26.0081(d),andoptionsunderfederallaw,including IDEAandtheRehabilitationAct,§504.

(i)Eachschooloropen-enrollmentcharterschoolmustprovideeachidentifiedstudentaccessathisorhercampus toinstructionalprogramsrequiredinsubsection(e)ofthissectionandtotheservicesofateachertrainedin dyslexiaandrelateddisorders Theschooldistrictoropen-enrollmentcharterschoolmay,withtheapprovalof eachstudent'sparentsorguardians,offeradditionalservicesatacentralizedlocation Suchcentralized servicesshallnotprecludeeachstudentfromreceivingservicesathisorhercampus

(j)Becauseearlyinterventioniscritical,aprocessforearlyidentification,intervention,andsupportforstudentsat riskfordyslexiaandrelateddisordersmustbeavailableineachdistrictandopen-enrollmentcharterschoolas outlinedinthe"DyslexiaHandbook:ProceduresConcerningDyslexiaandRelatedDisorders."Schooldistricts andopen-enrollmentcharterschoolsmaynotuseearlyinterventionstrategies,includingmulti-tieredsystems ofsupport,todelayordenytheprovisionofafullandindividualevaluationtoachildsuspectedofhavinga specificlearningdisability,includingdyslexiaorarelateddisorder

(k)Eachschooldistrictandopen-enrollmentcharterschoolshallprovideaparenteducationprogramfor parents/guardiansofstudentswithdyslexiaandrelateddisorders Thisprogrammustinclude:

(1)awarenessandcharacteristicsofdyslexiaandrelateddisorders;

(2)informationontestinganddiagnosisofdyslexiaandrelateddisorders;

(3)informationoneffectivestrategiesforteachingstudentswithdyslexiaandrelateddisorders;

(4)informationonqualificationsofthosedeliveringservicestostudentswithdyslexiaandrelateddisorders;

(5)awarenessofinformationonaccommodationsandmodifications,especiallythoseallowedforstandardized testing;

(6)informationoneligibility,evaluationrequests,andservicesavailableunderIDEAandtheRehabilitation Act,§504,andinformationontheresponsetointerventionprocess;and

(7)contactinformationfortherelevantregionaland/orschooldistrictoropen-enrollmentcharterschool specialists

(l)Schooldistrictsandopen-enrollmentcharterschoolsshallprovidetoparentsofchildrensuspectedtohave dyslexiaorarelateddisorderacopyoralinktotheelectronicversionofthe"DyslexiaHandbook:Procedures ConcerningDyslexiaandRelatedDisorders.”

(m)Schooldistrictsandopen-enrollmentcharterschoolswillbesubjecttomonitoringforcompliancewithfederal lawandregulationsinconnectionwiththissection.

CurrentTEADyslexiaHandbook:https://teatexasgov/academics/dyslexia/

The LEA will comply with all federal and state requirements, which includes any and all requirements outlined in the current Dyslexia Handbook that is adopted by the State Board of Education and published by the TEA

The Special Education Department will provide training to each campus Child Find designee on procedures related to evaluation and services for students with dyslexia on an annual basis that is in accordance with the most current Dyslexia Handbook adopted by the State Board of Education and published by TEA.

Prior to a referral for a full individual and initial evaluation, students who are struggling in the general education setting should be considered for any academic and/or behavior support services as part of the campus ’ response to intervention system If the student continues to have difficulty after interventions are provided, the student must be referred for a full individual initial evaluation for special education This includes all students suspected of having dyslexia Any and all progress monitoring data collected will be provided as part of the referral Response to intervention strategies may not be used to delay or deny a full individual and initial evaluation and services to any student suspected of having a disability, this includes those suspected of having dyslexia.

The full initial and individual evaluation for special education services will adhere to all the requirements for referral and evaluation as outlined in state and federal regulations and any additional guidelines for dyslexia evaluation that are required by the current Dyslexia Handbook published by TEA This includes the IDEA requirement to evaluate in all areas of suspected disability The multidisciplinary evaluation team and any subsequent team that convenes to determine a student’s eligibility for special education and related services must include at least one member with specific knowledge regarding the process of reading, dyslexia and related disorders and be knowledgeable in the area of dyslexia instruction This member must sign a document describing their participation in the evaluation and development of the Individualized Education Program for the student This member must:

(1) hold a licensed dyslexia therapist license under Chapter 403. Occupations Code:

(3) if a person qualified under subdivision (1) or (2) is not available, they must then meet the applicable training requirements adopted by the State Board of Education pursuant to Sections 7 102 and 38 03

Students may also be referred for a full individual and initial evaluation through a dyslexia screening procedure provided to all students in grade levels that are identified by state regulations or the LEA’s specific requirements.

Parents may also request a referral for a full individual and initial evaluation for dyslexia at any time.

Parents of all students suspected of dyslexia will be notified by the local campus designee and provided information concerning the evaluation process and the options for providing services to the student which align with the current Dyslexia Handbook published by TEA All parents will receive information in the Parent Student Handbook provided to them by their campus regarding services and options available to eligible students with dyslexia, IDEA’s Child Find requirements, and the district’s obligation to provide a free appropriate public education for students who may need special education services.

The special education department in collaboration with the dyslexia specialist will provide an annual parent education program that provides information to parents regarding the characteristics of dyslexia and related disorders, the testing and diagnosis process, effective research-based interventions and strategies, eligibility criteria under IDEA and Section 504, and accommodations and modifications that can be effective and utilized in standardized testing All parents will also be provided a copy of the current Dyslexia Handbook published by TEA

identified in the Dyslexia Handbook published by the TEA. Screenings do not meet the criteria of a full individual and initial evaluation under IDEA.

As required by revisions to TEC 7 102 (c) (28) The board of trustees of each LEA shall approve the program for testing students for dyslexia and related disorders as required by 38 003 and the treatment program may not distinguish between standard dyslexia instruction as defined by the current Dyslexia Handbook published by TEA and other types of direct dyslexia instruction which also includes specially designed instruction The board shall also adopt board policy which requires the LEA to comply with all rules and standards adopted by the State Board of Education to provide for the treatment of any student determined to have dyslexia or a related disorder This includes implementation of the requirements provided for in the Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorder, as adopted by the State Board of Education and its subsequent amendments as well as any guidance that is published by the commissioner to assist districts in implementation of the program.

Dyslexia and related disorders meet the definition of a specific learning disability under the Individuals with Disabilities Education Act (20 U S C Section 1401(30)) If the LEA suspects or has reason to suspect that a student may have dyslexia the LEA must provide the student’s parent or guardian a form developed by TEA explaining the rights available under the IDEA that may be additional to the rights available under Section 504 of the Rehabilitation Act of 1973 (29 U S C Section 794)

The Instructional Programs for students with dyslexia adopted by the LEA must meet all the components outlined in the most current Dyslexia Handbook published by TEA. Any LEA staff who provide instruction to students with dyslexia:

Must be fully trained in the LEA’s adopted instructional programs and interventions Is not required to be special ed certified (as outlined in Subchapter B Chapter 21) unless the staff member is providing other special education instruction that requires certification

Completion of a literacy achievement academy under Section 21 4552 by an educator does not satisfy the requirements for dyslexia instruction as outlined above

As required by state and federal regulations, the Admission Review and Dismissal (ARD/IEP) Committee will meet to determine eligibility for special education and related services and will also be responsible for developing the IEP for the student

At least once each grading period, an LEA must provide the parent or guardian of the student receiving dyslexia instruction with information regarding the student’s progress

The LEA will provide information to the TEA annually regarding the number of students enrolled who are identified as having dyslexia. Data will be gathered through the electronic data management system utilized by the LEA.

TAC§89.1011.FullIndividualandInitialEvaluation.

(a)Referralofstudentsforafullindividualandinitialevaluationforpossiblespecialeducationservicesmustbea partofthedistrict’soverall,generaleducationreferralorscreeningsystem Priortoreferral,students experiencingdifficultyinthegeneralclassroomshouldbeconsideredforallsupportservicesavailabletoall students,suchastutorial;remedial;compensatory;responsetoevidence-basedintervention;andother academicorbehaviorsupportservices.Ifthestudentcontinuestoexperiencedifficultyinthegeneral classroomaftertheprovisionofinterventions,districtpersonnelmustreferthestudentforafullindividualand initialevaluation.Thisreferralforafullindividualandinitialevaluationmaybeinitiatedbyschoolpersonnel, thestudent'sparentsorlegalguardian,oranotherpersoninvolvedintheeducationorcareofthestudent.

(b)Ifaparentsubmitsawrittenrequesttoaschooldistrict'sdirectorofspecialeducationservicesortoadistrict administrativeemployeeforafullindividualandinitialevaluationofastudent,theschooldistrictmust,not laterthanthe15thschooldayafterthedatethedistrictreceivestherequest:

(1)providetheparentwithpriorwrittennoticeofitsproposaltoconductanevaluationconsistentwith34 CodeofFederalRegulations(CFR),§300503;acopyoftheproceduralsafeguardsnoticerequiredby34 CFR,§300.504;andanopportunitytogivewrittenconsentfortheevaluation;or

(2)providetheparentwithpriorwrittennoticeofitsrefusaltoconductanevaluationconsistentwith34CFR, §300.503,andacopyoftheproceduralsafeguardsnoticerequiredby34CFR,§300.504.

ForTAC§89.1011initsentirety,seeV.TIMELINE-inthisSection1.

Anna ISD will use the RtI Committee to consider all intervention services provided, all scientifically based reading or other programs used, any support services available to all students prior to referral for special education evaluation Interventions such as tutorials, remedial support, compensatory support, and other services will be considered and documented in detail by the RtI Committee

II. REFERRALSFORSPECIALEDUCATIONEVALUATION

TAC§89.1035.AgeRangesforStudentEligibility

(a) Pursuanttostateandfederallaw,servicesprovidedinaccordancewiththissubchaptermustbeavailabletoall eligiblestudentsages3-21 Serviceswillbemadeavailabletoeligiblestudentsontheirthirdbirthday Graduationwitharegularhighschooldiplomapursuantto§89.1070(b)(1),(b)(2)(D),(g)(1),(g)(2),(g)(3),or (g)(4)(D)ofthistitle(relatingtoGraduationRequirements)terminatesastudent'seligibilitytoreceive servicesinaccordancewiththissubchapter.Aneligiblestudentreceivingspecialeducationserviceswhois21 yearsofageonSeptember1ofaschoolyearwillbeeligibleforservicesthroughtheendofthatschoolyear oruntilgraduationwitharegularhighschooldiplomapursuantto§891070(b)(1),(b)(2)(D),(g)(1),(g)(2), (g)(3),or(g)(4)(D)ofthistitle,whichevercomesfirst

(b) InaccordancewiththeTexasEducationCode(TEC),§§29003,30002(a),and30081,afree,appropriate, publiceducationmustbeavailablefrombirthtostudentswithvisualorimpairmentsorwhoaredeaforhard ofhearing (See Disability Criteria Section 3 for: TAC § 89 1040 Eligibility Criteria)

Children residing or attending a private school within Anna ISD who are suspected of having a disability may be referred by the RtI Committee for special education evaluation.

a. For school-age children, intervention services provided through RTI will be documented by the RtI Committee.

b For school-age children, the suspected disability must be interfering with the student's educational progress in order to warrant a referral

c Students who are not currently enrolled on a campus in AISD may also be referred by the principal, designee of the student's school/private school, physician, parent, etc

d Students who are new to AISD and have been receiving special education services in the student's previous district will not go through the referral process (see Transfers/Temporary Placement in this section and ARD/IEP Section 4).

e. Students who are currently receiving Section 504 accommodations may be referred by their Section 504 Committee.

Parents can request a referral at any time regardless of whether the student is receiving interventions through an RTI system OSEP has advised that unless the district believes there is no reason to suspect that a child has a disability and is in need of special education services, an evaluation must be conducted within the applicable timeline If, however, the district does not suspect the child is a child with a disability and denies the request for an initial evaluation, the local campus designee must: 1) provide written notice to parents explaining why the district declines to conduct an initial evaluation and the information that was used as the basis for that decision; 2) provide the parent with a copy of their procedural safeguards and be sure they are informed they can challenge this decision by requesting a due process hearing under 34 CFR §300 153 to resolve the dispute regarding the child's need for an evaluation; and 3) campus principals will determine the designee responsible for providing this information to the parent

III. MEMBERSHIPOFTHERTICOMMITTEE

a The membership in the district's RTI committee is determined by local campus administration unless specified in AISD policy

b Special education personnel may participate on, but not be assigned primary responsibility for the RtI Committee

c. Special education personnel may be involved in collecting referral data ONLY for the following students:

1. pre-kindergarten students

2. students who are hospitalized, institutionalized, or admitted to treatment centers.

3 students with multiple-disabilities

4 eligible students with disabilities new to a district

5 students referred to special education during the summer

IV. GENERALEDUCATIONRESPONSIBILITIES

a The general education teacher will consider the student experiencing difficulty in the general classroom for all support services available to all students such as tutorial, remedial, compensatory, and other services

b The general education teacher will discuss, consider, and document student educational concerns and all educational alternatives and options available and those tried, the amount of time tried, and reasons why those tried did not work.

c. If the options tried were not successful, the AISD general education teacher will contact campus administration and complete referral information for the Response to Intervention (RTI) Committee The RTI committee will meet to determine if interventions can be provided, or if there appears to be an area of suspected disability and a Full and Individual Evaluation (FIE) for special education is warranted If RTI is the recommended path, parent notification of the initiation of RTI services will be provided If special education evaluation is warranted, the general education teacher will initially contact the parent with the committee's recommendation, and special education evaluation staff will follow up by meeting with the parent, providing Procedural Safeguards and the TEA publication “ A Guide to the Admission, Review and Dismissal Process”. The student's referral data shall be maintained in the RTI system.

d. For students whose Home Language Survey is other than English, the LPAC report, which must have been completed within the past year, must be included with the referral information. The student should have been tested in English and their primary language Referral information will also include referral information, LPAC report, LAS scores or equivalent test, amount of time in ESL, and a copy of the Home Language Survey

V. TIMELINE–INITIALREFERRALTOEVALUATION

§300.301Initialevaluations.

(a)General.Eachpublicagencymustconductafullandindividualinitialevaluation,inaccordancewith §§300.304and300.306,beforetheinitialprovisionofspecialeducationandrelatedservicestoachild withadisabilityunderthispart.

(b)Requestforinitialevaluation.Consistentwiththeconsentrequirementsin§300.300,eitheraparentofa child,orpublicagencymayinitiatearequestforaninitialevaluationtodetermineifthechildisachild withadisability.

(c)Proceduresforinitialevaluation.Theinitialevaluation--

(1) (i)Mustbeconductedwithin60daysofreceivingparentalconsentfortheevaluation;or

(ii)IftheStateestablishesatimeframewithinwhichtheevaluationmustbeconducted,withinthat timeframe;and

(2)Mustconsistofprocedures--

(i)Todetermineifthechildisachildwithadisabilityunder§300.8;and (ii)Todeterminetheeducationalneedsofthechild.

(d)Exception.Thetimeframedescribedinparagraph(c)(1)ofthissectionshallnotapplytothepublic agencyif--

(1)Theparentofachildrepeatedlyfailsorrefusestoproducethechildfortheevaluation;or

(2)Achildenrollsinaschoolofanotherpublicagencyaftertherelevanttimeframeinparagraph(c)(1) ofthissectionhasbegun,andpriortoadeterminationbythechild'spreviouspublicagencyasto whetherthechildisachildwithadisabilityunder§300.8.

(e)Theexceptioninparagraph(d)(2)ofthissectionappliesonlyifthesubsequentpublicagencyismaking sufficientprogresstoensureapromptcompletionoftheevaluation,andtheparentandsubsequent publicagencyagreetoaspecifictimewhentheevaluationwillbecompleted.(Authority:20U.S.C. 1414(a))

TEC§29.004FullandIndividualInitialEvaluation(authorizingstatutefor§89.1011)

(a)Awrittenreportofafullindividualandinitialevaluationofastudentforpurposesofspecialeducationservices shallbecompletedasfollows,exceptasotherwiseprovidedbythissection:

(1)notlaterthanthe45thschooldayfollowingthedateonwhichtheschooldistrict,inaccordancewith20 USC Section1414(a),asamended,receiveswrittenconsentfortheevaluation,signedbythestudent's parentorlegalguardian,exceptthatifastudenthasbeenabsentfromschoolduringthatperiodonthreeor moredays,thatperiodmustbeextendedbyanumberofschooldaysequaltothenumberofschooldays duringthatperiodonwhichthestudenthasbeenabsent;or

(2)forstudentsunderfiveyearsofagebySeptember1oftheschoolyearandnotenrolledinpublicschool andforstudentsenrolledinaprivateorhomeschoolsetting,notlaterthanthe45thschooldayfollowing thedateonwhichtheschooldistrictreceiveswrittenconsentfortheevaluation,signedbyastudent's parentorlegalguardian

(a-1)Ifaschooldistrictreceiveswrittenconsentsignedbyastudent'sparentorlegalguardianforafull individualandinitialevaluationofastudentatleast35butlessthan45schooldaysbeforethelast instructionaldayoftheschoolyear,theevaluationmustbecompletedandthewrittenreportofthe evaluationmustbeprovidedtotheparentorlegalguardiannotlaterthanJune30ofthatyear.The student'sadmission,review,anddismissalcommitteeshallmeetnotlaterthanthe15thschooldayofthe followingschoolyeartoconsidertheevaluation.Ifadistrictreceiveswrittenconsentsignedbyastudent's parentorlegalguardianlessthan35schooldaysbeforethelastinstructionaldayoftheschoolyearorif thedistrictreceivesthewrittenconsentatleast35butlessthan45schooldaysbeforethelastinstructional dayoftheschoolyearbutthestudentisabsentfromschoolduringthatperiodonthreeormoredays, Subsection(a)(1)appliestothedatethewrittenreportofthefullindividualandinitialevaluationis required

(a-2)Forpurposesofthissection,"schoolday"doesnotincludeadaythatfallsafterthelastinstructionalday ofthespringschooltermandbeforethefirstinstructionaldayofthesubsequentfallschoolterm.The commissionerbyrulemaydeterminedaysduringwhichyear-roundschoolsarerecessedthat,consistent withthissubsection,arenotconsideredtobeschooldaysforpurposesofthissection.

(a-3)Subsection(a)doesnotimpairanyrightsofaninfantortoddlerwithadisabilitywhoisreceivingearly interventionservicesinaccordancewith20U.S.C.Section1431.

(b)Theevaluationshallbeconductedusingproceduresthatareappropriateforthestudent'smostproficient methodofcommunication

(1)provideanopportunityfortheparentorlegalguardiantogivewrittenconsentfortheevaluation;or (2)refusetoprovidetheevaluationandprovidetheparentorlegalguardianwithnoticeofprocedural safeguardsunder20U.S.C.Section1415(b).

The black bold text in 300.301 is Federal regulations. See our required state timeline that we follow in Texas (TEC§ 29 004 and TAC §89 1011)

SECTION2 Section29004,EducationCode,asamendedbythisAct,appliestocompletionofareportofafull individualandinitialevaluationofapublicschoolstudentforpurposesofspecialeducationservicesonlyastoan initialevaluationperformedonorafterSeptember1,2013

SECTION3.ThisActtakeseffectSeptember1,2013.

TAC§89.1011.FullIndividualandInitialEvaluation.

(a)Referralofstudentsforafullindividualandinitialevaluationforpossiblespecialeducationservicesmustbea partofthedistrict’soverall,generaleducationreferralorscreeningsystem Priortoreferral,students experiencingdifficultyinthegeneralclassroomshouldbeconsideredforallsupportservicesavailabletoall students,suchastutorial;remedial;compensatory;responsetoevidence-basedintervention;andother academicorbehaviorsupportservices Ifthestudentcontinuestoexperiencedifficultyinthegeneral classroomaftertheprovisionofinterventions,districtpersonnelmustreferthestudentforafullindividualand initialevaluation.Thisreferralforafullindividualandinitialevaluationmaybeinitiatedbyschoolpersonnel, thestudent'sparentsorlegalguardian,oranotherpersoninvolvedintheeducationorcareofthestudent.

(1)providetheparentwithpriorwrittennoticeofitsproposaltoconductanevaluationconsistentwith34 CodeofFederalRegulations(CFR),§300503;acopyoftheproceduralsafeguardsnoticerequiredby34 CFR,§300504;andanopportunitytogivewrittenconsentfortheevaluation;or

(2)providetheparentwithpriorwrittennoticeofitsrefusaltoconductanevaluationconsistentwith34CFR, §300.503,andacopyoftheproceduralsafeguardsnoticerequiredby34CFR,§300.504.

(c)Exceptasotherwiseprovidedinthissection,awrittenreportofafullindividualandinitialevaluationofa studentmustbecompletedasfollows:

(1)notlaterthanthe45thschooldayfollowingthedateonwhichtheschooldistrictreceiveswrittenconsent fortheevaluationfromthestudent'sparent,exceptthatifastudenthasbeenabsentfromschoolduring thatperiodonthreeormoreschooldays,thatperiodmustbeextendedbyanumberofschooldaysequal tothenumberofschooldaysduringthatperiodonwhichthestudenthasbeenabsent;or

(d)Theadmission,review,anddismissal(ARD)committeemustmakeitsdecisionsregardingastudent'sinitial eligibilitydeterminationand,ifappropriate,individualizededucationprogram(IEP)andplacementwithin30 calendardaysfromthedateofthecompletionofthewrittenfullindividualandinitialevaluationreport.Ifthe 30thdayfallsduringthesummerandschoolisnotinsession,thestudent'sARDcommitteehasuntilthefirst dayofclassesinthefalltofinalizedecisionsconcerningthestudent'sinitialeligibilitydetermination,IEP,and placement,unlessthefullindividualandinitialevaluationindicatesthatthestudentwillneedextendedschool yearservicesduringthatsummer

schooldistrictreceivedwrittenconsentandthelastinstructionaldayoftheschoolyear,thetimelinein subsection(c)(1)ofthissectionappliestothedatethewrittenreportofthefullindividualandinitial evaluationisrequired.

(f)Ifastudentwasintheprocessofbeingevaluatedforspecialeducationeligibilitybyaschooldistrictand enrollsinanotherschooldistrictbeforethepreviousschooldistrictcompletedthefullindividualandinitial evaluation,thenewschooldistrictmustcoordinatewiththepreviousschooldistrictasnecessaryandas expeditiouslyaspossibletoensureapromptcompletionoftheevaluationinaccordancewith34CFR, §300301(d)(2)and(e)and§300304(c)(5) Thetimelinesinsubsections(c)and(e)ofthissectiondonot applyinsuchasituationif:

(1)thenewschooldistrictismakingsufficientprogresstoensureapromptcompletionoftheevaluation;and (2)theparentandthenewschooldistrictagreetoaspecifictimewhentheevaluationwillbecompleted.

(g)Forpurposesofsubsections(b),(c),and(e)ofthissection,schooldaydoesnotincludeadaythatfallsafter thelastinstructionaldayofthespringschooltermandbeforethefirstinstructionaldayofthesubsequentfall schoolterm

(h)Forpurposesofsubsections(c)(1)and(e)ofthissection,astudentisconsideredabsentfortheschooldayif thestudentisnotinattendanceattheschool'sofficialattendancetakingtimeoratthealternateattendance takingtimesetforthatstudent Astudentisconsideredinattendanceifthestudentisoffcampusparticipating inanactivitythatisapprovedbytheschoolboardandisunderthedirectionofaprofessionalstaffmemberof theschooldistrict,oranadjunctstaffmemberwhohasaminimumofabachelor'sdegreeandiseligiblefor participationintheTeacherRetirementSystemofTexas.

§300.302Screeningforinstructionalpurposesisnotevaluation.

Thescreeningofastudentbyateacherorspecialisttodetermineappropriateinstructionalstrategiesfor curriculumimplementationshallnotbeconsideredtobeanevaluationforeligibilityforspecialeducation andrelatedservices.(Authority:20U.S.C.1414(a)(1)(E))

VI. SPECIALEDUCATIONDEPARTMENTRESPONSIBILITIES

A.ReferralPacket

1 When a referral for special education is generated from the RtI Committee, additional referral information will be provided and requested, this includes (but is not limited to) Parental Receipt of Procedural Safeguards, Notice of Evaluation and Consent for Evaluation Also provided is the TEA publication “ A Guide to the Admission, Review and Dismissal Process”.

2. The special education designee marks in the special education electronic system the date parent signed Consent for Evaluation is received by the school and the date the FIE is due.

3 The evaluation person determines evaluation needed and contacts appropriate special education personnel to assist and/or conduct evaluation (if student is suspected of having an auditory impairment (AI), visual impairment (VI), bilingual, etc )

4 The evaluation person conducts the evaluation and completes the Full and Individual Evaluation (FIE) written report The appropriate campus personnel who send the Notice of ARD Meeting are notified when the report is completed

B.ScheduleARD/IEPMeeting

The Diagnostician and/or Speech-Language Pathologist on each campus notifies the principal that the data collection is complete and ready for the ARD/IEP committee's review Special Education department staff schedule the ARD/IEP meeting and send the Notice of ARD/IEP Meeting to the parent and notifies other required participants (See Procedural Safeguards, section 7 of this manual, for specific requirements on Notice ) The parent must be provided the Notice of ARD/IEP Meeting at least 5 school days prior to the date of the meeting The parents may waive the 5 day notice if they choose

C.TimelineforARD/IEPMeeting

TAC§89.1011(d)

Theadmission,review,anddismissal(ARD)committeemustmakeitsdecisionsregardingastudent'sinitial eligibilitydeterminationand,ifappropriate,individualizededucationprogram(IEP)andplacementwithin30 calendardaysfromthedateofthecompletionofthewrittenfullindividualandinitialevaluationreport Ifthe 30thdayfallsduringthesummerandschoolisnotinsession,thestudent'sARDcommitteehasuntilthefirst dayofclassesinthefalltofinalizedecisionsconcerningthestudent'sinitialeligibilitydetermination,IEP,and placement,unlessthefullindividualandinitialevaluationindicatesthatthestudentwillneedextendedschool yearservicesduringthatsummer.

For the entire content of TAC §89.1011 please look above at V. TIMELINE and you will see all of TAC §89.1011(a - h).

D.TransfersfromOutsidetheDistrict–alreadyinSpecialEducation

For students who are new to AISD and have received special education services in the student's previous school district, regular referral procedures are bypassed Procedures to be followed are included in the ARD/IEP Section 4 of this manual under Transfers

VII. REFERRALSFORSPECIFICAREAS:

§300.305Additionalrequirementsforevaluationsandreevaluations.

(a)Reviewofexistingevaluationdata.Aspartofaninitialevaluation(ifappropriate)andaspartofany reevaluationunderthispart,theIEPTeamandotherqualifiedprofessionals,asappropriate,must-(1)Reviewexistingevaluationdataonthechild,including (i)Evaluationsandinformationprovidedbytheparentsofthechild; (ii)Currentclassroom-basedlocalorStateassessments,andclassroom-basedobservations;and (iii)Observationsbyteachersandrelatedservicesproviders;and (2)Onthebasisofthatreview,andinputfromthechild'sparents,identifywhatadditionaldata,ifany, areneeded…….

(for entire text, see Section 2 – FIE)

Any evaluation of an existing special education student is NOT a referral but is a reevaluation and should follow all requirements of 300 305 found in Section 2 of FIE

A.AdaptedPhysicalEducation(APE)

§300.108Physicaleducation.

TheSEAmustensurethatpublicagenciesintheStatecomplywiththefollowing:

(a)General.Physicaleducationservices,speciallydesignedifnecessary,mustbemadeavailabletoevery childwithadisabilityreceivingFAPE,unlessthepublicagencyenrollschildrenwithoutdisabilitiesand doesnotprovidePEtochildrenwithoutdisabilitiesinthesamegrades.

(b)Regularphysicaleducation.Eachchildwithadisabilitymustbeaffordedtheopportunitytoparticipate intheregularphysicaleducationprogramavailabletonondisabledchildrenunless--

(1)Thechildisenrolledfulltimeinaseparatefacility;or

(2)Thechildneedsspeciallydesignedphysicaleducation,asprescribedinthechild'sIEP.

(c)Specialphysicaleducation.Ifspeciallydesignedphysicaleducationisprescribedinachild'sIEP,the publicagencyresponsiblefortheeducationofthatchildmustprovidetheservicesdirectlyormake arrangementsforthoseservicestobeprovidedthroughotherpublicorprivateprograms.

(Authority:20U.S.C.1412(a)(5)(A))

1. All students referred for adapted physical education evaluation must have an identified disability.

A. The request for an adapted physical education evaluation must be made by the RtI Committee upon initial referral or by the student's ARD/IEP committee.

B The evaluation person will monitor the referral and forward the request for APE evaluation to the appropriate person

2 A written report from the adapted physical education evaluation personnel will be made available for ARD/IEP committee consideration and action

3 For more information see (Section 5 – Instructional Arrangements/Service Delivery)

B.AssistiveTechnology

(For more information see also FIE Section 2 and ARD/IEP Section 4)

1 The RtI Committee typically does not address specific Assistive Technology recommendations because all evaluations will address Assistive Technology needs for the student Referral for any additional, specific AT evaluations generally are made by the ARD/IEP Committee after an FIE has been completed and reviewed

2 FIE (Full and Individual Evaluation) - The ARD/IEP Committee will first review the recommendations from the most recent FIE (Full and Individual Evaluation). Assistive technology needs will be discussed and consideration given to the competencies, strengths and weaknesses, and recommendations from the evaluation report.

3. The ARD/IEP Committee may recommend additional evaluation by the technology assistance team. The technology assistance team may include any of the following professionals: Occupational Therapist, Physical Therapist, Speech Pathologist, Diagnostician, Vision Teacher, others as needed.

4 If the technology assistance team is requested for an evaluation, the team member(s) will make written recommendations in an evaluation report for assistive technology services or devices including specific modifications which are needed to implement the student's individual education plan The ARD/IEP Committee will then consider the recommendations

5 Recommendations for assistive technology for all students from the ARD/IEP Committee meetings will be logged and tracked by the campus designee to assure follow up occurs in ordering of material, any training required, etc.

6. The parent will be asked to sign an Assistive Technology lending agreement for any district-provided devices utilized in the home setting.

C.AttentionDeficitDisorder/AttentionDeficitWithHyperactivityDisorder

If the general education staff has documented evidence the student exhibits ADD/ADHD behaviors/symptoms, it is important to remember when conferencing with parent:

1. discuss the educational needs with parent and instructional strategies implemented and need for referral to the RtI Committee – do not provide information on a specific type of disability which is not your area of expertise and training, etc.;

2 discuss other information or factors occurring in the home;

3 the OHI Disability Report for the physician is not to be provided to the parent by the general education staff or the RtI Committee

If the RtI Committee or the ARD/IEP Committee makes the referral for special education evaluation: The Multidisciplinary Team (referring teacher, special education teacher and diagnostician) will meet to review existing evaluation data, determine appropriate evaluation measures, conduct the evaluation and determine if student meets criteria as a student with a disability. A district LSSP will be a member of the multidisciplinary team. Comprehensive evaluation procedures will be followed as outlined in sections 2-3 of the Operating Guidelines If the student data indicates a possibility of ADD, the team may recommend that the Other Health Impaired (OHI) eligibility be pursued

§300.306Determinationofeligibility.

(b)Specialruleforeligibilitydetermination.Achildmustnotbedeterminedtobeachildwithadisability underthispart--

(1)Ifthedeterminantfactorforthatdeterminationis--

(i)Lackofappropriateinstructioninreading,includingtheessentialcomponentsofreading instruction(asdefinedinsection1208(3)oftheESEA)“assuchsectionwasineffectontheday beforethedateofenactmentontheEveryStudentSucceedsAct(December9,2015)”; see section 2 of Operating Procedures

(ii)Lackofinstructioninmath;or

(iii)LimitedEnglishproficiency;and

(2)Ifthechilddoesnototherwisemeettheeligibilitycriteriaunder§300.8(a). see section 3

TAC§38.016.PsychotropicDrugsandPsychiatricEvaluationsorExaminations.

(a)Inthissection:

(1)"Parent"includesaguardianorotherpersonstandinginparentalrelation.

(2)"Psychotropicdrug"meansasubstancethatis:

(A)usedinthediagnosis,treatment,orpreventionofadiseaseorasacomponentofamedication;and (B)intendedtohaveanalteringeffectonperception,emotion,orbehavior

(b)Aschooldistrictemployeemaynot:

(1)recommendthatastudentuseapsychotropicdrug;or

(2)suggestanyparticulardiagnosis;or

(3)usetherefusalbyaparenttoconsenttoadministrationofapsychotropicdrugtoastudentortoa psychiatricevaluationorexaminationofastudentasgrounds,byitself,forprohibitingthechildfrom attendingaclassorparticipatinginaschoolrelatedactivity.

(c)Subsection(b)doesnot:

(1)preventanappropriatereferralunderthechildfindsystemrequiredunder20U.S.C.Section1412,as amended;or

(2)prohibitaschooldistrictemployeewhoisaregisterednurse,advancednursepractitioner,physician,or certifiedorappropriatelycredentialedmentalhealthprofessionalfromrecommendingthatachildbe evaluatedbyanappropriatemedicalpractitioner;or

(3)prohibitaschoolemployeefromdiscussinganyaspectofachild'sbehaviororacademicprogresswiththe child'sparentoranotherschooldistrictemployee

(d)Theboardoftrusteesofeachschooldistrictshalladoptapolicytoensureimplementationandenforcementof thissection.

(e)AnactinviolationofSubsection(b)doesnotoverridetheimmunityfrompersonalliabilitygrantedinSection 22.0511orotherlaworthedistrict'ssovereignandgovernmentalimmunity.

The Special Education evaluation staff is responsible for coordinating any disability determination

Caution: Remember that a student may be diagnosed by a physician as having ADD or ADHD but the student may not necessarily have an educational need for special education services Some students’needs may be addressed by the local campus Section 504 committee or classroom strategies If you have any questions, please review with your AISD campus personnel or call the AISD special education office

D.EarlyChildhoodIntervention

(ECI) (see also section H. for ECSE information)

FortheMemorandumofUnderstanding(MOU)withtheTEAandspecificreferralinformation,refertothe MOUinitsentiretyat:https://tea.texas.gov/index4.aspx? id=2147494988&ekfxmen noscript=1&ekfxmensel=e9edebdf8 25769804222 25769804223

ECIisacoordinatedsystemofservicesavailableineverycountywithinTexasforchildrenbirthtoagethree withdisabilitiesordelays ECIisfundedthroughthefederalIndividualswithDisabilitiesEducationAct (IDEA,PartC),PL 105-17andthroughstateappropriations ECIsupportsfamiliestohelpchildrenreach potentialthroughdevelopmentalservices.ECIcontractswithlocalagenciesandorganizationsthrougha fundingapplicationprocess.

ECIstaffmayincludephysicaltherapists,occupationaltherapists,speechandlanguagetherapists, audiologists,educators,socialworkers,nurses,dietitians,psychologists,licensedprofessionalcounselors,and earlyinterventionspecialists ECIprogramsmustfollowtheTexasEarlyChildhoodInterventionPolicy Manual

ThelocalECIprogramsmustidentify,locate,andscreenorevaluateallinfantsandtoddlers,birththroughtwo yearsofage,whohaveoraresuspectedofhavingdevelopmentaldelays.

BeforenotifyingtheappropriateLEAthatachildispotentiallyeligibleforPartBservices,theECIprogram provideswrittennotificationtothechild'sparentadvisingtheparentof:

a Theinformationthatwillbedisclosed,includingthelimitedpersonallyidentifiableinformation(child's name,child'sdateofbirth,parent'sname,address,andtelephonenumber),theservicecoordinator'sname, andthechild'shomelanguage;and

b TherighttooptoutofthedisclosurebysubmittingawrittenrequesttoOptOutoftheNotificationtothe ECIprogram(CFR)§303209andthetimelinesspecifiedinthe40TAC,Chapter108beforethe notificationisscheduledtobesent;

Forachildwhoseparenthasnotoptedoutofthedisclosurewithintheprescribedtimeline,theECIprogram notifiestheLEAatleast90daysbeforethechild'sthirdbirthdaythatthechildispotentiallyeligibleforPartB services;AnIEPisdevelopedandimplementedforPartBeligiblechildrenbytheirthirdbirthday;TheARD committeedeterminesthestartdateoftheIEPifthechild'sbirthdayoccursduringthesummer.Serviceswill beginbythefirstdayofschool,orearlierasdeterminedandstatedontheIEP;andForchildrentransitioning fromPartCservicestoPartBservices,theARDcommitteeconsidersanIFSPthatcontainstheIFSPcontent includingthenaturalenvironmentsstatement,describedin34CFR§303344,andthatisdevelopedin accordancewiththeIEPproceduresunder34CFR§300323(b)whendevelopingtheinitialIEP

https://hhs.texas.gov/services/disability/early-childhood-intervention-services

https://texasprojectfirst.org/node/32

Anna ISD will transition students from ECI to PPCD as required Parents are provided a document from the ECI staff that describes the process The document: Beyond ECI is located on this link in English and Spanish

E.HomeboundInstruction (see also Instructional Arrangement Section 5)

General Education Homebound (GEH)

Any general education student should be referred to the local campus GEH/504 committee. A general education student who is served through the GEH/504 program must meet the following three criteria: 1. is expected to be confined at home or hospital bedside for a minimum of four weeks; 2. for medical reasons only;

3 medical condition is documented by a physician licensed to practice in the United States Student Attendance Accounting Manual - Section III (4-21)

Special Education Homebound (SEH)

The student has already been determined to be a student with a disability and the student is receiving special education services AISD will not use the referral committee or a referral packet in this situation

1 Parent Responsibilities:

a Contact the campus principal / special education teacher

b Share new medical developments

2. School Responsibility:

a. Obtain parent information and the Physician's Report. The report states the medical reason for homebound confinement and the amount of time suggested by the physician

b Schedule an ARD/IEP meeting to discuss student's educational needs

c Any student who is placed in the special education homebound instructional arrangement/setting must meet the following four criteria: be eligible for special education and related services as determined by an ARD committee; is expected to be confined at home or hospital bedside for a minimum of four weeks; for medical reasons only (unless the child is 0 – 5 years of age); medical condition is documented by a physician licensed to practice in the United States. 19 TAC § 89.63(c)(2)(A)

d. (see also Instructional Arrangement Section 5)

F.LimitedEnglishProficient(LEP)

(SeealsoHomeLanguageSurveyandLPACinthisReferralSection) AdditionalLPACguidanceonTEA website

https://wwwtxel org/lpac/

http://tea texas gov/student assessment/ell/lpac/

1 For all LEP (Limited English Proficient) Students:

A. The LPAC report, which must have been completed within the past year, must be included when the student is under referral. The student should have been tested in English and their primary language.

B. Referral information will include: Initial referral information, LPAC report, LAS scores or equivalent test, amount of time in ESL, Home Language Survey copy

C When the packet is verified, the diagnostician receives the packet

2 Speech only referral: (for these guidelines, Spanish is referenced as the other language)

A (LANGUAGE) The language proficiency assessment (ex LAS, IDEA, other) should be considered with regard to the following:

i If the student is proficient in English and has a lower proficiency in Spanish, the normal procedures for the speech pathologist evaluations are followed

ii. If the student is proficient in Spanish and not in English, typically this would not be an appropriate referral. The speech pathologist will write the evaluation report (using information from the cumulative folder) and proceed to ARD.

iii If the student is barely proficient in both languages, consult with the Director of AISD Special Education before proceeding

iv. If the student is proficient in both languages, normal procedures in English may be followed.

B. (ARTICULATION) The articulation evaluation should be considered with regard to the following: If the student is misarticulating sounds that are different or not present in Spanish but are in English, therapy would not be appropriate

3 Other Referrals (LD, ID, etc ):

A The language evaluation (ex LAS, IDEA) should be considered with regard to the following:

i If the student is proficient in English and lower in Spanish, the usual procedures for testing are followed

ii. If the student is proficient in Spanish and not in English, typically this will be an inappropriate referral for a Learning Disability. This type of profile is usually an indication that the child needs more time to learn English. The diagnostician will write the FIE or full and individual evaluation report (using information from the cumulative folder) and proceed to ARD If the student is to be considered for a physical, mental or emotional disability, collaboration with peer evaluators is necessary

iii If the student is barely proficient in both languages, consult with the Special Education Director of Special Education before proceeding

iv If the student is above proficient in both languages, normal procedures in English may be followed.

B If the student is not proficient in either language, a bilingual assessment should be requested Consideration should be given to the following:

i. Students who have been in English speaking schools for less than two years should be given careful consideration relative to referral.

ii If the student has received English instruction for two or more years and there is no evidence of previous academic instruction in Spanish or another language, the LPAC may recommend testing in English or use of an interpreter

G.OccupationalTherapy,PhysicalTherapyoranyRelatedService

1. The RtI Committee does not refer students for OT or PT because a student must already be eligible for special education services before he/she can be referred for an occupational and/or physical therapy screening or evaluation

2 A student may be referred by the ARD/IEP meeting after review of existing evaluation data and planning the evaluation to be completed Also, teachers, parents, physicians, and others may request referral through the ARD

3 Occupational and/or physical therapy services are provided to students whose disability, as determined through evaluation, interferes with their ability to benefit from educational programming

4. The diagnostician is the designated person to monitor the referrals and assure notice and consent has been given to the parents. The diagnostician will submit the following forms to the therapist when referring a student:

A Completed Notice and Consent for a Full and Individual Evaluation;

B OT/PT Therapy Referral Form (completed by parent, teacher, counselor, diagnostician, etc );

C OT/PT Medical Referral Form (This form must be completed by a physician with approval for therapy services to be provided This must be received by the therapist before any services can be initiated )

D In our district, a medical is required for evaluation and therapy services for all Physical Therapy and in some instances for Occupational Therapy

5. Description of Therapy Services

A. Consultation: This is a brief informal observation may be used as a tool to provide helpful information about the student to the staff and parents. An ARD/IEP meeting is not necessary when a consultation is completed A parent/teacher conference may be held to discuss consultation results if necessary

B Evaluation: The therapist will look at and observe the student, using standardized tests, and clinical evaluations The evaluation will address and analyze areas that affect the student's ability to benefit from instruction Areas included in the evaluation are:

i sensorimotor functioning

ii neuromuscular abilities

iii. self-care skills

iv. vocational skills

v. school/work activities

vi. perceptual-motor skills

C. Recommendations: The therapist will complete the evaluation and make appropriate recommendations for the educational setting Services will be determined by the child's need and how that need can best be met within the school, home, and community settings An ARD/IEP meeting will be called to discuss therapist's evaluation and recommendations

D Occupational Therapy: Occupational therapy services include the evaluation, consultation, direct services and/or indirect services to individuals whose ability to cope with the tasks of living and learning is threatened or impaired by developmental deficits, environmental or sensory deprivation, physical injury, illness, or psychological disability.

E. Physical Therapy: Physical therapy is the art and science of evaluation, program planning, and implementation of physical or corrective conditions resulting from birth, illness, or injury. Physical therapy includes therapeutic exercise programs designed to develop or restore neuromuscular and / or sensorimotor function, relieve pain, control postural deviations, minimize disabilities, and maintain maximal performance levels within the individual's capabilities

F Students who evidence problems with one or more of the following characteristics may be referred for an OT/PT screening or evaluation:

i Holding head and/or body upright

ii. Using arms and hands in manipulative tasks

iii. Using only one hand when both are preferable

iv. Tightness or weakness in the arms or legs

v. Assuming and maintaining sitting and/or standing without physical assistance.

vi Impaired walking or using a gait that limits independence in classroom or campus mobility

vii Severe eye-hand coordination

viii Oral function (chewing, sucking, swallowing, and drooling)

ix Self-care that limits independence in classroom or campus (assistance required with dressing, feeding, toileting, personal hygiene, etc

x Uncoordinated movement (unable to walk balance beam, frequent falling)

xi. Limited mobility in school (architectural barriers - stairs, narrow doorways).

H.EarlyChildhoodSpecialEducation(ECSE) (see also section 5 of the operating procedures)

§300.124TransitionofchildrenfromthePartCprogramtopreschoolprograms.

TheStatemusthaveineffectpoliciesandprocedurestoensurethat--

(a)ChildrenparticipatinginearlyinterventionprogramsassistedunderPartCoftheAct,andwhowill participateinpreschoolprogramsassistedunderPartBoftheAct,experienceasmoothandeffective transitiontothosepreschoolprogramsinamannerconsistentwithsection637(a)(9)oftheAct;

(b)Bythethirdbirthdayofachilddescribedinparagraph(a)ofthissection,anIEPor,ifconsistentwith§ 300.323(b)andsection636(d)oftheAct,anIFSP,hasbeendevelopedandisbeingimplementedforthe childconsistentwith§300.101(b);and

(c)EachaffectedLEAwillparticipateintransitionplanningconferencesarrangedbythedesignatedlead agencyundersection635(a)(10)oftheAct.

(Authority:20U.S.C.1412(a)(9))

§300.323WhenIEPsmustbeineffect.

(a)General.Atthebeginningofeachschoolyear,thepublicagencymusthaveineffect,foreachchildwith adisabilitywithinitsjurisdiction,anIEP,asdefinedin§300.320.

(b)IEPorIFSPforchildrenagedthreethroughfive.

(1)Inthecaseofachildwithadisabilityagedthreethroughfive(or,atthediscretionoftheSEA,atwoyear-oldchildwithadisabilitywhowillturnagethreeduringtheschoolyear),theIEPTeammust consideranIFSPthatcontainstheIFSPcontent(includingthenaturalenvironmentsstatement) describedinsection636(d)oftheActanditsimplementingregulations(includinganeducational componentthatpromotesschoolreadinessandincorporatespre-literacy,language,andnumeracy skillsforchildrenwithIFSPsunderthissectionwhoareatleastthreeyearsofage),andthatis developedinaccordancewiththeIEPproceduresunderthispart.TheIFSPmayserveastheIEPof thechild,ifusingtheIFSPastheIEPis--

(i)ConsistentwithStatepolicy;and

(ii)Agreedtobytheagencyandthechild'sparents.

(2)Inimplementingtherequirementsofparagraph(b)(1)ofthissection,thepublicagencymust--

(i)Providetothechild'sparentsadetailedexplanationofthedifferencesbetweenanIFSPandan IEP;and

(ii)IftheparentschooseanIFSP,obtainwritteninformedconsentfromtheparents.

§300.24Individualizedfamilyserviceplan. (IFSP) IndividualizedfamilyserviceplanorIFSPhasthemeaninggiventheterminsection636oftheAct. (Authority20U.S.C.1401(15))

§300.25Infantortoddlerwithadisability. Infantortoddlerwithadisability-

(a)Meansanindividualunderthreeyearsofagewhoneedsearlyinterventionservicesbecausethe individual

(1)Isexperiencingdevelopmentaldelays,asmeasuredbyappropriatediagnosticinstrumentsand proceduresinoneormoreoftheareasofcognitivedevelopment,physicaldevelopment, communicationdevelopment,socialoremotionaldevelopment,andadaptivedevelopment;or

(2)Hasadiagnosedphysicalormentalconditionthathasahighprobabilityofresultingin developmentaldelay;and

(b)Mayalsoinclude,ataState'sdiscretion

(1)At-riskinfantsandtoddlers;and

(2)Childrenwithdisabilitieswhoareeligibleforservicesundersection619andwhopreviouslyreceived servicesunderPartCoftheActuntilsuchchildrenenter,orareeligibleunderStatelawtoenter, kindergartenorelementaryschool,asappropriate,providedthatanyprogramsunderPartCofthe Actservingsuchchildrenshallinclude--

(i)Aneducationalcomponentthatpromotesschoolreadinessandincorporatespre-literacy, language,andnumeracyskills;and

(ii)Awrittennotificationtoparentsoftheirrightsandresponsibilitiesindeterminingwhethertheir childwillcontinuetoreceiveservicesunderPartCoftheActorparticipateinpreschool programsundersection619.(Authority:20U.S.C.1401(16)and1432(5))

TEC§29.009. PublicNoticeConcerningPreschoolProgramsforStudentswithDisabilities. Eachschooldistrictshalldevelopasystemtonotifythepopulationinthedistrictwithchildrenwho areatleast3yearsofagebutyoungerthan6yearsofageandwhoareeligibleforenrollmentina specialeducationprogramoftheavailabilityoftheprogram.

SeealsotheECIMemorandumofUnderstanding:https://tea.texas.gov/index4.aspx?

id=2147494988&ekfxmen noscript=1&ekfxmensel=e9edebdf8 25769804222 25769804223

https://twc texas gov/students

Transition from ECI.

The transition meeting between the agency, parents and school is the cornerstone of the transition process At the discretion of all parties, it can take place not more than 9 months prior to the third birthday but not less than 90 days before the child is eligible for the preschool services, to discuss any such services that the child may receive The meeting provides an opportunity for the family, ECI and AISD staff to make plans regarding the transition process. The transition meeting is an opportunity to explain eligibility criteria, service options, and the IEP process. The referral to the AISD may be made before the transition meeting, during the transition meeting or after the transition meeting

It is important to explain to the family that a delay in providing consent for AISD involvement during the transition process may impede the implementation of timely, appropriate special education services for eligible children The collaborative involvement of the family, ECI and AISD staff ensures that a determination is made as to whether children with disabilities are eligible for AISD special education services

The timing of a child's third birthday will influence the transition process and timeframe. Interagency collaboration is especially critical when the child turns three between the months of May and September. Generally, children turning three late in the school year should begin school services when they turn three.

In some instances, the ARD committee, including the family, may decide that IEP services will begin at the start of the upcoming school year.

When a child turns three during the summer, the ARD committee, which includes the family, may begin to implement the IEP upon the start of the school year Or, if necessary for the child to receive a free and appropriate public education (FAPE), the ARD committee may decide to begin to implement the IEP through ESY services Note: The instructional setting code for the initial ESY services should be the same as the instructional setting code for services implemented at the beginning of the fall session The need for ESY services must be documented from formal and /or informal evaluations provided by the AISD or the parents Another agency or an ECI program could provide formal/and or informal evaluation information as one piece of the documentation.

The AISD and the ECI program will work closely to ensure that the IEP is in place for eligible children on their third birthday when a child is referred for services close to his/her third birthday.

1 Referral from ECI (Early Childhood Intervention) Programs (all decisions will occur collaboratively between ECI staff, school staff, and the parents)

A AISD will complete the child centered process including evaluation and ARD Review of existing evaluation data, all time lines and referral requirements will be followed

i When invited by the ECI service provider, the AISD representative will attend a face to face meeting held up to 9 months prior to the eligible child's third birthday

ii. a referral should be made to AISD approximately 90 days prior to the student's third birthday.

iii. To avoid a gap in services and to assure a smooth effective transition to the preschool program, AISD will accept appropriate evaluations from an infant program serving children with disabilities.

iv AISD will complete the referral, evaluation, and ARD/IEP process within the required time lines (Typically, this occurs within three weeks, however, should not exceed six weeks from the date of referral )

v Eligible preschool children will receive the necessary services as determined by the ARD/IEP committee beginning on their third birthday

B The ARD/IEP committee will determine eligibility, educational need and develop an IEP to determine placement.

C. Services to auditory or visual impairments birth through 2 are coordinated with ECI service providers in the development of the Individual Family Service Plan (IFSP) instead of an ARD/IEP.

i The AISD will document services were coordinated (including copies of progress reports), and

ii The AISD has the capacity to provide services to the student throughout the year(48 weeks)

iii Services are provided only under IDEA-C guidelines, not IDEA-B Typical procedures followed such as: distributing Notice of Procedural Safeguards, completing the Part B referral packets, obtaining consents, and completing full and individual evaluations may not be followed This would conflict with Part C, and cause parent confusion and may place undue hardship on parents

2. Referral by Parents / Guardians / Others (children not previously served in ECI):

A. For children with suspected developmental delays birth through 2 years of age, the AISD maintain logs that document:

i within 2 working days from the date that a “Child Find” referral is received it is forwarded to an ECI program, (the AISD will collaborate with the ECI program and determine appropriate steps based on the student age and needs), or

ii the AISD will follow up with the ECI program to assure evaluation is completed within 45 calendar days from the date the referral is received,

iii the ARD/IEP committee will determine eligibility, educational need and develop an IEP to determine placement prior to the third birthday.

B For children referred prior to age 3, but less than the 90 days prior to their 3 rd birthday, the AISD will complete the referral and evaluation process in a timely manner following the required referral timelines

C. For children referred for services after their 3 rd birthday, the normal referral process will be followed.

3 Services: For eligible students 3 years of age and older, the AISD will develop an IEP If a students 3 rd birthday occurs during summer, the IEP team will determine the date services under the IEP will begin

I.Private/NonpublicSchools (See VIII. CHILD FIND in this Section 1. and Section 4a. ARD/IEP. For Private Non-Public Schools regulation in entirety go to: Section 5 – Instructional Arrangements)

When a student placed by their parents in private/nonpublic schools, has been referred for special education evaluation, all requirements concerning referral, evaluation, and determination of eligibility are applicable

1. Parent Responsibilities:

A. Contact the AISD Special Education office and initiate a referral.

B. Referrals will be accepted for students who attend a private / nonpublic school within the boundaries of AISD.

C Provide any documentation available to the Special Education office regarding the child's suspected disability

D Provide a teacher information form to the teacher at the private/nonpublic school

2 Campus Responsibilities:

A AISD will use established procedures and forms for the referral of students from private/nonpublic schools

B. The special education designee will be responsible for coordinating the gathering of information from the parent.

NOTE: The same referral time lines apply.

3 Evaluation Person Responsibilities:

A To the maximum extent possible, AISD shall use referral and evaluation information from the private school's records in order to avoid unnecessary duplication of effort or services

B Coordinate and/or administer additional recommended evaluation

J.PsychologicalReferral

AISD recommends that the general education teacher consult with the Licensed Specialist in School Psychology (LSSP) prior to making a referral if at all possible

1 Student Is Currently Receiving Special Education Services

A The ARD/IEP Committee will review existing evaluation data, both the formal FIE (Full and Individual Evaluation) and informal evaluation from staff The ARD/IEP Committee may recommend additional psychological evaluation

B If psychological evaluation is recommended during the ARD/IEP meeting, the minutes will document the recommendation and the parent will be provided Notice and Consent for Evaluation.

(1 If parents are not in attendance, the diagnostician and/or the LSSP will coordinate together in the completion of the referral for the psychological and be responsible for sending the Notice and Consent for Evaluation

(2 The licensed specialist in school psychology will conduct the evaluation, complete the written report, and inform the parent of their findings (see FIE and ARD/IEP sections in this manual)

C. An ARD/IEP meeting to review the psychological evaluation will be scheduled.

2 Student is Not Currently Receiving Special Education Services

A The general education teacher will follow the RtI Committee process, completing all required forms including notifying parents of the recommendation for referral The campus diagnostician and LSSP will then provide the parent with a copy of their Procedural Safeguards, Notice of Evaluation and obtain Consent for Evaluation

N.TexasSchoolfortheBlindandVisuallyImpaired(TSBVI) (See Section 4 and Section 5 of this document)

VIII. CHILDFIND

§300.111Childfind.

(a)General.

(1)TheStatemusthaveineffectpoliciesandprocedurestoensurethat--

(ii)Apracticalmethodisdevelopedandimplementedtodeterminewhichchildrenarecurrently receivingneededspecialeducationandrelatedservices.

AISD will disseminate information to the community (including private schools, residential treatment centers, day treatment centers, hospitals, mental health institutions, detention and correctional facilities) concerning services offered to all individuals with disabilities and maintain records of efforts that may include:

1 providing information regarding availability of services through the local newspaper, mailings, brochures, and other print media;

2. participating in a network of public information dissemination to assist with locating highly mobile and migrant children….which includes contacting other agencies, day care facilities, community public locations such as doctor offices, hospitals, and facilities providing services to students with disabilities;

3 providing Child Find information to local private schools and inviting private school officials to discussions regarding the RtI Committee process;

4 referring individuals ages 0-3 to a local Early Childhood Intervention (ECI) program for evaluation;

5 identifying and referring individuals with disabilities who may or may not be in school and who may need Special Education and related services using a properly constituted RtI Committee;

6. continuing to document persons who are currently receiving needed Special Education and related services and who are not currently receiving needed Special Education and related services;

7 reviewing this process on a yearly basis, updating staff about on-going “Child Find” activities implemented in the community;

8 maintaining confidentiality of all personally identifiable information used and collected in this system in the same manner that Special Education records are maintained;

9 maintaining documentation of all Child Find activities including the dates of each activity and the results of each activity; and

10. training appropriate staff for maintaining the documentation of all Child Find activities including students in private schools, religious schools and home schools located in the AISD.

When a student is placed in a disciplinary alternative education program (DAEP) under 37 006, the LEA shall provide information to the student’s parent or guardian regarding the process for requesting a full individual and initial evaluation of the student under Section 29 004 This information will also be provided to the parent or guardian of the student as part of the student’s personalized transition plan for release from the DAEP as outlined in 37 023

(b)Useoftermdevelopmentaldelay.

Thefollowingprovisionsapplywithrespecttoimplementingthechildfindrequirementsofthissection:

(1)AStatethatadoptsadefinitionofdevelopmentaldelayunder§300.8(b)determineswhethertheterm appliestochildrenagedthreethroughnine,ortoasubsetofthatagerange(e.g.,agesthreethrough five).

(2)AStatemaynotrequiretheLEAtoadoptandusethetermdevelopmentaldelayforanychildren withinitsjurisdiction.

(3)IfanLEAusesthetermdevelopmentaldelayforchildrendescribedin§300.8(b),theLEAmust conformtoboththeState'sdefinitionofthattermandtotheagerangethathasbeenadoptedbythe State.

(4)Ifastatedoesnotadoptthetermdevelopmentaldelay,theLEAmaynotindependentlyusethat termasabasisforestablishingachild'seligibilityunderthispart.

(c)Otherchildreninchildfind.Childfindalsomustinclude--

(1)Childrenwhoaresuspectedofbeingachildwithadisabilityunder§300.8andinneedofspecial education,eventhoughtheyareadvancingfromgradetograde;and (2)Highlymobilechildren,includingmigrantchildren.

(d)Construction.NothingintheActrequiresthatchildrenbeclassifiedbytheirdisabilitysolongaseach childwhohasadisabilitythatislistedin§300.8andwho,byreasonofthatdisability,needsspecial educationandrelatedservicesisregardedasachildwithadisabilityunderPartBoftheAct.

§300.131Childfindforparentally-placedprivateschoolchildrenwithdisabilities.

(a)General.EachLEAmustlocate,identify,andevaluateallchildrenwithdisabilitieswhoareenrolledby theirparentsinprivate,includingreligious,elementaryschoolsandsecondaryschoolslocatedinthe schooldistrictservedbytheLEA,inaccordancewithparagraphs(b)through(e)ofthissection,and§§ 300.111and300.201.

(b)Childfinddesign.Thechildfindprocessmustbedesignedtoensure--

(1)Theequitableparticipationofparentally-placedprivateschoolchildren;and (2)Anaccuratecountofthosechildren.

(c)Activities.Incarryingouttherequirementsofthissection,theLEA,or,ifapplicable,theSEA,must undertakeactivitiessimilartotheactivitiesundertakenfortheagency'spublicschoolchildren.

(d)Cost.Thecostofcarryingoutthechildfindrequirementsinthissection,includingindividual evaluations,maynotbeconsideredindeterminingiftheLEAhasmetitsobligationunder§300.133. (Private school expenditures-section 5 of this document)

(e)Completionperiod.Thechildfindprocessmustbecompletedinatimeperiodcomparabletothatfor otherstudentsattendingpublicschoolsintheLEAconsistentwith§300.301. (Initial Evaluations-section 2 of this document) (Authority:20U.S.C.1412(a)(10)(A)(ii))

(f)Out-of-statechildren.EachLEAinwhichprivate,includingreligious,elementaryschoolsandsecondary schoolsarelocatedmust,incarryingoutthechildfindrequirementsinthissection,includeparentallyplacedprivateschoolchildrenwhoresideinaStateotherthantheStateinwhichtheprivateschools thattheyattendarelocated.

§300.19Homelesschildren.

Homelesschildrenhasthemeaninggiventhetermhomelesschildrenandyouthsinsection725(42U.S.C. 11434a)oftheMcKinney-VentoHomelessAssistanceAct,asamended,42U.S.C.11431et.seq.(Authority 20U.S.C.1401(11))

§300.134Consultationparentally-placedprivateschoolchildrenwithdisabilities.

Toensuretimelyandmeaningfulconsultation,theLEA,or,ifappropriate,theSEA,mustconsultwith privateschoolrepresentativesandrepresentativesofparentsofparentally-placedprivateschoolchildren withdisabilitiesduringthedesignanddevelopmentofspecialeducationandrelatedservicesforthe childrenregardingthefollowing:

(a)Childfind.Thechildfindprocess,including--

(1)Howparentally-placedprivateschoolchildrensuspectedofhavingadisabilitycanparticipate equitably;and

(2)Howparents,teachers,andprivateschoolofficialswillbeinformedoftheprocess.

AISD will maintain documentation of all Child Find activities including the dates of each activity and the results of each activity; and train appropriate staff for maintaining the documentation of all Child Find activities including students in private schools, religious schools and home schools located in the AISD.

IX. HOMELANGUAGESURVEY

TAC§89.1215.HomeLanguageSurvey http://ritter.tea.state.tx.us/rules/tac/chapter089/ch089bb.html

(a) (a)Schooldistrictsshalladministeronlyonehomelanguagesurveytoeachnewstudentenrollingforthefirst timeinaTexaspublicschoolinanygradefromprekindergartenthroughGrade12 Schooldistrictsshall requirethatthesurveybesignedbythestudent'sparentorguardianforeachstudentinprekindergarten throughGrade8orbythestudentinGrades9-12aspermittedundertheTexasEducationCode,§29.056(a)(1). Theoriginalcopyofthesurveyshallbekeptinthestudent'spermanentrecord.

(b) (b)ThehomelanguagesurveyshallbeadministeredinEnglish,Spanish,andVietnamese;forstudentsof otherlanguagegroups,thehomelanguagesurveyshallbetranslatedintotheprimarylanguagewhenever possible Thehomelanguagesurveyshallcontainthefollowingquestions

(1) "Whatlanguageisspokeninthechild'shomemostofthetime?"

(2) "Whatlanguagedoesthechildspeakmostofthetime?"

(c)IftheresponseonthehomelanguagesurveyindicatesthatalanguageotherthanEnglishisused,thestudent shallbetestedinaccordancewith§89.1225ofthistitle(relatingtoTestingandClassificationofStudents)or §89.1226ofthistitle(relatingtoTestingandClassificationofStudents,BeginningwithSchoolYear20192020).

(d) ForstudentspreviouslyenrolledinaTexaspublicschool,thereceivingdistrictshallsecurethestudent records,includingthehomelanguagesurvey Allattemptstocontactthesendingdistricttorequestrecords shallbedocumented Multipleattemptstoobtainthestudent'shomelanguagesurveyshallbemade If attemptstoobtainthestudent'shomelanguagesurveyfromthesendingdistrictareunsuccessful,the identificationprocessshallbeginwhileattemptstocontactthesendingdistrictforrecordscontinuethroughout thefour-weektestingandidentificationperiod

TAC§89.1226.TestingandClassificationofStudents. https://www.txel.org/lpac/

(a) Thesinglestate-approvedEnglishlanguageproficiencytestforidentificationofEnglishlearnersdescribedin subsection(c)ofthissectionshallbeusedaspartofthestandardized,statewideidentificationprocess

(b) WithinfourweeksofinitialenrollmentinaTexasschool,astudentwithalanguageotherthanEnglish indicatedonthehomelanguagesurveyshallbeadministeredthestate-approvedEnglishlanguageproficiency testforidentificationasdescribedinsubsection(c)ofthissectionandshallbeidentifiedasEnglishlearners andplacedintotherequiredbilingualeducationorESLprograminaccordancewiththecriterialistedin subsection(f)ofthissection.

(c) ForidentifyingEnglishlearners,schooldistrictsshalladministertoeachstudentwhohasalanguageother thanEnglishasidentifiedonthehomelanguagesurvey:

(1) inprekindergartenthroughGrade1,thelisteningandspeakingcomponentsofthestate-approvedEnglish languageproficiencytestforidentification;and

(2) inGrades2-12,thelistening,speaking,reading,andwritingcomponentsofthestate-approvedEnglish languageproficiencytestforidentification

(d) Schooldistrictsthatprovideabilingualeducationprogramattheelementarygradesshalladministera languageproficiencytestintheprimarylanguageofthestudentwhoiseligibletobeservedinthebilingual educationprogram.IftheprimarylanguageofthestudentisSpanish,theschooldistrictshalladministerthe Spanishversionofthestate-approvedlanguageproficiencytestforidentification.Ifastate-approvedlanguage proficiencytestforidentificationisnotavailableintheprimarylanguageofthestudent,theschooldistrict shalldeterminethestudent'slevelofproficiencyusinginformalorallanguageassessmentmeasures.

(e) Allofthelanguageproficiencytestingshallbeadministeredbyprofessionalsorparaprofessionalswhoare proficientinthelanguageofthetestandtrainedinthelanguageproficiencytestingrequirementsofthetest publisher

(f) ForentryintoabilingualeducationorESLprogram,astudentshallbeidentifiedasanEnglishlearnerusing thefollowingcriteria

(1) InprekindergartenthroughGrade1,thestudent'sscore(s)fromthelisteningand/orspeakingcomponents onthestate-approvedEnglishlanguageproficiencytestforidentificationis/arebelowtheleveldesignated forindicatingEnglishproficiency.

(2) InGrades2-12thestudent'sscore(s)fromthelistening,speaking,reading,and/orwritingcomponentson thestate-approvedEnglishlanguageproficiencytestforidentificationis/arebelowtheleveldesignatedfor

indicatingEnglishproficiency.

(g) AstudentshallbeidentifiedasanEnglishlearnerifthestudent'sabilityinEnglishissolimitedthatthe Englishlanguageproficiencyassessmentdescribedinsubsection(c)ofthissectioncannotbeadministered.

(h) Thelanguageproficiencyassessmentcommitteeinconjunctionwiththeadmission,review,anddismissal (ARD)committeeshallidentifyastudentasanEnglishlearnerifthestudent'sabilityinEnglishissolimited orthestudent'sdisabilitiesaresoseverethattheEnglishlanguageproficiencyassessmentdescribedin subsection(c)ofthissectioncannotbeadministered ThedecisionforentryintoabilingualeducationorESL programshallbedeterminedbythelanguageproficiencyassessmentcommitteeinconjunctionwiththeARD committeeinaccordancewith§89.1220(f)ofthistitle(relatingtoLanguageProficiencyAssessment Committee).

(i) AnEnglishlearnermaybereclassifiedasEnglishproficientonlyattheendoftheschoolyearinwhicha studentwouldbeabletoparticipateequallyinageneraleducation,all-Englishinstructionalprogram.This determinationshallbebaseduponallofthefollowing:

(1) aproficiencyratingonthestate-approvedEnglishlanguageproficiencytestforreclassificationthatis designatedforindicatingEnglishproficiencyineachofthefourlanguagedomains(listening,speaking, reading,andwriting);

(2) passingstandardmetonthereadingassessmentinstrumentundertheTexasEducationCode(TEC), §39.023(a),orforstudentsatgradelevelsnotassessedbytheaforementionedreadingassessment instrumentascoreatorabovethe40thpercentileonboththeEnglishreadingandtheEnglishlanguage artssectionsofthestate-approvednorm-referencedstandardizedachievementinstrument;and (3) theresultsofasubjectiveteacherevaluationusingthestate'sstandardizedrubric.

(j) AnEnglishlearnermaynotbereclassifiedasEnglishproficientinprekindergartenorkindergarten.Aschool districtmustensurethatEnglishlearnersarepreparedtomeetacademicstandardsrequiredbytheTEC, §280211

(k) AnEnglishlearnermaynotbereclassifiedasEnglishproficientifthelanguageproficiencyassessment committeehasrecommendeddesignatedsupportsoraccommodationsonthestatereadingassessment instrumentbasedonthestudent’ssecondlanguageacquisitionneeds

(l)ForEnglishlearnerswhoarealsoeligibleforspecialeducationservices,thestandardizedprocessforEnglish learnerreclassificationisfollowedinaccordancewithapplicableprovisionsofsubsection(i)ofthissection. However,annualmeetingstoreviewstudentprogressandmakerecommendationsforreclassificationmustbe madeinallinstancesbythelanguageproficiencyassessmentcommitteeinconjunctionwiththeARD committeeinaccordancewith§891230(b)ofthistitle(relatingtoEligibleStudentswithDisabilities) Additionally,thelanguageproficiencyassessmentcommitteeinconjunctionwiththeARDcommitteeshall implementassessmentproceduresthatdifferentiatebetweenlanguageproficiencyanddisablingconditionsin accordancewith§891230(a)ofthistitle

(m)ForanEnglishlearnerwithasignificantcognitivedisability,thelanguageproficiencyassessmentcommittee inconjunctionwiththeARDcommitteemaydeterminethatthestate'sEnglishlanguageproficiency assessmentforreclassificationisnotappropriatebecauseofthenatureofthestudent'sdisablingcondition.In thesecases,thelanguageproficiencyassessmentcommitteeinconjunctionwiththeARDcommitteemay recommendthatthestudenttakethestate'salternateEnglishlanguageproficiencyassessment,determinean appropriateperformancestandardrequirementforreclassificationbylanguagedomainundersubsection(i)(1) ofthissection,andutilizetheresultsofasubjectiveteacherevaluationusingthestate’sstandardizedalternate rubric

(n)Notwithstanding§101101ofthistitle(relatingtoGroup-AdministeredTests),alltestsusedforthepurposeof identification,reclassification,andplacementofstudentsandapprovedbytheTEAmustbere-normedatleast everyeightyears.

X. LANGUAGEPROFICIENCYASSESSMENTCOMMITTEE(LPAC)

https://wwwtxelorg/lpac/

http://teatexasgov/studentassessment/ell/lpac/

The special education department staff will collaborate with the LPAC representative in the ARD/IEP meeting to develop an appropriate IEP for the LEP special education student

TAC§89.1220.LanguageProficiencyAssessmentCommittee.

(a) Schooldistrictsshallbylocalboardpolicyestablishandoperatealanguageproficiencyassessment committee Thedistrictshallhaveonfilepolicyandproceduresfortheselection,appointment,andtrainingof membersofthelanguageproficiencyassessmentcommittee(s)

(b) Thelanguageproficiencyassessmentcommitteeshallincludeanappropriatelycertifiedbilingualeducator(for studentsservedthroughabilingualeducationprogram),anappropriatelycertifiedEnglishasasecond language(ESL)educator(forstudentsservedthroughanESLprogram),aparentofanEnglishlearner participatinginabilingualorESLprogram,andacampusadministratorinaccordancewithTexasEducation Code(TEC),§29.063.

(c) Inadditiontothethreerequiredmembersofthelanguageproficiencyassessmentcommittee,theschool districtmayaddothertrainedmemberstothecommittee.

(d) Noparentservingonthelanguageproficiencyassessmentcommitteeshallbeanemployeeoftheschool district

(e) Aschooldistrictshallestablishandoperateasufficientnumberoflanguageproficiencyassessment committeestoenablethemtodischargetheirdutieswithinfourweeksoftheenrollmentofEnglishlearners

(f) Allmembersofthelanguageproficiencyassessmentcommittee,includingparents,shallbeactingforthe schooldistrictandshallobservealllawsandrulesgoverningconfidentialityofinformationconcerning individualstudents.Thedistrictshallberesponsiblefortheorientationandtrainingofallmembers,including theparents,ofthelanguageproficiencyassessmentcommittee.

(g) Upontheirinitialenrollmentandattheendofeachschoolyear,thelanguageproficiencyassessment committeeshallreviewallpertinentinformationonallEnglishlearnersidentifiedinaccordancewith §891225(f)ofthistitle(relatingtoTestingandClassificationofStudents)or§891226ofthistitle(relatingto TestingandClassificationofStudents,BeginningwithSchoolYear2019-2020)andshall:

(1) designatethelanguageproficiencylevelofeachEnglishlearnerinaccordancewiththeguidelinesissued pursuantto§891225(b)-(f)or§891226(b)-(f)ofthistitle;

(2) designatethelevelofacademicachievementofeachEnglishlearner;

(3) designate,subjecttoparentalapproval,theinitialinstructionalplacementofeachEnglishlearnerinthe requiredprogram;

(4) facilitatetheparticipationofEnglishlearnersinotherspecialprogramsforwhichtheyareeligiblewhile ensuringfullaccesstothelanguageprogramservicesrequiredundertheTEC,§29.053;and

(5) reclassifystudents,attheendoftheschoolyearonly,asEnglishproficientinaccordancewiththecriteria describedin§891225(i)or§891226(i)ofthistitle

(h) Thelanguageproficiencyassessmentcommitteeshallgivewrittennoticetothestudent'sparentorguardian, advisingthatthestudenthasbeenclassifiedasanEnglishlearnerandrequestingapprovaltoplacethestudent intherequiredbilingualeducationorESLprogramnotlaterthanthe10thcalendardayafterthedateofthe student'sclassificationinaccordancewithTEC,§29.056.Thenoticeshallincludeinformationaboutthe benefitsofthebilingualeducationorESLprogramforwhichthestudenthasbeenrecommendedandthatitis anintegralpartoftheschoolprogram.

(i) Beforetheadministrationofthestatecriterion-referencedtesteachyear,thelanguageproficiencyassessment committeeshalldeterminetheappropriateassessmentoptionforeachEnglishlearnerasoutlinedinChapter 101,SubchapterAA,ofthistitle(relatingtoCommissioner'sRulesConcerningtheParticipationofEnglish LanguageLearnersinStateAssessments)

(j) PendingparentapprovalofanEnglishlearner'sentryintothebilingualeducationorESLprogram recommendedbythelanguageproficiencyassessmentcommittee,theschooldistrictshallplacethestudentin therecommendedprogram.OnlyEnglishlearnerswithparentapprovalwhoarereceivingserviceswillbe includedinthebilingualeducationallotment.

(k) Thelanguageproficiencyassessmentcommitteeshallmonitortheacademicprogressofeachstudentwhohas metcriteriaforexitinaccordancewithTEC,§29.056(g),forthefirsttwoyearsafterreclassification.Ifthe

studentearnsafailinggradeinasubjectinthefoundationcurriculumunderTEC,§28.002(a)(1),duringany gradingperiodinthefirsttwoschoolyearsafterthestudentisreclassified,thelanguageproficiency assessmentcommitteeshalldetermine,basedonthestudent'ssecondlanguageacquisitionneeds,whetherthe studentmayrequireintensiveinstructionorshouldbereenrolledinabilingualeducationorspeciallanguage program InaccordancewithTEC,§290561,thelanguageproficiencyassessmentcommitteeshallreviewthe student'sperformanceandconsider

(1) thetotalamountoftimethestudentwasenrolledinabilingualeducationorspeciallanguage program;

(2) thestudent'sgradeseachgradingperiodineachsubjectinthefoundationcurriculumunderTEC, §28.002(a)(1);

(3) thestudent'sperformanceoneachassessmentinstrumentadministeredunderTEC,§39.023(a)or(c);

(4) thenumberofcreditsthestudenthasearnedtowardhighschoolgraduation,ifapplicable;and

(5) anydisciplinaryactionstakenagainstthestudentunderTEC,Chapter37,SubchapterA(Alternative SettingsforBehaviorManagement)

(l) Thestudent'spermanentrecordshallcontaindocumentationofallactionsimpactingtheEnglish[language] learner

(1) Documentationshallinclude:

(A) theidentificationofthestudentasanEnglishlearner;

(B) thedesignationofthestudent'sleveloflanguageproficiency;

(D) parentalapprovalofentryorplacementintotheprogram;

(E) thedatesofentryinto,andplacementwithin,theprogram;

(F) assessmentinformationasoutlinedinChapter101,SubchapterAA,ofthistitle;

(G) additionalinstructionalinterventionsprovidedtoaddressthespecificlanguageneedsofthestudent;

(H) thedateofexitfromtheprogramandparentalapproval;

(I) theresultsofmonitoringforacademicsuccess,includingstudentsformerlyclassifiedasEnglish learners,asrequiredundertheTEC,§29063(c)(4);and

(J) thehomelanguagesurvey.

(2) Currentdocumentationasdescribedinparagraph(1)ofthissubsectionshallbeforwardedinthesame mannerasotherstudentrecordstoanotherschooldistrictinwhichthestudentenrolls.

(m) Aschooldistrictmayidentify,exit,orplaceastudentinaprogramwithoutwrittenapprovalofthestudent's parentorguardianif:

(1) thestudentis18yearsofageorhashadthedisabilitiesofminorityremoved;

(2) theparentorlegalguardianprovidesapprovalthroughaphoneconversationore-mailthatisdocumented inwritingandretained;or

(3) anadultwhotheschooldistrictrecognizesasstandinginparentalrelationtothestudentprovideswritten approval.Thismayincludeafosterparentoremployeeofastateorlocalgovernmentalagencywith temporarypossessionorcontrolofthestudent.

TableofContents

I. InitialEvaluation(Timeline/Exceptions)

II. Reevaluation

III. EvaluationProcedures

IV. DeterminationofEligibilityandPlacement

V. WrittenEvaluationReports(includingRelatedServiceReports)

VI. EvaluationofLanguage,Physical,SociologicalandotherConditions

A. LanguageDominance

B. LanguageProficiency

C. Physical

D. Emotional/Behavioral

E. Sociological

F. Intellectual

VII. EvaluationofLearningCompetencies

(AcademicAchievement/FunctionalPerformance)

VIII. AssistiveTechnologyDevicesandServices

IX. SpecialProvisions:

A. AdaptedPhysicalEducation

B. AttentionDeficitDisorder(ADD-ADHD)

C. DeaforHardofHearing

D. Autism

E. EvaluationofVeryYoungorStudentswithSevereDisabilities

F FunctionalBehavioralAssessment(FBA)

FunctionalVocationalEvaluation(seeL.below)

G. HomeboundorHospitalized

H. EnglishLearner

I. SpeechImpairment

J. VisualImpairment

K. VocationalEvaluation(includingFunctionalVoc.Eval.)

X. AppraisalPersonnel

XI. IndependentEducationalEvaluation(IEE)

I. INITIALEVALUATIONS

§300.301Initialevaluations.

(a)General.Eachpublicagencymustconductafullandindividualinitialevaluation,inaccordancewith §300.304through§300.306,beforetheinitialprovisionofspecialeducationandrelatedservicestoa childwithadisabilityunderthispart.

(b)Requestforinitialevaluation.Consistentwiththeconsentrequirementsin§300.300,eitheraparentofa child,orthepublicagency,mayinitiatearequestforaninitialevaluationtodetermineifthechildisa childwithadisability.

(c)Proceduresforinitialevaluation.Theinitialevaluation--

(1)(i)Mustbeconductedwithin60daysofreceivingparentalconsentfortheevaluation;or

(ii)IftheStateestablishesatimeframewithinwhichtheevaluationmustbeconducted,withinthat timeframe;and

(2)Mustconsistofprocedures--

(i)Todetermineifthechildisachildwithadisabilityunder§300.8;and (ii)Todeterminetheeducationalneedsofthechild.

(d)Exception.Thetimeframedescribedinparagraph(c)(1)ofthissectionshallnotapplytothepublic agencyif--

(1)Theparentofachildrepeatedlyfailsorrefusestoproducethechildfortheevaluation;or

AISD will follow all state and federal regulations regarding initial evaluations before the provision of special education and related services can be provided to a child with a disability. The initial evaluation must attempt to evaluate the child in all areas of suspected disability and consist of procedures to determine the educational needs of the child Following the written request for an initial evaluation for special education the district will provide a Written Notice of Evaluation and make every effort to obtain parental consent for the full and individual evaluation The evaluation specialist in charge of the evaluation will utilize district forms All documentation and notes of communication will be stored in the student’s eligibility folder

The written report of the initial evaluation must be completed not later than the 45th school day following the date in which written consent from the child’s parent was received. If the student has been absent from school during the evaluation period on three or more school days, then the due date of the evaluation must be extended by the number of the school days the student has been absent. If the district receives consent for the evaluation from the child’s parent at least 35 but less than 45 school days before the last instructional day of the school year, the evaluation report must be provided to the parent not later than June 30th of that year The student’s ARD/IEP committee must meet not later than the 15th school day of the following school year to review the evaluation

If the parent refuses to provide consent for the initial evaluation, AISD evaluation staff will provide clear written documentation of the repeated failure of the parent to produce the child for the evaluation or refusal to provide consent for the evaluation.

For an Initial Evaluation : AISD will complete a comprehensive full and individual evaluation for the initial evaluation of a student and not rely solely on a review of existing evaluation data

review of existing evaluation data that includes classroom based, local, or State assessments, and classroom based observations by teachers and related services providers. On the basis of that review and input from the child’s parents, the IEP Team and other qualified professionals must identify what additional data, if any, are needed to determine whether the child is a child with a disability and the educational needs of the child Therefore, AISD may not always have to expend resources on a “ new ” initial evaluation

TEC§29.004. FIETimeline.

(a)Awrittenreportofafullindividualandinitialevaluationofastudentforpurposesofspecialeducationservices shallbecompletedasfollows,exceptasotherwiseprovidedbythissection:

(1)notlaterthanthe45thschooldayfollowingthedateonwhichtheschooldistrict,inaccordancewith20 U.S.C.Section1414(a),asamended,receiveswrittenconsentfortheevaluation,signedbythestudent's parentorlegalguardian,exceptthatifastudenthasbeenabsentfromschoolduringthatperiodonthreeor moredays,thatperiodmustbeextendedbyanumberofschooldaysequaltothenumberofschooldays duringthatperiodonwhichthestudenthasbeenabsent;or

(a-1)Ifaschooldistrictreceiveswrittenconsentsignedbyastudent'sparentorlegalguardianforafull individualandinitialevaluationofastudentatleast35butlessthan45schooldaysbeforethelast instructionaldayoftheschoolyear,theevaluationmustbecompletedandthewrittenreportofthe evaluationmustbeprovidedtotheparentorlegalguardiannotlaterthanJune30ofthatyear The student'sadmission,review,anddismissalcommitteeshallmeetnotlaterthanthe15thschooldayofthe followingschoolyeartoconsidertheevaluation Ifadistrictreceiveswrittenconsentsignedbyastudent's parentorlegalguardianlessthan35schooldaysbeforethelastinstructionaldayoftheschoolyearorif thedistrictreceivesthewrittenconsentatleast35butlessthan45schooldaysbeforethelastinstructional dayoftheschoolyearbutthestudentisabsentfromschoolduringthatperiodonthreeormoredays, Subsection(a)(1)appliestothedatethewrittenreportofthefullindividualandinitialevaluationis required.

(a-2)Forpurposesofthissection,"schoolday"doesnotincludeadaythatfallsafterthelastinstructionalday ofthespringschooltermandbeforethefirstinstructionaldayofthesubsequentfallschoolterm The commissionerbyrulemaydeterminedaysduringwhichyear-roundschoolsarerecessedthat,consistent withthissubsection,arenotconsideredtobeschooldaysforpurposesofthissection

(a-3)Subsection(a)doesnotimpairanyrightsofaninfantortoddlerwithadisabilitywhoisreceivingearly interventionservicesinaccordancewith20U.S.C.Section1431.

(b)Theevaluationshallbeconductedusingproceduresthatareappropriateforthestudent'smostproficient methodofcommunication.

(c)Ifaparentorlegalguardianmakesawrittenrequesttoaschooldistrict'sdirectorofspecialeducationservices ortoadistrictadministrativeemployeeforafullindividualandinitialevaluationofastudent,thedistrict shall,notlaterthanthe15thschooldayafterthedatethedistrictreceivestherequest: (1)provideanopportunityfortheparentorlegalguardiantogivewrittenconsentfortheevaluation;or (2)refusetoprovidetheevaluationandprovidetheparentorlegalguardianwithnoticeofprocedural safeguardsunder20USC Section1415(b) (LastamendedSeptember1,2013)

SECTION2.Section29.004,EducationCode,asamendedbythisAct,appliestocompletionofareportofafull individualandinitialevaluationofapublicschoolstudentforpurposesofspecialeducationservicesonlyastoan initialevaluationperformedonorafterSeptember1,2013.

For an Initial Evaluation: If the student moves from one campus to another within the district, the timelines still apply

If the initial evaluation process for special education eligibility was initiated in a school district prior to the student’s enrollment in AISD and that process was not completed, AISD must coordinate with the previous school district to ensure timely completion of the evaluation The timelines for completion as established by the previous school district may be changed only if the parent and new school district agree to a specific time for the completion of the evaluation.

(a)Referralofstudentsforafullindividualandinitialevaluationforpossiblespecialeducationservicesmustbea partofthedistrict’soverall,generaleducationreferralorscreeningsystem.Priortoreferral,students experiencingdifficultyinthegeneralclassroomshouldbeconsideredforallsupportservicesavailabletoall students,suchastutorial;remedial;compensatory;responsetoevidence-basedintervention;andother academicorbehaviorsupportservices Ifthestudentcontinuestoexperiencedifficultyinthegeneral classroomaftertheprovisionofinterventions,districtpersonnelmustreferthestudentforafullindividualand initialevaluation Thisreferralforafullindividualandinitialevaluationmaybeinitiatedbyschoolpersonnel, thestudent'sparentsorlegalguardian,oranotherpersoninvolvedintheeducationorcareofthestudent

(1)providetheparentwithpriorwrittennoticeofitsproposaltoconductanevaluationconsistentwith34 CodeofFederalRegulations(CFR),§300.503;acopyoftheproceduralsafeguardsnoticerequiredby34 CFR,§300504;andanopportunitytogivewrittenconsentfortheevaluation;or

(2)providetheparentwithpriorwrittennoticeofitsrefusaltoconductanevaluationconsistentwith34CFR, §300503,andacopyoftheproceduralsafeguardsnoticerequiredby34CFR,§300504

(c)Exceptasotherwiseprovidedinthissection,awrittenreportofafullindividualandinitialevaluationofa studentmustbecompletedasfollows:

(e)Notwithstandingthetimelinesinsubsections(c)and(d)ofthissection,iftheschooldistrictreceivedthe writtenconsentfortheevaluationfromthestudent'sparentatleast35butlessthan45schooldaysbeforethe lastinstructionaldayoftheschoolyear,thewrittenreportofafullindividualandinitialevaluationofa studentmustbeprovidedtothestudent'sparentnotlaterthanJune30ofthatyear Thestudent'sARD committeemustmeetnotlaterthanthe15thschooldayofthefollowingschoolyeartoconsiderthe evaluation.If,however,thestudentwasabsentfromschoolthreeormoredaysbetweenthetimethatthe schooldistrictreceivedwrittenconsentandthelastinstructionaldayoftheschoolyear,thetimelinein subsection(c)(1)ofthissectionappliestothedatethewrittenreportofthefullindividualandinitial evaluationisrequired.IfaninitialevaluationcompletednotlaterthanJune30indicatesthatthestudentwill needextendedschoolyearservicesduringthatsummer,theARDcommitteemustmeetasexpeditiouslyas possible

(f)Ifastudentwasintheprocessofbeingevaluatedforspecialeducationeligibilitybyaschooldistrictand enrollsinanotherschooldistrictbeforethepreviousschooldistrictcompletedthefullindividualandinitial evaluation,thenewschooldistrictmustcoordinatewiththepreviousschooldistrictasnecessaryandas expeditiouslyaspossibletoensureapromptcompletionoftheevaluationinaccordancewith34CFR, §300.301(d)(2)and(e)and§300.304(c)(5).Thetimelinesinsubsections(c)and(e)ofthissectiondonot applyinsuchasituationif:

(1)thenewschooldistrictismakingsufficientprogresstoensureapromptcompletionoftheevaluation;and (2)theparentandthenewschooldistrictagreetoaspecifictimewhentheevaluationwillbecompleted

(h)Forpurposesofsubsections(c)(1)and(e)ofthissection,astudentisconsideredabsentfortheschooldayif thestudentisnotinattendanceattheschool'sofficialattendancetakingtimeoratthealternateattendance takingtimesetforthatstudent.Astudentisconsideredinattendanceifthestudentisoffcampusparticipating inanactivitythatisapprovedbytheschoolboardandisunderthedirectionofaprofessionalstaffmemberof

theschooldistrict,oranadjunctstaffmemberwhohasaminimumofabachelor'sdegreeandiseligiblefor participationintheTeacherRetirementSystemofTexas.

A request for an initial evaluation by a parent must be provided in writing to the special education administrator or a district administrative employee For purposes of 89 1011(b) regarding the written parental request for a full and individual initial evaluation, the definition of a district administrative employee is considered to be the local campus principal or assistant principal where a student attends AISD monitors all referrals and/or request for evaluations and timeline compliance through the district referral procedures and RtI Committee procedures

AISD will respond to the written request from the parent for an initial evaluation for special education not later that the 15th school day after the date the district receives the written request with either the prior written notice of the districts proposal to conduct the evaluation or the notice of the district’s refusal to conduct the evaluation. A copy of the procedural safeguards will be provided to the parent. The district will maintain documentation of all communication with the parent regarding the request

§300.15Evaluation.Evaluationmeansproceduresusedinaccordancewith§§300.304through300.311to determinewhetherachildhasadisabilityandthenatureandextentofthespecialeducationandrelated servicesthatthechildneeds.(Authority:20U.S.C.1414(a) (c))

§300.302Screeningforinstructionalpurposesisnotevaluation.

This type of screening may occur without obtaining informed parental consent because it is not considered an evaluation for purposes of determining eligibility for special education AISD will determine person(s) considered a “specialist” The term “instructional strategies for curriculum implementation” is generally used to refer to strategies a teacher may use to more effectively teach children 71 Fed Reg 46639 (August 14, 2006)

II. REEDs/RE-EVALUATIONS

§300.305Additionalrequirementsforevaluationsandreevaluations.

(a)Reviewofexistingevaluationdata.Aspartofaninitialevaluation(ifappropriate)andaspartofany reevaluationunderthispart,theIEPTeamandotherqualifiedprofessionals,asappropriate,must--

(1)Reviewexistingevaluationdataonthechild,including (i)Evaluationsandinformationprovidedbytheparentsofthechild; (ii)Currentclassroom-basedlocalorStateassessments,andclassroom-basedobservations;and (iii)Observationsbyteachersandrelatedservicesproviders;and (2)Onthebasisofthatreview,andinputfromthechild'sparents,identifywhatadditionaldata,ifany, areneededtodetermine--

(i)(A)Whetherthechildisachildwithadisability,asdefinedin§300.8,andtheeducationalneeds ofthechild;or

(B)Incaseofareevaluationofachild,whetherthechildcontinuestohavesuchadisability,and theeducationalneedsofthechild;

(ii)Thepresentlevelsofacademicachievementandrelateddevelopmentalneedsofthechild;

(iii)(A)Whetherthechildneedsspecialeducationandrelatedservices;or

(B)Inthecaseofareevaluationofachild,whetherthechildcontinuestoneedspecialeducation andrelatedservices;and (iv)Whetheranyadditionsormodificationstothespecialeducationandrelatedservicesareneeded toenablethechildtomeetthemeasurableannualgoalssetoutintheIEPofthechildandto participate,asappropriate,inthegeneraleducationcurriculum.

(b)Conductofreview.Thegroupdescribedinparagraph(a)ofthissectionmayconductitsreviewwithout ameeting.

(c)Sourceofdata.Thepublicagencymustadministersuchassessmentsandotherevaluationmeasuresas maybeneededtoproducethedataidentifiedunderparagraph(a)ofthissection.

(d)Requirementsifadditionaldataarenotneeded.

(1)IftheIEPTeamandotherqualifiedprofessionals,asappropriate,determinethatnoadditionaldata areneededtodeterminewhetherthechildcontinuestobeachildwithadisability,andtodetermine thechild’seducationalneeds,thepublicagencymustnotifythechild'sparentsof(i)Thatdeterminationandthereasonsforthedetermination;and (ii)Therightoftheparentstorequestanassessmenttodeterminewhetherthechildcontinuestobe achildwithadisability,andtodeterminethechild’seducationalneeds.

(2)Thepublicagencyisnotrequiredtoconducttheassessmentdescribedinparagraph(d)(1)(ii)ofthis sectionunlessrequestedtodosobythechild'sparents.

(e)Evaluationsbeforechangeineligibility.

(1)Exceptasprovidedinparagraph(e)(2)ofthissection,thepublicagencymustevaluateachildwitha disabilityinaccordancewith§§300.304through300.311beforedeterminingthatthechildisno longerachildwithadisability.

(2)Theevaluationdescribedinparagraph(e)(1)ofthissectionisnotrequiredbeforetheterminationof achild’seligibilityunderthispartduetograduationfromsecondaryschoolwitharegulardiploma, orduetoexceedingtheageeligibilityforFAPEunderStatelaw.

(3)Forachildwhoseeligibilityterminatesundercircumstancesdescribedinparagraph(e)(2)ofthis section,thepublicagencymustprovidethechildwithasummaryofthechild’sacademic achievementandfunctionalperformance,whichshallincluderecommendationsonhowtoassistthe childinmeetingthechild’spostsecondarygoals.(Authority:20U.S.C.1414(c))

The group of qualified professionals in AISD include the same members that are required for attendance is the ARD / IEP Team

§300.303Reevaluations.

(a)General.Apublicagencymustensurethatareevaluationofeachchildwithadisabilityisconductedin accordancewith§§300.304through300.311

(1)Ifthepublicagencydeterminesthattheeducationalorrelatedservicesneeds,includingimproved academicachievementandfunctionalperformance,ofthechildwarrantareevaluation;or

(2)Ifthechild’sparentorteacherrequestsareevaluation.

(b)Limitation.Areevaluationconductedunderparagraph(a)ofthissection--

(1)Mayoccurnotmorethanonceayear,unlesstheparentandthepublicagencyagreeotherwise;and (2)Mustoccuratleastonceevery3years,unlesstheparentandthepublicagencyagreethata reevaluationisunnecessary.(Authority:20U.S.C.1414(a)(2))

The review of existing evaluation data (REED) is part of the reevaluation process and AISD is not required to obtain parental consent before reviewing existing data as part of an evaluation or reevaluation (Feb 6, 2007, OSEP Letter to Anonymous)

DNQ – Did not Qualify: AISD will present the evaluation information to the parent and conduct the IEP meeting to document findings and next steps recommended by the committee.

Based on the findings, AISD appraisal staff will determine if an ARD/IEP meeting needs to be scheduled to review the information or if the information can be reviewed at the upcoming annual ARD meeting

1 If the reevaluation is a scheduled 3 year reevaluation and change is noted that would require discussion of eligibility or services, the ARD/IEP meeting will be scheduled within 30 calendar days from the date of the completion of the written full and individual evaluation report, unless otherwise noted in a previous ARD meeting If the 30th day falls during the summer and school is not in session, the ARD committee shall have until the first week of classes in the fall to meet, unless the full and individual initial evaluation indicates that the student will need extended school year (ESY) services during that summer.

2. If the reevaluation is a scheduled 3 year reevaluation and no change is noted that would require discussion of eligibility or services, the ARD/IEP meeting may be conducted at the regular annual ARD scheduled timeframe

3 If the reevaluation is for additional assessments requested by the ARD to determine behavioral, related services such as therapies or other needs and change is noted that would require discussion of eligibility or services, the ARD/IEP meeting will be scheduled within 30 calendar days from the date of the completion of the written full and individual evaluation report, unless otherwise noted in a previous ARD meeting

III. EVALUATIONPROCEDURES

§300.304Evaluationprocedures.

(a)Notice.Thepublicagencywillprovidenoticetotheparentsofachildwithadisability,inaccordance with§300.503,thatdescribesanyevaluationprocedurestheagencyproposestoconduct.

(b)Conductofevaluation.Inconductingtheevaluation,thepublicagencywill--

(1)Useavarietyofassessmenttoolsandstrategiestogatherrelevantfunctional,developmental,and academicinformationaboutthechild,includinginformationprovidedbytheparent,thatmayassist indetermining--

(i)Whetherthechildisachildwithadisabilityunder§300.8;and

(ii)Thecontentofthechild’sIEP,includinginformationrelatedtoenablingthechildtobeinvolved inandprogressinthegeneraleducationcurriculum(orforapreschoolchild,toparticipatein appropriateactivities);

(2)Notuseanysinglemeasureorassessmentasthesolecriterionfordeterminingwhetherachildisa childwithadisabilityandfordetermininganappropriateeducationalprogramforthechild;and

(3)Usetechnicallysoundinstrumentsthatmayassesstherelativecontributionofcognitiveand behavioralfactors,inadditiontophysicalordevelopmentalfactors.

c)Otherevaluationprocedures.Eachpublicagencymustensurethat--

(1)Assessmentsandotherevaluationmaterialsusedtoassessachildunderthispart--

(i)Areselectedandadministeredsoasnottobediscriminatoryonaracialorculturalbasis;

(ii)Areprovidedandadministeredinthechild'snativelanguageorothermodeofcommunication andintheformmostlikelytoyieldaccurateinformationonwhatthechildknowsandcando academically,developmentally,andfunctionally,unlessitisclearlynotfeasibletosoprovideor administer;

(iii)Areusedforthepurposesforwhichtheassessmentsormeasuresarevalidandreliable;

(iv)Areadministeredbytrainedandknowledgeablepersonnel;and

(v)Areadministeredinaccordancewithanyinstructionsprovidedbytheproducerofthe assessments.

(2)Assessmentsandotherevaluationmaterialsincludethosetailoredtoassessspecificareasof educationalneedandnotmerelythosethataredesignedtoprovideasinglegeneralintelligence quotient.

(3)Assessmentsareselectedandadministeredsoasbesttoensurethatifanassessmentisadministered toachildwithimpairedsensory,manual,orspeakingskills,theassessmentresultsaccuratelyreflect thechild'saptitudeorachievementlevelorwhateverotherfactorsthetestpurportstomeasure, ratherthanreflectingthechild'simpairedsensory,manual,orspeakingskills(unlessthoseskillsare thefactorsthatthetestpurportstomeasure).

(4)Thechildisassessedinallareasrelatedtothesuspecteddisability,including,ifappropriate,health, vision,hearing,socialandemotionalstatus,generalintelligence,academicperformance, communicativestatus,andmotorabilities;

(5)Assessmentsofchildrenwithdisabilitieswhotransferfromonepublicagencytoanotherpublic agencyinthesameschoolyeararecoordinatedwiththosechildren'spriorandsubsequentschools, asnecessaryandasexpeditiouslyaspossible,consistentwith§300.301(d)(2)and(e),toensure promptcompletionoffullevaluations.

(6)Inevaluatingeachchildwithadisabilityunder§§300.304through300.306,theevaluationis sufficientlycomprehensivetoidentifyallofthechild'sspecialeducationandrelatedservicesneeds, whetherornotcommonlylinkedtothedisabilitycategoryinwhichthechildhasbeenclassified.

(7)Assessmenttoolsandstrategiesthatproviderelevantinformationthatdirectlyassistspersonsin determiningtheeducationalneedsofthechildareprovided.

§891230(a)EligibleStudentswithDisabilities

Schooldistrictsshallimplementassessmentproceduresthatdifferentiatebetweenlanguageproficiencyand handicappingconditionsinaccordancewithSubchapterAAofthischapter(relatingtoCommissioner’sRules ConcerningSpecialEducationServices)andshallestablishplacementproceduresthatensurethatplacementina bilingualeducationorEnglishasasecondlanguageprogramisnotrefusedsolelybecausethestudenthasa disability.

§29.310ProceduresandMaterialsforAssessmentandPlacement.

(a)Proceduresandmaterialsforassessmentandplacementofstudentswhoaredeaforhardofhearingshallbe selectedandadministeredsoasnottoberacially,culturally,orsexuallydiscriminatory

(b)Asingleassessmentinstrumentmaynotbethesolecriterionfordeterminingtheplacementofastudent

(c)Theproceduresandmaterialsfortheassessmentandplacementofastudentwhoisdeaforhardofhearing shallbeinthestudent’spreferredmodeofcommunication Allotherproceduresandmaterialsusedwithany studentwhoisdeaforhardofhearingandwhohaslimitedEnglishproficiencyshallbeinthestudent’s preferredmodeofcommunication.

AISD ensures evaluation procedures are followed by hiring qualified, certified and licensed professionals. Continual training is offered through a variety of resources including but not limited to the following: the education service center, the TEA TETN, state wide conferences, and legal academies In addition, at each annual job evaluation, any areas needing improvement or additional training are identified and documented as an area for professional growth

§300.310Observation.

(a)Thepublicagencymustensurethatthechildisobservedinthechild’slearningenvironment,including theregularclassroomsetting,todocumentthechild’sacademicperformanceandbehaviorintheareas ofdifficulty.

(b)Thegroupdescribedin§300.306(a)(1),indeterminingwhetherachildhasaspecificlearningdisability, mustdecideto

(1)Useinformationfromanobservationinroutineclassroominstructionandmonitoringofthechild’s performancethatwasdonebeforethechildwasreferredforanevaluation;or

(2)Haveatleastonememberofthegroupdescribedin§300.306(a)(1)conductanobservationofthe child’sacademicperformanceintheregularclassroomafterthechildhasbeenreferredforan evaluationandparentalconsent,consistentwith§300.300(a),isobtained.

(c)Inthecaseofachildoflessthanschoolageoroutofschool,agroupmembermustobservethechildin anenvironmentappropriateforachildofthatage.

Parental consent is not required for observations conducted as part of routine classroom instruction and monitoring of the child’s performance as long as that observation is not conducted as part of the full and individual evaluation of the child

TEC§38.003.ScreeningandTreatmentforDyslexiaandRelatedDisorders. CurrentTEADyslexiaHandbook:https://tea.texas.gov/academics/dyslexia/

(a)Studentsenrollinginpublicschoolsinthisstateshallbetestedfordyslexiaandrelateddisordersatappropriate termsinaccordancewithaprogramapprovedbytheStateBoardofEducation.

(b) InaccordancewiththeprogramapprovedbytheStateBoardofEducation,theboardoftrusteesofeach schooldistrictshallprovideforthetreatmentofanystudentdeterminedtohavedyslexiaorarelateddisorder.

(c)TheStateBoardofEducationshalladoptanyrulesandstandardsnecessarytoadministerthissection

(d)Inthissection:

(1)"Dyslexia"meansadisorderofconstitutionaloriginmanifestedbyadifficultyinlearningtoread,write,or spell,despiteconventionalinstruction,adequateintelligence,andsocioculturalopportunity

ForadditionalstaterulesonDyslexia,pleaseseeSection1.TAC§74.28.StudentswithDyslexiaandRelated Disorders

CurrentTEADyslexiaHandbook:https://teatexasgov/academics/dyslexia/

TEC§38.016.PsychotropicDrugsandPsychiatricEvaluationsorExaminations.

(a)Inthissection:

(1)"Parent"includesaguardianorotherpersonstandinginparentalrelation.

(2)"Psychotropicdrug"meansasubstancethatis:

(A)usedinthediagnosis,treatment,orpreventionofadiseaseorasacomponentofamedication;and (B)intendedtohaveanalteringeffectonperception,emotion,orbehavior.

(b)Aschooldistrictemployeemaynot:

(1)recommendthatastudentuseapsychotropicdrug;or

(2)suggestanyparticulardiagnosis;or

(c)Subsection(b)doesnot:

(1)preventanappropriatereferralunderthechildfindsystemrequiredunder20U.S.C.Section1412,as amended;or

(3)prohibitaschoolemployeefromdiscussinganyaspectofachild'sbehaviororacademicprogresswiththe child'sparentoranotherschooldistrictemployee

(d)Theboardoftrusteesofeachschooldistrictshalladoptapolicytoensureimplementationandenforcementof thissection.

(e)AnactinviolationofSubsection(b)doesnotoverridetheimmunityfrompersonalliabilitygrantedinSection 22.0511orotherlaworthedistrict'ssovereignandgovernmentalimmunity.

IV. DETERMINATIONOFELIGIBILITY

§300.306Determinationofeligibility.

(a)General.Uponcompletionoftheadministrationofassessmentsandotherevaluationmeasures-

(1)Agroupofqualifiedprofessionalsandtheparentofthechilddetermineswhetherthechildisachild withadisability,asdefinedin§300.8,inaccordancewithparagraph(c)ofthissectionandthe educationalneedsofthechild;and

(2)Thepublicagencyprovidesacopyoftheevaluationreportandthedocumentationofdetermination ofeligibilityatnocosttotheparent.

The copy of the evaluation report will be provided to the parent by the appraisal staff if possible, prior to the ARD/IEP meeting It is important to review the information with the parent, therefore, if the report cannot be provided prior to the ARD meeting, it will be provided at the meeting If the parent is not in attendance, the copy will be mailed to the parent with an opportunity to discuss the report on the phone or in a conference

(b)Specialruleforeligibilitydetermination.Achildmustnotbedeterminedtobeachildwithadisability underthispart--

(1)Ifthedeterminantfactorforthatdeterminationis--

(ii)Lackofinstructioninmath;or

(iii)LimitedEnglishproficiency;and

(2)Ifthechilddoesnototherwisemeettheeligibilitycriteriaunder§300.8(a).

(c)Proceduresfordeterminingeligibilityandeducationalneed.

(1)Ininterpretingevaluationdataforthepurposeofdeterminingifachildisachildwithadisability under§300.8,andtheeducationalneedsofthechild,eachpublicagencymust--

(i)Drawuponinformationfromavarietyofsources,includingaptitudeandachievementtests, parentinput,teacherrecommendations,aswellasrecommendationsaboutthechild’sphysical condition,socialorculturalbackground,andadaptivebehavior;and (ii)Ensurethatinformationobtainedfromallofthesesourcesisdocumentedandcarefully considered.

(2)Ifadeterminationismadethatachildhasadisabilityandneedsspecialeducationandrelated services,anIEPmustbedevelopedforthechildinaccordancewith§§300.320through300.324.

§300.306(b)(1)-referringto(section1208ofESEA–NCLB from above )aretheReadingcomponents meaningexplicitandsystematicinstructionin

(A.)phonemicawareness;

(B.)phonics;

(C.)vocabularydevelopment;

(D.)readingfluency,includingoralreadingskills;and (E.)readingcomprehensionstrategies.

V. WRITTENEVALUATION

REPORTS(includingRelatedServiceReports)

TAC§891011 FullIndividualandInitialEvaluation

(c)Exceptasotherwiseprovidedinthissection,awrittenreportofafullindividualandinitialevaluationofa studentmustbecompletedasfollows:

A written evaluation report for any disability or eligibility for related services will include all of the requirements in §89.1011 (c) and §300.311 (a – b) and documented on the district forms. In addition, specific requirements for each specific disability category found in Section 3-Disability Criteria will also be documented in the written evaluation report.

Parents or adult students have access to educational records including a review of test protocols Please contact the school’s Educational Diagnostician or the Director of Special Education in writing in order to review test protocols Arrangements will be made to have the appropriate professional review the protocol with the parent or adult student

VI. EVALUATIONOFLANGUAGE,

PHYSICAL,SOCIOLOGICAL,ANDOTHER CONDITIONS

Areas of Evaluation

A Language Dominance

The evaluation team will first determine the student’s dominant language most proficient method of communication (expressively and receptively) The student’s dominant language is the language in which the student is most proficient This determination may be made by formal or informal evaluation Evaluation instruments must be administered in the student’s dominant language (native language or other mode of communication unless it is clearly not feasible to do so) If the primary language of the home is not English, the student will be evaluated in his/her dominant language. Documentation will be Oral Language Proficiency scores, the LPAC report or a description of procedures used to ensure the student was evaluated in his/her dominant language when the examiner is not proficient in that language. Where no bilingual examiner is available, an interpreter may be used Interpreters will be adequately trained

B Language Proficiency

The evaluation team must determine the student’s most proficient method of communication The language proficiency information must indicate the student’s skill in understanding and using both receptive and expressive domains, such as oral and written language, reading comprehension, and listening comprehension, when appropriate Proficiency in both English and the other language(s) must be addressed for Limited English Proficient (LEP) students. (see procedures in the Referral section 1 for ELL students and coordination with the LPAC to differentiate proficiency and disability)

TAC§89.1230.EligibleStudentswithDisabilities.(languageproficiency)

(a) Schooldistrictsshallimplementassessmentprocedureswhichdifferentiatebetweenlanguageproficiencyand disablingconditionsinaccordancewithSubchapterAAofthischapter(relatingtoCommissioner’sRules ConcerningSpecialEducationServices),andshallestablishplacementprocedureswhichensurethat placementinabilingualeducationorEnglishasasecondlanguageprogramisnotrefusedsolelybecausethe studenthasadisability.

C. Physical

The evaluation of an individual’s physical factors (including health, vision, hearing, and psycho-motor abilities) must consist of an examination of physical conditions that directly affect the student’s ability to profit from the educational process A general medical examination will be required only when specified by eligibility criteria or when abnormal physical factors have been identified as part of the evaluation of physical factors The health information collected during the referral process will be sufficient if a complete medical examination is not required by specific eligibility criteria and if there are no indications of need for further physical evaluation.

When requesting a medical examination these steps are required:

1. Evaluation personnel are to obtain a “Notice of Release of Confidential Information” that is signed and dated by the parent

2 Submit the following forms to central office personnel designated responsible for securing contract services:

a A signed “Notice of Release of Confidential Information” form with contact information

b The Eligibility form(s) for the area of suspected disability

c Any other documentation the medical provider may need to complete their evaluation

3. Upon approval, designated central office personnel will contact the appropriate service providers to complete the necessary documentation for contract services and establish a purchase order to ensure payment for services. Parents will be contacted by the designated individual (central office staff or possibly campus evaluation personnel) to notify the parent that they may contact the medical provider to schedule an appointment

The evaluation of an individual’s emotional and behavioral factors will consist of formally or informally identifying those characteristics manifested in in-school or out-of-school behavior, or both, which may influence learning. The evaluation will include behaviors relative to the disability that may affect educational placement, programming, or discipline Adaptive behavior of all students must be considered to some degree, formal measures are required only when establishing a diagnosis of an intellectual disability

E Sociological

The evaluation of an individual’s sociological variables must consist of identifying the child’s family and community environmental situation influencing learning and behavioral patterns Students will not be eligible for special education if the only deficiencies identified are directly attributable to a different cultural lifestyle or to the child not having had educational opportunities.

F Cognitive

The evaluation of an individual’s cognitive functioning must include an evaluation of verbal ability or performance or both While the adaptive behavior of all students must be considered to some degree, formal measures of adaptive behavior will be required only when a student is being assessed for an intellectual disability A formal evaluation of Intelligence must always be addressed when evaluating the possibility of an intellectual disability An informal evaluation of cognitive ability may be used to determine cognitive functioning as a part of eligibility for certain disabilities at the discretion of the evaluation team

Allstudentswhoaregraduatingunder89.1070mustbeprovidedwithasummaryofacademicachievementand functionalperformanceasdescribein300.305(e)(3).Thesummarymustconsider,asappropriatetheviewof theparentandstudentandwrittenrecommendationsfromadultserviceagenciesonhowtoassistthestudent inmeetingpostsecondarygoals Studentswhoparticipateingraduationceremoniesbutwhoarenotgraduating undertheguidelinesofthissectiondonothavetohaveaSummaryofAcademicAchievementandFunctional Performance

VII. EVALUATIONOFLEARNINGCOMPETENCIES(AcademicAchievementandFunctional Performance)

Assessment Guidelines for the Evaluation of Academic and Functional Performance

The evaluation report will include:

A Criterion-referenced or curriculum-referenced assessments designed to aid in the development of the student’s IEP; (include any district wide and state testing, benchmarks, etc )

B Information about the student’s strengths and weaknesses; and

C The specific modifications of instructional content, accommodations, methods and/or materials required by the student to achieve and maintain satisfactory progress, including those that can only be provided through special education services, and those adaptations necessary for the student’s progress in general classes and other special and compensatory education programs.

VIII. ASSISTIVETECHNOLOGYDEVICESANDSERVICES

§300.5Assistivetechnologydevice.Assistivetechnologydevicemeansanyitem,pieceofequipment,or productsystem,whetheracquiredcommerciallyofftheshelf,modified,orcustomized,thatisusedto increase,maintain,orimprovethefunctionalcapabilitiesofachildwithadisability.Thetermdoesnot includeamedicaldevicethatissurgicallyimplanted,orthereplacementofsuchdevice.

§300.6Assistivetechnologyservice.Assistivetechnologyservicemeansanyservicethatdirectlyassistsa childwithadisabilityintheselection,acquisition,oruseofanassistivetechnologydevice.Theterm includes-

(a)Theevaluationoftheneedsofachildwithadisability,includingafunctionalevaluationofthechildin thechild'scustomaryenvironment;

(b)Purchasing,leasing,orotherwiseprovidingfortheacquisitionofassistivetechnologydevicesby childrenwithdisabilities;

(c)Selecting,designing,fitting,customizing,adapting,applying,maintaining,repairing,orreplacing assistivetechnologydevices;

(d)Coordinatingandusingothertherapies,interventions,orserviceswithassistivetechnologydevices,such asthoseassociatedwithexistingeducationandrehabilitationplansandprograms;

(e)Trainingortechnicalassistanceforachildwithadisabilityor,ifappropriate,thatchild'sfamily;and

(f)Trainingortechnicalassistanceforprofessionals(includingindividualsprovidingeducationor rehabilitationservices),employers,orotherindividualswhoprovideservicesto,employ,orare otherwisesubstantiallyinvolvedinthemajorlifefunctionsofthatchild.(Authority:20U.S.C.1401(2))

§300.105Assistivetechnology;properfunctioningofhearingaids.

(a)Thepublicagencymustensurethatassistivetechnologydevicesorassistivetechnologyservices,orboth, asthosetermsaredefinedin§§300.5and300.6,respectively,aremadeavailabletoachildwitha disabilityifrequiredasapartofthechild's--

(1)Specialeducationunder§300.39;

(2)Relatedservicesunder§300.34;or

(3)Supplementaryaidsandservicesunder§§300.42and300.114(a)(2)(ii).

(b)Onacase-by-casebasis,theuseofschool-purchasedassistivetechnologydevicesinachild'shomeorin othersettingsisrequiredifthechild'sIEPTeamdeterminesthatthechildneedsaccesstothosedevices inordertoreceiveFAPE.(Authority:20U.S.C.1412(a)(1),1412(a)(12)(B)(i))

ClicklinktoreviewtheAssistiveTechnologyRegion4ESCLeadershipFunction/ProjectwhichTEAsupports. www.texasat.nethttp://www.texasat.net/

Assessment Guidelines for Assistive Technology

Each student assessed for determination of a disability will be assessed for assistive technology needs

The assistive technology evaluation team may include any of the following professionals: Occupational Therapist, Physical Therapist, Speech Pathologist, Diagnostician, Teacher of the Visually Impaired, and other staff members as needed

IX. SPECIALPROVISIONS

The following categories of evaluations have special provisions and may require specific evaluation personnel to be included

A.AdaptedPhysicalEducation

Assessment Guidelines For Adapted Physical Education (APE) : APE evaluations will be administered by appropriately trained physical education or special education personnel. Results from the evaluation will be included in the written evaluation report and should address the student’s physical strengths and weaknesses and recommendations for specific services to be considered by the ARD/IEP committee

B.AttentionDeficitDisorder(ADD-ADHD)seealsoSection3–DisabilityCriteriaforOHI

Assessment Guidelines for Attention Deficit Disorder (ADD/ADHD):

When a parent request an evaluation based on their concern or personnel physician information that indicates their child may have Attention Deficit Disorder (ADD-ADHD) the evaluation team will follow the procedures for initial referral or the REED process, which ever is required. The evaluation procedures will follow the process for determining an eligibility for an Other Health Impairment Disability In addition to medical information the parent will be informed of the comprehensive evaluation process which may include a full psychological evaluation and any other evaluations that may be necessary to determine if the child is a child with a disability who is in need of special education If the parent has a medical doctor that has recently diagnosed the child with Attention Deficit Disorder, the evaluation team will obtain a signed copy of the OHI eligibility form directly from the child’s physician after the parent has provided a signed copy of the “Consent for Release of Confidential Information.” Even upon request, the parent will not be provided a copy of the district OHI eligibility form to provide to the child’s physician. If the evaluation team determines that the child meets the criteria for a child with an Other Health Impairment and the parent does not have a physician, then district procedures will be followed for obtaining contract medical services to obtain the necessary evaluation from a licensed medical doctor

Caution: Remember that a student may be diagnosed by a physician as having ADD or ADHD but the student may not necessarily have an educational need for special education services Determination of educational need is made by the ARD/IEP Committee considering all data Needs of some students may be addressed by the local campus Section 504 committee or classroom strategies If you have any questions, please review with your AISD campus personnel or call the AISD special education office.

C.DeaforHardofHearing

Assessment Guidelines for Deaf or Hard of Hearing

A deaf or hard of hearing diagnosis must meet the criteria for deafness or for a hearing impairment Deafness means a hearing impairment is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a chid’s educational performance A hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s education performance but is not included under the definition of deafness.

When considering students who are deaf or hard of hearing, a professional certified in the education of students who are deaf or hard of hearing will be assigned to assist in the REED process and/or the initial evaluation to:

1 Determine appropriate areas of evaluation;

2 Develop or determine appropriate evaluation techniques;

3 Conduct the evaluations when appropriate; and

4 Interpret data to ensure consideration and understanding of the educational, psychological, and social implications of the disability

Birth – 2 years or Deaf-Blind:

When considering students from birth through age two that are deaf or hard of hearing, or students who are deafblind, a teacher of infants who are deaf or hard of hearing or a teacher of students who are deaf-blind, as appropriate, may perform the evaluation specified above.

The deaf or hard of hearing evaluation must include an otological examination performed by a otolaryngologist or by a licensed medical doctor when an otolaryngologist is not available and a audiological performed by a licensed audiologist The evaluation data must include a description of the implications of the hearing loss for the student’s hearing in a variety of circumstances with or without recommended amplification District evaluation personnel will follow the established procedures for procuring contract services for medical services and contract evaluators

D.Autism

Assessment Guidelines for Autism

The team of professionals that completes the evaluation process for autism will include a psychologist or LSSP, a speech/language pathologist, a diagnostician, and any other professional appropriate The parent is also a critical member of the team

ClicklinktoreviewtheRegion13ESCAutismStatewideLeadershipFunction/ProjectwhichTEAsupports. http://www.txautism.net

E.EvaluationofVeryYoungorStudentswithSevereDisabilities

Assessment Guidelines for the Evaluation of Students Who Have Severe Disabilities and/or Who are 0-5 Years of Age

If the evaluation team cannot test these students in accordance with the procedures listed under the individual evaluation section of this procedure manual, the team must document the rationale for deviating from the standard procedure, as well as, the modifications used to complete the evaluation The written report will specify the nature and extent of the disability. The educational evaluation of such a student may be limited to competency based or criterion referenced measures. Outside evaluations will also be considered.

F.FunctionalBehavioralAssessment

Assessment Guidelines for a Functional Behavior Assessment/FBA

A Functional Behavioral Assessment is completed when a student’s behavior impedes educational progress for the student or other students in the classroom If the student’s placement includes time in the general education classroom, the evaluation should Include input from the general education teacher The FBA should include the following information:

Identification of the specific observable behavior(s) that is impeding the student’s learning. Documentation of the behaviors(s) should be as descriptive and specific as possible in order to clearly identify and quantify the behavior

Data from a variety of sources including but not limited to: discussions, interviews, records, and direct observation The evaluation team may also use standardized instruments, if available The data should determine the duration, frequency, and intensity of any patterns of behavior

Identification and/or descriptions of any antecedents - events that logically serve as the stimulus for the behavior

Identification and/or descriptions of any consequences - this is the action that is following and causes the student to maintain specific behavior(s) - determine effectiveness of each.

Identification and/or descriptions of the purpose of the student’s behavior - usually to get something, avoid or escape something, or to control the antecedent event.

A description of the relationship of the behavior to the event and provide possible variables that can be changed in the setting or the situation

Utilizing the information in the FBA, the evaluation team will develop a Behavioral Intervention Plan (BIP) which will include positive behavioral supports, reinforcers and possible consequences The BIP will provide information to teach the student alternatives to the behavior that is interfering with the student’s learning

If disciplinary action results in a change in placement under federal law, not later than the 10th school day after the change in placement the district will immediately seek consent from the student’s parent to conduct a functional behavioral assessment of the student if an FBA has never been done or the FBA is more than one year old If there is a current FBA, the district will review and/or revise the FBA and any BIP that is currently in place as needed based on the behavior that triggered the change of placement decision

Federal Guidelines stipulate required timelines If the student’s ARD committee agrees that there is a need for a functional behavior assessment, the committee may determine that there is enough data to complete the assessment at the ARD If there is insufficient data to complete the assessment at the ARD, the ARD committee determines the timeline for the assessment(s) to be completed, which may be more than 10 days if warranted.

G.HomeboundorHospitalized Assessment Guidelines for Homebound or Hospitalized

Any student being considered for Homebound or Hospitalized placements through special education must have received a full and individual evaluation that describes the student’s functioning in all required areas; health, vision, hearing, social emotional status, general cognitive ability, academic performance, communication, and motor abilities Services in the Homebound or Hospital setting may be considered if the FIE has been completed and the ARD/IEP committee has determined that the student is eligible for special education supports and services and if the student is expected bo be confined at home or in the hospital for a minimum of four consecutive weeks (for chronically ill students, this period of confinement may be a period of time totaling at least four weeks throughout the school year). This confinement must be for medical reasons only and the medical condition must be documented by a licensed medical doctor

TAC§8963

Anystudentwhoisplacedinthespecialeducationhomeboundinstructionalarrangement/setting mustmeetthefollowingfourcriteria: beeligibleforspecialeducationandrelatedservicesasdeterminedbyanARDcommittee; isexpectedtobeconfinedathomeorhospitalbedsideforaminimumoffourconsecutiveweeks (instructionmay,asprovidedbylocaldistrictpolicy,alsobeprovidedtochronicallyillstudentswhoare expectedtobeconfinedforanyperiodoftimetotalingatleastfourweeksthroughouttheschoolyearas documentedbyaphysicianlicensedtopracticeintheUnitedStates); beconfinedformedicalreasonsonly(unlessthechildis0–5yearsofage);and amedicalconditionisdocumentedbyaphysicianlicensedtopracticeintheUnitedStates.19TAC §8963(c)(2)(A)

In making eligibility and placement decisions the ARD committee must consider the physician’s information However, the physician’s note/information is not the sole determining factor in the committee’s decision making process

GeneralEducationHomebound(GEH)

AnygeneraleducationstudentshouldbereferredtothelocalcampusGEHcommittee.Formoreinformationsee theStudentAttendanceAccountingManual:http://tea.texas.gov/index2.aspx?id=25769817607

H.EnglishLearner

SeeSection1 andSection4a formoreinformation

§300.27EnglishLearner.EnglishLearnerhasthemeaninggiventheterminsection8101oftheESEA.

Assessment Guidelines For English Language Learners (ELL)

Specific requirements for an assessment of an ELL student is identified in the Child Find Section of the Operating Procedures. The LPAC report, which must have been competed within the past year, must be included with the referral packet. The student should have been tested in English and Spanish. If this is an initial evaluation, information will include; the initial referral information, the LPAC report, LAS scores or equivalent test, the amount of time the student was served in the bilingual program, and a copy of the Home Language Survey Speech Only Referral for an ELL Student:

The language proficiency assessment (ex LAS, IDEA) should be considered with regard to the following: i If the student is proficient in English and has a lower proficiency in Spanish or a language other than English (LOTE), the normal procedures for the speech pathologist evaluations are followed

Assessment would be conducted in English.

ii. If the student is proficient in Spanish or a LOTE and is not proficient in English, the speech pathologist will confer with the second language specialist and determine if an evaluation in Spanish (or other language) is needed The second language specialist and speech pathologist will collaboratively complete the evaluation and write the evaluation report

iii If the student is barely proficient in both languages, the second language specialist and speech pathologist will gather all information regarding the student’s educational history and performance and consult with the special education administrator before proceeding with the FIE

iv If the student is proficient in both languages, normal procedures in English may be followed

The articulation evaluation should be considered with regard to how the student articulates sounds in English as well as the student’s native language.

Other Referrals (LD, ID, etc.):

The language evaluation (ex LAS, IDEA) should be considered with regard to the following:

i If the student is proficient in English and lower in Spanish, the usual procedures for testing are followed

ii If the student is proficient in Spanish and not in English, the diagnostician/LSSP will confer with the second language specialist and determine if an evaluation in the student’s native language is needed The second language specialist and the diagnostician/LSSP will collaboratively determine the appropriate evaluation procedures and instruments and write the full and individual evaluation report (FIE) and proceed to ARD.

iii. If the student is barely proficient in both languages, assessment should be completed in the student’s dominant language. You may also consult with the Coordinator or Director of AISD.

iv If the student is barely proficient in both languages, the second language specialist and the diagnostician/LSSP will gather all the information regarding the student’s educational history and performance and consult with the Special Education Coordinator or Director before proceeding with the FIE

If the student is above proficient in both languages, normal procedures in English may be followed Consideration should be given to the following:

How long the student has been in the country;

Whether or not the student was enrolled and attending school prior to entering the United States; What types of bilingual supports and services have been provided and what type of academic progress the student is making in their home language as well as their progress in English

I.SpeechImpairment

For students referred for speech/language suspected disability, the evaluation will be performed and documented by a certified speech and language pathologist, certified speech and hearing therapist, or a licensed speech/language pathologist. In addition to the speech and language components of the evaluation, the physical, mental, and emotional conditions and learning competencies will be addressed in the evaluation. The written report of evaluation will include the level of severity of the impairment and will state how the communication disorder affects the student’s performance in the classroom resulting in an educational need for speech therapy services

J.VisualImpairment(seealsoSection3.DISABILITYandSection4b)

Assessment Guidelines for Visual Impairment

A visual impairment is an impairment in a child’s vision that even with correction, adversely affects a child’s educational performance. It includes both partial sight and blindness. When considering students who have visual impairments, a professional certified in the education of students with visual impairments will be assigned to assist in:

1. Determining the appropriate areas of evaluation;

2 Developing or determining the appropriate evaluation techniques;

3 Conducting evaluations when appropriate; and

4 Interpreting data to ensure consideration and understanding of the educational, psychological, and social implications of the disability; and

5 Collecting appropriate medical documentation

When considering students from birth through age two that have visual impairments, or students who are deafblind, a teacher of infants who have visual impairments or a teacher of students who are deaf-blind, as

appropriate, may perform the evaluation specified above.

ClicklinktoreviewtheRegion11ESCBlindorVisuallyImpairedStatewideFunction/ProjectwhichTEA supports http://wwwslsbvitexasorg/site/defaultaspx?PageID=1

K.VocationalEvaluation(includingFVE)

Assessment Guidelines for a Vocational Evaluation and a Functional Vocational Evaluation:

Special education will collect vocational evaluation data when appropriate As the ARD/IEP committee begins discussion and planning for entry into the high school curriculum and discusses the graduation plan of the student, vocational evaluation may be determined appropriate. (For information on the Vocational Adjustment Coordination Program see Instructional Arrangements Section.)

1 The ARD/IEP committee may recommend vocational evaluation when:

A The student has no specific identified skills which are determined necessary for employment, or

B The student has a need to determine vocational opportunities or interest

2 Based on ARD/IEP committee recommendation, a vocational evaluation may include information from:

A The Full and Individual Evaluation;

B The current IEP;

C. Information about past school performance;

D. Work training history of the student; and

E. Interviews with the student, the parent, and the teacher(s). The interviews include attitudes, work habits, behaviors, job readiness, work-related skills, and post-school expectations.

3 The assigned special education teacher will explain to parents the purpose of the vocational evaluation process Results of the evaluation may be discussed with the student prior to being filed in the student’s special education folder The results will also be discussed at the annual ARD/IEP committee meeting

4 If the review of the records in #2 above indicates, additional vocational interest and aptitude evaluation may be recommended by the ARD/IEP committee The special education teacher and/or speech pathologist are responsible for sending the Notice and Consent for a Full and Individual Evaluation to the parent prior to the evaluation. Evaluation will begin no earlier than five school days after notification in accordance with AISD procedures.

5. For students with disabilities whose initial vocational evaluation, does not yield measurable results or sufficient information for planning appropriate occupational preparation, additional vocational evaluation may be required such as: review of work samples, situational evaluations, and work behaviors analysis Observation, training sites, or other instructional programs and settings may be used to provide part of this data

6 Situational assessment of students placed in campus-based and community-based job-training options as a part of the student’s educational program will be conducted by special education instruction staff on an ongoing basis Reports will be filed in the teacher’s student folder and reviewed at each annual ARD/IEP meeting

Functional Vocational Evaluation.

The ARD/IEP committee will consider any recommendations as a result of Transition Planning. Transition services means a coordinated set of activities for a student with a disability that includes if appropriate a functional vocational evaluation If the ARD/IEP committee recommends this, a qualified professional will conduct the evaluation

1 The evaluation will include but not be limited to: observation in vocational settings, interview with teacher and parents, and other formal or informal evaluations as appropriate

2 Results of the evaluation including strengths and weaknesses will be addressed in a written report maintained in the eligibility file.

A Functional Vocational Evaluation is just one component of transition planning that is included “if appropriate”

The IEP committee determines if a functional vocational evaluation is appropriate It may be necessary if the student cannot determine a career interest area or if it is difficult determining the student strengths and needs It may be considered appropriate for:

1 Students who would benefit from the “hands-on” experience afforded by work sampling, observations, situational assessment,

2. Students who are having difficulty determining career interests, and

3. Those who may need to showcase talents other than those limited to academic classes where they traditionally have been unsuccessful

A Functional Vocational Evaluation (FVE) is a systematic assessment process used to identify practical useable career and employment-related information about an individual. A FVE can incorporate multiple formal and informal assessment techniques to observe, describe, measure, and predict vocational potential. A distinctive feature in all FVE’s is that the FVE includes (and may emphasize) individualized experiential and performancebased opportunities, in natural vocational or work environments The systematic method used to collect and organize the information from the assessment is more important than the type of assessment utilized The process may begin early and be quite broad during the middle school years, but becomes increasingly more specific as the student moves closer to graduation This is not a task that will be done one time only, but rather will be built upon as the student has new experiences and can be documented with data over time

This Functional Vocational Evaluation procedure considers and documents the interactions of the student with instructors, peers, and employer and includes:

1 Interviews;

2 Observation, inventories, surveys, and record reviews; personality and temperament;

3 Career exploration of student’s interests, values, attitudes, and social skills;

4 Situational assessment of student’s interests, skills, strengths, temperaments; work demands environmental factors abilities, motivation, physical capacity, and work tolerance work habits;

5 Training needs;; assistive technology; necessary adaptations and

6. Multi-agency planning and assessment.

X.APPRAISALPERSONNEL

(see also Personnel in Section 8-Administration)

§300.156Personnelqualifications.

(a)General.TheSEAmustestablishandmaintainqualificationstoensurethatpersonnelnecessaryto carryoutthepurposesofthispartareappropriatelyandadequatelypreparedandtrained,including thatthosepersonnelhavethecontentknowledgeandskillstoservechildrenwithdisabilities.

(b)Relatedservicespersonnelandparaprofessionals.Thequalificationsunderparagraph(a)ofthissection mustincludequalificationsforrelatedservicespersonnelandparaprofessionalsthat--

(1)AreconsistentwithanyState-approvedorState-recognizedcertification,licensing,registration,or othercomparablerequirementsthatapplytotheprofessionaldisciplineinwhichthosepersonnel areprovidingspecialeducationorrelatedservices;and

(2)Ensurethatrelatedservicespersonnelwhodeliverservicesintheirdisciplineorprofession--

(i)Meettherequirementsofparagraph(b)(1)ofthissection;and

(ii)Havenothadcertificationorlicensurerequirementswaivedonanemergency,temporary,or provisionalbasis;and

(iii)Allowparaprofessionalsandassistantswhoareappropriatelytrainedandsupervised,in accordancewithStatelaw,regulation,orwrittenpolicy,inmeetingtherequirementsofthispart tobeusedtoassistintheprovisionofspecialeducationandrelatedservicesunderthispartto childrenwithdisabilities.

(c)forremainingportion

22TAC§46538 PsychologicalServicesintheSchools [Excerpt]

Thisruleacknowledgestheuniquedifferenceinthedeliveryofschoolpsychologicalservicesinthepublicschools frompsychologicalservicesintheprivatesector TheBoardrecognizesthepurviewoftheStateBoardof EducationandtheTexasEducationAgencyinsafeguardingtherightsofpublicschoolchildreninTexas.The mandatedmultidisciplinaryteamdecisionmaking,hierarchyofsupervision,regulatoryprovisions,andpast traditionsofschoolpsychologicalservicedeliverybothnationallyandinTexas,amongotherfactors,allowfor rulesofpracticeinthepublicschoolswhichreflecttheseoccupationaldistinctionsfromtheprivatepracticeof psychology

(1)Definition

(C)Theassessmentofemotionalorbehavioraldisturbance,foreducationalpurposes,usingpsychological techniquesandproceduresisconsideredthepracticeofpsychology

Appraisal/evaluation personnel will review referral data, determine suspected disability, and route the referral to the appropriate special education evaluation staff. Professionals will be assigned to conduct evaluations only in the areas for which they have been trained. Evaluation staff will provide evaluation and educational information to the ARD/IEP committee as needed. AISD evaluation personnel and their responsibilities include:

a Adapted PE teacher:

1 administers screening/evaluation for possible adapted physical education services, and

2 completes a written report with recommendations

b Auditory Impairments (AI):

Evaluation and services for students with auditory impairments will be provided by appropriately qualified personnel. Personnel from the Regional Day School for the Deaf or other appropriate personnel may be used as needed.

c Educational Diagnostician:

1 administers cognitive and academic/developmental evaluations;

2 administers evaluations of learning competencies for initial evaluations and re-evaluations;

3 participates on multidisciplinary team evaluations for autism, learning disabled, multiple disabilities, etc ;

4 assists in evaluation of vocational skills and needs;

5 may serve on the RtI Committee or 504 Committee on assigned campus; and

6 interprets evaluation data orally and in a written report to the ARD/IEP committee

d. In Home/Parent Trainer:

1. administers screening and evaluation for possible In-Home/Parent Training services.

2. participates on multidisciplinary team evaluations.

3. participates on ARD/IEP committee as appropriate.

4. provide In-Home/Parent Training; and

5 Annually assess student present level of academic achievement and functional performance for updating the student’s IEP

e Licensed Specialist in School Psychology (LSSP):

1 administers psychological evaluations;

2 participates on multidisciplinary team evaluations for autism referrals;

3. develops behavior management plans and consults with staff as needed;

4. participates on ARD/IEP committee as appropriate; and

5. may serve on RtI Committee or 504 Committee on assigned campus, as appropriate.

f Occupational Therapist/Physical Therapist:

1 administers screening and evaluation for possible OT/PT services, and

2 assures annual medical release is obtained for continuation of services

g Psychologist:

1 administers psychological evaluations;

2 participates on multidisciplinary team evaluations for autistic referrals;

3 develops behavior intervention plans and consults with staff as needed;

4. participates on ARD/IEP committee as needed; and

5. may serve on RtI Committee or 504 Committee on assigned campus, as appropriate.

h Special Education Teachers:

Annually assess student present level of academic achievement and functional performance to update the student’s IEP This will include the review of the State or district wide assessments Consideration of any benchmark tests will be used as well This could also be an informal criterion/curriculum based evaluation such as MAP testing, Brigance, VB-MAPP, etc Information for the three year re-evaluation will be provided to the diagnostician and / or ARD/IEP committee for inclusion in the written eligibility report

i. Speech/Language Pathologist:

1. administers evaluations for all speech impaired referrals;

2. screens or evaluates referrals for oral expression and listening comprehension upon request of educational diagnostician;

3 screens referrals as appropriate upon request;

4 participates on the multidisciplinary team evaluations; and

5 may serve on the RtI Committee or 504 Committee on assigned campus

j Visual Impairments (VI):

Evaluations and services for students with visual impairments will be conducted by appropriately qualified school personnel, or other appropriate agency personnel such as the Regional Education Service Center consultants.

XI.INDEPENDENTEDUCATIONALEVALUATION(IEE)

§300.502Independenteducationalevaluation.

(a)General.

(1)Theparentsofachildwithadisabilityhavetherightunderthisparttoobtainanindependent educationalevaluationofthechild,subjecttoparagraphs(b)through(e)ofthissection.

(2)Thepublicagencymustprovidetoparents,uponrequestforanindependenteducationalevaluation, informationaboutwhereanindependenteducationalevaluationmaybeobtained,andtheagency criteriaapplicableforindependenteducationalevaluationsassetforthinparagraph(e)ofthis section.

The parents of a child with a disability have the right to obtain an independent educational evaluation (IEE) of the child at public expense if the parent disagrees with an evaluation completed by the district

Information on where an IEE may be obtained will be provided to parents on request A list of individuals who can provide an IEE is available from the Special Education Office The district criteria (State/Federal requirements) for all evaluations must also be followed for the IEE Evaluator Requirements are listed below Contract evaluation personnel (which includes personnel who complete evaluations for Independent Educational Evaluations) must provide assessment results, recommendations and a written report to AISD prior to or at the same time the information is provided to parents.

(3)Forthepurposesofthissubpart--

(i)Independenteducationalevaluationmeansanevaluationconductedbyaqualifiedexaminerwho isnotemployedbythepublicagencyresponsiblefortheeducationofthechildinquestion;and (ii)Publicexpensemeansthatthepublicagencyeitherpaysforthefullcostoftheevaluationor ensuresthattheevaluationisotherwiseprovidedatnocosttotheparent,consistentwith §300.103.

(b)Parentrighttoevaluationatpublicexpense.

(1)Aparenthastherighttoanindependenteducationalevaluationatpublicexpenseiftheparent disagreeswithanevaluationobtainedbythepublicagency,subjecttotheconditionsinparagraphs (b)(2)through(4)ofthissection.

(2)Ifaparentrequestsanindependenteducationalevaluationatpublicexpense,thepublicagency must,withoutunnecessarydelay,either--

(i)Fileadueprocesscomplainttorequestahearingtoshowthatitsevaluationisappropriate;or (ii)Ensurethatanindependenteducationalevaluationisprovidedatpublicexpense,unlessthe agencydemonstratesinahearingpursuantto§§300.507through300.513thattheevaluation obtainedbytheparentdidnotmeetagencycriteria.

If the parent requests an IEE from any staff member or campus Principal, the parent will be provided the name and phone number of the Special Education Director and asked to notify that administrator immediately so that proper steps may be taken to address their request for an IEE The Special Education Director, in consultation with appropriate Anna ISD staff, will determine whether to pay for the IEE or file for a due process hearing The Special Education Administration will respond to the parent regarding the IEE request within 15 school days, following all required Notice procedures

(3)Ifthepublicagencyfilesadueprocesscomplaintnoticetorequestahearingandthefinaldecisionis thatthepublicagency’sevaluationisappropriate,theparentstillhastherighttoanindependent educationalevaluation,butnotatpublicexpense.

(4)Ifaparentrequestsanindependenteducationalevaluation,thepublicagencymayaskforthe parent'sreasonwhyheorsheobjectstothepublicevaluation.However,thepublicagencymaynot requiretheparenttoprovideanexplanationandmaynotunreasonablydelayeitherprovidingthe independenteducationalevaluationatpublicexpenseorfilingadueprocesscomplainttorequesta dueprocesshearingtodefendthepublicevaluation.

(5)Aparentisentitledtoonlyoneindependenteducationalevaluationatpublicexpenseeachtimethe publicagencyconductsanevaluationwithwhichtheparentdisagrees.

If the parent requests an IEE during an ARD/IEP meeting, the minutes will document that the parent was asked to provide reasons why they object to the public agency evaluation. If the parent does not provide any specific

reason, that also will be documented in the minutes. The ARD Administrator or designee will immediately notify the Special Education Administrator of the parent request for an IEE in order to determine the district's response to the request. The district will not delay and will respond within the determined school days noted above.

(c)Parent-initiatedevaluations.Iftheparentobtainsanindependenteducationalevaluationatpublic expenseorshareswiththepublicagencyanevaluationobtainedatprivateexpense,theresultsofthe evaluation--

(1)Mustbeconsideredbythepublicagency,ifitmeetsagencycriteria,inanydecisionmadewith respecttotheprovisionofFAPEtothechild;and

(2)MaybepresentedbyanypartyasevidenceatahearingonadueprocesscomplaintundersubpartE ofthispartregardingthatchild.

(d)Requestsforevaluationsbyhearingofficers.Ifahearingofficerrequestsanindependenteducational evaluationaspartofahearingonadueprocesscomplaint,thecostoftheevaluationmustbeatpublic expense.

(e)Agencycriteria.

(1)Ifanindependenteducationalevaluationisatpublicexpense,thecriteriaunderwhichthe evaluationisobtained,includingthelocationoftheevaluationandthequalificationsofthe examiner,mustbethesameasthecriteriathatthepublicagencyuseswhenitinitiatesan evaluation,totheextentthosecriteriaareconsistentwiththeparent’srighttoanindependent educationalevaluation.

(2)Exceptforthecriteriadescribedinparagraph(e)(1)ofthissection,thepublicagencymaynot imposeconditionsortimelinesrelatedtoobtaininganindependenteducationalevaluationatpublic expense.

District Steps as Soon as Notified of IEE Request

Special Education Administration will notify parent the IEE request is received Inform the parent that within 15 school days a decision will be made to either request a Due Process Hearing to defend district evaluation or pay parent for an IEE If decision is to pay for an IEE, Special Education Administration will:

1 Provide the parent with Procedural Safeguards and the district IEE guidelines, including reasonable cost criteria.

2. Designate the local district contact person for the parents to coordinate the IEE process. Encourage the parent pay close attention to the Evaluator Requirements and the district process for payment of the IEE.

3 Provide the parent a list of qualified examiners in the area

4 Once the parent has selected the independent evaluator they will provide the district with contact information for the evaluator

5 The district will contact the independent evaluator chosen by the parent and provide a written contract with IEE criteria and Evaluator Requirements Once the contract is signed the Special Education Administrator will ensure that the Purchase Order Procedures for the district are followed to ensure payment once the evaluation is completed and provided to the district with an invoice for services.

Evaluator Requirements

1 The independent evaluator will coordinate activities with the district designee whose name was provided to the parent by the Special Education Administration

2 The independent evaluator will have the same qualifications as the Anna ISD assessment personnel (e g , psychologist, associate psychologist, Licensed Specialist in School Psychology, or educational diagnostician) and as required by Texas law and also described in Section 8)

3. Each independent evaluator must provide to the district a copy of of his or her license(s) or certificate(s).

4. The independent evaluator may be requested to complete a conflict of interest form provided by the Anna ISD indicating whether the examiner has a personal monetary interest in any service or program recommended by the examiner.

5 The independent evaluator will be provided access to the student’s cumulative folder and special education folders upon request

6 The independent evaluator may meet with district by appointment to gather information about a student prior to the assessment or to share information following the completion of the evaluation by contacting the special education administrator or designee

7 The independent evaluator will follow federal and state assessment regulations and rules, reporting requirements and established eligibility criteria for the diagnosis of students with disabilities.

8. The independent evaluator will consider data obtained from the student’s teacher or service provider through consultation and/or interview.

9. The independent evaluator will provide a written assessment report that shall address the presence or absence of those symptoms or conditions included in the specific eligibility criteria for the disability for which the student is being assessed The report shall include the type and severity of the impairment and the functional implications for the educational process The report must provide the ARD committee with sufficient information to determine whether or not the student has a disability and is in need of special education services

10 The independent evaluation may be restricted to one assessment area upon mutual agreement by the Anna ISD and parent.

11. The independent evaluator must be located within a 50 mile radius of the Anna ISD.

12. If the independent evaluator is going to be conducting the evaluation on school property then Per Senate Bill 9, they must complete a state and national criminal history background search and the district must receive those results through the DPS criminal history clearinghouse (Fingerprint-based Applicant Clearinghouse of Texas –FACT prior to the assessment

13 The evaluator must provide information in the same timely manner as required by Anna ISD personnel including an original typed report to the Anna ISD within 30 calendar days from the date that an IEE is approved by Anna ISD and 10 days prior to the ARD meeting The report must address the Anna ISD format (which will be provided to the evaluator) for assessment and eligibility. Protocols must be available for review and the report must include an original signature and title of all assessment personnel involved in the evaluation. The report must comply with all requirements of state and federal regulations.

14. The IEE evaluation must be completed by the end of the district’s fiscal year (last business day in August) or a new contract with the evaluator will need to be completed

15 The parent will work with the independent evaluator to schedule dates/times for the evaluation unless the evaluation is to take place on school property

16 Upon completion of evaluation, the written report will be submitted to the parent and the district along with the Invoice for payment

Reimbursement or Payment

Parents are free to select whomever they choose to perform the IEE, so long as the examiner meets the District’s criteria If parents select an examiner that is not on the District’s list of qualified examiners, they should submit the name and vitae of the examiner with copies of certificates and/or licenses in advance of conducting the IEE in order that the District may confirm and notify the parents whether the examiner is qualified to perform the IEE If the parents fail to submit the name and vitae of the examiner prior to conducting the IEE, the evaluator will not be paid if they do not meet the District’s criteria The parent and evaluator are taking an unnecessary risk of nonpayment This should be determined prior to the IEE conducted

Reimbursement/payment will be made directly to evaluator upon receipt of an invoice and the IEE which meets all of the Anna ISD assessment criteria. Parents obtaining an IEE without following these procedures risk payment. Whenever an IEE is at public expense, the criteria under which the IEE is obtained, must be the same as the criteria which the school uses when it initiates an evaluation, to the extent those criteria are consistent with the parent’s rights to an IEE

Criteria for Fee Setting

1 The Anna ISD will pay a fee for the IEE which allows a parent to choose from among the qualified professionals in the area.

2. The Anna ISD will not pay unreasonably excessive fees. An unreasonably excessive fee is one which exceeds the District's reasonable cost criteria.

3 Upon receipt of an invoice for payment of an unreasonably excessive fee, the Anna ISD will notify the parent of the unreasonable rate

4 Parents will be allowed the opportunity to demonstrate to an ARD committee that unique circumstances justify an IEE that does not fall within the Anna ISD fee criteria However, the payment decision will remain with the district

5 When service providers have a sliding scale fee based on parent income, the Anna ISD will pay the amount charged to the parent

6. In the event that a parent pursues an IEE independently, an original billing form must be submitted to the Anna ISD prior to payment. Before reimbursement or direct payment is authorized, criteria must be met not only

regarding the fee, but also the evaluator criteria and the written report received by the district and the evaluation meet the district’s IEE criteria.

7. Anna ISD is not obligated to provide travel costs to the parent or IEE provider.

Parents Seeking Reimbursement for a Unilaterally Obtained IEE

1 The Anna ISD will not consider a parent request for payment for a unilaterally parent-initiated IEE unless the request is made within a reasonable time after receipt of the results of the evaluation A reasonable time is defined as 90 calendar days

2. The Anna ISD can request a due process hearing to prove its own evaluation is appropriate. This can occur before an IEE is conducted or, in this scenario, after the parent has obtained the IEE and is seeking reimbursement.

3 Parent must submit Invoice for payment, the evaluator's name and qualifications, the completed IEE that meets all criteria

4 The Anna ISD will review all information submitted by the parent

5 The Anna ISD will deny payment of an IEE conducted by an evaluator who does not meet minimum qualifications

6 The Anna ISD will deny payment of an IEE which does not meet minimum Texas Education Agency criteria for the specific disability identified.

7. The Anna ISD will deny payment of an IEE which does not meet substantial compliance with all state and federal requirements.

8. The Anna ISD will deny payment of an IEE that exceeds the maximum cost criteria.

Consideration of Parent Initiated IEE

The results of a parent-initiated IEE obtained at private expense will be considered by the ARD committee in any decision made with respect to the provision of a free appropriate public education to the student (if the IEE meets federal and state criteria) Such consideration does not make the Anna ISD liable for payment of the evaluation

Number of IEEs

A parent is entitled to only one IEE for each evaluation performed by the District, if the parent disagrees with the evaluation. This would include the three year re-evaluation or re-evaluations conducted more frequently. A parent is not entitled to multiple IEEs at public expense without an intervening re-evaluation OSEP Policy Letter, EHLR 213 259 (1989); Hudson v Wilson , 828 F2d 1059, 1965 (4 th Cir 1989)

Section

TableofContents

REGULATIONS

ChildwithaDisability

DeterminationofEligibility

AgeRanges

I. DeaforHardofHearing

II. Autism

III. Deaf-Blindness

IV. EmotionalDisturbance

V. IntellectualDisability

VI. MultipleDisabilities

VII. Non-CategoricalEarlyChildhood

VIII. OrthopedicImpairment

IX. OtherHealthImpairment

X. SpecificLearningDisability

XI. SpeechorLanguageImpairment

XII. TraumaticBrainInjury

XIII. VisualImpairment

Section3.-DISABILITYCRITERIA

REGULATIONS

§300.8Childwithadisability.

(a)General.

(1)Childwithadisabilitymeansachildevaluatedinaccordancewith§§300.304through300.311as havinganintellectualdisability,ahearingimpairment(includingdeafness),aspeechorlanguage impairment,avisualimpairment(includingblindness),aseriousemotionaldisturbance(referredto inthispartasemotionaldisturbance),anorthopedicimpairment,autism,traumaticbraininjury, anotherhealthimpairment,aspecificlearningdisability,deaf-blindness,ormultipledisabilities, andwho,byreasonthereof,needsspecialeducationandrelatedservices.

(2)(i)Subjecttoparagraph(a)(2)(ii)ofthissection,ifitisdetermined,throughanappropriate evaluationunder§§300.304through300.311,thatachildhasoneofthedisabilitiesidentifiedin paragraph(a)(1)ofthissection,butonlyneedsarelatedserviceandnotspecialeducation,the childisnotachildwithadisabilityunderthispart.

(ii)If,consistentwith§300.39(a)(2),therelatedservicerequiredbythechildisconsideredspecial educationratherthanarelatedserviceunderStatestandards,thechildwouldbedeterminedto beachildwithadisabilityunderparagraph(a)(1)ofthissection.

(b)Childrenaged3-9

(c)Definitionsofdisabilityterms

Each disability criteria requires addressing how the disability adversely affects a child’s educational performance

A child does not have to fail or be retained in a course or grade in order to be considered for special education and related services However, the child must have one or more of the impairments identified in Federal law and a need for specially designed instruction and related services because of that impairment. A range of factors - both academic and nonacademic- can be considered in making this determination for each individual child. Even if a child is advancing from grade to grade or is placed in the regular educational environment for most or all of the school day, the team still could determine the child’s impairment or condition adversely affects the child’s educational performance because the child could not progress satisfactorily in the absence of specially designed instruction, which could include; modifications to the general curriculum, specific instructional adaptations or supportive services, and/or specific behavioral interventions

§300.306Determinationofeligibility (for more information see Section 2 – FIE)

(a)General.Uponcompletionoftheadministrationofassessmentsandotherevaluationmeasures-

(2)Thepublicagencyprovidesacopyoftheevaluationreportandthedocumentationofdetermination ofeligibilityatnocosttotheparent.

The group of “qualified professionals” includes those described below

TAC§89.1040.EligibilityCriteria

(a) Specialeducationservices.Tobeeligibletoreceivespecialeducationservices,astudentmustbea"childwith adisability,"asdefinedin34CodeofFederalRegulations(CFR),§300.8(a),subjecttotheprovisionsof34 CFR,§300.8(c),theTexasEducationCode(TEC),§29.003,andthissection.Theprovisionsinthissection specifycriteriatobeusedindeterminingwhetherastudent'sconditionmeetsoneormoreofthedefinitionsin federalregulationsorinstatelaw

(b) Eligibilitydetermination Thedeterminationofwhetherastudentiseligibleforspecialeducationandrelated servicesismadebythestudent'sadmission,review,anddismissal(ARD)committee Anyevaluationorreevaluationofastudentshallbeconductedinaccordancewith34CFR,§§300301-300306and300122 The multidisciplinaryteamthatcollectsorreviewsevaluationdatainconnectionwiththedeterminationofa student'seligibilitymustinclude,butisnotlimitedto,thefollowing:

(1) alicensedspecialistinschoolpsychology(LSSP),aneducationaldiagnostician,orotherappropriately certifiedorlicensedpractitionerwithexperienceandtrainingintheareaofthedisability;or

(2) alicensedorcertifiedprofessionalforaspecificeligibilitycategorydefinedinsubsection(c)ofthis section. (Subsection (c) Definitions of disability terms is located within each individual disability category.)

TEC§29003EligibilityCriteria

(a)Theagencyshalldevelopspecificeligibilitycriteriabasedonthegeneralclassificationsestablishedbythis sectionwithreferencetocontemporarydiagnosticorevaluativeterminologiesandtechniques Eligible studentswithdisabilitiesshallenjoytherighttoafreeappropriatepubliceducation,whichmayinclude instructionintheregularclassroom,instructionthroughspecialteaching,orinstructionthroughcontracts approvedunderthissubchapter.Instructionshallbesupplementedbytheprovisionofrelatedserviceswhen appropriate.

(b)Astudentiseligibletoparticipateintheschooldistrict’sspecialeducationprogramifthestudent:

(1)isnotmorethan21yearsofageandhasavisualorauditoryimpairmentthatpreventsthestudentfrom beingadequatelyorsafelyeducatedinpublicschoolwithouttheprovisionofspecialservices;or

(2)isatleastthreebutnotmorethan21yearsofageandhasoneormoreofthefollowingdisabilitiesthat preventsthestudentfrombeingadequatelyorsafelyeducatedinpublicschoolwithouttheprovisionof specialservices:

(A)physicaldisability;

(B)intellectualdisability;

(C)emotionaldisturbance;

(D)learningdisability;

(E)autism;

(F)speechdisability;or (G)traumaticbraininjury

TEC§29.0031.DYSLEXIAANDRELATEDDISORDERS.

(a)DyslexiaisanexampleofandmeetsthedefinitionofaspecificlearningdisabilityundertheIndividualswith DisabilitiesEducationAct(20U.S.C.Section1401(30)).Ifadistrictsuspectsorhasareasontosuspectthata studentmayhavedyslexia,includingafterevaluationoruseofareadingdiagnosisunderSection28.006or 38.003,andthatthestudentmaybeachildwithadisabilityundertheIndividualswithDisabilitiesEducation Act(20U.S.C.Section1401(30)),thedistrictmust:

(1)providetothestudent’sparentorapersonstandinginparentalrelationtothestudentaformdevelopedby theagencyexplainingtherightsavailableundertheIndividualswithDisabilitiesEducationAct(20 USC Section1400etseq)thatmaybeadditionaltotherightsavailableunderSection504 RehabilitationActof1973(29USC Section794);

(3)ifthestudentisevaluatedfordyslexiaorarelateddisorder,alsoevaluatethestudentinanyotherareasin whichthedistrictsuspectsthestudentmayhaveadisability.

(1)holdalicenseddyslexiatherapistlicenseunderChapter403,OccupationCode;

(3)IfapersonqualifiedunderSubdivision(1)or(2)isnotavailable,meettheapplicabletraining requirementsadoptedbytheStateBoardofEducationpursuanttoSections7.102and38.003.

(a) Pursuanttostateandfederallaw,servicesprovidedinaccordancewiththissubchaptermustshallbeavailable toalleligiblestudentsages3-21.Serviceswillbemadeavailabletoeligiblestudentsontheirthirdbirthday. Graduationwitharegularhighschooldiplomapursuantto§891070(b)(1),(b)(2)(D),(g)(1),(g)(2),(g)(3),or (g)(4)(D)ofthistitle(relatingtoGraduationRequirements)terminatesastudent'seligibilitytoreceive servicesinaccordancewiththissubchapter Aneligiblestudentreceivingspecialeducationserviceswhois21 yearsofageonSeptember1ofaschoolyearwillbeeligibleforservicesthroughtheendofthatschoolyear oruntilgraduationwitharegularhighschooldiplomapursuantto§891070(b)(1),(b)(2)(D),(g)(1),(g)(2), (g)(3),or(g)(4)(D)ofthistitle,whichevercomesfirst.

(b) InaccordancewiththeTexasEducationCode(TEC),§§29.003,30.002(a) - (TEA statewide plan), and30.081 (below), afree,appropriate,publiceducationmustbeavailablefrombirthtostudentswithvisualimpairments orwhoaredeaforhardofhearing.

The evaluation personnel will complete the district approved “eligibility form” in the Success Ed software program for the disability to document compliance

TEC§30081 LegislativeIntentConcerningRegionalDaySchoolsfortheDeaf

Thelegislature,bythissubchapter,intendstocontinueaprocessofprovidingonastatewidebasisasuitable educationtodeaforhardofhearingstudentswhoareunder21yearsofageandassuringthatthosestudentshave theopportunitytobecomeindependentcitizens.

I. DEAFORHARDOFHEARING

§300.8Childwithadisability.

(c)Definitionsofdisabilityterms.Thetermsusedinthisdefinitionofachildwithadisabilityaredefinedas follows:

(3)Deafnessmeansahearingimpairmentthatissoseverethatthechildisimpairedinprocessing linguisticinformationthroughhearing,withorwithoutamplificationthatadverselyaffectsachild's educationalperformance.

§300.8Childwithadisability.

(c)Definitionsofdisabilityterms.Thetermsusedinthisdefinitionofachildwithadisabilityaredefinedas follows:

(5)Hearingimpairmentmeansanimpairmentinhearing,whetherpermanentorfluctuating,that adverselyaffectsachild’seducationalperformancebutthatisnotincludedunderthedefinitionof deafnessinthissection.

TAC§891040 EligibilityCriteria

(3) DeaforHardofHearing Astudentwhoisdeaforhardofhearingisonewhohasbeendeterminedtomeet thecriteriafordeafnessasstatedin34CFR,§3008(c)(3),orforhearingimpairmentasstatedin34CFR, §3008(c)(5) Theevaluationdatareviewedbythemultidisciplinaryteaminconnectionwiththe determinationofastudent'seligibilitybasedonbeingdeaforhardofhearingmustincludeanotological examinationperformedbyanotolaryngologistorbyalicensedmedicaldoctor,withdocumentationthat anotolaryngologistisnotreasonablyavailableandanaudiologicalevaluationperformedbyalicensed audiologist.Theevaluationdatamustincludeadescriptionoftheimplicationsofthehearinglossforthe student'shearinginavarietyofcircumstanceswithorwithoutrecommendedamplification TGC392002(b-1)TexasGovernmentCode§392002 UseofPersonFirstRespectfulLanguage Required

LastAmended:86thLeg,RS,Ch 233,Sec 1,eff September1,2019Entered: Sept 10,2019

§300.113Routinecheckingofhearingaidsandexternalcomponentsofsurgicallyimplantedmedical devices.

(a)Hearingaids.Eachpublicagencymustensurethathearingaidsworninschoolbychildrenwith hearingimpairments,includingdeafness,arefunctioningproperly.

(b)Externalcomponentsofsurgicallyimplantedmedicaldevices.

(1)Subjecttoparagraph(b)(2)ofthissection,eachpublicagencymustensurethattheexternal componentsofsurgicallyimplantedmedicaldevicesarefunctioningproperly.

(2)Forachildwithasurgicallyimplantedmedicaldevicewhoisreceivingspecialeducationand relatedservicesunderthispart,apublicagencyisnotresponsibleforthepost-surgical maintenance,programming,orreplacementofthemedicaldevicethathasbeensurgically implanted(orofanexternalcomponentofthesurgicallyimplantedmedicaldevice).

II. AUTISM

§300.8Childwithadisability.

(c)Definitionsofdisabilityterms.Thetermsusedinthisdefinitionofachildwithadisabilityaredefinedas follows:

(1) (i)Autismmeansadevelopmentaldisabilitysignificantlyaffectingverbalandnonverbal communicationandsocialinteraction,generallyevidentbeforeagethree,thatadverselyaffects achild'seducationalperformance.Othercharacteristicsoftenassociatedwithautismare engagementinrepetitiveactivitiesandstereotypedmovements,resistancetoenvironmental changeorchangeindailyroutines,andunusualresponsestosensoryexperiences.

(ii)Autismdoesnotapplyifachild'seducationalperformanceisadverselyaffectedprimarily becausethechildhasanemotionaldisturbance,asdefinedinparagraph(c)(4)ofthissection.

(iii)Achildwhomanifeststhecharacteristicsofautismafteragethreecouldbeidentifiedashaving autismifthecriteriainparagraph(c)(1)(i)ofthissectionaresatisfied.

TAC§89.1040.EligibilityCriteria.

(1) Autism.Astudentwithautismisonewhohasbeendeterminedtomeetthecriteriaforautismasstatedin 34CFR,§300.8(c)(1).Studentswithpervasivedevelopmentaldisordersareincludedunderthiscategory. Theteam'swrittenreportofevaluationmustincludespecificrecommendationsforbehavioral interventionsandstrategies

A child with a pervasive developmental disorder is included under the eligibility criteria for autism Diagnosis and eligibility will be determined by trained and experienced evaluation professionals on the multidisciplinary team (including an LSSP and a SLP) These professionals use a range of information to distinguish autism spectrum disorders from other disorders by close examination of comprehensive assessment information and the student’s developmental history and presentation of symptoms.

III. DEAF–BLINDNESS

§300.8Childwithadisability.

(c)Definitionsofdisabilityterms.Thetermsusedinthisdefinitionofachildwithadisabilityaredefinedas follows:

(2)Deaf-blindnessmeansconcomitanthearingandvisualimpairments,thecombinationofwhich causessuchseverecommunicationandotherdevelopmentalandeducationalneedsthattheycannot beaccommodatedinspecialeducationprogramssolelyforchildrenwithdeafnessorchildrenwith blindness.

TAC§891040 EligibilityCriteria

(2) Deaf-blindness Astudentwithdeaf-blindnessisonewhohasbeendeterminedtomeetthecriteriafor deaf-blindnessasstatedin34CFR,§3008(c)(2) Inmeetingthecriteriastatedin34CFR,§3008(c)(2),a studentwithdeaf-blindnessisonewho,basedontheevaluationsspecifiedinsubsections(c)(3)and(12) ofthissection:

(c)(3)

(c)(12)

(A)meetstheeligibilitycriteriaforastudentwhoisdeaforhardofhearingspecifiedinsubsection(c)(3) ofthissectionandvisualimpairmentspecifiedinsubsection(c)(12)ofthissection;

(B)meetstheeligibilitycriteriaforastudentwithavisualimpairmentandhasasuspectedhearingloss thatcannotbedemonstratedconclusively,butaspeech/languagetherapist,acertifiedspeechand languagetherapist,oralicensedspeechlanguagepathologistindicatesthereisnospeechatanage whenspeechwouldnormallybeexpected;

(C)hasdocumentedhearingandvisuallossesthat,ifconsideredindividually,maynotmeetthe requirementsforastudentwhoisdeaforhardofhearingorforvisualimpairment,butthe combinationofsuchlossesadverselyaffectsthestudent'seducationalperformance;or

(D)hasadocumentedmedicaldiagnosisofaprogressivemedicalconditionthatwillresultinconcomitant hearingandvisuallossesthat,withoutspecialeducationintervention,willadverselyaffectthe student'seducationalperformance

Assessment Guidelines for Deaf/Blind

A student who has been determined to meet the criteria for deaf-blindness is one who: Meets the eligibility criteria for a student who is deaf or hard of hearing and a visual impairment; or Meets the eligibility criteria for a visual impairment and has a suspected hearing loss that cannot be demonstrated conclusively but has been identified by a licensed speech pathologist as having no speech at an age when speech would be normally expected; or Has documented hearing and visual losses that if considered individually may not meet the requirements of either disability area but the combination of the loss adversely affects the student’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 special education intervention, will adversely affect the student’s educational performance.

Also available for resources is the TEA - Texas Deaf-Blind Project Information and training site. http://tea texas gov/index2 aspx?id=2147498227

IV. EMOTIONALDISTURBANCE

§300.8Childwithadisability.

(c)Definitionsofdisabilityterms.Thetermsusedinthisdefinitionofachildwithadisabilityaredefinedas follows:

(4)(i)Emotionaldisturbancemeansaconditionexhibitingoneormoreofthefollowingcharacteristics overalongperiodoftimeandtoamarkeddegreethatadverselyaffectsachild'seducational performance:

(A)Aninabilitytolearnthatcannotbeexplainedbyintellectual,sensory,orhealthfactors.

(B)Aninabilitytobuildormaintainsatisfactoryinterpersonalrelationshipswithpeersand teachers.

(C)Inappropriatetypesofbehaviororfeelingsundernormalcircumstances.

(D)Ageneralpervasivemoodofunhappinessordepression.

(E)Atendencytodevelopphysicalsymptomsorfearsassociatedwithpersonalorschool problems.

(ii)Emotionaldisturbanceincludesschizophrenia.Thetermdoesnotapplytochildrenwhoare sociallymaladjusted,unlessitisdeterminedthattheyhaveanemotionaldisturbanceunder paragraph(c)(4)(i)ofthissection.

TAC§891040 EligibilityCriteria

(4) Emotionaldisturbance Astudentwithanemotionaldisturbanceisonewhohasbeendeterminedtomeet thecriteriaforemotionaldisturbanceasstatedin34CFR,§3008(c)(4) Thewrittenreportofevaluation mustincludespecificrecommendationsforbehavioralsupportsandinterventions

Assessment Guidelines for Emotional Disturbance

Diagnosis and eligibility will be assessed by trained and experienced evaluation professionals on the multidisciplinary team. These professionals use a range of information to distinguish emotional disturbance from other disabilities by close examination of comprehensive assessment information and the student’s history and presentation of symptoms The diagnosis of schizophrenia will only be made by an individual who is licensed and qualified to make that diagnosis in the state of Texas, which could include a LSSP, a licensed clinical psychologist, and/or a licensed psychiatrist

V. INTELLECTUALDISABILITY

§300.8Childwithadisability.

(c)Definitionsofdisabilityterms.Thetermsusedinthisdefinitionofachildwithadisabilityaredefinedas follows:

(6)IntellectualDisabilitymeanssignificantlysubaveragegeneralintellectualfunctioning,existing concurrentlywithdeficitsinadaptivebehaviorandmanifestedduringthedevelopmentalperiod, thatadverselyaffectsachild'seducationalperformance.Theterm“intellectualdisability:was formerlytermed“mentalretardation.”

TAC§891040 EligibilityCriteria

(5) IntellectualDisability Astudentwithanintellectualdisabilityisonewhohasbeendeterminedtomeetthe criteriaforanintellectualdisabilityasstatedin34CFR,§3008(c)(6) Inmeetingthecriteriastatedin34 CFR,§300.8(c)(6),astudentwithanintellectualdisabilityisonewho: (A)hasbeendeterminedtohavesignificantlysub-averageintellectualfunctioningasmeasuredbya standardized,individuallyadministeredtestofcognitiveabilityinwhichtheoveralltestscoreisat leasttwostandarddeviationsbelowthemean,whentakingintoconsiderationthestandarderror ofmeasurementofthetest;and (B)concurrentlyexhibitsdeficitsinatleasttwoofthefollowingareasofadaptivebehavior: communication,self-care,homeliving,social/interpersonalskills,useofcommunityresources,selfdirection,functionalacademicskills,work,leisure,health,andsafety

Assessment Guidelines for Intellectual Disability

An intellectual disability is defined as significantly subaverage general intellectual functioning as measured by a standardized individually administered test of cognitive ability in which the overall test score is at least two standard deviations below the mean, when taking into consideration the standard error of measurement of the test. The student must also demonstrate concurrent deficits in adaptive behavior in at least two fo the following areas; communication, self-care, home living, social/interpersonal skills, us of community resources, self-direction, functional academic skills, work, leisure, health, and safety These deficits must be manifested during the developmental period and adversely affect a child’s educational performance The following local guidelines apply:

1 In most cases, a norm referenced standardized IQ assessment will be administered If non-standardized procedures are used to administer a standardized test or developmental scale because of a severe sensory impairment (e.g. a visual impairment), another severe physical disability, or because of language or communication differences, the adaptations should be noted and the implications for test interpretation should be documented. Normed scores are based on standardized administration procedures and should not be reported if non-standardized procedures are used to administer the test Reporting ranges or categories of scores may be more appropriate

2 If a student is very young and/or has a severe disability or a severe sensory impairment, a developmental scale may be administered instead of intelligence tests The student’s performance must be within the intellectually disabled range on the developmental scale

3. Some measures of intellectual ability result in a composite or global score rather than individual verbal and performance scores. When an IQ test is used which results in a single score, it is up to the evaluation professional to ensure that both verbal and performance skills have been measured and documented. If they have, the single score will suffice as a measure of both verbal and performance ability.

4 An adaptive behavior scale must be administered and at least two of the areas of adaptive behavior listed above must be documented The adaptive behavior scale includes interviewing a parent, teacher, and/or another individual who is familiar with the student’s daily activities Deficit scores should equate to a standard score below 70 when taking into consideration the standard error of measurement of the test given

VI. MULTIPLEDISABILITIES

§300.8Childwithadisability.

(c)Definitionsofdisabilityterms.Thetermsusedinthisdefinitionofachildwithadisabilityaredefinedas follows:

(7)Multipledisabilitiesmeansconcomitantimpairments(suchasintellectualdisability-blindness, intellectualdisability-orthopedicimpairment,etc.),thecombinationofwhichcausessuchsevere educationalneedsthattheycannotbeaccommodatedinspecialeducationprogramssolelyforone oftheimpairments.Multipledisabilitiesdoesnotincludedeaf-blindness.

TAC§891040 EligibilityCriteria

(6) Multipledisabilities

(A) Astudentwithmultipledisabilitiesisonewhohasbeendeterminedtomeetthecriteriaformultiple disabilitiesasstatedin34CFR,§300.8(c)(7).Inmeetingthecriteriastatedin34CFR,§300.8(c)(7),a studentwithmultipledisabilitiesisonewhohasacombinationofdisabilitiesdefinedinthissection andwhomeetsallofthefollowingconditions:

(i) thestudent'sdisabilityisexpectedtocontinueindefinitely;and (ii) thedisabilitiesseverelyimpairperformanceintwoormoreofthefollowingareas: (I) psychomotorskills; (II)self-careskills; (III)communication; (IVsocialandemotionaldevelopment;or (V)cognition.

(B)Studentswhohavemorethanoneofthedisabilitiesdefinedinthissectionbutwhodonotmeetthe criteriainsubparagraph(A)ofthisparagraphmustnotbeclassifiedorreportedashavingmultiple disabilities.

Assessment Guidelines for Multiple Disabilities

A diagnosis of multiple disabilities occurs when a child has been determined to have a combination of disabilities (such as intellectual disability and blindness, intellectual disability and orthopedic impairment, etc ) The disabilities are expected to continue indefinitely and must severely impair two or more of the following areas: Psychomotor skills; Self-care skills; Communication; Social and emotional development; or Cognition

The term Multiple Disabilities does not include deaf-blindness.

VII. NONCATEGORICALEARLYCHILDHOOD(NCEC)–DevelopmentalDelays

§300.8Childwithadisability.

(b)Childrenagedthreethroughnineexperiencingdevelopmentaldelays.Childwithadisabilityfor childrenagedthreethroughnine(oranysubsetofthatagerange,includingagesthreethroughfive), subjecttotheconditionsdescribedin§300.111(b),includeachild--

(1)Whoisexperiencingdevelopmentaldelays,asdefinedbytheStateandasmeasuredbyappropriate diagnosticinstrumentsandprocedures,inoneormoreofthefollowingareas:physicaldevelopment, cognitivedevelopment,communicationdevelopment,socialoremotionaldevelopment,oradaptive development;and

(2)Who,byreasonthereof,needsspecialeducationandrelatedservices.

TAC§89.1040.EligibilityCriteria.

(13)Noncategorical.Astudentbetweentheagesof3-5whoisevaluatedashavinganintellectualdisability,an emotionaldisturbance,aspecificlearningdisability,orautismmaybedescribedasnoncategoricalearly childhood.

Assessment Guidelines for Noncategorical Early Childhood

A student with a non categorical early childhood disability (NCEC) must be between the ages of 3 and 5 years old

The use of NCEC is a local decision The use of NCEC will be determined by the AISD at the policy level prior to implementation in the evaluation and ARD/IEP committee process

There must be a documented eligibility report that the student is evaluated as having one of the following: autism, emotional disturbance, learning disability, or intellectual disability

In making a decision to identify a child as being eligible under the NCEC eligibility category, multidisciplinary teams and ARD/IEP committees could consider the following: the age of the child and/or the child’s functioning level and/or all available formal and informal evaluation data.

VIII. ORTHOPEDICIMPAIRMENT

§300.8Childwithadisability.

(c)Definitionsofdisabilityterms.Thetermsusedinthisdefinitionofachildwithadisabilityaredefinedas follows:

(8)Orthopedicimpairmentmeansasevereorthopedicimpairmentthatadverselyaffectsachild's educationalperformance.Thetermincludesimpairmentscausedbyacongenitalanomaly, impairmentscausedbydisease(e.g.,poliomyelitis,bonetuberculosis,etc.),andimpairmentsfrom othercauses(e.g.,cerebralpalsy,amputations,andfracturesorburnsthatcausecontractures).

TAC§891040 EligibilityCriteria

(7)Orthopedicimpairment Astudentwithanorthopedicimpairmentisonewhohasbeendeterminedtomeet thecriteriafororthopedicimpairmentasstatedin34CFR,§300.8(c)(8).Themultidisciplinaryteamthat collectsorreviewsevaluationdatainconnectionwiththedeterminationofastudent'seligibilitybasedon anorthopedicimpairmentmustincludealicensedphysician.

Assessment Guidelines for Orthopedic Impairment

A student with an orthopedic impairment must be diagnosed by a licensed medical doctor and the impairment must adversely affect a child’s educational performance This includes impairments caused by a congenital anomaly, impairments caused by disease, and impairments from other causes such as; cerebral palsy, amputations, and fractures or burns that cause contractures

The multidisciplinary assessment team will work closely with the physician and the parent to complete the FIE and to obtain an eligibility document signed by the physician. A “Release of Confidential Information” form will be obtained from the parent and the eligibility form will be sent directly to the physician by the district. If the child does not have a licensed physician, the district assessment professional will follow the district procedures for obtaining contract services

IX. OTHERHEALTHIMPAIRMENT

§300.8Childwithadisability.

(c)Definitionsofdisabilityterms.Thetermsusedinthisdefinitionofachildwithadisabilityaredefinedas follows:

(9)Otherhealthimpairmentmeanshavinglimitedstrength,vitalityoralertness,includingaheightened alertnesstoenvironmentalstimuli,thatresultsinlimitedalertnesswithrespecttotheeducational environment,that--

(i)Isduetochronicoracutehealthproblemssuchasasthma,attentiondeficitdisorderorattention deficithyperactivitydisorder,diabetes,epilepsy,aheartcondition,hemophilia,leadpoisoning, leukemia,nephritis,rheumaticfever,sicklecellanemiaandTourettesyndrome;and

(ii)Adverselyaffectsachild'seducationalperformance.

TAC§89.1040.EligibilityCriteria.

(8) Otherhealthimpairment.Astudentwithotherhealthimpairmentisonewhohasbeendeterminedtomeet thecriteriaforotherhealthimpairmentduetochronicoracutehealthproblemssuchasasthma,attention deficitdisorderorattentiondeficithyperactivitydisorder,diabetes,epilepsy,aheartcondition, hemophilia,leadpoisoning,leukemia,nephritis,rheumaticfever,sicklecellanemia,andTourette's Disorderasstatedin34CFR,§3008(c)(9) Themultidisciplinaryteamthatcollectsorreviewsevaluation datainconnectionwiththedeterminationofastudent'seligibilitybasedonotherhealthimpairmentmust includealicensedphysician

Assessment Guidelines for Other Health Impairment

The disability of other health impairment is defined as having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia or Tourette’s Disorder

The multidisciplinary assessment team must include a licensed medical doctor The district assessment professional will work closely with the parent to obtain an eligibility document signed by the physician A “Release of Confidential Information” form will be obtained from the parent and the eligibility form will be sent directly to the physician by the district If the child does not have a licensed physician, the district assessment professional will follow the district procedures for obtaining contract services.

X. SPECIFICLEARNINGDISABILITY:

AdditionalProceduresforIdentifyingChildrenWith SpecificLearningDisabilities

§300.8Childwithadisability.

(c)Definitionsofdisabilityterms.Thetermsusedinthisdefinitionofachildwithadisabilityaredefinedas follows:

(10)Specificlearningdisability.

(i)General.Specificlearningdisabilitymeansadisorderinoneormoreofthebasicpsychological processesinvolvedinunderstandingorinusinglanguage,spokenorwritten,thatmaymanifest itselfintheimperfectabilitytolisten,think,speak,read,write,spell,ortodomathematical calculations,includingconditionssuchasperceptualdisabilities,braininjury,minimalbrain dysfunction,dyslexia,anddevelopmentalaphasia.

(ii)Disordersnotincluded.Specificlearningdisabilitydoesnotincludelearningproblemsthatare primarilytheresultofvisual,hearing,ormotordisabilities,ofmentalretardation,ofemotional disturbance,orofenvironmental,cultural,oreconomicdisadvantage.

§300.307Specificlearningdisabilities.

(a)General.AStatemustadopt,consistentwith§300.309criteriafordeterminingwhetherachildhasa specificlearningdisabilityasdefinedin§300.8(c)(10).Inaddition,thecriteriaadoptedbytheState(1)Mustnotrequiretheuseofaseverediscrepancybetweenintellectualabilityandachievementfor determiningwhetherachildhasaspecificlearningdisabilityasdefinedin§300.8(c)(10).

(2)Mustpermittheuseofaprocessbasedonthechild’sresponsetoevidence-basedintervention;and (3)Maypermittheuseofotheralternativeresearch-basedproceduresfordeterminingwhetherachild hasaspecificlearningdisabilityasdefinedin§300.8(c)(10).

Assessment Guidelines for Specific Learning Disability

A specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in the inability to listen, think, speak, read, write, spell, or to do mathematical calculations This includes conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia The existence of a specific learning disability is determined by evidence of:

Inadequate achievement for the child’s age or the inability of the child to meet state-approved grade-level standards in one or more of the areas of; oral expression, listening comprehension, written expression, basic reading skill, reading fluency skills, reading comprehension, mathematics calculation or mathematics problem solving; and

The child does not make sufficient progress to meet age or state-approved grade-level standards in one or more of the above areas when using a process based on the child’s response to scientific research-based intervention; or

The child exhibits a pattern of strengths and weaknesses in performance achievement, or both, relative to age, state approved grade level standards, or intellectual development that is determined by the group to be relevant to the identification of a specific learning disability, using appropriate assessments; and The evaluation team determines that the inadequate achievement is not primarily the result of a disability in hearing, vision, motor abilities, an intellectual disability, an emotional disturbance, cultural factors, limited English proficiency, or environmental or economic disadvantages

The performance of the child is observed in the child’s learning environment, including the general education classroom setting by an individual as identified in §89 1040(D)

The evaluation team that completes the assessment for a student suspected of having a specific learning disability must be made by the student’s parents and a team of qualified professionals that must include at least one licensed specialist in school psychology, an educational diagnostician, a speech-language pathologist or a remedial reading teacher and the student’s classroom teacher as defined in §89.1040(E)

The evaluation team must include data that prior to the referral for an FIE the child was provided appropriate instruction in a regular education setting delivered by qualified personnel and that parents had been provided documentation of repeated assessments of the child’s achievement that occurred at reasonable intervals and reflected formal assessment of the student’s educational progress

View“RTIandLearningDisabilityEligibility”http://tea.texas.gov/WorkArea/linkit.aspx?

LinkIdentifier=id&ItemID=25769817951&libID=25769818054

(b)ConsistencywithStatecriteria.ApublicagencymustusetheStatecriteriaadoptedpursuantto paragraph(a)ofthissectionindeterminingwhetherachildhasaspecificlearningdisability. (Authority:20U.S.C.1221e-3;1401(30);1414(b)(6))

§300.308Additionalgroupmembers.

Thedeterminationofwhetherachildsuspectedofhavingaspecificlearningdisabilityisachildwitha disability,asdefinedin§300.8,mustbemadebythechild'sparentsandateamofqualifiedprofessionals, whichmustinclude--

(a) (1)Thechild’sregularteacher;or

(2)Ifthechilddoesnothavearegularteacher,aregularclassroomteacherqualifiedtoteachachildof hisorherage;or

(3)Forachildoflessthanschoolage,anindividualqualifiedbytheSEAtoteachachildofhisorher age;and

(b)Atleastonepersonqualifiedtoconductindividualdiagnosticexaminationsofchildren,suchasaschool psychologist,speech-languagepathologist,orremedialreadingteacher.(Authority:20U.S.C.1221e-3; 1401(30);1414(b)(6))

§300.309Determiningtheexistenceofaspecificlearningdisability.

(a)Thegroupdescribedin§300.306maydeterminethatachildhasaspecificlearningdisability,asdefined in§300.8(c)(10),if-

(1)Thechilddoesnotachieveadequatelyforthechild’sageortomeetState-approvedgrade-level standardsinoneormoreofthefollowingareas,whenprovidedwithlearningexperiencesand instructionappropriateforthechild'sageorState-approvedgrade-levelstandards:

(i)Oralexpression.

(ii)Listeningcomprehension.

(iii)Writtenexpression.

(iv)Basicreadingskill.

(v)Readingfluencyskills.

(vi)Readingcomprehension.

(vii)Mathematicscalculation.

(viii)Mathematicsproblemsolving.

(2) (i)ThechilddoesnotmakesufficientprogresstomeetageorState-approvedgrade-levelstandards inoneormoreoftheareasidentifiedinparagraph(a)(1)ofthissectionwhenusingaprocess basedonthechild’sresponsetoscientificresearch-basedintervention;or

(ii)Thechildexhibitsapatternofstrengthsandweaknessesinperformance,achievement,orboth, relativetoage,thatisdeterminedbythegrouptoberelevanttotheidentificationofaspecific learningdisability,usingappropriateassessmentsconsistentwith§§300.304and300.305;and

(3)Thegroupdeterminesthatitsfindingsunderparagraph(a)(1)and(2)ofthissectionarenot primarilytheresultof--

(i)Avisual,hearing,ormotordisability;

(ii)Intellectualdisability;

(iii)Emotionaldisturbance;

(iv)Culturalfactors;or

(v)Environmentaloreconomicdisadvantage.

(vi)LimitedEnglishproficiency.

(1)Datathatdemonstratethatpriorto,orasapartofthereferralprocess,thechildwasprovided appropriateinstructioninregulareducationsettings,deliveredbyqualifiedpersonnel;and

(2)Data-baseddocumentationofrepeatedassessmentsofachievementatreasonableintervals,reflecting formalassessmentofstudentprogressduringinstruction,whichwasprovidedtothechild'sparents.

(c)Thepublicagencymustpromptlyrequestparentalconsenttoevaluatethechildtodetermineifthechild needsspecialeducationandrelatedservices,andmustadheretothetimeframesdescribedin300.301 and300.303,unlessextendedbymutualwrittenagreementofthechild’sparentsandagroupof qualifiedprofessionals,asdescribedin300.306(1)(1)--

(1)If,priortoareferral,achildhasnotmadeadequateprogressafteranappropriateperiodoftime whenprovidedinstruction,asdescribedinparagraphs(b)(1)and(b)(2)ofthissection;and (2)Wheneverachildisreferredforanevaluation.

§300.310Observation.

(a)Thepublicagencymustensurethatthechildisobservedinthechild’slearningenvironment,including theregularclassroomsetting,todocumentthechild’sacademicperformanceandbehaviorintheareas ofdifficulty.

(b)Thegroupdescribedin§300.306(a)(1),indeterminingwhetherachildhasaspecificlearningdisability, mustdecideto

(1)Useinformationfromanobservationinroutineclassroominstructionandmonitoringofthechild’s performancethatwasdonebeforethechildwasreferredforanevaluation;or

(c)Inthecaseofachildoflessthanschoolageoroutofschool,agroupmembermustobservethechildin anenvironmentappropriateforachildofthatage.(Authority:20U.S.C.1221e-3;1401(30);1414(b)(6))

The district will attempt to schedule an observation of the child at the day care where the student attends. If this is not feasible, the district will use an age appropriate play room on a district campus

Parental consent is not required for observations conducted as part of routine classroom instruction and monitoring of child before the child is referred for an evaluation Parental consent is required for observations conducted after the student is suspected of having a disability and is referred for an evaluation The district may choose to use either type of observation as available and appropriate

§300.311Specificdocumentationfortheeligibilitydetermination.

(a)Forachildsuspectedofhavingaspecificlearningdisability,thedocumentationofthedeterminationof eligibility,asrequiredby§300.306(a)(2),mustincludeastatementof--

(1)Whetherthechildhasaspecificlearningdisability;

(2)Thebasisformakingthedetermination,includinganassurancethatthedeterminationhasbeen madeinaccordancewith§300.306(c)(1);

(3)Therelevantbehavior,ifany,notedduringtheobservationofthechildandtherelationshipofthat behaviortothechild'sacademicfunctioning;

(4)Theeducationallyrelevantmedicalfindings,ifany;

(5)Whether--

(i)Thechilddoesnotachieveadequatelyforthechild’sageortomeetState-approvedgrade-level standardsconsistentwith§300.309(a)(1);and

(ii)(A)ThechilddoesnotmakesufficientprogresstomeetageorState-approvedgrade-level standardsconsistentwith§300.309(a)(2)(i);or

(B)Thechildexhibitsapatternofstrengthsandweaknessesinperformance,achievement,or both,relativetoage,State-approvedgrade-levelstandardsorintellectualdevelopment consistentwith§300.309(a)(2)(ii).

(6)Thedeterminationofthegroupconcerningtheeffectsofavisual,hearing,ormotordisability; intellectualdisability,emotionaldisturbance;culturalfactors;environmentaloreconomic disadvantage;orlimitedEnglishproficiencyonthechild’sachievementlevel;and

(7)Ifthechildhasparticipatedinaprocessthatassessesthechild’sresponsetoevidence-based intervention--

(i)Theinstructionalstrategiesusedandthestudent-centereddatacollected;

(ii)Thedocumentationthatthechild’sparentswerenotifiedabout

(A)TheState’spoliciesregardingtheamountandnatureofstudentperformancedatathat wouldbecollectedandthegeneraleducationservicesthatwouldbeprovided;

(B)Strategiesforincreasingthechild’srateoflearning;and (C)Theparents’righttorequestanevaluation.

(b)Eachgroupmembermustcertifyinwritingwhetherthereportreflectsthemember’sconclusion.Ifit doesnotreflectthemember’sconclusion,thegroupmembermustsubmitaseparatestatement presentingthemember’sconclusions.(Authority:20U.S.C.1221e-3;1401(30);1414(b)(6))

TAC§891040 EligibilityCriteria

(9)Learningdisability

(A) SpecificLearningDisabilitymeansadisorderinoneormoreofthebasicpsychologicalprocesses involvedinunderstandingorinusinglanguage,spokenorwritten,thatmaymanifestitselfinthe imperfectabilitytolisten,think,speak,read,write,spell,ordomathematicalcalculations,including conditionssuchperceptualdisabilities,braininjury,minimalbraindysfunction,dyslexia,and developmentalaphasia.Specificlearningdisabilitydoesnotincludelearningproblemsthatare primarilytheresultofvisual,hearing,ormotordisabilities;intellectualdisability;emotional disturbance;orenvironmental,cultural,oreconomicdisadvantage

(B) Astudentwithaspecificlearningdisabilityisonewho:

(i) hasbeendeterminedthroughavarietyofassessmenttoolsandstrategiestomeetthecriteriafora specificlearningdisabilityasstatedin34CFR,§3008(c)(10),inaccordancewiththeprovisions in34CFR,§§300.307-300.311;

(ii) Whenprovidedwithlearningexperiencesandinstructionappropriateforthestudent’sageor state-approvedgrade-levelstandardsasindicatedbyperformanceonmultiplemeasuressuchas in-classtests,gradeaverageovertime(e.g.sixweeksorsemester),norm-orcriterion-referenced tests,andstatewideassessments,doesnotachieveadequatelyforthestudent'sageormeetstateapprovedgrade-levelstandardsinoneormoreofthefollowingareas:

(I) oralexpression;

(II) listeningcomprehension;

(III) writtenexpression;

(IV) basicreadingskill;

(V) readingfluencyskills;

(VI) readingcomprehension;

(VII) mathematicscalculation;or

(VIII) mathematicsproblemsolving;

(iii) meetsoneofthefollowingcriteria

(I) doesnotmakesufficientprogresstomeetageorstate-approvedgrade-levelstandardsinone ormoreoftheareasidentifiedinclause(ii)(I)(VIII)ofthissubparagraphwhenusinga processbasedonthestudent’sresponsetoscientificresearch-basedintervention;or

(II) exhibitsapatternofstrengthsandweaknessesinperformance,achievement,orbothrelative toage,stateapprovedgrade-levelstandards,orintellectualdevelopmentthatisdeterminedto berelevanttotheidentificationofaspecificlearningdisability,usingappropriateassessment, consistentwith34CFR§300.304and§300.305;and

(iv) doesnotmeetthefindingsunderclauses(ii)and(iii)ofthissubparagraphprimarilyastheresult of:

(I) avisual,hearing,ormotordisability; (II) anintellectualdisability;

(III) emotionaldisturbance;

(IV) culturalfactors;

(V) environmentaloreconomicdisadvantage;or (VI) limitedEnglishproficiency.

(C) Priortoandaspartoftheevaluationdescribedinsubparagraph(B)ofthisparagraphand34CFR §§300.307-300.311,andinordertoensurethatunderachievementbyastudentsuspectedofhavinga specificlearningdisabilityisnotduetolackofappropriateinstructioninreadingormathematics,the followingmustbeconsidered:

(i) datathatdemonstratesthestudentwasprovidedappropriateinstructioninreading(asdescribedin 20UnitedStatesCode(USC),§6368(3)),and/ormathematicswithingeneraleducationsettings deliveredbyqualifiedpersonnel;and

(ii) data-baseddocumentationofrepeatedassessmentsofachievementatreasonableintervals, reflectingformalevaluationofstudentprogressduringinstructionwhichmustbeprovidedtothe student’sparents.Data-baseddocumentationofrepeatedassessmentsmayinclude,butisnot limitedto,responsetointerventionprogressmonitoringresults,in-classtestsongrade-level

curriculum,orotherregularlyadministeredassessments.Intervalsareconsideredreasonableif consistentwiththeassessmentrequirementsofastudent’sspecificinstructionalprogram.

(D) Theschooldistrictmustensurethatthestudentisobservedinthestudent’slearningenvironment, includingtheregularclassroomsetting,todocumentthestudent’sacademicperformanceandbehavior intheareasofdifficulty Indeterminingwhetherastudenthasaspecificlearningdisability,the admission,review,anddismissal(ARD)committeemustdecidetoeitheruseinformationfroman observationinroutineclassroominstructionandmonitoringofthestudent’sperformancethatwas conductedbeforethestudentwasreferredforanevaluationorhaveatleastoneofthemembers describedinsubsection(b)ofthissectionconductanobservationofthestudent’sacademic performanceintheregularclassroomafterthestudenthasbeenreferredforanevaluationandthe schooldistricthasobtainedparentalconsentconsistentwith34CFR§300.300(a).Inthecaseofa studentoflessthanschoolageoroutofschool,amemberdescribedinsubsection(b)ofthissection mustobservethestudentinanenvironmentappropriateforastudentofthatage.

(E) Thedeterminationofwhetherastudentsuspectedofhavingaspecificlearningdisabilityisastudent withadisabilityasdefinedin34CFR§3008mustbemadebythestudent’sparentsandateamof qualifiedprofessionals,whichmustincludeatleastonepersonqualifiedtoconductindividual diagnosticexaminationsofchildrensuchasalicensedspecialistinschoolpsychology,aneducational diagnostician,aspeech-languagepathologist,oraremedialreadingteacherandoneofthefollowing;

(i) thestudent’sregularteacher;

(ii) ifthestudentdoesnothavearegularteacher,aregularclassroomteacherqualifiedtoteacha studentofhisorherage;or

(iii) forastudentoflessthanschoolage,anindividualqualifiedbytheTexasEducationAgencyto teachastudentofhisorherage

Additional TEA Guidance: https://tea.texas.gov/Academics/Special Student Populations/Special Education/Programs and Services/Respon se to Intervention/

ToreviewtheTEADyslexiaHandbook,clickthislink https://teatexasgov/academics/dyslexia/ (to see the Dyslexia rule in its entirety go to Section 1 Intervention/Referral)

XI. SPEECHORLANGUAGEIMPAIRMENT

§300.8Childwithadisability.

(c)Definitionsofdisabilityterms.Thetermsusedinthisdefinitionofachildwithadisabilityaredefinedas follows:

(11)Speechorlanguageimpairmentmeansacommunicationdisorder,suchasstuttering,impaired articulation,alanguageimpairment,oravoiceimpairment,thatadverselyaffectsachild's educationalperformance.

§300.34Relatedservices.

(15)Speech-languagepathologyservicesincludes--

(i)Identificationofchildrenwithspeechorlanguageimpairments;

(ii)Diagnosisandappraisalofspecificspeechorlanguageimpairments;

(iii)Referralformedicalorotherprofessionalattentionnecessaryforthehabilitationofspeechor languageimpairments;

(iv)Provisionofspeechandlanguageservicesforthehabilitationorpreventionofcommunicative impairments;and

(v)Counselingandguidanceofparents,children,andteachersregardingspeechandlanguage impairments.

TAC§891040 EligibilityCriteria

(10)Speechimpairment.Astudentwithaspeechimpairmentisonewhohasbeendeterminedtomeetthe criteriaforspeechorlanguageimpairmentasstatedin34CFR,§300.8(c)(11).Themultidisciplinaryteam thatcollectsorreviewsevaluationdatainconnectionwiththedeterminationofastudent'seligibilitybased onaspeechimpairmentmustincludeacertifiedspeechandhearingtherapist,acertifiedspeechand languagetherapist,oralicensedspeech/languagepathologist

“ Whether a speech and language impairment adversely affects a child’s educational performance must be determined on a case-by-case basis, depending on the unique needs of a particular child and not based only on discrepancies in age or grade performance in academic subject areas.” OSEP Letter to Clark (3-8-2007)

Refer to: http://wwwesc4 net/users/0199/TSHA%20Eligibility%20docs/SI%20Language%20Eligibility%20Guidelines%20 Manual pdf

XII. TRAUMATICBRAININJURY

§300.8Childwithadisability.

(c)Definitionsofdisabilityterms.Thetermsusedinthisdefinitionofachildwithadisabilityaredefinedas follows:

(12)Traumaticbraininjurymeansanacquiredinjurytothebraincausedbyanexternalphysicalforce, resultingintotalorpartialfunctionaldisabilityorpsychosocialimpairment,orboth,thatadversely affectsachild'seducationalperformance.Traumaticbraininjuryappliestoopenorclosedhead injuriesresultinginimpairmentsinoneormoreareas,suchascognition;language;memory; attention;reasoning;abstractthinking;judgment;problem-solving;sensory,perceptual,andmotor abilities;psychosocialbehavior;physicalfunctions;informationprocessing;andspeech.Traumatic braininjurydoesnotapplytobraininjuriesthatarecongenitalordegenerative,ortobraininjuries inducedbybirthtrauma.

TAC§89.1040.EligibilityCriteria.

(11)Traumaticbraininjury.Astudentwithatraumaticbraininjuryisonewhohasbeendeterminedtomeetthe criteriafortraumaticbraininjuryasstatedin34CFR,§300.8(c)(12).Themultidisciplinaryteamthat collectsorreviewsevaluationdatainconnectionwiththedeterminationofastudent'seligibilitybasedon atraumaticbraininjurymustincludealicensedphysician,inadditiontothelicensedorcertified practitionersspecifiedinsubsection(b)(1)ofthissection

Assessment Guidelines for Traumatic Brain Injury (TBI)

A student with a TBI is one who has acquired an injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment or both, that adversely affects a child’s educational performance. A TBI can be an open or closed head injury which results in impairments in one or more areas such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions, information processing, and speech A student cannot be diagnosed with a TBI when the brain injuries are congenital or degenerative, or the brain injury was induced by birth trauma

The district multi-disciplinary team will include professionals licensed to evaluate the areas of concern that are identified in the referral information and must include a licensed medical doctor If emotional/behavioral concerns are noted, the district should include an LSSP, a licensed clinical psychologist, and or a Licensed Professional Counselor. The district assessment professional will work closely with the parent to obtain an eligibility document signed by a licensed medical doctor. A “Release of Confidential Information” form will be obtained from the parent and the eligibility form will be sent directly to the physician by the district If the child does not have a licensed physician, the district assessment professional will follow the district procedures for obtaining contract services

Additional Information: http://tea texas gov/academics/special-student-population/special-education/programsand-services/state-guidance/traumatic-brain-injury

XIII. VISUALIMPAIRMENT

§300.8Childwithadisability.

(c)Definitionsofdisabilityterms.Thetermsusedinthisdefinitionofachildwithadisabilityaredefinedas follows:

(13)Visualimpairmentincludingblindnessmeansanimpairmentinvisionthat,evenwithcorrection, adverselyaffectsachild'seducationalperformance.Thetermincludesbothpartialsightand blindness.

(Authority:20U.S.C.1401(3);1401(30))

TAC§891040 EligibilityCriteria

(12)Visualimpairment

(A) Astudentwithavisualimpairmentisonewhohasbeendeterminedtomeetthecriteriaforvisual impairmentasstatedin34CFR,§300.8(c)(13).Thevisuallossshouldbestatedinexactmeasuresof visualfieldandcorrectedvisualacuityatadistanceandatcloserangeineacheyeinareportbya licensedophthalmologistoroptometrist.Thereportshouldalsoincludeprognosiswheneverpossible. Ifexactmeasurescannotbeobtained,theeyespecialistmustsostateandprovidebestestimates.In meetingthecriteriastatedin34CFR,§300.8(c)(13),astudentwithavisualimpairmentisonewho: (i) hasbeendeterminedbyalicensedophthalmologistoroptometrist:

(I) tohavenovisionortohaveaseriousvisuallossaftercorrection;or (II)tohaveaprogressivemedicalconditionthatwillresultinnovisionoraseriousvisualloss aftercorrection;and

(ii) hasbeendeterminedbythefollowingevaluationstohaveaneedforspecialservices:

(I) afunctionalvisionevaluationbyacertifiedteacherofstudentswithvisualimpairmentsora certifiedorientationandmobilityinstructor.Theevaluationmustincludetheperformanceof tasksinavarietyofenvironmentsrequiringtheuseofbothnearanddistancevisionand recommendationsconcerningtheneedforaclinicallowvisionevaluationandanorientation andmobilityevaluation;and

(II) alearningmediaassessmentbyacertifiedteacherofstudentswithvisualimpairments The learningmediaassessmentmustincluderecommendationsconcerningwhichspecificvisual, tactual,and/orauditorylearningmediaareappropriateforthestudentandwhetherornot thereisaneedforongoingevaluationinthisarea

(B) Astudentwithavisualimpairmentisfunctionallyblindif,basedontheprecedingevaluations,the studentwillusetactualmedia(whichincludesBraille)asaprimarytoolforlearningtobeableto communicateinbothreadingandwritingatthesamelevelofproficiencyasotherstudentsof comparableability.

(C)Beginningwiththe2014-2015schoolyear,afullindividualandinitialevaluationofastudent suspectedofhavingavisualimpairmentmustincludeanorientationandmobilityevaluation conductedbyapersonwhoisappropriatelycertifiedasanorientationandmobilityspecialistandmust beconductedinavarietyoflightingconditionsandinavarietyofsettings,includinginthestudent's home,school,andcommunityandinsettingsunfamiliartothestudent

(D)Beginningwiththe2014-2015schoolyear,apersonwhoisappropriatelycertifiedasanorientation andmobilityspecialistmustparticipate,aspartofamultidisciplinaryteam,inevaluatingdatausedin makingthedeterminationofthestudent'seligibilityasastudentwithavisualimpairment.

(E)Beginningwiththe2014-2015schoolyear,thescopeofanyreevaluationofastudentwhohasbeen determined,afterthefullindividualandinitialevaluation,tobeeligibleforthedistrict'sspecial educationprogramonthebasisofavisualimpairmentmustbedetermined,inaccordancewith34 CFR,§§300122and300303-300311,byamultidisciplinaryteamthatincludesanappropriately certifiedorientationandmobilityspecialist

The TEA provides guidance for Services to Students who are Blind or Visually Impaired. The Education Service Center will be contacted if further assistance is needed for training, assessment or other services.

Section4a.-ARD/IEPSECTION

TableofContents

INDIVIDUALEDUCATIONPROGRAM

I. RequiredARD/IEP

II. Timeline

III. WrittenARD/IEPReport

IV. Definitions

V. ContentoftheIEP (lengthofinstruct.day)

(forStandards-basedIEPseethenextSection4,III.E.)

VI. ParentRights/Participation

A. Participation

B. AgeofMajority/ParentalRightsRegardingAdultStudents

VII. MembershipofARD/IEPCommittee (includingexcusal)

VIII. ARD/IEPMeetings:

A. Initial

B. Annual

C. ReevaluationPlanningARD

D. Brief/RevisionARD

NewProvisions(agreements,amendments)

E. Dismissal/ChangeofPlacement/SummaryofPerformance

F. Graduation(PersonalGraduationPlans)

Minimum/Recommended/AdvancedGraduationPlan-Foundation&Endorsements

AssessmentProvisionsforGraduation

G. IndependentGraduationCommittee

IX. MutualAgreement/10DayRecess/Facilitation

X. Transfers/NewtoDistrict

XI. PrivateNonpublicSchoolProvisions (seealsoSection5)

A. PlacedbytheDistrict

B. PlacedbytheParent (if FAPE is at issue see Section 5)

XII. ResidentialPlacements (seealsoSection5and8)

AlsoseeTableofContentsinSection4b.andSection4c.

I. REQUIREDARD/IEP

TEC§29.005.IndividualizedEducationProgram

(a)Beforeachildisenrolledinaspecialeducationprogramofaschooldistrict,thedistrictshallestablisha committeecomposedofthepersonsrequiredunder20U.S.C.Section1414(d)todevelopthechild's individualizededucationprogram.Ifacommitteeisrequiredtoincludearegulareducationteacher,the regulareducationteacherincludedmust,totheextentpracticable,beateacherwhoisresponsiblefor implementingaportionofthechild'sindividualizededucationprogram

TAC§89.1050.TheAdmission,Review,andDismissal(ARD)Committee.

(a) Eachschooldistrictmustshallestablishanadmission,review,anddismissal(ARD)committeeforeach eligiblestudentwithadisabilityandforeachstudentforwhomafullindividualandinitialevaluationis conductedpursuantto§89.1011ofthistitle(relatingtoFullIndividualandInitialEvaluation).TheARD committeeistheindividualizededucationprogram(IEP)teamdefinedinfederallawandregulations, including,specifically,34CodeofFederalRegulations(CFR),§300321 Theschooldistrictisresponsiblefor allofthefunctionsforwhichtheIEPteamisresponsibleunderfederallawandregulationsandforwhichthe ARDcommitteeisresponsibleunderstatelaw,includingthefollowing:

TAC§89.1050(a): Op

Guideline below

(1) 34CFR,§§300.320-300.325,andTexasEducationCode(TEC),§29.005(individualized educationprograms);

(2) 34CFR,§§300145-300147(relatingtoplacementofeligiblestudentsinprivateschools byaschooldistrict);

(3) 34CFR,§§300.132,300.138,and300.139(relatingtothedevelopmentand implementationofserviceplansforeligiblestudentsinprivateschoolwhohavebeen designatedtoreceivespecialeducationandrelatedservices);

(4) 34CFR,§300530and§300531,andTEC,§37004(DisciplinaryPlacementofStudents withDisabilities);

(5) 34CFR,§§300302-300306(relatingtoevaluations,re-evaluations,anddeterminationof eligibility);

(6) 34CFR,§§300.114-300.117(relatingtoleastrestrictiveenvironment);

Section 4

Section 5

Section 6

Section 3

Section 4

(7)TEC,§28006(ReadingDiagnosis); Section 4

(8)TEC,§280211(SatisfactoryPerformanceonAssessmentInstrumentsRequired; AcceleratedInstruction);

(9)TEC,§28.0212(JuniorHighorMiddleSchoolPersonalGraduationPlan);

(10)TEC,§28.0213(IntensiveProgramofInstruction);

(11)TEC,Chapter29,SubchapterI(ProgramsforStudentsWhoAreDeaforHardof Hearing);

(12)TEC,§30002(EducationforChildrenwithVisualImpairments);

(13)TEC,§30.003(SupportofStudentsEnrolledintheTexasSchoolfortheBlindand VisuallyImpairedorTexasSchoolfortheDeaf);

(14)TEC,§33081(ExtracurricularActivities); (suspension)

Section 4

Section 8

Section 6

(15)TEC,Chapter39,SubchapterB(AssessmentofAcademicSkills);and Section 4 (16)TEC,§42.151(SpecialEducation). (funding)

TAC§89.1050Admission,Review,andDismissal(a-j)initsentiretyisinthisOGSection4a.

Section 8

§300.112Individualizededucationprograms(IEP).

TheStatemustensurethatanIEP,oranIFSPthatmeetstherequirementsofsection636(d)oftheAct, isdeveloped,reviewed,andrevisedforeachchildwithadisabilityinaccordancewith§§300.320 through300.324,exceptasprovidedin§300.300(b)(3)(ii).(Authority:20U.S.C.1412(a)(4))

The school district will establish an admission, review, and dismissal (ARD) committee for each student who is to be considered for eligibility or already eligible for special education under current state and federal regulations The ARD committee in Texas is the IEP team that is defined in federal regulations (CFR §300 321)

An IEP will be developed for each child with a disability in the district who meets the state and federal guidelines for special education eligibility The IEP (or IFSP for students birth through two years of age with a visual and/or who is deaf or hard of hearing) will be in effect at the beginning of each school year and reviewed no less than on an annual basis. Each IEP will contain all the components required in state and federal regulations.

(§§300.320 Definition of IEP, .321 IEP Team, .322 Parent Participation, .323 when IEPs must be in effect, .324 Development of IEP) (300 300(b) Parent Consent)

TAC§89.1050.TheAdmission,Review,andDismissal(ARD)Committee

(b) Forastudentfrombirththroughtwoyearsofagewithavisualimpairmentorwhoisdeaforhardofhearing, anindividualizedfamilyservicesplan(IFSP)meetingmustbeheldinplaceofanARDcommitteemeetingin accordancewith34CFR,§§300.320-300.324,andthememorandumofunderstandingbetweentheTexas EducationAgencyandtheDepartmentofAssistiveandRehabilitativeServices.Forstudentsthreeyearsof ageandolder,schooldistrictsmustdevelopanIEP.

§300.323WhenIEPsmustbeineffect.

(a)General.Atthebeginningofeachschoolyear,thepublicagencymusthaveineffect,foreachchildwith adisabilitywithinitsjurisdiction,anIEP,asdefinedin§300.320.

(b)IEPorIFSPforchildrenagedthreethroughfive;(c)Timelinebelow;(d)TeacherAccessibilityandInput; (e)TransferInstate;(f)TransferOutofstate;(g)Records (all found in this section 4)

II. TIMELINE

§300.323WhenIEPsmustbeineffect.

(c)InitialIEPs;provisionofservices.Thepublicagencymustensurethat--

(1)AmeetingtodevelopanIEPforachildisconductedwithin30-daysofadeterminationthatthechild needsspecialeducationandrelatedservices;and

(2)AssoonaspossiblefollowingdevelopmentoftheIEP,specialeducationandrelatedservicesare madeavailabletothechildinaccordancewiththechild’sIEP.

TAC§89.1011.FullIndividualandInitialEvaluation

(1)providetheparentwithpriorwrittennoticeofitsproposaltoconductanevaluationconsistentwith34 CodeofFederalRegulations(CFR),§300.503;acopyoftheproceduralsafeguardsnoticerequiredby34 CFR,§300.504;andanopportunitytogivewrittenconsentfortheevaluation;or

(2)providetheparentwithpriorwrittennoticeofitsrefusaltoconductanevaulationconsistentwith34CFR, §300.503,andacopyoftheproceduralsafeguardsnoticerequiredby34CFR,§300.504.

(c)Exceptasotherwiseprovidedinthissection,awrittenreportofafullindividualandinitialevaluationofa studentmustbecompletedasfollows:

(d)Theadmission,review,anddismissal(ARD)committeemustmakeitsdecisionsregardingastudent'sinitial eligibilitydeterminationand,ifappropriate,individualizededucationprogram(IEP)andplacementwithin30 calendardaysfromthedateofthecompletionofthewrittenfullindividualandinitialevaluationreport Ifthe 30thdayfallsduringthesummerandschoolisnotinsession,thestudent'sARDcommitteehasuntilthefirst dayofclassesinthefalltofinalizedecisionsconcerningthestudent'sinitialeligibilitydetermination,IEP,and placement,unlessthefullindividualandinitialevaluationindicatesthatthestudentwillneedextendedschool yearservicesduringthatsummer.

(e)Notwithstandingthetimelinesinsubsections(c)and(d)ofthissection,iftheschooldistrictreceivedthe writtenconsentfortheevaluationfromthestudent'sparentatleast35butlessthan45schooldaysbeforethe lastinstructionaldayoftheschoolyear,thewrittenreportofafullindividualandinitialevaluationofa studentmustbeprovidedtothestudent'sparentnotlaterthanJune30ofthatyear.Thestudent'sARD committeemustmeetnotlaterthanthe15thschooldayofthefollowingschoolyeartoconsiderthe evaluation If,however,thestudentwasabsentfromschoolthreeormoredaysbetweenthetimethatthe schooldistrictreceivedwrittenconsentandthelastinstructionaldayoftheschoolyear,thetimelinein subsection(c)(1)ofthissectionappliestothedatethewrittenreportofthefullindividualandinitial evaluationisrequired.

(1)thenewschooldistrictismakingsufficientprogresstoensureapromptcompletionoftheevaluation;and (2)theparentandthenewschooldistrictagreetoaspecifictimewhentheevaluationwillbecompleted (g)Forpurposesofsubsections(b),(c),and(e)ofthissection,schooldaydoesnotincludeadaythatfallsafter thelastinstructionaldayofthespringschooltermandbeforethefirstinstructionaldayofthesubsequentfall schoolterm.

(h)Forpurposesofsubsections(c)(1)and(e)ofthissection,astudentisconsideredabsentfortheschooldayif thestudentisnotinattendanceattheschool'sofficialattendancetakingtimeoratthealternateattendance takingtimesetforthatstudent.Astudentisconsideredinattendanceifthestudentisoffcampusparticipating inanactivitythatisapprovedbytheschoolboardandisunderthedirectionofaprofessionalstaffmemberof theschooldistrict,oranadjunctstaffmemberwhohasaminimumofabachelor'sdegreeandiseligiblefor participationintheTeacherRetirementSystemofTexas

Upon completion of a full individual evaluation (FIE) the district will hold an ARD/IEP meeting to consider the student’s eligibility for special education services and to develop an IEP This must be done within 30 calendar days of the completion of the evaluation It is the responsibility of the educational diagnostician/LSSP to schedule the ARD/IEP meeting within the required timelines

Following the required timelines, the ARD/IEP Committee will meet to review the FIE and determine if the child is a child with a disability and if there is an educational need in order for the student to be eligible for special education services Documentation of the discussion regarding eligibility for services will be completed using district forms and filed by the educational diagnostician/LSSP in the student’s special education eligibility folder.

III. WRITTENREPORTOFARD/IEPMEETING

§300.22IndividualizedEducationProgram.

IndividualizededucationprogramorIEPmeansawrittenstatementforachildwithadisabilitythatis developed,reviewed,andrevisedinaccordancewith§§300.320through300.324.(Authority:20U.S.C. 1401(14))

TAC§89.1050TheAdmission,ReviewandDismissalCommittee

(i)Ifthestudent'sparentisunabletospeakEnglishandtheparent'snativelanguageisSpanish,theschooldistrict mustprovideawrittencopyoraudiorecordingofthestudent'sIEPtranslatedintoSpanish.Ifthestudent's parentisunabletospeakEnglishandtheparent'snativelanguageisalanguageotherthanSpanish,theschool districtmustmakeagoodfaithefforttoprovideawrittencopyoraudiorecordingofthestudent'sIEP translatedintotheparent'snativelanguage

(1)Forpurposesofthissubsection,awrittencopyofthestudent'sIEPtranslatedintoSpanishortheparent's nativelanguagemeansthatallofthetextinthestudent'sIEPinEnglishisaccuratelytranslatedintothe targetlanguageinwrittenform.TheIEPtranslatedintothetargetlanguagemustbeacomparable renditionoftheIEPinEnglishandnotapartialtranslationorsummaryoftheIEPinEnglish.

(2)Forpurposesofthissubsection,anaudiorecordingofthestudent'sIEPtranslatedintoSpanishorthe parent'snativelanguagemeansthatallofthecontentinthestudent'sIEPinEnglishisorallytranslated intothetargetlanguageandrecordedwithanaudiodevice Aschooldistrictisnotprohibitedfrom providingtheparentwithanaudiorecordingofanARDcommitteemeetingatwhichtheparentwas assistedbyaninterpreteraslongastheaudiorecordingprovidedtotheparentcontainsanoraltranslation intothetargetlanguageofallofthecontentinthestudent'sIEPinEnglish

(3)Ifaparent'snativelanguageisnotawrittenlanguage,theschooldistrictmusttakestepstoensurethatthe student'sIEPistranslatedorallyorbyothermeanstotheparentinhisorhernativelanguageorother modeofcommunication.

(4)Under34CFR,§300.322(f),aschooldistrictmustgiveaparentawrittencopyofthestudent'sIEPatno costtotheparent.Aschooldistrictmeetsthisrequirementbyprovidingaparentwithawrittencopyofthe student'sIEPinEnglishorbyprovidingaparentwithawrittentranslationofthestudent'sIEPinthe parent'snativelanguageinaccordancewithparagraph(1)ofthissubsection

The staff will provide a copy of the ARD/IEP document to the parent at the end of the meeting if the parent is in attendance If the parent is not in attendance, a copy will be sent home to the parents within 3 school days of the meeting If the parent is not in attendance, the ARD will identify the professional attending the meeting who is charged with sending the copy of the IEP document to the parent. Record this person ’ s position in the IEP minutes. Typically, this individual will be either the diagnostician/LSSP or the case manager.

TAC§89.1055ContentoftheIndividualizedEducationProgram.

(j)ThewrittenstatementoftheIEPmustdocumentthedecisionsoftheARDcommitteewithrespecttoissues discussedateachARDcommitteemeeting Thewrittenstatementmustalsoinclude:

(1)thedateofthemeeting;

(2)thename,position,andsignatureofeachmemberparticipatinginthemeeting;and (3)anindicationofwhetherthechild'sparents,theadultstudent,ifapplicable,andtheadministratoragreedor disagreedwiththedecisionsoftheARDcommittee.

Contact the Special Education Director for consultation when an ARD meeting is going to reconvene due to parental disagreement

IV. DEFINITIONS

§300.11Day;businessday;schoolday.

(a)Daymeanscalendardayunlessotherwiseindicatedasbusinessdayorschoolday.

(b)BusinessdaymeansMondaythroughFriday,exceptforFederalandStateholidays(unlessholidaysare specificallyincludedinthedesignationofbusinessday,asin§300.148(c)(1)(ii)).

(2)Schooldayhasthesamemeaningforallchildreninschool,includingchildrenwithandwithout disabilities.(Authority:20U.S.C.1221e-3)

§300.14Equipment.Equipmentmeans--

(a)Machinery,utilities,andbuilt-inequipment,andanynecessaryenclosuresorstructurestohousethe machinery,utilities,orequipment;and

(b)Allotheritemsnecessaryforthefunctioningofaparticularfacilityasafacilityfortheprovisionof educationalservices,includingitemssuchasinstructionalequipmentandnecessaryfurniture;printed, publishedandaudio-visualinstructionalmaterials;telecommunications,sensory,andother technologicalaidsanddevices;andbooks,periodicals,documents,andotherrelatedmaterials.

(Authority:20U.S.C.1401(7))

§300.22Individualizededucationprogram.IndividualizededucationprogramorIEPmeansawritten statementforachildwithadisabilitythatisdeveloped,reviewed,andrevisedinaccordancewith§§300.320 through300.324.(Authority:20U.S.C.1401(14))

§300.23Individualizededucationprogramteam.IndividualizededucationprogramteamorIEPTeam meansagroupofindividualsdescribedin§300.321thatisresponsiblefordeveloping,reviewing,orrevising anIEPforachildwithadisability.(Authority:20U.S.C.1414(d)(1)(B))

§300.38Secretary.SecretarymeanstheSecretaryofEducation.(Authority:20U.S.C.1401(28))

§300.39Specialeducation.

(a)General.

(1)Specialeducationmeansspeciallydesignedinstruction,atnocosttotheparents,tomeettheunique needsofachildwithadisability,including-(i)Instructionconductedintheclassroom,inthehome,inhospitalsandinstitutions,andinother settings;and (ii)Instructioninphysicaleducation.

(2)Specialeducationincludeseachofthefollowing,iftheservicesotherwisemeettherequirementsof paragraph(a)(1)ofthissection--

(i)Speech-languagepathologyservices,oranyotherrelatedservice,iftheserviceisconsidered specialeducationratherthanarelatedserviceunderStatestandards; (ii)Traveltraining;and (iii)Vocationaleducation.

(b)Individualspecialeducationtermsdefined.Thetermsinthisdefinitionaredefinedasfollows:

(1)Atnocostmeansthatallspecially-designedinstructionisprovidedwithoutcharge,butdoesnot precludeincidentalfeesthatarenormallychargedtonon-disabledstudentsortheirparentsasa partoftheregulareducationprogram.

(2)Physicaleducationmeans--

(i)Thedevelopmentof--

(A)Physicalandmotorfitness;

(B)Fundamentalmotorskillsandpatterns;and

(C)Skillsinaquatics,dance,andindividualandgroupgamesandsports(includingintramural andlifetimesports);and

(ii)Includesspecialphysicaleducation,adaptedphysicaleducation,movementeducation,and motordevelopment.

(3)Speciallydesignedinstructionmeansadapting,asappropriatetotheneedsofaneligiblechildunder thispart,thecontent,methodology,ordeliveryofinstruction--

(i)Toaddresstheuniqueneedsofthechildthatresultfromthechild'sdisability;and (ii)Toensureaccessofthechildtothegeneralcurriculum,sothatthechildcanmeetthe educationalstandardswithinthejurisdictionofthepublicagencythatapplytoallchildren.

(4)Traveltrainingmeansprovidinginstruction,asappropriate,tochildrenwithsignificantcognitive disabilities,andanyotherchildrenwithdisabilitieswhorequirethisinstruction,toenablethemto--

(i)Developanawarenessoftheenvironmentinwhichtheylive;and (ii)Learntheskillsnecessarytomoveeffectivelyandsafelyfromplacetoplacewithinthat environment(e.g.,inschool,inthehome,atwork,andinthecommunity).

(5)Vocationaleducationmeans--

Organizededucationalprogramsthataredirectlyrelatedtothepreparationofindividualsforpaid orunpaidemployment,orforadditionalpreparationforacareernotrequiringabaccalaureateor advanceddegree.

(6)Vocationalandtechnicaleducationmeansorganizededucationalactivitiesthat-(i)Offerasequenceofcoursesthat--

(A)Providesindividualswiththerigorousandchallengingacademicandtechnicalknowledge andskillstheindividualsneedtoprepareforfurthereducationandforcareers(otherthan careersrequiringaMaster’sordoctoraldegree)incurrentoremergingemployment sectors;

(B)Mayincludetheprovisionofskillsorcoursesnecessarytoenrollinasequenceofcoursesthat meettherequirementsofthissubparagraph;and

(C)Provides,atthepostsecondarylevel,fora1-yearcertificate,anassociatedegree,or industry-recognizedcredential;and

(ii)Includecompetency-basedappliedlearningthatcontributestotheacademicknowledge,higherorderreasoningandproblem-solvingskills,workattitudes,generalemployabilityskills, technicalskills,andoccupation-specificskills,oranindividual.

§300.44Universaldesign.Universaldesignhasthemeaninggiventheterminsection3oftheAssistive TechnologyActof1998,asamended,29U.S.C.3002. Universal design learning will provide multiple means of representation of materials for comprehension, multiple means of action or expression and multiple means of engagement

TEC§29.002.

DEFINITION

.Inthissubchapter,"specialservices"means:

(1)specialeducationinstruction,whichmaybeprovidedbyprofessionalandsupportedbyparaprofessional personnelintheregularclassroomorinaninstructionalarrangementdescribedbySection42.151;and

(2)relatedservices,whicharedevelopmental,corrective,supportive,orevaluativeservices,notinstructionalin nature,thatmayberequiredforthestudenttobenefitfromspecialeducationinstructionandfor implementationofastudent'sindividualizededucationprogram

V. CONTENTOFTHEINDIVIDUALIZEDEDUCATIONPROGRAM(IEP).

§300.320Definitionofindividualizededucationprogram.

(1)Astatementofthechild'spresentlevelsofacademicachievementandfunctionalperformance, including--

(i)Howthechild'sdisabilityaffectsthechild'sinvolvementandprogressinthegeneraleducation curriculum(i.e.,thesamecurriculumasfornon-disabledchildren);or

(ii)Forpreschoolchildren,asappropriate,howthedisabilityaffectsthechild'sparticipationin appropriateactivities;

(2)(i)Astatementofmeasurableannualgoals,includingacademicandfunctionalgoalsdesignedto--

(A)Meetthechild'sneedsthatresultfromthechild'sdisabilitytoenablethechildtobe involvedinandmakeprogressinthegeneraleducationcurriculum;and

(B)Meeteachofthechild'sothereducationalneedsthatresultfromthechild'sdisability;

(ii)Forchildrenwithdisabilitieswhotakealternateassessmentsalignedtoalternateachievement standards,adescriptionofbenchmarksorshort-termobjectives;

If the ARD Committee determines an alternate state assessment is appropriate, the ARD will develop short term objectives/benchmarks in addition to the measurable annual goals required in (2)(i) above

(3)Adescriptionof--

(i)Howthechild’sprogresstowardmeetingtheannualgoalsdescribedinparagraph(2)ofthis sectionwillbemeasured;and

(ii)Whenperiodicreportsontheprogressthechildismakingtowardmeetingtheannualgoals (suchasthroughtheuseofquarterlyorotherperiodicreports,concurrentwiththeissuanceof reportcards)willbeprovided;

(4)Astatementofthespecialeducationandrelatedservicesandsupplementaryaidsandservices,based onpeer-reviewedresearchtotheextentpracticable,tobeprovidedtothechild,oronbehalfofthe child,andastatementoftheprogrammodificationsorsupportsforschoolpersonnelthatwillbe providedtoenablethechild--

(i)Toadvanceappropriatelytowardattainingtheannualgoals;

(ii)Tobeinvolvedinandmakeprogressinthegeneraleducationcurriculuminaccordancewith paragraph(a)(1)ofthissection,andtoparticipateinextracurricularandothernonacademic activities;and

(iii)Tobeeducatedandparticipatewithotherchildrenwithdisabilitiesandnon-disabledchildren intheactivitiesdescribedinthissection;

CopyandpastethelinkintoyourbrowsertoreviewadditionalTEAinformation http://tea texas gov/academics/special-student-populations/special-education/programs-and-services/resources-tosupport-student-progress-in-the-general-curriculum

Special education, related services and supplementary aids and services based on peer reviewed research to the extent practicable means to the extent that research is possible and available An IEP is not required to include specific instructional methodologies unless the IEP committee agrees it is necessary for the child to receive FAPE The final decision must be made by the child’s IEP team based on the individual needs of the child. If the IEP committee determines a qualified student with a disability requires related aids and services to participate in a regular education class or program (including accelerated classes) then the student must receive those related aids and services. Additional information on scientifically based research and response to intervention resources may be found on the Region 10 ESC Special Education website

(5)Anexplanationoftheextent,ifany,towhichthechildwillnotparticipatewithnondisabledchildren intheregularclassandintheactivitiesdescribedinparagraph(a)(4)ofthissection;

(6)(i)Astatementofanyindividualappropriateaccommodationsthatarenecessarytomeasurethe academicachievementandfunctionalperformanceofthechildonStateanddistrictwide assessmentsconsistentwithsection612(a)(16)oftheAct;and

(ii)IftheIEPTeamdeterminesthatthechildmusttakeanalternateassessmentinsteadofa particularregularStateordistrictwideassessmentofstudentachievement,astatementofwhy--

(A)Thechildcannotparticipateintheregularassessment;and

(B)Theparticularalternateassessmentselectedisappropriateforthechild;and

(7)Theprojecteddateforthebeginningoftheservicesandmodificationsdescribedinparagraph(a)(4) ofthissection,andtheanticipatedfrequency,location,anddurationofthoseservicesand modifications.

Documentation for provision of services described in the IEP will be through a variety of information and sources based on the most appropriate means for the individual service and environment Special education instructional and related services will be documented by progress on the IEP, student attendance and lesson plans In addition, portfolios may be maintained as well as provider logs Provider logs will be maintained by each service provider and reviewed at the IEP meeting as appropriate. Any service interruption resulting from special education staff absence will be reported to the appropriate administration following local district procedures.

The Federal Register dated August 14, 2006, provides guidance in this area within its discussion of the comments regarding the proposed 2006 IDEA regulations A comment to the regulations asked for clarification regarding the term duration The response in the Federal Register was: The meaning of the term ‘‘duration’’will vary, depending on such things as the needs of the child, the service being provided, the particular format used in an IEP, and how the child’s day and IEP are structured What is required is that the IEP include information about the amount of services that will be provided to the child, so that the level of the agency ’ s commitment of resources will be clear to parents and other IEP Team members. The amount of time to be committed to each of the various services to be provided must be appropriate to the specific service, and clearly stated in the IEP in a manner that can be understood by all involved in the development and implementation of the IEP. (Federal Register, Vol 71 No 156 p. 46667)

Requirements for Documenting the Provision of Services

• Frequency – how often the child will receive the service(s) (number of times per day or week) If the service is less than daily then the conditions for the provision of the services must be clearly specified within the ARD documents using a weekly reference (ex: 1 hour per week, 30 minutes every two weeks)

• Duration - how long each “session” will last (number of minutes) and when services will begin and end (starting and ending dates) How long will each session be (15 minutes, 30 minutes)? If a term (1 class period) is used in the IEP to define duration of service, the term must be defined in the IEP (example: 1 class period = 50 minutes).

• Location - where services will be provided (in the general education classroom or another setting such as a special education resource room

(b)Transition see Transition in this Section 4 (c)Transferofrightsatageofmajority. See VI Parent Rights below (d)Construction.Nothinginthissectionshallbeconstruedtorequire--

(1)Thatadditionalinformationbeincludedinachild’sIEPbeyondwhatisexplicitlyrequiredinsection 614oftheAct;or

(2)TheIEPTeamtoincludeinformationunderonecomponentofachild’sIEPthatisalreadycontained underanothercomponentofthechild’sIEP.(Authority:20U.S.C.1414(d)(1)(A)and(d)(6))

§300.324Development,review,andrevisionofIEP. (a)DevelopmentofIEP.

(1)General.Indevelopingeachchild'sIEP,theIEPTeammustconsider-(i)Thestrengthsofthechild; (ii)Theconcernsoftheparentsforenhancingtheeducationoftheirchild; (iii)Theresultsoftheinitialormostrecentevaluationofthechild;and (iv)Theacademic,developmental,andfunctionalneedsofthechild.

(2)Considerationofspecialfactors.TheIEPTeammust… (i)Inthecaseofachildwhosebehaviorimpedesthechild’slearningorthatofothers,considerthe useofpositivebehavioralinterventionsandsupports,andotherstrategies,toaddressthat behavior.

The IEP committee is required to ‘consider the use of positive behavioral interventions and supports, and other strategies to address that behavior’if the child’s behavior impedes his or her learning or that of others The final decision on interventions, strategies and supports is left to the IEP committee Additional resources include the Texas Behavior Support Initiative (TBSI) and the TEA statewide project Texas Collaborative for Emotional Development in Schools (TxCEDS). See also Section 6. Discipline.

(ii)InthecaseofachildwithlimitedEnglishproficiency,considerthelanguageneedsofthechildas thoseneedsrelatetothechild'sIEP;https://www.txel.org/lpac/

AlsofindmoreinformationregardingEnglishLanguageLearnersinSection1.andLEPinSection 4b.

English Language Learners served by special education have needs related to a disability as well as needs related to language The ARD committee and the LPAC will collaborate to make appropriate assessment decisions for these students in accordance with the procedures outlined in the ARD manual and the LPAC framework (found on ESC 20 link provided) The LPAC framework serves as a guide in making decisions about the inclusion of LEP students in the Texas Student Assessment Program and helps districts meet the educational needs of English learners.

(iii)Inthecaseofachildwhoisblindorvisuallyimpaired,provideforinstructioninBrailleandthe useofBrailleunlesstheIEPTeamdetermines,afteranevaluationofthechild'sreadingand writingskills,needs,andappropriatereadingandwritingmedia(includinganevaluationofthe child'sfutureneedsforinstructioninBrailleortheuseofBraille),thatinstructioninBrailleor theuseofBrailleisnotappropriateforthechild;

(iv)Considerwhetherthechildneedsassistivetechnologydevicesandservices.

(v)Considerthecommunicationneedsofthechild,andinthecaseofachildwhoisdeaforhardof hearing,considerthechild'slanguageandcommunicationneeds,opportunitiesfordirect communicationswithpeersandprofessionalpersonnelinthechild'slanguageand communicationmode,academiclevel,andfullrangeofneeds,includingopportunitiesfordirect instructioninthechild'slanguageandcommunicationmode;

(b)ReviewandrevisionofIEP. located in this Section 4 of the document

TAC§89.1055.ContentoftheIndividualizedEducationProgram(IEP).

(a) Theindividualizededucationprogram(IEP)developedbytheadmission,review,anddismissal (ARD)committeeforeachstudentwithadisabilitymustcomplywiththerequirementsof34Code ofFederalRegulations(CFR),§300.320and§300.324.

(b)TheIEPmustincludeastatementofanyindividualappropriateandallowableaccommodationsinthe administrationofassessmentinstrumentsdevelopedinaccordancewithTexasEducationCode (TEC),§39.023(a)-(c),ordistrictwideassessmentsofstudentachievement(ifthedistrictadministers suchoptionalassessments)thatarenecessarytomeasuretheacademicachievementandfunctional performanceofthestudentontheassessments.IftheARDcommitteedeterminesthatthestudent willnotparticipateinageneralstatewideordistrictwideassessmentofstudentachievement(orpart ofanassessment),theIEPmustincludeastatementexplaining: (1)whythestudentcannotparticipateinthegeneralassessment;and (2)whytheparticularalternateassessmentselectedisappropriateforthestudent

(c)IftheARDcommitteedeterminesthatthestudentisinneedofextendedschoolyear(ESY)services, asdescribedin§89.1065ofthistitle(relatingtoExtendedSchoolYearServices),thentheIEPmust identifywhichofthegoalsandobjectivesintheIEPwillbeaddressedduringESYservices.

(d)Forstudentswithvisualimpairments,frombirththrough21yearsofage,theIEPorindividualized familyservicesplan(IFSP)mustalsomeettherequirementsofTEC,§30.002(e).

(e)Forstudentseligibleunder§89.1040(c)(1)ofthistitle(relatingtoEligibilityCriteria),thestrategies describedinthissubsectionmustbeconsidered,basedonpeer-reviewed,research-basededucational programmingpracticestotheextentpracticableand,whenneeded,addressedintheIEP:

(1)extendededucationalprogramming(forexample:extendeddayand/orextendedschoolyear servicesthatconsiderthedurationofprograms/settingsbasedonassessmentofbehavior,social skills,communication,academics,andself-helpskills);

(2)dailyschedulesreflectingminimalunstructuredtimeandactiveengagementinlearningactivities (forexample:lunch,snack,andrecessperiodsthatprovideflexibilitywithinroutines;adaptto individualskilllevels;andassistwithschedulechanges,suchaschangesinvolvingsubstitute teachersandpeprallies);

(3)in-homeandcommunity-basedtrainingorviablealternativesthatassistthestudentwith acquisitionofsocial/behavioralskills(forexample:strategiesthatfacilitatemaintenanceand generalizationofsuchskillsfromhometoschool,schooltohome,hometocommunity,and schooltocommunity);

(4)positivebehaviorsupportstrategiesbasedonrelevantinformation,forexample:

(A)antecedentmanipulation,replacementbehaviors,reinforcementstrategies,anddata-based decisions;and

(B)abehavioralinterventionplandevelopedfromafunctionalbehavioralassessmentthatuses currentdatarelatedtotargetbehaviorsandaddressesbehavioralprogrammingacrosshome, school,andcommunity-basedsettings;

(5)beginningatanyage,consistentwithsubsection(h)ofthissection,futuresplanningfor integratedliving,work,community,andeducationalenvironmentsthatconsidersskillsnecessary tofunctionincurrentandpost-secondaryenvironments;

(6)parent/familytrainingandsupport,providedbyqualifiedpersonnelwithexperienceinAutism SpectrumDisorders(ASD),that,forexample:

(A)providesafamilywithskillsnecessaryforastudenttosucceedinthehome/community setting;

(B)includesinformationregardingresources(forexample:parentsupportgroups,workshops, videos,conferences,andmaterialsdesignedtoincreaseparentknowledgeofspecific teaching/managementtechniquesrelatedtothestudent'scurriculum);and

(C)facilitatesparentalcarryoverofin-hometraining(forexample:strategiesforbehavior managementanddevelopingstructuredhomeenvironmentsand/orcommunicationtraining sothatparentsareactiveparticipantsinpromotingthecontinuityofinterventionsacrossall settings);

(7)suitablestaff-to-studentratioappropriatetoidentifiedactivitiesandasneededtoachieve social/behavioralprogressbasedonthestudent'sdevelopmentalandlearninglevel(acquisition, fluency,maintenance,generalization)thatencouragesworktowardsindividualindependenceas determinedby,forexample:

(A)adaptivebehaviorevaluationresults;

(B)behavioralaccommodationneedsacrosssettings;and

(C)transitionswithintheschoolday;

(8)communicationinterventions,includinglanguageformsandfunctionsthatenhanceeffective communicationacrosssettings(forexample:augmentative,incidental,andnaturalisticteaching);

(9)socialskillssupportsandstrategiesbasedonsocialskillsassessment/curriculumandprovided acrosssettings(forexample:trainedpeerfacilitators(e.g.,circleoffriends),videomodeling, socialstories,androleplaying);

(10)professionaleducator/staffsupport(forexample:trainingprovidedtopersonnelwhoworkwith thestudenttoassurethecorrectimplementationoftechniquesandstrategiesdescribedinthe IEP);and

(11)teachingstrategiesbasedonpeerreviewed,research-basedpracticesforstudentswithASD(for example:thoseassociatedwithdiscrete-trialtraining,visualsupports,appliedbehavioranalysis, structuredlearning,augmentativecommunication,orsocialskillstraining).

(f)IftheARDcommitteedeterminesthatservicesarenotneededinoneormoreoftheareasspecifiedin subsection(e)ofthissection,theIEPmustincludeastatementtothateffectandthebasisupon whichthedeterminationwasmade.

(g)IftheARDcommitteedeterminesthatabehaviorimprovementplanorabehavioralinterventionplan isappropriateforastudent,thatplanmustbeincludedaspartofthestudent'sIEPandprovidedto eachteacherwithresponsibilityforeducatingthestudent.

(h)InaccordancewithTEC,§29.011and§29.0111,notlaterthanwhenastudentreaches14yearsof age,theARDcommitteemustconsider,andifappropriate,address:

(1)appropriatestudentinvolvementinthestudent'stransitiontolifeoutsidethepublicschool system;

(2)ifthestudentisyoungerthan18yearsofage,appropriateparentalinvolvementinthestudent's transition;

(3)ifthestudentisatleast18yearsofage,appropriateparentalinvolvementinthestudent's transition,iftheparentisinvitedtoparticipatebythestudentortheschooldistrictinwhichthe studentisenrolled;

(4)anypostsecondaryeducationoptions;

(5)afunctionalvocationalevaluation;

(6)employmentgoalsandobjectives;

(7)ifthestudentisatleast18yearsofage,theavailabilityofage-appropriateinstructional environments;

(8)independentlivinggoalsandobjectives;and

(9)appropriatecircumstancesforreferringastudentorthestudent'sparentstoagovernmental agencyforservices.

(i)Inaccordancewith34CFR,§300.320(b),beginningnotlaterthanthefirstIEPtobeineffectwhen thestudentturns16yearsofage,oryoungerifdeterminedappropriatebytheARDcommittee,and updatedannuallythereafter,theIEPmustincludethefollowing:

(1)appropriatemeasurablepostsecondarygoalsbaseduponage-appropriatetransitionassessments relatedtotraining,education,employment,and,whereappropriate,independentlivingskills;and (2)thetransitionservices,includingcoursesofstudy,neededtoassistthestudentinreachingthe postsecondarygoalsdevelopedunderparagraph(1)ofthissubsection.

TEC§29.0052.IndividualizedEducationProgramSupplement

(a) ExceptasprovidedbySubsection(b),foreachchildwhowasenrolledinaschooldistrict’sspecialeducation programunderthissubchapterduringthe2019 2020schoolyearorthe2020-2021schoolyear,thedistrictshall prepareasupplementtobeincludedwiththewrittenstatementoftheindividualizededucationprogramdeveloped forthechildunderSection29.005(b).Thesupplementmustincludeinformationindicating;

(1)ifapplicable,whetherthewrittenreportofthechild’sfullindividualandinitialevaluationunderSection 29.004wascompletedduringthe2019-2020schoolyearorthe2020-2021schoolyearandifso, whetherthereportwascompletedbythedaterequiredunderthatsection;

(2)ifapplicable,whetherthechild’sinitialindividualizededucationprogramwasdevelopedunderSection 29005(b)duringthe2019-2020schoolyearorthe2020-2021schoolyearandifso,whetherthe programwasdevelopedbythedaterequiredunder34CFR Section300323(c)(1);

(3)whethertheprovisionofspecialservicestothechildunderanindividualizededucationprogramduring thethe2019-2020schoolyearorthe2020-2021schoolyearwasinterrupted,reduced,delayed, suspended,ordiscontinued;and

(4)whethercompensatoryeducationalservicesareappropriateforthechildbasedontheinformationunder Subdivisions(1)-(3)oranyotherfactors.

(b) Subsection(a)doesnotapplytoachildifduringthe2020-2021schoolyearthewrittenstatementofthe child’sindividualizededucationprogramdocumentstheinformationdescribedunderSubsections(a)(1)-(4).

(c) Section29005(f)andSection290051donotapplytoasupplementpreparedforinclusionwithawritten statementofanindividualizededucationprogramasrequiredbythissection (d) Thecommissionermayadoptrulesasnecessarytoimplementthissection (e) ThissectionexpiresSeptember1,2023

The district will prepare a supplement to the IEP report documenting any delays during the 2019-2020 or 20202021school year to a student’s full and individual initial evaluation, delays in the development of the student’s initial IEP program, and whether any provision of special services to the student were interrupted, reduced, delayed, suspended, or discontinued. The supplement will also include any compensatory education services that are appropriate for the child based on these delays.

TAC§891055alsolocatedinnextsection4b ADDITIONALIEPINFORMATION located in next section 4 ADDITIONAL IEP INFORMATION (F - ESY)

TAC§89.1075.GeneralProgramRequirementsandLocalDistrictProcedures–CommensurateDay

(e) Studentswithdisabilitiesmusthaveavailableaninstructionaldaycommensuratewiththatofstudentswithout disabilities.TheARDcommitteemustdeterminetheappropriateinstructionalsettingandlengthofdayforeach student,andthesemustbespecifiedinthestudent'sIEP.

https://tea.texas.gov/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=51539626957

When conducting ARD Committee meetings, assessment personnel responsible for student’s ARD will ensure that personnel are not mentioned by name as the sole supporter of services for future needs in any portion of the ARD forms, including IEPs and deliberations

TAC§89.1801InstructionalRequirementsforEducationServicesProvidedinaJuvenileResidential Facility.

(g)Lengthandnumberofschooldaysrequired.

(1)Theschooldistrictinapre-adjudicationsecuredetentionfacilityorapost-adjudicationsecure correctionalfacilityshall,ataminimum,provideaseven-hourschooldaythatconsistsofatleastfive andone-halfhoursofrequiredsecondarycurriculumtostudentsinthefacility.Foreachschoolyear, eachschooldistrictmustoperatesothatthefacilityprovidesforatleast180daysofinstructionfor students

(2)Theschooldistrictinapre-adjudicationsecuredetentionfacilityorapost-adjudicationsecure correctionalfacilityshallensurethatstudentswithdisabilitiesareprovidedinstructionaldays commensuratewiththoseprovidedtostudentswithoutdisabilitiesinaccordancewithrequirements containedin§89.1075.

VI. PARENTRIGHTS/PARTICIPATION (also in Section 7)

TEC§29.005.

(d)Ifthechild'sparentisunabletospeakEnglish,thedistrictshall:

(1)providetheparentwithawrittenoraudiotapedcopyofthechild'sindividualizededucationprogram translatedintoSpanishifSpanishistheparent'snativelanguage;or (2)iftheparent'snativelanguageisalanguageotherthanSpanish,makeagoodfaithefforttoprovidethe parentwithawrittenoraudiotapedcopyofthechild'sindividualizededucationprogramtranslatedinto theparent'snativelanguage.

TAC§891050 TheAdmission,ReviewandDismissalCommittee

(d)TheschooldistrictmusttakestepstoensurethatoneorbothparentsarepresentateachARDcommittee meetingorareaffordedtheopportunitytoparticipate,includingnotifyingtheparentsofthemeetingearly enoughtoensurethattheywillhaveanopportunitytoattendandschedulingthemeetingatamutuallyagreed upontimeandplace Additionally,aschooldistrictmustallowparentswhocannotattendanARDcommittee meetingtoparticipateinthemeetingthroughothermethodssuchasthroughtelephonecallsorvideo conferencing.TheschooldistrictmustprovidetheparentswithwrittennoticeoftheARDcommitteemeeting thatmeetstherequirementsin34CFR,§300.322,atleastfiveschooldaysbeforethemeetingunlessthe parentsagreetoashortertimeframe.

(e)UponreceiptofawrittenrequestforanARDcommitteemeetingfromaparent,theschooldistrictmust: (1)scheduleandconveneameetinginaccordancewiththeproceduresinsubsection(d)ofthissection;or (2)withinfiveschooldays,providetheparentwithwrittennoticeexplainingwhythedistrictrefusesto conveneameeting

(f)IftheparentisunabletospeakEnglish,theschooldistrictmustprovidetheparentwithawrittennotice requiredundersubsection(d)or(e)(2)ofthissectionintheparent'snativelanguage,unlessitisclearlynot feasibletodoso.Iftheparent'snativelanguageisnotawrittenlanguage,theschooldistrictmusttakestepsto ensurethatthenoticeistranslatedorallyorbyothermeanstotheparentinhisorhernativelanguageorother modeofcommunicationsothattheparentunderstandsthecontentofthenotice.

(g)AllmembersoftheARDcommitteemusthavetheopportunitytoparticipateinacollaborativemannerin developingtheIEP AdecisionoftheARDcommitteeconcerningrequiredelementsoftheIEPmustbemade bymutualagreementifpossible TheARDcommitteemayagreetoanannualIEPoranIEPofshorter duration

(1)WhenmutualagreementaboutallrequiredelementsoftheIEPisnotachieved,theparentwhodisagrees mustbeofferedasingleopportunitytorecessandreconvenetheARDcommitteemeeting.Theperiodof timeforreconveningtheARDcommitteemeetingmustnotexceedtenschooldays,unlesstheparties mutuallyagreeotherwise.TheARDcommitteemustschedulethereconvenedmeetingatamutually agreedupontimeandplace.Theopportunitytorecessandreconveneisnotrequiredwhenthestudent's presenceonthecampuspresentsadangerofphysicalharmtothestudentorothersorwhenthestudent hascommittedanexpellableoffenseoranoffensethatmayleadtoaplacementinadisciplinary alternativeeducationprogram TherequirementsofthissubsectiondonotprohibittheARDcommittee fromrecessinganARDcommitteemeetingforreasonsotherthanthefailuretoreachmutualagreement aboutallrequiredelementsofanIEP

(3)Ifarecessisimplementedasprovidedinparagraph(1)ofthissubsectionandtheARDcommitteestill cannotreachmutualagreement,theschooldistrictmustimplementtheIEPthatithasdeterminedtobe appropriateforthestudent For more information on Mutual Agreement, see IX

(4)EachmemberoftheARDcommitteewhodisagreeswiththeIEPdevelopedbytheARDcommitteeis entitledtoincludeastatementofdisagreementintheIEP

(h)Wheneveraschooldistrictproposesorrefusestoinitiateorchangetheidentification,evaluation,or educationalplacementofastudentortheprovisionofafreeappropriatepubliceducationtothestudent,the schooldistrictmustprovidepriorwrittennoticeasrequiredin34CFR,§300.503,includingprovidingthe noticeintheparent'snativelanguageorothermodeofcommunication.Thisnoticemustbeprovidedtothe parentatleastfiveschooldaysbeforetheschooldistrictproposesorrefusestheactionunlesstheparent agreestoashortertimeframe.

3 Prior Notice Attempts to ensure parent participation in the IEP meeting. The AISD will make advance attempts to notify parents of ARD/IEP meetings and arrange a mutually agreeable time and location

1 The first Prior Written Notice of the ARD/IEP meeting form is provided in writing 2 weeks (10 working days) prior to the scheduled ARD/IEP date This early notice will allow more time to contact the parent and then proceed at the first scheduled date and time The Notice form includes options to agree to the proposed date, change the date, hold the meeting on the phone or suggest the district proceed without the parent in attendance A copy of the completed Notice form sent to the parent is maintained in the student eligibility file as documentation.

2. The second attempt to notify the parents of the ARD will also be in writing with a follow up phone call. The AISD will send a second Notice of ARD/IEP meeting.

3 The third Notice contact will be attempted to get parental participation if there is no response from the first two attempts After 3 attempts and no response, the AISD may go forward with the ARD meeting as scheduled

The first attempt MUST be in written form however the staff may call and discuss the proposed date with parents in order to pick a reasonable date for both parties for the written Notice The second Notice will also be in written form using a copy of the first Notice sent and the third Notice may be a follow-up phone call to home and work All dates of scheduling attempts and the initials of personnel attempting contact must be documented on the district Notice form and filed in the student eligibility folder.

A.Participation

§300.322ParentParticipation.

(a)AISDresponsibility general.Thepublicagencymusttakestepstoensurethatoneorbothofthe parentsofachildwithadisabilityarepresentateachIEPTeammeetingorareaffordedthe opportunitytoparticipate,including--

(1)Notifyingparentsofthemeetingearlyenoughtoensurethattheywillhaveanopportunitytoattend; and

(2)Schedulingthemeetingatamutuallyagreedontimeandplace.

(b)Informationprovidedtoparents.

(1)Thenoticerequiredunderparagraph(a)(1)ofthissectionmust-(i)Indicatethepurpose,time,andlocationofthemeetingandwhowillbeinattendance;and (ii)Informtheparentsoftheprovisionsin§300.321(a)(6)and(c)(relatingtotheparticipationof otherindividualsontheIEPTeamwhohaveknowledgeorspecialexpertiseaboutthechild), and§300.321(f)(relatingtotheparticipationofthePartCservicecoordinatororother representativesofthePartCsystemattheinitialIEPTeammeetingforachildpreviously servedunderPartCoftheAct).

(2)ForachildwithadisabilitybeginningnotlaterthanthefirstIEPtobeineffectwhenthechildturns 16,oryoungerifdeterminedappropriatebytheIEPTeam,thenoticealsomust-(i)Indicate--

(A)Thatapurposeofthemeetingwillbetheconsiderationofthepostsecondarygoalsand transitionservicesforthechild,inaccordancewith§300.320(b);and

(B)Thattheagencywillinvitethestudent;and (ii)Identifiesanyotheragencythatwillbeinvitedtosendarepresentative.

(c)Othermethodstoensureparentparticipation.IfneitherparentcanattendanIEPTeammeeting,the publicagencymustuseothermethodstoensureparentparticipation,includingindividualor conferencetelephonecalls,consistentwith§300.328(relatedtoalternativemeansofmeeting participation).

The campus staff will make every effort to accommodate the parents schedule, however, there is no requirement that an IEP meeting must be held outside of regular business hours for the school OSEP Letter to Thomas (6-32008)

(d)ConductinganIEPmeetingwithoutaparentinattendance.Ameetingmaybeconductedwithouta parentinattendanceifthepublicagencyisunabletoconvincetheparentsthattheyshouldattend.In thiscase,thepublicagencymustkeeparecordofitsattemptstoarrangeamutuallyagreedontimeand placesuchas:

(1)Detailedrecordsoftelephonecallsmadeorattemptedandtheresultsofthosecalls;

(2)Copiesofcorrespondencesenttotheparentsandanyresponsesreceived;and

(3)Detailedrecordsofvisitsmadetotheparent’shomeorplaceofemploymentandtheresultsofthose visits.

(e)Useofinterpretersorotheraction,asappropriate.Thepublicagencymusttakewhateveractionis necessarytoensurethattheparentunderstandstheproceedingsoftheIEPTeammeeting,including arrangingforaninterpreterforparentswithdeafnessorwhosenativelanguageisotherthanEnglish.

(f)Parentcopyofchild'sIEP.Thepublicagencymustgivetheparentacopyofthechild'sIEPatnocostto theparent.(Authority:20U.S.C.1414(d)(1)(B)(i))

§300.501ParentParticipationinMeetings.

(b)Parentparticipationinmeetings.

(1)Theparentsofachildwithadisabilitymustbeaffordedanopportunitytoparticipateinmeetings withrespectto--

(i)Theidentification,evaluation,andeducationalplacementofthechild;and (ii)TheprovisionofFAPEtothechild.

(2)Thepublicagencymustprovidenoticeconsistentwith§300.322(a)(1)and(b)(1)toensurethat parentsofchildrenwithdisabilitieshavetheopportunitytoparticipateinmeetingsdescribedin paragraph(b)(1)ofthissection.

(3)Ameetingdoesnotincludeinformalorunscheduledconversationsinvolvingpublicagencypersonnel andconversationsonissuessuchasteachingmethodology,lessonplans,orcoordinationofservice provision.Ameetingalsodoesnotincludepreparatoryactivitiesthatpublicagencypersonnel engageintodevelopaproposalorresponsetoaparentproposalthatwillbediscussedatalater meeting.

(c)Parentinvolvementinplacementdecisions.

(1)Thepublicagencymustensurethataparentofeachchildwithadisabilityisamemberofanygroup thatmakesdecisionsontheeducationalplacementoftheparent'schild.

(2)Inimplementingtherequirementsofparagraph(c)(1)ofthissection,thepublicagencymustuse proceduresconsistentwiththeproceduresdescribedin§300.322(a)through(b)(1). (found on previous page)

(3)Ifneitherparentcanparticipateinameetinginwhichadecisionistobemaderelatingtothe educationalplacementoftheirchild,thepublicagencymustuseothermethodstoensuretheir participation,includingindividualorconferencetelephonecalls,orvideoconferencing.

(4)Aplacementdecisionmaybemadebyagroupwithouttheinvolvementofaparent,ifthepublic agencyisunabletoobtaintheparent’sparticipationinthedecision.Inthiscase,thepublicagency musthavearecordofitsattempttoensuretheirinvolvement.(Authority:20U.S.C.1414(e),1415(b) (1))

Virtual Learning Delays

What procedures are in place for ARD committee members to meet virtually if needed? Each ARD Committee Meeting will contain a Contingency Plan for the event of School Closure and implementation of virtual instruction

Describe procedures followed for documenting services provided during virtual learning days Services during virtual learning days will be maintained on the parent contact page in the electronic documentation system What alternatives are available if students are not able to access technology and the curriculum at home during virtual learning days? In the event that students are not able to access technology and the curriculum at home during virtual learning days, they may receive instruction face to face or at an alternative location

Describe how related services will be provided remotely? If necessary, how will the LEA make-up any missed related services? Related services will be provided directly through virtual instruction or by consult with the parent.

Describe training for staff about the provision of special education and related services during virtual learning days, such as the provision of instructional phone calls, videoconferencing, homework packets, online lessons, and other available distance-based learning approaches Staff will receive regular instruction in the methods used to provide virtual instruction

Describe procedures followed for documenting communication with parent(s) during extended periods of virtual learning days All parent contact is documented through the parent contact log in the electronic documentation system

§300.327Educationalplacements.

Consistentwith§300.501(c),thepublicagencymustensurethattheparentsofeachchildwitha disabilityaremembersofanygroupthatmakesdecisionsontheeducationalplacementoftheirchild.

§300.328Alternativemeansofmeetingparticipation.

WhenconductingIEPTeammeetingsandplacementmeetingspursuanttothissubpart,andSubpartE ofthispart,andcarryingoutadministrativemattersundersection615oftheAct(suchasscheduling, exchangeofwitnesslists,andstatusconferences),theparentofachildwithadisabilityandthepublic agencymayagreetousealternativemeansofmeetingparticipation,suchasvideoconferencesand conferencecalls.

B.TransferofRightsatAgeofMajority

§300.320Definitionofindividualizededucationprogram

(c)Transferofrightsatageofmajority.Beginningnotlaterthanoneyearbeforethechildreachestheage ofmajorityunderStatelaw,theIEPmustincludeastatementthatthechildhasbeeninformedofthe child’srightsunderPartBoftheAct,ifany,thatwilltransfertothechildonreachingtheageof majorityunder§300.520.

§300.520Transferofparentalrightsatageofmajority.

(a)General.AStatemayprovidethat,whenachildwithadisabilityreachestheageofmajorityunderState lawthatappliestoallchildren(exceptforachildwithadisabilitywhohasbeendeterminedtobe incompetentunderStatelaw)--

(1)(i)Thepublicagencymustprovideanynoticerequiredbythisparttoboththeindividualandthe parents;and

(ii)AllotherrightsaccordedtoparentsunderPartBoftheActtransfertothechild;

(2)AllrightsaccordedtoparentsunderPartBoftheActtransfertochildrenwhoareincarceratedin anadultorjuvenile,Stateorlocalcorrectionalinstitution;and

(3)WheneveraStatetransfersrightsunderthispartpursuanttoparagraph(a)(1)or(a)(2)ofthis section,thepublicagencymustnotifytheindividualandtheparentsofthetransferofrights.

(b)Specialrule.AStatemustestablishproceduresforappointingtheparentofachildwithadisability,orif theparentisnotavailable,anotherappropriateindividual,torepresenttheeducationalinterestsofthe childthroughouttheperiodofthechild’seligibilityunderPartBoftheActif,underStatelaw,achild whohasreachedtheageofmajority,buthasnotbeendeterminedtobeincompetent,canbedetermined nottohavetheabilitytoprovideinformedconsentwithrespecttothechild’seducationalprogram.

(Authority:20U.S.C.1415(m))

TEC§29017TransferofParentalRightsatAgeofMajority

(a)Astudentwithadisabilitywhois18yearsofageorolderorwhosedisabilitiesofminorityhavebeenremoved forgeneralpurposesunderChapter31,FamilyCode,shallhavethesamerighttomakeeducationaldecisions asastudentwithoutadisability,exceptthattheschooldistrictshallprovideanynoticerequiredbythis subchapteror20U.S.C.Section1415toboththestudentandtheparents.Allotherrightsaccordedtoparents underthissubchapteror20USC Section1415transfertothestudent

(b)Allrightsaccordedtoparentsunderthissubchapteror20USC Section1415transfertostudentswhoare incarceratedinanadultorjuvenile,stateorlocalcorrectionalinstitution

(c)Notlaterthanoneyearbeforethe18thbirthdayofastudentwithadisability,theschooldistrictatwhichthe studentisenrolledshall:

(1)providetothestudentandthestudent'sparents:

(A)writtennoticeregardingthetransferofrightsunderthissection;and (B)informationandresourcesregardingguardianship,alternativestoguardianship,includingasupported decision-makingagreementunderChapter1357,EstatesCode,andothersupportsandservicesthat mayenablethestudenttoliveindependently;and

(2)ensurethatthestudent'sindividualizededucationprogramincludesastatementthatthedistrictprovided thenotice,information,andresourcesrequiredunderSubdivision(1)

(c-1)Inaccordancewith34CFR Section300520,theschooldistrictshallprovidewrittennoticetothestudent andthestudent'sparentsofthetransferofrightsunderthissection Thenoticemustincludetheinformation andresourcesprovidedunderSubsection(c)(1)(B).

(c-2)Ifastudentwithadisabilityorthestudent'sparentrequestsinformationregardingguardianshipor alternativestoguardianshipfromtheschooldistrictatwhichthestudentisenrolled,theschooldistrictshall providetothestudentorparentinformationandresourcesonsupporteddecision-makingagreementsunder Chapter1357,EstatesCode

(c-3)Thecommissionershalldevelopandpostontheagency'sInternetwebsiteamodelformforusebyschool districtsinnotifyingstudentsandparentsasrequiredbySubsections(c)and(c-1) Theformmustincludethe informationandresourcesdescribedbySubsection(c) Thecommissionershallreviewandupdatetheform, includingtheinformationandresources,asnecessary

(d)Thecommissionershalldevelopandpostontheagency'sInternetwebsitetheinformationandresources describedbySubsections(c),(c-1),and(c-2).

(e)Nothinginthissectionprohibitsastudentfromenteringintoasupporteddecision-makingagreementunder Chapter1357,EstatesCode,afterthetransferofrightsunderthissection.

(f)Thecommissionershalladoptrulesimplementingtheprovisionsof34C.F.R.Section300.520(b).

SECTION4 ThisActappliesbeginningwiththe2018-2019schoolyear

TAC§89.1049.ParentalRightsRegardingAdultStudents.

(a) Inaccordancewith34CodeofFederalRegulations(CFR),§300320(c)and§300520,andTexasEducation Code(TEC),§29.017,beginningatleastoneyearbeforeastudentreaches18yearsofage,thestudent's individualizededucationprogram(IEP)mustincludeastatementthatthestudenthasbeeninformedthat, unlessthestudent'sparentorotherindividualhasbeengrantedguardianshipofthestudentundertheProbate Code,ChapterXIII,Guardianship,allrightsgrantedtotheparentundertheIndividualswithDisabilities EducationAct(IDEA),PartB,otherthantherighttoreceiveanynoticerequiredunderIDEA,PartB,will transfertothestudentuponreachingage18 Beginningwiththe2018-2019schoolyear,theIEPmustalso statethatthestudenthasbeenprovidedinformationandresourcesregardingguardianship,alternativesto guardianship,includingasupporteddecision-makingagreementunderTexasEstatesCode,Chapter1357,and othersupportsandservicesthatmayenablethestudenttoliveindependently Afterthestudentreachestheage of18,exceptasprovidedbysubsection(b)ofthissection,theAISDshallprovideanynoticerequiredunder IDEA,PartB,toboththeadultstudentandtheparent.

(b) Inaccordancewith34CFR,§300.520(a)(2),andTEC,§29.017(a),allrightsaccordedtoaparentunderIDEA, PartB,includingtherighttoreceiveanynoticerequiredbyIDEA,PartB,willtransfertoan18-year-old studentwhoisincarceratedinanadultorjuvenile,stateorlocalcorrectionalinstitution,unlessthestudent's parentorotherindividualhasbeengrantedguardianshipofthestudentunderTexasEstatesCode,Title3 (c) Inaccordancewith34CFR,§300520(a)(3),aschooldistrictmustnotifyinwritingtheadultstudentand parentofthetransferofparentalrights,asdescribedinsubsections(a)and(b)ofthissection,atthetimethe studentreachestheageof18 Thisnotificationisseparateanddistinctfromtherequirementthatthestudent's IEPincludeastatementrelatingtothetransferofparentalrightsbeginningatleastoneyearbeforethestudent reachestheageof18.Thisnotificationisnotrequiredtocontaintheelementsofnoticereferencedin34CFR, §300.503,butmustincludeastatementthatparentalrightshavetransferredtotheadultstudent.Beginning withthe2018-2019schoolyear,thenoticemustalsoincludeinformationandresourcesregarding guardianship,alternativestoguardianship,includingasupporteddecision-makingagreementunderTexas EstatesCode,Chapter1357,andothersupportsandservicesthatmayenablethestudenttoliveindependently, andmustprovidecontactinformationforthepartiestouseinobtainingadditionalinformation

(d) AnoticeunderIDEA,PartB,whichisrequiredtobegiventoanadultstudentandparentdoesnotcreatea rightfortheparenttoconsenttoorparticipateintheproposalorrefusaltowhichthenoticerelates For example,anoticeofanadmission,review,anddismissal(ARD)committeemeetingdoesnotconstitute invitationto,orcreatearightfor,theparenttoattendthemeeting.However,inaccordancewith34CFR, §300.321(a)(6),theadultstudentortheschooldistrictmayinviteindividualswhohaveknowledgeorspecial expertiseregardingthestudent,includingtheparent.

(e) Nothinginthissectionprohibitsasupporteddecision-makingagreementoravalidpowerofattorneyfrom beingexecutedbyanindividualwhoholdsrightsunderIDEA,PartB

< For "Alternatives to Guardianship," see Section 4b. under Y. Transition Planning.

VII. MEMBERSHIPOFTHEARD/IEPCOMMITTEE

§300.321IEPTeam.

(a)General.ThepublicagencymustensurethattheIEPTeamforeachchildwithadisabilityincludes--

(1)Theparentsofthechild;

(2)Notlessthanoneregulareducationteacherofthechild(ifthechildis,ormaybe,participatingin theregulareducationenvironment);

(3)Notlessthanonespecialeducationteacherofthechild,orwhereappropriate,notlessthenone specialeducationproviderofthechild;

(4)Arepresentativeofthepublicagencywho(i)Isqualifiedtoprovide,orsupervisetheprovisionof,speciallydesignedinstructiontomeetthe uniqueneedsofchildrenwithdisabilities; (ii)Isknowledgeableaboutthegeneraleducationcurriculum;and (iii)Isknowledgeableabouttheavailabilityofresourcesofthelocaleducationagency.

(5)Anindividualwhocaninterprettheinstructionalimplicationsofevaluationresults,whomaybea memberoftheteamdescribedinparagraphs(a)(2)through(a)(6)ofthissection;

(6)Atthediscretionoftheparentorthepublicagency,otherindividualswhohaveknowledgeorspecial expertiseregardingthechild,includingrelatedservicespersonnelasappropriate;and

(7)Wheneverappropriate,thechildwithadisability.

(b)Transitionservicesparticipants.

(1)Inaccordancewithparagraph(a)(7)ofthissection,thepublicagencymustinviteachildwitha disabilitytoattendthechild’sIEPmeetingifapurposeofthemeetingwillbetheconsiderationof thepostsecondarygoalsforthechildandthetransitionservicesneededtoassistthechildin reachingthosegoalsunder§300.320(b).

(2)IfthechilddoesnotattendtheIEPTeammeeting,thepublicagencymusttakeotherstepstoensure thatthechild’spreferencesandinterestsareconsidered.

(3)Totheextentappropriate,withtheconsentoftheparentsorachildwhohasreachedtheageof majority,inimplementingtherequirementsofparagraph(b)(1)ofthissection,thepublicagency mustinvitearepresentativeofanyparticipatingagencythatislikelytoberesponsibleforproviding orpayingfortransitionservices.

(c)Determinationofknowledgeandspecialexpertise.Thedeterminationoftheknowledgeorspecial expertiseofanyindividualdescribedinparagraph(a)(6)ofthissectionmustbemadebytheparty (parentsorthepublicagency)whoinvitedtheindividualtobeamemberoftheIEPTeam.

(d)Designatingapublicagencyrepresentative.Thepublicagencymaydesignateapublicagencymemberof theIEPTeamtoalsoserveastheagencyrepresentative,ifthecriteriainparagraph(a)(4)ofthissection aresatisfied.

(e)IEPTeamattendance.

(1)AmemberoftheIEPTeamdescribedinparagraph(a)(2)through(a)(5)of§300.321,isnotrequired toattendanIEPmeeting,inwholeorinpart,iftheparentofachildwithadisabilityandthepublic agencyagree,inwriting,thattheattendanceofthememberisnotnecessarybecausethemember's areaofthecurriculumorrelatedservicesisnotbeingmodifiedordiscussedinthemeeting.

(2)AmemberoftheIEPTeamdescribedin(e)(1)maybeexcusedfromattendinganIEPmeeting,in wholeorinpart,whenthemeetinginvolvesamodificationtoordiscussionofthemember'sareaof thecurriculumorrelatedservices,if--

(i)Theparent,inwriting,andtheLEAconsenttotheexcusal;and (ii)Themembersubmits,inwritingtotheparentandtheIEPTeam,inputintothedevelopmentof theIEPpriortothemeeting.

(f)InitialIEPmeetingforchildunderPartC.InthecaseofachildwhowaspreviouslyservedunderPartC oftheAct,aninvitationtotheinitialIEPmeetingmust,attherequestoftheparent,besenttothePart CservicecoordinatororotherrepresentativesofthePartCsystemtoassistwiththesmoothtransition ofservices.(Authority:20U.S.C.1414(d)(1)(B)–(d)(1)(D))

(See TAC §89 1050 )

Decisions regarding eligibility and programming for a student with a disability will be made by a group of persons who meet at least annually as an ARD/IEP committee. This committee must include:

The parent of the child

At least one general education teacher of the child Efforts should be made to ensure that the general education representative of the ARD committee be a professional who has contact with the student either daily or weekly and thus has direct knowledge of the student Efforts may include; selecting a teacher who provides academic instruction at some point in the student's schedule, selecting a teacher who provides instruction in physical education or a related arts area, selecting a teacher who provides intervention support, or selecting a teacher who provides instruction in an elective area,

At least one special education teacher or service provider working with the student,

A representative of the school district. This member of the ARD is either the campus principal or the principal's designee which might include the assistant or vice principal. Regardless of the position which serves in this capacity, the following conditions apply; the individual in this position must have the authority and responsibility to commit district resources to ensure implementation of the student's IEP, regardless of the designee, the principal remains responsible for ensuring that the IEP is implemented, and the individual in the position chairs the meeting, guides the discussion and supports parent participation and involvement

The student if appropriate The invitation to the ARD meeting will indicate that the student was invited to the meeting,

The AHS diagnostician and/or Transition Specialist is responsible for inviting officials from other agencies to the IEP meeting if appropriate and obtaining parent/student consent/release of information. The AISD attempts to have representatives from other agencies meet with students and parents prior to the IEP meeting to ensure more quality time to discuss post secondary services and options

Excusal

If the member’s area is not being modified or discussed, the member may be excused from the meeting if the parent and AISD agree in writing on the district form that the members attendance is not necessary. The AISD parental informed consent is required in order to excuse an IEP member if their area of the curriculum or related service will be modified or discussed. Parental consent for excusal in must include all elements of informed consent found in the Procedural Safeguards section The AISD will attempt to provide a minimum of 3 days advance written input to the parent to consider excusal unless there are emergency circumstances which cannot be avoided The parent always has the right not to agree to the excusal The AISD will not routinely excuse IEP members and each IEP meeting requires either appropriate agreement or consent for the IEP member requesting excusal Any excusal from the ARD/IEP Meeting will follow exact guidelines in §300 321 (e) (1-2) and be documented in writing on the AISD form

ClicklinkforTEAGuidanceforInvitingAgencyReptoARDMeeting. https://tea.texas.gov/Academics/Special Student Populations/Special Education SPED/Programs and Services/ State Guidance/Guidance for Inviting Agency Representatives to Admission, Review, and Dismissal Comm ittee Meeting

TAC§89.1050TheAdmission,Review,andDismissal(ARD)Committee. (c) ARDcommitteemembership

(1)ARDcommitteesmustincludethefollowing:

(A)theparentsofthestudent;

(B)notlessthanoneregulareducationteacherofthestudent(ifthestudentis,ormaybe,participatingin theregulareducationenvironment);whomust,totheextentpracticable,beateacherwhois responsibleforimplementingaportionofthestudent'sIEP;

(C)notlessthanonespecialeducationteacherofthestudent,orwhereappropriate,notlessthanone specialeducationproviderofthestudent;

(D)arepresentativeoftheschooldistrictwho:

(i)isqualifiedtoprovide,orsupervisetheprovisionof,speciallydesignedinstructiontomeetthe uniqueneedsofstudentswithdisabilities;

(ii)isknowledgeableaboutthegeneraleducationcurriculum;and

(iii)isknowledgeableabouttheavailabilityofresourcesoftheschooldistrict;

(E)anindividualwhocaninterprettheinstructionalimplicationsofevaluationresults,whomaybea memberofthecommitteedescribedinsubparagraphs(B)-(D)and(F)ofthisparagraph;

(F)atthediscretionoftheparentortheschooldistrict,otherindividualswhohaveknowledgeorspecial expertiseregardingthestudent,includingrelatedservicespersonnel,asappropriate;

(G)wheneverappropriate,thestudentwithadisability;

(H)totheextentappropriate,withtheconsentoftheparentsorastudentwhohasreachedtheageof majority,arepresentativeofanyparticipatingagencythatislikelytoberesponsibleforprovidingor payingfortransitionservices;

(I)arepresentativefromcareerandtechnicaleducation(CTE),preferablytheteacher,whenconsidering initialorcontinuedplacementofastudentinCTE;and

(J)aprofessionalstaffmemberwhoisonthelanguageproficiencyassessmentcommitteewhomaybea memberofthecommitteedescribedinsubparagraphs(B)and(C)ofthisparagraph,ifthestudentis identifiedasanEnglishlanguagelearner.

(2)ThespecialeducationteacherorspecialeducationproviderthatparticipatesintheARDcommittee meetingmustbeappropriatelycertifiedorlicensedasrequiredby34CFR,§300156

(3)Ifthestudentis:

(A) astudentwithasuspectedordocumentedvisualimpairment,theARDcommitteemustincludea teacherwhoiscertifiedintheeducationofstudentswithvisualimpairments;

(B) astudentwithasuspectedordocumentedauditoryimpairment,theARDcommitteemustincludea teacherwhoiscertifiedintheeducationofstudentswhoaredeaforhardofhearing;or

(C) astudentwithsuspectedordocumenteddeaf-blindness,theARDcommitteemustincludeateacher whoiscertifiedintheeducationofstudentswithvisualimpairmentsandateacherwhoiscertifiedin theeducationofstudentswhoaredeaforhardofhearing AlsoseeSection4b.AdditionalIEP Requirements Moreinformation:http://teatexasgov/index2aspx? id=2147498410&ekfxmen noscript=1&ekfxmensel=e9edebdf8 25769804222 25769804224

(4) AnARDcommitteememberisnotrequiredtoattendanARDcommitteemeetingiftheconditionsof either34CFR,§300321(e)(1),regardingattendance,or34CFR,§300321(e)(2),regardingexcusal,have beenmet.

TEC§75.1023.ProvisionsforIndividualsWhoAreMembersofSpecialPopulations

(d) (1) TheARDcommitteeshallincludearepresentativefromcareerandtechnicaleducation,preferablythe teacher,whenconsideringinitialorcontinuedplacementofastudentinacareerandtechnicaleducation program http://ritterteastatetxus/rules/tac/chapter075/ch75bbhtml

TEC§891230(b)EligibleStudentswithDisabilities Aprofessionalmemberofthelanguageproficiency assessmentcommitteeshallserveontheadmission,review,anddismissal(ARD)committeeofeachlimited Englishproficientstudentwhoqualifiesforservicesinthespecialeducationprogram.

VIII. ARD/IEPMEETINGS(DevelopmentoftheIEP)

All appropriate district forms will be used to document the meeting and decisions Staff responsibilities are outlined on following pages as well as included in AISD Job Descriptions The special education staff will provide relevant evaluation and educational data to the ARD/IEP committee as appropriate

Once the student is determined an eligible special education student, the parent or district staff may request an ARD meeting as needed in the future An ARD meeting may be requested by contacting the student’s special education teacher or case manager

1 The diagnostician will collaborate with campus staff to develop the ARD schedule using Success Ed report listing of annual ARD due dates

2. The diagnostician/SLP/Special Education secretary will complete the Notice of ARD and send the first notice approximately two weeks prior to the due date to allow time to reschedule and provide required notices.(see Procedural Safeguards).

3. The diagnostician/SLP is responsible for notifying all required members of the ARD and using required district forms

4 The diagnostician/SLP is responsible providing a copy of the completed IEP to the parent

A.Initial TEC§29.005.IndividualizedEducationProgram.

The assigned diagnostician/LSSP will plan with the staff and parent an agreeable time for the Initial ARD meeting

B.AnnualReview

Annual ARD/IEP Committee Meeting

In the AISD, Annual ARD/IEP committee meetings are scheduled at least two weeks prior to the 12 month anniversary date If the anniversary date falls before the spring semester for a 5 th grader entering 6 th grade or an 8 th grader entering 9 th grade, the AISD, on an individual basis may decide to conduct a spring end of year annual review to prepare the student’s IEP for the next campus The AISD will follow federal and state requirements regarding annual ARD/IEP committee meetings

§300.324Development,review,andrevisionofIEP (b)ReviewandrevisionofIEPs.

(1)General.Thepublicagencymustensurethat,subjecttoparagraph(b)(2)and(b)(3)ofthissection, theIEPTeam--

(i)Reviewsthechild'sIEPperiodically,butnotlessthanannually,todeterminewhethertheannual goalsforthechildarebeingachieved;and

(ii)RevisestheIEP,asappropriate,toaddress--

(A)Anylackofexpectedprogresstowardtheannualgoalsdescribedin§300.320(a)(2),andin thegeneraleducationcurriculum,ifappropriate;

(B)Theresultsofanyreevaluationconductedunder§300.303;

(C)Informationaboutthechildprovidedto,orby,theparents,asdescribedunder§300.305(a) (2);

(D)Thechild'santicipatedneeds;or

(E)Othermatters.

(2)Considerationofspecialfactors.TheIEPTeammust…

(i)Inthecaseofachildwhosebehaviorimpedesthechild’slearningorthatofothers,considertheuse ofpositivebehavioralinterventionsandsupports,andotherstrategies,toaddressthatbehavior.

(ii)InthecaseofachildwithlimitedEnglishproficiency,considerthelanguageneedsofthechildas thoseneedsrelatetothechild'sIEP;

(iii)Inthecaseofachildwhoisblindorvisuallyimpaired,provideforinstructioninBrailleandthe useofBrailleunlesstheIEPTeamdetermines,afteranevaluationofthechild'sreadingand

writingskills,needs,andappropriatereadingandwritingmedia(includinganevaluationofthe child'sfutureneedsforinstructioninBrailleortheuseofBraille),thatinstructioninBrailleor theuseofBrailleisnotappropriateforthechild;

(v)Considerwhetherthechildneedsassistivetechnologydevicesandservices.

(vi)Considerthecommunicationneedsofthechild,andinthecaseofachildwhoisdeaforhardof hearing,considerthechild'slanguageandcommunicationneeds,opportunitiesfordirect communicationswithpeersandprofessionalpersonnelinthechild'slanguageand communicationmode,academiclevel,andfullrangeofneeds,includingopportunitiesfordirect instructioninthechild'slanguageandcommunicationmode;

(3)Requirementwithrespecttoregulareducationteacher.Aregulareducationteacherofthechild,asa memberoftheIEPTeam,must,consistentwithparagraph(a)(3)ofthissection,participateinthe reviewandrevisionoftheIEPofthechild.

§300.116Placements. For placement in its entirety, please see LRE in next part of section 4

Indeterminingtheeducationalplacementofachildwithadisability,includingapreschoolchildwitha disability,thepublicagencymustensurethat--

(b)Thechild'splacement--

(1)Isdeterminedatleastannually;

(2)Isbasedonthechild'sIEP;and

(3)Isascloseaspossibletothechild'shome,unlesstheparentagreesotherwise;

C.ReevaluationPlanningARD

§300.324Development,review,andrevisionofIEP (a)(5)ConsolidationofIEPTeammeetings.Totheextentpossible,thepublicagencymustencouragethe consolidationofreevaluationmeetingsforthechildandotherIEPTeammeetingsforthechild.

REED ARDs

The AISD will conduct a Review of Existing Evaluation Data (described in the FIE Section 2) prior to additional evaluation taking place. If the student is a special education student and the 3 year reevaluation is due within the next 12 months, the Annual ARD/IEP Committee may conduct the Review of Existing Evaluation Data and plan the evaluation during that Annual ARD Meeting

The Case Manager or Diagnostician will contact all other service providers prior to the planning ARD or Annual ARD to gather input and to work toward consolidating all other required evaluations into one comprehensive Full and Individual Evaluation for the student, including Speech, OT/PT, etc

D.Brief/RevisionARD(NewProvisions:Agreements,Amendments)

§300.324Development,review,andrevisionofIEP (a)(4)Agreement.

(i)Inmakingchangestoachild'sIEPaftertheannualIEPmeetingforaschoolyear,theparentofa childwithadisabilityandthepublicagencymayagreenottoconveneanIEPmeetingforthe purposesofmakingthosechanges,andinsteadmaydevelopawrittendocumenttoamendor modifythechild'scurrentIEP.

(ii)Ifchangesaremadetothechild’sIEPinaccordancewithparagraph(a)(4)(i)ofthissection,the publicagencymustensurethatthechild’sIEPTeamisinformedofthosechanges.

(5)ConsolidationofIEPTeammeetings.Totheextentpossible,thepublicagencymustencouragethe consolidationofreevaluationmeetingsforthechildandotherIEPTeammeetingsforthechild.

(6)Amendments.ChangestotheIEPmaybemadeeitherbytheentireIEPTeamatanIEPTeam meetingor,asprovidedinparagraph(a)(4)ofthissection,byamendingtheIEPratherthanby redraftingtheentireIEP.Uponrequest,aparentmustbeprovidedwitharevisedcopyoftheIEP withtheamendmentsincorporated.

Any agreement or amendment to the ARD/IEP Meeting will follow exact guidelines in §300 324 (a) (4 and 6) as listed below. The agreement in §300.324 (a) (4) must be documented in writing on the AISD form provided to you.

The campus administrator must approve the decision to complete a proposed amendment to the IEP.

Discuss the proposed amendment with appropriate IEP team members including discussion with the parents in person or by phone.

Complete the district form provided to you and obtain parent signature of agreement to amend the IEP.

Distribute the signed amendment to all IEP team members and implementers.

The educational diagnostician/LSSP will File the original amendment with the parent signature in the student’s eligibility form with the Annual ARD/IEP document that is being amended

Changes that require an ARD/IEP meeting The amendment procedure MAY NOT be used for the following changes:

A Change in the student’s placement that results in additional time within a special education setting

A Manifestation Determination Review and/or development and/or review of a FBA or BIP

A Change in special education services, amount of service time, or to add/drop services (excluding transportation)

A review of assessment information that would lead to an eligibility determination or change

A Review of a student’s lack of progress

a Proposal to change State and/or district testing level

Changes that DO NOT require an ARD/IEP meeting The amendment procedure MAY be used for the following changes:

State and district testing grade level or expected achievement level

Transportation

Accommodations or revision of existing modifications

Minor clerical errors

E.Dismissal/ChangeofPlacement/SummaryofPerformance(SOP)

§300.305Additionalrequirementsforevaluationsandreevaluations.

For §300 305 in its entirety, see Section 2 FIE (e)Evaluationsbeforechangeinplacement.

TAC§89.1225.TestingandClassificationofStudents.

(k) TheARDcommitteeinconjunctionwiththelanguageproficiencyassessmentcommitteeshalldeterminean appropriateassessmentinstrumentandperformancestandardrequirementforexitundersubsection(h)ofthis sectionforstudentsforwhomthosetestswouldbeinappropriateaspartoftheIEP Thedecisiontoexita studentwhoreceivesbothspecialeducationandspeciallanguageservicesfromthebilingualeducationor EnglishasasecondlanguageprogramisdeterminedbytheARDcommitteeinconjunctionwiththelanguage proficiencyassessmentcommitteeinaccordancewithapplicableprovisionsofsubsection(h)ofthissection

F.Graduation (see also letter E. Dismissal - e.3. above)

These Operating Guidelines include information for the new Foundation graduation requirements based on HB 5 passed by the 83rd legislature in 2013 The Minimum, Recommended and Distinguished Programs are still available for students who entered grade 9 before the 2012-2013 school year

Graduation Rules Simplified: See the TEA Graduation side-by-side chart that compares the new Foundation Program to the old Minimum, Recommended and Distinguished High School Graduation Programs Click on the link provided and look for Side-by-Side Comparison - Current Graduation Requirements and HB 5 Requirements to be Implemented Beginning in 2014-2015. http://tea.texas.gov/graduation.aspx

TAC§74.1021.TRANSITIONTOTHEFOUNDATIONHIGHSCHOOLPROGRAMhasbeen repealedandreplacedwith§74.1027

TAC§74.1027.DIPLOMASFORCERTAININDIVIDUALSWHOENTEREDGRADE9BEFORE 2011-2012SCHOOLYEAR.

(a) Effectivebeginningwiththe2017-2018schoolyear,inaccordancewiththeTexasEducationCode(TEC) §28.02541,aschooldistrictoranopen-enrollmentcharterschoolmayawardahighschooldiplomatoan individualwho:

(1)enteredGrade9beforethe2011-2012schoolyear;

(2)successfullycompletedthecurriculumrequirementsforhighschoolgraduationapplicabletotheindividual whentheindividualenteredGrade9;

(3)hasnotperformedsatisfactorilyonanassessmentinstrumentorapartofanassessmentinstrument requiredforhighschoolgraduation,includinganalternateassessmentofferedunderTEC,§39025(c-2);

(4)hasbeenadministeredatleastthreetimestherequiredsubject-areatest(s),includinganalternate assessmentasspecifiedinparagraph(3)ofthissubsection,forwhichtheindividualhasnotperformed satisfactorilyontheexit-levelassessmentinstrumentapplicabletotheindividualwhentheindividual enteredGrade9;and

(5)meetsthealternativerequirementsforgraduationinaccordancewithsubsection(c)ofthissectionorthe localalternativerequirementsapprovedbytheboardoftrusteesinaccordancewithsubsection(d)ofthis section

(b) Theschooldistrictoropen-enrollmentcharterschoolinwhichtheindividualisenrolledorwaslastenrolled shalldeterminewhethertheindividualmayqualifytograduateandreceiveahighschooldiplomaonthebasis ofthealternativerequirementsforgraduation

(c) Thealternativerequirementsforgraduationshallpermitanindividualtoqualifytograduateandreceiveahigh schooldiplomaiftheindividual:

(1)hasmettheperformancestandardonanalternateassessmentasspecifiedin§101.4003ofthistitle (relatingtoTexasAssessmentofKnowledgeandSkillsExit-LevelAlternateAssessments);

(2)hasperformedsatisfactorilyontheapplicablesubject-areatestofastateapprovedhighschoolequivalency examinationinaccordancewith§8943(a)(4)ofthistitle(relatingtoEligibilityforaTexasCertificateof HighSchoolEquivalency);

(3)providesevidenceofattainmentofaTexasEducationAgency-approvedindustry-recognizedpost secondarylicenseorcertification;

(4)providesevidenceofcurrentactivedutyserviceinthearmedforcesoraDDForm214indicating honorableorgeneraldischargefromthearmedforces;or

(5)hassuccessfullycompletedcollege-levelcourseworkandearnedcollegecredit.

(d) Withapprovalbytheschooldistrictboardoftrustees,aschooldistrictmaydeveloprecommendationsfor localalternativerequirementiftherequirementswouldallowanindividualtodemonstrateproficiencyinthe contentrelatedtoanexaminationforwhichtheindividualhasnotperformedsatisfactorily

(e) Adecisionregardingwhethertheindividualqualifiestograduateandreceiveahighschooldiplomaisfinal andmaynotbeappealed

(f) Theschooldistrictoropen-enrollmentcharterschoolshallmaintaindocumentationtosupportthedecisionto awardornotawardanindividualahighschooldiploma

(g) ProvisionofthissectionexpireSeptember1,2023

StatutoryAuthority:Theprovisionsofthis§74.1027issuedundertheTexasEducationCode,§28.02541.Source: Theprovisionsofthis§74.1027adoptedtobeeffectiveMay3,2018,43TexReg2577;amendedtobeeffective February10,2020,45TexReg893

TAC§74.11.HIGHSCHOOLGRADUATIONREQUIREMENTS.

(a) Toreceiveahighschooldiploma,astudententeringGrade9inthe2014-2015schoolyearandthereaftermust completethefollowing:

(1)inaccordancewithsubsection(c)ofthissection,requirementsoftheFoundationHighSchoolProgram specifiedin§74.12ofthistitle(relatingtoFoundationHighSchoolProgram);[and]

(2)testingrequirementsforgraduationasspecifiedinChapter101ofthistitle(relatingtoAssessment);and[.]

(3)demonstratedproficiency,asdeterminedbythedistrictinwhichthestudentisenrolled,indeliveringclear verbalmessages;choosingeffectivenonverbalbehaviors;listeningfordesiredresults;applyingvalid critical-thinkingandproblem-solvingprocesses;andidentifying,analyzing,developing,andevaluating

communicationskillsneededforprofessionalandsocialsuccessininterpersonalsituations,group interactions,andpersonalandprofessionalpresentations.

(b) AschooldistrictshallclearlyindicatethedistinguishedlevelofachievementundertheFoundationHigh SchoolProgram,anendorsement,andaperformanceacknowledgmentonthediplomaandtranscriptor academicachievementrecord(AAR)ofastudentwhosatisfiestheapplicablerequirements

(c) AstudententeringGrade9inthe2014-2015schoolyearandthereaftershallenrollinthecoursesnecessaryto completethecurriculumrequirementsfortheFoundationHighSchoolProgramspecifiedin§7412ofthis titleandthecurriculumrequirementsforatleastoneendorsementspecifiedin§7413ofthistitle(relatingto Endorsements).

(d) AstudentmaygraduateundertheFoundationHighSchoolProgramwithoutearninganendorsementif,after thestudent'ssophomoreyear:

(1)thestudentandthestudent'sparentorpersonstandinginparentalrelationtothestudentareadvisedbya schoolcounselorofthespecificbenefitsofgraduatingfromhighschoolwithoneormoreendorsements; and

(2)thestudent'sparentorpersonstandinginparentalrelationtothestudentfileswithaschoolcounselor writtenpermission,onaformadoptedbytheTexasEducationAgency(TEA),allowingthestudentto graduateundertheFoundationHighSchoolProgramwithoutearninganendorsement

(e) The special education reference is listed below To read the full text for this section, you may click on this link: http://texreg sos state tx us/public/readtac$ext ViewTAC?

tac view=5&ti=19&pt=2&ch=74&sch=B&rl=Y

TAC§74.12.FOUNDATIONHIGHSCHOOLPROGRAM.

(a) Credits Astudentmustearnatleast22creditstocompletetheFoundationHighSchoolProgram

(b) Corecourses Astudentmustdemonstrateproficiencyinthefollowing etc The special education reference is listed below To read the full text for this section, you may click on this link: http://texreg sos state tx us/public/readtac$ext ViewTAC?tac view=5&ti=19&pt=2&ch=74&sch=B&rl=Y (5)(D)Thedeterminationregardingastudent'sabilitytocompletethesecondcreditofLOTEmustbeagreed toby:

(i)theteacherofthefirstLOTEcreditcourseoranotherLOTEteacherdesignatedbytheschooldistrict, theprincipalordesignee,andthestudent'sparentorpersonstandinginparentalrelation;

(ii)thestudent'sadmission,review,anddismissal(ARD)committeeifthestudentreceivesspecial educationservicesundertheTEC,Chapter29,SubchapterA;or

(iii)thecommitteeestablishedforthestudentunderSection504,RehabilitationActof1973(29United StatesCode,Section794)ifthestudentdoesnotreceivespecialeducationservicesundertheTEC, Chapter29,SubchapterA,butiscoveredbytheRehabilitationActof1973

(E)Astudent,whoduetoadisability,isunabletocompletetwocreditsinthesamelanguageinalanguage otherthanEnglish,maysubstituteacombinationoftwocreditsthatarenotbeingusedtosatisfyanother specificgraduationrequirementselectedfromEnglishlanguagearts,mathematics,science,orsocial studiesortwocreditsincareerandtechnicaleducationortechnologyapplicationsfortheLOTEcredit requirements.Thedeterminationregardingastudent'sabilitytocompletetheLOTEcreditrequirements willbemadeby:

(i)thestudent'sARDcommitteeifthestudentreceivesspecialeducationservicesundertheTEC,Chapter 29,SubchapterA;or

(ii)thecommitteeestablishedforthestudentunderSection504,RehabilitationActof1973(29United StatesCode(USC),§794)ifthestudentdoesnotreceivespecialeducationservicesundertheTEC, Chapter29,SubchapterA,butiscoveredbytheRehabilitationActof1973.

(F)and(G)....

(6)(G)Astudentwhoisunabletoparticipateinphysicalactivityduetodisabilityorillnessmaysubstitutean academicelectivecredit(Englishlanguagearts,mathematics,science,orsocialstudies)oracoursethatis offeredforcreditasprovidedbytheTEC,§28002(g-1),forthephysicaleducationcreditrequirement Thedeterminationregardingastudent'sabilitytoparticipateinphysicalactivitywillbemadeby:

(i)thestudent'sARDcommitteeifthestudentreceivesspecialeducationservicesundertheTEC,Chapter 29,SubchapterA;

(ii)thecommitteeestablishedforthestudentunderSection504,RehabilitationActof1973(29USC, §794)ifthestudentdoesnotreceivespecialeducationservicesundertheTEC,Chapter29, SubchapterA,butiscoveredbytheRehabilitationActof1973;or

(iii)acommitteeestablishedbytheschooldistrictofpersonswithappropriateknowledgeregardingthe studentifeachofthecommitteesdescribedbyclauses(i)and(ii)ofthissubparagraphisinapplicable.

ThiscommitteeshallfollowthesameproceduresrequiredofanARDoraSection504committee.

TAC§74.13.ENDORSEMENTS.

(a) AstudentshallspecifyinwritinganendorsementthestudentintendstoearnuponenteringGrade9

(b) Adistrictshallpermitastudenttoenrollincoursesundermorethanoneendorsementbeforethestudent's junioryearandtochoose,atanytime,toearnanendorsementotherthantheendorsementthestudent previouslyindicated Thissectiondoesnotentitleastudenttoremainenrolledtoearnmorethan26credits

(c) Astudentmustearnatleast26creditstoearnanendorsement The special education reference is listed below To read the full text for this section, you may click on this link: http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac view=5&ti=19&pt=2&ch=74&sch=B&rl=Y

TAC§74.14.PERFORMANCEACKNOWLEDGMENTS.

(a) Astudentmayearnaperformanceacknowledgmentonthestudent'sdiplomaandtranscriptforoutstanding performanceinadualcreditcoursebysuccessfullycompleting The special education reference is listed below To read the full text for this section, you may click on this link: http://texreg sos state tx us/public/readtac$ext ViewTAC?tac view=5&ti=19&pt=2&ch=74&sch=B&rl=Y

TEC§28.025.HIGHSCHOOLDIPLOMAANDCERTIFICATE;ACADEMICACHIEVEMENT RECORD.

(a) TheStateBoardofEducationbyruleshalldeterminecurriculumrequirementsforthefoundationhighschool programthatareconsistentwiththerequiredcurriculumunderSection28002 TheStateBoardofEducation shalldesignatethespecificcoursesinthefoundationcurriculumunderSection28002(a)(1)requiredunderthe foundationhighschoolprogram Exceptasprovidedbythissection,theStateBoardofEducationmaynot designateaspecificcourseoraspecificnumberofcreditsintheenrichmentcurriculumasrequirementsfor theprogram.

(b) Aschooldistrictshallensurethateachstudent,onenteringninthgrade,indicatesinwritinganendorsement underSubsection(c-1)thatthestudentintendstoearn. Adistrictshallpermitastudenttochoose,atanytime, toearnanendorsementotherthantheendorsementthestudentpreviouslyindicated. Astudentmaygraduate underthefoundationhighschoolprogramwithoutearninganendorsementif,afterthestudent'ssophomore year:

(1) thestudentandthestudent'sparentorpersonstandinginparentalrelationtothestudentareadvisedbya schoolcounselorofthespecificbenefitsofgraduatingfromhighschoolwithoneormoreendorsements; and

(2) thestudent'sparentorpersonstandinginparentalrelationtothestudentfileswithaschoolcounselor writtenpermission,onaformadoptedbytheagency,allowingthestudenttograduateunderthe foundationhighschoolprogramwithoutearninganendorsement.

(b-1) TheStateBoardofEducationbyruleshallrequirethatthecurriculumrequirementsforthefoundationhigh schoolprogramunderSubsection(a)includearequirementthatstudentssuccessfullycomplete:

(1) fourcreditsinEnglishlanguageartsunderSection28002(a)(1)(A),includingonecreditinEnglishI,one creditinEnglishII,onecreditinEnglishIII,andonecreditinanadvancedEnglishcourseauthorized underSubsection(b-2);

(2) threecreditsinmathematicsunderSection28002(a)(1)(B),includingonecreditinAlgebraI,onecreditin geometry,andonecreditinanyadvancedmathematicscourseauthorizedunderSubsection(b-2);

(3) threecreditsinscienceunderSection28.002(a)(1)(C),includingonecreditinbiology,onecreditinany advancedsciencecourseauthorizedunderSubsection(b-2),andonecreditinintegratedphysicsand chemistryorinanadditionaladvancedsciencecourseauthorizedunderSubsection(b-2);

(4) threecreditsinsocialstudiesunderSection28.002(a)(1)(D),includingonecreditinUnitedStateshistory, atleastone-halfcreditingovernmentandatleastone-halfcreditineconomics,andonecreditinworld geographyorworldhistory;

(5) exceptasprovidedunderSubsections(b-12),(b-13),and(b-14),twocreditsinthesamelanguageina languageotherthanEnglishunderSection28002(a)(2)(A);

(6) fiveelectivecredits;

(7) onecreditinfineartsunderSection28.002(a)(2)(D);and

(8) exceptasprovidedbySubsection(b-11),onecreditinphysicaleducationunderSection28.002(a)(2)(C)

etc... The special education reference is listed below. To read the full text for this section, you may click on this link and select Chapter 28, and then 28 025: http://wwwstatutes legis state tx us/?link=ED

(b-11) InadoptingrulesunderSubsection(b-1),theStateBoardofEducationshallallowastudentwhoisunable toparticipateinphysicalactivityduetodisabilityorillnesstosubstituteonecreditinEnglishlanguagearts, mathematics,science,orsocialstudies,onecreditinacoursethatisofferedforcreditasprovidedbySection 28002(g-1),oroneacademicelectivecreditforthephysicaleducationcreditrequiredunderSubsection(b-1)

(8) Acreditallowedtobesubstitutedunderthissubsectionmaynotalsobeusedbythestudenttosatisfya graduationrequirementotherthancompletionofthephysicaleducationcredit Therulesmustprovidethatthe determinationregardingastudent'sabilitytoparticipateinphysicalactivitywillbemadeby:

(1) ifthestudentreceivesspecialeducationservicesunderSubchapterA,Chapter29,thestudent'sadmission, review,anddismissalcommittee;

(2) ifthestudentdoesnotreceivespecialeducationservicesunderSubchapterA,Chapter29,butiscovered bySection504,RehabilitationActof1973(29U.S.C.Section794),thecommitteeestablishedforthe studentunderthatAct;or

(3) ifeachofthecommitteesdescribedbySubdivisions(1)and(2)isinapplicable,acommitteeestablished bytheschooldistrictofpersonswithappropriateknowledgeregardingthestudent

(b-14) InadoptingrulesunderSubsection(b-1),theStateBoardofEducationshallallowastudentwho,dueto disability,isunabletocompletetwocoursesinthesamelanguageinalanguageotherthanEnglish,as providedunderSubsection(b-1)(5),tosubstituteforthosecreditstwocreditsinEnglishlanguagearts, mathematics,science,orsocialstudiesortwocreditsincareerandtechnologyeducation,technology applications,orotheracademicelectives.Acreditallowedtobesubstitutedunderthissubsectionmaynotalso beusedbythestudenttosatisfyagraduationcreditrequirementotherthancreditforcompletionofalanguage otherthanEnglish.Therulesmustprovidethatthedeterminationregardingastudent'sabilitytoparticipatein language-other-than-Englishcourseswillbemadeby:

(1) ifthestudentreceivesspecialeducationservicesunderSubchapterA,Chapter29,thestudent'sadmission, review,anddismissalcommittee;or

(2) ifthestudentdoesnotreceivespecialeducationservicesunderSubchapterA,Chapter29,butiscovered bySection504,RehabilitationActof1973(29USC Section794),thecommitteeestablishedforthe studentunderthatAct.

(c) ApersonmayreceiveadiplomaifthepersoniseligibleforadiplomaunderSection28.0251.Inothercases,a studentmaygraduateandreceiveadiplomaonlyif...

(2) thestudentsuccessfullycompletesanindividualizededucationprogramdevelopedunder§29005 (c-7)SubjecttoSubsection(c-8),astudentwhoisenrolledinaspecialeducationprogramunderSubchapterA, Chapter29,mayearnanendorsementonthestudent'stranscriptby:

(1)successfullycompleting,withorwithoutmodificationofthecurriculum:

(A)thecurriculumrequirementsidentifiedbytheStateBoardofEducationunderSubsection(a);and

(B)theadditionalendorsementcurriculumrequirementsprescribedbytheStateBoardofEducationunder Subsection(c-2);and

(2)successfullycompletingallcurriculumrequirementsforthatendorsementadoptedbytheStateBoardof Education:

(A)withoutmodificationofthecurriculum;or

(B)withmodificationofthecurriculum,providedthatthecurriculum,asmodified,issufficientlyrigorous asdeterminedbythestudent'sadmission,review,anddismissalcommittee (c-8)ForpurposesofSubsection(c-7),theadmission,review,anddismissalcommitteeofastudentinaspecial educationprogramunderSubchapterA,Chapter29,shalldeterminewhetherthestudentisrequiredtoachieve satisfactoryperformanceonanend-of-courseassessmentinstrumenttoearnanendorsementonthestudent's transcript.

(f) Aschooldistrictshallissueacertificateofattendancetoastudentwhoreceivesspecialeducationservices underSubchapterA,Chapter29,andwhohascompletedfouryearsofhighschoolbuthasnotcompletedthe student'sindividualizededucationprogram Aschooldistrictshallallowastudentwhoreceivesacertificateto participateinagraduationceremonywithstudentsreceivinghighschooldiplomas Astudentmayparticipate inonlyonegraduationceremonyunderthissubsection Thissubsectiondoesnotprecludeastudentfrom receivingadiplomaunderSubsection(c)(2)

TAC§89.1070.GraduationRequirements.

(a)Graduationwitharegularhighschooldiplomaundersubsections(b)(1),(b)(3),(D),(f)(1),(f)(2),(f)(3),or(f) (4)(D)ofthissectionterminatesastudent'seligibilityforspecialeducationservicesunderthissubchapterand PartBoftheIndividualswithDisabilitiesEducationActandentitlementtothebenefitsoftheFoundation SchoolProgram,asprovidedinTexasEducationCode(TEC),§48003(a)

(b)AstudententeringGrade9inthe2014-2015schoolyearandthereafterwhoreceivesspecialeducationservices maygraduateandbeawardedaregularhighschooldiplomaifthestudentmeetsoneofthefollowing conditions

(1)Thestudenthasdemonstratedmasteryoftherequiredstatestandards(ordistrictstandardsifgreater)in Chapters110-117,126-128,and130ofthistitleandsatisfactorilycompletedcreditrequirementsfor graduationundertheFoundationHighSchoolProgramspecifiedin§74.12ofthistitle(relatingto FoundationHighSchoolProgram)applicabletostudentsingeneraleducationaswellassatisfactory performanceasestablishedintheTEC,Chapter39,ontherequiredend-of-courseassessmentinstruments.

(2)Thestudenthasdemonstratedmasteryoftherequiredstatestandards(ordistrictstandardsifgreater)in Chapters110-117,126-128,and130ofthistitleandsatisfactorilycompletedcreditrequirementsfor graduationundertheFoundationHighSchoolProgramspecifiedin§7412ofthistitleapplicableto studentsingeneraleducation,butthestudent'sARDcommitteehasdeterminedthatsatisfactory performanceontheend-of-courseassessmentinstrumentsisnotnecessaryforgraduation

(3)Thestudenthasdemonstratedmasteryoftherequiredstatestandards(ordistrictstandardsifgreater)in Chapters110-117,126-128,and130ofthistitleandsatisfactorilycompletedcreditrequirementsfor graduationundertheFoundationHighSchoolProgramspecifiedin§74.12ofthistitlethroughcourses, oneormoreofwhichcontainmodifiedcurriculumthatisalignedtothestandardsapplicabletostudentin generaleducation,aswellassatisfactoryperformanceasestablishedintheTEC,Chapter39,onthe requiredend-of-courseassessmentinstruments,unlessthestudent’sARDcommitteehasdeterminedthat satisfactoryperformanceontherequiredend-of-courseassessmentinstrumentsisnotnecessaryfor graduation Thestudentmustalsosuccessfullycompletethestudent’sindividualizededucationprogram (IEP)andmeetoneofthefollowingconditions

(A)ConsistentwiththeIEP,thestudenthasobtainedfull-timeemployment,basedonthestudent'sabilities andlocalemploymentopportunities,inadditiontomasteringsufficientself-helpskillstoenablethe studenttomaintaintheemploymentwithoutdirectandongoingeducationalsupportofthelocal schooldistrict.

(B)ConsistentwiththeIEP,thestudenthasdemonstratedmasteryofspecificemployabilityskillsandselfhelpskillsthatdonotrequiredirectongoingeducationalsupportofthelocalschooldistrict

(C)Thestudenthasaccesstoservicesthatarenotwithinthelegalresponsibilityofpubliceducationor employmentoreducationaloptionsforwhichthestudenthasbeenpreparedbytheacademicprogram (D)Thestudentnolongermeetsageeligibilityrequirements

(c)Astudentreceivingspecialeducationservicesmayearnanendorsementunder§7413ofthistitle(relatingto Endorsements)ifthestudent:

(1)satisfactorilycompletestherequirementsforgraduationundertheFoundationHighSchoolProgram specifiedin§74.12ofthistitleaswellastheadditionalcreditrequirementsinmathematics,science,and electivecoursesasspecifiedin§74.13(e)ofthistitlewithorwithoutmodifiedcurriculum;

(2)satisfactorilycompletesthecoursesrequiredfortheendorsementunder§74.13(f)ofthistitlewithoutany modifiedcurriculumorwithmodificationofthecurriculumprovidedthatthecurriculum,asmodified,is sufficientlyrigorousasdeterminedbythestudent’sARDcommittee;and

(3)performssatisfactorilyasestablishedintheTEC,Chapter39,ontherequiredend-of-courseassessment instrumentsunlessthestudent’sARDcommitteedeterminesthatsatisfactoryperformanceisnot necessary.

(d)Notwithstandingsubsection(c)(3)ofthissection,astudentreceivingspecialeducationservicesclassifiedin Grade11or12whohastakeneachofthestateassessmentsrequiredbyChapter101,SubchapterCC,ofthis title(relatingtoCommissioner'sRulesConcerningImplementationoftheAcademicContentAreasTesting Program)orSubchapterDDofthistitle(relatingtoCommissioner'sRulesConcerningSubstituteAssessments forGraduation)butfailedtoachievesatisfactoryperformanceonnomorethantwooftheassessmentsis eligibletoreceiveanendorsementifthestudenthasmettherequirementsinsubsection(c)(1)and(2)ofthis section

(e)AstudentreceivingspecialeducationserviceswhoenteredGrade9beforethe2014-2015schoolyearmay graduateandbeawardedahighschooldiplomaundertheFoundationHighSchoolProgramasprovidedin §74.1021ofthistitle(relatingtoTransitiontotheFoundationHighSchoolProgram),ifthestudent’sARD committeedeterminesthatthestudentshouldtakecoursesunderthatprogramandthestudentsatisfiesthe requirementsofthatprogram.Subsections(c)and(d)ofthesectionapplytoastudenttransitioningtothe

FoundationHighSchoolProgramunderthissubsection.AStheTEC,§28.0258and§39.025(a-2),modifythe stateassessmentrequirementsapplicabletostudentsingeneraleducation,astudentreceivingspecial educationserviceswhoisclassifiedinGrade11or12whohastakeneachofthestateassessmentsrequiredby Chapter101,SubchapterCC,ofthistitle(relatingtoCommissioner’sRulesConcerningImplementationof theAcademicContentAreasTestingProgram)orSubchapterDDofthistitle(relatingtoCommissioner’s RulesConcerningSubstituteAssessmentsforGraduation)butfailedtoachievesatisfactoryperformanceonno morethantwooftheassessmentsmaygraduateifthestudenthassatisfiedallotherapplicablegraduation requirements

(f)AstudentreceivingspecialeducationserviceswhoenteredGrade9beforethe2014-2015schoolyearmay graduateandbeawardedahighschooldiplomaifthestudentmeetsoneofthefollowingconditions.

(1) Thestudenthasdemonstratedmasteryoftherequiredstatestandards(ordistrictstandardsifgreater)in Chapters110-117,126-128,and130ofthistitleandsatisfactorilycompletedcreditrequirementsfor graduation(undertherecommendedordistinguishedachievementhighschoolprogramsinChapter74, SubchapterF,ofthistitle(relatingtoGraduationRequirements,BeginningwithSchoolYear2007-2008) orChapter74,SubchapterG,ofthistitle(relatingtoGraduationRequirements,BeginningwithSchool Year2012-2013)asapplicable,includingsatisfactoryperformanceasestablishedintheTEC,Chapter39, ontherequiredstateassessments

(2) Notwithstandingparagraph(1)ofthissubsection,astheTEC,§280258and§39025(a-2),modifythe stateassessmentrequirementsapplicabletostudentsingeneraleducation,astudentreceivingspecial educationserviceswhoisclassifiedinGrade11or12maygraduateundertherecommendedor distinguishedachievementhighschoolprogram,asapplicable,ifthestudenthastakeneachofthestate assessmentsrequiredbyChapter101,SubchapterCC,ofthistitle(relatingtoCommissioner'sRules ConcerningImplementationoftheAcademicContentAreasTestingProgram)orSubchapterDDofthis title(relatingtoCommissioner'sRulesConcerningSubstituteAssessmentsforGraduation)butfailedto achievesatisfactoryperformanceonnomorethantwooftheassessmentsandhasmetallotherapplicable graduationrequirementsinparagraph(1)ofthissubsection

(3) Thestudenthasdemonstratedmasteryoftherequiredstatestandards(ordistrictstandardsifgreater)in Chapters110-118,126-128,and130ofthistitleandsatisfactorilycompletedcreditrequirementsfor graduation(undertheminimumhighschoolprograminChapter74,SubchapterForG,ofthistitle),as applicable,includingparticipationinrequiredstateassessments.Thestudent'sARDcommitteewill determinewhethersatisfactoryperformanceontherequiredstateassessmentsisnecessaryforgraduation.

(4)Thestudenthasdemonstratedmasteryoftherequiredstatestandards(ordistrictstandardsifgreater)in Chapters110-118,126-128,and130ofthistitlethroughcourses,oneormoreofwhichcontainmodified contentthatisalignedtothestandardsrequiredundertheminimumhighschoolprograminChapter74, SubchapterForG,ofthistitle,asapplicable,aswellasthesatisfactorilycompletedcreditrequirements undertheminimumhighschoolprogram,includingparticipationinrequiredstateassessments The student'sARDcommitteewilldeterminewhethersatisfactoryperformanceontherequiredstate assessmentsisnecessaryforgraduation.Thestudentgraduatingunderthissubsectionmustalso successfullycompletethestudent'sIEPandmeetoneofthefollowingconditions:

(A)ConsistentwiththeIEP,thestudenthasobtainedfull-timeemployment,basedonthestudent's abilitiesandlocalemploymentopportunities,inadditiontomasteringsufficientself-helpskillsto enablethestudenttomaintaintheemploymentwithoutdirectandongoingeducationalsupportofthe localschooldistrict

(B)ConsistentwiththeIEP,thestudenthasdemonstratedmasteryofspecificemployabilityskillsand self-helpskillsthatdonotrequiredirectongoingeducationalsupportofthelocalschooldistrict

(C)Thestudenthasaccesstoservicesthatarenotwithinthelegalresponsibilityofpubliceducationor employmentoreducationaloptionsforwhichthestudenthasbeenpreparedbytheacademicprogram.

(D)Thestudentnolongermeetsageeligibilityrequirements.

(g) Allstudentsgraduatingunderthissectionmustbeprovidedwithasummaryofacademicachievementand functionalperformanceasdescribedin34CodeofFederalRegulations(CFR),§300.305(e)(3).Thissummary mustconsider,asappropriate,theviewsoftheparentandstudentandwrittenrecommendationsfromadult serviceagenciesonhowtoassistthestudentinmeetingpostsecondarygoals Anevaluationasrequiredby34 CFR,§300305(e)(1),mustbeincludedaspartofthesummaryforastudentgraduatingundersubsections(b) (2);(b)(3)(A),(B),or(C)or(f)(4)(A),(B),or(C)ofthissection

The manner in which a student with a disability meets requirements for graduation will be determined by the IEP/ARD committee This Summary of Performance (SOP) will be completed prior to graduation using the district approved form. (Agency input will be requested upon parent/adult student consent, Summary of Performance is supported with information included in student's IEP/transition supplement.)

(h) Studentswhoparticipateingraduationceremoniesbutwhoarenotgraduatingundersubsections(b)(2);(b)(3) (A),(B),or(C)or(g)(4)(A),(B),or(C)ofthissectionandwhowillremaininschooltocompletetheir educationdonothavetobeevaluatedinaccordancewithsubsection(g)ofthissection.

(i) Employabilityandself-helpskillsreferencedundersubsections(b)(3)and(f)(4)ofthesectionarethoseskills directlyrelatedtothepreparationofstudentsforemployment,includinggeneralskillsnecessarytoobtainor retainemployment

(j) Forstudentswhoreceiveadiplomaaccordingtosubsections(b)(2);(b)(3)(A),(B),or(C)or(f)(4)(A),(B),or (C)ofthissection,theARDcommitteemustdetermineneedededucationalservicesupontherequestofthe studentorparenttoresumeservices,aslongasthestudentmeetstheageeligibilityrequirements.

(k) Forpurposesofthissection,modifiedcurriculumandmodifiedcontentrefertoanyreductionoftheamountor complexityoftherequiredknowledgeandskillsinChapters110-117,126-128,and130ofthistitle. Substitutionsthatarespecificallyauthorizedinstatuteorrulemustnotbeconsideredmodifiedcurriculumor modifiedcontent.

Graduationoptionsforstudentswithdisabilitiesreceivingspecialeducationserviceswhoenteredgrade9before the2011-2012schoolyear Division 2 Participation and Assessment Requirements for Graduation: http://rittertea state tx us/rules/tac/chapter101/

SB149-IndividualGraduationCommittees(IGC)FrequentlyAskedQuestions. Click on link below for specific answers to questions regarding special education students. Choose the IGC link. http://tea.texas.gov/graduation.aspx

TEC§28.0212.PersonalGraduationPlan

(a)Aprincipalshalldesignateaguidancecounselor,teacher,orotherappropriateindividualtodevelopand administerapersonalgraduationplanforeachstudentenrolledinajuniorhigh,middle,orhighschoolwho: (1)doesnotperformsatisfactorilyonanassessmentinstrumentadministeredunderSubchapterB,Chapter39 (TAKS);or

(2)isnotlikelytoreceiveahighschooldiplomabeforethefifthschoolyearfollowingthestudent's enrollmentingradelevelnine,asdeterminedbythedistrict.

(b)Apersonalgraduationplanmust:

(1)identifyeducationalgoalsforthestudent;

(2)includediagnosticinformation,appropriatemonitoringandintervention,andotherevaluationstrategies;

(3)includeanintensiveinstructionprogramdescribedbySection280213;

(4)addressparticipationofthestudent'sparentorguardian,includingconsiderationoftheparent'sor guardian'seducationalexpectationsforthestudent;and

(5)provideinnovativemethodstopromotethestudent'sadvancement,includingflexiblescheduling, alternativelearningenvironments,on-lineinstruction,andotherinterventionsthatareprovento acceleratethelearningprocessandhavebeenscientificallyvalidatedtoimprovelearningandcognitive ability.

(c)NotwithstandingSubsection(b),astudent'sindividualizededucationprogramdevelopedunderSection29.005 maybeusedasthestudent'spersonalgraduationplanunderthissection

GraduationCeremonies.

Participationofstudentswithdisabilitiesingraduationceremonies

TEC§28025(f)Aschooldistrictshallissueacertificateofattendancetoastudentwhoreceivesspecialeducation servicesunderSubchapterA,Chapter29,andwhohascompletedfouryearsofhighschoolbuthasnotcompleted thestudent'sindividualizededucationprogram.Aschooldistrictshallallowastudentwhoreceivesacertificateto participateinagraduationceremonywithstudentsreceivinghighschooldiplomas.Astudentmayparticipatein onlyonegraduationceremonyunderthissubsection.Thissubsectiondoesnotprecludeastudentfromreceivinga diplomaunderSubsection(c)(2)

The AISD will discuss graduation ceremonies and certificate of attendance during the Annual ARD/IEP meeting for students not completing their IEP but wishing to participate in the graduation ceremony with their classmates At the annual ARD meeting beginning the 8 th grade year provide the following information to parents: a student who has completed 4 years of high school but has not completed the IEP may elect to participate in a graduation ceremony with his class The student shall receive a certificate of attendance The student shall receive a diploma upon completion of the IEP By law, a student may participate in only one graduation ceremony

TAC§74.71HIGHSCHOOLGRADUATIONREQUIREMENTS

To read the full text for this section, you may click on this link: http://texreg sos state tx us/public/readtac$ext ViewTAC?tac view=5&ti=19&pt=2&ch=74&sch=G&rl=Y

TAC§7472 MINIMUMHIGHSCHOOLPROGRAM

The special education reference is listed below in (F) To read the full text for this section, you may click on this link: http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac view=5&ti=19&pt=2&ch=74&sch=G&rl=Y

(F)Astudentwhoisunabletoparticipateinphysicalactivityduetodisabilityorillnessmaysubstitutean academicelectivecredit(Englishlanguagearts,mathematics,science,orsocialstudies)forthephysical educationcreditrequirement Thedeterminationregardingastudent'sabilitytoparticipateinphysicalactivity willbemadeby:

(i)thestudent'sadmission,review,anddismissal(ARD)committeeifthestudentreceivesspecialeducation servicesundertheTexasEducationCode(TEC),Chapter29,SubchapterA;

(ii)thecommitteeestablishedforthestudentunderSection504,RehabilitationActof1973(29UnitedStates Code,§794)ifthestudentdoesnotreceivespecialeducationservicesundertheTEC,Chapter29, SubchapterA,butiscoveredbytheRehabilitationActof1973;or

(iii)acommitteeestablishedbytheschooldistrictofpersonswithappropriateknowledgeregardingthe studentifeachofthecommitteesdescribedbyclauses(i)and(ii)ofthissubparagraphisinapplicable. ThiscommitteeshallfollowthesameproceduresrequiredofanARDoraSection504committee

The AISD encourages student involvement in the ARD/IEP meeting no later than the 8th grade to ensure not only the parent but also the student understands the differences in the High School Graduation Options http://texreg sos state tx us/public/readtac$ext ViewTAC?tac view=5&ti=19&pt=2&ch=74&sch=G&rl=Y Discussion regarding graduation will be documented on district forms and filed by the educational diagnostician/LSSP in the student’s special education eligibility folder

TAC§74.73.RECOMMENDEDHIGHSCHOOLPROGRAM.

The special education reference is listed below in (G). To read the full text for this section, you may click on this link: http://texreg sos state tx us/public/readtac$ext ViewTAC?tac view=5&ti=19&pt=2&ch=74&sch=G&rl=Y

(G)Astudentwhoisunabletoparticipateinphysicalactivityduetodisabilityorillnessmaysubstitutean academicelectivecredit(Englishlanguagearts,mathematics,science,orsocialstudies)forthephysical educationcreditrequirement Thedeterminationregardingastudent'sabilitytoparticipateinphysicalactivity willbemadeby:

(i)thestudent'sadmission,review,anddismissal(ARD)committeeifthestudentreceivesspecialeducation servicesundertheTexasEducationCode,Chapter29,SubchapterA;

(iii)acommitteeestablishedbytheschooldistrictofpersonswithappropriateknowledgeregardingthe studentifeachofthecommitteesdescribedbyclauses(i)and(ii)ofthissubparagraphisinapplicable ThiscommitteeshallfollowthesameproceduresrequiredofanARDoraSection504committee

TAC§74.74.DISTINGUISHEDACHIEVEMENTHIGHSCHOOLPROGRAM-ADVANCEDHIGHSCHOOL PROGRAM.

(i)thestudent'sadmission,review,anddismissal(ARD)committeeifthestudentreceivesspecialeducation servicesundertheTexasEducationCode(TEC),Chapter29,SubchapterA;

(iii)acommitteeestablishedbytheschooldistrictofpersonswithappropriateknowledgeregardingthe studentifeachofthecommitteesdescribedbyclauses(i)and(ii)ofthissubparagraphisinapplicable ThiscommitteeshallfollowthesameproceduresrequiredofanARDoraSection504committee

TAC§101.4003.TexasAssessmentofKnowledgeandSkillsExit-LevelAlternateAssessments.

(a)InaccordancewiththeTexasEducationCode(TEC),Chapter39,SubchapterB,thecommissionerof educationadoptscertainassessmentsasprovidedinthefigureinthissubsectionasalternateassessmentsthata personmayuseinplaceofcorrespondingTexasAssessmentofKnowledgeandSkills(TAKS)exit-level assessmentsbeginninginthefallof2017.AttachedGraphic–gotothislinktoseethegraphic: http://texregsosstatetxus/public/readtac$extTacPage?

sl=R&app=9&p dir=&p rloc=&p tloc=&p ploc=&pg=1&p tac=&ti=19&pt=2&ch=101&rl=4003

(b)Aneligiblepersonwhohasmetthepassingstandardonastate-approvedalternateexit-levelassessmentasset bythecommissionerandprovidedinthefigureinsubsection(a)ofthissectioninaparticularsubjectareahas satisfiedtheexit-leveltestingrequirementinthatsubjectarea.

(c)Apersoniseligibletosubstituteanalternateexit-levelassessmentforaTAKSexit-levelassessmentfor purposesofthissubchapterifthepersonwasfirstenrolledinGrade9priortothe2011-2012schoolyearor firstenrolledinGrade10oraboveinthe2011-2012schoolyear. Source Note: 38 TexReg 9024; amended to be effective November 5, 2017, 42 TexREg 6144.

ForallcurrentChapter101Commissioner'sRules:http://texregsosstatetxus/public/readtac$extViewTAC? tac view=4&ti=19&pt=2&ch=101

ForcurrentCommissioner'sRulesConcerningSubstituteAssessmentsforGraduationgotothislink: http://texregsosstatetxus/public/readtac$extViewTAC?tac view=5&ti=19&pt=2&ch=101&sch=DD&rl=Y

TAC§74.1027.DiplomasforCertainIndividualsWhoEnteredGrade9Before2011-2012SchoolYear. https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac view=4&ti=19&pt=2&ch=74

See next ARD/IEP Section 4b for exemption from physical education for graduation

See next ARD/IEP Section 4b for State Assessment (TAKS, EOC, STAAR) and District Wide Assessments

G.IndividualGraduationCommittee

TEC§74.1025

(n)Astudentreceivingspecialeducationservicesisnotsubjecttotheindividualgraduationcommittee requirementsintheTEC,§28.0258,ortheprovisionsofthissection.Asprovidedin§89.1070ofthistitle (relatingtoGraduationRequirements)and§1013023ofthistitle(relatingtoParticipationandGraduation AssessmentRequirementsforStudentsReceivingSpecialEducationServices)astudent’sadmission,review, anddismissal(ARD)committeedetermineswhetherastudentisrequiredtoachievesatisfactoryperformance onanEOCassessmenttograduate

TEC§28.0258.HIGHSCHOOLDIPLOMAAWARDEDONBASISOFINDIVIDUAL GRADUATIONCOMMITTEEREVIEW.

(a)Thissectionappliesonlytoan11thor12thgradestudentwhohasfailedtocomplywiththeend-of-course assessmentinstrumentperformancerequirementsunderSection39.025fornotmorethantwocourses.

IX.MUTUALAGREEMENT/10DAYRECESS/FACILITATION TEC§29.019.INDIVIDUALIZEDEDUCATIONPROGRAM

(a)Theagencyshallprovideinformationtoparentsregardingindividualizededucationprogramfacilitationasan alternativedisputerresolutionmethodthatmaybeusedtoavoidapotentialdisputebetweenaschooldistrict andaparentofastudentwithadisability.Adistrictthatchoosestouseindividualizededucationprogram facilitationshallprovideinformationtoparentsregardingindividualizededucationprogramfacilitation The information:

(1)mustbeincludedwithotherinformationprovidedtotheparentofastudentwithadisability,althoughit maybeprovidedasaseparatedocument;and

(2)maybeprovidedinawrittenorelectronicformat

(b)Informationprovidedbytheagencyunderthissectionmustindicatethatindividualizededucationprogram facilitationisanalternativedisputerresolutionmethodthatsomedistrictsmaychoosetoprovide.

(c)Ifaschooldistrictchoosestoofferindividualizededucationprogramfacilitationasanalternativedisputer resolutionmethod:

(1)thedistrictmaydeterminewhethertouseindependentcontractors,districtemployees,orotherqualified individualsasfacilitators;

(2)theinformationprovidedbythedistrictunderthissectionmustincludeadescriptionofanyapplicable proceduresforrequestingthefacilitation;and

(3)thefacilitationmustbeprovidedatnocosttoaparent

(d)Theuseofanyalternativedisputeresolutionmethod,includingindividualizededucationprogramfacilitation, mustbevoluntaryonthepartoftheparticipants,andtheuseoravailabilityofanysuchmethodmaynotin anymannerbeusedtodenyordelaytherighttopursueaspecialeducationcomplaint,mediation,ordue processhearinginaccordancewithfederallaw.

(e)Nothinginthissectionprohibitsaschooldistrictfromusingindividualizededucationprogramfacilitationas thedistrict'spreferredmethodofconductinginitialandannualadmission,review,anddismissalcommittee meetings

(f)Thecommissionershalladoptrulesnecessarytoimplementthissection

TEC§29.020.INDIVIDUALIZEDEDUCATIONPROGRAMFACILITATIONPROJECT.

(a)Theagencyshalldeveloprulesinaccordancewiththissectonapplicabletotheadministrationofastate individualizededucationprogramfacilitationproject.Theprogramshallincludetheprovisionofan independentindividualizededucationprogramfacilitatortofacilitateanadmission,review,anddismissal committeemeetingwithpartieswhoareinadisputeaboutdecisionsrelatingtotheprovisionofafree qppropriatepubliceducationtoastudentwithadisability Facilitationimplementedundertheprojectmust complywithrulesdevelopedunderthissubsection

(b)Therulesmustinclude:

(1)adefinitionofindependentindividualizededucationprogramfacilitation;

(2)formsandproceduresforrequesting,conducting,andevaluatingindependentindividualizededucation programfacilitation;

(3)training,knowledge,experience,andperformancerequirementsforindependentfacilitators;and (4)conditionsrequiredtobemetinorderfortheagencytoprovideindividualizededucationprogram facilitationatnocosttotheparties.

(c)Ifthecommissionerdeterminesthatadequatefundingisavailable,thecommissionermayauthorizetheuseof federalfundstoimplementtheindividualizededucationprogramfacilitationprojectinaccordancewiththis section

(d)Thecommissionershalladoptrulesnecessarytoimplementthissection

SECTION2 ThisActappliesbeginningwiththe2014-2015schoolyear

TAC§89.1196.IndividualizedEducationProgramFacilitation.

(a)ForthepurposeofthissectionandTexasEducationCode,§29.019,individualizededucationprogram(IEP) facilitationreferstoamethodofalternativedisputeresolutionthatinvolvestheuseofatrainedfacilitatorto assistanadmission,review,anddismissal(ARD)committeeindevelopinganIEPforastudentwitha disability Thefacilitatorusesfacilitationtechniquestohelpthecommitteememberscommunicateand collaborateeffectively WhilepubliceducationagenciesarenotrequiredtoofferIEPfacilitationasan alternativedisputeresolutionmethod,theTexasEducationAgency(TEA)encouragestheuseofIEP facilitationasdescribedinthissection.

(b)ApubliceducationagencyisnotprohibitedfromincorporatingelementsofIEPfacilitationintoARD committeemeetingsthatareconductedwithouttheassistanceofafacilitatorasdescribedinthissection.For example,apubliceducationagencymayprovidetrainingoncommunicationskills,conflictmanagement,or

meetingeffectivenesstoindividualswhoparticipateinARDcommitteemeetingstoenhancecollaborationand efficiencyinthosemeetings.

(c)ApubliceducationagencythatchoosestoofferIEPfacilitationunderthissectionmaydeterminewhetherto useindependentcontractors,employees,orotherqualifiedindividualsasfacilitators Ataminimum,an individualwhoservesasafacilitatormust:

(1)havedemonstratedknowledgeoffederalandstaterequirementsrelatingtotheprovisionofspecial educationandrelatedservicestostudentswithdisabilities;

(2)havedemonstratedknowledgeofandexperiencewiththeARDcommitteemeetingprocess;

(3)havecompleted18hoursoftraininginIEPfacilitation,consensusbuilding,and/orconflictresolution;and

(4)completecontinuingeducationasdeterminedbythepubliceducationagency.

(d)ApubliceducationagencythatchoosestoofferIEPfacilitationunderthissectionmustensurethat:

(1)participationisvoluntaryonthepartoftheparties;

(2)thefacilitationisprovidedatnocosttoparents;and

(3)theprocessisnotusedtodenyordelaytherighttopursueaspecialeducationcomplaint,mediation,ora dueprocesshearinginaccordancewithPartBoftheIndividualswithDisabilitiesEducationAct(IDEA) andthisdivision

(e)ApubliceducationagencythatchoosestoofferIEPfacilitationunderthissectionmustdevelopwrittenpolicies andproceduresthatinclude:

(1)theproceduresforrequestingfacilitation;

(2)facilitatorqualifications,includingwhetherfacilitatorsareindependentcontractors,employees,orother qualifiedindividuals;

(3)theprocessforassigningafacilitator;

(4)thecontinuingeducationrequirementsforfacilitators;and

(5)amethodforevaluatingtheeffectivenessofthefacilitationservicesandtheindividualfacilitators

(f)ApubliceducationagencythatchoosestoofferIEPfacilitationunderthissectionmustprovideparentswith informationabouttheprocess,includingadescriptionoftheproceduresforrequestingIEPfacilitationand informationrelatedtofacilitatorqualifications Thisinformationmustbeincludedwhenacopyofthe proceduralsafeguardsnoticeunder34CodeofFederalRegulations(CFR),§300.504isprovidedtoparents, althoughthisinformationmaybeprovidedasaseparatedocumentandmaybeprovidedinawrittenor electronicformat.

(g)Afacilitatorunderthissectionmustnotbeamemberofthestudent'sARDcommittee,mustnothaveany decision-makingauthorityoverthecommittee,andmustremainimpartialtothetopicsunderdiscussion The facilitatormustassistwiththeoverallorganizationandconductoftheARDcommitteemeetingby:

(1)assistingthecommitteeinestablishinganagendaandsettingthetimeallottedforthemeeting;

(2)assistingthecommitteeinestablishingasetofguidelinesforthemeeting;

(3)guidingthediscussionandkeepingthefocusondevelopingamutuallyagreeduponIEPforthestudent;

(4)ensuringthateachcommitteememberhasanopportunitytospeakandbeheard;

(5)helpingtoresolvedisagreementsthatarise;and

(6)helpingtokeeptheARDcommitteeontaskandwithinthetimeallottedforthemeeting.

(h)PromptlyafterbeingassignedtofacilitateanARDcommitteemeeting,orwithinatimelineestablishedunder thepubliceducationagency'sprocedures,thefacilitatormustcontacttheparentsandpubliceducationagency representativetoclarifytheissues,gathernecessaryinformation,andexplaintheIEPfacilitationprocess

(i)ApubliceducationagencythatchoosestoofferIEPfacilitationunderthissectionmustensurethatfacilitators protecttheconfidentialityofpersonallyidentifiableinformationaboutthestudentandcomplywiththe requirementsintheFamilyEducationalRightsandPrivacyActregulations,34CFR,Part99,relatingtothe disclosureandredisclosureofpersonallyidentifiableinformationfromastudent'seducationrecord.

(j)TheTEAwilldevelopinformationregardingIEPfacilitationasanalternativedisputeresolutionmethod,and suchinformationwillbeavailableuponrequestfromtheTEAandontheTEAwebsite.

ForadditionalTEAGuidanceandtoobtainFacilitationRequestFormsgoto: https://www.esc20.net/apps/pages/index.jsp?uREC ID=1668407&type=d&pREC ID=1819063

TAC§89.1050TheAdmission,Review,andDismissal(ARD)Committee.

(g)AllmembersoftheARDcommitteemusthavetheopportunitytoparticipateinacollaborativemannerin developingtheIEP.Theschooldistrictmusttakewhateveractionisnecessarytoensurethattheparent understandstheproceedingsoftheARDcommitteemeeting,includingarrangingforaninterpreterforparents whoaredeaforhardofhearingorwhosenativelanguageisalanguageotherthanEnglish.Adecisionofthe

ARDcommitteeconcerningrequiredelementsoftheIEPmustbemadebymutualagreementifpossible.The ARDcommitteemayagreetoanannualIEPoranIEPofshorterduration.

(1)WhenmutualagreementaboutallrequiredelementsoftheIEPisnotachieved,theparentwhodisagrees mustbeofferedasingleopportunitytorecessandreconvenetheARDcommitteemeeting.Theperiodof timeforreconveningtheARDcommitteemeetingmustnotexceedtenschooldays,unlesstheparties mutuallyagreeotherwise TheARDcommitteemustschedulethereconvenedmeetingatamutually agreedupontimeandplace Theopportunitytorecessandreconveneisnotrequiredwhenthestudent's presenceonthecampuspresentsadangerofphysicalharmtothestudentorothersorwhenthestudent hascommittedanexpellableoffenseoranoffensethat[which]mayleadtoaplacementinadisciplinary alternativeeducationprogram.TherequirementsofthissubsectiondonotprohibittheARDcommittee fromrecessinganARDcommitteemeetingforreasonsotherthanthefailuretoreachmutualagreement aboutallrequiredelementsofanIEP.

If the parent brings an attorney to the ARD meeting without prior notice to the school district, the Administrator must recess the ARD until such time as the school's attorney can also attend It is critical that the district document the student services that will continue until the ARD is reconvened During the recess involve the Special Education Director or Coordinator to consider alternative resolutions to propose to the parent other than involvement of attorneys

(2)Duringtherecess,theARDcommitteemembersmustconsideralternatives,gatheradditionaldata,prepare furtherdocumentation,and/orobtainadditionalresourcepersonswhomayassistinenablingtheARD committeetoreachmutualagreement. Determine if training staff in facilitation is needed in order to reach mutual agreement. The administrator working with the staff will analyze all possible options, pros/cons and prepare to present the data.

It is important to help the group of people understand their common objectives are to benefit and assist the student

Beginning with assessment/evaluation at the beginning of the IEP, present IEP areas in small segments and determine agreement at each step Listen and keep the focus on the student!

In areas of disagreement, determine if agreement can be reached for a trial period of even a short segment of time such as 6 weeks or 2-3 months then return to a review IEP meeting

In decision making consider at all times the student needs.

(4)Whenmutualagreementisnotreached,awrittenstatementofthebasisforthedisagreementmustbe includedintheIEP Theparentwhodisagreesmustbeofferedtheopportunitytowritehisorherown statementofdisagreement

If the parent disagrees with any part of the IEP, the parent must be offered the opportunity to write their disagreement in the IEP If the parent refuses to write their disagreement, the school district personnel must write in the IEP specifics of the parental disagreement to the best of their understanding.

(h) Wheneveraschooldistrictproposesorrefusestoinitiateorchangetheidentification,evaluation,or educationalplacementofastudentortheprovisionofafreeappropriatepubliceducationtothestudent,the schooldistrictmustprovidepriorwrittennoticeasrequiredin34CFR,§300.503,includingprovidingthe noticeintheparent'snativelanguageorothermodeofcommunication Thisnoticemustbeprovidedtothe parentatleastfiveschooldaysbeforetheschooldistrictproposesorrefusestheactionunlesstheparent agreestoashortertimeframe

ForrequirementsonComplaints,NoticesandConsentsseeSection7 ProceduralSafeguards

Parent Resource: http://wwwpartnerstx org/

Parent Information Center: https://wwwspedtex org/

X. TRANSFERS/NEWTODISTRICT

§300.304Evaluationprocedures.

(c)Otherevaluationprocedures.

(5)Assessmentsofchildrenwithdisabilitieswhotransferfromonepublicagencytoanotherpublic agencyinthesameacademicyeararecoordinatedwiththosechildren'spriorandsubsequent schools,asnecessaryandasexpeditiouslyaspossible,consistentwith§300.301(d)(2)and(e),to ensurepromptcompletionoffullevaluations. §300.301 (d)(2) and (e) found in FIE section.

§300.323WhenIEPsmustbeineffect.

(a)General.Atthebeginningofeachschoolyear,thepublicagencymusthaveineffect,foreachchildwith adisabilitywithinitsjurisdiction,anIEP,asdefinedin§300.320.

(b)IEPorIFSPforchildrenagedthreethroughfive;

(c)Timeline;(d)TeacherAccessibilityandInput; (all found in this section 4 of this document)

(e)IEPsforchildrenwhotransferpublicagenciesinthesamestate.

Ifachildwithadisability(whohadanIEPthatwasineffectinapreviouspublicagencyinthesame State)transferstoanewpublicagencyinthesameState,andenrollsinanewschoolwithinthesame schoolyear,thenewpublicagency(inconsultationwiththeparents)mustprovideFAPEtothechild (includingservicescomparabletothosedescribedinthechild’sIEPfromthepreviouspublicagency), untilthenewpublicagencyeither---

(1)Adoptsthechild’sIEPfromthepreviouspublicagency;or

(2)Develops,adopts,andimplementsanewIEPthatmeetstheapplicablerequirementsin§§300.320 through300.324.

(f)IEPsforchildrenwhotransferfromanotherState.Ifachildwithadisability(whohadanIEPthatwas ineffectinapreviouspublicagencyinanotherState)transferstoapublicagencyinanewState,and enrollsinanewschoolwithinthesameschoolyear,thenewpublicagency(inconsultationwiththe parents)mustprovidethechildwithFAPE(includingservicescomparabletothosedescribedinthe child’sIEPfromthepreviouspublicagency),untilthenewpublicagency--

(1)Conductsanevaluationpursuantto§§300.304through300.306(ifdeterminedtobenecessarybythe newpublicagency);and

(2)Develops,adopts,andimplementsanewIEP,ifappropriate,thatmeetstheapplicablerequirements in§§300.320through300.324.

(g)Transmittalofrecords.Tofacilitatethetransitionforachilddescribedinparagraphs(e)and(f)ofthis section–

(1)Thenewpublicagencyinwhichthechildenrollsmusttakereasonablestepstopromptlyobtainthe child’srecords,includingtheIEPandsupportingdocumentsandanyotherrecordsrelatingtothe provisionofspecialeducationorrelatedservicestothechild,fromthepreviouspublicagencyin whichthechildwasenrolled,pursuantto34CFR99.31(a)(2);and

(2)Thepreviouspublicagencyinwhichthechildwasenrolledmusttakereasonablestepstopromptly respondtotherequestfromthenewpublicagency. For all of 34 CFR 99 31 FERPA see: http://www2 ed gov/policy/gen/reg/ferpa/index html

TEC§25.007.TransferringStudents(records)

(b) Inrecognitionofthechallengesfacedbystudentsinsubstitutecare,theagencyshallassistthetransitionof substitutestudentsfromoneschooltoanotherby:

(1) ensuringthatschoolrecordsforastudentinsubstitutecarearetransferredtothestudent'snewschoolnot laterthanthe10thworkingdayafterthedatethestudentbeginsenrollmentattheschool;

(2) developingsystemstoeasetransitionofastudentinsubstitutecareduringthefirsttwoweeksof enrollmentatanewschool;

(3) (seeSection7 ProceduralSafeguardsforadditionalinformation)

TAC§89.1050TheAdmission,Review,andDismissal(ARD)Committee.

(j)Aschooldistrictmustcomplywiththefollowingforastudentwhoisnewlyenrolledintheschooldistrict.

(1)Whenastudenttransferstoanewschooldistrictwithinthestateinthesameschoolyearandtheparentsor previousschooldistrictverifiesthatthestudenthadanIEPthatwasineffectinthepreviousdistrict,the

newschooldistrictmustmeettherequirementsof34CFR,§300.323(e),regardingtheprovisionofspecial educationservices.Thetimelineforcompletingtherequirementsoutlinedin34CFR,§300.323(e)(1)or (2),is20schooldaysfromthedatethestudentisverifiedasbeingastudenteligibleforspecialeducation services.

(2)Whenastudenttransfersfromaschooldistrictinanotherstateinthesameschoolyearandtheparentsor previousschooldistrictverifiesthatthestudenthadanIEPthatwasineffectinthepreviousdistrict,the newschooldistrictmustmeettherequirementsof34CFR,§300323(f),regardingtheprovisionofspecial educationservices Ifthenewschooldistrictdeterminesthatanevaluationisnecessary,theevaluationis consideredafullindividualandinitialevaluationandmustbecompletedwithinthetimelinesestablished by§89.1011(c)and(e)ofthistitle.Thetimelineforcompletingtherequirementsin34CFR,§300.323(f) (2),ifappropriate,is30calendardaysfromthedateofthecompletionoftheevaluationreport.Ifthe schooldistrictdeterminesthatanevaluationisnotnecessary,thetimelineforcompletingtherequirements outlinedin34CFR,§300.323(f)(2),is20schooldaysfromthedatethestudentisverifiedasbeinga studenteligibleforspecialeducationservices

(3)InaccordancewithTEC,§25002,and34CFR,§300323(g),thenewschooldistrictmusttakereasonable stepstopromptlyobtainthestudent’srecordsfromthepreviousschooldistrict,and,inaccordancewith TEC§25002,and34CFR,§300323(g),thepreviousschooldistrictmustfurnishthenewschooldistrict withacopyofthestudent'srecords,includingthestudent'sspecialeducationrecords,notlaterthanthe 10thworkingdayafterthedatearequestfortheinformationisreceivedbythepreviousschooldistrict.

(4)Astudentwhoregistersinanewschooldistrictduringthesummerisnotconsideredatransferstudentfor thepurposesofthissubsectionorfor34CFR§300.323(e)or(f).Forthesestudents,iftheparentsorin-or out-of-stateschooldistrictverifiesbeforethenewschoolyearbeginsthatthestudenthadanIEPthatwas ineffectinthepreviousdistrict,thenewschooldistrictmustimplementtheIEPfromthepreviousschool districtinfullonthefirstdayofclassofthenewschoolyearormustconveneanARDcommitteemeeting duringthesummertorevisethestudent’sIEPforimplementationonthefirstdayofclassofthenew schoolyear Ifthestudent'seligibilityforspecialeducationandrelatedservicescannotbeverifiedbefore thestartofthenewschoolyear,thetimelinesinparagraphs(1)and(2)ofthissubsectionapplytothe student.

(5))Inthecaseofastudentdescribedbyparagraph(4)ofthissubsection,ifthenewdistrictwishesto conveneanARDcommitteemeetingtoconsiderrevisiontothestudent'sIEPbeforethebeginningofthe schoolyear,thenewdistrictmustdeterminewhethertheparentwillagreetowaivetherequirementin subsection(d)ofthissectionthatthewrittennoticeoftheARDcommitteemeetingmustbeprovidedat leastfiveschooldaysbeforethemeeting Iftheparentagreestoashortertimeframe,thenewdistrictmust makeeveryreasonableefforttoholdtheARDcommitteemeetingpriortothefirstdayofthenewschool yeariftheparentagreestothemeetingtime

(6)Forthepurposesofthissubsection,"verify"meansthatthenewschooldistricthasreceivedacopyofthe student'sIEPthatwasineffectinthepreviousdistrict.

(7)Whilethenewschooldistrictwaitsforverification,thenewschooldistrictmusttakereasonablestepsto provide,inconsultationwiththestudent'sparents,servicescomparabletothosethestudentreceivedfrom thepreviousdistrictifthenewschooldistricthasbeeninformedbythepreviousschooldistrictofthe student'sspecialeducationandrelatedservicesandplacement.

For all of 34 CFR 99 31 FERPA see: http://www2 ed gov/policy/gen/reg/ferpa/index html

TEC§25002requiresthepreviousLEAtotransmitthestudent’scurrentIEPthroughtheTexasRecords Exchange(TREx)systemwithin10workingdaysfromreceivingtherequest The30-daytimeline referencedabovein19TAC§89.1050(f)(4),appliestotherestofastudent’seligibilityrecordrequested byanewLEA.

TheFamilyEducationalRightsandPrivacyAct(FERPA),20U.S.C.,§1232g,doesnotrequirethe student'scurrentandpreviousschooldistrictstoobtainparentalconsentbeforerequestingorsendingthe student'sspecialeducationrecordsifthedisclosureisconductedinaccordancewith34CFR,§9931(a)(2) and§9934 (FERPA)

For more information on TEC §25 002 Requirements for Enrollment in a Public School see: wwwstatutes legis state tx us/Docs/ED/htm/ED 25 htm#25 002

Transfers/New to the District

When a student enrolls on a campus during the summer and a school employee (clerk, teacher, administrator, etc) is informed the student was receiving special education services in the previous district, the special education campus or central office assessment specialist will be notified as soon as possible. If the student enrolls during the summer from a district in or out of the state, the student will not be considered a transfer student If the parents verify before the new school year begins that the student had an IEP that was in effect in the previous district, the new school district must implement the IEP from the previous school district in full on the first day of class of the new school year or must convene an ARD/IEP committee meeting during the summer to revise the student's IEP for implementation on the first day of class of the new school year If the district wishes to convene an ARD/IEP committee meeting to consider revision to the student's IEP before the beginning of the school year, the district must determine whether the parent will agree to waive the requirement that the written notice of the ARD committee meeting must be provided at least five school days before the meeting. If the parent agrees to a shorter timeframe, the district must make every reasonable effort to hold the ARD/IEP committee meeting prior to the first day of the new school year if the parent agrees to the time of the meeting If the student's eligibility for special education and related services cannot be verified before the start of the new school year, the timelines will be the same as when a student from a previous school district enrolls in the district

When a student who was previously enrolled in another school district within the state enrolls on a campus within the district during the school year and a school employee (clerk, teacher, administrator, etc) is informed the student is receiving special education services in the previous district, the individual receiving the information will notify the special education staff on the campus. The special education staff will verify the student had an IEP in effect in the previous district. The district in consultation with the parents must provide services comparable to those described in the child’s IEP from the previous district. Within 20 school days from the date the student is verified as being a student eligible for special education services the district must either adopt the IEP from the previous district or develop, adopt, and implement a new IEP

When a student from a school district in another state in the same school year enrolls in the district, the district in consultation with the parents must provide services comparable to those described in the child’s IEP from the previous district until the district conducts a full individual and initial evaluation, if appropriate If the district determines a full individual and initial evaluation is needed, it must be completed within the timelines established in 89.1011 (c)(e) and the district must develop, adopt and implement a new IEP 30 calendar days from the date of the completion of the evaluation report. If the district determines that an evaluation is not necessary, the timeline for developing an IEP for the student is 20 school days from the date the student is verified as being a student eligible for special education services

When a new student enrolls in the district the special education staff will also: Attempt to obtain a Consent for Disclosure of Confidential Information

Will promptly make attempts to obtain the student’s records from the previous school district by emailing, mailing, or faxing signed consent to the previous district as soon as possible. Parent consent when requesting records from another Texas school district is not required but should be attempted. Districts in the state of Texas must furnish the district with a copy of the student’s records, including the student’s special education records not later than the 10th working day after the date a request is received (89 1050 (j)(3))

In determining comparable services consider the following: amount of special education service minutes, amount of time in general education, IEP goals and any other factors in the IEP which will support this decision

Contact the campus lead diagnostician as soon as possible for a consultation If the student has ADHD, ED, or AU, consult with an LSSP to determine if the evaluation meets federal and state legal requirements

According to (89.1050 (j)(6))Verification means that the new school district has received a copy of the student’s IEP that was in effect in the previous district.

XI. PRIVATENONPUBLIC

SCHOOLPROVISIONS (see Section 5. Instructional Arrangements)

§300.2ApplicabilityofthisparttoStateandlocalagencies.

(c)Privateschoolsandfacilities.EachpublicagencyintheStateisresponsibleforensuringthattherights andprotectionsunderPartBoftheActaregiventochildrenwithdisabilities--

(1)Referredtoorplacedinprivateschoolsandfacilitiesbythepublicagency;or

(2)Placedinprivateschoolsbytheirparentsundertheprovisionsof§300.148

§300.118Childreninpublicorprivateinstitutions.

Exceptasprovidedin§300.149(d)(regardingagencyresponsibilityforgeneralsupervisionforsome individualsinadultprisons),anSEAmustensurethat§300.114iseffectivelyimplemented,including,if necessary,makingarrangementswithpublicandprivateinstitutions(suchasamemorandumofagreement orspecialimplementationprocedures).(Authority:20U.S.C.1412(a)(5)) (§300 114 is LRE)

A.PlacedbytheDistrict

§300.325Privateschoolplacementsbypublicagencies.

(a)DevelopingIEPs.

(1)Beforethepublicagencyplacesachildwithadisabilityin,orrefersachildto,aprivateschoolor facility,thepublicagencymustinitiateandconductameetingtodevelopanIEPforthechildin accordancewith§§300.320and300.324 (§300.320 is Definition of IEP and §300.324 is Development of IEP)

(2)Thepublicagencymustensurethatarepresentativeoftheprivateschoolorfacilityattendsthe meeting.Iftherepresentativecannotattend,thepublicagencymustuseothermethodstoensure participationbytheprivateschoolorfacility,includingindividualorconferencetelephonecalls.

(b)ReviewingandrevisingIEPs.

(1)Afterachildwithadisabilityentersaprivateschoolorfacility,anymeetingstoreviewandrevise thechild'sIEPmaybeinitiatedandconductedbytheprivateschoolorfacilityatthediscretionof thepublicagency.

(2)Iftheprivateschoolorfacilityinitiatesandconductsthesemeetings,thepublicagencymustensure thattheparentsandanagencyrepresentative-(i)Areinvolvedinanydecisionaboutthechild'sIEP;and (ii)AgreetoanyproposedchangesintheIEPbeforethosechangesareimplemented.

(c)Responsibility.Evenifaprivateschoolorfacilityimplementsachild'sIEP,responsibilityforcompliance withthispartremainswiththepublicagencyandtheSEA.(Authority:20U.S.C.1412(a)(10)(B))

ForallotherFederalregulationsregardingparentallyplacedprivateschoolchildren,pleasegotoSection5, InstructionalArrangements.Youwillfind§§300.130-300.144.

Placed by District: The district special education department has followed all requirements to ensure the private facility is appropriate and the private school administration and appropriate staff are involved and participating in the ARD/IEP process All Notices, Consents and district ARD/IEP forms for documentation of the process will be completed

B.PlacedbytheParent

§300.37Servicesplan.Servicesplanmeansawrittenstatementthatdescribesthespecialeducationand relatedservicesthepublicagencywillprovidetoaparentally-placedchildwithadisabilityenrolledina privateschoolwhohasbeendesignatedtoreceiveservices,includingthelocationoftheservicesandany transportationnecessary,consistentwith§300.132,andisdevelopedandimplementedinaccordancewith §§300.137through300.139.(Authority:20U.S.C.1412(a)(10)(A))

§89.1075.GeneralProgramRequirementsandLocalDistrictProcedures. (g) Schooldistrictsthatcontractforservicesfromnon-publicdayschoolsmustdosoinaccordancewith34Code ofFederalRegulations,§300.147,andproceduresdevelopedbytheTEA.

TAC§89.1096.ProvisionofServicesforStudentsPlacedbytheirParentsinPrivateSchoolsor Facilities.

(a) Exceptasspecificallyprovidedinthissection,inaccordancewith34CodeofFederalRegulations(CFR), §300137,noeligiblestudentwhohasbeenplacedbyhisorherparent(s)inaprivateschoolorfacilityhasan individualrighttoreceivesomeorallofthespecialeducationandrelatedservicesthatthestudentwould receiveifheorshewereenrolledinapublicschooldistrict Exceptasspecificallysetforthinthissection,a schooldistrict'sobligationswithrespecttostudentsplacedbytheirparentsinprivateschoolsaregovernedby 34CFR,§§300.130-300.144.

(1) Forpurposesofsubsections(a)and(d)ofthissectiononly,privateschoolisdefinedasaprivate elementaryorsecondaryschool,includinganypre-school,religiousschool,andinstitutionaldayor residentialschool,that:

(A) asrequiredby34CFR,§300.13and§300.130,isanonprofitentitythatmeetsthedefinitionof nonprofitin34CFR,§771;and

(B) provideselementaryorsecondaryeducationthatincorporatesanadoptedcurriculumdesignedtomeet basiceducationalgoals,includingscopeandsequenceofcourses,andformalreviewand documentationofstudentprogress

(2) Ahomeschoolmustmeettherequirementsofparagraph(1)(B)ofthissubsection,butnotparagraph(1) (A)ofthissubsection,tobeconsideredaprivateschoolforpurposesofsubsections(a)and(d)ofthis section.

(b) Whenastudentwithadisabilitywhohasbeenplacedbyhisorherparentsdirectlyinaprivateschoolor facilityisreferredtothelocalschooldistrict,thelocaldistrictshallconveneanadmission,review,and dismissal(ARD)committeemeetingtodeterminewhetherthedistrictcanofferthestudentafreeappropriate publiceducation(FAPE) IfthedistrictdeterminesthatitcanofferaFAPEtothestudent,thedistrictisnot responsibleforprovidingeducationalservicestothestudent,exceptasprovidedin34CFR,§§300130300144,orsubsection(e)ofthissection,untilsuchtimeastheparentschoosetoenrollthestudentinpublic schoolfulltime

(c) Parentsofaneligiblestudentages3or4shallhavetherightto"dualenroll"theirstudentinboththepublic schoolandtheprivateschoolbeginningonthestudent'sthirdbirthdayandcontinuinguntiltheendofthe schoolyearinwhichthestudentturnsfiveoruntilthestudentiseligibletoattendadistrict'spublicschool kindergartenprogram,whichevercomesfirst,subjecttoparagraphs(1)-(3)ofthissubsection.Thepublic schooldistrictwhereastudentresidesisresponsibleforprovidingspecialeducationandrelatedservicestoa studentwhoseparentschoosedualenrollment

(1) Thestudent'sARDcommitteeshalldevelopanindividualizededucationprogram(IEP)designedto providethestudentwithaFAPEintheleastrestrictiveenvironmentappropriateforthestudent

(2) FromtheIEP,theparentandthedistrictshalldeterminewhichspecialeducationand/orrelatedservices willbeprovidedtothestudentandthelocationwherethoseserviceswillbeprovided,basedonthe requirementsconcerningplacementintheleastrestrictiveenvironmentsetforthin34CFR,§§300.114300.120,andthepoliciesandproceduresofthedistrict.

(3) Forstudentsservedundertheprovisionsofthissubsection,theschooldistrictshallberesponsibleforthe employmentandsupervisionofthepersonnelprovidingtheservice,providingtheneededinstructional materials,andmaintainingpupilaccountingrecords Materialsandservicesprovidedshallbeconsistent withthoseprovidedforstudentsenrolledonlyinthepublicschoolandshallremainthepropertyofthe schooldistrict

(d) Parentsofaneligiblestudentages3or4whodeclinedualenrollmentfortheirstudentmayrequestaservices planasdescribedin34CFR,§§300.130-300.144.Thepublicschooldistrictwheretheprivateschoolis locatedisresponsibleforthedevelopmentofaservicesplan,ifthestudentisdesignatedtoreceiveservices under34CFR,§300.132.

(e) TheschooldistrictshallprovidespecialtransportationwithfederalfundsonlywhentheARDcommittee determinesthattheconditionofthestudentwarrantstheserviceinorderforthestudenttoreceivethespecial educationandrelatedservices(ifany)setforthintheIEP

(f) Complaintsregardingtheimplementationofthecomponentsofthestudent'sIEPthathavebeenselectedby theparentandthedistrictundersubsection(c)ofthissectionmaybefiledwiththeTexasEducationAgency undertheproceduresin34CFR,§§300151-300153 Additionally,parentsmayrequestmediationasoutlined in34CFR,§300.506.Theproceduresin34CFR,§§300.300,300.504,300.507,300.508,and300.510300.518(relatingtodueprocesshearings)donotapplytocomplaintsregardingtheimplementationofthe componentsofthestudent'sIEPthathavebeenselectedbytheparentandthedistrictundersubsection(c).

FortheTEA"GuidanceonParentally-PlacedPrivateSchoolChildrenwithDisabilities"and"FrequentlyAsked QuestionsProportionateShare/StateGuidanceon89.1096PrivateSchools,"pleaseseethewebsite: https://tea.texas.gov/sites/default/files/Parentally%20Placed%20Frequently%20Asked%20Questions 2018%20%2 82%29pdf

XII. RESIDENTIALPLACEMENTS (see also Section 5 Instructional Arrangements and Section 8 for Residential Facilities MOU))

§300.104Residentialplacement. Ifplacementinapublicorprivateresidentialprogramisnecessarytoprovidespecialeducationandrelated servicestoachildwithadisability,theprogram,includingnon-medicalcareandroomandboard,mustbe atnocosttotheparentsofthechild.(Authority:20U.S.C.1412(a)(1),1412(a)(10)(B))

SeeTEAwebsiteforPowerPointonResidentialFacilitiesifneeded. http://tea texas gov/pmi/SPEDRFmonitoring/

Section4b.-ADDITIONALIEPREQUIREMENTS

TableofContents

I. SpecificAreastoAddressintheARD/IEP:

Accommodations–seeSupplementaryAidsandServices

A. AdaptedPhysicalEducation(APE)

B. AssistiveTechnology

C. DeaforHardofHearing

D. Autism

E. Deaf-Blindness

EarlyChildhoodSpecialEducation(findunderletterO.formerlyPPCD) EndofCourse(findEnd-of-CourseunderletterS.STAAR)

F. ExtendedSchoolYearServices(ESY)

G. ExtracurricularActivities

H. FunctionalBehaviorAssessment(FBA)/BehaviorInterventionPlan(BIP)

I. GradingandReporting

Graduation(SeeSection4a.VIII.F.)

J. IntensiveRemediation

K. LengthofSchoolDay

L. LEP(LimitedEnglishProficient)

M. LRE(LeastRestrictiveEnvironment)(Placement–includesDanielR.R.)(Accessto GeneralCurriculum)

N. PhysicalEducation(Fitnessgram).

O. EarlyChildhoodSpecialEducation(ECSE)

P. Prison

Q. ReadingDiagnosis(K-2)-AcceleratedInstruction

R. RegionalDaySchoolProgramfortheDeaf(RDSPD)

S. STAARandDistrict-wideAssessments

*Trademark®NoticeSTAAR®isaregisteredtrademarkTMoftheTexasEducation Agency(TEA)

T. AcceleratedLearningCommittee/AcceleratedInstructionRequirements

U. SupplementaryAidsandServices–Accommodations

V TapeorVideoRecording

W. TAKS(seeS.STAAR)

X. TexasSchoolfortheDeaf(TSD)and(TSBVI)

Y TransitionPlanning

Z. VisualImpairment

II. TeacherAccessibilityandRequiredInput

III. SpecialEducationTeacher/ServiceProviderResponsibilities

A. Initial

B. Annual

C. Brief/RevisionARD

D. TransferARD

E. Standards-basedIEPDevelopment

IV. ParentalOptionsforStudentRetention

I. SPECIFICAREASTOADDRESSINTHEARD/IEPMEETING

A.AdaptedPhysicalEducation(APE)

§300.108Physicaleducation.

TheTEAmustensurethatpublicagenciesintheStatecomplywiththefollowing:

(a)General.Physicaleducationservices,speciallydesignedifnecessary,mustbemadeavailabletoevery childwithadisabilityreceivingFAPE,unlesstheAISDenrollschildrenwithoutdisabilitiesanddoesnot providePEtochildrenwithoutdisabilitiesinthesamegrades.

(b)Regularphysicaleducation.Eachchildwithadisabilitymustbeaffordedtheopportunitytoparticipate intheregularphysicaleducationprogramavailabletonondisabledchildrenunless--

(1)Thechildisenrolledfulltimeinaseparatefacility;or

(2)Thechildneedsspeciallydesignedphysicaleducation,asprescribedinthechild'sIEP.

(d)Educationinseparatefacilities.Thepublicagencyresponsiblefortheeducationofachildwitha disabilitywhoisenrolledinaseparatefacilitymustensurethatthechildreceivesappropriatephysical educationservicesincompliancewiththissection.(Authority:20U.S.C.1412(a)(5)(A)) http://wwwtahperdorg/web/Online/About us/Adapted Physical Educationaspx

1. All students referred for adapted physical education evaluation must have an identified disability.

A. The request for an adapted physical education first requires an evaluation be conducted. The evaluation request may have come from the RtI Committee upon initial referral or by the student’s ARD/IEP committee

B APE is provided upon consideration of a current evaluation and written report

2 If APE is provided, the goals and objectives will be approved by the ARD/IEP Committee

3 Parents will receive progress reports toward the APE goals/objectives in the same timeframe as nondisabled students

B.AssistiveTechnology

(Authority:20U.S.C.1401(1))

§300.6Assistivetechnologyservice.Assistivetechnologyservicemeansanyservicethatdirectlyassistsa childwithadisabilityintheselection,acquisition,oruseofanassistivetechnologydevice.Theterm includes-

(a)Theevaluationoftheneedsofachildwithadisability,includingafunctionalevaluationofthechildin thechild'scustomaryenvironment;

(b)Purchasing,leasing,orotherwiseprovidingfortheacquisitionofassistivetechnologydevicesby childrenwithdisabilities;

(c)Selecting,designing,fitting,customizing,adapting,applying,maintaining,repairing,orreplacing assistivetechnologydevices;

(d)Coordinatingandusingothertherapies,interventions,orserviceswithassistivetechnologydevices,such asthoseassociatedwithexistingeducationandrehabilitationplansandprograms;

(e)Trainingortechnicalassistanceforachildwithadisabilityor,ifappropriate,thatchild'sfamily;and

(f)Trainingortechnicalassistanceforprofessionals(includingindividualsprovidingeducationor rehabilitationservices),employers,orotherindividualswhoprovideservicesto,employ,orare

otherwisesubstantiallyinvolvedinthemajorlifefunctionsofthatchild.(Authority:20U.S.C.1401(2))

§300.105Assistivetechnology;properfunctioningofhearingaids.

(a)Eachpublicagencymustensurethatassistivetechnologydevicesorassistivetechnologyservices,or both,asthosetermsaredefinedin§§300.5and300.6,respectively,aremadeavailabletoachildwitha disabilityifrequiredasapartofthechild's--

(1)Specialeducationunder§300.39; (2)Relatedservicesunder§300.34;or

(3)Supplementaryaidsandservicesunder§§300.42and300.114(a)(2)(ii).

§300.324Development,review,andrevisionofIEP

(a)(2)Considerationofspecialfactors.TheIEPTeammust-(v)Considerwhetherthechildneedsassistivetechnologydevicesandservices.

Student use in a school setting of any assistive technology, including but not limited to 2 way listening/talking devices, GPS locators, etc., must be discussed at the IEP meeting. All variables to the use of such devices will be considered. Federal information privacy laws require consideration of other student's rights before any auditory device may be used in a school setting. Discussion of assistive technology needs of the student will be documented on district forms and filed by the educational diagnostician/LSSP in the student’s special education eligibility folder

ClicklinktoreviewtheAssistiveTechnologyRegion4ESCLeadershipFunction/ProjectwhichTEAsupports http://wwwtexasatnet/

The decentralized function of TEA for assistive technology is assigned to Region 4 ESC. They provide statewide leadership through the Texas Assistive Technology Network (TATN). Online training modules are provided in a variety of areas including evaluation, reading, writing, etc.

C.DeaforHardofHearing

§300.324Development,review,andrevisionofIEP

(a) (2)Considerationofspecialfactors.TheIEPTeammust-(iv)Considerthecommunicationneedsofthechild,andinthecaseofachildwhoisdeaforhardof hearing,considerthechild'slanguageandcommunicationneeds,opportunitiesfordirect communicationswithpeersandprofessionalpersonnelinthechild'slanguageand communicationmode,academiclevel,andfullrangeofneeds,includingopportunitiesfordirect instructioninthechild'slanguageandcommunicationmode;and (v)Considerwhetherthechildneedsassistivetechnologydevicesandservices. Opportunities for direct communications with peers and professional personnel in the child’s language and communication mode will be specifically addressed in the ARD/IEP Committee meeting For a student who is deaf or hard of hearing, the ARD will consider assistive technology needs. Discussion of needs of the student in this area will be documented on district forms and filed by the education diagnostician/LSSP in the student’s special education eligibility folder.

TAC§89.1050TheAdmission,Review,andDismissal(ARD)Committee. (b) Forastudentfrombirththroughtwoyearsofagewithavisualimpairmentorwhoisdeaforhardofhearing, anindividualizedfamilyservicesplan(IFSP)meetingmustbeheldinplaceofanARDcommitteemeetingin accordancewith34CFR,§§300320-300324,andthememorandumofunderstandingbetweentheTexas EducationAgencyandtheDepartmentofAssistiveandRehabilitativeServices.Forstudentsthreeyearsof ageandolder,schooldistrictsmustdevelopanIEP.

TEC§29.301. Definitions. Inthissubchapter:

(1)"Admission,review,anddismissalcommittee"meansthecommitteerequiredbyStateBoardofEducation rulestodeveloptheindividualizededucationprogramrequiredbytheIndividualswithDisabilitiesEducation

Act(20U.S.C.Section1400etseq.)foranystudentneedingspecialeducation.

(2)"AmericanSignLanguage"meansacomplete,visual,andmanuallanguagewithitsowngrammarandsyntax.

(3)"English"includeswriting,reading,speech,speechreading,cuedspeech,andanyEnglish-basedmanualvisualmethodofcommunication

(4)"Uniquecommunicationmode"or"appropriatelanguagemode"includesEnglishandAmericanSign Language

TEC§29302 Findings

(a)Thelegislaturefindsthatitisessentialforthewell-beingandgrowthofstudentswhoaredeaforhardof hearingthateducationalprogramsrecognizetheuniquenatureofdeafnessandthehard-of-hearingcondition andensurethatallstudentswhoaredeaforhardofhearinghaveappropriate,ongoing,andfullyaccessible educationalopportunities.Studentswhoaredeaforhardofhearingmaychoosetouseavarietyoflanguage modesandlanguages,includingoralandmanual-visuallanguage.Studentswhoaredeafmaychooseto communicatethroughthelanguageofthedeafcommunity,AmericanSignLanguage,orthroughanyofa numberofEnglish-basedmanual-visuallanguages Studentswhoarehardofhearingmaychoosetouse spokenandwrittenEnglish,includingspeechreadingorlipreading,togetherwithamplificationinstruments, suchashearingaids,cochlearimplants,orassistivelisteningsystems,tocommunicatewiththehearing population Studentswhoaredeaforhardofhearingmaychoosetouseacombinationoforalormanualvisuallanguagesystems,includingcuedspeech,manualsignedsystems,andAmericanSignLanguage,or mayrelyexclusivelyontheoral-aurallanguageoftheirchoice.Studentswhoaredeaforhardofhearingalso mayuseothertechnologiestoenhancelanguagelearning.

(b)Thelegislaturerecognizesthatstudentswhoaredeaforhardofhearingshouldhavetheopportunitytodevelop proficiencyinEnglish,includingoralormanual-visualmethodsofcommunication,andAmericanSign Language

TEC§29303 UniqueCommunication Studentswhoaredeaforhardofhearingmusthaveaneducationin whichtheiruniquecommunicationmodeisrespected,used,anddevelopedtoanappropriatelevelofproficiency AddedbyActs1995,74thLeg.,ch.260,Sec.1,eff.May30,1995.

TEC§29.305. LanguageModePeers.

Ifpracticableandnotinconflictwithanyadmission,review,anddismissalcommitteerecommendations,astudent whoisdeaforhardofhearingmusthaveaneducationinthecompanyofasufficientnumberofpeersusingthe samelanguagemodeandwithwhomthestudentcancommunicatedirectly Ifpracticable,thepeersmustbeofthe sameorapproximatelythesameageandability AddedbyActs1995,74thLeg,ch 260,Sec 1,eff May30, 1995

TEC§29.306. FamilialandAdvocateInvolvement. Astudentwhoisdeaforhardofhearingmusthavean educationinwhichthestudent'sparentsorlegalguardiansandadvocatesforthestudent'sparentsorlegal guardiansareinvolvedindeterminingtheextent,content,andpurposeofprograms.Otherindividuals,including individualswhoaredeaforhardofhearing,maybeinvolvedatthediscretionofparentsorlegalguardiansorthe AISD.

TEC§29307 RoleModels Astudentwhoisdeaforhardofhearingshallbegiventheopportunitytobe exposedtodeaforhard-of-hearingrolemodels

TEC§29.308. RegionalPrograms. Regionalprogramsforstudentswhoaredeaforhardofhearingshallmeet theuniquecommunicationneedsofstudentswhocanbenefitfromthoseprograms.Appropriatefundingforthose programsshallbeconsistentwithfederalandstatelaw,andmoneyappropriatedtoschooldistrictsforeducational programsandservicesforstudentswhoaredeaforhardofhearingmaynotbeallocatedorusedforanyother programorservice.

TEC§29310 ProceduresandMaterialsforAssessmentandPlacement

(a)Proceduresandmaterialsforassessmentandplacementofstudentswhoaredeaforhardofhearingshallbe selectedandadministeredsoasnottoberacially,culturally,orsexuallydiscriminatory

(b)Asingleassessmentinstrumentmaynotbethesolecriterionfordeterminingtheplacementofastudent

(c)Theproceduresandmaterialsfortheassessmentandplacementofastudentwhoisdeaforhardofhearing shallbeinthestudent'spreferredmodeofcommunication.Allotherproceduresandmaterialsusedwithany

studentwhoisdeaforhardofhearingandwhohaslimitedEnglishproficiencyshallbeinthestudent's preferredmodeofcommunication.

AddedbyActs1995,74thLeg.,ch.260,Sec.1,eff.May30,1995.

TEC§29311 EducationalPrograms

(a)Educationalprogramsforstudentswhoaredeaforhardofhearingmustbecoordinatedwithotherpublicand privateagencies,including:

(1)agenciesoperatingearlychildhoodinterventionprograms; (2)preschools;

(3)agenciesoperatingchilddevelopmentprograms;

(4)nonpublic,nonsectarianschools;

(5)agenciesoperatingregionaloccupationalcentersandprograms;and

(6)theTexasSchoolfortheDeaf.

(b)Asappropriate,theprogramsmustalsobecoordinatedwithpostsecondaryandadultprogramsforpersonswho aredeaforhardofhearing

TEC§29312 PsychologicalCounselingServices Appropriatepsychologicalcounselingservicesforastudent whoisdeaforhardofhearingshallbemadeavailableatthestudent'sschoolsiteinthestudent'sprimarymodeof communication.Inthecaseofastudentwhoishardofhearing,appropriateauditorysystemstoenhanceoral communicationshallbeusedifrequiredbythestudent'sadmission,review,anddismissalcommittee.

TEC§29.313. EvaluationofPrograms. Eachschooldistrictmustprovidecontinuousevaluationofthe effectivenessofprogramsofthedistrictforstudentswhoaredeaforhardofhearing Ifpracticable,evaluations shallfollowprogramexcellenceindicatorsestablishedbytheTEA AddedbyActs1995,74thLeg,ch 260,Sec 1,eff May30,1995

TEC§29314 TransitionintoRegularClass

Inadditiontosatisfyingrequirementsoftheadmission,review,anddismissalcommitteeandtosatisfying requirementsunderstateandfederallawforvocationaltraining,theAISDshalldevelopandimplementa transitionplanforthetransitionofastudentwhoisdeaforhardofhearingintoaregularclassprogramifthe studentistobetransferredfromaspecialclassorcenterornonpublic,nonsectarianschoolintoaregularclassina publicschoolforanypartoftheschoolday Thetransitionplanmustprovideforactivities:

(1)tointegratethestudentintotheregulareducationprogramandspecifythenatureofeachactivityandthetime spentontheactivityeachday;and

(2)tosupportthetransitionofthestudentfromthespecialeducationprogramintotheregulareducationprogram AddedbyActs1995,74thLeg,ch 260,Sec 1,eff May30,1995

TEC§38.033.SCHOOLHEALTHANDRELATEDSERVICESPROGRAM;ELIGIBILITYFORAUDIOLOGY SERVICES..

(a)Achildiseligibletoreceiveaudiologyservicesprovidedundertheschoolhealthandrelatedservicesprogram ifthechild:

(1)is20yearsofageoryounger;

(2)hasadisabilityorchronicmedicalcondition;

(3)iseligibleforMedicaidbenefits;and

(4)hasbeenprescribedtheservicesunder:

(A)anindividualizededucationprogramcreatedundertheIndividualswithDisabilitiesEducationAct(20 U.S.C.Section1400etseq.);or

(B)aplancreatedunderSection504,RehabilitationActof1973(29U.S.C.Section794).

(b)TheHealthandHumanServicesCommissionshallprovidereimbursementtoaproviderundertheschool healthandrelatedservicesprogramforaudiologyservicesprovidedtoachildwhoiseligiblefortheservices underSubsection(a)

(c)TheexecutivecommissioneroftheHealthandHumanServicesCommission,inconsultationwiththeagency, shalladoptrulesnecessarytoimplementthissection

SECTION2 IfbeforeimplementinganyprovisionofthisActastateagencydeterminesthatawaiveror authorizationfromafederalagencyisnecessaryforimplementationofthatprovision,theagencyaffectedby theprovisionshallrequestthewaiverorauthorizationandmaydelayimplementingthatprovisionuntilthe waiverorauthorizationisgranted.

(a)Inthissection:

(1)"Center"meanstheEducationalResourceCenteronDeafnessattheTexasSchoolfortheDeaf.

(2)"Division"meanstheDivisionforEarlyChildhoodInterventionServicesoftheHealthandHuman ServicesCommission

(3)"Languageacquisition"includesexpressiveandreceptivelanguageacquisitionandliteracydevelopment inEnglish,AmericanSignLanguage,orboth,or,ifapplicable,inanotherlanguageprimarilyusedbya child'sparentorguardian,andisseparatefromanymodalityusedtocommunicateintheapplicable languageorlanguages.

(b)ThecommissionerandtheexecutivecommissioneroftheHealthandHumanServicesCommissionjointly shallensurethatthelanguageacquisitionofeachchildeightyearsofageoryoungerwhoisdeaforhardof hearingisregularlyassessedusingatoolorassessmentdeterminedtobevalidandreliableasprovidedby Subsection(d).

(c)NotlaterthanAugust31ofeachyear,theagency,thedivision,andthecenterjointlyshallprepareandposton theagency's,thedivision's,andthecenter'srespectiveInternetwebsitesareportonthelanguageacquisitionof childreneightyearsofageoryoungerwhoaredeaforhardofhearing Thereportmust:

(1)include:

(A)existingdatareportedincompliancewithfederallawregardingchildrenwithdisabilities;and (B)informationrelatingtothelanguageacquisitionofchildrenwhoaredeaforhardofhearingandalso haveotherdisabilities;

(2)stateforeachchild:

(A)theinstructionalarrangementusedwiththechild,asdescribedbySection42.151,includingthetime thechildspendsinamainstreaminstructionalarrangement;

(B)thespecificlanguageacquisitionservicesprovidedtothechild,including:

(i)thetimespentprovidingthoseservices;and

(ii)adescriptionofanyhearingamplificationusedinthedeliveryofthoseservices,including:

(a)thetypeofhearingamplificationused;

(b)theperiodoftimeinwhichthechildhashadaccesstothehearingamplification;and (c)theaverageamountoftimethechildusesthehearingamplificationeachday;

(C)thetoolsorassessmentsusedtoassessthechild'slanguageacquisitionandtheresultsobtained;

(D)thepreferreduniquecommunicationmodeusedbythechildathome;and

(E)thechild'sage,race,andgender,theageatwhichthechildwasidentifiedasbeingdeaforhardof hearing,andanyotherrelevantdemographicinformationthecommissionerdeterminestolikelybe correlatedwithorhaveanimpactonthechild'slanguageacquisition;

(3)compareprogressinEnglishliteracymadebychildrenwhoaredeaforhardofhearingtoprogressinthat subjectmadebychildrenofthesameagewhoarenotdeaforhardofhearing,byappropriateagerange; and

(4)beredactedasnecessarytocomplywithstateandfederallawregardingtheconfidentialityofstudent medicaloreducationalinformation.

(d)Thecommissioner,theexecutivecommissioneroftheHealthandHumanServicesCommission,andthecenter shallenterintoamemorandumofunderstandingregarding:

(1)theidentificationofexpertsindeafeducation;and

(2)thedetermination,inconsultationwiththoseexperts,ofthetoolsandassessmentsthatarevalidand reliable,inbothcontentandadministration,foruseinassessingthelanguageacquisitionofchildreneight yearsofageoryoungerwhoaredeaforhardofhearing

(e)TheagencyshalluseexistingcollecteddataanddatacollectedandtransferredfromtheDepartmentofState HealthServicesandtheHealthandHumanServicesCommission,asagreeduponinthememorandumof understanding,forthereportunderthissection.

(f)ThecommissionerandtheexecutivecommissioneroftheHealthandHumanServicesCommissionjointly shalladoptrulesasnecessarytoimplementthissection,includingrulesfor:

(1)assigningeachchildeightyearsofageoryoungerwhoisdeaforhardofhearingauniqueidentification numberforpurposesofthereportrequiredunderSubsection(c)andtoenablethetrackingofthechild's languageacquisition,andfactorsaffectingthechild'slanguageacquisition,overtime;and

(2)implementingthissectioninamannerthatcomplieswithfederallawregardingconfidentialityofstudent medicaloreducationalinformation,includingtheHealthInsurancePortabilityandAccountabilityActof 1996(42U.S.C.Section1320detseq.)andtheFamilyEducationalRightsandPrivacyActof1974(20 U.S.C.Section1232g),andanystatelawrelatingtotheprivacyofstudentinformation. SECTION3.

(b)NotlaterthanDecember1,2019,thecommissionerofeducation,theexecutivecommissioneroftheHealth andHumanServicesCommission,andthecenterjointlyshalldeterminethetoolsandassessmentsthatare validandreliableforuseinassessingthelanguageacquisitionofchildreneightyearsofageoryoungerwho aredeaforhardofhearingasrequiredunderSection29316(d),EducationCode,asaddedbythisAct

SECTION4 TheTexasEducationAgencyandtheHealthandHumanServicesCommissionarerequiredto implementSection29316,EducationCode,asaddedbythisAct,onlyifthelegislatureappropriatesmoney specificallyforthatpurpose Ifthelegislaturedoesnotappropriatemoneyspecificallyforthatpurpose,the agencyandcommissionmay,butarenotrequiredto,implementSection29316,EducationCode,asaddedby thisAct,usingotherappropriationsavailableforthepurpose.

SECTION1.Section392.002,GovernmentCode,isamendedbyaddingSubsection(b-1)toreadasfollows: (b-1)InadditiontothetermsandphraseslistedinSubsection(a),thelegislatureandtheTexasLegislativeCouncil aredirectedtoavoidusinginanynewstatuteorresolution"hearingimpaired,""auditoryimpairment,"and "speechimpaired"inreferencetoadeaforhardofhearingperson,andthelegislatureandtheTexas LegislativeCouncilaredirectedtoreplace,whenenactingorrevisingastatuteorresolution,thosephrases with"deaf"or"hardofhearing,"asappropriate

D.Autism

TAC§89.1055.ContentoftheIndividualizedEducationProgram(IEP).

(e) Forstudentseligibleunder§89.1040(c)(1)ofthistitle(relatingtoEligibilityCriteria),thestrategiesdescribed inthissubsectionmustbeconsidered,basedonpeer-reviewed,research-basededucationalprogramming practicestotheextentpracticableand,whenneeded,addressedintheIEP:

(1) extendededucationalprogramming(forexample:extendeddayand/orextendedschoolyearservicesthat considerthedurationofprograms/settingsbasedonassessmentofbehavior,socialskills,communication, academics,andself-helpskills);

(2) dailyschedulesreflectingminimalunstructuredtimeandactiveengagementinlearningactivities(for example:lunch,snack,andrecessperiodsthatprovideflexibilitywithinroutines;adapttoindividualskill levels;andassistwithschedulechanges,suchaschangesinvolvingsubstituteteachersandpeprallies);

(3) in-homeandcommunity-basedtrainingorviablealternativesthatassistthestudentwithacquisitionof social/behavioralskills(forexample:strategiesthatfacilitatemaintenanceandgeneralizationofsuch skillsfromhometoschool,schooltohome,hometocommunity,andschooltocommunity);

(4) positivebehaviorsupportstrategiesbasedonrelevantinformation,forexample:

(A) antecedentmanipulation,replacementbehaviors,reinforcementstrategies,anddata-baseddecisions; and

(B) abehavioralinterventionplandevelopedfromafunctionalbehavioralassessmentthatusescurrent datarelatedtotargetbehaviorsandaddressesbehavioralprogrammingacrosshome,school,and community-basedsettings;

(5) beginningatanyage,consistentwithsubsection(h)ofthissection,futuresplanningforintegratedliving, work,community,andeducationalenvironmentsthatconsidersskillsnecessarytofunctionincurrentand post-secondaryenvironments;

(6) parent/familytrainingandsupport,providedbyqualifiedpersonnelwithexperienceinAutismSpectrum Disorders(ASD),that,forexample:

(A) providesafamilywithskillsnecessaryforastudenttosucceedinthehome/communitysetting;

(B) includesinformationregardingresources(forexample:parentsupportgroups,workshops,videos, conferences,andmaterialsdesignedtoincreaseparentknowledgeofspecificteaching/management techniquesrelatedtothestudent'scurriculum);and

(C) facilitatesparentalcarryoverofin-hometraining(forexample:strategiesforbehaviormanagement anddevelopingstructuredhomeenvironmentsand/orcommunicationtrainingsothatparentsare activeparticipantsinpromotingthecontinuityofinterventionsacrossallsettings);

(7) suitablestaff-to-studentratioappropriatetoidentifiedactivitiesandasneededtoachievesocial/behavioral progressbasedonthestudent'sdevelopmentalandlearninglevel(acquisition,fluency,maintenance, generalization)thatencouragesworktowardsindividualindependenceasdeterminedby,forexample:

(A) adaptivebehaviorevaluationresults;

(B) behavioralaccommodationneedsacrosssettings;and

(8) communicationinterventions,includinglanguageformsandfunctionsthatenhanceeffective communicationacrosssettings(forexample:augmentative,incidental,andnaturalisticteaching);

(9) socialskillssupportsandstrategiesbasedonsocialskillsassessment/curriculumandprovidedacross settings(forexample:trainedpeerfacilitators(e.g.,circleoffriends),videomodeling,socialstories,and roleplaying);

(10) professionaleducator/staffsupport(forexample:trainingprovidedtopersonnelwhoworkwiththe studenttoassurethecorrectimplementationoftechniquesandstrategiesdescribedintheIEP);and

(11) teachingstrategiesbasedonpeerreviewed,research-basedpracticesforstudentswithASD(forexample: thoseassociatedwithdiscrete-trialtraining,visualsupports,appliedbehavioranalysis,structuredlearning, augmentativecommunication,orsocialskillstraining)

(f) IftheARDcommitteedeterminesthatservicesarenotneededinoneormoreoftheareasspecifiedin subsection(e)ofthissection,theIEPmustincludeastatementtothateffectandthebasisuponwhichthe determinationwasmade.

ClicklinktoreviewtheRegion13ESCAutismStatewideLeadershipFunction/ProjectwhichTEAsupports. http://wwwtxautismnet/evaluations

AdditionalresourcesavailablefromtheTexasStatewideLeadershipforAutismTraining: http://wwwtxautismnet/indexhtml

For students with Autism, the district ARD/IEP committee must consider specialized strategies that are based on peer-reviewed, research-based education programming practices to the extent practicable. The consideration and/or need for specific strategies must be reviewed annually and documented in the ARD/IEP. Methodologies

Education methodologies refers to systems of practices and procedures such as project based learning, cooperative learning or applied behavioral analysis Educational programming methodologies are not the responsibility of the ARD Committee Appropriate instructional strategies and accommodations recommended by the ARD committee will be documented in the ARD The district Special Education office is responsible for ensuring that classroom teachers will have appropriate training in specific strategies and accommodations needed by students Students with autism may benefit from applied behavioral analysis strategies which include a systematic approach to the assessment and evaluation of observable behavior, and the application of specific targeted interventions that alter behavior. Data collection and analysis of progress is a key component in all special education classes in AISD.

TEC§25.087 AmendedbyHB192,2009,adds§25087(b-3)

Summary:Schooldistrictsarecurrentlyrequiredtoexcusecertaintemporaryabsencesforappointmentswith healthcareprofessionals NewSubsection(b-3)specifiesthatsuchabsencesincludethetemporaryabsenceofa studentdiagnosedwithautismspectrumdisorderforanappointmentwithahealthcarepractitioner,asdescribed by§1355.015(b),InsuranceCode,toreceiveagenerallyrecognizedserviceforpersonswithautismspectrum disorder,includingappliedbehavioralanalysis,speechtherapy,andoccupationaltherapy.Thetextof §1355.015(b),InsuranceCode,isavailableat: http://wwwstatutes legis state tx us/SOTWDocs/IN/word/IN 1355 doc

Students with autism may be excused from attendance in order to participate in specific therapies in the community setting as arranged by their parents The AISD will request information from the parent in order to document the request for an excused absence The following must be documented: What service specifically the student is receiving; What are the credentials of the health care practitioner; and Verification of attendance with the health care practitioner.

E.Deaf-Blindness (See C. Deaf or Hard of Hearing and Z. Visual Impairment - also for TSD/TSBVI see letter X.)

F.ExtendedSchoolYearServices(ESY)

§300.106Extendedschoolyearservices. (a)General.

(1)TheAISDmustensurethatextendedschoolyearservicesareavailableasnecessarytoprovide FAPE,consistentwithparagraph(a)(2)ofthissection.

(2)Extendedschoolyearservicesmustbeprovidedonlyifachild'sIEPteamdetermines,onan individualbasis,inaccordancewith§§300.320through300.324,thattheservicesarenecessaryfor theprovisionofFAPEtothechild. (§§300.320 Definition of IEP, .321 IEP Team, .322 Parent Participation, 323 when IEPs must be in effect, 324 Development of IEP)

(3)Inimplementingtherequirementsofthissection,apublicagencymaynot-(i)Limitextendedschoolyearservicestoparticularcategoriesofdisability;or (ii)Unilaterallylimitthetype,amount,ordurationofthoseservices.

(b)Definition.Asusedinthissection,thetermextendedschoolyearservicesmeansspecialeducationand relatedservicesthat--

(1)Areprovidedtoachildwithadisability--

(i)BeyondthenormalschoolyearoftheAISD; (ii)Inaccordancewiththechild'sIEP;and (iii)Atnocosttotheparentsofthechild;and (2)MeetthestandardsoftheSEA.

TAC§89.1055.ContentoftheIndividualizedEducationProgram(IEP).

(c) IftheARDcommitteedeterminesthatthestudentisinneedofextendedschoolyear(ESY)services,as describedin§89.1065ofthistitle(relatingtoExtendedSchoolYearServices),thentheIEPmustidentify whichofthegoalsandobjectivesintheIEPwillbeaddressedduringESYservices.

TAC§89.1065.ExtendedSchoolYearServices(ESYServices).

Extendedschoolyear(ESY)servicesaredefinedasindividualizedinstructionalprogramsbeyondtheregular schoolyearforeligiblestudentswithdisabilities

(1) TheneedforESYservicesmustbedeterminedonanindividualstudentbasisbytheadmission,review, anddismissal(ARD)committeeinaccordancewith34CodeofFederalRegulations(CFR),§300106,and theprovisionsofthissection IndeterminingtheneedforandinprovidingESYservices,theAISDmay not:

(A) limitESYservicestoparticularcategoriesofdisability;or (B) unilaterallylimitthetype,amount,ordurationofESYservices.

(2) TheneedforESYservicesmustbedocumentedfromformaland/orinformalevaluationsprovidedbythe districtortheparents.Thedocumentationmustdemonstratethatinoneormorecriticalareasaddressedin thecurrentindividualizededucationprogram(IEP)goalsandobjectives,thestudenthasexhibited,or reasonablymaybeexpectedtoexhibit,severeorsubstantialregressionthatcannotberecoupedwithina reasonableperiodoftime Severeorsubstantialregressionmeansthatthestudenthasbeen,orwillbe, unabletomaintainoneormoreacquiredcriticalskillsintheabsenceofESYservices

(3) Thereasonableperiodoftimeforrecoupmentofacquiredcriticalskillsmustbedeterminedonthebasis ofneedsidentifiedineachstudent'sIEP.Ifthelossofacquiredcriticalskillswouldbeparticularlysevere orsubstantial,orifsuchlossresults,orreasonablymaybeexpectedtoresult,inimmediatephysicalharm tothestudentortoothers,ESYservicesmaybejustifiedwithoutconsiderationoftheperiodoftimefor recoupmentofsuchskills.Inanycase,theperiodoftimeforrecoupmentmustnotexceedeightweeks.

(4) Askilliscriticalwhenthelossofthatskillresults,orisreasonablyexpectedtoresult,inanyofthe followingoccurrencesduringthefirsteightweeksofthenextregularschoolyear:

(A) placementinamorerestrictiveinstructionalarrangement;

(B) significantlossofacquiredskillsnecessaryforthestudenttoappropriatelyprogressinthegeneral curriculum;

(C) significantlossofself-sufficiencyinself-helpskillareasasevidencedbyanincreaseinthenumberof directservicestaffand/oramountoftimerequiredtoprovidespecialeducationorrelatedservices;

(D) lossofaccesstocommunity-basedindependentlivingskillsinstructionoranindependentliving environmentprovidedbynoneducationalsourcesasaresultofregressioninskills;or

(E) lossofaccesstoon-the-jobtrainingorproductiveemploymentasaresultofregressioninskills

(5) IfthedistrictdoesnotproposeESYservicesfordiscussionattheannualreviewofastudent'sIEP,the parentmayrequestthattheARDcommitteediscussESYservicespursuantto34CFR,§300321

(6) IfastudentforwhomESYserviceswereconsideredandrejectedlosescriticalskillsbecauseofthe decisionnottoprovideESYservices,andifthoseskillsarenotregainedafterthereasonableperiodof timeforrecoupment,theARDcommitteemustreconsiderthecurrentIEPifthestudent'slossofcritical skillsinterfereswiththeimplementationofthestudent'sIEP.

(7) Forstudentsenrollinginadistrictduringtheschoolyear,informationobtainedfromthepriorschool districtaswellasinformationcollectedduringthecurrentyearmaybeusedtodeterminetheneedfor

ESYservices.

(8) TheprovisionofESYservicesislimitedtotheeducationalneedsofthestudentandmustnotsupplantor limittheresponsibilityofotherpublicagenciestocontinuetoprovidecareandtreatmentservices pursuanttopolicyorpractice,evenwhenthoseservicesaresimilarto,orthesameas,theservices addressedinthestudent'sIEP NostudentwillbedeniedESYservicesbecausethestudentreceivescare andtreatmentservicesundertheauspicesofotheragencies

(9) DistrictsarenoteligibleforreimbursementforESYservicesprovidedtostudentsforreasonsotherthan thosesetforthinthissection

The following guidelines will be used to assist in identifying students who may need ESY services ESY services are determined on an annual basis, are not synonymous with summer school and are not intended as a recreational service. ESY services may be provided during the summer, before or after school hours, or during school vacations depending upon the need of the individual student.

1 Decisions concerning the qualification for ESY services will be based upon a body of data collected throughout the school year This data will include student work, anecdotal records, charting, etc: Procedures will include the following:

a Identification of students who have experienced regression on specific IEP objectives at the beginning of the year compared to IEP reviews conducted the last six weeks of the previous school year This process is done for students who did receive ESY services and for students who did not receive ESY services

b. At the IEP progress review at the close of the first six weeks, students identified at the beginning of the year as having experienced significant regression, should be evaluated to determine if they have recouped the skills lost during the summer. For those students not evidencing recoupment of skills at this review, another review should be conducted following an additional two weeks.

c Throughout the school year, following holiday breaks, etc additional data may identify students who are experiencing regression on IEP goals

d For some students regression might be considered substantial even though recoupment does occur within the six to eight weeks (includes the 2 weeks of additional reteach) This is particularly true in critical skill areas such as health, safety and vocational skills This must be an educational decision by the ARD/IEP committee, based on knowledge of the individual student’s needs and current IEP goals and objectives Data reviewed may also include predictive data, based on the opinion of professionals in consultation with the child’s parents as well as circumstantial considerations of the child’s individual situation at home and in his or her neighborhood and community.

2 The ARD/IEP committee will review the body of data in determining the need for ESY services for the coming summer break for any student:

a For whom the data indicates regression and recoupment issues

b For any student referred by their parent for regression and recoupment issues

3 The ARD committee in reviewing the need for ESY services will determine the appropriate IEP goals and objectives from the current IEP and the required amount of instruction time needed to prevent regression and recoupment issues.

4. For students transferring into the district during the school year the following procedures can be used to determine the need for ESY services:

a Attempt to contact a teacher from the student's original school for supporting data related to regression

b Begin immediate data collection using the FIE, current IEP goals and continue with data collection throughout the school year focusing particularly on school holidays and student performance following such holidays

5 For ECI students new to the district, the staff will use all existing data to analyze regression recoupment of the goals and objectives on the IEP or the IFSP

Data to support ESY decisions will be collected by the special education staff supporting the student and presented to the ARD/IEP committee for consideration. All decisions regarding ESY will be documented on district forms and filed in the student’s special education eligibility folder by the educational diagnostician/LSSP

Additional ESY Considerations

AlsoseeTEAwebsite:https://teatexasgov/academics/special-student-populations/special-education/programsand-services/extended-school-year

TAC§89.1011(d).FullIndividualandInitialEvaluation. Theadmission,review,anddismissal(ARD) committeemustmakeitsdecisionsregardingastudent'sinitialeligibilitydeterminationand,ifappropriate, individualizededucationprogram(IEP)andplacementwithin30calendardaysfromthedateofthe completionofthewrittenfullindividualandinitialevaluationreport Ifthe30thdayfallsduringthesummer andschoolisnotinsession,thestudent'sARDcommitteehasuntilthefirstdayofclassesinthefalltofinalize decisionsconcerningthestudent'sinitialeligibilitydetermination,IEP,andplacement,unlessthefull individualandinitialevaluationindicatesthatthestudentwillneedextendedschoolyearservicesduringthat summer

G.ExtracurricularActivities

§300.107Nonacademicservices.

TheStatemustensurethefollowing:

(a)Eachpublicagencymusttakesteps,includingtheprovisionofsupplementaryaidsandservices determinedappropriateandnecessarybythechild’sIEPTeam,toprovidenonacademicand extracurricularservicesandactivitiesinthemannernecessarytoaffordchildrenwithdisabilitiesan equalopportunityforparticipationinthoseservicesandactivities.

(b)Nonacademicandextracurricularservicesandactivitiesmayincludecounselingservices,athletics, transportation,healthservices,recreationalactivities,specialinterestgroupsorclubssponsoredbythe publicagency,referralstoagenciesthatprovideassistancetoindividualswithdisabilities,and employmentofstudents,includingbothemploymentbythepublicagencyandassistanceinmaking outsideemploymentavailable.

(Authority:20U.S.C.1412(a)(1))

§300.117Nonacademicsettings.

Inprovidingorarrangingfortheprovisionofnonacademicandextracurricularservicesandactivities, includingmeals,recessperiods,andtheservicesandactivitiessetforthin§300.107,eachpublicagency mustensurethateachchildwithadisabilityparticipateswithnondisabledchildreninthoseservicesand activitiestothemaximumextentappropriatetotheneedsofthatchild.TheAISDmustensurethateach childwithadisabilityhasthesupplementaryaidsandservicesdeterminedbythechild’sIEPTeamtobe appropriateandnecessaryforthechildtoparticipateinnonacademicsettings.(Authority:20U.S.C. 1412(a)(5))

§300.320Definitionofindividualizededucationprogram.

(i)Toadvanceappropriatelytowardattainingtheannualgoals;

(ii)Tobeinvolvedinandmakeprogressinthegeneraleducationcurriculuminaccordancewith paragraph(a)(1)ofthissection,andtoparticipateinextracurricularandothernonacademic activities;and

(iii)Tobeeducatedandparticipatewithotherchildrenwithdisabilitiesandnondisabledchildrenin theactivitiesdescribedinthissection;

TEC§33.081.ExtracurricularActivities.

(e)Suspensionofastudentwithadisabilitythatsignificantlyinterfereswiththestudent'sabilitytomeetregular academicstandardsmustbebasedonthestudent'sfailuretomeettherequirementsofthestudent's individualizededucationprogram Thedeterminationofwhetheradisabilitysignificantlyinterfereswitha student'sabilitytomeetregularacademicstandardsmustbemadebythestudent'sadmission,review,and dismissalcommittee Forpurposesofthissubsection,"studentwithadisability"meansastudentwhois eligibleforadistrict'sspecialeducationprogramunderSection29.003(b).

(f)Astudentsuspendedunderthissectionmaypracticeorrehearsewithotherstudentsforanextracurricular activitybutmaynotparticipateinacompetitionorotherpublicperformance.

H.FBA(FunctionalBehaviorAssessment)/BIP(BehaviorInterventionPlan)

(see also Section 2-FIE and Section 6-Discipline)

§300.324Development,review,andrevisionofIEP (a)(2)Considerationofspecialfactors.TheIEPTeammust-(i)Inthecaseofachildwhosebehaviorimpedesthechild’slearningorthatofothers,considerthe useofpositivebehavioralinterventionsandsupports,andotherstrategies,toaddressthat behavior.

TAC§89.1050TheAdmission,Review,andDismissal(ARD)Committee.

(k) Alldisciplinaryactionsregardingstudentswithdisabilitiesmustbedeterminedinaccordancewith34CFR, §§300.101(a)and300.530-300.536(relatingtodisciplinaryactionsandprocedures),theTEC,Chapter37, SubchapterA(AlternativeSettingsforBehaviorManagement),and§891053ofthistitle(relatingto ProceduresforUseofRestraintandTime-Out)

TEC§29.005

(g) Thecommitteemaydeterminethatabehaviorimprovementplanorabehavioralinterventionplanis appropriateforastudentforwhomthecommitteehasdevelopedanindividualizededucationprogram.Ifthe committeemakesthatdetermination,thebehaviorimprovementplanorthebehavioralinterventionplanshall beincludedaspartofthestudent'sindividualizededucationprogramandprovidedtoeachteacherwith responsibilityforeducatingthestudent

(h) Ifabehaviorimprovementplanorabehavioralinterventionplanisincludedaspartofastudent’s individualizededucationprogramunderSubsection(g),thecommitteeshallreviewtheplanatleastannually andmorefrequentlyifappropriatetoaddress:

(1) changesinastudent’scircumstancesthatmayimpactthestudent’sbehavior,suchas:

(A) theplacementofthestudentinadifferenteducationalsetting;

(B) anincreaseorpersistenceindisciplinaryactionstakenregardingthestudentforsimilartypesof behavioralincidents;

(D) anunauthorizedunsuperviseddeparturefromaneducationalsetting;or

(2) thesafetyofthestudentorothers

TAC§89.1055ContentoftheIEP

(g)IftheARDcommitteedeterminesthatabehaviorimprovementplanorabehavioralinterventionplanis appropriateforastudent,thatplanmustbeincludedaspartofthestudent'sIEPandprovidedtoeachteacher withresponsibilityforeducatingthestudent.

The ARD/IEP committee will address the needs of the student which arise from behaviors that interfere with the student’s learning or the learning of other students Addressing the continuum of behavioral needs: , Student special education needs will be addressed in the Least Restrictive Environment appropriate for each individual as determined by the ARD/IEP Committee

If the student exhibits behavior that is interfering with his/her learning or the learning of others, the ARD/IEP Committee will consider completing a Functional Behavior Assessment (FBA) and develop a Behavioral Intervention Plan (BIP) if needed

If a BIP is developed, the ARD/IEP committee will review the plan at least annually and more frequently if appropriate to address any changes in a student’s circumstances that may impact the student’s behavior, such as; the placement of the student in a different educational setting, an increase or persistence in disciplinary actions taken regarding the student for similar types of behavioral incidents, a pattern of unexcused absences, an unauthorized unsupervised departure from an educational setting and/or the safety of the student or others In addition, Social/Emotional Goals/Objectives might be appropriate

For more information see Section 2-FIE for development of the FBA and also Section 6 of the OPOs for more information on Discipline Discussion of needs of the student in this area will be documented on district forms and filed by the educational diagnostician/LSSP in the student’s special education eligibility folder.

ClicklinktoreviewtheRegion4ESCBehaviorSupportInitiativeStatewideFunctionwhichTEAsupports. http://www.txbehaviorsupport.org/

I.GradingandReporting

TEC§28.0214.FinalityofGrade.

(a)Anexaminationorcoursegradeissuedbyaclassroomteacherisfinalandmaynotbechangedunlessthegrade isarbitrary,erroneous,ornotconsistentwiththeAISDgradingpolicyapplicabletothegrade,asdetermined bytheboardoftrusteesoftheschooldistrictinwhichtheteacherisemployed

(b)AdeterminationbyaschooldistrictboardoftrusteesunderSubsection(a)isnotsubjecttoappeal This subsectiondoesnotprohibitanappealrelatedtoastudent'seligibilitytoparticipateinextracurricular activitiesunderSection33.081.

§300.320Definitionofindividualizededucationprogram.

(a)(3)Adescriptionof--

(i)Howthechild’sprogresstowardmeetingtheannualgoalsdescribedinparagraph(2)ofthis sectionwillbemeasured;and

(ii)Whenperiodicreportsontheprogressthechildismakingtowardmeetingtheannualgoals (suchasthroughtheuseofquarterlyorotherperiodicreports,concurrentwiththeissuanceof reportcards)willbeprovided;

TEC§28.0216-DistrictGradingPolicy

Requiresthatschooldistrictsadoptagradingpolicybeforethestartofeachschoolyear.Theschooldistrictpolicy:

(1)mustrequireaclassroomteachertoassignagradethatreflectsthestudent’srelativemasteryofanassignment;

(2)maynotrequireaclassroomteachertoassignaminimumgradeforanassignmentwithoutregardforthe student’squalityofwork;and

(3)mayallowastudentareasonableopportunitytomakeuporredoaclassassignmentorexaminationforwhich thestudentreceivedafailinggrade

Each student receiving special education instruction has an individual education program (IEP) which addresses the student’s educational needs, and individual goals and objectives relative to student's identified disability The district grading policy will be followed and discussed during the ARD/IEP meeting.

1. Students receiving instruction in a special education classroom (resource or self-contained) will receive grades with supporting documentation.

2 Grades received in any instruction setting will reflect work completed and progress documented

3 If the student with disabilities fails to make progress on the IEP, the responsible teacher will review the IEP for appropriateness of goals/objectives, instructional materials and methods The teacher must document the efforts made to try to help the student achieve success

a If a student with disabilities is not be progressing toward mastery of the goal by the annual ARD, the ARD/IEP committee must convene to discuss the student’s needs and make recommendations to assist the student.

b. An ARD/IEP committee will meet if the student is not attending school to discuss the appropriateness of the IEP, need for additional testing, and pursuit of compulsory attendance, if appropriate.

4 The grading of a special education student in a general education classroom is based upon the district grading policy and the ARD/IEP committee recommends accommodations of pacing, methods, and materials needed When accommodations have been recommended by the ARD/IEP committee, the special education teacher is responsible for:

a informing the general education teacher of the recommended accommodations;

b providing other information concerning the student’s achievement and functioning levels, learning style and behavioral needs;

c. offering assistance to the general education teacher on a scheduled basis, as recommended by the ARD/IEP committee; and

d documenting contacts with the general education teacher

5 Unless the ARD/IEP committee designates otherwise,

a when a special education student in general education classes is enrolled in the homebound program, the general classroom teacher will be responsible for grading all assignments and recording grades on the report card and permanent record for all subject areas

b report cards will be issued to ECSE children on the same schedule as non-disabled students on their assigned campus

J.IntensiveRemediation

TEC§28.0213.IntensiveProgramofInstruction.

(a)TheAISDshallofferanintensiveprogramofinstructiontoastudentwhodoesnotperformsatisfactorilyonan assessmentinstrumentadministeredunderSubchapterB,Chapter39.

(b)TheAISDshalldesigntheintensiveprogramofinstructiondescribedbySubsection(a)to:

(1)enablethestudentto:

(A)totheextentpracticable,performatthestudent'sgradelevelattheconclusionofthenextregular schoolterm;or

(B)attainastandardofannualgrowthspecifiedbytheschooldistrictandreportedbythedistricttothe TEA;and

(2)ifapplicable,carryoutthepurposesofSection28.0211.

(c)TheAISDshallusefundsappropriatedbythelegislatureforanintensiveprogramofinstructiontoplanand implementintensiveinstructionandotheractivitiesaimedathelpingastudentsatisfystateandlocalhigh schoolgraduationrequirements.Thecommissionershalldistributefundstodistrictsthatimplementaprogram underthissectionbasedonthenumberofstudentsidentifiedbythedistrictwho:

(1)donotperformsatisfactorilyonanassessmentinstrumentadministeredunderSubchapterB,Chapter39; or

(2)arenotlikelytoreceiveahighschooldiplomabeforethefifthschoolyearfollowingthestudent's enrollmentingradenine,asdeterminedbythedistrict

(d)Aschooldistrict'sdeterminationoftheappropriatenessofaprogramforastudentunderthissectionisfinal anddoesnotcreateacauseofaction.

(e)ForastudentinaspecialeducationprogramunderSubchapterA,Chapter29,whodoesnotperform satisfactorilyonanassessmentinstrumentadministeredunderSection39.023(a),(b),or(c),thestudent's admission,review,anddismissalcommitteeshalldesigntheprogramto:

(1)enablethestudenttoattainastandardofannualgrowthonthebasisofthestudent'sindividualized educationprogram;and

(2)ifapplicable,carryoutthepurposesofSection280211

K.LengthofSchoolDay

TAC§89.1075.GeneralProgramRequirementsandLocalDistrictProcedures.

(e) Studentswithdisabilitiesmusthaveavailableaninstructionaldaycommensuratewiththatofstudentswithout disabilities TheARDcommitteemustdeterminetheappropriateinstructionalsettingandlengthofdayfor eachstudent,andthesemustbespecifiedinthestudent'sIEP

Any variation in the length of school day will be thoroughly documented in the IEP and the specific plan for returning the student to a normal school day (the same as nondisabled peers) will be developed in the ARD meeting

L.LEP(LimitedEnglishProficient)–ELL(EnglishLearners)

https://tea.texas.gov/academics/special-student-populations/english-learner-support/bilingual-and-englishas-a-second-language-education-programs

§300.324Development,review,andrevisionofIEP

(a) (2)Considerationofspecialfactors.TheIEPTeammust-(ii)InthecaseofachildwithlimitedEnglishproficiency,considerthelanguageneedsofthechildas thoseneedsrelatetothechild'sIEP;

TEC§101.1007.AssessmentProvisionsforGraduation.

(a) AlthoughanEnglishlanguagelearner(ELL)shallnotbeexemptfromtakinganend-of-courseassessmentfor reasonsassociatedwithlimitedEnglishproficiencyorinadequateschoolingoutsidetheUnitedStates,special provisionsundersubsection(b)ofthissectionshallapplytoanELLenrolledinanEnglishIorIIcourseoran EnglishforSpeakersofOtherLanguages(ESOL)IorIIcourseiftheELL:

(1) hasbeenenrolledinUS schoolsforthreeschoolyearsorlessorqualifiesasanunschooledasyleeor refugeeenrolledinUS schoolsforfiveschoolyearsorless;and (2) thestudenthasnotyetdemonstratedEnglishlanguageproficiencyinreadingasdeterminedbythe assessmentunder§101.1003ofthistitle(relatingtoEnglishLanguageProficiencyAssessments).

(b) ConcerningtheapplicableEnglishIassessmentinwhichthestudentisenrolled,anELLwhomeetsthe eligibilitycriteriainsubsection(a)ofthissectionshallnotberequiredtoretaketheassessmenteachtimeitis administeredifthestudentpassesthecoursebutfailstoachievethepassingstandardontheassessment.

TEC§101.1005.AssessmentsofAchievementinAcademicContentAreasandCourses.

(a) Thelanguageproficiencyassessmentcommittee(LPAC)shallselecttheappropriateassessmentoptionfor eachEnglishlanguagelearner(ELL)inaccordancewiththissubchapter ForeachELLwhoreceivesspecial educationservices,thestudent'sadmission,review,anddismissal(ARD)committeeinconjunctionwiththe student'sLPACshallselecttheappropriateassessments TheLPACshalldocumentthedecisionsand justificationsinthestudent'spermanentrecordfile,andtheARDcommitteeshalldocumentthedecisionsand justificationsinthestudent'sindividualizededucationprogram Assessmentdecisionsshallbemadeonan individualstudentbasisandinaccordancewithadministrativeproceduresestablishedbytheTexasEducation Agency(TEA).

(b) Exceptasprovidedbysubsection(c)ofthissectionanELLshallparticipateintheGrades3-8andend-ofcourseassessmentsasrequiredbytheTexasEducationCode(TEC),§39.023(c).Exceptasspecifiedin paragraphs(1)-(3)ofthissubsection,anELLshallbeadministeredthegeneralformoftheEnglish-version stateassessment

(1) ASpanish-speakingELLinGrades3-5maybeadministeredthestate'sSpanish-versionassessmentifan assessmentinSpanishwillprovidethemostappropriatemeasureofthestudent'sacademicprogress

(2) AnELLinGrade3orhighermaybeadministeredthelinguisticallyaccommodatedEnglishversionofthe state'smathematics,science,orsocialstudiesassessmentif:

(A) aSpanish-versionassessmentdoesnotexistorisnotthemostappropriatemeasureofthe student'sacademicprogress;

(B) thestudenthasnotyetdemonstratedEnglishlanguageproficiencyinreadingasdeterminedby theassessmentunder§101.1003ofthistitle(relatingtoEnglishLanguageProficiency Assessments);and

(C) thestudenthasbeenenrolledinUS schoolsforthreeschoolyearsorlessorqualifiesasan unschooledasyleeorrefugeeenrolledinUS schoolsforfiveschoolyearsorless

(3) Incertaincases,anELLwhoreceivesspecialeducationservicesmay,asaresultofhisorherparticular disablingcondition,qualifytobeadministeredanalternativeassessmentinstrumentbasedonalternative achievementstandards.

(c) InaccordancewiththeTEC,§39.027(a-1),anunschooledasyleeorrefugeewhomeetsthecriteriaof paragraphs(1)-(3)ofthissubsectionshallbegrantedanexemptionfromanadministrationofanassessment instrumentundertheTEC,§39.023(a),(b),or(l).Thisexemptionwillonlyapplyduringtheschoolyearan unschooledasyleeorrefugeeisfirstenrolledinaUSpublicschool Anunschooledasyleeorrefugeeisa studentwho:

(1) enrolledinaUS schoolasanasyleeasdefinedby45CodeofFederalRegulations§40041orarefugee asdefinedby8UnitedStatesCode§1101;

(2) hasaFormI-94Arrival/Departurerecord,orasuccessordocument,issuedbytheUnitedStates CitizenshipandImmigrationServicesthatisstampedwith"Asylee,""Refugee,"or"Asylum";and (3) asaresultofinadequateschoolingoutsidetheUnitedStates,lacksthenecessaryfoundationinthe essentialknowledgeandskillsofthecurriculumprescribedundertheTEC,§28.002,asdeterminedbythe LPAC.

(d) ForpurposesofLPACdeterminationsinsubsection(c)ofthissection,inadequateschoolingoutsidethe UnitedStatesisdefinedaslittleornoformalschoolingoutsidetheUnitedStatessuchthattheasyleeor refugeelackedbasicliteracyinhisorherprimarylanguageuponenrollmentinschoolintheUnitedStates

(e) TheLPACshall,inconjunctionwiththeARDcommitteeiftheELLisreceivingspecialeducationservices undertheTEC,Chapter29,SubchapterA,determineanddocumentanyallowabletestingaccommodationsfor assessmentsunderthissectioninaccordancewithadministrativeproceduresestablishedbytheTEA.

(f) AnELLwhoseparentorguardianhasdeclinedtheservicesrequiredbytheTEC,Chapter29,SubchapterB, isnoteligibleforspecialassessment,accommodation,oraccountabilityprovisionsmadeavailabletoELLson thebasisoflimitedEnglishproficiency.

(g) SchooldistrictsmayadministertheassessmentofacademicskillsinSpanishtoastudentwhoisnot identifiedaslimitedEnglishproficientbutwhoparticipatesinabilingualprogramiftheLPACdeterminesthe assessmentinSpanishtobethemostappropriatemeasureofthestudent'sacademicprogress

(h) PoliciesforincludingtheacademicperformanceofanELLinstateandfederalaccountabilitymeasures, whichwilltakeintoaccountthesecondlanguageacquisitiondevelopmentalneedsofthisstudentpopulation, shallbedelineatedintheofficialTEApublicationsrequiredbyChapter97ofthistitle(relatingtoPlanning andAccountability).

(a) Schooldistrictsshallimplementassessmentproceduresthatdifferentiatebetweenlanguageproficiencyand disabling[handicapping]conditionsinaccordancewithSubchapterAAofthischapter(relatingto Commissioner'sRulesConcerningSpecialEducationServices)andshallestablishplacementproceduresthat ensurethatplacementinabilingualeducationorEnglishasasecondlanguageprogramisnotrefusedsolely becausethestudenthasadisability

(b) Languageproficiencyassessment[Admission,review,anddismissal]committeemembersshallmeetin conjunctionwithadmission,review,anddismissal[languageproficiencyassessment]committeemembersto reviewandproviderecommendationswithregardtotheeducationalneedsofeachEnglish[language]learner whoqualifiesforservicesinthespecialeducationprogram.

(SeealsoHomeLanguageSurvey/LPACinSect.1-ReferralandinSect.2-FIE)ToviewallEnglishlanguage learner(ELL)resources,visittheELLwebpage,LPACResources,ARDandLPACCollaboration.

TAC§891226TestingandClassificationofStudents,BeginningwithSchoolYear2019-2020

(l)ForEnglishlearnerswhoarealsoeligibleforspecialeducationservices,thestandardizedprocessforEnglish learnerprogramexitisfollowedinaccordancewithapplicableprovisionsofsubsection(i)ofthissection. However,annualmeetingstoreviewstudentprogressandmakerecommendationsforprogramexitmustbe madeinallinstancesbythelanguageproficiencyassessmentcommitteeinconjunctionwiththeARD committeeinaccordancewith§89.1230(b)ofthistitle(relatingtoEligibleStudentswithDisabilities). Additionally,thelanguageproficiencycommitteeinconjunctionwiththeARDcommitteeshallimplement assessmentproceduresthatdifferentiatebetweenlanguageproficiencyanddisablingconditionsinaccordance with§891230(a)ofthistitle

(m)ForanEnglishlearnerwithsignificantcognitivedisabilities,thelanguageproficiencyassessmentcommittee inconjunctionwiththeARDcommitteemaydeterminethatthestate'sEnglishlanguageproficiency assessmentforexitisnotappropriatebecauseofthenatureofthestudent'sdisablingcondition.Inthesecases, thelanguageproficiencyassessmentcommitteeinconjunctionwiththeARDcommitteemayrecommendthat thestudenttakethestate'salternateEnglishlanguageproficiencyassessmentandshalldeterminean appropriateperformancestandardrequirementforexitbylanguagedomainundersubsection(i)(1)ofthis section;

Forthefulltext,seehttp://ritterteastatetxus/rules/tac/chapter089/ch089bbhtml

The Special Education Director or designee and the LPAC Coordinator will work closely together to ensure that campus staff has training and materials needed to make decisions in the ARD/IEP committee meeting The LPAC and the ARD/IEP committee will follow all state and federal regulations regarding students with disabilities who are also English Learners.

ProvisionsforELLsReceivingSpecialEducationServices.WhenanELLreceivesspecialeducationservices,the student’sARDcommitteeisrequiredtoworkinconjunctionwiththestudent’sLPACtoensurethatissuesrelated toboththestudent’sparticulardisabilityandEnglishlanguageproficiencylevelarecarefullyconsideredwhen assessmentdecisionsaremade IfthestudentisnoteligibleforanexitlevelLEPpostponement,theSTAAR requirementsforthestudentarethesameasforotherstudentsreceivingspecialeducationservices LPACsmust maintaindocumentationofallTEAstudentassessmentandaccommodationdecisionsinthestudent’spermanent recordfile,andtheARDcommitteemustdocumenttheinformationinthestudent’sIEP.

NotethatfactorsrelatedtohowmuchEnglishthestudentknows(languageproficiencyinEnglish)mustnotbe usedindeterminingtheappropriatenessofanassessment.Theselectionoftheappropriatetypeofassessmentis relatedtothestudent’sdisablingcondition,notacquisitionofEnglishasasecondlanguage.

Decisions regarding exemptions of certain qualifying ELL students will be made following the state criteria http://tea texas gov/student assessment/ell/lpac/ or

For All Limited English Proficient (LEP) Students with Disabilities: The LPAC report, must have been completed within the past year for each Annual ARD to review The ARD/IEP committee will determine placement based on current assessment and IEP Goals and Objectives needed.

The ARD/IEP committee will include the LPAC representative and will ensure that placement in a bilingual education or English as a second language program, if appropriate, is not refused solely because the student has a disability.

Additional LPAC guidance on TEA website will be followed: http://wwwtea state tx us/index2 aspx?id=2147496923 or http://wwwtea state tx us/student assessment/ell/lpac/

Role of LPAC and ARD/IEP Committee:

The members of the ARD/IEP Committee and the LPAC will pool expertise related to special education and second language acquisition to collaborate making assessment and accommodation decisions with an LPAC member participating in the ARD/IEP Committee meeting to:

Evaluate student needs,

Determine and implement testing requirements, and Make instructional recommendations for the student

Additional Guidance in Serving Students With Disabilities Who are Also English Learners Includes:

Use the TEA manuals to assist with decision making

Review carefully to be clear on how to fulfill special education and EL assessment requirements for ELs receiving special education services

Decisions must be made on an individual basis.

The decision is indicated as "ARD/IEP Committee Decision" in student's TELPAS record.

ELs receiving special education services may be administered any assessment for which they meet the participation requirements (STAAR, STAAR Spanish, STAAR Alternate 2).

Chapter 101 of the TAC requires the LPAC to work in conjunction with the ARD committee to make assessment decisions for these students This collaboration helps ensure that factors related to disabling conditions and second language acquisition are both carefully considered The LPAC's involvement in assessment decisionmaking for ELs served by special education should help ensure that EL participation in these assessments is appropriate

Accommodations for ELLs with Disabilities

For these students, LPACs will make accommodation decisions for the STAAR program in conjunction with the student's ARD committee, as applicable

Linguistic accommodation decisions

Accommodation decisions related to the student's disability

These committees will refer to the accommodation information on the TEA Accommodation Resources webpage

TELPAS (Texas English Language Proficiency Assessment System) results will be reviewed and considered as required by state law. To view all English language learner (ELL) resources, visit the ELL webpage . http://www.tea.state.tx.us/student.assessment/ell/

Discussion of needs of the student in this area will be documented on district forms and filed by the educational diagnostician/LSSP in the student’s special education eligibility folder M.LRE(LeastRestrictiveEnvironment-Placement)

§300.114LRErequirements.

(a)General.

(1)Exceptasprovidedin§300.324(d)(2)(regardingchildrenwithdisabilitiesinadultprisons),theState musthaveineffectpoliciesandprocedurestoensurethatpublicagenciesintheStatemeettheLRE requirementsofthissectionand§§300.115through300.120.

(2)Eachpublicagencymustensurethat--

(i)Tothemaximumextentappropriate,childrenwithdisabilities,includingchildreninpublicor privateinstitutionsorothercarefacilities,areeducatedwithchildrenwhoarenondisabled;and (ii)Specialclasses,separateschooling,orotherremovalofchildrenwithdisabilitiesfromthe regulareducationalenvironmentoccursonlyifthenatureorseverityofthedisabilityissuch thateducationinregularclasseswiththeuseofsupplementaryaidsandservicescannotbe achievedsatisfactorily.

(b)Additionalrequirement-Statefundingmechanism.

(1)General.

(i)AStatefundingmechanismmustnotresultinplacementsthatviolatetherequirementsof paragraph(a)ofthissection;and

(ii)AStatemustnotuseafundingmechanismbywhichtheStatedistributesfundsonthebasisof thetypeofsettinginwhichachildisservedthatwillresultinthefailuretoprovideachildwith adisabilityFAPEaccordingtotheuniqueneedsofthechild,asdescribedinthechild’sIEP.

(2)Assurance.IftheStatedoesnothavepoliciesandprocedurestoensurecompliancewithparagraph (b)(1)ofthissection,theStatemustprovidetheSecretaryanassurancethattheStatewillrevisethe fundingmechanismassoonasfeasibletoensurethatthemechanismdoesnotresultinplacements thatviolatethatparagraph.

§300.115Continuumofalternativeplacements. (see also Section 5)

(a)Eachpublicagencymustensurethatacontinuumofalternativeplacementsisavailabletomeetthe needsofchildrenwithdisabilitiesforspecialeducationandrelatedservices.

(b)Thecontinuumrequiredinparagraph(a)ofthissectionmust--

(1)Includethealternativeplacementslistedinthedefinitionofspecialeducationunder§300.39 (instructioninregularclasses,specialclasses,specialschools,homeinstruction,andinstructionin hospitalsandinstitutions);and

(2)Makeprovisionforsupplementaryservices(suchasresourceroomoritinerantinstruction)tobe providedinconjunctionwithregularclassplacement.

§300.116Placements.

Indeterminingtheeducationalplacementofachildwithadisability,includingapreschoolchildwitha disability,eachpublicagencymustensurethat--

(a)Theplacementdecision--

(1)Ismadebyagroupofpersons,includingtheparents,andotherpersonsknowledgeableaboutthe child,themeaningoftheevaluationdata,andtheplacementoptions;and

(2)IsmadeinconformitywiththeLREprovisionsofthissubpart,including§§300.114through 300.118;

(b)Thechild'splacement--

(1)Isdeterminedatleastannually;

(2)Isbasedonthechild'sIEP;and

(3)Isascloseaspossibletothechild'shome,unlesstheparentagreesotherwise;

(c)UnlesstheIEPofachildwithadisabilityrequiressomeotherarrangement,thechildiseducatedinthe schoolthatheorshewouldattendifnondisabled;

(d)InselectingtheLRE,considerationisgiventoanypotentialharmfuleffectonthechildoronthequality ofservicesthatheorsheneeds;and

(e)Achildwithadisabilityisnotremovedfromeducationinage-appropriateregularclassroomssolely becauseofneededmodificationsinthegeneraleducationcurriculum. (regular = public schools K-12 th ) §300117Nonacademicsettings;§300118Childreninpublicorprivateinstitutions; §300119Technicalassistanceandtraining–SEA

ClicklinktoreviewtheRegion20ESC"AccessGeneralCurriculum(AGC)"StatewideLeadershipProjectwhich TEAsupports.http://www.esc20.net/default.aspx?name=ci se.agc.Home

AISD will consider the general education classroom first when determining the least restrictive environment for a student receiving special education services. Whenever a student is removed from the general education setting, the ARD/IEP committee will discuss and document in the IEP why the removal is in the best interest of the student

The student will be educated in a school as close to the student’s home school as possible, unless the services identified in the child’s IEP require a different location The AISD makes available a full continuum of alternative placement options that provides opportunities for students with disabilities to be educated with nondisabled peers to the maximum extent appropriate If a student’s IEP requires services that are not available at the school closest to the home, the student may be placed in another school that can offer the services that are included in the IEP and necessary for the student to receive FAPE. If needed to benefit from special education, transportation as a related service will be provided at no cost to the parent to the location where the IEP services will be provided. All LRE discussions will be documented in the IEP on district forms and filed by the educational diagnostician/LSSP in the student’s special education eligibility folder

§300.320Definitionofindividualizededucationprogram.

(1)Astatementofthechild'spresentlevelsofacademicachievementandfunctionalperformance, including--

(i)Howthechild'sdisabilityaffectsthechild'sinvolvementandprogressinthegeneraleducation curriculum(i.e.,thesamecurriculumasfornondisabledchildren);or

(ii)Forpreschoolchildren,asappropriate,howthedisabilityaffectsthechild'sparticipationin appropriateactivities;

§300.110Programoptions.

TheStatemustensurethateachpublicagencytakesstepstoensurethatitschildrenwithdisabilitieshave availabletothemthevarietyofeducationalprogramsandservicesavailabletonondisabledchildreninthe areaservedbytheagency,includingart,music,industrialarts,consumerandhomemakingeducation,and vocationaleducation.(Authority:20U.S.C.1412(a)(2),1413(a)(1))

LRE Questions the ARD/IEP Committee may Discuss :

The following are points for discussion and documentation as an ARD/IEP committee determines the appropriateness of the Least Restrictive Environment for a student with disabilities. {based on Daniel R.R. v. State Board of Education, 874 F.2d 1036(5th Cir. 1989)}

Can education in the general classroom, with the use of supplementary aids and services be achieved satisfactorily for the student?

Has the AISD provided a range of supplementary aids and services which might include some of the following: assistive technology supports; supports from specialists such as behavior support or speech and language supports; and supports from special educators through direct instruction or consultation?

Have a range of accommodations been considered and tried?

Have efforts been made to modify the curriculum expectations, if appropriate? What educational benefits might the student receive from the general classroom? The student is not required to be able to make the same progress as non-disabled peers It is also possible that the primary benefits for the student will be social Those are acceptable reasons to consider inclusion of the student

It is allowable to consider the impact of the included student on other peers in the classroom and on the classroom teacher The ARD will collect data to support this area and to describe the steps taken to ameliorate concerns

It is important to consider the sufficiency of efforts which have been taken to support the student within general education. These efforts should be documented and more than mere "minimal efforts”.

If education in a general classroom cannot be achieved satisfactorily, determine whether the student has been included to the maximum extent appropriate for that student and if all academic and non-academic classes in general education with non disabled peers have been considered or tried This could include times such as lunch or recess

Placement decisions are made on a case by case basis depending on each child’s unique educational needs and circumstances, rather than by the child’s category of disability, and must be based on the child’s IEP Students with disabilities will have access to curriculum based on the TEKS in the least restrictive environment appropriate to meet their unique needs.

N.PhysicalEducation

§300.108Physicaleducation. TheTEAmustensurethatpublicagenciesintheStatecomplywiththefollowing:

(b)Regularphysicaleducation.Eachchildwithadisabilitymustbeaffordedtheopportunitytoparticipate intheregularphysicaleducationprogramavailabletonondisabledchildrenunless-(1)Thechildisenrolledfulltimeinaseparatefacility;or

(2)Thechildneedsspeciallydesignedphysicaleducation,asprescribedinthechild'sIEP.

(Authority:20U.S.C.1412(a)(5)(A))

State-wideFitnessAssessment:Duringthe80thLegislativeSession,SenateBill530waspassed,whichrequires astatewidefitnessassessmentforallstudentsingrades3to12startinginthe2007-2008schoolyear.TheTEA identifiedFITNESSGRAMastheassessmenttooltobeusedbyalldistrictsthroughoutthestate.Thelawallowsa schooldistricttodetermineifastudentisunabletoparticipate.MostdistrictsarefollowingtheIEPforstudents withdisabilitiestodeterminenecessaryexemptions

TAC§1031003,StudentPhysicalActivityRequirementsandExemptions

TEC§28002,RequiredCurriculum,asamendedbySenateBill530,80thTexasLegislature,2007(excerpts) (d) ThephysicaleducationcurriculumrequiredunderSubsection(a)(2)(C)mustbesequential,developmentally appropriate,anddesigned,implemented,andevaluatedtoenablestudentstodevelopthemotor,selfmanagement,andotherskills,knowledge,attitudes,andconfidencenecessarytoparticipateinphysical activitythroughoutlife.Eachschooldistrictshallestablishspecificobjectivesandgoalsthedistrictintendsto accomplishthroughthephysicaleducationcurriculum.Inidentifyingtheessentialknowledgeandskillsof physicaleducation,theStateBoardofEducationshallensurethatthecurriculum:

(1) emphasizestheknowledgeandskillscapableofbeingusedduringalifetimeofregularphysicalactivity;

(2) isconsistentwithnationalphysicaleducationstandardsfor:

(A) theinformationthatstudentsshouldlearnaboutphysicalactivity;and (B) thephysicalactivitiesthatstudentsshouldbeabletoperform;

(3) requiresthat,onaweeklybasis,atleast50percentofthephysicaleducationclassbeusedforactual studentphysicalactivityandthattheactivitybe,totheextentpracticable,atamoderateorvigorouslevel;

(4) offersstudentsanopportunitytochooseamongmanytypesofphysicalactivityinwhichtoparticipate;

(5) offersstudentsbothcooperativeandcompetitivegames;

(6) meetstheneedsofstudentsofallphysicalabilitylevels,includingstudentswhohavea[disability,] chronichealthproblem,disability,includingastudentwhoisapersonwithadisabilitydescribedunder Section29003(b)orcriteriadevelopedbytheagencyinaccordancewiththatsection,orotherspecial needthatprecludesthestudentfromparticipatinginregularphysicaleducationinstructionbutwhomight beabletoparticipateinphysicaleducationthatissuitablyadaptedand,ifapplicable,includedinthe student'sindividualizededucationprogram;

(7) takesintoaccounttheeffectthatgenderandculturaldifferencesmighthaveonthedegreeofstudent interestinphysicalactivityoronthetypesofphysicalactivityinwhichastudentisinterested;

(8) teachesself-managementandmovementskills;

(9) teachescooperation,fairplay,andresponsibleparticipationinphysicalactivity;

(10) promotesstudentparticipationinphysicalactivityoutsideofschool;and

(11) allowsphysicaleducationclassestobeanenjoyableexperienceforstudents

Section2 ThisActappliesbeginningwiththe2015-2016schoolyear

ExemptionsforStudentswithDisabilities:StatutoryReferences(28.002)(d)(6) http://framework.esc18.net/display/Webforms/ESC18-FW-Citation.aspx?ID=4511

TheTexasEducationCode(TEC)permitsanexemptionforstudentswithdisabilitiesfromparticipatinginthe physicalfitnessassessment,asindicatedinthecodebelow:

TEC§38101 ASSESSMENTREQUIRED

(a)ExceptasprovidedbySubsection(b),aschooldistrictannuallyshallassessthephysicalfitnessofstudents enrolledingrades3through12

(b)Aschooldistrictisnotrequiredtoassessastudentforwhom,asaresultofdisabilityorothercondition identifiedbycommissionerrule,theassessmentinstrumentadoptedunderSection38.102isinappropriate. http://www.statutes.legis.state.tx.us/SOTWDocs/ED/htm/ED.38.htm

A“studentwithadisability”maybeabletoparticipatelikeanyotherstudentorwithmodificationsand/or adaptations. Astudentreceivingspecialeducationservicesshouldnotberestrictedfromparticipatinginthe assessmentbasedsolelyonthestudent’seligibilityforspecialeducationservices Onlystudentswhomeetthe “restricted”definitionasprovidedintheTexasAdministrativeCode(TAC)mustbetemporarilyand/or permanentlyrestrictedfromparticipation

TAC§7431 HealthClassificationsforPhysicalEducation

Forphysicaleducation,adistrictmustclassifyeachstudent,onthebasisofhealth,intooneofthe followingcategories.

(1) Unrestricted(notlimitedinactivities).

(2) Restricted(excludesthemorevigorousactivities).

(A) Permanent.AmemberofthehealingartslicensedtopracticeinTexasmustprovidethe schoolwrittendocumentationconcerningthenatureoftheimpairmentandtheexpectations forphysicalactivityforthestudent

(B) Temporary Thestudentmayberestrictedfromphysicalactivityofthephysicaleducation class AmemberofthehealingartslicensedtopracticeinTexasmustprovidetheschool writtendocumentationconcerningthenatureofthetemporaryimpairmentandtheexpected amountoftimeforrecovery.Duringrecoverytime,thestudentmustcontinuetolearnthe conceptsofthelessonsbutmaynotactivelyparticipateintheskilldemonstration.

(3) Adaptedandremedial(specificactivitiesprescribedorprohibited,asdirectedbyamemberofthe healingartslicensedtopracticeinTexas).

Ahealthclassificationofrestricted,adaptedandremedialmustbedeterminedbya“memberofthe healingarts”,asdefinedinChapter104oftheOccupationsCode:

TEC§28025

(b-11) Beginningwiththe2014-15schoolyear,iftheARDcommitteedeterminesthatthechildisunableto participateinphysicalactivityduetoadisabilityorillness,thechildwillbeallowedtosubstituteonecreditin Englishlanguagearts,mathematics,science,socialstudies,oroneacademicelectivecreditforthephysical educationcreditrequiredforgraduation.

O.EarlyChildhoodSpecialEducation(ECSE)

§300.112Individualizededucationprograms(IEP).

(§§300.320 Definition of IEP, .321 IEP Team, .322 Parent Participation, .323 when IEPs must be in effect, .324 Development of IEP)(300.300 b. Parental Consent)

§300.323WhenIEPsmustbeineffect.

(b)IEPorIFSPforchildrenagedthreethroughfive.

(i)ConsistentwithStatepolicy;and

(ii)Agreedtobytheagencyandthechild'sparents.

(2)Inimplementingtherequirementsofparagraph(b)(1)ofthissection,thepublicagencymust-(i)Providetothechild'sparentsadetailedexplanationofthedifferencesbetweenanIFSPandan IEP;and

(ii)IftheparentschooseanIFSP,obtainwritteninformedconsentfromtheparents.

See also Section 1 – Referral (for transition from ECI to ECSE)

See also Section 5 – Instructional Arrangements

§300.324Development,review,andrevisionofIEP (d)Childrenwithdisabilitiesinadultprisons.

(1)Requirementsthatdonotapply.Thefollowingrequirementsdonotapplytochildrenwith disabilitieswhoareconvictedasadultsunderStatelawandincarceratedinadultprisons:

(i)Therequirementscontainedin§300.160and§300.320(a)(6)(relatingtoparticipationofchildren withdisabilitiesingeneralassessments).

(ii)Therequirementsin§300.320(b)(relatingtotransitionplanningandtransitionservices),donot applywithrespecttothechildrenwhoseeligibilityunderPartBoftheActwillend,becauseof theirage,beforetheywillbeeligibletobereleasedfromprisonbasedonconsiderationoftheir sentenceandeligibilityforearlyrelease.

(2)ModificationsofIEPorplacement.

(i)Subjecttoparagraph(c)(2)(ii)ofthissection,theIEPTeamofachildwithadisabilitywhois convictedasanadultunderStatelawandincarceratedinanadultprisonmaymodifythe child'sIEPorplacementiftheStatehasdemonstratedabonafidesecurityorcompelling penologicalinterestthatcannototherwisebeaccommodated.

(ii)Therequirementsof§§300.320(relatingtoIEPs),and300.114(relatingtoLRE),donotapply withrespecttothemodificationsdescribedinparagraph(d)(2)(i)ofthissection.

Children with disabilities incarcerated in adult prisons are addressed by the district as follows: ARD/IEP committees of this nature will be led by a district special education representative such as a supervisor, coordinator or director

The IEP may be modified if the state has determined a compelling reason exists to make the modifications due to safety concerns

Notice of transfer of rights at age 18 is required

Transition services may or may not apply depending on the length of the incarceration

Q.Reading(K–2nd grade)–AcceleratedInstruction

TEC§28.006.ReadingDiagnosis.

(a)Thecommissionershalldeveloprecommendationsforschooldistrictsfor: (1)administeringreadinginstrumentstodiagnosestudentreadingdevelopmentandcomprehension; (2)trainingeducatorsinadministeringthereadinginstruments;and (3)applyingtheresultsofthereadinginstrumentstotheinstructionalprogram.

(b)Thecommissionershalladoptalistofreadinginstrumentsthataschooldistrictmayusetodiagnosestudent readingdevelopmentandcomprehension Adistrict-levelcommitteeestablishedunderSubchapterF,Chapter 11,mayadoptalistofreadinginstrumentsforuseinthedistrictinadditiontothereadinginstrumentsonthe commissioner'slist Eachreadinginstrumentadoptedbythecommissioneroradistrict-levelcommitteemust bebasedonscientificresearchconcerningreadingskillsdevelopmentandreadingcomprehension Alistof readinginstrumentsadoptedunderthissubsectionmustprovidefordiagnosingthereadingdevelopmentand comprehensionofstudentsparticipatinginaprogramunderSubchapterB,Chapter29.

(c)Eachschooldistrictshalladminister,atthekindergartenandfirstandsecondgradelevels,areadinginstrument onthelistadoptedbythecommissionerorbythedistrict-levelcommittee.Thedistrictshalladministerthe readinginstrumentinaccordancewiththecommissioner'srecommendationsunderSubsection(a)(1).

(g)TheAISDshallnotifytheparentorguardianofeachstudentinkindergartenorfirstorsecondgradewhois determined,onthebasisofreadinginstrumentresults,tobeatriskfordyslexiaorotherreadingdifficulties TheAISDshallimplementanacceleratedreadinginstructionprogramthatprovidesreadinginstructionthat addressesreadingdeficienciestothosestudentsandshalldeterminetheform,content,andtimingofthat program.Theadmission,review,anddismissalcommitteeofastudentwhoparticipatesinAISD’sspecial educationprogramunderSubchapterB,Chapter29,andwhodoesnotperformsatisfactorilyonareading instrumentunderthissectionshalldeterminethemannerinwhichthestudentwillparticipateinanaccelerated readinginstructionprogramunderthissubsection.

(h)TheAISDshallmakeagoodfaithefforttoensurethatthenoticerequiredunderthissectionisprovidedeither inpersonorbyregularmailandthatthenoticeisclearandeasytounderstandandiswritteninEnglishandin theparentorguardian'snativelanguage

R.RegionalDaySchoolProgramfortheDeaf(RDSPD)

TAC§89.1080.RegionalDaySchoolProgramfortheDeaf.

InaccordancewithTexasEducationCode,§§30081-30087,localschooldistrictsshallhaveaccesstoregional dayschoolprogramsforthedeafoperatedbyschooldistrictsatsitespreviouslyestablishedbytheStateBoardof Education Anystudentwhoisdeaforhardofhearingwithadisabilitythatseverelyimpairsprocessinglinguistic informationthroughhearing,evenwithrecommendedamplification,andthatadverselyaffectseducational performanceshallbeeligibleforconsiderationfortheRegionalDaySchoolProgramfortheDeaf,subjecttothe admission,review,anddismissalcommitteerecommendations.

S.STAAR–StateofTexasAssessmentofAcademicReadiness

§300.160Participationinassessments.

(a)General.AStatemustensurethatallchildrenwithdisabilitiesareincludedinallgeneralStateand district-wideassessmentprograms,includingassessmentsdescribedundersection1111oftheESEA,20 U.S.C.6311,withappropriateaccommodationsandalternateassessments,ifnecessary,asindicatedin theirrespectiveIEPs.

(b)Accommodationguidelines.

(1)AState(or,inthecaseofadistrict-wideassessment,anLEA)mustdevelopguidelinesforthe provisionofappropriateaccommodations.

(2)TheState’s(or,inthecaseofadistrict-wideassessment,theLEA’s)guidelinesmust (i)Identifyonlythoseaccommodationsforeachassessmentthatdonotinvalidatethescore;and (ii)InstructIEPTeamstoselect,foreachassessment,onlythoseaccommodationsthatdonot invalidatethescore.

(c)Alternateassessments.

(1)AState(or,inthecaseofadistrict-wideassessment,anLEA)mustdevelopandimplementalternate assessmentsandguidelinesfortheparticipationofchildrenwithdisabilitiesinalternateassessments forthosechildrenwhocannotparticipateinregularassessments,evenwithaccommodations,as indicatedintheirrespectiveIEPs,asprovidedinparagraph(a)ofthissection.

(2)ForassessingtheacademicprogressofstudentswithdisabilitiesunderTitleIoftheESEA,the alternateassessmentsandguidelinesinparagraph(c)(1)ofthissectionmustprovideforalternate assessmentsthat

(i)ArealignedwiththeState’schallengingacademiccontentstandardsandchallengingstudent academicachievementstandards;

(ii)IftheStatehasadoptedalternateacademicachievementstandardspermittedin34CFR 200.1(d),measuretheachievementofchildrenwiththemostsignificantcognitivedisabilities againstthosestandards;and

(iii)Exceptasprovidedinparagraph(c)(2)(ii)ofthissection,aState’salternateassessments,ifany, mustmeasuretheachievementofchildrenwithdisabilitiesagainsttheState’sgrade-level academicachievementstandards,consistentwith34CFR200.6(a)(2)(ii)(A).

(3)Consistentwith34CFR200.1(e),aStatemaynotadoptmodifiedacademicachievementstandards foranystudentswithdisabilitiesundersection602(3)oftheAct.

(d)ExplanationtoIEPTeams.AState(orinthecaseofadistrict-wideassessment,theLEA)must (1)ProvidetoIEPteamsaclearexplanationofthedifferencesbetweenassessmentsbasedongradelevelacademicachievementstandardsandthosebasedonalternateacademicachievement standards,includinganyeffectsofStateandlocalpoliciesonastudent’seducationresultingfrom takinganalternateassessmentalignedwithalternateacademicachievementstandards,suchashow participationinsuchassessmentsmaydelayorotherwiseaffectthestudentfromcompletingthe requirementsforaregularhighschooldiploma;and

(2)Notprecludeastudentwiththemostsignificantcognitivedisabilitieswhotakesanalternate assessmentalignedwithalternateacademicachievementstandardsfromattemptingtocompletethe requirementsforaregularhighschooldiploma.

(e)Informparents.AState(orinthecaseofadistrict-wideassessment,aLEA)mustensurethatparentsof studentsselectedtobeassessedusinganalternateassessmentalignedwithalternateacademic achievementstandardsundertheState’sguidelinesinparagraph(c)(1)ofthissectionareinformed, consistentwith34CFR200.2(e),thattheirchild’sachievementwillbemeasuredbasedonalternate academicachievementstandards,andofhowparticipationinsuchassessmentsmaydelayorotherwise affectthestudentfromcompletingtherequirementsforaregularhighschooldiploma.

(f)Reports.AnSEA(or,inthecaseofadistrict-wideassessment,anLEA)mustmakeavailabletothe public,andreporttothepublicwiththesamefrequencyandinthesamedetailasitreportsonthe assessmentofnondisabledchildren,thefollowing:

(1)Thenumberofchildrenwithdisabilitiesparticipatinginregularassessments,andthenumberof thosechildrenwhowereprovidedaccommodations(thatdidnotresultinaninvalidscore)inorder toparticipateinthoseassessments.

(2)Thenumberofchildrenwithdisabilities,ifany,participatinginalternateassessmentsbasedon gradelevelacademicachievementstandardsinschoolyearspriorto2017-2018.

(3)Thenumberofchildrenwithdisabilities,ifany,participatinginalternateassessmentsbasedon alignedwithmodifiedacademicachievementstandardsinschoolyearspriorto2016-2017.

(4)Thenumberofchildrenwithdisabilitieswhoarestudentswiththemostsignificantcognitive disabilitiesparticipatinginalternateassessmentsbasedonalignedwithalternateacademic achievementstandards.

(5)Comparedwiththeachievementofallchildren,includingchildrenwithdisabilities,theperformance resultsofchildrenwithdisabilitiesonregularassessments,alternateassessmentsbasedongradelevelacademicachievementstandards(priorto2017-2018),alternateassessmentsbasedonmodified academicachievementstandards(priorto2016-2017),andalternateassessmentsbasedonaligned withalternateacademicachievementstandardsif

(i)Thenumberofchildrenparticipatinginthoseassessmentsissufficienttoyieldstatistically reliableinformation;and

(ii)Reportingthatinformationwillnotrevealpersonallyidentifiableinformationaboutan individualstudentonthoseassessments.

(g)Universaldesign.AnSEA(or,inthecaseofadistrict-wideassessment,anLEA)must,totheextent possible,useuniversaldesignprinciplesindevelopingandadministeringanyassessmentsunderthis section.(Authority:20U.S.C.1412(a)(16))

§300.320Definitionofindividualizededucationprogram.

(a) General.Asusedinthispart,thetermindividualizededucationprogramorIEPmeansawritten statementforeachchildwithadisabilitythatisdeveloped,reviewed,andrevisedinameetingin accordancewith§§300.320through300.324,andthatmustinclude (6)(i)Astatementofanyindividualappropriateaccommodationsthatarenecessarytomeasurethe academicachievementandfunctionalperformanceofthechildonStateanddistrictwide assessmentsconsistentwith§300.160;and

(ii)IftheIEPTeamdeterminesthatthechildmusttakeanalternateassessmentinsteadofa particularregularStateordistrictwideassessmentofstudentachievement,astatementofwhy-(A)Thechildcannotparticipateintheregularassessment;and (B)Theparticularalternateassessmentselectedisappropriateforthechild.

TAC§89.1055.ContentoftheIndividualizedEducationProgram(IEP).

(b)TheIEPmustincludeastatementofanyindividualappropriateandallowableaccommodationsinthe administrationofassessmentinstrumentsdevelopedinaccordancewithTexasEducationCode(TEC), §39023(a)-(c),ordistrictwideassessmentsofstudentachievement(ifthedistrictadministerssuchoptional assessments)thatarenecessarytomeasuretheacademicachievementandfunctionalperformanceofthe studentontheassessments IftheARDcommitteedeterminesthatthestudentwillnotparticipateinageneral statewideordistrictwideassessmentofstudentachievement(orpartofanassessment),theIEPmustincludea statementexplaining:

(1)whythestudentcannotparticipateinthegeneralassessment;and (2)whytheparticularalternateassessmentselectedisappropriateforthestudent. http://tea.texas.gov/Student Testing and Accountability/Testing/

EndofCourse:AssessedCurriculum,BlueprintandReleasedTestQuestions http://teatexasgov/studentassessment/staar/ TAC§1013022 AssessmentRequirementsforGraduation (SeeSection4a VIII.F.Graduation)orTAC §1014002 STAAREnd-of-CourseSubstituteAssessments http://ritterteastatetxus/rules/tac/chapter101/

For ELL State Assessments, see Section L

Staff Training

The AISD special education director will work closely with the district testing coordinator to ensure special education staff is provided continuous training with local campus staff.

The AISD will follow the TEA recommendations found online Training of special education staff will be held annually The AISD follows the most current Assessment Guidance available through the TEA Student Assessment Division for ARD Resource and Special Education Assessment information: http://tea texas gov/student assessment/special-ed/

Allowable Accommodations from TEA:

Continuously updated information regarding accommodations can be found on the TEA website. http://www.tea.state.tx.us/student.assessment/accommodations/staar-telpas/

ARD/IEP Committee

It is important to emphasize that the instructional decisions made by the admission, review, and dismissal (ARD) committee and documented in the individualized education program (IEP) must always guide assessment decisions for students receiving special education services

For students with disabilities working below their enrolled grade level, it is the responsibility of all of us the state as well as the district, campuses, and classroom teachers to work with parents and other members of the community to understand and provide the support these students need to reach their academic potential. All students have the right to be exposed to as much of an on-grade-level curriculum as possible.

The ARD committee must weigh the benefits of rigorous and challenging expectations given each student’s individual strengths, needs, instruction, and accommodations As always, the ARD committee should first consider administering the State of Texas Assessments of Academic Readiness (STAAR) when making assessment decisions

Additional information is available at the following TEA websites: www.tea.state.tx.us/student.assessment/special-ed/

http://www.tea.state.tx.us/student.assessment/staar/http://tea.texas.gov/student.assessment/special-ed/staaralt/

http://wwwtea state tx us/student assessment/special-ed/

TEC§39023 ADOPTIONANDADMINISTRATIONOFINSTRUMENTS

SECTION2 EffectiveSeptember1,2021

(a)Theagencyshalladoptordevelopappropriatecriterion-referencedassessmentinstrumentsdesignedtoassess essentialknowledgeandskillsinreading,mathematics,socialstudies,andscience.Exceptasprovidedby Subsection(a-2),allstudents,otherthanstudentsassessedunderSubsection(b)or(l)orexemptedunder Section39.027,shallbeassessedin:

(1)mathematics,annuallyingradesthreethrougheight;

(2)reading,annuallyingradesthreethrougheight;

(3)socialstudies,ingradeeight; (4)science,ingradesfiveandeight;and (5)anyothersubjectandgraderequiredbyfederallaw

CurrentinformationonSTAARassessmentspertainingtostudentswithdisabilitiesmaybefoundontheTEA website:http://tea.texas.gov/student.assessment/special-ed/

Allowable accommodations are found in the Coordinator’s Manuals provided by the TEA. The accommodations listed in the manual will be followed as required by TEA and determined by the ARD/IEP committee for each individual student The Coordinator’s Manual also lists accommodations which are non-allowable

TheTexasEducationAgency(TEA)hasdevelopedtheStateofTexasAssessmentsofAcademicReadiness Alternate(STAAR™Alternate)totaketheplaceoftheTAKSAlt.STAARAlternateisdesignedforthe purposeofassessingstudentsingrades3–8andhighschoolwhohavesignificantcognitivedisabilitiesandare receivingspecialeducationservices STAARAlternatebeginningin2011–2012 Formostcurrentupdatessee: http://wwwtea state tx us/student assessment/special-ed/staaralt/essence/ and http://tea texas gov/student assessment/special-ed/staaralt/

§89.1226.TestingandClassificationofStudents,BeginningwithSchoolYear2019-2020.

(l)ForEnglishlearnerswhoarealsoeligibleforspecialeducationservices,thestandardizedprocessforEnglish learnerprogramexitisfollowedinaccordancewithapplicableprovisionsofsubsection(i)ofthissection. However,annualmeetingstoreviewstudentprogressandmakerecommendationsforprogramexitmustbe madeinallinstancesbythelanguageproficiencyassessmentcommitteeinconjunctionwiththeARD committeeinaccordancewith§891230(b)ofthistitle(relatingtoEligibleStudentswithDisabilities) Additionally,thelanguageproficiencycommitteeinconjunctionwiththeARDcommitteeshallimplement assessmentproceduresthatdifferentiatebetweenlanguageproficiencyanddisablingconditionsinaccordance with§891230(a)ofthistitle

ForfulltextofTAC§891226goto:http://ritterteastatetxus/rules/tac/chapter089/ch089bbhtml

§101.6001.TexasMiddleSchoolDiagnosticReadingAssessment.

(a)Eachschooldistrictshalladministerduringthefirstsixweeksoftheschoolyearthediagnosticreading instrumentspecifiedinsubsection(c)ofthissectiontoeachstudentinGrade7whoseperformanceonthe Grade6statewidereadingassessmentdidnotmeetthepassingstandard.Theadmission,review,anddismissal committeeortheSection504committeeforeachstudentwhowasadministeredanalternateformofthestate assessmentinreadingmaydetermineifthediagnosticassessmentisappropriateforusewiththatstudent

REQUIRED EXPLANATION OF STATE /DISTRICT-WIDE TESTING FOR THE IEP TEAMINCLUDING PARENTS:

In order to meet all of the requirements listed above regarding state and district-wide testing, the following questions must be addressed in the ARD/IEP committee meeting. If the ARD/IEP Team determines, based on analysis of current data, that the student cannot take the State or district-wide assessments, the committee shall provide and document the following information:

A Specify why the child cannot participate in the regular assessment

B List the particular alternate assessment selected that is appropriate for the child

C Provide documentation (multiple records and multiple sources of information) to answer ALL of the following questions in the affirmative The student: requires supports to access the general curriculum that may include assistance involving communication, response style, physical access, or daily living skills, requires direct, intensive, individualized instruction in a variety of settings to accomplish the acquisition, maintenance and generalization of skills, accesses and participates in the grade-level Texas Essential Knowledge and Skills (TEKS) through activities that focus on prerequisite skills, demonstrates knowledge and skills routinely in class by methods other than paper and pencil tasks, and demonstrates performance objectives that may include real life applications of the grade-level TEKS as appropriate to the student’s abilities and needs

D Explain clearly the differences between assessments based on grade-level academic achievement standards and those based on modified or alternate academic achievement standards

E. Explain clearly the effects on the student’s education resulting from taking an alternate assessment based on alternate or modified academic achievement standards (such as whether only satisfactory performance on a

regular assessment would qualify a student for a regular high school diploma).

Definitions Below:

Accountability: refers to an individual or group of individuals taking responsibility for the performance of students on achievement measures or other types of educational outcomes (e g dropout rates )

Alternate Assessment: an assessment that is different from the one administered to most students It is best viewed as the "process" for collecting information about what a student knows and can do The majority of students participate in statewide assessments, some by using accommodations Some students, however, are unable to take the test even with accommodation. For these students, a state must design an alternate way of determining their learning /learning progress. (Massanari, Carol B.,1999)

Alternate or modified academic achievement standards: a tailored/personalized measurement of a child’s attainment or accomplishment of the standards for academic areas of reading, writing, math This alternate or modified measurement is not the same as the STAAR measurement used with the regular education majority of students

Differences : While the majority of regular education students will be administered STAAR assessment, the alternate or modified academic achievement standards will be based on the student’s functional performance data gathered by the IEP Team and will be individualized at the student’s functioning level and not at the assigned grade level.

Effects on the student’s education resulting from taking an alternate assessment based on alternate or modified academic achievement standards: satisfactory performance on the regular STAAR assessment will qualify the student for a regular high school diploma if all credits and other requirements are also met satisfactory performance on an alternate assessment will qualify the student for a regular high school diploma if all credits and other requirements are also met, however, the following implication should be discussed: taking an assessment other than STAAR limits the student’s preparation for post secondary training above the Jr college entry level

Accommodation that does not invalidate the test: an adjustment, change, or adaptation made to an assessment or the process of administering an assessment to students with special needs. This term generally refers to changes that do not significantly alter what the test measures It results from a student need and it is not intended to give the student an unfair advantage All accommodations must be identified in the student’s IEP (CEC and the Learning Network 2000-2001)

Benchmarks: are statements of what all students should know and be able to do in a content area by the end of grade levels 4, 8, and 12

Content Standards: are broad descriptions of knowledge and skills students should acquire in a particular subject area. The State of Texas content standards are known as the Texas Essential Knowledge and Skills (TEKS) and can be found online at the TEA website

Criterion-Referenced Test: a test that is designed to provide information on the specific knowledge or skills possessed by a student Such tests are designed to measure the objectives of instruction, skill levels, or areas of knowledge Their scores have meaning in terms of what the student knows and can do, rather than in their relation to the scores made by some comparison to a norm group (Tuckman, B, 1986)

Functional Tasks: skills used in everyday life or that prepare students for life after graduation. These skills include those required for personal maintenance and development, homemaking, and community life, work and career, recreational activities and travel within the community (Smith, D D , 1998)

High Stakes Assessment: state and or district-wide tests that have important consequences for students, staff, or schools (CEC and the Learning Network 2000-2001)

Large Scale Assessments: these assessments show how students are performing against state standards or national norms, and to hold school districts accountable for student performance (CEC and the Learning Network 2000-2001).

Norm-referenced Test: a test designed to provide information on the performance of test takers relative to one another. It measures basic concepts and skills commonly taught in schools throughout the country. These tests are not designed as precise measures of any given curriculum or single instructional program. The results provide information that compares a student’s achievement with that of a representative national sample (Tuckman, B 1986)

Performance-based Assessment: a task that enables a student to demonstrate abilities to meet objectives or standards (Campbell, Melenyzer, Nettles, and Wyman, 2000)

Rubric: a set of criteria and a scoring scale that is used to assess and evaluate students' work (Campbell, Melenyzer, Nettles, and Wyman, 2000).

Standardized Test : a type of test that is always administered and scored in the same way. These tests have norms reflecting a larger population (usually these ate age or grade based norms reflecting the performance of children throughout the country on the same tests

T.AcceleratedInstructionRequirements

TEC§28.0211. ACCELERATEDINSTRUCTION;MODIFIEDTEACHERASSIGNMENT..

(a)Toensurethateachstudentachievesatleastsatisfactoryperformanceoneachassessmentinstrument administeredunderSection39.023,aschooldistrictshallensurethatthedistrict'scurricularandinstructional systemsprovideinstructiontoallstudentsthat:

(1)isconsistentlyalignedwiththeessentialknowledgeandskillsfortheapplicablesubjectareaandgrade level;and

(2)strategicallyandtimelyaddressesdeficienciesintheprerequisiteessentialknowledgeandskillsforthe applicablesubjectareaandgradelevel

(a-1)EachtimeastudentfailstoperformsatisfactorilyonanassessmentinstrumentadministeredunderSection 39.023(a)or(1)inthethirdroutefifth,sixth,seventh,oreighthgradeoranend-of-courseassessment instrumentadministeredunderSection39.023(c),otherthananassessmentinstrumentdevelopedoradopted basedonalternativeacademicachievementstandards,theschooldistrictinwhichthestudentattendsschool shallprovidetothestudentacceleratedinstructionintheapplicablesubjectareaduringthesubsequent summerorschoolyearand,subjecttoSubsections(a-7)and(a-8),either:

(1)allowthestudenttobeassignedaclassroomteacherwhoiscertifiedasamaster,exemplary,orrecognized teacherunderSection213521forthesubsequentschoolyearintheapplicablesubjectarea;or

(2)providethestudentsupplementalinstructionunderSubsection(a-4)

(a-2)AcceleratedinstructionprovidedduringthefollowingschoolyearunderSubsection(a)mayrequire participationofthestudentbeforeorafternormalschoolhours.

(a-3)InprovidingacceleratedinstructionunderSubsection(a),adistrictmaynotremoveastudent,exceptunder circumstancesforwhichastudentenrolledinthesamegradelevelwhoisnotreceivingacceleratedinstruction wouldberemovedfrom:

(1)instructioninthefoundationcurriculumandenrichmentcurriculumadoptedunderSection28002forthe gradelevelinwhichthestudentisenrolled;or

(2)recessorotherphysicalactivitythatisavailabletootherstudentsenrolledinthesamegradelevel

(a-4)IfadistrictreceivesfundingunderSection290881or48104,theCoronavirusResponseandRelief SupplementalAppropriationsAct,2021(DivM,Pub L No 116-260),ortheAmericanRescuePlanActof 2021(Pub.L.No.117-2),thensupplementalinstructionprovidedbyaschooldistrictunderSubsection(a-1) (2)must:

(1)includetargetedinstructionintheessentialknowledgeandskillsfortheapplicablegradelevelsandsubject area;

(2)beprovidedinadditiontoinstructionnormallyprovidedtostudentsinthegradelevelinwhichthestudent isenrolled;

(3)beprovidedduringthesubsequentsummerorschoolyear; (A)toeachstudentfornolessthan:

(i)15hours;or

(ii)30hoursforastudentwhoseperformanceontheapplicableassessmentinstrumentwas significantlybelowsatisfactory,asdefinedbycommissionerrule;and

(B)unlesstheinstructionisprovidedtoastudentfullyduringsummer,nolessthanonceperweekduring theschoolyear,exceptasotherwiseprovidedbycommissionerruletoaccountforschoolholidaysor

shortenedschoolweeks;

(4)bedesignedtoassistthestudentinachievingsatisfactoryperformanceintheapplicablegradeleveland subjectarea;

(5)includeeffectiveinstructionalmaterialsdesignedforsupplementalinstruction;

(6)beprovidedtoastudentindividuallyorinagroupofnomorethanfourstudents,unlesstheparentor guardianofeachstudentinthegroupauthorizesalargergroup;

(7)beprovidedbyapersonwithtrainingintheapplicableinstructionalmaterialsforthesupplemental instructionandundertheoversightoftheschooldistrict;and

(8)totheextentpossible,beprovidedbyonepersonfortheentiretyofthestudent’ssupplementalinstruction period.

(a-7)TherequirementsunderSubsection(a-1)or(2)donotapplytoastudentwhoisretainedatagradelevelfor theschoolyearinwhichthoserequirementswouldotherwiseapply.

(a-8)AschooldistrictmaynotberequiredtoprovidesupplementalinstructionunderSubsection(a-1)(2)toa studentinmorethantwosubjectareasperschoolyear Ifthedistrictwouldotherwiseberequiredtoprovide supplementalinstructiontoastudentinmorethantwosubjectareasforaschoolyear,thedistrictshall prioritizeprovidingsupplementalinstructiontothestudentinmathematicsandreading,orAlgebraI,English I,orEnglishII,asapplicable,forthatschoolyear

(1)notprovidesupplementalinstructiontothestudent;or (2)providesupplementalinstructioninagrouplargerthanauthorizedunderSubsection(a-4)(6).

(a-10)AschooldistrictisnotrequiredtoprovideacceleratedinstructionunderSubsection(a-1)toastudentwho, insteadofbeingadministeredanassessmentinstrumentspecifiedunderSubsection(a-1),wasadministereda substituteassessmentinstrumentinaccordancewithotherlaworagencyruleauthorizingtheuseofthe substituteassessmentinstrumentforpurposesofsatisfyingtherequirementsconcerningtheapplicable assessmentinstrumentunderSubsection(a-1)

(a-11)Theagencyshallapproveoneormoreproductsthatuseanautomated,computerized,orotheraugmented methodforprovidingsupplementalinstructionunderSubsection(a-1)(2)thatmaybeusedinlieuofsomeor alloftheindividualorgroupinstructionrequiredunderSubsection(a-4)(6),asappropriatefortheapplicable gradelevelandsubjectareaandastudent'sacademicdeficiency.Theagencymayapproveaproductunder thissubsectiononlyifevidenceindicatesthattheproductismoreeffectivethantheindividualorgroup instructionrequiredunderSubsection(a-4)(6).Thecommissionershalladoptrulesregardingwhenaproduct approvedunderthissubsectionmaybeusedandtherequirementsunderSubsection(a-4)forwhichthe productmaybesubstituted

(a-12)Forthepurposeofprovidingacceleratedinstructionorsupplementalinstructionunderthissection,aschool districtmayuseaserviceproviderthatisnotonalistofserviceprovidersapprovedbytheagencyifthe districtcandemonstratetothecommissionerthatuseoftheserviceproviderresultsinmeasurable improvementinstudentoutcomes

(a-13)AschooldistrictthatisrequiredtoprovidetoastudentacceleratedinstructionunderSubsection(a-1)or supplementalinstructionunderSubsection(a-1)(2)isnotrequiredtoprovideadditionalinstructionunder eitherprovisiontothestudentbasedonthestudent’sfailuretoperformsatisfactorilyonanassessment instrumentadministeredasanoptionalassessmentinthesamesubjectareainwhichthedistrictisrequiredto providethestudenttheacceleratedorsupplementalinstruction.

(a-14)Aschooldistrictshallprovidetotheparentorguardianofastudentwhofailstoperformsatisfactorilyonan assessmentinstrumentspecifiedunderSubsection(a-1)noticethatthestudentisnotperformingongradelevel intheapplicablesubjectarea NotwithstandingSubsection(h),thedistrictmustprovidethenoticeataparentteacherconferenceor,ifthedistrictisunabletoprovidethenoticeataparent-teacherconference,byanother means.Theagencyshalldevelopandprovidetoschooldistrictsamodelnoticeinplainlanguageforuseunder thissection.

(b)ForeachstudentwhodoesnotperformsatisfactorilyonanassessmentinstrumentdescribedbySubsection(a1)fortwoormoreconsecutiveschoolyearsinthesamesubjectarea,theschooldistrictthestudentattends shalldevelopanacceleratededucationplanasdescribedbySubsection(f).

(b-1)Aschooldistrictshallmakeagoodfaithattempttoprovidetotheparentorguardianofastudenttowhom Subsection(b)appliesaparent-teacherconferencewiththestudent'sprimaryteacheratthestartandendofthe subsequentschoolyear Attheconference,thedistrictshallprovidethestudent'sparentorguardianwith: (1)thenoticerequiredunderSubsection(a-14);and (2)anexplanationof:

(A)theacceleratedinstructiontowhichthestudentisentitledunderthissection;and (B)theacceleratededucationplanthatmustbedevelopedforthestudentunderSubsection(f)andthe mannerinwhichtheparentorguardianmayparticipateindevelopingtheplan.

(c)RepealedbyHB1416

(d)RepealedbyActs2021,87thLeg.,R.S.,Ch.910(H.B.4545),Sec.10(1),eff.June16,2021.

(e)RepealedbyActs2021,87thLeg.,R.S.,Ch.910(H.B.4545),Sec.10(1),eff.June16,2021.

(f)Norlaterthanthestartofthesubsequentschoolyear,aschooldistrictshalldevelopanacceleratededucation planforeachstudenttowhomSubsection(b)appliesthatprovidesthenecessaryacceleratedinstructionto enablethestudenttoperformattheappropriategradelevelbytheconclusionoftheschoolyear Theplan: (1)must:

(A)identifythereasonthestudentdidnotperformsatisfactorilyontheapplicableassessmentinstrument specifiedunderSubsection(a-1);and

(B)notwithstandingSubsection(a-4)(3)(A),requirethestudenttobeprovidedwithnolessthan30hours, oragreaternumberofhoursifappropriate,ofsupplementalinstructionunderSubsection(a-4)for eachconsecutiveschoolyearinwhichthestudentdoesnotperformsatisfactorilyontheassessment instrumentintheapplicablesubjectareaspecifiedunderSubsection(a-1);and

(2)mayrequirethat,asappropriatetoensurethestudentperformssatisfactorilyontheassessmentinstrument intheapplicablesubjectareaspecifiedunderSubsection(a-1)atthenextadministrationoftheassessment instrument:

(A)thedistrictexpandthetimesinwhichsupplementalinstructionunderSubsection(a-4)isavailableto thestudent;

(B)thestudentbeassignedfortheschoolyeartoaspecificteacherwhoisbetterabletoprovide acceleratedinstruction;and

(C)thedistrictprovideanynecessaryadditionalresourcestothestudent.

(f-1)TheacceleratededucationplanunderSubsection(f)mustbedocumentedinwriting,andacopymustbe providedtothestudent'sparentorguardian

(f-2)Duringtheschoolyear,thestudentshallbemonitoredtoensurethatthestudentisprogressinginaccordance withtheacceleratededucationplandevelopedunderSubsection(f)

(f-3)Theboardoftrusteesofeachschooldistrictshalladoptapolicyconsistentwiththegrievanceprocedure adoptedunderSection26011toallowaparenttocontestthecontentorimplementationofanaccelerated educationplandevelopedunderSubsection(f).

(g)Thissectiondoesnotprecludetheretentionatagradelevel,inaccordancewithstatelaworschooldistrict policy,ofastudentwhoperformssatisfactorilyonanassessmentinstrumentspecifiedunderSubsection(a-1).

(h)Ineachinstanceunderthissectioninwhichaschooldistrictisspecificallyrequiredtoprovidenoticeora writtencopytoaparentorguardianofastudent,thedistrictshallmakeagoodfaithefforttoensurethatsuch noticeorcopyisprovidedeitherinpersonorbyregularmailandthatthenoticeorcopyisclearandeasyto understandandiswritteninEnglishortheparentorguardian'snativelanguage

(i)Theadmission,review,anddismissalcommitteeofastudentwhoparticipatesinadistrict'sspecialeducation programunderSubchapterA,Chapter29,andwhodoesnotperformsatisfactorilyonanassessment instrumentspecifiedunderSubsection(a-1)shall,atthestudent'snextannualreviewmeeting,reviewthe student'sparticipationandprogressin,asapplicable,acceleratedinstructionprovidedunderSubsection(a), supplementalinstructionprovidedunderSubsection(a-1)(2),oranacceleratededucationplandeveloped underSubsection(f).Thestudent'sparentmayrequest,orthedistrictmayschedule,anadditionalcommittee meetingifacommitteememberbelievesthatthestudent'sindividualizededucationprogramneedstobe modifiedbasedontherequirementsunderthissection Ifthedistrictrefusestoconveneacommitteemeeting requestedbythestudent'sparentunderthissubsection,thedistrictshallprovidetheparentwithwrittennotice explainingthereasonthedistrictrefusestoconvenethemeeting

(i-1)Ifastudentwhoattendsschoolinahomeboundorotheroff-campusinstructionalarrangement,includingata residentialtreatmentcampusorstatehospital,isunabletoparticipateinanacceleratedinstructionprogram requiredunderthissectionduetothestudent'scondition,theschooldistrictmaydeterminethatthestudentbe providedtheacceleratedinstructionwhenthestudentattendsschoolinanon-campusinstructionalsetting.If thestudent'sconditionpreventsthestudentfromattendingschoolinanon-campusinstructionalsettingforthe schoolyearduringwhichtheacceleratedinstructionisrequiredtobeprovidedtothestudent,thedistrictisnot requiredtoprovidetheacceleratedinstructiontothestudentforthatschoolyear

(j)Aschooldistrictoropen-enrollmentcharterschoolshallprovidestudentsrequiredtoattendaccelerated programsunderthissectionwithtransportationtothoseprogramsiftheprogramsoccuroutsideofregular schoolhours,unlessthedistrictorschooldoesnotoperate,orcontractoragreewithanotherentitytooperate, atransportationsystem

(k)Thecommissionermayadoptrulesasnecessarytoimplementthissection,includingrulesforrequired reportingnecessarytosupportstudenttransfers.

(l)Theagencyshallmonitorandevaluatetheeffectivenessoftheacceleratedinstructionrequiredunderthis section.

(n)ExceptasrequestedunderSubsection(a-5)orprovidedbySubsection(n-1),astudentforwhomanaccelerated educationplanmustbedevelopedunderSubsection(b)mustbeassigned,ineachschoolyearandsubject coveredbytheacceleratededucationplan,toanappropriatelycertifiedteacherwhomeetsallstateandfederal qualificationstoteachthatsubjectandgrade

(q)Thecommissionermaywaivetherequirementsunderthissectionregardingacceleratedinstructionfora schooldistrictforeachschoolyearinwhichatleast60percentofthestudentswhoreceivedaccelerated instructionduringtheschoolyearimmediatelyprecedingthepreviousschoolyear,includingatleast60 percentofstudentswhoseperformanceontheapplicableassessmentinstrumentwassignificantlybelow satisfactory,asdefinedbycommissionerrule,performedsatisfactorilyinthepreviousschoolyearonthe assessmentinstrumentineachsubjectinwhichthestudentpreviouslyfailedtoperformsatisfactorily.For purposesofdeterminingwhetheraschooldistrictqualifiesforawaiverunderthissubsection,the commissionershall:

(1)ifastudentreceivedacceleratedinstructioninmorethanonesubjectduringtheapplicableschoolyear, considerthestudent'sperformanceontheassessmentinstrumentineachsubjectseparatelyfromthe student'sperformanceontheassessmentinstrumentforeachothersubject;and

(2)byruleprovidethataschooldistrictmaynotqualifyforawaiverifstudentswhoarereceivingspecial educationservicesorareeducationallydisadvantagedareoverrepresentedamongthestudentsinthe districtwhoreceivedacceleratedinstructionduringtheschoolyearimmediatelyprecedingtheprevious schoolyearanddidnotperformsatisfactorilyinthepreviousschoolyearontheassessmentinstrumentin eachapplicablesubject.

(r)Notlaterthanthebeginningofeachschoolyear,thecommissionershallpublishalistofschooldistrictsthat qualifyforawaiverunderSubsection(q)

In order to ensure that all students achieve at least satisfactory performance on each assessment instrument administered under Section 39 023 the LEA’s curriculum and instruction systems must provide instruction to all students that is consistently aligned with the essential knowledge and skills for the applicable subject areas and grade levels, unless instruction is specifically modified by the students IEP.

If a student fails to perform satisfactorily on an assessment instrument administered under Section 39.023 (a) or in the third, fourth, fifth, sixth, seventh, or eighth grade or an end-of-course assessment the LEA shall provide the student accelerated instruction in the subject area in which they did not achieve satisfactory performance during the subsequent summer or school year or assigning the student to a classroom teacher who is certified as a master, exemplary, or recognized teacher under Section 21 3521 for the subsequent school year in the applicable subject area This provision does not include students who are administered assessment instruments that are developed or adopted based on alternative academic achievement standards The LEA will provide accelerated instruction as outlined in the provisions of TEC 28.0211 which include:

The development of an Accelerated Education Plan after the student fails to achieve the approaches or higher on two consecutive assessments in the same subject area.

Accelerated instruction is limited to two subjects and the student ratio for tutoring is 4:1 unless there is agreement among all the parents for their students to participate in a larger group

The accelerated instruction is provided in addition to instruction that is normally provided to students in that grade level, and is provided during the subsequent summer or school year for no less than 15 hours; unless the student’s performance was significantly below satisfactory, as defined by the commissioner’s rule, which then require no less than 30 hours;

Unless the student receives the accelerated instruction in the summer, it must be provided at least one time a week (taking into consideration holidays and shortened weeks).

The materials utilized for the accelerated instruction must be effective instructional materials that are designed for supplemental instruction and provided by a person with training in the use of the materials.

The LEA must establish a process that allows for the parent or guardian of a student who meets these requirements to make a request for a particular classroom teacher for the next subsequent school year in the subject area in which the student did not achieve the passing standard on the assessment

Parents may modify or remove supplemental instruction requirements with a letter to the campus administrator

Parents must be notified of the students failure on any of the test administered as outlined in 28 0211

When a student with an IEP does not perform satisfactorily on an assessment instrument specified in TEC 28.0211 (a-1) an Accelerated Instruction Plan will be developed as specified in 28.0211 (a-1) (2) or (f). The ARD/IEP committee is not required to meet to develop the Accelerated Instruction Plan; however, the ARD/IEP committee shall review the student’s participation and progress on the Accelerated Education Plan in the students’next annual review meeting The parent or guardian may request an additional ARD/IEP committee meeting at any time if there appears to be a need to modify the student’s IEP If the district refuses to convene the meeting, all procedures regarding Notice of Refusal will be followed

If a student is receiving special education and related services in a Homebound placement, or other off-campus instructional arrangement and is unable to participate in an accelerated instruction program as required by TEC 28.0211, the LEA will determine the accelerated instruction when the student attends school in an on-campus instructional setting If the student does not return to an on-campus setting for the school year in which the accelerated instruction is required to be provided to the student, the LEA is not required to provide the accelerated instruction to the student for that school year The ARD/IEP committee may meet at the request of the campus or the parent to review the needs of the student based on the student’s medical condition and the student’s ability to participate in instructional activities

Information regarding TEC 28.0211 is available at: http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.28.htm

TEC

§39.024.SatisfactoryPerformance

(a)Exceptasotherwiseprovidedbythissubsection,theStateBoardofEducationshalldeterminethelevelof performanceconsideredtobesatisfactoryontheassessmentinstruments Theadmission,review,and dismissalcommitteeofastudentbeingassessedunderSection39023(b)shalldeterminethelevelof performanceconsideredtobesatisfactoryontheassessmentinstrumentsadministeredtothatstudentin accordancewithcriteriaestablishedbyagencyrule.

TEC§28.021. STUDENTADVANCEMENT. http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.28.htm#28.021

TEC§39023 AdoptionandAdministrationofInstruments

http://wwwstatuteslegisstatetxus/Docs/ED/htm/ED39htm

U.SupplementaryAidsandServices-Accommodations

§300.42Supplementaryaidsandservices.Supplementaryaidsandservicesmeansaids,services,andother supportsthatareprovidedinregulareducationclasses,othereducation-relatedsettings,andin extracurricularandnonacademicsettings,toenablechildrenwithdisabilitiestobeeducatedwith nondisabledchildrentothemaximumextentappropriateinaccordancewith§§300.114through300.116. The ARD/IEP committee will identify any aids, services or other supports (accommodations) needed by the student with a disability to be educated with non disabled children to the maximum extent appropriate and which are provided in the general education environment The committee will identify needed accommodations for the student by subject area and will also consider behavioral accommodations as necessary

* Specific pages in the The TEA State Assessment manual will provide information on accommodations by type of assessment and accommodations category. Information in italics indicates that an Accommodation Request Form is required.

* The TEA Student Assessment division will provide information to districts regarding the provision of adequate objective evidence when submitting an Accommodation Request Form (ARF)

Discussion of the accommodation needs of the student will be documented on district forms and filed by the educational diagnostician/LSSP in the student’s special education eligibility folder All educators providing instruction to the student will have information concerning specific accommodations identified in the student’s IEP Distribution and documentation of this information will be done by the student’s special education teacher or case manager and filed in the student’s special education eligibility folder.

http://tea.texas.gov/student.assessment/accommodations/

§300.320Definitionofindividualizededucationprogram.

(a)(4)Astatementofthespecialeducationandrelatedservicesandsupplementaryaidsandservices,based onpeer-reviewedresearchtotheextentpracticable,tobeprovidedtothechild,oronbehalfofthe child,andastatementoftheprogrammodificationsorsupportsforschoolpersonnelthatwillbe providedtoenablethechild--

(i)Toadvanceappropriatelytowardattainingtheannualgoals;

(ii)Tobeinvolvedinandmakeprogressinthegeneraleducationcurriculuminaccordancewith paragraph(a)(1)ofthissection,andtoparticipateinextracurricularandothernonacademic activities;and

(iii)Tobeeducatedandparticipatewithotherchildrenwithdisabilitiesandnondisabledchildrenin theactivitiesdescribedinthissection;

Special education, related services and supplementary aids and services must be based on evidence based research to the extent practicable which means to the extent that research is possible and available Services with the greatest body of research are not necessarily the service required for a child to receive FAPE The What Works website provides information and a list of strategies documented by evidence

Additional information on scientifically based research and response to intervention resources may be found on the Region 10 ESC Special Education website.

https://www.region10.org/programs/scientifically-based-research/overview/

V.TapeorVideoRecording

TEC§29.005.

(d)Ifthechild'sparentisunabletospeakEnglish,theAISDshall:

(1)providetheparentwithawrittenoraudiotapedcopyofthechild'sindividualizededucationprogram translatedintoSpanishifSpanishistheparent'snativelanguage;or

(2)iftheparent'snativelanguageisalanguageotherthanSpanish,makeagoodfaithefforttoprovidethe parentwithawrittenoraudiotapedcopyofthechild'sindividualizededucationprogramtranslatedinto theparent'snativelanguage

The AISD, the parent, or the adult student may audio-record the ARD/IEP committee meeting All participants in the meeting will be informed that such a recording is being made If a parent or adult student notifies the ARD/IEP committee that they will record the meeting, the district should also record the meeting and put a reference to the audio-tape in the student’s special education eligibility folder The audio tape will be kept confidential and located with the eligibility folder.

TEC§26.009.ConsentRequiredforCertainActivities.(videotaping)

(a)AnemployeeofAISDmustobtainthewrittenconsentofachild'sparentbeforetheemployeemay:

(1)conductapsychologicalexamination,test,ortreatment,unlesstheexamination,test,ortreatmentis requiredunderSection38004orstateorfederallawregardingrequirementsforspecialeducation;or

(2)makeorauthorizethemakingofavideotapeofachildorrecordorauthorizetherecordingofachild's voice

(b)AnemployeeofAISDisnotrequiredtoobtaintheconsentofachild'sparentbeforetheemployeemaymakea videotapeofachildorauthorizetherecordingofachild'svoiceifthevideotapeorvoicerecordingistobe usedonlyfor:

(1)purposesofsafety,includingthemaintenanceoforderanddisciplineincommonareasoftheschooloron schoolbuses;

(2)apurposerelatedtoacocurricularorextracurricularactivity;

(3)apurposerelatedtoregularclassroominstruction;or

(4)mediacoverageoftheschool

W.TAKS–seeSTAAR

X.TexasSchoolfortheDeaf(TSD)andTexasSchoolfortheBlindandVisuallyImpaired (TSBVI)

TEC§30.004.InformationConcerningPrograms.

(a)TheAISDshallprovideeachparentorotherpersonhavinglawfulcontrolofastudentwithwritteninformation about:

(1)theavailabilityofprogramsofferedbystateinstitutionsforwhichthedistrict'sstudentsmaybeeligible; (2)theeligibilityrequirementsandadmissionconditionsimposedbyeachofthosestateinstitutions;and (3)therightsofstudentsinregardtoadmissiontothosestateinstitutionsandinregardtoappealofadmission decisions

(b)TheStateBoardofEducationshalladoptrulesprescribingtheformandcontentofinformationrequiredby Subsection(a).

TheMOUforAIand/orVisualImpairmentsisfoundontheTEAwebsite:http://tea.texas.gov/index2.aspx? id=2147494979

Health and Human Services agency assists Blind or Visually Impaired individuals and their families and offers an ECI-Early Childhood Intervention Program for families with children birth to three, with disabilities and developmental delays

https://hhstexasgov/services/disability/early-childhood-intervention-services

TAC§89.1085.ReferralfortheTexasSchoolfortheBlindandVisuallyImpairedandtheTexasSchool fortheDeafServices.

(a) Astudent'sadmission,review,anddismissal(ARD)committeemayplacethestudentattheTexasSchoolfor theBlindandVisuallyImpaired(TSBVI)ortheTexasSchoolfortheDeaf(TSD)inaccordancewiththe provisionsof34CodeofFederalRegulations(CFR),Part300,theTexasEducationCode(TEC),including, specifically,§§30021,30051,and30057,andtheapplicablerulesofthissubchapter

(b) IntheeventthatastudentisplacedbyhisorherARDcommitteeateithertheTSBVIortheTSD,the student's"residentschooldistrict,"asdefinedinsubsection(e)ofthissection,shallberesponsibleforassuring thatafreeappropriatepubliceducation(FAPE)isprovidedtothestudentattheTSBVIortheTSD,as applicable,inaccordancewiththeIndividualswithDisabilitiesEducationAct(IDEA),20UnitedStatesCode (USC),§§1400etseq.,34CFR,Part300,statestatutes,andrulesoftheStateBoardofEducation(SBOE)and thecommissionerofeducation.Ifrepresentativesoftheresidentschooldistrictandrepresentativesofthe TSBVIortheTSDdisagree,asmembersofastudent'sARDcommittee,withrespecttoarecommendationby oneormoremembersofthestudent'sARDcommitteethatthestudentbeevaluatedforplacement,initially placed,orcontinuedtobeplacedattheTSBVIorTSD,asapplicable,therepresentativesoftheresident schooldistrictandtheTSBVIorTSD,asapplicable,mayseekresolutionthroughthemediationprocedures adoptedbytheTexasEducationAgencyorthroughanydueprocesshearingtowhichtheresidentschool districtortheTSBVIortheTSDareentitledundertheIDEA,20USC,§§1400,etseq.

(c) Whenastudent'sARDcommitteeplacesthestudentattheTSBVIortheTSD,thestudent'sresidentschool districtshallcomplywiththefollowingrequirements.

(1) Foreachstudent,theresidentschooldistrictshalllistthoseservicesinthestudent'sindividualized educationprogram(IEP)whichtheTSBVIortheTSDcanappropriatelyprovide

(2) Thedistrictmaymakeanon-sitevisittoverifythattheTSBVIortheTSDcanandwilloffertheservices listedintheindividualstudent'sIEPandtoensurethattheschooloffersanappropriateeducational programforthestudent

(3) Foreachstudent,theresidentschooldistrictshallincludeinthestudent'sIEPthecriteriaandestimated timelinesforreturningthestudenttotheresidentschooldistrict.

(d) Inadditiontotheprovisionsofsubsections(a)-(c)ofthissection,andasprovidedinTEC,§30.057,theTSD shallprovideservicesinaccordancewithTEC,§30.051,toanyeligiblestudentwithadisabilityforwhomthe TSDisanappropriateplacementifthestudenthasbeenreferredforadmissionbythestudent'sparentorlegal guardian,apersonwithlegalauthoritytoactinplaceoftheparentorlegalguardian,orthestudent,ifthe studentisage18orolder,atanytimeduringtheschoolyearifthereferringpersonchoosestheTSDasthe appropriateplacementforthestudentratherthanplacementinthestudent'sresidentschooldistrictorregional programdeterminedbythestudent'sARDcommittee ForstudentsplacedattheTSDpursuanttothis subsection,theTSDshallberesponsibleforassuringthataFAPEisprovidedtothestudentattheTSD,in accordancewithIDEA,20USC,§§1400,etseq.,34CFR,Part300,statestatutes,andrulesoftheSBOEand thecommissionerofeducation.

(e) Forpurposesofthissectionand§89.1090ofthistitle(relatingtoTransportationofStudentsPlacedina ResidentialSetting,IncludingtheTexasSchoolfortheBlindandVisuallyImpairedandtheTexasSchoolfor

theDeaf),the"residentschooldistrict"istheschooldistrictinwhichthestudentwouldbeenrolledunder TEC,§25.001,ifthestudentwerenotplacedattheTSBVIortheTSD.

TAC§89.1090.TransportationofStudentsPlacedinaResidentialSetting,IncludingtheTexasSchoolforthe BlindandVisuallyImpairedandtheTexasSchoolfortheDeaf

See Related Services Section for Transportation

Y.TransitionPlanning

§300.320Definitionofindividualizededucationprogram

(2)(i)Astatementofmeasurableannualgoals,includingacademicandfunctionalgoalsdesignedto--

(A)Meetthechild'sneedsthatresultfromthechild'sdisabilitytoenablethechildtobe involvedinandmakeprogressinthegeneraleducationcurriculum;and

(B)Meeteachofthechild'sothereducationalneedsthatresultfromthechild'sdisability;

(ii)Forchildrenwithdisabilitieswhotakealternateassessmentsalignedtoalternateachievement standards,adescriptionofbenchmarksorshort-termobjectives;

(b)Transitionservices.BeginningnotlaterthanthefirstIEPtobeineffectwhenthechildturns16,or youngerifdeterminedappropriatebytheIEPTeam,andupdatedannually,thereafter,theIEPmust include--

(1)Appropriatemeasurablepostsecondarygoalsbaseduponageappropriatetransitionassessments relatedtotraining,education,employment,and,whereappropriate,independentlivingskills;and (2)Thetransitionservices(includingcoursesofstudy)neededtoassistthechildinreachingthosegoals.

(3)Adescriptionof--

(i)Howthechild’sprogresstowardmeetingtheannualgoalsdescribedinparagraph(2)ofthis sectionwillbemeasured;and

(ii)Whenperiodicreportsontheprogressthechildismakingtowardmeetingtheannualgoals (suchasthroughtheuseofquarterlyorotherperiodicreports,concurrentwiththeissuanceof reportcards)willbeprovided;

(4)(For§300320initsentirety,pleaseseeSection4a)

TEC§290111 BeginningofTransitionPlanning Appropriatestatetransitionplanningundertheprocedure adoptedunderSection29.011mustbeginforastudentnotlaterthanwhenthestudentreaches14yearsofage.

The special education case manager or teacher or Diagnostician or Transition Specialist will meet with the student at least annually to complete the following activities prior to the IEP meeting.

Assist student to determine strengths, interests, preferences for future career goals,

Discuss with student coordinated set of activities necessary to further goals including the minimum, recommended, distinguished graduation/career plan, CTE electives, etc

Determine if Transition Assessments are completed or additional needed, Transition Assessments may be formal or informal Formal assessments may include those purchased by the district: Career Cruising, Kuder, MECA, Adaptive Behavior Assessment, etc or include ONet Profiler, OASIS Aptitude Survey, ASVAB, etc

Informal assessments used include but are not limited to: situational or observational assessments, structured interviews, questionnaires, environmental analysis, work sample task analysis, portfolios, inventories and personal planning with student and family.

Assist student to articulate his/her postsecondary goals based on identifying strengths, interest, career research, etc

Assist student to prepare for sharing his/her postsecondary goals in the IEP meeting (not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team)

For information on the Functional Vocational Evaluation – see Section 2

§300.43Transitionservices.

(1)Isdesignedtobewithinaresults-orientedprocess,thatisfocusedonimprovingtheacademicand functionalachievementofthechildwithadisabilitytofacilitatethechild’smovementfromschool topost-schoolactivities,includingpostsecondaryeducation,vocationaleducation,integrated employment(includingsupportedemployment),continuingandadulteducation,adultservices, independentliving,orcommunityparticipation;

(2)Isbasedontheindividualchild’sneeds,takingintoaccountthechild’sstrengths,preferencesand interests;andincludes--

(i)Instruction;

(ii)Relatedservices;

(iii)Communityexperiences;

(iv)Thedevelopmentofemploymentandotherpost-schooladultlivingobjectives;and (v)Ifappropriate,acquisitionofdailylivingskillsandfunctionalvocationalevaluation.

(b)Transitionservicesforchildrenwithdisabilitiesmaybespecialeducation,ifprovidedasspecially designedinstruction,orarelatedservice,ifrequiredtoassistachildwithadisabilitytobenefitfrom specialeducation.(Authority:20U.S.C.1401(34))

§300.321IEPTeam

(b)Transitionservicesparticipants.

(2)IfthechilddoesnotattendtheIEPmeeting,thepublicagencymusttakeotherstepstoensurethat thechild’spreferencesandinterestsareconsidered.

§300.322ParentParticipation

(b)Informationprovidedtoparents.

(1)ThenoticerequiredfortheIEPmeetingmust-(i)Indicatethepurpose,time,andlocationofthemeetingandwhowillbeinattendance;and (ii)Informtheparentsoftheprovisionsin§300.321(a)(6)and(c)(relatingtotheparticipationof otherindividualsontheIEPTeamwhohaveknowledgeorspecialexpertiseaboutthechild).

(2)ForachildwithadisabilitybeginningnotlaterthanthefirstIEPtobeineffectwhenthechildturns 16,oryoungerifdeterminedappropriatebytheIEPTeam,thenoticealsomust-(i)Indicate--

(A)Thatapurposeofthemeetingwillbetheconsiderationofthepostsecondarygoalsand transitionservicesforthechild,inaccordancewith§300.320(b);and

(B)Thattheagencywillinvitethestudent;and (ii)Identifiesanyotheragencythatwillbeinvitedtosendarepresentative.

§300.324(c)Failuretomeettransitionobjectives.

(1)Participatingagencyfailure.Ifaparticipatingagency,otherthanthepublicagency,failstoprovide thetransitionservicesdescribedintheIEPinaccordancewith§300.320(b),thepublicagencymust reconvenetheIEPTeamtoidentifyalternativestrategiestomeetthetransitionobjectivesforthe childsetoutintheIEP.

(2)Construction.Nothinginthispartrelievesanyparticipatingagency,includingaStatevocational rehabilitationagency,oftheresponsibilitytoprovideorpayforanytransitionservicethatthe agencywouldotherwiseprovidetochildrenwithdisabilitieswhomeettheeligibilitycriteriaofthat agency.

TAC§89.1055.ContentoftheIndividualizedEducationProgram(IEP).

(h) InaccordancewithTEC,§29.011and§29.0111,notlaterthanwhenastudentreaches14yearsofage,the ARDcommitteemustconsider,andifappropriate,addressthefollowingissuesintheIEP:

(1) appropriatestudentinvolvementinthestudent'stransitiontolifeoutsidethepublicschoolsystem;

(2) ifthestudentisyoungerthan18yearsofage,appropriateparentalinvolvementinthestudent'stransition;

(3) ifthestudentisatleast18yearsofage,appropriateparentalinvolvementinthestudent'stransition,ifthe parentisinvitedtoparticipatebythestudentortheschooldistrictinwhichthestudentisenrolled;

(4) anypostsecondaryeducationoptions;

(5) afunctionalvocationalevaluation;

(6) employmentgoalsandobjectives;

(7) ifthestudentisatleast18yearsofage,theavailabilityofage-appropriateinstructionalenvironments;

(8) independentlivinggoalsandobjectives;and

(9) appropriatecircumstancesforreferringastudentorthestudent'sparentstoagovernmentalagencyfor services.

(i)Inaccordancewith34CFR,§300.320(b),beginningnotlaterthanthefirstIEPtobeineffectwhenthestudent turns16yearsofage,oryoungerifdeterminedappropriatebytheARDcommittee,andupdatedannually thereafter,theIEPmustincludethefollowing:

(1)appropriatemeasurablepostsecondarygoalsbaseduponage-appropriatetransitionassessmentsrelatedto training,education,employment,and,whereappropriate,independentlivingskills;and

(2)thetransitionservices,includingcoursesofstudy,neededtoassistthestudentinreachingthe postsecondarygoalsdevelopedunderparagraph(1)ofthissubsection

HouseBill3Article5.Transition;ConflictofLaw(2019)

(c)Section28.025,TEC,asamendedbythisAct,andSection28.0256,EducationCode,asaddedbythisAct, applybeginningwithstudentsenrolledatthe12thgradelevelduringthe2021-2022schoolyear.Last Amended:86thLeg,eff June12,2019Entered:Sept 10,2019

TEC§280256 FinancialAidApplicationRequirementforHighSchoolGraduation

(a)Beforegraduatingfromhighschool,eachstudentmustcompleteandsubmitafreeapplicationforfederal studentaid(FAFSA)oraTexasapplicationforstatefinancialaid(TASFA),exceptasotherwiseprovidedby Subsection(b).

(b)AstudentisnotrequiredtocomplywithSubsection(a)if:

(1)thestudent’sparentorotherpersonstandinginparentalrelationsubmitsasignedformindicatingthatthe parentorotherpersonauthorizesthestudenttodeclinetocompleteandsubmitthefinancialaid application;

(2)thestudentsignsandsubmitstheformdescribedbySubdivision(1)onthestudent’sownbehalfifthe studentis18yearsofageorolderorthestudent’sdisabilitiesofminorityhavebeenremovedforgeneral purposesunderChapter31,FamilyCode;or

(3)aschoolcounselorauthorizesthestudenttodeclinetocompleteandsubmitthefinancialaidapplication forgoodcause,asdeterminedbytheschoolcounselor.

(c)Aschooldistrictoropen-enrollmentcharterschoolshalladoptaformtobeusedforpurposesofSubsection (b).Theformmust:

(1)beapprovedbytheagency;

(2)providethestudentorthestudent’sparentorotherpersonstandinginparentalrelation,asapplicable,the opportunitytodeclinetocompleteandsubmitafinancialaidapplication,asprovidedbySubsection(b); and

(3)bemadeavailableinEnglish,Spanish,andanyotherlanguagespokenbyamajorityofthestudents enrolledinabilingualeducationorspeciallanguageprogramunderSubchapterB,Chapter29,inthe districtorschool.

(d)Ifaschoolcounselornotifiesaschooldistrictwhetherastudenthascompliedwiththissectionforpurposesof determiningwhetherthestudentmeetshighschoolgraduationrequirementsunderSection28.025,theschool counselormayonlyindicatewhetherthestudenthascompliedwiththissectionandmaynotindicatethe mannerinwhichthestudentcomplied,exceptasnecessaryforthedistrictorschooltocomplywithrules adoptedunderSubsection(e)(2) Aschoolcounselormaynotindicatethatastudenthasnotcompliedwiththis sectioniftheschooldistrictoropen-enrollmentcharterschoolfailstoprovidetheformadoptedunder Subsection(c)tothestudentorthestudent’sparentorotherpersonstandinginparentalrelationtothestudent LastAmended:86thLeg,RS,Ch 943(HB 3),Sec 2014,eff June12,2019 Entered:July17,2019

TEC§29.011.TransitionPlanning.

(a) Thecommissionershallbyruleadoptproceduresforcompliancewithfederalrequirementsrelatingto transitionservicesforstudentswhoareenrolledinspecialeducationprogramsunderthissubchapter.The

proceduresmustspecifythemannerinwhichastudent'sadmission,review,anddismissalcommitteemust consider,andifappropriate,addressthefollowingissuesinthestudent'sindividualizededucationprogram:

(1) appropriatestudentinvolvementinthestudent'stransitiontolifeoutsidethepublicschoolsystem;

(2) ifthestudentisyoungerthan18yearsofage,involvementinthestudent'stransitionbythestudent's parentsandotherpersonsinvitedtoparticipateby:

(A)thestudent'sparents;or

(B)theschooldistrictinwhichthestudentisenrolled;

(3) ifthestudentisatleast18yearsofageinvolvementinthestudent'stransitionandfuturebythestudent's parentsandotherpersons,iftheparentorotherperson:

(A)isinvitedtoparticipatebythestudentortheschooldistrictinwhichthestudentisenrolled;or

(B)hasthestudent'sconsenttoparticipatepursuanttoasupporteddecision-makingagreementunder Chapter1357,EstatesCode;

(4) appropriatepostsecondaryeducationoptions,includingpreparationforpostsecondary-levelcoursework;

(5) anappropriatefunctionalvocationalevaluation;

(6) appropriateemploymentgoalsandobjectives;

(7) ifthestudentisatleast18yearsofage,theavailabilityofage-appropriateinstructionalenvironments, includingcommunitysettingsorenvironmentsthatpreparethestudentforpostsecondaryeducationor training,competitiveintegratedemployment,orindependentliving,incoordinationwiththestudent's transitiongoalsandobjectives;

(8) appropriateindependentlivinggoalsandobjectives

(9) appropriatecircumstancesforfacilitatingareferralofastudentorthestudent'sparentstoagovernmental agencyforservicesorpublicbenefits,includingareferraltoagovernmentalagencytoplacethestudent onawaitinglistforpublicbenefitsavailabletothestudent,suchasawaiverprogramestablishedunder Section1915(c),SocialSecurityAct(42USC Section1396n(c));and

(10)theuseofavailabilityofappropriate:

(A)supplementaryaids,services,curricula,andotheropportunitiestoassistthestudentindeveloping decision-makingskills;and

(B)supportsandservicestofosterthestudent'sindependenceandself-determination,includinga supporteddecision-makingagreementunderChapter1357,EstatesCode.

(a-1)Astudent'sadmission,review,anddismissalcommitteeshallannuallyreviewtheissuesdescribedby Subsection(a)and,ifnecessary,updatetheportionsofthestudent'sindividualizededucationprogramthat addressthoseissues

(a-2)Thecommissionershalldevelopandpostontheagency'sInternetwebsitealistofservicesandpublic benefitsforwhichreferralmaybeappropriateunderSubsection(a)(9)

(b) Thecommissionershallrequireeachschooldistrictorsharedservicesarrangementtodesignateatleastone employeetoserveasthedistrict'sorsharedservicesarrangement'sdesigneeontransitionandemployment servicesforstudentsenrolledinspecialeducationprogramsunderthissubchapter.Thecommissionershall developminimumtrainingguidelinesforadistrict'sorsharedservicesarrangement'sdesignee.Anindividual designatedunderthissubsectionmustprovideinformationandresourcesabouteffectivetransitionplanning andservices,includingeachissuedescribedbySubsection(a),andinteragencycoordinationtoensurethat localschoolstaffcommunicateandcollaboratewith:

(1) studentsenrolledinspecialeducationprogramsunderthissubchapterandtheparentsofthosestudents; and

(2) asappropriate,localandregionalstaffofthe:

(A) HealthandHumanServicesCommission;

(B) TexasWorkforceCommission;

(D DepartmentofFamilyandProtectiveServices.

(c)Thecommissionershallreviewand,ifnecessary,updatetheminimumtrainingguidelinesdevelopedunder Subsection(b)atleastonceeveryfouryears.Inreviewingandupdatingtheguidelines,thecommissionershall solicitinputfromstakeholders

Sections29011,EducationCode,asamendedbythisAct,applybeginningwiththe2018-2019schoolyear

Sec 290112 TRANSITIONANDEMPLOYMENTGUIDE

(a) Theagency,withassistancefromtheHealthandHumanServicesCommission,shalldevelopatransitionand employmentguideforstudentsenrolledinspecialeducationprogramsandtheirparentstoprovide informationonstatewideservicesandprogramsthatassistinthetransitiontolifeoutsidethepublicschool system.Theagencymaycontractwithaprivateentitytopreparetheguide.

(b) Thetransitionandemploymentguidemustbewritteninplainlanguageandcontaininformationspecificto thisstateregarding:

(1) transitionservices;

(2) employmentandsupportedemploymentservices;

(3) socialsecurityprograms;

(4) communityandlong-termservicesandsupport,includingtheoptiontoplacethestudentonawaitinglist withagovernmentalagencyforpublicbenefitsavailabletothestudent,suchasawaiverprogram establishedunderSection1915(c),SocialSecurityAct(42USC Section1396n(c));

(5) postsecondaryeducationalprogramsandservices;

(6) informationsharingwithhealthandhumanservicesagenciesandproviders;

(7) guardianshipandalternativestoguardianship,includingasupporteddecision-makingagreementunder Chapter1357,EstatesCode;

(8) self-advocacy,person-directedplanning,andself-determination;and

(9) contactinformationforallrelevantstateagencies

(c) Thetransitionandemploymentguidemustbeproducedinanelectronicformatandpostedontheagency's websiteinamannerthatpermitstheguidetobeeasilyidentifiedandaccessed

(d) Theagencymustupdatethetransitionandemploymentguidepostedontheagency'swebsiteatleastonce everytwoyears

(e) Aschooldistrictshall:

(1) postthetransitionandemploymentguideonthedistrict'swebsiteifthedistrictmaintainsawebsite;

(2) providewritteninformationand,ifnecessary,assistancetoastudentorparentregardinghowtoaccessthe electronicversionoftheguideat:

(A) thefirstmeetingofthestudent'sadmission,review,anddismissalcommitteeatwhichtransitionis discussed;and

(B) thefirstcommitteemeetingatwhichtransitionisdiscussedthatoccursafterthedateonwhichthe guideisupdated;and

(3) onrequest,provideaprintedcopyoftheguidetoastudentorparent Sections29.0112,EducationCode,asamendedbythisAct,applybeginningwiththe2018-2019schoolyear.

TEC§29.017.TransferofParentalRightsatAgeofMajority.

(a)Astudentwithadisabilitywhois18yearsofageorolderorwhosedisabilitiesofminorityhavebeenremoved forgeneralpurposesunderChapter31,FamilyCode,shallhavethesamerighttomakeeducationaldecisions asastudentwithoutadisability,exceptthattheLEAshallprovideanynoticerequiredbythissubchapteror20 USC Section1415toboththestudentandtheparents Allotherrightsaccordedtoparentsunderthis subchapteror20USC Section1415transfertothestudent

(b)Allrightsaccordedtoparentsunderthissubchapteror20USC Section1415transfertostudentswhoare incarceratedinanadultorjuvenile,stateorlocalcorrectionalinstitution.

(c)Notlaterthanoneyearbeforethe18thbirthdayofastudentwithadisability,theschooldistrictatwhichthe studentisenrolledshall:

(1)providetothestudentandthestudent'sparents:

(A)writtennoticeregardingthetransferofrightsunderthissection;and

(B)informationandresourcesregardingguardianship,alternativestoguardianship,includingasupported decision-makingagreementunderChapter1357,EstatesCode,andothersupportsandservicesthat mayenablethestudenttoliveindependently;and

(2)ensurethatthestudent'sindividualizededucationprogramincludesastatementthatthedistrictprovided thenotice,information,andresourcesrequiredunderSubdivision(1).

(c-1)Inaccordancewith34C.F.R.Section300.520,theschooldistrictshallprovidewrittennoticetothestudent andthestudent'sparentsofthetransferofrightsunderthissection.Thenoticemustincludetheinformation andresourcesprovidedunderSubsection(c)(1)(B).

(c-3)Thecommissionershalldevelopandpostontheagency'sInternetwebsiteamodelformforusebyschool districtsinnotifyingstudentsandparentsasrequiredbySubsections(c)and(c-1) Theformmustincludethe informationandresourcesdescribedbySubsection(c).Thecommissionershallreviewandupdatetheform, includingtheinformationandresources,asnecessary.

(d)Thecommissionershalldevelopandpostontheagency'sInternetwebsitetheinformationandresources describedbySubsections(c),(c-1),and(c-2).

(e)Nothinginthissectionprohibitsastudentfromenteringintoasupporteddecision-makingagreementunder Chapter1357,EstatesCode,afterthetransferofrightsunderthissection (f)Thecommissionershalladoptrulesimplementingtheprovisionsof34CFR Section300520(b)

SECTION4 ThisActappliesbeginningwiththe2018-2019schoolyear

TAC§1357003 SupportedDecisionMakingAgreementAct

PURPOSE:Thepurposeofthischapteristorecognizealessrestrictivealternativetoguardianshipforadultswith disabilitieswhoneedassistancewithdecisionsregardingdailylivingbutwhoarenotconsideredincapacitated personsforpurposesofestablishingaguardianshipunderthistitle.(Forfulltextclicklink.)

http://www.statutes.legis.state.tx.us/Docs/ES/htm/ES.1357.htm

Parents will be made aware of the Alternatives to Guardianship rules and sample form provided by §1357 056 at the ARD meeting to explain the student will be reaching "Age of Majority "

For specific requirements for SPP Indicator 13 and 14 see Section 8 Administration

NewMOUdated8-31-2017,Effective9-1-2017:https://tea.texas.gov/index2.aspx?id=2147496883

In2019,theTexasLegislaturepassedSenateBill1017whichrequirestheTexasHigherEducationCoordinating Board(THECB)tocreateanadvisorycouncilonpostsecondaryeducationforpersonswithintellectualand developmentaldisabilities(IDD) Theadvisorycouncilistaskedwithdevelopingeducationaloutreachmaterials toraiseawarenessinTexasofpostsecondaryeducationopportunities Theappropriatestaffwillbewatchfulfor informationandopportunitiestosharewithourstudentsandtheirparents

In2019,theTexasLegislaturepassedSenateBill2038whichamendedtheLaborCodetoread:Sec 352060 REPORTREGARDINGOCCUPATIONALSKILLSTRAININGFORINDIVIDUALSWITHINTELLECTUAL ANDDEVELOPMENTALDISABILITIES.

(a)Thecommissionshallprepareareportthatidentifies:

(1)potentialfundingsourcesforoccupationalskillstrainingprogramsforindividualswithintellectualand developmentaldisabilities;and

(2)specificoccupationsinhigh-demandindustriesinthisstateforwhichapostsecondarycertification, occupationallicense,orotherworkforcecredentialisrequiredandthatmaybeappropriateforindividuals withintellectualanddevelopmentaldisabilities

(b)NotlaterthanNovember1,2020,thecommissionshall:

(1)publishthereportinaprominentlocationonthecommission'sInternetwebsite;and

(2)submitacopyofthereporttoeachlegislativestandingcommitteewithjurisdictionoverworkforce developmentorvocationalrehabilitativeservices.

(c)ThissectionexpiresSeptember1,2021.

Z.VisualImpairment

§300.324Development,review,andrevisionofIEP (a)(2)Considerationofspecialfactors.TheIEPTeammust--

TAC§891075 GeneralProgramRequirementsandLocalDistrictProcedures

(b) Forschooldistrictsprovidingspecialeducationservicestostudentswithvisualimpairments,theremustbe writtenproceduresasrequiredintheTexasEducationCode(TEC),§30002(c)(10)

TAC§89.1050.TheAdmission,Review,andDismissal(ARD)Committee.

(b) Forastudentfrombirththroughtwoyearsofagewithavisualimpairmentorwhoisdeafandhardofhearing, anindividualizedfamilyservicesplan(IFSP)meetingmustbeheldinplaceofanARDcommitteemeetingin

accordancewith34CFR,§§300.320-300.324,andthememorandumofunderstandingbetweentheTexas EducationAgencyandtheDepartmentofAssistiveandRehabilitative.Forstudentsthreeyearsofageand older,schooldistrictsmustdevelopanIEP.

TAC§891055 ContentoftheIndividualizedEducationProgram(IEP)

(d) Forstudentswithvisualimpairments,frombirththrough21yearsofage,theIEPorindividualizedfamily servicesplan(IFSP)mustalsomeettherequirementsofTEC,§30002(e)

TEC§30.002.EducationforChildrenwithVisualImpairments.

(a-b)TEAresponsibilityforaStatewidePlan

SECTION1.Subsections(b),(c),and(e),Section30.002,EducationCode,areamendedtoreadasfollows:

(b)Theagencyshall:

(1)developstandardsandguidelinesforallspecialeducationservicesforchildrenwithvisualimpairments thatitisauthorizedtoprovideorsupportunderthiscode;

(2)superviseregionaleducationservicecentersandotherentitiesinassistingschooldistrictsinserving childrenwithvisualimpairmentsmoreeffectively;

(3)developandadministerspecialeducationservicesforstudentswithbothseriousvisualandauditory impairments;

(4)evaluatespecialeducationservicesprovidedforchildrenwithvisualimpairmentsbyschooldistrictsand approveorimpairment;

(5)maintainaneffectiveliaisonbetweenspecialeducationprogramsprovidedforchildrenwithvisual impairmentsbyschooldistrictsandrelatedinitiativesoftheDepartmentofAssistiveandRehabilitative ServicesDivisionforBlindServices,theDepartmentofStateHealthServicesMentalServicesHealthand SubstanceAbuseDivison,theTexasSchoolfortheBlindandVisuallyImpaired,andotherrelated programs,agencies,orfacilitiesasappropriate

(c)Thecomprehensivestatewideplanfortheeducationofchildrenwithvisualimpairmentsmust:

(1)adequatelyprovideforcomprehensivediagnosisandevaluationofeachschool-agechildwithaserious visualimpairment;

(2)includetheprocedures,format,andcontentoftheindividualizededucationprogramforeachchildwitha visualimpairment;

(3)emphasizeprovidingeducationalservicestochildrenwithvisualimpairmentsintheirhomecommunities wheneverpossible;

(4)includemethodstoensurethatchildrenwithvisualimpairmentsreceivingspecialeducationservicesin schooldistrictsreceive,beforebeingplacedinaclassroomsettingorwithinareasonabletimeafter placement:

(A)evaluationoftheimpairment;and

(B)instructioninanexpandedcorecurriculum,whichisrequiredforstudentswithvisualimpairmentsto succeedinclassroomsettingsandtoderivelasting,practicalbenefitsfromtheeducationprovidedby schooldistricts,includinginstructionin:

(i)compensatoryskills,suchasbrailleandconceptdevelopment,andotherskillsneededtoaccessthe restofthecurriculum;

(ii)orientationandmobility;

(iii)socialinteractionskills;

(iv)careerplanning;

(v)assistivetechnology,includingopticaldevices;

(vi)independentlivingskills;

(vii)recreationandleisureenjoyment;

(viii)self-determination;and;

(ix)sensoryefficiency

(5)provideforflexibilityonthepartofschooldistrictstomeetthespecialneedsofchildrenwithvisual impairmentsthrough:

(A)specialtystaffandresourcesprovidedbythedistrict;

(B)contractualarrangementswithotherqualifiedpublicorprivateagencies;

(C)supportiveassistancefromregionaleducationservicecentersoradjacentschooldistricts;

(D)short-termorlong-termservicesthroughtheTexasSchoolfortheBlindandVisuallyImpairedor relatedfacilitiesorprograms;or

(E)otherinstructionalandservicearrangementsapprovedbytheagency;

(6)includeastatewideadmission,review,anddismissalprocess;

(7)provideforeffectiveinteractionbetweenthevisuallyimpairedchild'sclassroomsettingandthechild's homeenvironment,includingprovidingforparentaltrainingandcounselingeitherbyschooldistrictstaff orbyrepresentativesofotherorganizationsdirectlyinvolvedinthedevelopmentandimplementationof theindividualizededucationprogramforthechild;

(8)requirethecontinuingeducationandprofessionaldevelopmentofschooldistrictstaffprovidingspecial educationservicestochildrenwithvisualimpairments;

(9)provideforadequatemonitoringandpreciseevaluationofspecialeducationservicesprovidedtochildren withvisualimpairmentsthroughschooldistricts;and

(10)requirethatschooldistrictsprovidingspecialeducationservicestochildrenwithvisualimpairments developproceduresforassuringthatstaffassignedtoworkwiththechildrenhavepromptandeffective accessdirectlytoresourcesavailablethrough:

(A)cooperatingagenciesinthearea;

(B)theTexasSchoolfortheBlindandVisuallyImpaired;

(C)theCentralMediaDepositoryforspecializedinstructionalmaterialsandaidsmadespecificallyforuse bystudentswithvisualimpairments;

(D)shelteredworkshopsparticipatinginthestateprogramofpurchasesofblind-madegoodsandservices; and

(E)relatedsources

(c-1) ToimplementSubsection(c)(1)andtodetermineachild'seligibilityforaschooldistrict'sspecialeducation programonthebasisofavisualimpairment,thefullindividualandinitialevaluationofthestudentrequired bySection29.004must,inaccordancewithcommissionerrule:

(1)includeanorientationandmobilityevaluationconducted:

(A) byapersonwhoisappropriatelycertifiedasanorientationandmobilityspecialist,asdetermined undercommissionerrule;and

(B) inavarietyoflightingconditionsandinavarietyofsettings,includinginthestudent'shome,school, andcommunityandinsettingsunfamiliartothestudent;and

(2)provideforapersonwhoisappropriatelycertifiedasanorientationandmobilityspecialisttoparticipate, aspartofamultidisciplinaryteam,inevalautingdataonwhichthedeterminationofthechild'seligibility isbased.

(c-2) Thescopeofanyreevaluationbyaschooldistrictofastudentwhohasbeendetermined,afterthefull individualandinitialevaluation,tobeeligibleforthedistrict'sspecialeducationprogramonthebasisofa visualimpairmentshallbedetermined,inaccordancewith34CFR Sections300122and300303through 300311,byamultidisciplinaryteamthatincludes,asprovidedbycommissionerrule,apersondescribedby Subsection(c-1)(1)(A)

(d)Indeveloping,administering,andcoordinatingthestatewideplan,theagencyshallencouragetheuseofall pertinentresources,whetherthoseresourcesexistinspecialeducationprogramsorincloselyrelatedprograms operatedbyotherpublicorprivateagencies,throughencouragingthedevelopmentofsharedservices arrangementworkingrelationshipsandbyassistinginthedevelopmentofcontractualarrangementsbetween schooldistrictsandotherorganizations.Theagencyshalldiscourageinteragencycompetition,overlap,and duplicationinthedevelopmentofspecializedresourcesandthedeliveryofservices.

(e)Eacheligibleblindorvisuallyimpairedstudentisentitledtoreceiveeducationalprogramsaccordingtoan individualizededucationprogramthat:

(1)isdevelopedinaccordancewithfederalandstaterequirementsforprovidingspecialeducationservices;

(2)isdevelopedbyacommitteecomposedasrequiredbyfederallaw;

(3)reflectsthatthestudenthasbeenprovidedadetailedexplanationofthevariousserviceresourcesavailable tothestudentinthecommunityandthroughoutthestate;

(4)providesadetaileddescriptionofthearrangementsmadetoprovidethestudentwiththeevaluationand instructionrequiredunderSubsection(c)(4);and

(5)setsforththeplansandarrangementsmadeforcontactswithandcontinuingservicestothestudentbeyond regularschoolhourstoensurethestudentlearnstheskillsandreceivestheinstructionrequiredunder Subsection(c)(4)(B)

SECTION2 Subsection(e),Section30002,EducationCode,asamendedbythisAct,appliesbeginningwiththe 2013-2014schoolyear

(f)Inthedevelopmentoftheindividualizededucationprogramforstudentwithavisualimpairment,proficiency inreadingandwritingisasignificantindicatorofthestudent'ssatisfactoryeducationalprogress The individualizededucationprogramforastudentwithavisualimpairmentmustincludeinstructioninbraille andtheuseofbrailleunlessthestudent'sadmission,review,anddismissalcommitteedeterminesand documentsthatbrailleisnotanappropriateliteracymediumforthestudent.Thecommittee'sdetermination

mustbebasedonanevaluationofthestudent'sappropriateliteracymediaandliteracyskillsandthestudent's currentandfutureinstructionalneeds.Brailleinstruction:

(1)maybeusedincombinationwithotherspecialeducationservicesappropriatetothestudent'seducational needs;and

(2)shallbeprovidedbyateachercertifiedtoteachstudentswithvisualimpairments

(f-1)Eachpersonassistinginthedevelopmentoftheindividualizededucationprogramforastudentwithavisual impairmentshallreceiveinformationdescribingthebenefitsofbrailleinstruction

SECTION2 ThisActappliesbeginningwiththe2019-2020schoolyear

SECTION3.ThisActtakeseffectimmediatelyifitreceivesavoteoftwo-thirdsofallthememberselectedto eachhouse,asprovidedbySection39,ArticleIII,TexasConstitution.IfthisActdoesnotreceivethevote necessaryforimmediateeffect,thisActtakeseffectSeptember1,2019.

(g)Tofacilitateimplementationofthissection,thecommissionershalldevelopasystemtodistributefromthe foundationschoolfundtoschooldistrictsorregionaleducationservicecentersaspecialsupplemental allowanceforeachstudentwithavisualimpairmentandforeachstudentwithaseriousvisualdisabilityand anothermedicallydiagnoseddisabilityofasignificantlylimitingnaturewhoisreceivingspecialeducation servicesthroughanyapprovedprogram Thesupplementalallowancemaybespentonlyforspecialservices uniquelyrequiredbythenatureofthestudent'sdisabilitiesandmaynotbeusedinlieuofeducationalfunds otherwiseavailableunderthiscodeorthroughstateorlocalappropriations

When an ARD/IEP committee meeting is held for a student qualifying for special education services as a student who is blind or visually impaired, the committee must induce a professional certified in the education of students with visual impairments. This must be documented in the IEP and filed in the student’s special education eligibility folder Vision Services

The purpose of vision services is to provide a consultation or direct instruction in compensatory vision skills, based on the student’s Functional Vision Evaluation/Learning Media Assessment, for students from birth through 22 years with a visual impairment Students with impaired vision are provided the recommended appropriate learning media, which may include regular textbooks, large print books, brailed books, audio media, and materials from American Printing House for the Blind (APH). Students meeting eligibility requirements are registered with TEA as Visually Impaired or Deaf-Blind on the annual VI registration. Students evaluated and determined eligible will receive Orientation & Mobility (O & M) instruction as a related service. https://hhstexasgov/services/disability/blind-visually-impaired

II. TEACHERACCESSIBILITYANDINPUT

§300.323WhenIEPsmustbeineffect.

(d)Accessibilityofchild’sIEPtoteachersandothers.Eachpublicagencymustensurethat-

(1)Thechild’sIEPisaccessibletoeachregulareducationteacher,specialeducationteacher,related servicesprovider,andotherserviceproviderwhoisresponsibleforitsimplementation;and

(2)Eachteacherandproviderdescribedinparagraph(d)(1)ofthissectionisinformedof–(i)Hisorherspecificresponsibilitiesrelatedtoimplementingthechild’sIEP;and (ii)Thespecificaccommodations,modifications,andsupportsthatmustbeprovidedforthechildin accordancewiththeIEP.

§300.324Development,review,andrevisionofIEP

(a)(3)Requirementwithrespecttoregulareducationteacher.Aregulareducationteacherofachildwitha disability,asamemberoftheIEPTeam,must,totheextentappropriate,participateinthe developmentoftheIEPofthechild,includingthedeterminationof-(i)Appropriatepositivebehavioralinterventionsandsupportsandotherstrategiesforthechild; and (ii)Supplementaryaidsandservices,programmodifications,andsupportforschoolpersonnel consistentwith§300.320(a)(4).

(b)ReviewandrevisionofIEPs.

(2)Requirementwithrespecttoregulareducationteacher.Aregulareducationteacherofthechild,asa memberoftheIEPTeam,must,consistentwithparagraph§300.324(a)(3)ofthissection,participate inthereviewandrevisionoftheIEPofthechild.

TEC§29.001. StatewidePlan.TheTEAshalldevelopandimplementastatewideplanwithprogrammatic contentthatincludesproceduresdesignedto:

(11) ensurethateachdistrictdevelopsaprocesstobeusedbyateacherwhoinstructsastudentwithadisabilityin aregularclassroomsetting:

(A) torequestareviewofthestudent'sindividualizededucationprogram;

(B) toprovideinputinthedevelopmentofthestudent’sindividualizededucationprogram;

(d) thatprovidesfornotificationtothestudent'sparentorlegalguardianofthatresponse.

§89.1075.GeneralProgramRequirementsandLocalDistrictProcedures.

(a)Eachschooldistrictmustmaintainaneligibilityfolderforeachstudentreceivingspecialeducationservices,in additiontothestudent'scumulativerecord.Theeligibilityfoldermustinclude,butneednotbelimitedto: copiesofreferraldata;documentationofnoticesandconsents;evaluationreportsandsupportingdata; admission,review,anddismissal(ARD)committeereports;andthestudent'sindividualizededucation programs(IEPs)

(b)Forschooldistrictsprovidingspecialeducationservicestostudentswithvisualimpairments,theremustbe writtenproceduresasrequiredintheTexasEducationCode(TEC),§30.002(c)(10).

(c)Eachschooldistrictmustensurethateachteacherwhoprovidesinstructiontoastudentwithdisabilities:

(1)hasaccesstorelevantsectionsofthestudent'scurrentIEP;

(2)isinformedoftheteacher'sspecificresponsibilitiesrelatedtoimplementationoftheIEP,suchasgoalsand objectives,andofneededaccommodations,modifications,andsupportsforthestudent;and

(3)hasanopportunitytorequestassistanceregardingimplementationofthestudent'sIEP

(d)Eachschooldistrictmustdevelopaprocesstobeusedbyateacherwhoinstructsastudentwithadisabilityin aregularclassroomsetting:

(1)torequestareviewofthestudent'sIEP;

(2)toprovideinputinthedevelopmentofthestudent'sIEP;

(3)thatprovidesforatimelydistrictresponsetotheteacher'srequest;and

(4)thatprovidesfornotificationtothestudent'sparentorlegalguardianofthatresponse.

(e)Studentswithdisabilitiesmusthaveavailableaninstructionaldaycommensuratewiththatofstudentswithout disabilities.TheARDcommitteemustdeterminetheappropriateinstructionalsettingandlengthofdayfor eachstudent,andthesemustbespecifiedinthestudent'sIEP.

Opportunity for General Education Teachers to Request Assistance:

The campus administrator or designee will identify the student's special education case manager as the professional charged with providing information and assistance to general education teachers instructing the student The special education teacher will carry out the following responsibilities in this area

A. Provide relevant sections of the IEP such as goals and objectives and accommodations to all teachers working with the student.

B. Offer to provide consultation and clarification of the student's program through meetings during a planning time or before/after school Such consultation might include: discuss grading, homework; clarify student abilities and needs based on evaluation; discuss test accommodations for the teacher to use; or to suggest a behavioral strategy that may work for the student or review the behavioral intervention plan Support meetings with general educators should be documented in a contact log maintained by the special education teacher

C Should the general education teacher request support in working with the student or in reviewing the IEP the special education teacher will document the consultation in the electronic notes section of the special education management system.

D. General education teachers working with a student may request an IEP meeting should the consultation provided not resolve any issues or concerns. This request will be submitted to the campus principal.

Opportunity to Provide Input to the ARD committee :

The general education teacher will be provided an opportunity to provide input to the IEP of students they serve Documentation will be maintained that teacher input forms were provided by special education or that consultation was held with general educators regarding student progress General education and special education teachers may collaborate , however, the special education teacher MUST send out the ARD/IEP committee teacher input form to all the student’s teachers prior to:

A. an initial ARD/IEP committee meeting,

B. an ARD/IEP meeting to consider existing evaluation data / reevaluation,

C. annual review ARD/IEP meeting, or

D an ARD/IEP meeting considering other areas such as behavior, failures, etc

Process

for Submitting Requests for Further Consideration of Student’s IEP - General Education Teacher

: General education teachers working with a student may request an IEP meeting should the consultation provided not resolve any issues or concerns This request will be submitted to the campus principal The principal may attempt to resolve concerns by involving other staff such as the diagnostician/LSSP, related services staff or staff with behavioral expertise, depending upon the nature of the concern An ARD/IEP committee meeting may be requested by principal at any time.

III. SPECIALEDUCATIONTEACHER/SERVICE

PROVIDERRESPONSIBILITIES

The special education teacher, speech pathologist, and/or any related service providers are all responsible for the development of appropriate goals and objectives as well as ongoing progress monitoring and documentation.

The draft of the proposed IEP goals and objectives should be sent home one week prior to the ARD/IEP committee meeting. A note to the parent should accompany the proposed goals and objectives that explains that the document purpose is to plan for the IEP meeting and to request parent input on the goals and objectives.

The AISD staff will come to the ARD/IEP committee meeting prepared to discuss findings and preliminary recommendations for the IEP

A.InitialARD/IEPMeeting.

The special education teacher responsibilities in the IEP process are to:

1. complete the draft IEP measurable annual goals, based on appropriate evaluation of present levels of performance, benchmark testing, previous state testing, etc., selecting a minimum of one goal and two objectives for each subject or developmental area anticipated; (remember the general education teacher(s) to the extent appropriate, should participate in the development, review, and revision of the student’s IEP), (objectives are required only if student is taking an off grade level state assessment)

2 complete the draft IEP by writing in any individualized items needed:

a complete header information marking DRAFT IEP,

b complete proposed evaluation procedures, and criteria

3 send draft IEP goals/objectives to the parent at least one week prior to ARD/IEP meeting;

4. write the date the IEP is accepted by ARD/IEP committee on the IEP during the ARD.

5. make copies of the accepted IEP goals and objectives.

a. One copy is to be filed in the student eligibility folder with the completed ARD/IEP forms, and

b. additional copies of the approved IEP will be distributed to the parent and if necessary, other staff members working with the student

(1) ensure general education teachers have access to relevant portions of the IEP at any time Explain how to access relevant portions of the IEP such as goals and objectives, needed accommodations, behavioral and other supports needed for the list of special education students they instruct Access to relevant sections may be offered through providing a copy of the relevant sections of the IEP; or by accessing documents in Eduphoria

(2) In order to document above, obtain signed documentation from the general education teachers that access to relevant portions of the IEP was provided and placed in the student's eligibility folder.

c assist general education teachers who are involved in the student’s instruction to maintain documentation that they are modifying and/or accommodating educational programs of students as specified in the ARD/IEP

6 The special education teacher’s copy is used to document progress in the same timely manner as students on your campus who are nondisabled (ex every 6 weeks)

B.Annual

The following apply for each annual ARD/IEP committee meeting:

1 Each student’s individual educational program (IEP) will be reviewed within 12 months to determine the student’s progress, the student’s continued need for special education and related services, and the need for modifying the plan The ARD/IEP committee may schedule an earlier review date if needed for review, modification, failure, etc

2. At the annual review, the current IEP objectives will be reviewed and documented on the IEP prior to the development and acceptance of a new IEP.

3. IEP’s will also be reviewed and documented at the beginning of the year and after breaks in the program for regression/recoupment information necessary to discuss the need for ESY

4 Progress on the IEP is documented in the same timely manner as other non-disabled students and reported to parents

5 A copy of the progress report should be filed in the student's special education record to document the report

C.Brief/RevisionARD

Recommendations for changes in the individual educational program (IEP), including changes in the student’s placement, will be made to the ARD/IEP committee until further guidance from the TEA Revisions in the student’s IEP which need ARD/IEP committee action may include, but not be limited to:

1 any lack of expected progress toward the annual goals and in the general curriculum, if appropriate,

2 the results of any reevaluation conducted ,

3 information about the student provided to, or by, the parents,

4 the student’s anticipated needs, or

5. other matters including but not limited to:

a. when a student with disabilities fails;

b. assigning a student to a classroom to receive instruction in a different curriculum area (i.e. reading comprehension, math calculation, etc ) than was designated by the last ARD/IEP committee;

c any addition or deletion of a related service;

d adding new objectives when all of the goals and objectives have been met;

e any change in schedule which would change the instructional arrangement, or for high school students-the graduation plan;

f when the teacher feels the IEP is not appropriate to the student’s need

All disciplinary actions regarding student with disabilities will be in accordance with federal requirements and TEC Chapter 37, Subchapter A. The ARD/IEP committee will determine the instructional and related services to be provided during the time of expulsion. The student’s IEP will include goals and objectives designed to assist in returning the student to school and preventing significant regression.

D.TransferARD

The special education teacher will be responsible for attending any temporary ARD meetings as necessary and working with the campus diagnostician/assessment staff to plan the draft IEP for the temporary transfer student

ForspecificsonTransferARDs,seeSection4a.X.

E.Standards-basedIEPDevelopment

http://wwwesc20net/defaultaspx?name=ci seagcOnlineTraining

A standards-based IEP is a process in which the IEP team has incorporated state content standards in its development of goals aligned with, and chosen to facilitate the student’s achievement of, state grade-level academic standards. Many of the questions below are the responsibility of the student’s special education teacher(s) in collaboration with the general education teachers.

IV. PARENTALOPTIONSFORSTUDENTRETENTION

TEC§2802124 ParentalOptionForStudentRetention

(a)SubjecttoSubsection(c),aparentorguardianmayelectforastudentto:

(1)repeatprekindergarten;

(2)enrollinprekindergarten,ifthestudentwouldhavebeeneligibletoenrollinprekindergartenduringthe previousschoolyearunderSection29.153(b)andthestudenthasnotyetenrolledinkindergarten;

(3)repeatkindergarten;

(4)enrollinkindergarten,ifthestudentwouldhavebeeneligibletoenrollinkindergartenintheprevious schoolyearandhasnotyetenrolledinfirstgrade;or

(5)forgradesonethroughthree,repeatthegradeinwhichthestudentwasenrolledduringthepreviousschool year

(a-1)SubjecttoSubsections(a-3)and(c),aparentorguardianmayelectforastudentto:

(1)forgradesfourthrougheight,repeatthegradethestudentwasenrolledinduringthepreviousschoolyear; and

(2)forcoursestakenforhighschoolcredit,repeatanycourseinwhichthestudentwasenrolledinduringthe previousschoolyear.

(a-2)AparentorguardianmaymakeanelectionunderSubsection(a-1)(1)or(2),orboth.

(a-3)AparentorguardianmaynotelectforastudenttorepeatacourseunderSubsection(a-1)(2)iftheschool districtoropen-enrollmentcharterschooldeterminesthestudenthasmetalloftherequirementsfor graduation

(a-4)Subsections(a-1),(a-2),(a-3),andthissubsectionapplyforstudentswhorepeatcoursesfromthe2020-2021 schoolyearduringthe2021-2022schoolyearandforstudentswhootherwiseenrollduringthe2021-2022 schoolyear Subsections(a-1),(a-2),(a-3),andthissubsectionexpireSeptember1,2022

(b)Anelectionmadebyaparentorguardianunderthissectionshallbemadeinwritingtoaschooldistrictor open-enrollmentcharterschool,asapplicable.

(c)Ifaschooldistrictoranopen-enrollmentcharterschooldisagreeswithanelectionauthorizedunderthis section,theschooldistrictoropen-enrollmentcharterschoolmustconvenearetentioncommitteeandmeet withtheparentorguardiantodiscussretention Ameetingunderthissubsectionshallbeconductedinperson unlessanalternativemeansisagreeabletotheparentorguardian Astudentmaynotberetainedforagradeor retakeacourseunderthissectioniftheparentorguardiandoesnotmeetwiththeretentioncommittee

(d)AretentioncommitteeestablishedunderSubsection(c)shallbecomposedof:

(1)theprincipalortheprincipal'sdesignee;

(2)thestudent'sparentorguardian;

(3)theteacherwhotaughtthegradeorcourseforwhichtheparentwantsthestudentretainedorrepeated;and

(4)additionalteachersatthediscretionoftheprincipal,ifthestudentwillpotentiallyrepeatmultiplecourses.

(e)AretentioncommitteeestablishedunderSubsection(c)shall:

(1)discussthemeritsofandconcernswithadvancementandretention;and

(2)reviewandconsiderthestudent'sgradeineachsubjectorcourse,theresultsofanyformativeor summativeassessmentsadministeredtothestudent,andanyotheravailableacademicinformationto determinethestudent'sacademicreadinessforthenextgradeoragivencourse

(f)IfestablishedunderSubsection(c),aftertheparentorguardianhasparticipatedinaretentioncommittee meeting,theparentorguardianshalldecidewhetherthestudentshouldberetainedorretakeagradeorcourse Theschooldistrictoropen-enrollmentschoolmustabidebythedecisionoftheparentorguardian.

(g)Astudentwhoreceivesapassinggradeorwhoearnscreditforahighschoolcourseshallretainaschool district'soropen-enrollmentcharterschool'soriginalassignmentofagradeorawardofcreditwhenastudent isretainedunderthissection,unlesstheschooldistrictoropen-enrollmentcharterschooladoptsapolicytoa differenteffect

(h)Exceptasprovidedbythissectionorotherlaw,retentionofastudentpursuanttoaparent'sorguardian's electionunderthissectionshallbeconsideredthesameasretentionofastudentbyaschooldistrictoropenenrollmentcharterschool

(i)Therightsofaparentorguardianunderthissectiontransfertoastudentifthestudentis18yearsofageor olderorhashadthedisabilitiesofaminorremoved,unlessthestudentisunderaformofguardianship imposedbylaworcourtorderthatcontinuesafterthestudentturns18yearsofage.

(j)Thecommissionermayadoptrulestoimplementthissection.

AddedbyActs2021,87thLeg.,R.S.,Ch.887(S.B.1697),Sec.4,eff.June16,2021.

The district will follow all guidelines for parental options for student retention per §28.02124. The ARD committee may meet to discuss the results of the retention committee decision and review the need for any changes to the student’s IEP prior to the beginning of the school year or semester in which the student will be repeating the same grade or high school course

TableofContents

I. Definitions

II. Regulations/Categories

1. Audiology

2. Counseling

3. EarlyIdentification

4. InterpretingServices

5. MedicalServices

6. OccupationalTherapy

7. OrientationandMobility

8. ParentCounselingandTraining

9. PhysicalTherapy

10. PsychologicalServices

11. Recreation

12. RehabilitationCounseling

13. SchoolNurseServices

14. SocialWork

15. SpeechTherapy(notRSinTexas)

16. Transportation

III. RequestforRelatedServices ServiceAnimals

IV. RelatedServices–Frequency,Location,Duration

V. PrivateServiceProviders

Section4c.-RELATEDSERVICES

I. DEFINITIONS

TEC§29.002.Definitions.Inthissubchapter,“specialservices”means:

(1)specialeducationinstruction,whichmaybeprovidedbyprofessionalandsupportedby paraprofessionalpersonnelintheregularclassroomorinaninstructionalarrangementdescribedby Section42.151;and

(2)relatedservices,whicharedevelopmental,corrective,supportive,orevaluativeservices,not instructionalinnature,thatmayberequiredforthestudenttobenefitfromspecialeducation instructionandforimplementationofastudent’sindividualizededucationprogram.

The Anna ISD will follow all evaluation criteria in the FIE and Disability sections for appropriate related service assessments and reports Also, ARD/IEP criteria will be followed for related services

What are direct services?

Direct services usually refer to hands-on, face-to-face interactions between the related services professional and the student These interactions can take place in a variety of settings, such as the classroom, gym, health office, resource room, counseling office, or playground Typically, the related service professional analyzes student responses and uses specific techniques to develop or improve particular skills. The professional will also typically: monitor the student's performance within the educational setting so that adjustments can be made to improve student performance, as needed, and consult with teachers, administrators and parents on an ongoing basis, so that relevant strategies can be carried out through indirect means at other times

What are indirect services?

Indirect services may involve teaching, consulting with, and/or directly supervising other personnel (including paraprofessionals and parents) so that they can carry out therapeutically-appropriate activities For example, a school psychologist might train teachers and other educators how to implement a program included in a student's IEP to decrease the child's problem behaviors. Similarly, a physical therapist may serve as a consultant to a teacher and provide expertise to solve problems regarding a student's access to instruction.

A record of the related services provided will be documented and maintained by the service provider Such records are required for both direct and indirect services

II. REGULATIONS

§300.8Childwithadisability.

(a)General.

(1)Childwithadisabilitymeansachildevaluatedinaccordancewith§§300.304through300.311as havingmentalretardation,ahearingimpairment(includingdeafness),aspeechorlanguage impairment,avisualimpairment(includingblindness),aseriousemotionaldisturbance(referredto inthispartasemotionaldisturbance),anorthopedicimpairment,autism,traumaticbraininjury, anotherhealthimpairment,aspecificlearningdisability,deaf-blindness,ormultipledisabilities, andwho,byreasonthereof,needsspecialeducationandrelatedservices.

(ii)If,consistentwith§300.38(a)(2),therelatedservicerequiredbythechildisconsideredspecial educationratherthanarelatedserviceunderStatestandards,thechildwouldbedeterminedto beachildwithadisabilityunderparagraph(a)(1)ofthissection.

§300.34Relatedservices.

(a)General.Relatedservicesmeanstransportationandsuchdevelopmental,corrective,andother supportiveservicesasarerequiredtoassistachildwithadisabilitytobenefitfromspecialeducation, andincludesspeech-languagepathologyandaudiologyservices,interpretingservices,psychological services,physicalandoccupationaltherapy,recreation,includingtherapeuticrecreation,early identificationandassessmentofdisabilitiesinchildren,counselingservices,includingrehabilitation counseling,orientationandmobilityservices,andmedicalservicesfordiagnosticorevaluation purposes.Relatedservicesalsoincludesschoolhealthservices,schoolnurseservicesdesignedtoenable achildwithadisabilitytoreceiveafreeappropriatepubliceducationasdescribedintheIEPofthe child,socialworkservicesinschools,andparentcounselingandtraining.

(b)Exception;servicesthatapplytochildrenwithsurgicallyimplanteddevices,includingcochlear implants.

(1)Relatedservicesdonotincludeamedicaldevicethatissurgicallyimplanted,theoptimizationof devicefunctioning(e.g.,mapping),maintenanceofthedevice,orthereplacementofthatdevice.

(2)Nothinginparagraph(b)(1)ofthissection

(i)Limitstherightofachildwithasurgicallyimplanteddevice(e.g.,cochlearimplant)toreceive relatedservices(aslistedinparagraph(a)ofthissection)thataredeterminedbytheIEPTeam tobenecessaryforthechildtoreceiveFAPE.

(ii)LimitstheresponsibilityofAISDtoappropriatelymonitorandmaintainmedicaldevicesthat areneededtomaintainthehealthandsafetyofthechild,includingbreathing,nutrition,or operationofotherbodilyfunctions,whilethechildistransportedtoandfromschoolorisat school;or

(iii)Preventstheroutinecheckingofanexternalcomponentofasurgicallyimplanteddeviceto makesureitisfunctioningproperly,asrequiredin§300.113(b).

(c)Individualrelatedservicestermsdefined.Thetermsusedinthisdefinitionaredefinedasfollows:

(1)Audiologyincludes--

(i)Identificationofchildrenwithhearingloss;

(ii)Determinationoftherange,nature,anddegreeofhearingloss,includingreferralformedicalor otherprofessionalattentionforthehabilitationofhearing;

(iii)Provisionofhabilitativeactivities,suchaslanguagehabilitation,auditorytraining,speech reading(lip-reading),hearingevaluation,andspeechconservation;

(iv)Creationandadministrationofprogramsforpreventionofhearingloss;

(v)Counselingandguidanceofchildren,parents,andteachersregardinghearingloss;and

(vi)Determinationofchildren'sneedsforgroupandindividualamplification,selectingandfitting anappropriateaid,andevaluatingtheeffectivenessofamplification.

(2)Counselingservicesmeansservicesprovidedbyqualifiedsocialworkers,psychologists,guidance counselors,orotherqualifiedpersonnel.

Counseling services are provided to assist a child with a disability to benefit from special education. Parent counseling and training includes assisting parents in understanding the special needs of their child; providing information about child development; and helping parents acquire the skills necessary to allow them to support the implementation of their child’s IEP or IFSP

(3)Earlyidentificationandassessmentofdisabilitiesinchildrenmeanstheimplementationofaformal planforidentifyingadisabilityasearlyaspossibleinachild'slife.

In-HomeTraining

In-home training is the result of findings by the State of Texas that many individuals with autism/P.D.D. experience difficulty generalizing social/behavioral skills from one setting to another. In-home training is a supplemental/related service for students with autism/P.D.D. that involves working directly with the student and/or providing strategies for a variety of non-school settings including home or community to help them generalize social/behavioral skills A needs assessment should be conducted to determine skills to generalize through in-home training; which can be derived from a request from a parent, guardian, teacher or other member(s) of an ARDC This assessment should involve an interview with the parent or guardian, observation of the student and interview(s) with teacher(s), review of other data including current IEPs to determine mastered or near mastered goals and objectives for determination of skills to generalize. Parents, or a district approved designee, are required to participate in In-Home Training sessions in order to be equipped and implement generalization of ARD Committee determined goals.

This service may be implemented by the same or different service providers (in-home trainers/ parent trainers) Service providers are determined by district personnel but should be knowledgeable of the unique needs of students with autism/PD D

(4)Interpretingservicesmeansservicesprovidedbyalicensedphysiciantodetermineachild's medicallyrelateddisabilitythatresultsinthechild'sneedforspecialeducationandrelatedservices. (i) Thefollowingwhenusedwithrespecttochildrenwhoaredeaforhardofhearing:oral transliterationservices,cuedlanguagetransliterationservices,andsignlanguagetransliteration andinterpretingservicesandtranscriptionservices,suchascommunicationaccessreal-time translation(CART),C-Print,andTypeWell;and (ii) Specialinterpretingservicesforchildrenwhoaredeaf-blind.

(5)Medicalservicesmeansservicesprovidedbyalicensedphysiciantodetermineachild'smedically relateddisabilitythatresultsinthechild'sneedforspecialeducationandrelatedservices.

(6)Occupationaltherapymeans--

(i)Servicesprovidedbyaqualifiedoccupationaltherapist;and (ii)Includes--

(A)Improving,developingorrestoringfunctionsimpairedorlostthroughillness,injury,or deprivation;

(B)Improvingabilitytoperformtasksforindependentfunctioningiffunctionsareimpairedor lost;and

(C)Preventing,throughearlyintervention,initialorfurtherimpairmentorlossoffunction.

The primary function is to directly assist the student to benefit from instruction. Occupational and physical therapy services will be provided when a disability adversely affects the educational performance. The therapist will aid the student to develop, increase, improve, and maintain skills that are prerequisites for the student to function within his educational environment For referral information see also Section 1

Medical Requirement

OT/PT Physician’s Referral Form (This form must be completed and signed by a physician This form is required before any PT services can be implemented Implementation of some OT services may require this form. )

The following are key considerations for the delivery of OT and PT services in the public school setting. These considerations are based on research and guidance from leading experts in the practice of therapy services in school systems:

1 Services are provided to enable the student to benefit from his or her special education program and facilitate access to the general curriculum

Strategies should be integrated into the classroom and school environment to support learning of curriculum content

Interventions should support skills that are needed for graduation with a diploma

2. Services are provided in the student’s daily educational routine.

Skills are taught across all educational settings.

Therapeutic activities occur throughout the school day and often are implemented by instructional staff in collaboration with the therapist.

Skills must be taught in naturally occurring environments

Skills must be generalized across different school settings, not isolated solely with the therapist in a separate area

3 Services are provided through a team approach

Team members share information, strategies, and techniques to assure continuity of services

Educational strategies and interventions are developed and implemented jointly by the IEP team members including the student when appropriate.

Regular team meetings provide the communication of information and outcomes that guide the plan of activities and instruction that occurs throughout the day in the classroom, home and community.

Occupational and Physical Therapy Service Delivery Options

Services are provided through the use of a variety of delivery models

Service delivery models include monitoring, consulting and working directly with the student

Effective therapy services generally include a combination of models to meet the unique needs of each student.

Effective therapy services include the following:

Training parents and school staff in activities and accommodations to be implemented throughout the student’s day

Observing and critically analyzing student performance and responses that prevent the student from benefiting from his or her educational program

Identifying, selecting, and adapting special materials and equipment

Collaborating and coordinating with teacher and families for needed changes in instruction and in the learning environment

Consulting with students, parents and school staff.

A student’s need for OT and/or PT services may vary over time.

Student therapy needs differ in intensity and in focus during the students’school year/s

These fluctuations are reflected in the IEP and should be fluid and flexible, based on the immediate educational needs at any time during the student’s course of study

Discontinuation Of Occupational and/or Physical Therapy Services Will Occur: Upon ARD/IEP committee discussion of current evaluation (formal and/or informal) and recommendation that OT/PT services are no longer required due to one or more of the following:

The student has accomplished the goals targeted in the IEP (Individual Educational Program); The student has achieved the maximum benefit from occupational and/or physical therapy; The student’s physical dysfunction does not negatively affect his/her educational program; The student maintains progress and no evidence of change is seen; The intervention will not impact the educational success of the student

OTHandbookofRulesandFAQ Link to all OT Rules: http://wwwptot texas gov/images/pdfs/ot/2012 TBOTERules pdf

(a)Theoccupationaltherapistisresponsiblefordeterminingwhetheranyaspectoftheprovisionofservicesmay beconductedviatelehealthormustbeconductedinperson.

(a)MedicalConditions

(1)Occupationaltherapistsmayprovideconsultationormonitoredservices,orscreenorevaluatetheclientto determinetheneedforoccupationaltherapyserviceswithoutareferral However,areferralmustbe requestedatanytimeduringtheevaluationprocesswhennecessarytoensurethesafetyandwelfareofthe client

(2)Theinitialevaluationforamedicalconditionmustbeconductedinpersonandmaynotbeconductedvia telehealth.

(c)Non-MedicalConditions.

(1)Consultation,monitoredservices,screening,andevaluationforneedofservicesmaybeprovidedwithout areferral.

(2)Non-medicalconditionsdonotrequireareferral However,areferralmustberequestedatanytimeduring theevaluationorinterventionprocesswhennecessarytoensurethesafetyandwelfareoftheclient

(d)MethodsofReferral ThereferralmustbefromalicensedreferralsourceinaccordancewiththePracticeAct, §454213(relatingtoAcceptedPractice;Practitioner’sReferral),andmaybetransmittedinthefollowing ways:

(1)inawrittendocument,includingfaxedandemaileddocuments;or

(2)verbally,eitherinpersonorbyelectronicinformation/communicationstechnologies.Ifareferralis transmittedverbally,itmustbedocumentedbytheauthorizedpersonnelwhoreceivesthereferral.Inthis section,“authorizedpersonnel”meansstaffmembersauthorizedbytheemployeroroccupationaltherapist toreceivereferralstransmittedverbally

(e)Screening,Consultation,andMonitoredServices Ascreening,consultation,ormonitoredservicesmaybe performedbyanoccupationaltherapypractitioner

(f)Evaluation

(1)Onlyanoccupationaltherapistmayperformaninitialevaluationoranyre-evaluations

(2)Anoccupationaltherapyplanofcaremustbebasedonanoccupationaltherapyevaluation.

(3)Theoccupationaltherapistmusthaverealtimeinteractionwiththeclientduringtheevaluationprocess eitherinpersonorviatelehealth.

(4)Theoccupationaltherapistmaydelegatetoanoccupationaltherapyassistantortemporarylicenseethe collectionofdatafortheassessment Theoccupationaltherapistisresponsiblefortheaccuracyofthedata collectedbytheassistant

(g)PlanofCare

(1)Onlyanoccupationaltherapistmayinitiate,develop,modifyorcompleteanoccupationaltherapyplanof care ItisaviolationoftheOTPracticeActforanyoneotherthantheevaluatingortreatingoccupational therapisttodictate,orattempttodictate,whenoccupationaltherapyservicesshouldorshouldnotbe provided,thenatureandfrequencyofservicesthatareprovided,whentheclientshouldbedischarged,or anyotheraspectoftheprovisionofoccupationaltherapyassetoutintheOTActandRules.

(2)Theoccupationaltherapistandanoccupationaltherapyassistantmayworkjointlytorevisetheshort-term goals,butthefinaldeterminationresideswiththeoccupationaltherapist.Revisionstotheplanofcareand goalsmustbedocumentedbytheoccupationaltherapistand/oroccupationaltherapyassistanttoreflect revisionsatthetimeofthechange

(3)Anoccupationaltherapyplanofcaremaybeintegratedintoaninterdisciplinaryplanofcare,butthe occupationaltherapygoalsorobjectivesmustbeeasilyidentifiableintheplanofcare

(4)Onlyoccupationaltherapypractitionersmayimplementthewrittenplanofcareonceitiscompletedbythe occupationaltherapist.

(5)Onlytheoccupationaltherapypractitionermaytrainnon-licensedpersonnelorfamilymemberstocarry outspecifictasksthatsupporttheoccupationaltherapyplanofcare.

(6)Theoccupationaltherapistisresponsiblefordeterminingwhetherinterventionisneededandifareferralis requiredforoccupationaltherapyintervention

(7)Theoccupationaltherapypractitionersmusthaverealtimeinteractionwiththeclientduringthe interventionprocesseitherinpersonorviatelehealth

(8)Devicesthatareinsustainedskincontactwiththeclient(includingbutnotlimitedtowheelchair positioningdevices,splints,hot/coldpacks,andtherapeutictape)requiretheon-siteandattending presenceoftheoccupationaltherapypractitionerforanyinitialapplications.Theoccupationaltherapy practitionerisresponsiblefordeterminingtheneedtobeon-siteandattendingforsubsequentapplications ormodifications.

(9)Exceptwhereotherwiserestrictedbyrule,thesupervisingoccupationaltherapistmayonlydelegatetoan occupationaltherapyassistantortemporarylicenseetasksthattheybothagreearewithinthecompetency levelofthatoccupationaltherapyassistantortemporarylicensee.

(h)Documentation

(1)Theclient'srecordsincludethemedicalreferral,ifrequired,andtheplanofcare Theplanofcareincludes theinitialexaminationandevaluation;thegoalsandanyupdatesorchangeofthegoals;the documentationofeachinterventionsessionbytheOTorOTAprovidingtheservice;progressnotesand anyre-evaluations,ifrequired;anywrittencommunication;andthedischargedocumentation

(2)Thelicenseeprovidingoccupationaltherapyservicesmustdocumentforeachinterventionsession.The documentationmustaccuratelyreflecttheintervention,declineofintervention,and/ormodalities provided.

(3)TheoccupationaltherapyassistantmustincludethenameofasupervisingOTineachinterventionnote. Thismaynotnecessarilybetheoccupationaltherapistwhowrotetheplanofcare,butanoccupational therapistwhoisreadilyavailabletoanswerquestionsabouttheclient'sinterventionatthetimeofthe provisionofservices Ifthisrequirementisnotmet,theoccupationaltherapyassistantmaynotprovide services

(i)Discharge

(1)Onlyanoccupationaltherapisthastheauthoritytodischargeclientsfromoccupationaltherapyservices Thedischargeisbasedonwhethertheclienthasachievedpredeterminedgoals,hasachievedmaximum benefitfromoccupationaltherapyservices,orwhenothercircumstanceswarrantdiscontinuationof occupationaltherapyservices.

(2)Theoccupationaltherapistmustreviewanyinformationfromtheoccupationaltherapyassistant(s), determineifgoalsweremetornot,completeandsignthedischargedocumentation,and/ormake recommendationsforanyfurtherneedsoftheclientinanothercontinuumofcare

SourceNote:Theprovisionsofthis§3721amendedtobeeffectiveMarch1,2017,42TexReg696

TAC§3722 GeneralPurposeOccupation-basedInstruction

(a)Occupationaltherapypractitionersmaydeveloporfacilitategeneralpurpose,occupation-basedgroupsor classesincludingbutnotlimitedtohandwritinggroups,parent-childeducationclasses,wellness-focused activitiesforfacilityresidents,aquaticsexercisegroups,andcookingfordiabeticsclasses.

(b)Theseservicesdonotrequireindividualizedevaluationandplanofcareservicesbutpractitionersmaydevelop goalsorcurriculumsforthegroupasawhole Ifaparticipantrequiresindividualizedoccupationaltherapy services,thesemayonlybeprovidedinaccordancewith§3721ofthistitle(relatingtoProvisionofServices)

(c)Supervisionrequirementsforservicesprovidedpursuanttothissectionshallbecompletedinaccordancewith §3733ofthistitle(relatingtoSupervisionofanOccupationalTherapyAssistant)

(d)Whengeneralpurposeoccupation-basedinstructionisbeingprovidedpursuantto§3722,theOTmust approvethecurriculargoals/programpriortotheOTA'sinitiatinginstruction.

TAC§362.1OccupationalTherapy http://www.ptot.texas.gov/images/pdfs/ot/2012 TBOTERules.pdf

(28)OccupationalTherapist(OT)--Anindividualwhoholdsavalidregularorprovisionallicensetopracticeor representselfasanOccupationalTherapistinTexas.ThisdefinitionincludesanOccupationalTherapistorone whoisdesignatedasanOccupationalTherapist,Registered(OTR®)

(29)OccupationalTherapist,Registered(OTR®)--Anindividualwhousesthistermmustholdavalidregularor provisionallicensetopracticeorrepresentselfasanOccupationalTherapistinTexasbymaintaining registrationthroughNBCOT

(30)OccupationalTherapyAssistant(OTA)--Anindividualwhoholdsavalidregularorprovisionallicenseto practiceorrepresentselfasanOccupationalTherapyAssistantinTexas,andwhoisrequiredtobeunderthe continuingsupervisionofanOT.ThisdefinitionincludesanindividualwhoisdesignatedasaCertified OccupationalTherapyAssistant(COTA®)oranOccupationalTherapyAssistant(OTA).

(31)OccupationalTherapyPlanofCare--AwrittenstatementoftheplannedcourseofOccupationalTherapy interventionforaclient Itmustincludegoals,objectivesand/orstrategies,recommendedfrequencyand duration,andmayalsoincludemethodologiesand/orrecommendedactivities

(32)OccupationalTherapyPractice--Includes:

(A)Methodsorstrategiesselectedtodirecttheprocessofinterventionssuchas:

(i)Establishment,remediation,orrestorationofaskillorabilitythathasnotyetdevelopedorisimpaired

(ii)Compensation,modification,oradaptationofactivityorenvironmenttoenhanceperformance.

(iii)Maintenanceandenhancementofcapabilitieswithoutwhichperformanceineverydaylifeactivities woulddecline.

(iv)Healthpromotionandwellnesstoenableorenhanceperformanceineverydaylifeactivities.

(v)Preventionofbarrierstoperformance,includingdisabilityprevention.

(B)Evaluationoffactorsaffectingactivitiesofdailyliving(ADL),instrumentalactivitiesofdailyliving(IADL), education,work,play,leisure,andsocialparticipation,including:

(i)Clientfactors,includingbodyfunctions(suchasneuromuscular,sensory,visual,perceptual,cognitive)and bodystructures(suchascardiovascular,digestive,integumentary,genitourinarysystems)

(ii)Habits,routines,rolesandbehaviorpatterns

(iii)Cultural,physical,environmental,social,andspiritualcontextsandactivitydemandsthataffect performance.

(iv)Performanceskills,includingmotor,process,andcommunication/interactionskills.

(C)Interventionsandprocedurestopromoteorenhancesafetyandperformanceinactivitiesofdailyliving (ADL),instrumentalactivitiesofdailyliving(IADL),education,work,play,leisure,andsocialparticipation, including:

(i)Therapeuticuseofoccupations,exercises,andactivities

(ii)Traininginself-care,self-management,homemanagementandcommunity/workreintegration

(iii)Development,remediation,orcompensationofphysical,cognitive,neuromuscular,sensoryfunctionsand behavioralskills

(iv)Therapeuticuseofself,includingone'spersonality,insights,perceptions,andjudgments,aspartofthe therapeuticprocess.

(v)Educationandtrainingofindividuals,includingfamilymembers,caregivers,andothers.

(vi)Carecoordination,casemanagementandtransitionservices.

(vii)Consultativeservicestogroups,programs,organizations,orcommunities.

(viii)Modificationofenvironments(home,work,school,orcommunity)andadaptationofprocesses, includingtheapplicationofergonomicprinciples

(ix)Assessment,design,fabrication,application,fittingandtraininginassistivetechnology,adaptivedevices, andorthoticdevices,andtrainingintheuseofprostheticdevices

(x)Assessment,recommendation,andtrainingintechniquestoenhancefunctionalmobilityincluding wheelchairmanagement.

(xi)Driverrehabilitationandcommunitymobility.

(xii)Managementoffeeding,eating,andswallowingtoenableeatingandfeedingperformance.

(xiii)Applicationofphysicalagentmodalities,anduseofarangeofspecifictherapeuticprocedures(suchas woundcaremanagement;techniquestoenhancesensory,perceptual,andcognitiveprocessing;manual therapytechniques)toenhanceperformanceskills

(32)OccupationalTherapyPractice--includes:

(33)OccupationalTherapyPractitioners--OccupationalTherapistsandOccupationalTherapyAssistantslicensed bythisBoard

(7)Orientationandmobilityservices

(i)Meansservicesprovidedtoblindorvisuallyimpairedstudentsbyqualifiedpersonneltoenable thosestudentstoattainsystematicorientationtoandsafemovementwithintheirenvironments inschool,home,andcommunity;and

(ii)Includesteachingstudentsthefollowing,asappropriate:

(A)Spatialandenvironmentalconceptsanduseofinformationreceivedbythesenses(suchas sound,temperatureandvibrations)toestablish,maintain,orregainorientationandlineof travel(e.g.,usingsoundatatrafficlighttocrossthestreet);

(B)Tousethelongcaneoraserviceanimaltosupplementvisualtravelskillsorasatoolfor safelynegotiatingtheenvironmentforstudentswithnoavailabletravelvision;

(C)Tounderstandanduseremainingvisionanddistancelowvisionaids;and

(D)Otherconcepts,techniques,andtools.

AlsoseeS3 Disability-VisualImpairment

A service animal may be necessary to assist the blind or visually impaired student to safely travel which is part of the specialized instruction due to the disability The IEP committee will address this need (more service animal information on the following pages)

(8)(i)Parentcounselingandtrainingmeansassistingparentsinunderstandingthespecialneedsof theirchild;

(ii)Providingparentswithinformationaboutchilddevelopment;and

(iii)Helpingparentstoacquirethenecessaryskillsthatwillallowthemtosupportthe implementationoftheirchild'sIEPorIFSP.

Parent training is a separate service designed to help parents and families of students with such disabilities as autism/PD D gain knowledge of the unique needs of their children who Parent training may include information regarding community services, workshops, videos, conferences, and/or materials The need for parent training will be addressed in the ARD meeting and a request for the training sent to the Special Education Office

(9)Physicaltherapymeansservicesprovidedbyaqualifiedphysicaltherapist.(seealso(6)Occupational Therapy)

Obtaining medical (current within one year)?

1. When a medical referral is required, the AISD will notify the parent of this need 2 months prior to the ARD meeting The parent’s assistance will be requested in obtaining information from the student’s physician

2 The AISD will work with the parents to ensure all necessary information is obtained prior to the due date

3 If the parent is unable to obtain necessary medical information from the student’s physician, the AISD will assist the parent in identifying another physician, or obtain parental Consent to Release of Information for the school to work directly with the physician to obtain the medical

4. If a prescription is not current within one year and therapist licensing requires a current prescription on file for services to occur, an ARD committee will be convened to design the nature of the services to be provided in the absence of a current medical / prescription.

5. The AISD will continue to work collaboratively with the parents to obtain a current medical so services may continue

TAC§22163221 ProvisionofServices-PT http://wwwptot texas gov/images/pdfs/pt/PTrules 2013 06 pdf

(a)Initiationofphysicaltherapyservices

(1)Referralrequirement Aphysicaltherapistissubjecttodisciplinefromtheboardforprovidingphysical therapytreatmentwithoutareferralfromaqualifiedhealthcarepractitionerlicensedbytheappropriate licensingboard,whowithinthescopeoftheprofessionallicensureisauthorizedtoprescribetreatmentof individuals.Thelistofqualifyingreferralsourcesincludesphysicians,dentists,chiropractors,podiatrists, physicianassistants,andadvancednursepractitioners.

(2)Exceptionstoreferralrequirement

(A)APTmayevaluatewithoutreferral

(B)APTmayprovideinstructionstoanypersonwhoisasymptomaticrelatingtotheinstructionsbeing givenwithoutareferral,includinginstructiontopromotehealth,wellness,andfitness

(C)EmergencyCircumstances APTmayprovideemergencymedicalcaretoapersonafterthesudden onsetofamedicalconditionmanifestingitselfbyacutesymptomsofsufficientseveritywithout referraliftheabsenceofimmediatemedicalattentioncouldreasonablybeexpectedtoresultina seriousthreattothepatient'shealth,seriousimpairmenttobodilyfunctions,orseriousdysfunctionof anybodilyorganorpart.

(D)Priorreferrals.Aphysicaltherapistmaytreatapatientforaninjuryorconditionthatisthesubjectofa priorreferralifallofthefollowingconditionsaremet

(i)Thephysicaltherapistmustnotifytheoriginalreferringhealthcarepersonnelofthecommencement oftherapybytelephonewithinfivedays,orbyletterpostmarkedwithinfivebusinessdays;

(ii)Thephysicaltherapyprovidedmustnotbeformorethan20treatmentsessionsor30consecutive calendardays,whicheveroccursfirst.Attheconclusionofthistimeortreatment,thephysical therapistmustconferwiththereferringhealthcarepersonnelbeforecontinuingtreatment.

(iii)Thetreatmentcanonlybeprovidedtoaclient/patientwhoreceivedthereferralnotmorethanone yearpreviously.

(iv)Thephysicaltherapistprovidingtreatmentmusthavebeenlicensedforoneyear.Thephysical therapistresponsibleforthetreatmentofthepatientmaydelegateappropriatedutiestoanother physicaltherapisthavinglessthanoneyearofexperienceortoaphysicaltherapistassistant A physicaltherapistlicensedformorethanoneyearmustretainresponsibilityforandsupervisionof thetreatment

(3)Methodsofreferral Areferralmaybetransmittedbyaqualifyingreferralsourceinthefollowingways: (A)inawrittendocument,includingfaxedoremaileddocuments;or (B)verbally,inpersonorbytelephone.Ifareferralistransmittedverbally,whetherinpersonorby telephone,itmustbereceived,recordedandsignedbythePT,PTAorotherauthorizedpersonnel,and

includealloftheinformationthatwouldappearonawrittenreferral.

(b)Evaluationandscreening.

(1)Evaluation.Physicaltherapytreatmentmaynotbeprovidedpriortothecompletionofanevaluationofthe patient'sconditionbyaPT.

(2)PTAsmayscreenpatientsdesignatedbyaPTaspossiblecandidatesforphysicaltherapyservices Screeningentailsthecollectionofuniforminformationfromallpatientsscreenedusingapredetermined, standardizedformat TheinformationcollectedisdeliveredtothesupervisingPT OnlyaPTmay determinewhetherfurtherinterventionforpatientsscreenedisnecessary (c)Physicaltherapyplanofcaredevelopmentandimplementation.

(1)ThePTmustdevelopawrittenplanofcare,basedonhisevaluation,foreachpatient.

(2)TreatmentmaynotbeprovidedbyaPTAoraideuntiltheplanofcarehasbeenestablished.

(3)Theplanofcaremustbereviewedandupdatedasnecessaryfollowingareevaluationofthepatient's condition.

(4)TheplanofcareortreatmentgoalsmayonlybechangedormodifiedbyaPT

(5)APTAmaymodifytreatmenttechniquesasindicatedintheplanofcare

(6)APTorPTAmustinteractwiththepatientregardinghis/hercondition,progressand/orachievementof goalsduringeachtreatmentsession

(d)Reevaluation

(1)ProvisionofphysicaltherapytreatmentbyaPTAoranaidemaynotcontinueifthePThasnotperformed areevaluation:

(A)ataminimumofonceevery60daysaftertreatmentisinitiated,oratahigherfrequencyasestablished bythePT;and (B)Inresponsetoachangeinthepatient'smedicalstatusthataffectsphysicaltherapytreatment,whena changeinthephysicaltherapyplanofcareisneeded,orpriortoanyplanneddischarge

(2)Areevaluationmustinclude:

(A)Anonsitereexaminationofthepatient;and (B)Areviewoftheplanofcarewithappropriatecontinuation,revision,orterminationoftreatment (e)Documentationoftreatment.

(1)Ataminimum,documentationofphysicaltherapyservicesmustincludethefollowing:

(A)anyreferralauthorizingtreatment; (B)theinitialexaminationandevaluation; (C)theplanofcare;

(D)documentationofeachtreatmentsessionbythePTorPTAprovidingtheservices; (E)reevaluationsasrequiredbythissection; (F)anyconferencesbetweenthePTandPTA,asdescribedinthissection;and (G)thedischargesummary

(2)ThePTAmustincludethenameofthesupervisingPTinhisdocumentationofeachtreatmentsession.

(3)Physicaltherapyaidesmaynotwriteorsignanyphysicaltherapydocumentsinthepermanentrecord. However,aphysicaltherapyaidemayenterquantitativedatafortasksdelegatedbythesupervisingPTor PTA.

(4)DischargeSummary.ThePTmustprovidefinaldocumentationfordischargeofapatient,includingpatient responsetotreatmentatthetimeofdischargeandanynecessaryfollow-upplan APTAmayparticipatein thedischargesummarybyprovidingsubjectiveandobjectivepatientinformationtothesupervising physicaltherapist

TAC§22.16.322.2.RoleDelineation-PTA.

http://www.ptot.texas.gov/idl/81613405-AFBE-DADC-0D5E-4E0C0F590799

CHAPTER346.PRACTICESETTINGSFORPHYSICALTHERAPY§346.1.EducationalSettings.

(a)Intheeducationalsetting,thephysicaltherapistconductsappropriatescreenings,evaluations,andassessments todetermineneededservicestofulfilleducationalgoals Whenastudentisdeterminedbythephysical therapisttobeeligibleforphysicaltherapyasarelatedservicedefinedbySpecialEducationLaw,thephysical therapistprovideswrittenrecommendationstotheAdmissionsReviewandDismissalCommitteeastothe amountofspecificservicesneededbythestudent(ie,consultationordirectservicesandthefrequencyand durationofservices).

(b)Thephysicaltherapistimplementsphysicaltherapyservicesinaccordancewiththerecommendationsaccepted bytheschoolcommitteemembersandasreflectedinthestudent'sAdmissionReviewandDismissal

Committeereports.

(c)Thephysicaltherapistmayprovidegeneralconsultationorotherphysicaltherapyprogramservicesforschool administrators,educators,assistants,parentsandotherstoaddressdistrict,campus,classroomorstudentcenteredissues Forthestudentwhoiseligibletoreceivephysicaltherapyasarelatedserviceinaccordance withthestudent'sAdmissionReviewandDismissalCommitteereports,thephysicaltherapistwillalso providetheconsultationanddirecttypesofspecificservicesneededtoimplementspeciallydesignedgoals andobjectivesincludedinthestudent'sIndividualizedEducationProgram

(d)Thetypesofserviceswhichmayrequireaphysician'sreferralintheeducationalsettingincludetheprovision ofindividualizedspeciallydesignedinstructionsandthedirectphysicalmodelingorhands-ondemonstration ofactivitieswithastudentwhohasbeendeterminedeligibletoreceivephysicaltherapyasarelatedservice. Additionally,theymayincludethedirectprovisionofactivitieswhichareofsuchanaturethattheyareonly conductedwiththeeligiblestudentbyaphysicaltherapistorphysicaltherapistassistant.Thephysical therapistshouldreferto§322.1ofthistitle(relatingtoProvisionofServices).

(e)Evaluationandreevaluationintheeducationalsettingwillbeconductedinaccordancewithfederalmandates underPartBoftheIndividualswithDisabilitiesEducationAct(IDEA),20USC§1414,orwhenwarrantedby achangeinthechild'scondition,andincludeonsitereexaminationofthechild ThePlanofCare(Individual EducationProgram)mustbereviewedbythePTatleastevery60schooldays,orconcurrentwitheveryvisit ifthestudentisseenatintervalsgreaterthan60schooldays,todetermineifrevisionsarenecessary

§346.2.OtherPracticeSettings.

Otherpracticesettingsforphysicaltherapyincludebutarenotlimitedto:hospital,privateclinic,industry,home health,andnursinghome.

§3463

EarlyChildhood(ECI)Setting

(a)IntheprovisionofearlychildhoodservicesthroughtheEarlyChildhoodIntervention(ECI)program,the physicaltherapistconductsappropriatescreenings,evaluations,andassessmentstodetermineneededservices tofulfillfamily-centeredgoals WhenachildisdeterminedbythePTtobeeligibleforphysicaltherapy,the PTprovideswrittenrecommendationstotheInterdisciplinaryTeamastotheamountofspecificservices neededbythechild.

(b)Subjecttotheprovisionsof§322.1ofthistitle(relatingtoProvisionofServices),thePTimplementsphysical therapyservicesinaccordancewiththerecommendationsacceptedbytheInterdisciplinaryTeam,asstatedin theIndividualFamilyServicePlan(IFSP)

(c)Thetypesofserviceswhichrequireareferralfromaqualifiedlicensedhealthcarepractitionerincludethe provisionofindividualizedspeciallydesignedinstructions,directphysicalmodelingorhands-on demonstrationofactivitieswithachildwhohasbeendeterminedeligibletoreceivephysicaltherapy Additionally,areferralisrequiredforservicesthatincludethedirectprovisionoftreatmentand/oractivities whichareofsuchanaturethattheyareonlyconductedwiththechildbyaphysicaltherapistorphysical therapistassistant.

(d)Thephysicaltherapistmayprovidegeneralconsultationorotherprogramservicestoaddresschild/familycenteredissues.

(e)Evaluationandreevaluationintheeducationalsettingwillbeconductedinaccordancewithfederalmandates underPartCoftheIndividualswithDisabilitiesEducationAct(IDEA),20USC§1436,orwhenwarrantedby achangeinthechild'scondition,andincludeonsitereexaminationofthechild ThePlanofCare(Individual FamilyServicePlan)mustbereviewedbythePTatleastevery60days,orconcurrentwitheveryvisitifthe childisseenatintervalsgreaterthan60days,todetermineifrevisionsarenecessary

(10)Psychologicalservicesincludes--

(i)Administeringpsychologicalandeducationaltests,andotherassessmentprocedures;

(ii)Interpretingassessmentresults;

(iii)Obtaining,integrating,andinterpretinginformationaboutchildbehaviorandconditions relatingtolearning;

(iv)Consultingwithotherstaffmembersinplanningschoolprogramstomeetthespecial educationalneedsofchildrenasindicatedbypsychologicaltests,interviews,directobservation, andbehavioralevaluations;

(v)Planningandmanagingaprogramofpsychologicalservices,includingpsychologicalcounseling forchildrenandparents;and

(vi)Assistingindevelopingpositivebehavioralinterventionstrategies.

22TAC§465.38.PsychologicalServicesintheSchools.[Excerpt]

Thisruleacknowledgestheuniquedifferenceinthedeliveryofschoolpsychologicalservicesinthepublicschools frompsychologicalservicesintheprivatesector TheBoardrecognizesthepurviewoftheStateBoardof EducationandtheTexasEducationAgencyinsafeguardingtherightsofpublicschoolchildreninTexas The mandatedmultidisciplinaryteamdecisionmaking,hierarchyofsupervision,regulatoryprovisions,andpast traditionsofschoolpsychologicalservicedeliverybothnationallyandinTexas,amongotherfactors,allowfor rulesofpracticeinthepublicschoolswhichreflecttheseoccupationaldistinctionsfromtheprivatepracticeof psychology.

(1)Definition.

(C)Theassessmentofemotionalorbehavioraldisturbance,foreducationalpurposes,usingpsychological techniquesandproceduresisconsideredthepracticeofpsychology.

Prior to requesting a psychological evaluation, school personnel should be able to document previous educational efforts and strategies and the results of those efforts including participation in or consideration for other programs within AISD Further, an intellectual and academic evaluation must be completed

Psychological services may be requested through the ARD/IEP evaluation planning committee If a psychological is requested in an ARD/IEP meeting, the diagnostician will report the request if the psychological staff is not present at the ARD meeting. (See Section 1. - Referral)

(11)Recreationincludes--

(i)Assessmentofleisurefunction; (ii)Therapeuticrecreationservices; (iii)Recreationprogramsinschoolsandcommunityagencies;and (iv)Leisureeducation.

(12)Rehabilitationcounselingservicesmeansservicesprovidedbyqualifiedpersonnelinindividualor groupsessionsthatfocusspecificallyoncareerdevelopment,employmentpreparation,achieving independence,andintegrationintheworkplaceandcommunityofastudentwithadisability.The termalsoincludesvocationalrehabilitationservicesprovidedtoastudentwithadisabilityby vocationalrehabilitationprogramsfundedundertheRehabilitationActof1973,asamended,29 U.S.C.701etseq.

(13)Schoolhealthservicesandschoolnurseservicesmeanshealthservicesthataredesignedtoenablea childwithadisabilitytoreceiveFAPEasdescribedinthechild’sIEP.Schoolnurseservicesare servicesprovidedbyaqualifiedschoolnurse.Schoolhealthservicesareservicesthatmaybe providedbyeitheraqualifiedschoolnurseorotherqualifiedperson.

TEC§38.032.SEIZUREMANAGEMENTANDTREATMENTPLAN.

(a)Theparentorguardianofastudentwithaseizuredisordermayseekcareforthestudent'sseizureswhilethe studentisatschoolorparticipatinginaschoolactivitybysubmittingtotheschooldistrictatwhichthestudent isenrolledacopyofaseizuremanagementandtreatmentplandevelopedbythestudent'sparentorguardian andthephysicianresponsibleforthestudent'sseizuretreatment Theplanmustbesubmittedtoandreviewed bythedistrict:

(1)beforeoratthebeginningoftheschoolyear;

(2)onenrollmentofthestudent,ifthestudentenrollsinthedistrictafterthebeginningoftheschoolyear;or (3)assoonaspracticablefollowingadiagnosisofaseizuredisorderforthestudent.

(b)Aseizuremanagementandtreatmentplanmust:

(1)identifythehealthcareservicesthestudentmayreceiveatschoolorwhileparticipatinginaschool activity;

(2)evaluatethestudent'sabilitytomanageandlevelofunderstandingofthestudent'sseizures;and

(3)besignedbythestudent'sparentorguardianandthephysicianresponsibleforthestudent'sseizure treatment

(c)Thecareofastudentwithaseizuredisorderbyadistrictemployeeunderaseizuremanagementplan submittedunderthissectionisincidenttoorwithinthescopeofthedutiesoftheemployee'spositionof employmentandinvolvestheexerciseofjudgmentordiscretiononthepartoftheemployeeforpurposesof Section22.0511.

(d)TheimmunityfromliabilityprovidedbySection22.0511appliestoanactionorfailuretoactbyadistrict employeeinadministeringamedication,assistingwithself-administration,orotherwiseprovidingforthecare

ofastudentunderaseizuremanagementplansubmittedforthestudentunderSubsection(a).

TEC§38.033.SEIZURERECOGNITIONANDRELATEDFIRSTAIDTRAINING.

(a)Aschoolnurseemployedbyaschooldistrictmustcompleteanagency-approvedonlinecourseofinstruction forschoolnursesregardingmanagingstudentswithseizuredisordersthatincludesinformationaboutseizure recognitionandrelatedfirstaid

(b)Aschooldistrictemployee,otherthanaschoolnurse,whosedutiesattheschoolincluderegularcontactwith studentsmustcompleteanagency-approvedonlinecourseofinstructionforschoolpersonnelregarding awarenessofstudentswithseizuredisordersthatincludesinformationaboutseizurerecognitionandrelated firstaid.

(c)Theagencymayapproveanonlinecourseofinstructionprovidedbyanonprofitnationalfoundationthat supportsthewelfareofindividualswithepilepsyandseizuredisorderstosatisfythetrainingrequiredunder Subsection(a)or(b).Anonlinecourseofinstructionapprovedbytheagencyunderthissubsectionthatis providedtoaschooldistrictmustbeprovidedbythenonprofitentityfreeofcharge

(d)Theagencyshalladoptrulesasnecessarytoadministerthissection

SECTION3 NotlaterthanDecember1,2019,theTexasEducationAgencyshallapproveonlinecoursesof instructiontosatisfythetrainingrequirementsofSection38033,EducationCode,asaddedbythisAct

Services are provided to eligible students with disabilities based on ARD/IEP Committee decision These services are in addition to those routinely available to all students and may include the following:

a. screening and referral for health needs;

b. monitoring medication needed by students during school hours;

c consultation with physicians, parents, and staff regarding effects of medication, and emergency care training for staff and parents;

d counseling students with disabilities and their families concerning health care practices and services; and

e assistance with catheter, tube feeding and other school health service procedures

(14)Socialworkservicesinschoolsincludes–

(i)Preparingasocialordevelopmentalhistoryonachildwithadisability;

(ii)Groupandindividualcounselingwiththechildandfamily;

(iii)Workinginpartnershipwithparentsandothersonthoseproblemsinachild'slivingsituation (home,school,andcommunity)thataffectthechild'sadjustmentinschool;

(iv)Mobilizingschoolandcommunityresourcestoenablethechildtolearnaseffectivelyaspossible inhisorhereducationalprogram;and

(v)Assistingindevelopingpositivebehavioralinterventionstrategies.

(15)SpeechtherapyisnotarelatedserviceinTexas. Speech therapy is considered instruction. See section 3. Disability Criteria

(16)Transportationincludes--

(i)Traveltoandfromschoolandbetweenschools; (ii)Travelinandaroundschoolbuildings;and (iii)Specializedequipment(suchasspecialoradaptedbuses,lifts,andramps),ifrequiredto providespecialtransportationforachildwithadisability.

Local Transportation Rules

The AISD’s rules and regulations govern special education bus students unless designated otherwise by an ARD/IEP Committee. Violation of school bus rules and regulations may result in restrictions. The student will follow local guidelines unless the ARD/IEP committee recommendations are different. Special education transportation procedures include the following:

a It is the responsibility of the parent to have the student ready for the bus each day

b It is the responsibility of the parent to notify the Transportation Department of any change of address

c If the student is to be transported to or from a place other than home, parent submits to the Transportation Department the student’s name and address, and the person ’ s name and address who will assume responsibility for the child

d. Card files are maintained on all students; therefore, if home or work numbers change, parents notify the local campus, the Special Education Department, and the Transportation Department.

e. If the student will not be riding the bus for more than a day, parent contacts the Transportation Department in advance so that the driver can be notified.

TAC§891090 TransportationofStudentsPlacedinaResidentialSetting,IncludingtheTexasSchoolforthe BlindandVisuallyImpairedandtheTexasSchoolfortheDeaf Foreachstudentplacedinaresidentialsettingbythestudent'sadmission,review,anddismissal(ARD) committee,includingthosestudentsplacedintheTexasSchoolfortheBlindandVisuallyImpairedandtheTexas SchoolfortheDeaf,theresidentschooldistrictshallberesponsiblefortransportationatthebeginningandendof thetermandforregularlyscheduledschoolholidayswhenstudentsareexpectedtoleavetheresidentialcampus. Theresidentschooldistrictisnotresponsiblefortransportationcostsforstudentsplacedinresidentialsettingsby theirparents.Transportationcostsshallnotexceedstateapprovedperdiemandmileageratesunlessexcesscosts canbejustifiedanddocumented.Transportationshallbearrangedusingthemostcostefficientmeans.Whenitis necessaryforthesafetyofthestudent,asdeterminedbytheARDcommittee,foranadultdesignatedbytheARD committeetoaccompanythestudent,round-triptransportationforthatadultshallalsobeprovided Theresident schooldistrictandtheresidentialfacilityshallcoordinatetoensurethatstudentsaretransportedsafely,including theperiodsofdepartureandarrival

§300.139Locationofservicesandtransportation (seealsoSection5 InstructionalArrangements)

(a)Servicesonprivateschoolpremises.Servicestoparentally-placedprivateschoolchildrenwith disabilitiesmaybeprovidedonthepremisesofprivate,includingreligious,schools,totheextent consistentwithlaw.

(b)Transportation.

(1)General.

(i)Ifnecessaryforthechildtobenefitfromorparticipateintheservicesprovidedunderthispart,a parentally-placedprivateschoolchildwithadisabilitymustbeprovidedtransportation--

(A)Fromthechild'sschoolorthechild'shometoasiteotherthantheprivateschool;and (B)Fromtheservicesitetotheprivateschool,ortothechild'shome,dependingonthetimingof theservices.

(ii)LEAsarenotrequiredtoprovidetransportationfromthechild'shometotheprivateschool.

(2)Costoftransportation.Thecostofthetransportationdescribedinparagraph(b)(1)(i)ofthissection maybeincludedincalculatingwhethertheLEAhasmettherequirementof§300.133.

(Authority:20U.S.C.1412(a)(10)(A)) (§300 133 Expenditures for Parentally placed students)

TAC§891096 ProvisionofServicesforStudentsPlacedbytheirParentsinPrivateSchoolsorFacilities (e) TheschooldistrictshallprovidespecialtransportationwithfederalfundsonlywhentheARDcommittee determinesthattheconditionofthestudentwarrantstheserviceinorderforthestudenttoreceivethespecial educationandrelatedservices(ifany)setforthintheIEP. (See §300 139 above)

III. REQUESTFORRELATEDSERVICES

Any request for a related service must be made through the RtI Committee upon initial referral, through the planning meeting to Review Existing Evaluation Data as described in Section 2 – FIE, or at the IEP meeting If the related service provider is not in attendance at the planning meeting where the Review Existing Evaluation Data is completed, every effort is made by the evaluation representative to collaborate with the related service provider. Also, the evaluation representative is responsible for notifying the appropriate related service provider that an evaluation has been requested.

§300.34Relatedservices.

(a)General.Relatedservicesmeanstransportationandsuchdevelopmental,corrective,andother supportiveservicesasarerequiredtoassistachildwithadisabilitytobenefitfromspecialeducation, Relatedservicesalsoincludesschoolhealthservices,schoolnurseservicesdesignedtoenableachild withadisabilitytoreceiveafreeappropriatepubliceducation…

TEC§29.002.Definitions.Inthissubchapter,“specialservices”means:

(1)specialeducationinstruction,whichmaybeprovidedbyprofessionalandsupportedbyparaprofessional personnelintheregularclassroomorinaninstructionalarrangementdescribedbySection42.151;and (2)relatedservices,whicharedevelopmental,corrective,supportive,orevaluativeservices,notinstructionalin nature,thatmayberequiredforthestudenttobenefitfromspecialeducationinstructionandfor implementationofastudent’sindividualizededucationprogram

Recommendations for service animals by the district will be made by the IEP committee based on current evaluation information including how the supportive service will help the student to benefit from special education Additional data may be gathered if the service animal attends classes with the student at the parents request on a trial basis.

28CFR§35.104Definitions

Serviceanimalmeansanydogthatisindividuallytrainedtodoworkorperformtasksforthebenefitofan individualwithadisability,includingaphysical,sensory,psychiatric,intellectual,orothermental disability.Otherspeciesofanimals,whetherwildordomestic,trainedoruntrained,arenotserviceanimals forthepurposesofthisdefinition.Theworkortasksperformedbyaserviceanimalmustbedirectlyrelated tothehandler’sdisability.Examplesofworkortasksinclude,butarenotlimitedto,assistingindividuals whoareblindorhavelowvisionwithnavigationandothertasks,alertingindividualswhoaredeaforhard ofhearingtothepresenceofpeopleorsounds,providingnon-violentprotectionorrescuework,pullinga wheelchair,assistinganindividualduringaseizure,alertingindividualstothepresenceofallergens, retrievingitemssuchasmedicineorthetelephone,providingphysicalsupportandassistancewithbalance andstabilitytoindividualswithmobilitydisabilities,andhelpingpersonswithpsychiatricandneurological disabilitiesbypreventingorinterruptingimpulsiveordestructivebehaviors.Thecrimedeterrenteffectsof ananimal’spresenceandtheprovisionofemotionalsupport,well-being,comfort,orcompanionshipdonot constituteworkortasksforthepurposesofthisdefinition.

http://wwwada gov/regs2010/titleII 2010/titleII 2010 frpdf

83rdLegislatureSummer2013

GovernorPerrysignedHouseBill489,onJune10,2013,whichallowsindividualswithdisabilitiestousethe assistanceofserviceanimalsinallpublicplaces,includingretailbusinessesandrestaurants,withouthavingto showthequalificationsorcertificationsoftheassistanceanimal.

SERVICE ANIMALS

The AISD special education department will follow any current State or local school board policy regarding the use of service animals in the school buildings during the school day Service animals are supportive services required for the student to receive FAPE(Free Appropriate Public Education) and benefit from special education

See definitions below

28CFR§35.136Serviceanimals.

(a)General.Generally,apublicentityshallmodifyitspolicies,practices,orprocedurestopermittheuseof aserviceanimalbyanindividualwithadisability.

(b)Exceptions.Apublicentitymayaskanindividualwithadisabilitytoremoveaserviceanimalfromthe premisesif

(1)Theanimalisoutofcontrolandtheanimal’shandlerdoesnottakeeffectiveactiontocontrolit;or (2)Theanimalisnothousebroken.

(c)Ifananimalisproperlyexcluded.Ifapublicentityproperlyexcludesaserviceanimalunder§ 35.136(b),itshallgivetheindividualwithadisabilitytheopportunitytoparticipateintheservice, program,oractivitywithouthavingtheserviceanimalonthepremises.

(d)Animalunderhandler’scontrol.Aserviceanimalshallbeunderthecontrolofitshandler.Aservice animalshallhaveaharness,leash,orothertether,unlesseitherthehandlerisunablebecauseofa disabilitytouseaharness,leash,orothertether,ortheuseofaharness,leash,orothertetherwould interferewiththeserviceanimal’ssafe,effectiveperformanceofworkortasks,inwhichcasetheservice animalmustbeotherwiseunderthehandler’scontrol(e.g.,voicecontrol,signals,orothereffective means).

(e)Careorsupervision.Apublicentityisnotresponsibleforthecareorsupervisionofaserviceanimal.

(f)Inquiries.Apublicentityshallnotaskaboutthenatureorextentofaperson’sdisability,butmaymake twoinquiriestodeterminewhetherananimalqualifiesasaserviceanimal.Apublicentitymayaskif theanimalisrequiredbecauseofadisabilityandwhatworkortasktheanimalhasbeentrainedto perform.Apublicentityshallnotrequiredocumentation,suchasproofthattheanimalhasbeen certified,trained,orlicensedasaserviceanimal.

Generally,theAISDmaynotmaketheseinquiriesaboutaserviceanimalwhenitisreadilyapparent thatananimalistrainedtodoworkorperformtasksforanindividualwithadisability(e.g.,thedogis observedguidinganindividualwhoisblindorhaslowvision,pullingaperson’swheelchair,or providingassistancewithstabilityorbalancetoanindividualwithanobservablemobilitydisability).

(g)Accesstoareasofapublicentity.Individualswithdisabilitiesshallbepermittedtobeaccompaniedby theirserviceanimalsinallareasofapublicentity’sfacilitieswheremembersofthepublic,participants inservices,programsoractivities,orinvitees,asrelevant,areallowedtogo.

(h)Surcharges.Apublicentityshallnotaskorrequireanindividualwithadisabilitytopayasurcharge, evenifpeopleaccompaniedbypetsarerequiredtopayfees,ortocomplywithotherrequirements generallynotapplicabletopeoplewithoutpets.Ifapublicentitynormallychargesindividualsforthe damagetheycause,anindividualwithadisabilitymaybechargedfordamagecausedbyhisorher serviceanimal.

(i)Miniaturehorses.

(1)Reasonablemodifications.Apublicentityshallmakereasonablemodificationsinpolicies,practices, orprocedurestopermittheuseofaminiaturehorsebyanindividualwithadisabilityifthe miniaturehorsehasbeenindividuallytrainedtodoworkorperformtasksforthebenefitofthe individualwithadisability.

(2)Assessmentfactors.Indeterminingwhetherreasonablemodificationsinpolicies,practices,or procedurescanbemadetoallowaminiaturehorseintoaspecificfacility,apublicentityshall consider

(i)Thetype,size,andweightoftheminiaturehorseandwhetherthefacilitycanaccommodatethese features;

(ii)Whetherthehandlerhassufficientcontroloftheminiaturehorse;

(iii)Whethertheminiaturehorseishousebroken;and (iv)Whethertheminiaturehorse’spresenceinaspecificfacilitycompromiseslegitimatesafety requirementsthatarenecessaryforsafeoperation.

(C)Otherrequirements.Paragraphs35.136(c)through(h)ofthissection,whichapplytoserviceanimals, shallalsoapplytominiaturehorses.

SERVICE ANIMALS IN SCHOOLS:

The Anna ISD acknowledges its responsibility to permit students and/or adults with disabilities to be accompanied by a “service animal” in its school buildings, in classrooms, and at school functions, as required by the Americans with Disabilities Act, 28 CFR Part 35, subject to the following:

1 All requests for an individual with a disability to be accompanied by a service animal must be addressed in writing to the Director of Special Education at 501 S Sherley, Anna, TX 75409 and must contain required documentation of vaccinations This written request must be delivered to the Director of Special Educations’Office at least 10 business days prior to bringing the service animal to school or a school function.

2. Owners of a service dog must provide annual proof of the following vaccinations: DHLPPC (Distemper, Hepatitis, Leptospirosis, Paroninfluenza, Parvovirus, Caronavirus), Bordetella, and Rabies.

3. Owners of service miniature horses must provide annual proof of the following vaccinations: Equine Infectious Amemia (Coggins Test), Rabies, Tetanus, Encephelomyelitis, Rhinoneumonitis, Influenza, and Strangles

4 All service dogs must be spayed or neutered

5 All service animals must be treated for, and kept free of, fleas and ticks

6 All service animals must be kept clean and groomed to avoid shedding and dander

7 Owners of service animals are liable for any harm or injury caused by the animal to other students, staff, visitors, and/or property.

8. The animal must be a dog or, in specific circumstances, a miniature horse. No other species of animal, whether wild or domestic, will be permitted in schools as a “service animal.”

9 The animal must be “required” for the individual with a disability

10 he animal must be “individually trained” to do the work or task for the individual with a disability

Generally,underthefederalAmericanswithDisabilitiesAct(ADA)andotherfederallawsconcerning serviceanimals,twoprimaryquestionsexistinwhetherapersonhasalegalrighttoclaimtheiranimalasa serviceanimal.28CFR§35.136 istheanimalrequiredbecauseofadisabilityand whatworkortasktheanimalhasbeentrainedtoperform.

IEP Meeting Scheduled if Parental Request for Service Animal

1 Schedule an IEP meeting to discuss necessity of the service animal on school premises

2 The student must have a disability and the parent / student must share/verify two questions is the animal required because of the disability and what work or task the animal has been trained to perform? The animal must be a trained service animal. Document specific tasks the animal has been taught to perform or do work (help, aid, support) that assists the disabled individual. Parent will share with the IEP committee the specific ways the service animal assists the student at home and how the animal could assist the student to gain educational benefit at school that is not currently addressed in the IEP

Document if the service animal does or does not perform a task for the student that is already performed by the school district Determine if the task performed by the service animal is needed for the student to receive FAPE (Free Appropriate Public Education)

3 If the service animal performs a needed task that is not currently addressed in the IEP by the district, upon agreement by the IEP committee, a specific amount of time will be determined for a trial use of the service animal in order to gather needed data to verify educational benefit and its need in order to receive FAPE.

4. Trial Implementation

Specify amount of time for trial and plan follow up IEP meeting to review data gathered

Prior to an animal coming in the classroom, the principal will need to ensure there are no students with allergies to the animal species The campus nurse will check student records of those students attending classes with the service animal

Specify tasks to observe that the animal will (help, aid, support) the student and teacher will document date, time and location of those supports to validate the need for the service animal

Designate staff to document if there are any disruptions due to the service animal. Document the type of disruption, date, time and location of any disruptions.

Specify the animal needs for water and outdoor toileting schedule and person responsible. School personnel are not responsible for care of a service animal unless the ARD committee determines the animal is needed for the student to receive FAPE

5 After the trial implementation, the IEP Committee will reconvene to review the data and determine if the service animal is needed during the school day Based on the data gathered, if the school district has an IEP in place that can meet the same service needs as the service animal, the animal is not needed during the school day However, if the data supports the need for the service animal, then the AISD will incorporate the service animal into the school day and assign personnel to assist with the care and toileting needs of the animal during the school day.

IV. RELATEDSERVICES–Frequency,Location,Duration

§300.320Definitionofindividualizededucationprogram.

(i)Toadvanceappropriatelytowardattainingtheannualgoals;

(ii)Tobeinvolvedinandmakeprogressinthegeneraleducationcurriculuminaccordancewith paragraph(a)(1)ofthissection,andtoparticipateinextracurricularandothernonacademic activities;and

(iii)Tobeeducatedandparticipatewithotherchildrenwithdisabilitiesandnondisabledchildrenin theactivitiesdescribedinthissection;

(5)Anexplanationoftheextent,ifany,towhichthechildwillnotparticipatewithnondisabledchildren intheregularclassandintheactivitiesdescribedinparagraph(a)(4)ofthissection;

(7)Theprojecteddateforthebeginningoftheservicesandmodificationsdescribedinparagraph(a)(4) ofthissection,andtheanticipatedfrequency,location,anddurationofthoseservicesand modifications.

Documenting the Frequency, Location and Duration of Related Services

The meaning of the term ‘‘duration’’will vary, depending on such things as the needs of the child, the service being provided, the particular format used in an IEP, and how the child’s day and IEP are structured What is required is that the IEP include information about the amount of services that will be provided to the child, so that the level of the agency ’ s commitment of resources will be clear to parents and other IEP Team members. The amount of time to be committed to each of the various services to be provided must be appropriate to the specific service, and clearly stated in the IEP in a manner that can be understood by all involved in the development and implementation of the IEP (Federal Register, Vol 71 No 156 p 46667)

Requirements for Documenting the Provision of Related Services

used in the IEP to define duration of service, the term must be defined in the IEP (example: 1 class period = 50 minutes).

• Location - where services will be provided (in the general education classroom or another setting such as a special education resource room

V. PrivateServiceProviders

The local district does not allow private consultants or service providers to meet and work with students during the school day on the school premises The school district is responsible for making decisions in the ARD/IEP meeting regarding the student needs (FAPE) that the school district is responsible for providing in the Least Restrictive Environment Liability and other concerns constitute reason for this decision If a parent request for a private service provider is made to a Principal or other school employee, an ARD/IEP Committee Meeting may be held to discuss the request and appropriate services for the student.

I. InstructionalArrangementsandSettings

1. Mainstream

2. Homebound

3. HospitalClass

4. SpeechTherapy

5. Resource

6. Self-Contained(mild,moderate,severe,regularcampus)

7. Off-homecampus

8. NonpublicDaySchool

9. VocationalAdjustmentClass/Program

10.ResidentialCareandTreatmentFacility

11. StateSupportedLivingCenter Birth-3Years(AI/VI) Non-public

II. PrivateSchools:EnrolledbyParent

• Definitionofparentally-placedprivateschoolchildrenwithdisabilities

• Definitionofelementaryandsecondaryschool

• Childfindforparentally-placedprivateschoolchildrenwithdisabilities

• Servicesforparentally-placedprivateschoolchildrenwithdisabilities (basicrequirement)

• Expenditures

• Consultation

• Writtenaffirmation

• Compliance

• Equitableservicesdetermined

• Equitableservicesprovided

• Locationofservicesandtransportation

• DueprocesscomplaintsandStatecomplaints

• Requirementthatfundsnotbenefitaprivateschool

• Useofpersonnel

• Separateclassesprohibited

• Property,equipment,andsupplies

III. PrivateSchools:PlacedorReferredbytheDistrict

IV. PrivateSchools:EnrolledbyParent-WhenFAPEisatIssue

V. ContractingForEducationalPlacement

A. ResidentialPlacements

B. TSBVI-TexasSchoolfortheBlindandVisuallyImpaired

C. TSD-TexasSchoolfortheDeaf

D. RDSPD

VI. InstructionalPrograms/ServiceDelivery

A. AdaptedPhysicalEducation

B. BehaviorImprovementClass PAS Class

CareerandTechnicalEducation(CTE)–seebelow GeneralEducation-CTE

C. ContentMasteryProgramOverview

D. Co-teaching

E. EarlyChildhoodIntervention(ECI)

F GeneralEducationCareerandTechnicalEducation(CTE)

G. HomeboundProgram

H. LearninginFunctionalEnvironments(LIFE)

I. EarlyChildhoodSpecialEducation(ECSE)

J. SpeechTherapy

K. VisionServices

L. VocationalAdjustmentClass/Program

Section5INSTRUCTIONALARRANGEMENTS

I. INSTRUCTIONALARRANGEMENTSANDSETTINGS

In addition to information contained in this section, please refer to the Student Attendance Accounting Handbook on the TEA website at: http://tea.texas.gov/index2.aspx?id=25769817607 Forthemostup-to-dateinformation,seetheTEAStudentAttendanceAccountingHandbook: http://tea.texas.gov/index2.aspx?id=25769817607

TAC§8963 InstructionalArrangementsandSettings

(a)TheLEAshallbeabletoprovideserviceswithspecialeducationpersonneltostudentswithdisabilitiesinorder tomeetthespecialneedsofthosestudentsinaccordancewith34CodeofFederalRegulations,§§300114300118

(b)Subjectto§89.1075(f)ofthistitle(relatingtoGeneralProgramRequirementsandLocalDistrictProcedures) forthepurposeofdeterminingthestudent'sinstructionalarrangement/setting,theregularschooldayis definedastheperiodoftimedeterminedappropriatebytheadmission,review,anddismissal(ARD) committee.

(c)Instructionalarrangements/settingsshallbebasedontheindividualneedsandindividualizededucation programs(IEPs)ofeligiblestudentsreceivingspecialeducationservicesandshallincludethefollowing (1) Mainstream Thisinstructionalarrangement/settingisforprovidingspecialeducationandrelated servicestoastudentintheregularclassroominaccordancewiththestudent'sIEP Qualifiedspecial educationpersonnelmustbeinvolvedintheimplementationofthestudent'sIEPthroughtheprovisionof direct,indirectand/orsupportservicestothestudent,and/orthestudent'sregularclassroomteacher(s) necessarytoenrichtheregularclassroomandenablestudentsuccess.Thestudent'sIEPmustspecifythe servicesthatwillbeprovidedbyqualifiedspecialeducationpersonneltoenablethestudentto appropriatelyprogressinthegeneraleducationcurriculumand/orappropriatelyadvanceinachievingthe goalssetoutinthestudent'sIEP.Examplesofservicesprovidedinthisinstructionalarrangementinclude, butarenotlimitedto,directinstruction,helpingteacher,teamteaching,co-teaching,interpreter,education aides,curricularorinstructionalmodifications/accommodations,specialmaterials/equipment,positive classroombehavioralinterventionsandsupports,consultationwiththestudentandhis/herregular classroomteacher(s)regardingthestudent'sprogressinregulareducationclasses,staffdevelopment,and reductionofratioofstudentstoinstructionalstaff. The role of the special education teacher for a fully included mainstream student is to follow the IEP for those students on their assigned case load The IEP is individualized, therefore, a student will receive varying degrees of specially designed instruction as described above. Qualified special education personnel must be involved in the implementation of the student’s IEP through the provision of direct, indirect, and/or support services provided to the student in the general education classroom and/or; in collaboration with the student’s general education classroom teachers(s) Monitoring student progress in and of itself does not constitute a special education service If certified special education personnel are only monitoring student progress, mainstream special education funding cannot be generated Requirements Related to Teachers Providing Instruction in Mainstream Settings: A student with a disability receives specially designed instruction Specially designed instruction may be provided by either a special education teacher, a para-educator or a general education teacher If provided by a para-educator or a general education teacher, the services must be designed by and supervised by the special education teacher. One teacher, even if dually certified, may not serve in both a general education and a special education role simultaneously when serving students in grades K–12. Students with disabilities who are aged 3 or 4 years may have an instructional arrangement/setting code of 40, mainstream, if special education services are provided in classroom settings with nondisabled peers The only context in which a dually certified teacher may serve in both a general education and a special education role is in an early childhood program for students aged 3 or 4 years TEA-SAAH

(2) Homebound Thisinstructionalarrangement/settingisforprovidingspecialeducationandrelated servicestostudentswhoareservedathomeorhospitalbedside.

(A) Studentsservedonahomeboundorhospitalbedsidebasisareexpectedtobeconfinedforaminimum offourconsecutiveweeksasdocumentedbyaphysicianlicensedtopracticeintheUnitedStates. Homeboundorhospitalbedsideinstructionmay,asprovidedbylocaldistrictpolicy,alsobeprovided

tochronicallyillstudentswhoareexpectedtobeconfinedforanyperiodoftimetotalingatleastfour weeksthroughouttheschoolyearasdocumentedbyaphysicianlicensedtopracticeintheUnited States.Thestudent'sARDcommitteeshalldeterminetheamountofservicestobeprovidedtothe studentinthisinstructionalarrangement/settinginaccordancewithfederalandstatelaws,rules,and regulations,includingtheprovisionsspecifiedinsubsection(b)ofthissection (B) Homeinstructionmayalsobeusedforservicestoinfantsandtoddlers(birththroughage2)and youngchildren(ages3-5)whendeterminedappropriatebythechild'sindividualizedfamilyservices plan(IFSP)committeeorARDcommittee Thisarrangement/settingalsoappliestoschooldistricts describedinTexasEducationCode,§29.014.

HomeboundNotes

Tobeplacedinthespecialeducationhomeboundinstructionalsetting,astudentaged6yearsorolder mustmeetthefollowingfourcriteria:

ThestudentiseligibleforspecialeducationandrelatedservicesasdeterminedbyanARDcommittee. Thestudentisexpectedtobeconfinedathomeorhospitalbedsideforaminimumof4weeks(the weeksneednotbeconsecutive)

Thestudentisconfinedathomeorhospitalbedsideformedicalreasonsonly

Thestudent’smedicalconditionisdocumentedbyaphysicianlicensedtopracticeintheUnitedStates Thestudent'sARDcommitteedeterminestheamountofservicestobeprovidedtothestudentinthis instructionalarrangement/setting.

Theteacherservingastudentathomeorhospitalbedside("homeboundteacher")whilethestudentis inthespecialeducationhomeboundsettingmustbeacertifiedspecialeducationteacher.Beginning withthe2016-17schoolyear,schoolsandteachersonlyneededtomeetstaterequirementsfor certification.Thefederaltermof"highlyqualifiedteacherstatus"nolongerapplies.Itisimportantto notethatallstatecertificationrequirementsadoptedinStateBoardforEducatorCertificationrules remaininplace Forthecertificationrequiredforparticularassignments,see19TACChapter231, availableat:http://ritterteastatetxus/sbecrules/tac/chapter231/ Astudentaged6yearsorolderwhoisservedinthespecialeducationhomeboundinstructionalsetting retainsthesameADAeligibilitycodeheorshehadbeforereceivinghomeboundservices,regardless ofhowmanyhoursthestudentwillbeservedinthehomeboundinstructionalsetting Theplacementofastudentwhoisexpelledmustnotbechangedtothehomeboundinstructional setting(see1062 DisciplinaryRemovalsofStudentswithDisabilitiesfordetailedinformation regardingappropriateinstructionalsettingcodesandADAeligibilitywhenexpellingstudentswhoare receivingspecialeducationandrelatedservices).

GeneralEducationHomebound(GEH)

AnygeneraleducationstudentshouldbereferredtothelocalcampusGEHcommittee. StudentAttendanceAccountingManual-(Section3-7)

(3) Hospitalclass Thisinstructionalarrangement/settingisforprovidingspecialeducationinstructionina classroom,inahospitalfacility,oraresidentialcareandtreatmentfacilitynotoperatedbytheschool district Ifthestudentsresidinginthefacilityareprovidedspecialeducationservicesoutsidethefacility, theyareconsideredtobeservedintheinstructionalarrangementinwhichtheyareplacedandarenotto beconsideredasinahospitalclass

(4) Speechtherapy.Thisinstructionalarrangement/settingisforprovidingspeechtherapyserviceswhether inaregulareducationclassroomorinasettingotherthanaregulareducationclassroom.Whentheonly specialeducationorrelatedserviceprovidedtoastudentisspeechtherapy,thenthisinstructional arrangementmaynotbecombinedwithanyotherinstructionalarrangement.

(5) Resourceroom/services Thisinstructionalarrangement/settingisforprovidingspecialeducationand relatedservicestoastudentinasettingotherthanregulareducationforlessthan50%oftheregular schoolday

(6) Self-contained(mild,moderate,orsevere)regularcampus Thisinstructionalarrangement/settingisfor providingspecialeducationandrelatedservicestoastudentwhoisinaself-containedprogramfor50% ormoreoftheregularschooldayonaregularschoolcampus.

(7) Off-homecampus.Thisinstructionalarrangement/settingisforprovidingspecialeducationandrelated servicestothefollowing,including,butnotlimitedto,studentsatSouthTexasIndependentSchool DistrictandWindhamIndependentSchoolDistrict:

(A) astudentwhoisoneofagroupofstudentsfrommorethanoneschooldistrictservedinasingle locationwhenafreeappropriatepubliceducationisnotavailableintherespectivesendingdistrict;

(B) astudentinacommunitysettingorenvironment(notoperatedbyaschooldistrict)thatpreparesthe studentforpostsecondaryeducation/training,integratedemployment,and/orindependentlivingin coordinationwiththestudent'sindividualtransitiongoalsandobjectives,includingastudentwith regularlyscheduledinstructionordirectinvolvementprovidedbyschooldistrictpersonnel,ora studentinafacilitynotoperatedbyaschooldistrict(otherthananonpublicdayschool)with instructionprovidedbyschooldistrictpersonnel;or

(C) astudentinaself-containedprogramataseparatecampusoperatedbytheschooldistrictthat providesonlyspecialeducationandrelatedservices

(8) Nonpublicdayschool.Thisinstructionalarrangement/settingisforprovidingspecialeducationand relatedservicestostudentsthroughacontractualagreementwithanonpublicschoolforspecialeducation.

(9) Vocationaladjustmentclass/program.Thisinstructionalarrangement/settingisforprovidingspecial educationandrelatedservicestoastudentwhoisplacedonajob(paidorunpaidunlessotherwise prohibitedbylaw)withregularlyscheduleddirectinvolvementbyspecialeducationpersonnelinthe implementationofthestudent'sIEP Thisinstructionalarrangement/settingshallbeusedinconjunction withthestudent'sindividualtransitiongoalsandonlyaftertheschooldistrict'scareerandtechnical educationclasseshavebeenconsideredanddeterminedinappropriateforthestudent

(10) Residentialcareandtreatmentfacility(notschooldistrictresident) Thisinstructional arrangement/settingisforprovidingspecialeducationinstructionandrelatedservicestostudentswho resideincareandtreatmentfacilitiesandwhoseparentsdonotresidewithintheboundariesoftheschool districtprovidingeducationalservicestothestudents.Inordertobeconsideredinthisarrangement,the servicesmustbeprovidedonaschooldistrictcampus.Iftheinstructionisprovidedatthefacility,rather thanonaschooldistrictcampus,theinstructionalarrangementisconsideredtobethehospitalclass arrangement/settingratherthanthisinstructionalarrangement Studentswithdisabilitieswhoresidein thesefacilitiesmaybeincludedintheaveragedailyattendanceofthedistrictinthesamewayasallother studentsreceivingspecialeducation

(11) Statesupportedlivingcenter Thisinstructionalarrangement/settingisforprovidingspecialeducation andrelatedservicestoastudentwhoresidesatastatesupportedlivingcenterwhentheservicesare providedatthestatesupportedlivingcenterlocation.Ifservicesareprovidedonalocalschooldistrict campus,thestudentisconsideredtobeservedintheresidentialcareandtreatmentfacility arrangement/setting.

(d) Theappropriateinstructionalarrangementforstudentsfrombirththroughtheageoftwowithvisualand/or auditoryimpairmentsshallbedeterminedinaccordancewiththeIFSP,currentattendanceguidelines,andthe agreementmemorandumbetweentheTexasEducationAgency(TEA)andtheDepartmentofAssistiveand RehabilitativeServices(DARS)EarlyChildhoodIntervention(ECI)Services

(e) Fornonpublicdayschoolplacements,theschooldistrictorsharedservicearrangementshallsubmit informationtotheTEAindicatingthestudents'identificationnumbers,initialdatesofplacement,andthe namesofthefacilitieswithwhichtheschooldistrictorsharedservicearrangementiscontracting.Theschool districtorsharedservicearrangementshallnotcountcontractstudents'averagedailyattendanceaseligible. TheTEAshalldeterminethenumberofcontractstudentsreportedinfull-timeequivalentsandpaystatefunds tothedistrictaccordingtotheformulaprescribedinlaw.

(f)Otherprogramoptionswhichmaybeconsideredforthedeliveryofspecialeducationandrelatedservicestoa studentmayincludethefollowing:

(1)contractswithotherschooldistricts;and

(2)otherprogramoptionsasapprovedbytheTEA

TEC§891094StudentsReceivingSpecialEducationandRelatedServicesinanOff-CampusProgram

(a)Definitions.Thefollowingwordsandterms,whenusedinthissection,shallhavethefollowingmeanings, unlessthecontextclearlyindicatesotherwise.

(1)Schooldistrict--Thedefinitionofaschooldistrictincludesindependentschooldistrictsestablishedunder TexasEducationCode(TEC),Chapter11,SubchaptersA-F,andopen-enrollmentcharterschools establishedunderTEC,Chapter12,SubchapterD

(2)Off-campusprogram--Anoff-campusprogramincludesspecialeducationandrelatedservicesprovided duringschoolhoursinafacilityotherthanaschooldistrictcampus

(3)Off-campusprogramprovider--Anoff-campusprogramproviderisanentitythatprovidestheservices identifiedinsubsection(a)(2)ofthissectionandincludes: (A)acountysystemoperatingunderapplicationofformerlawasprovidedinTEC,§11.301; (B)aregionaleducationservicecenterestablishedunderTEC,Chapter8; (C)anonpublicdayschool;or

(D)anyotherpublicorprivateentitywithwhichaschooldistrictentersintoacontractunderTEC, §11.157,fortheprovisionofspecialeducationservicesinafacilityotherthanaschooldistrictcampus operatedbyaschooldistrict.

(b)Off-campusprogramplacement Aschooldistrictmaycontractwithanoff-campusprogramproviderto providesomeorallofthespecialeducationandrelatedservicestoastudentinaccordancewiththe requirementsinthissection

(1)Beforetheschooldistrictplacesastudentwithadisabilityin,orrefersastudentto,anoff-campus program,thedistrictshallinitiateandconductanonsitereviewtoensurethattheoff-campusprogramis appropriateformeetingthestudent'seducationalneeds.

(2)Beforetheschooldistrictplacesastudentwithadisabilityin,orrefersastudentto,anoff-campus program,thedistrictshallinitiateandconductameetingofthestudent'sadmission,review,anddismissal (ARD)committeetodevelopanindividualizededucationprogram(IEP)forthestudentinaccordance with34CodeofFederalRegulations(CFR),§§300.320-300.325,statestatutes,andcommissionerof educationrulesinChapter89ofthistitle(relatingtoCommissioner'sRulesConcerningSpecialEducation Services)

(3)Theappropriatenessoftheoff-campusprogramforeachstudentplacedshallbedocumentedintheIEP annually Thestudent'sARDcommitteemayonlyrecommendanoff-campusprogramplacementfora studentifthecommitteedeterminesthatthenatureandseverityofthestudent'sdisabilityandspecial educationneedsaresuchthatthestudentcannotbesatisfactorilyeducatedintheschooldistrict.

(A)Thestudent'sIEPmustlistwhichservicestheschooldistrictisunabletoprovideandwhichservices thefacilitywillprovide.

(B)TheARDcommitteeshallestablish,inwriting,criteriaandestimatedtimelinesforthestudent'sreturn totheschoolanddocumentthisinformationintheIEP

(C)Theschooldistrictshallmaketwoon-sitevisitsannually,oneannouncedandoneunannounced,to:

(i)verifythattheoff-campusprogramcan,andwill,providetheserviceslistedinthestudent'sIEP thattheoff-campusprogramhasagreedtoprovidetothestudent;

(ii)obtainwrittenverificationthatthefacilitymeetsminimumstandardsforhealthandsafetyand holdsapplicablelocalandstateaccreditationandpermitrequirements;and

(iii)verifytheeducationalprogramprovidedattheoff-campusprogramfacilityistheleastrestrictive environmentforthestudent.

(4)Theplacementofmorethanonestudentinthesameoff-campusprogramfacilitymaybeconsideredinthe sameon-sitevisittoafacility However,theIEPofeachstudentmustbeindividuallyreviewed,anda determinationofappropriatenessofplacementandservicesmustbemadeforeachstudent (c)Notification Within30calendardaysfromanARDcommittee'sdecisiontoplaceastudentinanoff-campus program,aschooldistrictmustelectronicallysubmittotheTexasEducationAgency(TEA)noticeof,and informationregarding,theplacementinaccordancewithsubmissionproceduresspecifiedbytheTEA (1)Iftheoff-campusprogramisonthecommissioner'slistofapprovedoff-campusprograms,theTEAwill reviewthestudent'sIEPandplacementasrequiredby34CFR,§300.120,and,inthecaseofaplacement inorreferraltoaprivateschoolorfacility,34CFR,§300.146.Afterreview,theTEAwillnotifythe schooldistrictwhetherfederalorstatefundsfortheoff-campusprogramplacementareapproved.Ifthe TEAdoesnotapprovetheuseoffunds,itwillnotifytheschooldistrictofthebasisforthenon-approval.

(2)Iftheoff-campusprogramisnotonthecommissioner'slistofapprovedoff-campusprograms,theTEA willbegintheapprovalproceduresdescribedinsubsection(d)ofthissection Schooldistrictsmustensure thereisnodelayinimplementingachild'sIEPinaccordancewith34CFR,§300103(c)

(3)Ifanoff-campusprogramplacementisorderedbyaspecialeducationhearingofficerorcourtof competentjurisdiction,theschooldistrictmustnotifytheTEAoftheorderwithin30calendardays.The off-campusprogramservingthestudentisnotrequiredtogothroughtheapprovalproceduresdescribedin subsection(d)ofthissectionfortheorderedplacement.If,however,theschooldistrictorotherschool districtsintendtoplaceotherstudentsintheoff-campusprogram,theoff-campusprogramwillbe requiredtogothroughtheapprovalprocedurestobeincludedonthecommissioner'slistofapprovedoffcampusprograms

(d)Approvaloftheoff-campusprogram Off-campusprogramsmusthavetheireducationalprogramsapproved forcontractingpurposesbythecommissioner

(1)Foraprogramtobeapproved,theschooldistrictmustelectronicallysubmittotheTEAnoticeof,and informationregarding,theplacementinaccordancewithsubmissionproceduresspecifiedbytheTEA TheTEAshallbeginapprovalproceduresandconductanon-sitevisittothefacilitywithin30calendar daysaftertheTEAhasbeennotifiedbytheschooldistrict.Initialapprovaloftheoff-campusprogram shallbeforonecalendaryear.

(2)Theoff-campusprogrammaybeapprovedonlyafter,atminimum,aprogrammaticevaluationof personnelqualifications,adequacyofphysicalplantandequipment,andcurriculumcontent.

(3)Thecommissionershallrenewapprovalsandissuenewapprovalsonlyforthosefacilitiesthathavea contractalreadyinplacewithaschooldistrictfortheplacementofoneormorestudentsorthathavea pendingrequestfromaschooldistrict Thisapprovaldoesnotapplytofacilitiesthatonlyproviderelated services Nordoesitapplytofacilitieswhentheschooldistrict,withinwhichthefacilityislocated, providestheeducationalprogram Re-approvaloftheoff-campusprogrammaybeforone,two,orthree yearsattheTEA'sdiscretion

(e)Fundingproceduresandotherrequirements.Thecostofoff-campusprogramplacementswillbefunded accordingtoTEC,§42.151(SpecialEducation),and§89.63(e)ofthistitle(relatingtoInstructional ArrangementsandSettings).

(1)Contractsbetweenschooldistrictsandapprovedoff-campusprogramsmustnotexceedaschooldistrict's fiscalyearandshallnotbeginpriortoJuly1ofthecontractedfiscalyear.

(2)AmendmentstoacontractmustbeelectronicallysubmittedtotheTEAinaccordancewithsubmission proceduresspecifiedbytheTEAnolaterthan30calendardaysfromthechangeinplacementorservices withintheschooldistrict'sfiscalyear

(3)Ifastudentwhoisplacedinanoff-campusprogrambyaschooldistrictchangeshisorherresidenceto anotherTexasschooldistrictduringtheschoolyear,theschooldistrictmustnotifytheTEAwithin10 calendardaysofthedateonwhichtheschooldistrictceasedcontractingwiththeoff-campusprogramfor thestudent'splacement.Thestudent'snewschooldistrictmustmeettherequirementsof34CFR, §300.323(e),byprovidingcomparableservicestothosedescribedinthestudent'sIEPfromtheprevious schooldistrictuntilthenewschooldistricteitheradoptsthestudent'sIEPfromthepreviousschooldistrict ordevelops,adopts,andimplementsanewIEP Thenewschooldistrictmustcomplywithallprocedures describedinthissectionforcontinuedornewoff-campusprogramplacement

The district will follow requirements of TEC §89 1094for any off-campus placement

II. PRIVATESCHOOLS:ENROLLEDBYTHEPARENTS

§300.129Stateresponsibilityregardingchildreninprivateschools. TheStatemusthaveineffectpoliciesandproceduresthatensurethatLEAs,and,ifapplicable,theSEA, meettheprivateschoolrequirementsin§§300.130through300.148.(Authority:20U.S.C.1412(a)(10))

§300.130Definitionofparentally-placedprivateschoolchildrenwithdisabilities. Parentally-placedprivateschoolchildrenwithdisabilitiesmeanschildrenwithdisabilitiesenrolledbytheir parentsinprivateincludingreligious,schoolsorfacilitiesthatmeetthedefinitionofelementaryschoolsin §300.13orsecondaryschoolsin§300.36,otherthanchildrenwithdisabilitiescoveredunder§§300.145 through300.147.(Authority:20U.S.C.1412(a)(10)(A))

§300.13Elementaryschool.Elementaryschoolmeansanonprofitinstitutionaldayorresidentialschool, includingapublicelementarycharterschoolthatprovideselementaryeducation,asdeterminedunder Statelaw.

§300.36Secondaryschool.Secondaryschoolmeansanonprofitinstitutionaldayorresidentialschool, includingapublicsecondarycharterschoolthatprovidessecondaryeducation,asdeterminedunderState law,exceptthatitdoesnotincludeanyeducationbeyondgrade12.

( IMPORTANT: See also TAC §89.1096. Services for Students Placed by their Parents – Section 4 IEP).

§300.131Childfindforparentally-placedprivateschoolchildrenwithdisabilities.

(b)Childfinddesign.Thechildfindprocessmustbedesignedtoensure-(1)Theequitableparticipationofparentally-placedprivateschoolchildren;and (2)Anaccuratecountofthosechildren.

(c)Activities.Incarryingouttherequirementsofthissection,theLEA,or,ifapplicable,theSEA,must undertakeactivitiessimilartotheactivitiesundertakenfortheagency’spublicschoolchildren.

(f)Out-of-Statechildren.EachLEAinwhichprivate,includingreligious,elementaryschoolsandsecondary schoolsarelocatedmust,incarryingoutthechildfindrequirementsinthissection,includeparentallyplacedprivateschoolchildrenwhoresideinaStateotherthantheStateinwhichtheprivateschools thattheyattendarelocated.(Authority:20U.S.C.1412(a)(10)(A)(ii))

§300.132Provisionofservicesforparentally-placedprivateschoolchildrenwithdisabilities--basic requirement.

(a)General.Totheextentconsistentwiththenumberandlocationofchildrenwithdisabilitieswhoare enrolledbytheirparentsinprivate,includingreligious,elementaryschoolsandsecondaryschools locatedintheschooldistrictservedbytheLEA,provisionismadefortheparticipationofthose childrenintheprogramassistedorcarriedoutunderPartBoftheActbyprovidingthemwithspecial educationandrelatedservices,includingdirectservicesdeterminedinaccordancewith§300.137,unless theSecretaryhasarrangedforservicestothosechildrenundertheby-passprovisionsin§§300.190 through300.198.

(b)Servicesplanparentally-placedprivateschoolchildrenwithdisabilities.Inaccordancewithparagraph (a)ofthissectionand§§300.137through300.139,aservicesplanmustbedevelopedandimplemented foreachprivateschoolchildwithadisabilitywhohasbeendesignatedbytheLEAinwhichtheprivate

schoolislocatedtoreceivespecialeducationandrelatedservicesunderthispart. (Service Plan - Section 4-IEP)

(c)Recordkeeping.TheLEAmustmaintaininitsrecords,andprovidetotheSEA,thefollowing informationrelatedtoparentally-placedprivateschoolchildrencoveredunder§§300.130through 300.144:

(1)Thenumberofchildrenevaluated;

(2)Thenumberofchildrendeterminedtobechildrenwithdisabilities;and

(3)Thenumberofchildrenserved.(Authority:20U.S.C.1412(a)(10)(A)(i))

( IMPORTANT: See TAC §89 1096 Services for Students Placed by their Parents – Section 4 IEP)

§300.133Expenditures.

(a)Formula.Tomeettherequirementof§300.132(a),theLEAmustspendthefollowingonproviding specialeducationandrelatedservices(includingdirectservices)toparentally-placedprivateschool childrenwithdisabilities:

(1)Forchildrenaged3through21,anamountthatisthesameproportionoftheLEA’stotalsubgrant undersection611(f)oftheActasthenumberofprivateschoolchildrenwithdisabilitiesaged3 through21whoareenrolledbytheirparentsinprivate,includingreligious,elementaryschoolsand secondaryschoolslocatedintheschooldistrictservedbytheLEA,istothetotalnumberofchildren withdisabilitiesinitsjurisdictionaged3through21.

(2) (i)Forchildrenagedthreethroughfive,anamountthatisthesameproportionoftheLEA’stotal subgrantundersection619(g)oftheActasthenumberofparentally-placedprivateschool childrenwithdisabilitiesagedthreethroughfivewhoareenrolledbytheirparentsinprivate, includingreligious,elementaryschoolslocatedintheschooldistrictservedbytheLEA,istothe totalnumberofchildrenwithdisabilitiesinitsjurisdictionagedthreethroughfive.

(ii)Asdescribedinparagraph(a)(2)(i)ofthissection,childrenagedthreethroughfiveare consideredtobeparentally-placedprivateschoolchildrenwithdisabilitiesenrolledbytheir parentsinprivate,includingreligious,elementaryschools,iftheyareenrolledinaprivate schoolthatmeetsthedefinitionofelementaryschoolin§300.13.

(3)IfanLEAhasnotexpendedforequitableservicesallofthefundsdescribedinparagraphs(a)(1)and (a)(2)ofthissectionbytheendofthefiscalyearforwhichCongressappropriatedthefunds,the LEAmustobligatetheremainingfundsforspecialeducationandrelatedservices(includingdirect services)toparentally-placedprivateschoolchildrenwithdisabilitiesduringacarry-overperiodof oneadditionalyear.

(b)Calculatingproportionateamount.IncalculatingtheproportionateamountofFederalfundstobe providedforparentally-placedprivateschoolchildrenwithdisabilities,theLEA,aftertimelyand meaningfulconsultationwithrepresentativesofprivateschoolsunder§300.134,mustconducta thoroughandcompletechildfindprocesstodeterminethenumberofparentally-placedchildrenwith disabilitiesattendingprivateschoolslocatedintheLEA.(SeeAppendixBofthefinalregulationsforan exampleofhowproportionateshareiscalculated).

The proportionate share of federal IDEA money available for the upcoming school year, will be considered in light of the consultation process and information gathered. Determination will be made regarding which eligible private school children will participate in special education services, what services will be provided, and how, where and by whom the services will be provided. The eligible students and parents will be invited to attend a meeting to develop an Individual Service Plan (similar to an IEP)

(c)Annualcountofthenumberofparentally-placedprivateschoolchildrenwithdisabilities.

(1)EachLEAmust--

(i)Aftertimelyandmeaningfulconsultationwithrepresentativesofparentally-placedprivateschool childrenwithdisabilities(consistentwith§300.134),determinethenumberofparentally-placed privateschoolchildrenwithdisabilitiesattendingprivateschoolslocatedintheLEA;and (ii)EnsurethatthecountisconductedonanydatebetweenOctober1andDecember1,inclusive,of eachyear.

(2)ThechildcountmustbeusedtodeterminetheamountthattheLEAmustspendonproviding specialeducationandrelatedservicestoparentally-placedprivateschoolchildrenwithdisabilities inthenextsubsequentfiscalyear.

(d)Supplement,notsupplant.Stateandlocalfundsmaysupplementandinnocasesupplantthe proportionateamountofFederalfundsrequiredtobeexpendedforparentally-placedprivateschool childrenwithdisabilitiesunderthispart.(Authority:20U.S.C.1412(a)(10)(A))

§300.134Consultation.

Toensuretimelyandmeaningfulconsultation,anLEA,or,ifappropriate,anSEA,mustconsultwith privateschoolrepresentativesandrepresentativesofparentsofparentally-placedprivateschoolchildren withdisabilitiesduringthedesignanddevelopmentofspecialeducationandrelatedservicesforthe childrenregardingthefollowing:

(a)Childfind.Thechildfindprocess,including--

(1)Howparentally-placedprivateschoolchildrensuspectedofhavingadisabilitycanparticipate equitably;and

(2)Howparents,teachers,andprivateschoolofficialswillbeinformedoftheprocess. See Child Find activities in Section 1 of this document.

(b)Proportionateshareoffunds.ThedeterminationoftheproportionateshareofFederalfundsavailable toserveparentally-placedprivateschoolchildrenwithdisabilitiesunder§300.133(b),includingthe determinationofhowtheproportionateshareofthosefundswascalculated. See Section 8

Administration Through Child Find efforts and consultation with private nonpublic schools, the AISD will make decisions regarding use of proportionate share of federal IDEA money Decisions made by the district will include which eligible private school children will participate in special education services, what services will be provided, how, when, where and by whom the services will be provided

(c)Consultationprocess.TheconsultationprocessamongtheLEA,privateschoolofficials,and representativesofparentsofparentally-placedprivateschoolchildrenwithdisabilities,includinghow theprocesswilloperatethroughouttheschoolyeartoensurethatparentally-placedchildrenwith disabilitiesidentifiedthroughthechildfindprocesscanmeaningfullyparticipateinspecialeducation andrelatedservices.

The AISD will locate all private schools within the district and ensure consultation on the following:

(1) Proportionate Share of Funds

(2) How Special Education services may be provided

(3) Explanation of services to be provided

(4). How parentally-placed private school children suspected of having a disability can participate equitably; and (5). How parents, teachers, and private school officials will be informed of the process.

(6). Any other topics appropriate for consultation including all Federal Regulations listed.

Consultation methods with administrative and parent representatives of eligible private school children may include:

Individual meetings with private school officials and the representative of parents of eligible private school children

One or more group meetings with private school representatives and representatives of parents of eligible private school children

Written correspondence to all private schools known to the AISD to be within district boundaries.

Written correspondence to parents known to the AISD who home school their children.

Written correspondence to parents of eligible private school students.

The AISD will carefully consider the information from private schools and parents of eligible private school students regarding use of available federal funds After consultation, a complete child find process is conducted to determine the total number of eligible students with disabilities place by parents in private schools Consultation will be timely taking place prior to the designation of eligible private school students to participate in the AISD’s special education supports and services

(d)Provisionofspecialeducationandrelatedservices.How,where,andbywhomspecialeducationand relatedserviceswillbeprovidedforparentally-placedprivateschoolchildrenwithdisabilities, includingadiscussionof--

(1)Thetypesofservices,includingdirectservicesandalternateservicedeliverymechanisms;and (2)Howspecialeducationandrelatedserviceswillbeapportionediffundsareinsufficienttoserveall parentally-placedprivateschoolchildren;and

(3)Howandwhenthosedecisionswillbemade;

Decisions made after the survey results will be shared with private school administration and appropriate parents affected.

(e)WrittenexplanationbytheLEAregardingservices.How,iftheLEAdisagreeswiththeviewsofthe privateschoolofficialsontheprovisionofservicesorthetypesofservices(whetherprovideddirectlyor throughacontract)theLEAwillprovidetotheprivateschoolofficialsawrittenexplanationofthe reasonswhytheLEAchosenottoprovideservicesdirectlyorthroughacontract.

§300.135Writtenaffirmation.

(a)Whentimelyandmeaningfulconsultation,asrequiredby§300.134,hasoccurred,theLEAmustobtain awrittenaffirmationsignedbytherepresentativesofparticipatingprivateschools.

(b)Iftherepresentativesdonotprovidetheaffirmationwithinareasonableperiodoftime,theLEAmust forwardthedocumentationoftheconsultationprocesstotheTEA.

The AISD will collect and keep on file any written affirmations. If unable to obtain a written affirmation, the AISD will submit documentation explaining the attempts to secure the written affirmation to TEA at: sped@tea.state.tx.us

§300.136Compliance.

(a)General.AprivateschoolofficialhastherighttosubmitacomplainttotheSEAthattheLEA

(1)Didnotengageinconsultationthatwasmeaningfulandtimely;or (2)Didnotgivedueconsiderationtotheviewsoftheprivateschoolofficial.

(b)Procedure.

(1)Iftheprivateschoolofficialwishestosubmitacomplaint,theofficialmustprovidetotheSEAthe basisofthenoncompliancebytheLEAwiththeapplicableprivateschoolprovisionsinthispart; and

(2)TheLEAmustforwardtheappropriatedocumentationtotheSEA.

(3)(i)IftheprivateschoolofficialisdissatisfiedwiththedecisionoftheSEA,theofficialmaysubmita complainttotheSecretarybyprovidingtheinformationonnoncompliancedescribedin paragraph(b)(1)ofthissection;and

(ii)TheSEAmustforwardtheappropriatedocumentationtotheSecretary.

(Authority:20U.S.C.1412(a)(10)(A)(v))

§300.137Equitableservicesdetermined.

(a)Noindividualrighttospecialeducationandrelatedservices.Noprivateschoolchildwithadisabilityhas anindividualrighttoreceivesomeorallofthespecialeducationandrelatedservicesthatthechild wouldreceiveifenrolledinapublicschool.

(b)Decisions.

(1)Decisionsabouttheservicesthatwillbeprovidedtoparentally-placedprivateschoolchildrenwith disabilitiesunder§§300.130through300.144mustbemadeinaccordancewithparagraph(c)ofthis sectionand§300.134(c).

(2)TheLEAmustmakethefinaldecisionswithrespecttotheservicestobeprovidedtoeligible parentally-placedprivateschoolchildrenwithdisabilities.

(c)Servicesplanforeachchildservedunder§§300.130through300.144.Ifachildwithadisabilityis enrolledinareligiousorotherprivateschoolbythechild’sparentsandwillreceivespecialeducationor relatedservicesfromtheLEA,theLEAmust--

(1)Initiateandconductmeetingstodevelop,review,andreviseaservicesplanforthechild,in accordancewith§300.138(b);and

(2)Ensurethatarepresentativeofthereligiousorotherprivateschoolattendseachmeeting.Ifthe representativecannotattend,theLEAshalluseothermethodstoensureparticipationbythe religiousorotherprivateschool,includingindividualorconferencetelephonecalls.

After consultation with local private schools within the AISD, eligible private school students may participate in the special education services during a specific school year. An individual services plan will be developed and implemented as soon as possible after the services plan meeting The services plan will be available to any AISD staff and/or private school staff or other persons who implement any portion of it, and they will be advised of their specific responsibilities in implementing the services plan The plan is reviewed not less than annually An eligible private school student with a services plan in one school year has no right to a services plan in a subsequent school year The AISD is responsible to determine eligible private school students who will participate each year

The final decision with respect to which eligible private school children will participate, the nature of the services, their frequency and location, and how they will be evaluated will be made by the AISD. Private school students may be referred and evaluated throughout the school year. The provision of services will depend upon available funds

The services plan team includes the same participants as would be included in an ARD Committee for the child The parents, a representative of the private school, minimum of one regular education teacher of the child if the child is or may be participating in a regular education environment, minimum of one special education teacher or special education provider of the child, a representative of the AISD who is qualified to provide or supervise the provision of special education, is knowledgeable about the general curriculum and the availability of resources in the AISD; a person who can interpret the instructional implications of evaluation results, the child, if appropriate; and at the discretion of the parent or the AISD, any other individuals who have knowledge or special expertise regarding the child, including related services personnel if appropriate.

The regular education teacher of the child may be an employee of the private school The District will ensure that a representative of the private school will be invited to the services plan meeting If the representative is unable to attend, the District will share the document with the school if parent permission is obtained

Records of all private school students referred, identified and served through this process will be maintained in the office of the Special Education Administrator

§300.138Equitableservicesprovided.

See also Section 4a XI PRIVATE NONPUBLIC SCHOOL PROVISIONS (a)General.

(1)Theservicesprovidedtoparentally-placedprivateschoolchildrenwithdisabilitiesmustbeprovided bypersonnelmeetingthesamestandardsaspersonnelprovidingservicesinthepublicschools, exceptthatprivateelementaryschoolandsecondaryschoolteacherswhoareprovidingequitable servicestoparentally-placedprivateschoolchildrenwithdisabilitiesdonothavetomeetthe qualificationrequirementsof§300.156(c).

(2)Parentally-placedprivateschoolchildrenwithdisabilitiesmayreceiveadifferentamountofservices thanchildrenwithdisabilitiesinpublicschools.

(b)Servicesprovidedinaccordancewithaservicesplan.

(1)Eachparentally-placedprivateschoolchildwithadisabilitywhohasbeendesignatedtoreceive servicesunder§300.132musthaveaservicesplanthatdescribesthespecificspecialeducationand relatedservicesthattheLEAwillprovidetothechildinlightoftheservicesthattheLEAhas determined,throughtheprocessdescribedin§§300.134and300.137,itwillmakeavailableto parentally-placedprivateschoolchildrenwithdisabilities.

(2)Theservicesplanmust,totheextentappropriate--

(i)Meettherequirementsof§300.320,orforachildagesthreethroughfive,meettherequirements of§300.323(b)withrespecttotheservicesprovided;and (ii)Bedeveloped,reviewed,andrevisedconsistentwith§§300.321through300.324.

(c)Provisionofequitableservices.

(1)Theprovisionofservicespursuanttothissectionand§§300.139through300.143mustbeprovided: (i)ByemployeesoftheLEA;or (ii)ThroughcontractbytheLEAwithanindividual,association,agency,organization,orother entity.

(2)Specialeducationandrelatedservicesprovidedtoparentally-placedprivateschoolchildrenwith disabilities,includingmaterialsandequipment,mustbesecular,neutral,andnonideological.

§300.139Locationofservicesandtransportation.

(a)Servicesonprivateschoolpremises.Servicestoparentally-placedprivateschoolchildrenwith disabilitiesmaybeprovidedonthepremisesofprivate,includingreligious,schools,totheextent consistentwithlaw.

(b)Transportation.

(1)General.

(i)Ifnecessaryforthechildtobenefitfromorparticipateintheservicesprovidedunderthispart,a parentally-placedprivateschoolchildwithadisabilitymustbeprovidedtransportation--

(A)Fromthechild'sschoolorthechild'shometoasiteotherthantheprivateschool;and (B)Fromtheservicesitetotheprivateschool,ortothechild'shome,dependingonthetimingof theservices.

(ii)LEAsarenotrequiredtoprovidetransportationfromthechild'shometotheprivateschool.

(2)Costoftransportation.Thecostofthetransportationdescribedinparagraph(b)(1)(i)ofthissection maybeincludedincalculatingwhethertheLEAhasmettherequirementof§300.133.

§300.140DueprocesscomplaintsandStatecomplaints.

(a)Dueprocessnotapplicable,exceptforchildfind.

(1)Exceptasprovidedinparagraph(b)ofthissection,theproceduresin§§300.504through300.519do notapplytocomplaintsthatanLEAhasfailedtomeettherequirementsof§§300.132through 300.139,includingtheprovisionofservicesindicatedonthechild'sservicesplan.

(b)Childfindcomplaints tobefiledwiththeLEAinwhichtheprivateschoolislocated.

(1)Theproceduresin§§300.504through300.519applytocomplaintsthatanLEAhasfailedtomeetthe childfindrequirementsin§§300.131includingtherequirementsin§§300.300through300.311.

(2)Anydueprocesscomplaintregardingthechildfindrequirements(asdescribedinparagraph(b)(1) ofthesection)mustbefiledwiththeLEAinwhichtheprivateschoolislocatedandacopymustbe forwardedtotheSEA.

(c)Statecomplaints.

(1)AnycomplaintsthatanSEAorLEAhasfailedtomeettherequirementsof§§300.132through 300.135and§§300.137through300.134mustbefiledundertheproceduresin§§300.151through 300.153.

(2)Acomplaintfiledbyaprivateschoolofficialunder§300.136(a)mustbefiledwiththeSEAin accordancewiththeproceduresin§300.136(b).(Authority:20U.S.C.1412(a)(10)(A))

§300.141Requirementthatfundsnotbenefitaprivateschool.

(a)TheLEAmaynotusefundsprovidedundersection611or619oftheActtofinancetheexistinglevelof instructioninaprivateschoolortootherwisebenefittheprivateschool.

(b)TheLEAmustusefundsprovidedunderPartBoftheActtomeetthespecialeducationandrelated servicesneedsofparentally-placedprivateschoolchildrenwithdisabilities,butnotformeeting-(1)Theneedsofaprivateschool;or

(2)Thegeneralneedsofthestudentsenrolledintheprivateschool.

§300.142Useofpersonnel.

(a)Useofpublicschoolpersonnel.AnLEAmayusefundsavailableundersections611and619oftheActto makepublicschoolpersonnelavailableinotherthanpublicfacilities--

(1)Totheextentnecessarytoprovideservicesunder§§300.130through300.144forparentally-placed privateschoolchildrenwithdisabilities;and

(2)Ifthoseservicesarenotnormallyprovidedbytheprivateschool.

(b)Useofprivateschoolpersonnel.TheLEAmayusefundsavailableundersections611and619oftheAct topayfortheservicesofanemployeeofaprivateschooltoprovideservicesunder§§300.130through 300.144if--

(1)Theemployeeperformstheservicesoutsideofhisorherregularhoursofduty;and (2)Theemployeeperformstheservicesunderpublicsupervisionandcontrol.

The Special Education Director will ensure services provided to eligible private school students will be provided by personnel who meet appropriate standards

(Authority:20U.S.C.1412(a)(10)(A))

§300.143Separateclassesprohibited.

AnLEAmaynotusefundsavailableundersection611or619oftheActforclassesthatareorganized separatelyonthebasisofschoolenrollmentorreligionofthechildrenif (a)Theclassesareatthesamesite;and

(b)Theclassesincludestudentsenrolledinpublicschoolsandstudentsenrolledinprivateschools.

(Authority:20U.S.C.1412(a)(10)(A))

§300.144Property,equipment,andsupplies.

(a)TheLEAmustcontrolandadministerthefundsusedtoprovidespecialeducationandrelatedservices under§§300.137through300.139,andholdtitletoandadministermaterials,equipment,andproperty purchasedwiththosefundsfortheusesandpurposesprovidedintheAct.

(b)Thepublicagencymayplaceequipmentandsuppliesinaprivateschoolfortheperiodoftimeneeded forthePartBprogram.

(c)Thepublicagencymustensurethattheequipmentandsuppliesplacedinaprivateschool-(1)AreusedonlyforPartBpurposes;and (2)Canberemovedfromtheprivateschoolwithoutremodelingtheprivateschoolfacility.

(d)Thepublicagencymustremoveequipmentandsuppliesfromaprivateschoolif-(1)TheequipmentandsuppliesarenolongerneededforPartBpurposes;or (2)RemovalisnecessarytoavoidunauthorizeduseoftheequipmentandsuppliesforotherthanPartB purposes.

(e)NofundsunderPartBoftheActmaybeusedforrepairs,minorremodeling,orconstructionofprivate schoolfacilities.(Authority:20U.S.C.1412(a)(10)(A)(vii))

The district has completed all Child Find activities to engage any private/nonpublic school within our boundaries. The district Special Education Director (a minimum of annually) has communicated, solicited input, planned and maintained documentation of those activities. The referral of a private school student may be made by the parent, private school personnel, physician, etc Each campus RtI Committee will coordinate the referral The district data collection and referral procedures will be followed

If the private school student has already been evaluated and identified as a student with a disability, the district diagnostician/LSSP will schedule the Individual Service Plan meeting If a district outside of our boundaries completed the student’s evaluation, the parent must provide a copy of that evaluation A copy of any previous ARD/IEP paperwork will also be requested from the parent. The diagnostician/LSSP will follow the same district procedures to schedule an ARD/IEP meeting within the same required timelines.

When a student referred for testing from a private school is not a resident of the AISD, and has not been evaluated to determine eligibility for special education, the special education administration will contact the district in which the student residents to collaborate regarding which district will complete the full and individual evaluation, if one is needed The responsibility for conducting the ARD to offer FAPE to the student is the responsibility of the district where the student resides Once the FIE and ARD have been completed, the district of residence will provide all appropriate documentation necessary to develop an Individual Service Plan for the student.

Creation of the Individual Service Plan: The Individual Service Plan meeting will be scheduled to plan appropriate services All documentation for Notice will be followed The private school student’s Individual Service Plan meeting will be held and documented on district forms

1 Individual Service Plan: the Individual Service Plan meeting will include the same required members as an ARD/IEP meeting, in addition to a representative of the private school The Individual Service Plan will have measurable goals, will be implemented by district staff or district hired consultant, will use any necessary district materials, and progress monitoring and reporting will occur The Individual Service Plan will be annually reviewed and revised as needed. If the student is eligible to receive proportionate share services, the school district where the private school is located is responsible for the services.

2. Dual Enrollment: if a preschool age student is enrolled in a facility that meets criteria as a private school, the parents of eligible 3-5 year olds will be provided an explanation of the dual enrollment process by the campus diagnostician/LSSP For dual enrollment, the student must reside within our district boundaries as well The child may continue through the school year in which child turns 5 years after September 1, an eligible child in private school and may be enrolled in private school and still enroll part-time in AISD and participate in special education services as specified in the child’s IEP It is the parent’s choice to have the child educated only in private school or through dual enrollment A parent may enroll a child full time in the public school district and receive all the special education services determined by the ARD Committee in the child’s IEPs When the child is 5 years of age or older on September 1 of the current school year, dual enrollment is no longer permitted.

3. If a parent chooses to dual enroll the student, the district procedures for Notice, Consent, Evaluation and ARD/IEP will be followed and documented on district forms. For a child dually enrolled, the student’s ARD/IEP Committee will inform the parent at the end of the school year in which the child turns five OR when the child is eligible to attend the district kindergarten program, whichever comes first The parent will need to make a decision to either enroll the student or develop an individual Service Plan for the child to continue in the parentally placed private school If a parent declines the dual enrollment, an individual service plan can be developed and procedures in #1 above will be followed

III. PRIVATESCHOOLS:PLACEDORREFERREDBYTHELEA

§300.145Applicabilityof§§300.145through300.147.

Sections300.146through300.147applyonlytochildrenwithdisabilitieswhoareorhavebeenplacedinor referredtoaprivateschoolorfacilitybyapublicagencyasameansofprovidingspecialeducationand relatedservices.(Authority:20U.S.C.1412(a)(10)(B))

§300.146ResponsibilityofSEA.

EachSEAmustensurethatachildwithadisabilitywhoisplacedinorreferredtoaprivateschoolor facilitybyapublicagency--

(a)Isprovidedspecialeducationandrelatedservices--

(1)InconformancewithanIEPthatmeetstherequirementsof§§300.320through300.325 (IEP section 4 of this document) ; and

(2)Atnocosttotheparents;

(b)IsprovidedaneducationthatmeetsthestandardsthatapplytoeducationprovidedbytheSEAand LEAsincludingtherequirementsofthispart,exceptfor§300.156(c) (Personnel qualifications section 8 of this document) ; and

(c)HasalloftherightsofachildwithadisabilitywhoisservedbytheLEA.

(Authority:20U.S.C.1412(a)(10)(B))

§300.147ImplementationbySEA.Inimplementing§300.146,theSEAmust--

(a)Monitorcompliancethroughproceduressuchaswrittenreports,on-sitevisits,andparent questionnaires;

(b)DisseminatecopiesofapplicablestandardstoeachprivateschoolandfacilitytowhichtheLEAhas referredorplacedachildwithadisability;and

(c)Provideanopportunityforthoseprivateschoolsandfacilitiestoparticipateinthedevelopmentand revisionofStatestandardsthatapplytothem.

(Authority:20U.S.C.1412(a)(10)(B))

TAC§891075 GeneralProgramRequirementsandLocalDistrictProcedures

(g) Schooldistrictsthatcontractforservicesfromnon-publicdayschoolsmustdosoinaccordancewith34Code ofFederalRegulations,§300147,andproceduresdevelopedbytheTEA

IV. PRIVATESCHOOLS:ENROLLEDBYPARENT-WHENFAPEISATISSUE

§300.148PlacementofchildrenbyparentsifFAPEisatissue.

(a)General.ThispartdoesnotrequiretheLEAtopayforthecostofeducation,includingspecialeducation andrelatedservices,ofachildwithadisabilityataprivateschoolorfacilityiftheLEAhasmadeFAPE availabletothechildandtheparentselectedtoplacethechildinaprivateschoolorfacility.However, theLEAmustincludethatchildinthepopulationwhoseneedsareaddressedconsistentwith§§300.131 through300.144(foundSection5ofthisdocument)

(b)DisagreementsaboutFAPE.Disagreementsbetweentheparentsandapublicagencyregardingthe availabilityofaprogramappropriateforthechild,andthequestionoffinancialreimbursement,are subjecttothedueprocessproceduresin§§300.504through300.520.(insection7ofthisdocument).

(c)Reimbursementforprivateschoolplacement.Iftheparentsofachildwithadisability,whopreviously receivedspecialeducationandrelatedservicesundertheauthorityofapublicagency,enrollthechildin aprivatepreschool,elementaryschool,orsecondaryschoolwithouttheconsentoforreferralbythe publicagency,acourtorahearingofficermayrequiretheagencytoreimbursetheparentsforthecost ofthatenrollmentifthecourtorhearingofficerfindsthattheagencyhadnotmadeFAPEavailableto thechildinatimelymannerpriortothatenrollmentandthattheprivateplacementisappropriate.A parentalplacementmaybefoundtobeappropriatebyahearingofficeroracourtevenifitdoesnot meettheStatestandardsthatapplytoeducationprovidedbytheSEAandLEAs.

(d)Limitationonreimbursement.Thecostofreimbursementdescribedinparagraph(c)ofthissectionmay bereducedordenied--

(1)If--

(i)AtthemostrecentIEPTeammeetingthattheparentsattendedpriortoremovalofthechildfrom theLEA,theparentsdidnotinformtheIEPTeamthattheywererejectingtheplacement proposedbytheLEAtoprovideFAPEtotheirchild,includingstatingtheirconcernsandtheir intenttoenrolltheirchildinaprivateschoolatpublicexpense;or

(ii)Atleastten(10)businessdays(includinganyholidaysthatoccuronabusinessday)priortothe removalofthechildfromthepublicschool,theparentsdidnotgivewrittennoticetotheLEAof theinformationdescribedinparagraph(d)(1)(i)ofthissection;

(2)If,priortotheparents'removalofthechildfromthepublicschool,theLEAinformedtheparents, throughthenoticerequirementsdescribedin§300.503(a)(1),ofitsintenttoevaluatethechild (includingastatementofthepurposeoftheevaluationthatwasappropriateandreasonable),but theparentsdidnotmakethechildavailablefortheevaluation;or

(3)Uponajudicialfindingofunreasonablenesswithrespecttoactionstakenbytheparents.

(e)Exception.Notwithstandingthenoticerequirementinparagraph(d)(1)ofthissection,thecostof reimbursement--

(1)Mustnotbereducedordeniedforfailuretoprovidethenoticeif--

(i)Theschoolpreventedtheparentfromprovidingthenotice;

(ii)Theparentshadnotreceivednotice,pursuantto§300.504,ofthenoticerequirementin paragraph(d)(1)ofthissection;or

(iii)Compliancewithparagraph(d)(1)ofthissectionwouldlikelyresultinphysicalharmtothe child;and

(2)May,inthediscretionofthecourtorahearingofficer,notbereducedordeniedforfailureto providethisnoticeif--

(i)TheparentsarenotliterateorcannotwriteinEnglish;or

(ii)Compliancewithparagraph(d)(1)ofthissectionwouldlikelyresultinseriousemotionalharm tothechild.(Authority:20U.S.C.1412(a)(10)(C))

V. CONTRACTINGFOREDUCATIONALPLACEMENT

A.ResidentialPlacements

TAC§891115 MemorandumofUnderstandingConcerningInteragencyCoordinationofSpecialEducation ServicestoStudentswithDisabilitiesinResidentialFacilities (Section 8 Administration)

§300.104Residentialplacement.

Ifplacementinapublicorprivateresidentialprogramisnecessarytoprovidespecialeducationandrelated servicestoachildwithadisability,theprogram,includingnon-medicalcareandroomandboard,mustbe atnocosttotheparentsofthechild.(Authority:20U.S.C.1412(a)(1),1412(a)(10)(B))

TEC§29.008.ContractsforServices;ResidentialPlacement

(a)Aschooldistrict,sharedservicesarrangementunit,orregionaleducationservicecentermaycontractwitha publicorprivatefacility,institution,oragencyinsideoroutsideofthisstatefortheprovisionofservicesto studentswithdisabilities Eachcontractforresidentialplacementmustbeapprovedbythecommissioner The commissionermayapprovearesidentialplacementcontractonlyafteratleastaprogrammaticevaluationof personnelqualifications,adequacyofphysicalplantandequipment,andcurriculumcontent.The commissionermayapproveeitherthewholeorapartofafacilityorprogram.

(b)ExceptasprovidedbySubsection(c),costsofanapprovedcontractforresidentialplacementmaybepaid fromacombinationoffederal,state,andlocalfunds.Thelocalshareofthetotalcontractcostforeachstudent isthatportionofthelocaltaxeffortthatexceedsthedistrict'slocalfundassignmentunderSection42252, dividedbytheaveragedailyattendanceinthedistrict Ifthecontractinvolvesaprivatefacility,thestateshare ofthetotalcontractcostisthatamountremainingaftersubtractingthelocalshare Ifthecontractinvolvesa publicfacility,thestateshareisthatamountremainingaftersubtractingthelocalsharefromtheportionofthe contractthatinvolvesthecostsofinstructionalandrelatedservices Forpurposesofthissubsection,"localtax effort"meansthetotalamountofmoneygeneratedbytaxesimposedfordebtserviceandmaintenanceand operationlessanyamountspaidintoataxincrementfundunderChapter311,TaxCode.

(c)Whenastudent,includingoneforwhomthestateismanagingconservator,isplacedprimarilyforcareor treatmentreasonsinaprivateresidentialfacilitythatoperatesitsownprivateeducationprogram,noneofthe costsmaybepaidfrompubliceducationfunds Ifaresidentialplacementprimarilyforcareortreatment reasonsinvolvesaprivateresidentialfacilityinwhichtheeducationprogramisprovidedbytheschool district,theportionofthecoststhatincludesappropriateeducationservices,asdeterminedbytheschool district'sadmission,review,anddismissalcommittee,shallbepaidfromstateandfederaleducationfunds

(d)Adistrictthatcontractsfortheprovisionofeducationservicesratherthanprovidingtheservicesitselfshall overseetheimplementationofthestudent'sindividualizededucationprogramandshallannuallyreevaluate theappropriatenessofthearrangement.Anapprovedfacility,institution,oragencywithwhomtheAISD contractsshallperiodicallyreporttothedistrictontheservicesthestudenthasreceivedorwillreceivein accordancewiththecontractaswellasdiagnosticorotherevaluativeinformationthatthedistrictrequiresin ordertofulfillitsobligationsunderthissubchapter

For any student in a RF facility in AISD, the district will oversee the implementation of the student’s IEP and annually reevaluate the appropriateness of the placement If contracting becomes necessary, reports will be obtained each 6 weeks on the services the student receives https://tea texas gov/student-assessment/monitoring-and-interventions/program-monitoring-andinterventions/special-education-in-residential-facilities

TAC§89.61.ContractingforResidentialEducationalPlacementsforStudentswithDisabilities.

(a)Residentialplacement.Aschooldistrictmaycontractforresidentialplacementofastudentwhenthestudent's admission,review,anddismissal(ARD)committeedeterminesthataresidentialplacementisnecessaryin orderforthestudenttoreceiveafreeappropriatepubliceducation(FAPE)

(1)Aschooldistrictmaycontractforaresidentialplacementofastudentonlywitheitherpublicorprivate residentialfacilitieswhichmaintaincurrentandvalidlicensurebytheTexasDepartmentofAgingand DisabilityServices,TexasDepartmentofFamilyandProtectiveServices,orDepartmentofStateHealth Servicesfortheparticulardisablingconditionandageofthestudent.Aschooldistrictmaycontractforan out-of-stateresidentialplacementinaccordancewiththeprovisionsofsubsection(c)(3)ofthissection.

(2)Subjecttosubsections(b)and(c)ofthissection,thedistrictmaycontractwitharesidentialfacilityto providesomeorallofthespecialeducationserviceslistedinthecontractedstudent'sindividualized educationprogram(IEP).Ifthefacilityprovidesanyeducationalserviceslistedinthestudent'sIEP,the facility'seducationprogrammustbeapprovedbythecommissionerofeducationinaccordancewith subsection(c)ofthissection

(3)Aschooldistrictwhichintendstocontractforresidentialplacementofastudentwitharesidentialfacility underthissectionshallnotifytheTexasEducationAgency(TEA)ofitsintenttocontractforthe residentialplacementthroughtheresidentialapplicationprocessdescribedinsubsection(b)ofthis section.

(4)Theschooldistricthasthefollowingresponsibilitieswhenmakingaresidentialplacement.

(A)Beforetheschooldistrictplacesastudentwithadisabilityin,orrefersastudentto,aresidential facility,thedistrictshallinitiateandconductameetingofthestudent'sARDcommitteetodevelop anIEPforthestudentinaccordancewith34CodeofFederalRegulations,§§300.342-300.347,state statutes,andcommissionerofeducationrules

(B)Foreachstudent,theserviceswhichtheschooldistrictisunabletoprovideandwhichthefacilitywill provideshallbelistedinthestudent'sIEP

(C)Foreachstudent,theARDcommitteeshallestablish,inwriting,criteriaandestimatedtimelinesfor thestudent'sreturntotheschooldistrict

(D)Theappropriatenessofthefacilityforeachstudentresidentiallyplacedshallbedocumentedinthe IEP.Generalscreeningbyaregionaleducationservicecenterisnotsufficienttomeetthe requirementsofthissubsection.

(E)Theschooldistrictshallmakeaninitialandanannualon-sitevisittoverifythattheresidentialfacility can,andwill,providetheserviceslistedinthestudent'sIEPwhichthefacilityhasagreedtoprovide tothestudent

(F)Foreachstudentplacedinaresidentialfacility(bothinitialandcontinuingplacements),theschool districtshallverify,duringtheinitialresidentialplacementARDcommitteemeetingandeach subsequentannualARDcommitteemeeting,that:

(i)thefacilitymeetsminimumstandardsforhealthandsafety; (ii)residentialplacementisneededandisdocumentedintheIEP;and (iii)theeducationalprogramprovidedattheresidentialfacilityisappropriateandtheplacementis theleastrestrictiveenvironmentforthestudent.

(G)Theplacementofmorethanonestudent,inthesameresidentialfacility,maybeconsideredinthe sameon-sitevisittoafacility;however,theIEPofeachstudentmustbeindividuallyreviewedand adeterminationofappropriatenessofplacementandservicemustbemadeforeachstudent

(H)WhenastudentwhoisresidentiallyplacedbyaschooldistrictchangeshisresidencetoanotherTexas schooldistrict,andthestudentcontinuesinthecontractedplacement,theschooldistrictwhich negotiatedthecontractshallberesponsiblefortheresidentialcontractfortheremainderofthe schoolyear.

(b)Applicationapprovalprocess.Requestsforapprovalofstateandfederalfundingforresidentiallyplaced studentsshallbenegotiatedonanindividualstudentbasisthrougharesidentialapplicationsubmittedbythe schooldistricttotheTEA.

(1)Aresidentialapplicationmaybesubmittedforeducationalpurposesonly Theresidentialapplicationshall notbeapprovediftheapplicationindicatesthatthe:

(A)placementisdueprimarilytothestudent'smedicalproblems;

(B)placementisdueprimarilytoproblemsinthestudent'shome;

(C)districtdoesnothaveaplan,includingtimelinesandcriteria,forthestudent'sreturntothelocal schoolprogram;

(D)districtdidnotattempttoimplementlesserrestrictiveplacementspriortoresidentialplacement (exceptinemergencysituationsasdocumentedbythestudent'sARDcommittee);

(E)placementisnotcosteffectivewhencomparedwithotheralternativeplacements;and/or

(F)residentialfacilityprovidesunfundable/unapprovableservices

(2)Theresidentialplacement,ifapprovedbytheTEA,shallbefundedasfollows:

(A)theeducationcostofresidentialcontractsshallbefundedwithstatefundsonthesamebasisas nonpublicdayschoolcontractcostsaccordingtoTexasEducationCode,§42151;

(B)relatedservicesandresidentialcostsforresidentialcontractstudentsshallbefundedfroma combinationoffundsources.Afterexpendinganyotheravailablefunds,thedistrictmustexpendits localtaxshareperaveragedailyattendanceand25%ofitsIndividualswithDisabilitiesEducation Act,PartB,(IDEA-B)formulatentativeentitlement(oranequivalentamountofstateand/orlocal

funds)forrelatedservicesandresidentialcosts.Ifthisisnotsufficienttocoverallcostsofthe residentialplacement,thedistrictthroughtheresidentialapplicationprocessmayreceiveadditional IDEA-Bdiscretionaryfundstopaythebalanceoftheresidentialcontractplacement(s)costs;and (C)fundsgeneratedbytheformulaforresidentialcostsdescribedinsubsection(b)(2)(B)ofthissection shallnotexceedthedailyraterecommendedbytheTexasDepartmentofProtectiveandRegulatory Servicesforthespecificlevelofcareinwhichthestudentisplaced

(c)Approvaloftheeducationprogramforfacilitieswhichprovideeducationalservices Residentialfacilities whichprovideeducationalservicesmusthavetheireducationalprogramsapprovedforcontractingpurposes bythecommissionerofeducation.

(1)Iftheeducationprogramofaresidentialfacilitywhichisnotapprovedbythecommissionerofeducation isbeingconsideredforaresidentialplacementbyalocalschooldistrict,theschooldistrictshouldnotify theTEAinwritingofitsintenttoplaceastudentatthefacility.TheTEAshallbeginapprovalprocedures andconductanon-sitevisittothefacilitywithin30calendardaysaftertheTEAhasbeennotifiedbythe localschooldistrict Approvaloftheeducationprogramofaresidentialfacilitymaybeforone,two,or threeyears

(2)Thecommissionerofeducationshallrenewapprovalsandissuenewapprovalsonlyforthosefacilities whichhavecontractstudentsalreadyplacedorwhichhaveapendingrequestforresidentialplacement fromaschooldistrict Thisapprovaldoesnotapplytoresidentialfacilitieswhichonlyproviderelated servicesorresidentialfacilitiesinwhichthelocalaccreditedschooldistrictwherethefacilityislocated providestheeducationalprogram.

(3)Schooldistrictswhichcontractforout-of-stateresidentialplacementshalldosoinaccordancewiththe rulesforin-stateresidentialplacementinthissection,exceptthatthefacilitymustbeapprovedbythe appropriateagencyinthestateinwhichthefacilityislocated,ratherthanbythecommissionerof educationinTexas

TEC§29012 ResidentialFacilities

(a)ExceptasprovidedbySubsection(b)(2),notlaterthanthethirddayafterthedateaperson22yearsofageor youngerisplacedinaresidentialfacility,theresidentialfacilityshall:

(1)ifthepersonisthreeyearsofageorolder,notifytheschooldistrictinwhichthefacilityislocated,unless thefacilityisanopen-enrollmentcharterschool;or

(2)ifthepersonisyoungerthanthreeyearsofage,notifyalocalearlyinterventionprogramintheareain whichthefacilityislocated

(b)Anagencyorpoliticalsubdivisionthatfunds,licenses,certifies,contractswith,orregulatesaresidential facilitymust:

(1)requirethefacilitytocomplywithSubsection(a)asaconditionofthefunding,licensing,certification,or contracting;or

(2)iftheagencyorpoliticalsubdivisionplacesapersoninaresidentialfacility,providethenoticeunder Subsection(a)forthatperson.

(c)Forpurposesofenrollmentinaschool,apersonwhoresidesinaresidentialfacilityisconsideredaresidentof theschooldistrictorgeographicalareaservedbytheopen-enrollmentcharterschoolinwhichthefacilityis located.

(c-1)Thecommissionerbyruleshallrequireeachschooldistrictandopen-enrollmentcharterschooltoincludein thedistrict'sorschool'sPublicEducationInformationManagementSystem(PEIMS)reportthenumberof childrenwithdisabilitiesresidinginaresidentialfacilitywho:

(1)arerequiredtobetrackedbytheResidentialFacilityMonitoring(RFM)System;and (2)receiveeducationalservicesfromthedistrictorschool

SECTION2. ThisActappliesbeginningwiththe2017-2018schoolyear.

SECTION3. ThisActtakeseffectonlyifaspecificappropriationfortheimplementationoftheActisprovidedin ageneralappropriationsactofthe85thLegislature.

SECTION4. ThisActtakeseffectimmediatelyifitreceivesavoteoftwo-thirdsofallthememberselectedto eachhouse,asprovidedbySection39,ArticleIII,TexasConstitution IfthisActdoesnotreceivethevote necessaryforimmediateeffect,thisActtakeseffectSeptember1,2017

(d)TheTexasEducationAgency,theTexasDepartmentofMentalHealthandMentalRetardation,theTexas DepartmentofHumanServices,theTexasDepartmentofHealth,theDepartmentofProtectiveandRegulatory Services,theInteragencyCouncilonEarlyChildhoodIntervention,theTexasCommissiononAlcoholand DrugAbuse,theTexasJuvenileProbationCommission,andtheTexasYouthCommissionbyacooperative effortshalldevelopandbyruleadoptamemorandumofunderstanding.Thememorandummust:

(1)establishtherespectiveresponsibilitiesofschooldistrictsandofresidentialfacilitiesfortheprovisionofa free,appropriatepubliceducation,asrequiredbytheIndividualswithDisabilitiesEducationAct(20 U.S.C.Section1400etseq.)anditssubsequentamendments,includingeachrequirementforchildrenwith disabilitieswhoresideinthosefacilities;

(2)coordinateregulatoryandplanningfunctionsofthepartiestothememorandum;

(3)establishcriteriafordeterminingwhenapublicschoolwillprovideeducationalservices;

(4)provideforappropriateeducationalspacewheneducationserviceswillbeprovidedattheresidential facility;

(5)establishmeasuresdesignedtoensurethesafetyofstudentsandteachers;and

(6)provideforbindingarbitrationconsistentwithChapter2009,GovernmentCode,andSection154.027, CivilPracticeandRemediesCode.

(e)ThissectiondoesnotapplytoaresidentialtreatmentfacilityforjuvenilesestablishedunderSection221.056, HumanResourcesCode.

(f)ExceptasprovidedbySubsection(g),aresidentialfacilityshallprovidetoaschooldistrictoropen-enrollment charterschoolthatprovideseducationalservicestoastudentplacedinthefacilityanyinformationretainedby thefacilityrelatingto:

(1)thestudent'sschoolrecords,includingrecordsregarding:

(A)specialeducationeligibilityorservices;

(B)behavioralinterventionplans;

(C)school-relateddisciplinaryactions;and;

(D)otherdocumentsrelatedtothestudent'seducationalneeds;

(2)anyotherbehavioralhistoryinformationregardingthestudentthatisnotconfidentialunderanother provisionoflaw;and:

(3)thestudent'srecordofconvictionsorthestudent'sprobation,communitysupervision,orparolestatus,as providedtothefacilitybyalawenforcementagency,localjuvenileprobationdepartmentorjuvenile paroleoffice,communitysupervisionandcorrectionsdepartment,orparoleoffice,iftheinformationis neededtoprovideeducationalservicestothestudent

(g)Subsection(f)doesnotapplytoa:

(1)juvenilepre-adjudicationsecuredetentionfacility;or

(2)juvenilepost-adjudicationsecurecorrectionalfacility.

SECTION2. IfthisActdoesnotreceivethevotenecessaryforimmediateeffect,thisActtakeseffectSeptember 1,2017

The Anna ISD will follow the federal and state rules as well as the agency MOU agreements in serving students with disabilities in the residential facilities located within our district boundaries The MOU agreements will be reviewed annually The MOU requirements are located in Section 8 of this Operating Guidelines document The following are additional local clarification and guidelines:

1. Residential Facilities Specialist: For purposes of compliance, quality and continuity, the AISD special education department will designate RF job responsibilities and oversight to one district employee. That identified person will be the district designee to maintain communication and compliance oversight with the RF within the district boundaries The RF designee will maintain the MOU, contact logs, RF meeting Agenda and minutes, correspondence copies, child find/ referral logs, sample referral packet, procedures and local guidelines, sample documentation forms and any other pertinent information

2. Child Find: Annually, in January, the AISD will determine licensed / accredited agencies and obtain updated contact information. A survey (by phone, fax or email) will be conducted to determine the student population served. The district will conduct annual training for the RF staff regarding the guidelines for enrollment and referral. Agendas and attendance will be kept in the documentation notebook.

3 Enrollment Guidelines: Any MOU requirements will be followed A designee from each RF will provide information to the AISD designee upon student enrollment in the RF A disposition upon enrollment is made of previous general education or previous special education Also documentation will be kept if the student enrolling is a current AISD student or a non-AISD enrolling student For school age students, the enrollment information is shared with the AISD designated RF specialist Education services are not to be interrupted for any student enrolling in a RF. The RF is responsible for providing the following information: the date of withdrawal from previous district, birth certificate or other proof of identity, student registration, medical history and records,

parent approval of participation, student enrollment form, student directory information, parent survey of home language, transcript of working document, and documentation of special education eligibility, current FIE and current ARD/IEP, if the student was receiving special education services. The district will collaborate with the RF on the need for an ARD/IEP committee meeting and follow all guidelines for a student who transfers into the district In addition, the RF will determine if the student was classified as a 504 student or if the student was receiving any RTI/MTSS interventions or specialized services from the previous district

4 Referral and Evaluation:Determination of Disability and Eligibility for Special Education Services MOU requirements will be followed Upon enrollment in the RF, the student will receive general education services pending completion of the referral and evaluation process. Upon determination of previous special education services, the special education state rules will be followed as previously stated.

5 Service Delivery: If the student has a disability and meets eligibility criteria, follow the federal and state rules and the ARD/IEP committee recommendations The ARD/IEP Committee will determine any special education, related services or supplementary aides and services necessary for the student to make progress in the general curriculum in the Least Restrictive Environment If the ARD/IEP Committee determines the special education student should remain in general education, the TEKS/ISD curriculum will be implemented If the student needs any accommodations in general education classes, those accommodations will be determined by the ARD/IEP Committee and specified in the IEP.

§300.320Definitionofindividualizededucationprogram.

(1)Astatementofthechild'spresentlevelsofacademicachievementandfunctionalperformance, including--

(i)Howthechild'sdisabilityaffectsthechild'sinvolvementandprogressinthegeneraleducation curriculum(i.e.,thesamecurriculumasfornondisabledchildren);or

(ii)Forpreschoolchildren,asappropriate,howthedisabilityaffectsthechild'sparticipationin appropriateactivities;

(2) (i)Astatementofmeasurableannualgoals,includingacademicandfunctionalgoalsdesignedto-(A)Meetthechild'sneedsthatresultfromthechild'sdisabilitytoenablethechildtobe involvedinandmakeprogressinthegeneraleducationcurriculum;and

(B)Meeteachofthechild'sothereducationalneedsthatresultfromthechild'sdisability;

(ii)Forchildrenwithdisabilitieswhotakealternateassessmentsalignedtoalternateachievement standards,adescriptionofbenchmarksorshort-termobjectives;

If the ARD Committee determines an alternate state assessment is appropriate, the ARD will develop short term objectives in addition to the measurable annual goals required in (2)(i) above.

If appropriate, any specialized services or supports such as 504 accommodations , G/T, Bilingual / ESL, or Dyslexia will be provided to the RF student

6 Progress Monitoring:The federal and state rules will be followed for all students including those in a residential facility residing in the AISD Progress toward mastery of the goals and objectives will be documented and reported to the parent/guardian/adult student in the same timely manner as students who do not have a disability Annual review of the IEP which includes placement in the least restrictive environment appropriate for the student will be conducted by the ARD/IEP Committee following all state and federal regulations.

7. Program Evaluation: The district will continually review the implementation of RF requirements and update the database of RF facilities on an annual basis

B.TexasSchoolfortheBlindandVisuallyImpaired(TSBVI)

TEC§30021 PurposeofTexasSchoolfortheBlindandVisuallyImpaired (TSBVI)

(a)TheTexasSchoolfortheBlindandVisuallyImpairedisastateagencyestablishedtoserveasaspecialschool inthecontinuumofstatewidealternativeplacementsforstudentswhoare21yearsofageoryoungeron September1ofanyschoolyearandwhohaveavisualimpairmentandwhomayhaveoneormoreother

disabilities.Theschoolisintendedtoservestudentswhorequirespecializedorintensiveeducationalor relatedservicesrelatedtothevisualimpairment.Theschoolisnotintendedtoserve:

(1)studentswhoseneedsareappropriatelyaddressedinahomeorhospitalsettingorinaresidentialtreatment facility;or

(2)studentswhoseprimary,ongoingneedsarerelatedtoasevereorprofoundemotional,behavioral,or cognitivedeficit

(b)Theschooldistrictinwhichastudentresidesisresponsibleforassuringthatafreeappropriatepublic educationisprovidedtoeachdistrictstudentplacedintheregularschoolyearprogramoftheschoolandthat alllegallyrequiredmeetingsforthepurposeofdevelopingandreviewingthestudent'sindividualized educationalprogramareconducted.Iftheschooldisagreeswithadistrict'sindividualizededucationprogram committeerecommendationthatastudentbeevaluatedforplacement,initiallyplaced,orcontinuedtobe placedattheschool,thedistrictortheschoolmayseekresolutionaccordingtoaprocedureestablishedbythe commissionerorthroughanydueprocesshearingtowhichthedistrictorschoolisentitledunderthe IndividualswithDisabilitiesEducationAct(20USC Section1400etseq)

C.TexasSchoolfortheDeaf(TSD)

TEC§30.051.

PurposeofTexasSchoolFortheDeaf(TSD)

(a)TheTexasSchoolfortheDeafisastateagencyestablishedtoprovideeducationalservicestopersonswhoare 21yearsofageoryoungeronSeptember1ofanyschoolyearandwhoaredeaforhardofhearing.Theschool shallprovide:

(1)comprehensiveeducationalservices,onadayorresidentialbasis;

(2)short-termservicestoallowastudenttobetterachieveeducationalresultsfromservicesavailableinthe community;and

(3)servicesforanystudentwhoisdeaforhardofhearingandalsohasanadditionaldisabilityandwho requiresaspecializedsupportprogrambutdoesnotrequirearesidentialtreatmentfacility

TEC§30.057.Admission

toTexasSchoolfortheDeaf(TSD)

(a)TheTexasSchoolfortheDeafshallprovideservicesinaccordancewithSection30.051toanyeligiblestudent withadisabilityforwhomtheschoolisanappropriateplacementifthestudenthasbeenreferredfor admission:

(1)bytheschooldistrictinwhichthestudentresidesunderthestudent'sindividualizededucationprogram;

(2)bythestudent'sparentorlegalguardian,orapersonwithlegalauthoritytoactinplaceoftheparentor legalguardian,orthestudent,ifthestudentisage18orolder,atanytimeduringtheschoolyear,ifthe referringpersonchoosestheschoolastheappropriateplacementforthestudentratherthantheplacement inthestudent'slocalorregionalprogramrecommendedunderthestudent'sindividualizededucation program;or

(3)bythestudent'sparentorlegalguardianthroughthestudent'sadmission,review,anddismissalor individualizedfamilyserviceplancommittee,asaninitialreferraltospecialeducationforstudentswho arethreeyearsofageoryounger

(b)Thecommissioner,withtheadviceoftheschool'sgoverningboard,shalladoptrulestoimplementthissection Therulesadoptedbythecommissionermayaddresstherespectiveresponsibilitiesofastudent'sparentor legalguardianorapersonwithlegalauthoritytoactinplaceoftheparentorlegalguardian,orthestudent,if age18orolder,theschooldistrictinwhichthestudentresides,andtheschool

D.RegionalDaySchoolProgramfortheDeaf(RDSPD)

TEC§30.083.

StatewidePlan

(a)Thedirectorofservicesshalldevelopandadministeracomprehensivestatewideplanforeducationalservices forstudentswhoaredeaforhardofhearing,includingcontinuingdiagnosisandevaluation,counseling,and teaching Theplanshallbedesignedtoaccomplishthefollowingobjectives:

(1)providingassistanceandcounselingtoparentsofstudentswhoaredeaforhardofhearinginregionalday schoolprogramsforthedeafandadmittingtotheprogramsstudentswhohaveahearinglossthat interfereswiththeprocessingoflinguisticinformation;

(2)enablingstudentswhoaredeaforhardofhearingtoresidewiththeirparentsorguardiansandbeprovided anappropriateeducationintheirhomeschooldistrictsorinregionaldayschoolprogramsforthedeaf;

(3)enablingstudentswhoaredeaforhardofhearingwhoareunabletoattendschoolsattheirplaceof residenceandwhoseparentsorguardianslivetoofarfromfacilitiesofregionaldayschoolprogramsfor

thedeaffordailycommutingtobeaccommodatedinfosterhomesorotherresidentialschoolfacilities providedforbytheagencysothatthosechildrenmayattendaregionaldayschoolprogramforthedeaf;

(4)enrollingintheTexasSchoolfortheDeafthosestudentswhoaredeaforhardofhearingwhoseneedscan bestbemetinthatschoolanddesignatingtheTexasSchoolfortheDeafasthestatewideeducational resourceforstudentswhoaredeaforhardofhearing;

(5)encouragingstudentsinregionaldayschoolprogramsforthedeaftoattendgeneraleducationclassesona part-time,full-time,ortrialbasis;and

(6)recognizingtheneedfordevelopmentoflanguageandcommunicationsabilitiesinstudentswhoaredeaf orhardofhearing,butalsocallingfortheuseofmethodsofcommunicationthatwillmeettheneedsof eachindividualstudent,witheachstudentassessedthoroughlysoastoascertainthestudent'spotentialfor communicationsthroughavarietyofmeans,includingthroughoralorauralmeans,fingerspelling,orsign language.

(b)Thedirectorofservicesmayestablishseparateprogramstoaccommodatediversecommunication methodologies AddedbyActs1995,74thLeg,ch 260,Sec 1,eff May30,1995

TEC§30081-TEC§30086 See Section 8 for Funding

VI. INSTRUCTIONALPROGRAMS/SERVICEDELIVERY

§300.110Programoptions.

(Authority:20U.S.C.1412(a)(2),1413(a)(1))

A.AdaptedPhysicalEducation

§300.108Physicaleducation.

TheTEAmustensurethatpublicagenciesintheStatecomplywiththefollowing:

(b)Regularphysicaleducation.Eachchildwithadisabilitymustbeaffordedtheopportunitytoparticipate intheregularphysicaleducationprogramavailabletonondisabledchildrenunless--

(1)Thechildisenrolledfulltimeinaseparatefacility;or

(2)Thechildneedsspeciallydesignedphysicaleducation,asprescribedinthechild'sIEP.

(Authority:20U.S.C.1412(a)(5)(A))

Physical Education services, specially designed where necessary, will be provided as an integral part of the educational program of each student with disabilities The ARD/IEP committee should consider three options when making decisions about the physical education needs of students with disabilities These decisions must be based on an adapted physical education evaluation

1 The APE evaluation will provide the ARD/IEP committee with the following information:

a. identification of student’s problems,

b. identification of areas of competencies,

c. documentation of the student’s need for adapted physical education.

2 Regular Physical Education with No Modifications or Accommodations

NOTE: An adapted physical education evaluation is not necessary when the student with disabilities can participate in regular physical education with no modifications or accommodations

3 Regular Education with Accommodations

Regular PE should be considered when accommodations would make it possible for the student with disabilities to be successful in a regular physical education program The specific accommodations must be described in the student’s IEP. It would be the responsibility of the special education teacher to assist the regular physical education teacher with accommodations for the student and to monitor the progress of the student.

4 Adapted Physical Education

a An adapted physical education program with IEP objectives should be provided when the adapted physical education evaluation determines that the student cannot be successful in a regular physical education class with modifications When the ARD/IEP committee has made the recommendation and the arrangements are specified in the student’s IEP, physical education for the students with disabilities may be provided by the following personnel:

1. special education instructional or related service personnel who have the necessary skills and knowledge;

2. physical education teachers;

3. occupational therapist;

4. physical therapist;

5. occupational therapy assistant or physical therapy assistant working under supervision in accordance with the standards of their profession.

b When these services are provided by special education personnel, the AISD must document that they have the necessary skills and knowledge Documentation may include, but not be limited to, in-service records, evidence of attendance at seminars or workshops, and/or transcripts of college courses

c If specially designed physical education is prescribed in a student’s IEP, the AISD will provide the services directly or make arrangements for those services to be provided through other public or private programs

d. If AISD enrolls a student with a disability into a facility, AISD ensures that the student receives appropriate physical education services.

TEC§33.093.RECOGNITIONOFPARTICIPATIONINSPECIALOLYMPICS.

Ifaschooldistrictallowshighschoolstudentstoearnaletterforacademic,athletic,orextracurricular achievements,thedistrictmustallowhighschoolstudentsinthedistricttoearnaletteronthebasisofa student'sparticipationinaSpecialOlympicsevent

SECTION2 ThisActappliesbeginningwiththe2017-2018schoolyear

SECTION3 ThisActtakeseffectimmediatelyifitreceivesavoteoftwo-thirdsofallthememberselectedto eachhouse,asprovidedbySection39,ArticleIII,TexasConstitution.IfthisActdoesnotreceivethevote necessaryforimmediateeffect,thisActtakeseffectSeptember1,2017.

B.BehaviorImprovementClasses PAS Class

The AISD will provide specialized instructional strategies and incorporate a behavioral level system for those students whose ARD/IEP Committee determine a more restrictive placement is appropriate due to behavioral needs

C.ContentMasteryProgramOverview

The Content Mastery Center is designed to assist students with achieving appropriate grade level TEKS. The Content Mastery teacher collaborates with the general education teacher to provide the necessary supports for the student to be successful

The Content Mastery Teacher will be proactive - obtaining lesson plans, materials, etc , ahead of time to plan a quality support system for both the general education teacher and the student Increased stimulus variation is offered to students by utilizing as many different strategies as necessary to teach an objective

1. There are two underlying principles of the program that are essential to its success:

a. Students with disabilities can learn and succeed in the mainstream with appropriate accommodations and support.

b To be successful in the mainstream, the special student may need support in core and elective classes as appropriate

2 Services may include (if adopted by the student’s ARD committee), but are not restricted to the following:

a taped textbooks;

b hi-lighted materials (textbooks, worksheets, etc );

c reading test to students and/or assisting teachers with test adaptation;

d. help with a packet, worksheet, written assignment, or anything involving textbooks;

e. study group for exams;

f. discussing individual student’s strengths and weaknesses with regular teachers;

g monitoring student progress and placement;

h aiding in student organizational skills;

i vocabulary files for general education courses;

j supplementary materials for courses;

k alternative work environment

l modified materials; and

m. collaborative planning among general and special education teachers.

3. Examples of when the student may use the Content Mastery Center:

a. when working independently on a packet, written assignment, worksheet, or questions from the textbook;

b. when the student is assigned to read a chapter in class; or

c. when students are studying for a test or a test is being given.

Note: It would not be appropriate for a student to leave the general education classroom during the teacher’s direct instruction, class discussion, group work, lab, or a film

4 The time spent in the Content Mastery Center may vary from ten minutes to the entire class period, depending on what the student needs to accomplish Recommended guidelines for general education teachers utilizing the Content Mastery Center for students placed into this setting:

a Consistently Low Grades

If a student’s grades are consistently low in a subject (70’s or below), then the student needs to use the Content Mastery Center on a regular basis.

b. Poor Student Performance

The student’s performance during the lesson cycle provides the most accurate assessment of appropriate use of Content Mastery There are two critical checkpoints in the lesson cycle: (a) check for understanding, and (b) guided practice If a student is experiencing academic difficulty at either of these two checks, then he/she should go to Content Mastery for a reteach

c Gaps in Student Skills

If the general education teacher and the content mastery teacher determine that a student is missing vital prerequisite skills for a lesson, then the student may need a “preteach” at some point in the lesson cycle for tomorrow’s lesson. The most appropriate step for this to occur is during independent practice, which would need to be reduced in order for there to be adequate time for a “preteach”.

d. Behavior. It is inappropriate to send a student to content mastery because of behavior problems unless so determined by ARD

D.Co-teaching

Co-teaching occurs in the general education classroom and is one way of assisting with inclusive education and providing specially designed instruction in the general education classroom The special education teacher works along side the regular education teacher and lessons are planned together. Both teach the subject together to a class of special and regular education students. Co-teaching supports academic diversity in the regular classroom and provides all students with access to the state curriculum. Preplanning occurs with both teachers contributing equally Teachers who are co-teaching will identify the following:

1 Styles (Instructional and Discipline): hands-on doing experiments and using manipulatives, use the textbooks first and then supplement with experiments and manipulatives? How do you manage behaviors? What are discipline styles? What are your strengths and weaknesses?

2 Plan of action to address:

Scheduling

Expected classroom behaviors

Classroom procedures, such as class work and homework policies, turning in work

Consequences of not following rules and procedures

Grading

Communication between home and school

3 Students in special education belong to both educators, so the general educator must be informed about the IEP for each child

4 Roles in talking with parents

E.

EarlyChildhoodIntervention(ECI)–birthto3years (see also Referral Section) FortheMemorandumofUnderstanding(MOU)withtheTEA,refertotheMOUinitsentiretyat: http://tea.texas.gov/Academics/Special Student Populations/Special Education/Programs and Services/Early T ransition Memorandum of Understanding/

F.

GeneralEducationCareerandTechnicalEducation(CTE)

TEC§751023 ProvisionsforIndividualswhoareMembersofSpecialPopulations

(a) Anindividualwhoisamemberofaspecialpopulationasdefinedin20UnitedStatesCode(USC), §2302(29),shallbeprovidedcareerandtechnicaleducationinaccordancewithallapplicablefederallawand regulations,statestatutes,andrulesoftheStateBoardofEducation(SBOE)andcommissionerofeducation.

(b) Astudentwithadisabilityshallbeprovidedcareerandtechnicaleducationinaccordancewiththeprovisions oftheIndividualswithDisabilitiesEducationImprovementAct(IDEA)of2004,20USC§§1400-14910,and

implementingregulations,statestatutes,andrulesoftheSBOEandcommissionerofeducationrelatingto servicestostudentswithdisabilities.

(c) Astudentwithadisabilityshallbeinstructedinaccordancewiththestudent'sindividualizededucation program(IEP)intheleastrestrictiveenvironment,asdeterminedbytheadmission,review,anddismissal (ARD)committee Ifastudentisunabletoreceiveafreeappropriatepubliceducation(educationalbenefit)in aregularcareerandtechnicaleducationprogram,usingsupplementaryaidsandservices,thestudentmaybe servedinseparateprogramsdesignedtoaddressthestudent'soccupational/trainingneeds,suchascareerand technicaleducationforstudentswithdisabilities(CTED)programs

(d) AstudentwithadisabilityidentifiedinaccordancewithprovisionsofPublicLaw105-302andtheIDEA,is aneligibleparticipantincareerandtechnicaleducationwhentherequirementsofthissubsectionaremet.

(1) TheARDcommitteeshallincludearepresentativefromcareerandtechnicaleducation,preferablythe teacher,whenconsideringinitialorcontinuedplacementofastudentinacareerandtechnicaleducation program.AnARDcommitteemember,includingamemberdescribedinthissubsection,isnotrequiredto attendanARDcommitteemeetingiftheconditionsof34CodeofFederalRegulations(CFR), §300321(e)(1),regardingattendance,or34CFR,§300321(e)(2),regardingexcusal,havebeenmet

(2) Planningforstudentswithdisabilitiesshallbecoordinatedamongcareerandtechnicaleducation,special education,andstaterehabilitationagenciesandshouldincludeacoherentsequenceofcourses

(3) TheAISDshallmonitortodetermineiftheinstructionbeingprovidedstudentswithdisabilitiesincareer andtechnicaleducationclassesisconsistentwiththeIEPdevelopedforastudent.

(4) Aschooldistrictshallprovidesupplementaryservicesthateachstudentwithadisabilityneedsto successfullycompleteacareerandtechnicaleducationprogram,suchascurriculummodification, equipmentmodification,classroommodification,supportivepersonnel,andinstructionalaidsanddevices.

(5) AschooldistrictshallhelpfulfillthetransitionalservicerequirementsoftheIDEAof2004,20USC §§1400-1491o,andimplementingregulations,statestatutes,andrulesofthecommissionerofeducation foreachstudentwithadisabilitywhoiscompletingacoherentsequenceofcareerandtechnicaleducation courses

(6) Whendeterminingplacementinacareerandtechnicaleducationclassroom,theARDcommitteeshall considerastudent'sgraduationplan,thecontentoftheIEP,includingtheconsiderationoftransition services,andclassroomsupports.Enrollmentnumbersshouldnotcreateaharmfuleffectonstudent learningforastudentwithorwithoutdisabilitiesinaccordancewiththeprovisionsintheIDEAof2004, 20USC§§1400-14910,anditsimplementingregulations.

The ARD/IEP Committee will determine the individualized program needed for each student with disabilities placed in CTE classes The case manager will collaborate with the CTE teacher regarding the IEP and instructional needs

G.HomeboundProgram

PleaseseetheStudentAttendanceAccountingManualfordetailedinformationonthefollowing:

HomeboundServicesforStudentswithChronicIllness/AcuteHealthProblems ChronicIllness/AcuteHealthProblemsPolicyRequirements PregnancyRelatedServices(PRS)

InfantsandToddlerswithAI/VI ECSE

HomeboundFundingandDocumentationRequirement

TransitionfromHomeboundtotheClassroom

TransitioningStudentswithChronicIllnessbetweenHomeboundandtheClassroom CareerandTechnologyEducationFundingRequirements others

The AISD provides homebound instruction for special education students who are unable to attend school because of medical reasons

1 It is the responsibility of the ARD/IEP committee to determine: a the curriculum that is appropriate for homebound instruction; b modifications of the student’s schedule

The general classroom teacher on the student’s home campus determines academic course work for the special education homebound student in his/her class and will coordinate with the assigned homebound teacher.

2. It is important for the ARD/IEP committee to explain to the parents that an adult must be present in the home when a homebound teacher is providing instruction.

3. Dismissal procedures for homebound students are outlined in the ARD/IEP committee meeting that initiates homebound instruction A homebound student will return to school: a when the medical release from the physician indicates b when the medical report from the physician expires

Homebound Program for Pregnant Students

Special Education eligibility and services do not change as a result of a student’s becoming pregnant During the periods the student is confined to the home or hospital bedside, either prenatal or postnatal, special education and related services should be provided in the homebound instructional setting.

To ensure that there is no break in special education services, the ARD committee should convene as soon as possible on verification of a student’s pregnancy to determine how special education and related services will be provided in the homebound instructional arrangement during the period of confinement to the home or hospital bedside The committee should –consider any prenatal medical conditions (such as, but not limited to, gestational diabetes, high blood pressure, preterm labor, etc.) consider postpartum periods of pregnancy; and document in the IEP the change of placement and in the type/amount of services that should begin on receipt of the physician’s note.

H.LearninginFunctionalEnvironments(L.I.F.E.)orWorkBasedLearning(WBL)

The Learning in Functional Environments (L I FE ) program is the name given to describe a service delivery option, which may be considered by the ARD/IEP committee This instructional option provides state curriculum as well as a focus on training students in functional daily living skills with a strong vocational emphasis at the secondary level to prepare students for work in a supported employment environment when they leave school. The core academic curriculum areas of reading, writing, and mathematics are included as well as science and social studies with an emphasis on functional skills to become as independent as possible The term Community-based Instruction (CBI) is a term used to describe teaching and learning the functional skills in the actual real environment of the community versus inside the classroom Community-based Instruction is not a field trip; rather it is an instructional trip specifically to teach the goals and objectives of the IEP on a consistent basis in the real environments A more current term to describe learning in real work environments is WBL or Work Based Learning

I.EarlyChildhoodSpecialEducation(ECSE)

The Early Childhood Special Education services for children with disabilities ages three through five is offered on select elementary school campuses Parents are encouraged to be active participants in all phases of the educational process Instruction is based on an individual education plan that is determined after evaluation has been completed There may be several instructional personnel working together for the benefit of the student These staff members may include, but are not limited to, an educational diagnostician, speech pathologist, nurse, special education teacher, special education instructional aide, occupational and/or physical therapist ECSE placement is based on evaluation, eligibility and the student’s IEP.

J.SpeechTherapy

The speech/language pathologist utilizes a service delivery system that has a range of services from least to most restrictive An important component of this model is the option of providing service in general classroom through collaboration with the general education teacher (Speech/language pathologist should be strongly encouraged to continue to implement this when appropriate for students )

The amount of therapy time set out in the IEP establishes that these services will be provided. Therefore, it is essential that therapy not be canceled. Careful planning is required to allow for ARD/IEP meetings and testing time. Missed therapy sessions must be made up if the student is involved in a school related activity or if the therapist is out ill or attending professional development

1. Relative to ARD/IEP committee meetings, the speech pathologist:

a. should send home a DRAFT IEP at least one week prior to the ARD. A cover letter with name, conference time and phone number should accompany the IEP.

b conducts ARDs for students with a “speech impairment only”;

c copy and distribute the accommodation checklist to all the student’s teachers that are SI only

d should attend ARDs for students that have the SI label in addition to another disability

2 Other responsibilities:

a Full-time pathologists traditionally schedule a set time per week to use for testing, ARD/IEP committee meetings and paperwork

b. Weekly Therapy logs and attendance logs shall be maintained by the speech/language therapist.

c. Our goal is for full-time therapists serve approximately 60 to 65 students per week. There may be circumstances in which this caseload is not possible.

d Lesson plans should be used as a guide for the implementation of the IEP

K.VisionServices

1 All arrangements for service for students with visual impairments are designed to help the student to be successful in his/her primary academic setting

2. The visual impairment (VI) may be primary, secondary, or tertiary disability, and services from VI personnel will be implemented as determined by the ARD/IEP Committee. For every student receiving any type of vision service because of a certified visual impairment, the service assignments on the ARD/IEP form should include visual impairment This may be in addition to other services or may be the only services the student receives

3 Progress of the students will be reviewed by vision staff and any other instructors For students with a visual impairment, the ARD/IEP Committees must include the VI teacher

4 Staff assigned to work with students with visual impairments will have access to training and resources available through various agencies, including, but not limited to our local Regional Education Service Center (plus ESC 17), Texas School for the Blind and Visually Impaired (TSBVI), and Division for Blind Services (DBS) under Texas Department of Assistive and Rehabilitative Services (DARS).

L.VocationalAdjustmentClass/Program

(See also E Gen Ed CTE) Local as determined by ARD committee The Vocational Adjustment Class (VAC) is a special education vocational program that is offered on the high school campus This instructional arrangement is designed for students with disabilities who desire vocational training and are unable to make progress in general education CTE programs The curriculum of the VAC program includes on-the-job training and frequent supervision at work sites in the community Employment opportunities and training are based on vocational evaluation, student needs and abilities, teacher recommendations and parental preference. Admission to the Vocational Adjustment Program is made by the Admission, Review and Dismissal (ARD/IEP) committee.

Community-Based Vocational Education (CBVE) delivers vocational education to students in typical community work settings rather than conventional school environments Students engage in vocational exploration, assessment, and training experiences to assist in identifying career interests, assessing skills and training needs and developing the skills and attitudes necessary for paid, long-term employment Students in CBVE will work toward independent employment, as appropriate

§300.177States'sovereignimmunityandpositiveeffortstoemployandadvancequalifiedindividualswith disabilities.

(a)States'sovereignimmunity.

(1)AStatethatacceptsfundsunderthispartwaivesitsimmunityunderthe11thamendmentofthe ConstitutionoftheUnitedStatesfromsuitinFederalcourtforaviolationofthispart.

(2)InasuitagainstaStateforaviolationofthispart,remedies(includingremediesbothatlawandin equity)areavailableforsuchaviolationinthesuitagainstanypublicentityotherthanaState.

(3)Paragraphs(a)(1)and(a)(2)ofthissectionapplywithrespecttoviolationsthatoccurinwholeor partafterthedateofenactmentoftheEducationoftheHandicappedActAmendmentsof1990.

(b)Positiveeffortstoemployandadvancequalifiedindividualswithdisabilities.Eachrecipientof assistanceunderPartBoftheActmustmakepositiveeffortstoemploy,andadvanceinemployment, qualifiedindividualswithdisabilitiesinprogramsassistedunderPartBoftheAct.

The Special Education Department (including High School VAC’s) in AISD will work in cooperation with the district Personnel Office and Administration to carefully review job openings within the district. Consideration will be given to any qualified individual with disabilities to advance in employment. Examples of positive efforts may include providing employment vacancy information to organizations for persons with disabilities and conducting job fairs for persons with disabilities

I. StudentCodeofConduct(BehaviorCoordinator)

II. ChangeofPlacementDecisions– ChangeofPlacementAnalysis

A. Lessthan10SchoolDayRemovals

B. Morethan10SchoolDayRemovals

1. ConsecutiveorCumulative–Pattern

2. ManifestationDetermination

3. FBA/BIP

C. PlacementmadebyARD/IEPCommittee

III. Removals

A. TeacherRemoval

B. ISS-In-schoolSuspension

C. Suspension

D. InterimAlternativeEducationSetting:RemovalsDrugs,Weapons,SeriousBodilyInjury

• 45SchoolDayRule

• DAEP

• JJAEP

• TransitionfromAEPtoRegularClass

E. Expulsion

F. EmergencyPlacement

G. CourtInvolvementafterHearing

IV. FreeAppropriatePublicEducation(FAPE)forStudentsRemoved AuthorityofSchoolPersonnel(§300.530infull)

(a) Case-by-casedetermination

(b) General

(d) Services

(e) Manifestationdetermination(seealsosectionII.B.)

(f) Determinationthatbehaviorwasamanifestation

(g) Specialcircumstances

(h) Notification

(i) Definitions

V. Confinement,Restraint,Time-out

A. UseofConfinement,Restraint,Seclusion,andTime-Out

B. ProceduresforUseofRestraintandTime-out

C. Time-outGuidelines

D. ProhibitedAversiveTechniques

VI. DueProcess

A. ProceduralSafeguards

B. Conference,Hearing,Review

C. StayPut

D. AppealandAuthorityofHearingOfficer

ExpeditedDueProcessHearing

E. PlacementduringAppeals

F ResolutionMeeting

G. NoticeofDisciplinaryActions(StudentMovestoanotherDistrict)

H. ProtectionforStudentsnotYetEligibleforSpecialEducation

I. NoncustodialParent

VII. LawEnforcement (ReportofDrugs;Liability)

VIII. DisciplineRecords

IX. CompulsoryAttendance

X. StudentDisciplineChartandDISCLAIMER

Section6.-DISCIPLINESECTION

I. STUDENTCODEOFCONDUCT

§300.530Authorityofschoolpersonnel.

(a)Case-by-casedetermination.Schoolpersonnelmayconsideranyuniquecircumstancesonacase-by-case basiswhendeterminingwhetherachangeinplacement,consistentwiththeotherrequirementsofthis section,isappropriateforachildwithadisabilitywhoviolatesacodeofstudentconduct.

TEC§37001 STUDENTCODEOFCONDUCT

(a) Theboardoftrusteesofanindependentschooldistrictshall,withtheadviceofitsdistrict-levelcommittee establishedunderSubchapterF,Chapter11,adoptastudentcodeofconductforthedistrict Thestudentcode ofconductmustbepostedandprominentlydisplayedateachschoolcampusormadeavailableforreviewat theofficeofthecampusprincipal. Inadditiontoestablishingstandardsforstudentconduct,thestudentcode ofconductmust:

(1) specifythecircumstances,inaccordancewiththissubchapter,underwhichastudentmayberemoved fromaclassroom,campus,ordisciplinaryalternativeeducationprogram,orvehicleownedoroperatedby thedistrict;

(2) specifyconditionsthatauthorizeorrequireaprincipalorotherappropriateadministratortotransfera studenttoadisciplinaryalternativeeducationprogram;

(3) outlineconditionsunderwhichastudentmaybesuspendedasprovidedbySection37005orexpelledas providedbySection37007;

(4) specifythatconsiderationwillbegiven,asafactorineachdecisionconcerningsuspension,removaltoa disciplinaryalternativeeducationprogram,expulsion,orplacementinajuvenilejusticealternative educationprogram,regardlessofwhetherthedecisionconcernsamandatoryordiscretionaryaction,to:

(A) self-defense;

(B) intentorlackofintentatthetimethestudentengagedintheconduct;

(D) adisabilitythatsubstantiallyimpairsthestudent'scapacitytoappreciatethewrongfulnessofthe student'sconduct;

(E)astudent'sstatusintheconservatorshipoftheDepartmentofFamilyandProtectiveServices;or;

(F)astudent'sstatusasastudentwhoishomeless;

(5) provideguidelinesforsettingthelengthofatermof:

(A) aremovalunderSection37.006;and

(B) anexpulsionunderSection37.007;

(6) addressthenotificationofastudent'sparentorguardianofaviolationofthestudentcodeofconduct committedbythestudentthatresultsinsuspension,removaltoadisciplinaryalternativeeducation program,orexpulsion;

(7) prohibitbullying,harassment,andmakinghitlistsandensurethatdistrictemployeesenforcethose prohibitions;and

(8) provide,asappropriateforstudentsateachgradelevel,methods,includingoptions,for:

(A) managingstudentsintheclassroomandonschoolgrounds,andonavehicleownedoroperatedby thedistrict;

(B) discipliningstudents; and

(9) includeanexplanationoftheprovisionsregardingrefusalofentrytoorejectionfromdistrictproperty underSection37105,includingtheappealprocessestablishedunderSection37105(h)

(b) Inthissection:

(1) "Bullying"hasthemeaningassignedbySection370832

(2) "Harassment"meansthreateningtocauseharmorbodilyinjurytoanotherstudent,engaginginsexually intimidatingconduct,causingphysicaldamagetothepropertyofanotherstudent,subjectinganother studenttophysicalconfinementorrestraint,ormaliciouslytakinganyactionthatsubstantiallyharms anotherstudent'sphysicaloremotionalhealthorsafety.

(3) "Hitlist"meansalistofpeopletargetedtobeharmed,using:

(A) afirearm,asdefinedbySection46.01(3),PenalCode;

(B) aknife,asdefinedbySection46.01(7),PenalCode;or

(C) anyotherobjecttobeusedwithintenttocausebodilyharm (4)"Studentwhoishomeless"hasthemeaningassignedtotheterm"homelesschildrenandyouths"under42 USC Section11434a

(b-1) ThemethodsadoptedunderSubsection(a)(8)mustprovidethatastudentwhoisenrolledinaspecial educationprogramunderSubchapterA,Chapter29,maynotbedisciplinedforconductprohibitedin accordancewithSubsection(a)(7)untilanadmission,review,anddismissalcommitteemeetinghasbeenheld toreviewtheconduct.

(d) Eachschoolyear,theschooldistrictshallprovideparentsnoticeofandinformationregardingthestudentcode ofconduct

(e) ExceptasprovidedbySection37007(e),thissubchapterdoesnotrequirethestudentcodeofconductto specifyaminimumtermofaremovalunderSection37006oranexpulsionunderSection37007

When a student is placed in a disciplinary alternative education program (DAEP) under 37 006, the LEA shall provide information to the student’s parent or guardian regarding the process for requesting a full individual and initial evaluation of the student under Section 29.004. This information will also be provided to the parent or guardian of the student as part of the student’s personalized transition plan for release from the DAEP as outlined in 37.023

. When a child with a disability violates the student code of conduct, campus administration will consult the student’s IEP when reviewing options for disciplinary consequences The campus will follow all state and federal regulations regarding placement decisions for students with disabilities

The district will follow the guidelines of TEC §37 0012 regarding designated campus coordinators and parent notification of student placement in in-school or out-of-school suspension, placement in a disciplinary alternative education program, expulsion, placement in a juvenile justice alternative education program or when a student is taken into custody by a law enforcement officer.

The AISD has adopted a positive behavioral support program/initiative and all campus staff receive annual training on the program

OSEPBehaviorTrainingtechnicalassistancedocumentSupportingandRespondingtoBehavior:EvidenceBased StrategiesforTeachers,http://wwwtxbehaviorsupportorg/Assets/osep-ebp-classroom-pbis-document-2015(1)pdf

TEC§37.0012. DESIGNATIONOFCAMPUSBEHAVIORCOORDINATOR.

(a) Apersonateachcampusmustbedesignatedtoserveasthecampusbehaviorcoordinator.Theperson designatedmaybetheprincipalofthecampusoranyothercampusadministratorselectedbytheprincipal.

(b) Thecampusbehaviorcoordinatorisprimarilyresponsibleformaintainingstudentdisciplineandthe implementationofthissubchapter

(c) Exceptasprovidedbythischapter,thespecificdutiesofthecampusbehaviorcoordinatormaybeestablished bycampusordistrictpolicy Unlessotherwiseprovidedbycampusordistrictpolicy:

(1) adutyimposedonacampusprincipalorothercampusadministratorunderthissubchaptershallbe performedbythecampusbehaviorcoordinator;and

(2) apowergrantedtoacampusprincipalorothercampusadministratorunderthissubchaptermaybe exercisedbythecampusbehaviorcoordinator.

(d) Thecampusbehaviorcoordinatorshallpromptlynotifyastudent'sparentorguardianasprovidedbythis subsectionifunderthissubchapterthestudentisplacedintoin-schoolorout-of-schoolsuspension,placedina disciplinaryalternativeeducationprogram,expelled,orplacedinajuvenilejusticealternativeeducation programoristakenintocustodybyalawenforcementofficer Acampusbehaviorcoordinatormustcomply withthissubsectionby:

(1) promptlycontactingtheparentorguardianbytelephoneorinperson;and

(2) makingagoodfaithefforttoprovidewrittennoticeofthedisciplinaryactiontothestudent,onthedaythe actionistaken,fordeliverytothestudent'sparentorguardian.

(e) IfaparentorguardianentitledtonoticeunderSubsection(d)hasnotbeenreachedbytelephoneorinperson by5p.m.ofthefirstbusinessdayafterthedaythedisciplinaryactionistaken,acampusbehaviorcoordinator

shallmailwrittennoticeoftheactiontotheparentorguardianattheparent'sorguardian'slastknownaddress.

(f) IfacampusbehaviorcoordinatorisunableornotavailabletopromptlyprovidenoticeunderSubsection(d), theprincipalorotherdesigneeshallprovidethenotice.

TEC§370013 POSITIVEBEHAVIORPROGRAM

(a) Eachschooldistrictandopen-enrollmentcharterschoolmaydevelopandimplementaprogram,in consultationwithcampusbehaviorcoordinatorsemployedbythedistrictorschoolandrepresentativesofa regionaleducationservicecenter,thatprovidesadisciplinaryalternativeforastudentenrolledinagradelevel belowgradethreewhoengagesinconductdescribedbySection37005(a)andisnotsubjecttoSection 37.005(c).Theprogrammust:

(1) beage-appropriateandresearch-based;

(2) providemodelsforpositivebehavior;

(3) promoteapositiveschoolenvironment;

(4) providealternativedisciplinarycoursesofactionthatdonotrelyontheuseofin-schoolsuspension,outof-schoolsuspension,orplacementinadisciplinaryalternativeeducationprogramtomanagestudent behavior;and

(5) providebehaviormanagementstrategies,including:

(A) positivebehavioralinterventionandsupport;

(B) trauma-informedpractices;

(D) areferralforservices,asnecessary;and (E) restorativepractices.

(b) Eachschooldistrictandopen-enrollmentcharterschoolmayannuallyconducttrainingforstaffemployedby thedistrictorschoolontheprogramadoptedunderSubsection(a)

II. CHANGEOFPLACEMENTDECISIONSChangeofPlacementAnalysis

The local campus administrator is responsible for maintaining records on student discipline Students with disabilities must be monitored by the local campus for the total number of days in which the student has been removed in order to follow state and federal disciplinary requirements

Change of Placement Analysis

When a principal or other appropriate administrator recommends disciplinary removal from the student's current IEP placement, the district must conduct a Change of Placement Analysis according to the guidelines of §300.530 (b,c,d) by reviewing the following:

(1) Count the days of disciplinary removal from the student's current educational placement

(a) Portions of a school day that a child had been suspended would be included in determining whether the child had been removed for more than 10 cumulative school days or subjected to a change of placement

(b) An in-school suspension would not be considered a part of the days of suspension as long as the child is afforded the opportunity to:

(i) Appropriately progress in the general curriculum,

(ii) Continue to receive the services specified on his or her IEP, and

(iii) Continue to participate with non disabled children to the extent they would have in their current placement.

(c) Whether a bus suspension would count as a day of suspension would depend on whether the bus transportation is a part of the child’s IEP

(i) If the bus transportation is a part of the child’s IEP, a bus suspension would be treated as a suspension unless the Anna ISD provides the bus service in some other way

(ii)If the bus transportation is not a part of the child’s IEP, a bus suspension would not be a suspension

(2) Determine whether the disciplinary removal(s) constitute(s) a change of placement A disciplinary change of placement occurs if:

(a) The removal is for more than 10 consecutive school days, or

(b) The student is subject to a series of removals that constitute a pattern because they cumulate to more than 10 school days in a school year and because of factors such as the length of each removal, the total amount of time the student is removed and the proximity of the removals to one another

A. Lessthan10SchoolDayRemovals

The AISD is not required to provide services for removal of a student with a disability who has been removed from the current placement for 10 school days or less in that school year, if services are not provided to a student without disabilities who has been similarly removed.

The AISD may choose to provide the IEP services to the student with disabilities during any short term removal to ISS in order to prevent counting those days of removal toward the 10 cumulative days

In the case of a student whose behavior impedes his or her learning or that of others, convene an ARD meeting, if appropriate, to consider completing an FBA/BIP including positive behavior interventions, strategies, and supports to address that behavior

B.Morethan10SchoolDayRemovals

1.ConsecutiveorCumulative–Pattern

§300.536Changeofplacementbecauseofdisciplinaryremovals.

(a)Forpurposesofremovalsofachildwithadisabilityfromthechild'scurrenteducationalplacement under§§300.530through300.535,achangeofplacementoccursif--

(1)Theremovalisformorethan10consecutiveschooldays;or

(2)Thechildhasbeensubjectedtoaseriesofremovalsthatconstituteapattern--

(i)Becausetheseriesofremovalstotalmorethan10schooldaysinaschoolyear;

(ii)Becausethechild'sbehaviorissubstantiallysimilartothechild'sbehaviorinpreviousincidents thatresultedintheseriesofremovals,and

(iii)Becauseofsuchadditionalfactorsasthelengthofeachremoval,thetotalamountoftimethe childhasbeenremoved,andtheproximityoftheremovalstooneanother.

(b)(1)Thepublicagencydeterminesonacase-by-casebasiswhetherapatternofremovalsconstitutesa changeofplacement.

(2)Thisdeterminationissubjecttoreviewthroughdueprocessandjudicialproceedings.(Authority:20 U.S.C.1415(k))

The district will continuously monitor the disciplinary removals for students with disabilities to ensure that students aren’t removed from their IEP placement for more than 10 consecutive school days In addition, removals could be considered a change of placement if the series of removals total 10 or more school days and the behavior is similar in all incidents that led to the removal and/or the length, total time of each removal, and the proximity of removals to one another form a pattern.

Additional (beyond 10 cumulative days in a school year) short-term removals (of 10 consecutive days or less) for separate incidents of misconduct, are permitted, to the extent removals would be applied to nondisabled students (as long as those removals do not constitute a Change of Placement described in 300 536 above)

An ARD/IEP Committee will: consider special education and disciplinary records of the student with a disability prior to the final determination regarding the disciplinary action; review the student's BIP and its implementation to determine if accommodations/modifications are necessary; consult with one or more of the child's teachers to determine the extent to which services are needed and the location necessary to enable the student to appropriately progress in the general curriculum and appropriately advance toward achieving the goals set out in the student's IEP If the AISD initiates disciplinary procedures applicable to all students, the special education and disciplinary records of the student with a disability will be provided to the person or persons making the final determination regarding disciplinary action

2.ManifestationDetermination

If a disciplinary removal constitutes a change in placement, within 10 school days of any decision to change the placement because of a violation of a code of student conduct, the AISD must convene an ARD/IEP committee meeting to conduct a manifestation determination and address the two questions in §300 530: Was the conduct caused by or have a direct and substantial relationship to the student’s disability? Was the conduct the direct result of the district’s failure to implement the IEP?

If the answer to either question above is “ yes, ” then the conduct must be determined to be a manifestation of the student’s disability

§300.530Authorityofschoolpersonnel.

(e)Manifestationdetermination.

(1)Within10schooldaysofanydecisiontochangetheplacementofachildwithadisabilitybecauseof aviolationofacodeofstudentconduct,theLEA,theparent,andrelevantmembersofthechild's IEPTeam(asdeterminedbytheparentandtheLEA)mustreviewallrelevantinformationinthe student'sfile,includingthechild'sIEP,anyteacherobservations,andanyrelevantinformation providedbytheparentstodetermine--

(i)Iftheconductinquestionwascausedby,orhadadirectandsubstantialrelationshipto,the child'sdisability;or

(ii)IftheconductinquestionwasthedirectresultoftheLEA’sfailuretoimplementtheIEP.

(2)Theconductmustbedeterminedtobeamanifestationofthechild'sdisabilityiftheLEA,the parent,andrelevantmembersofthechild'sIEPTeamdeterminethataconditionineither paragraph(e)(1)(i)or(1)(ii)ofthissectionwasmet.

Previously, any tangential or attenuated relationship between the discipline infraction and the child's disability was sufficient to determine that the infraction was a “manifestation” of the child's disability In IDEA 2004, the House Committee FAQ says to be a manifestation “it is the intention that the conduct in question was caused by, or has a direct and substantial relationship to the child's disability, and is not an attenuated association or mere correlation, such as low self-esteem, to the child's disability ”

Some members of the IEP Team may not be relevant to the discussion of the discipline event. Nonetheless, in each instance, the relevant members should be determined in collaboration by the parents and the AISD.

(3)IftheLEA,theparentandrelevantmembersofthechild'sIEPTeamdeterminethecondition describedinparagraph(e)(1)(ii)ofthissectionwasmet,theLEAmusttakeimmediatestepsto remedythosedeficiencies.

(f)Determinationthatbehaviorwasamanifestation.IftheLEA,theparent,andrelevantmembersofthe IEPTeammakethedeterminationthattheconductwasamanifestationofthechild'sdisability,theIEP Teammust--

(1)Either-–

(i)Conductafunctionalbehavioralassessment,unlesstheLEAhadconductedafunctional behavioralassessmentbeforethebehaviorthatresultedinthechangeofplacementoccurred, andimplementabehavioralinterventionplanforthechild;or

(ii)Ifabehavioralinterventionplanalreadyhasbeendeveloped,reviewthebehavioralintervention plan,andmodifyit,asnecessary,toaddressthebehavior;and

(2)Exceptasprovidedinparagraph(g)ofthissection,returnthechildtotheplacementfromwhichthe childwasremoved,unlesstheparentandtheLEAagreetoachangeofplacementaspartofthe modificationofthebehavioralinterventionplan.

(g)Specialcircumstances.Schoolpersonnelmayremoveastudenttoaninterimalternativeeducational settingfornotmorethan45schooldayswithoutregardtowhetherthebehaviorisdeterminedtobea manifestationofthechild'sdisability,ifthechild--

(1)Carriesaweapontoorpossessesaweaponatschool,onschoolpremises,ortoorataschoolfunction underthejurisdictionofanSEAoranLEA;

(2)Knowinglypossessesorusesillegaldrugs,orsellsorsolicitsthesaleofacontrolledsubstance,while atschool,onschoolpremises,orataschoolfunctionunderthejurisdictionofanSEAoranLEA;or

(3)Hasinflictedseriousbodilyinjuryuponanotherpersonwhileatschool,onschoolpremises,orata schoolfunctionunderthejurisdictionofanSEAoranLEA.

When the behavior is a Manifestation of the student’s disability the ARD/IEP committee must:

Conduct a Functional Behavior Assessment (FBA) and develop a Behavioral Intervention Plan (BIP) for the student. If a FBA and BIP were already in place proper to the behavioral infraction, then the committee must review and modify the BIP to address the behavior, and Return the student to the IEP placement he/she was in prior to the behavioral incident unless the parent and the district agree to a change of placement as part of the modification to the student’s BIP

If the student's ARD committee agrees that additional assessment is indicated, Federal Guidelines stipulate required timelines If the student's ARD committee agrees that there is a need for a Functional Behavior Assessment, the committee may determine that there is enough data to complete the assessment at the ARD If there is insufficient data to complete the assessment at the ARD, the ARD committee determines the timeline for the assessment(s) to be completed, which may be more than 10 days if warranted

3.FBA(FunctionalBehavioralAssessment)/BehaviorInterventionPlan(BIP)

§300.324Development,review,andrevisionofIEP (a)(2)Considerationofspecialfactors.TheIEPTeammust--

(i)Inthecaseofachildwhosebehaviorimpedesthechild'slearningorthatofothers,considerthe useofpositivebehavioralinterventionsandsupports,andotherstrategies,toaddressthat behavior.

The IEP committee is required to ‘consider the use of positive behavioral interventions and supports, and other strategies to address that behavior' if the child's behavior impedes his or her learning or that of others The final decision on interventions, strategies and supports is left to the IEP committee.

§300.530Authorityofschoolpersonnel.

(c)Additionalauthority.Fordisciplinarychangesinplacementthatwouldexceed10consecutiveschool days,ifthebehaviorthatgaverisetotheviolationoftheschoolcodeisdeterminednottobea manifestationofthechild'sdisabilitypursuanttoparagraph(e)ofthissection,schoolpersonnelmay applytherelevantdisciplinaryprocedurestochildrenwithdisabilitiesinthesamemannerandforthe samedurationastheprocedureswouldbeappliedtochildrenwithoutdisabilities,exceptasprovidedin paragraph(d)ofthissection. (d)Services.

(1)Achildwithadisabilitywhoisremovedfromthechild'scurrentplacementpursuanttoparagraph (c)or(g)ofthissectionmust--

(i)Continuetoreceiveeducationalservices,asprovidedin§300.101(a),soastoenablethechildto continuetoparticipateinthegeneraleducationcurriculum,althoughinanothersetting,andto progresstowardmeetingthegoalssetoutinthechild'sIEP;and

(ii)Receive,asappropriate,afunctionalbehavioralassessment,andbehavioralintervention servicesandmodifications,thataredesignedtoaddressthebehaviorviolationsothatitdoesnot recur.

(2)for(d)(2,3,4,5)

If a student with a disability has been removed from his or her placement for 10 school days (consecutive or cumulative) in a school year and the behavior violation is NOT a manifestation of the student’s disability, then the student may be disciplined in the same manner and the same duration as a student without a disability. However, the student will continue to participate in the general education curriculum and to progress toward meeting the student’s IEP goals The student will receive, as appropriate an FBA and any behavioral intervention services and accommodations that are needed in order to address the behavior that led to the violation of the student code of conduct

For removals that are less than 10 school days (consecutive or cumulative) in a school year, the district will consult with student’s special education teacher or primary service provider to determine what, if any, services will be needed by the student in the disciplinary placement. see OPO Section 6, FAPE for Students Removed

A Functional Behavioral Assessment (FBA) must be completed when: The removal is more than 10 school days due to any other violation of code (FBA to prevent recurrence) The removals are due to drugs, weapons or serious bodily injury, and If behavior is a manifestation of the disability(unless FBA/BIP is already in place/then review, revise as needed)

obtain information from a variety of sources including but not limited to: discussions, interviews, records, and direct observation Also use any standardized instruments if available Determine duration, frequency, and intensity of any patterns of behavior

identify and describe any antecedents - events that logically serve as the stimulus for the behavior identify and describe any consequences - this is the action that is following and causes the student to maintain specific behavior - determine effectiveness of each. determine the purpose of the student's behavior - usually to get something, avoid or escape something, or to control the antecedent event.

describe the relationship of the behavior to the event and provide possible variables that can be changed in the setting or the situation

develop a plan which includes accommodations and behavioral strategies that focus on teaching alternatives to the behavior including positive reinforcement as well as consequences for the targeted behavior(s) include strategies for consistent implementation and time frames that will allow for the behavior intervention plan and any accommodations to be effective

See OPOs, Section 2 (XI) (F) for additional guidance on FBAs and Section 7 for guidance on Consent and Prior Written Notice.

The Texas Behavior Support Initiative provides training and products to use in professional development and technical assistance activities with districts and charter schools and child-servicing agencies The goal is to create a positive behavior support system in the Texas public schools that helps students with disabilities receive special education supports and services in the least restrictive environment and to participate successfully in the TEKSbased curriculum and state assessment system

Click link to review resources for Positive Behavior Supports. http://www.txbehaviorsupport.org/

C.PlacementmadebyARD/IEPCommittee

TEC§37.004.PlacementofStudentswithDisabilities

(a)Theplacementofastudentwithadisabilitywhoreceivesspecialeducationservicesmaybemadeonlybya dulyconstitutedadmission,review,anddismissalcommittee

(b)Anydisciplinaryactionregardingastudentwithadisabilitywhoreceivesspecialeducationservicesthatwould constituteachangeinplacementunderfederallawmaybetakenonlyafterthestudent'sadmission,review, anddismissalcommitteeconductsamanifestationdeterminationreviewunder20USC Section1415(k)(4) anditssubsequentamendments.Anydisciplinaryactionregardingthestudentshallbedeterminedin accordancewithfederallawandregulations,includinglawsorregulationsrequiringtheprovisionof:

(1)functionalbehavioralassessments;

(2)positivebehavioralinterventions,strategies,andsupports;

(3)behavioralinterventionplans;and

(4)themanifestationdeterminationreview

(b-1)Ifaschooldistricttakesadisciplinaryactionregardingastudentwithadisabilitywhoreceivesspecial educationservicesthatconstitutesachangeinplacementunderfederallaw,thedistrictshall:

(1)notlaterthanthe10thschooldayafterthechangeinplacement:

(A)seekconsentfromthestudent'sparentorpersonstandinginparentalrelationtothestudenttoconduct afunctionalbehavioralassessmentofthestudent,ifafunctionalbehavioralassessmenthasneverbeen conductedonthestudentorthestudent'smostrecentfunctionalbehavioralassessmentismorethan oneyearold;and

(B)reviewanypreviouslyconductedfunctionalbehavioralassessmentofthestudentandanybehavior improvementplanorbehavioralinterventionplandevelopedforthestudentbasedonthatassessment; and

(2)asnecessary:

(A)developabehaviorimprovementplanorbehavioralinterventionplanforthestudentifthestudent doesnothaveaplan;or

(B)ifthestudenthasabehaviorimprovementplanorbehavioralinterventionplan,revisethestudent's plan.

(c)Astudentwithadisabilitywhoreceivesspecialeducationservicesmaynotbeplacedinalternativeeducation programssolelyforeducationalpurposes.

(d)AteacherinanalternativeeducationprogramunderSection37008whohasaspecialeducationassignment mustholdanappropriatecertificateorpermitforthatassignment

TAC§891050 TheAdmission,ReviewandDismissalCommittee

(k)Alldisciplinaryactionsregardingstudentswithdisabilitiesmustbedeterminedinaccordancewith34CFR, §§300.101(a)and300.530-300.536;TEC,Chapter37,SubchapterA;and§89.1053ofthistitle(relatingto ProceduresforUseofRestraintandTime-Out).

YoumayalsorefertoTEADisciplineandSchoolRemovalsatthefollowinglink: http://tea.texas.gov/academics/special-student-populations/special-education/programs-and-services/stateguidance/discipline-and-school-removals

The AISD will follow all state and federal rules regarding timelines and placement of students with disabilities in the least restrictive environment appropriate to meet their individual needs

III. REMOVALSOFSTUDENTSWITHDISABILITIES

To read the entire text of Chapter 37, see: https://statutes capitol texas gov/Docs/ED/htm/ED 37 htm

Student level data will be reviewed annually to identify any patterns or trends in disciplinary removals Patterns or trends identified will assist the AISD to develop and target staff training Examples of patterns to look for are disproportionality of specific disabilities, grade levels, campuses, gender, ethnicity, etc.

A.TeacherRemoval

TEC§37.002.RemovalbyTeacher

(a)Ateachermaysendastudenttothecampusbehaviorcoordinator'sofficetomaintaineffectivedisciplineinthe classroom Thecampusbehaviorcoordinatorshallrespondbyemployingappropriatedisciplinemanagement techniquesconsistentwiththestudentcodeofconductadoptedunderSection37001thatcanreasonablybe expectedtoimprovethestudent'sbehaviorbeforereturningthestudenttotheclassroom Ifthestudent's behaviordoesnotimprove,thecampusbehaviorcoordinatorshallemployalternativedisciplinemanagement techniques,includinganyprogressiveinterventionsdesignatedastheresponsibilityofthecampusbehavior coordinatorinthestudentcodeofconduct.

(b)Ateachermayremovefromclassastudent:

(1)whohasbeendocumentedbytheteachertorepeatedlyinterferewiththeteacher'sabilitytocommunicate effectivelywiththestudentsintheclassorwiththeabilityofthestudent'sclassmatestolearn;or

(2)whosebehaviortheteacherdeterminesissounruly,disruptive,orabusivethatitseriouslyinterfereswith theteacher'sabilitytocommunicateeffectivelywiththestudentsintheclassorwiththeabilityofthe student'sclassmatestolearn

(b-1)Ateachermaydocumentanyconductbyastudentthatdoesnotconformtothestudentcodeofconduct adoptedunderSection37.001andmaysubmitthatdocumentationtotheprincipal.Aschooldistrictmaynot disciplineateacheronthebasisofdocumentationsubmittedunderthissubsection.

(c)IfateacherremovesastudentfromclassunderSubsection(b),theprincipalmayplacethestudentintoanother appropriateclassroom,intoin-schoolsuspension,orintoadisciplinaryalternativeeducationprogramas providedbySection37.008.Theprincipalmaynotreturnthestudenttothatteacher'sclasswithoutthe teacher'sconsentunlessthecommitteeestablishedunderSection37003determinesthatsuchplacementisthe bestoronlyalternativeavailable Thetermsoftheremovalmayprohibitthestudentfromattendingor participatinginschool-sponsoredorschool-relatedactivity

(d)Ateachershallremovefromclassandsendtotheprincipalforplacementinadisciplinaryalternative educationprogramorforexpulsion,asappropriate,astudentwhoengagesinconductdescribedunderSection 37.006or37.007.Thestudentmaynotbereturnedtothatteacher'sclasswithouttheteacher'sconsentunless thecommitteeestablishedunderSection37.003determinesthatsuchplacementisthebestoronlyalternative available.Iftheteacherremovedthestudentfromclassbecausethestudenthasengagedintheelementofany offenselistedinSection37.006(a)(2)(B)orSection37.007(a)(2)(A)of(b)(2)(C)againsttheteacher,the studentmaynotbereturnedtotheteacher’sclasswithouttheteacher’sconsent Theteachermaynotbe coercedtoconsent

(e)Astudentwhoissenttothecampusbehaviorcoordinator’sorotheradministrator’sofficeunderSubsection(a) orremovedfromclassunderSubsection(b)isnotconsideredtohavebeenremovedfromtheclassroomfor thepurposesofreportingdatathroughthePublicEducationInformationManagementSystem(PEIMS)or othersimilarreportsrequiredbystateorfederallaw.

Prior to the removal of a special education student from a specialized setting identified in the IEP, the ARD Committee must convene to consider supports, services, and alternatives that meet the needs of the student.

TEC§37.003.PlacementReviewCommittee

(a)Eachschoolshallestablishathree-membercommitteetodetermineplacementofastudentwhenateacher refusesthereturnofastudenttotheteacher'sclassandmakerecommendationstothedistrictregarding readmissionofexpelledstudents Membersshallbeappointedasfollows:

(1)thecampusfacultyshallchoosetwoteacherstoserveasmembersandoneteachertoserveasanalternate member;and (2)theprincipalshallchooseonememberfromtheprofessionalstaffofacampus.

(b)Theteacherrefusingtoreadmitthestudentmaynotserveonthecommittee.

(c)Thecommittee'splacementdeterminationregardingastudentwithadisabilitywhoreceivesspecialeducation servicesunderSubchapterA,Chapter29,issubjecttotherequirementsoftheIndividualswithDisabilities EducationAct(20U.S.C.Section1400etseq.)andfederalregulations,statestatutes,andagencyrequirements necessarytocarryoutfederallaworregulationsorstatelawrelatingtospecialeducation

TEC§370181ProfessionalDevelopmentRegardingDisciplinaryProcedures

(a)Eachprincipalorotherappropriateadministratorwhooverseesstudentdisciplineshall,atleastonceevery threeschoolyears,attendprofessionaldevelopmenttrainingregardingthissubchapter,includingtraining relatingtothedistinctionbetweenadisciplinemanagementtechniqueusedattheprincipal'sdiscretionunder Section37.002(a)andthediscretionaryauthorityofateachertoremoveadisruptivestudentunderSection 37.002(b).

(b)Professionaldevelopmenttrainingunderthissectionmaybeprovidedincoordinationwithregionaleducation servicecentersthroughtheuseofdistancelearningmethods,suchastelecommunicationsnetworks,andusing availableagencyresources

B.ISS–InSchoolSuspension

The local campus administrator is responsible for maintaining records on student discipline Students with disabilities must be monitored by the local campus for total number of removals in order to follow state and federal disciplinary requirements regarding Change of Placement requirements which are outlined in this section.

C.Suspension

TEC§37005 Suspension

(a)Theprincipalorotherappropriateadministratormaysuspendastudentwhoengagesinconductidentifiedin thestudentcodeofconductadoptedunderSection37001asconductforwhichastudentmaybesuspended (b)Asuspensionunderthissectionmaynotexceedthreeschooldays.

(c)Astudentwhoisenrolledinagradelevelbelowgradethreemaynotbeplacedinout-of-schoolsuspension unlesswhileonschoolpropertyorwhileattendingaschool-sponsoredorschool-relatedactivityonoroffof schoolproperty,thestudentengagesin:

(1)conductthatcontainstheelementsofanoffenserelatedtoweaponsunderSection4602or4605,Penal Code;

(2)conductthatcontainstheelementsofaviolentoffenseunderSection2201,22011,2202,or22021, PenalCode;or

(3)selling,giving,ordeliveringtoanotherpersonorpossessing,using,orbeingundertheinfluenceofany amountof:

(A)marihuanaoracontrolledsubstance,asdefinedbyChapter481,HealthandSafetyCode,orby21 U.S.C.Section801etseq.;

(B)adangerousdrug,asdefinedbyChapter483,HealthandSafetyCode;or

(C)analcoholicbeverage,asdefinedbySection1.04,AlcoholicBeverageCode.

(d)Aschooldistrictoropen-enrollmentcharterschoolmaynotplaceastudentwhoishomelessinout-of-school suspensionunlessthestudentengagesinconductdescribedbySubsections(c)(1)-(3)whileonschoolproperty orwhileattendingaschool-sponsoredorschool-relatedactivityonoroffofschoolproperty Thecampus behaviorcoordinatormaycoordinatewiththeschooldistrict'shomelesseducationliaisontoidentify appropriatealternativestoout-of-schoolsuspensionforastudentwhoishomeless.Inthissubsection,"student whoishomeless"hasthemeaningassignedtotheterm"homelesschildrenandyouths"under42U.S.C. Section11434a.

(e)Aschooldistrictshallprovidetoastudentduringtheperiodofthestudent’ssuspensionunderthissection, regardlessofwhetherthestudentisplacedinin-schoolorout-of-schoolsuspension,analternativemeansof receivingallcourseworkprovidedintheclassesinthefoundationcurriculumunderSection28002(a)(1)that thestudentmissesasaresultofthesuspension Thedistrictmustprovideatleastoneoptionforreceivingthe courseworkthatdoesnotrequiretheuseoftheinternet

TEC§33081 ExtracurricularActivities

(e)Suspensionofastudentwithadisabilitythatsignificantlyinterfereswiththestudent'sabilitytomeetregular academicstandardsmustbebasedonthestudent'sfailuretomeettherequirementsofthestudent's individualizededucationprogram.Thedeterminationofwhetheradisabilitysignificantlyinterfereswitha student'sabilitytomeetregularacademicstandardsmustbemadebythestudent'sadmission,review,and

dismissalcommittee.Forpurposesofthissubsection,"studentwithadisability"meansastudentwhois eligibleforadistrict'sspecialeducationprogramunderSection29.003(b).

(f)Astudentsuspendedunderthissectionmaypracticeorrehearsewithotherstudentsforanextracurricular activitybutmaynotparticipateinacompetitionorotherpublicperformance

(g)AnappealtothecommissionerisnotacontestedcaseunderChapter2001,GovernmentCode,iftheissues presentedrelatetoastudent'seligibilitytoparticipateinextracurricularactivities,includingissuesrelatedto thestudent'sgradesortheschooldistrict’sgradingpolicyasappliedtothestudent'seligibility The commissionermaydelegatethematterfordecisiontoapersonthecommissionerdesignates Thedecisionof thecommissionerorthecommissioner'sdesigneeinamattergovernedbythissubsectionmaynotbeappealed exceptonthegroundsthatthedecisionisarbitraryorcapricious.Evidencemaynotbeintroducedonappeal otherthantherecordoftheevidencebeforethecommissioner.

§300.170Suspensionandexpulsionrates.

(a)General.TheSEAmustexaminedata,includingdatadisaggregatedbyraceandethnicity,todetermine ifsignificantdiscrepanciesareoccurringintherateoflong-termsuspensionsandexpulsionsofchildren withdisabilities--

(1)AmongLEAsintheState;or

(2)Comparedtotheratesfornondisabledchildrenwithinthoseagencies.

(b)Reviewandrevisionofpolicies.Ifthediscrepanciesdescribedinparagraph(a)ofthissectionare occurring,theSEAmustreviewand,ifappropriate,revise(orrequirestheaffectedStateagencyor LEAtorevise)itspolicies,procedures,andpracticesrelatingtothedevelopmentandimplementationof IEPs,theuseofpositivebehavioralinterventionsandsupports,andproceduralsafeguards,toensure thatthesepolicies,procedures,andpracticescomplywiththeAct.(Authority:20U.S.C.1412(a)(22))

D.IAES-(InterimAlternativeEducationalSetting)RemovalsforDrugs,Weapons,Serious BodilyInjury

45SchoolDayRule

Carries a weapon to or possesses a weapon at school on school premises or to a school function, Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance at school, on school premises or to a school function, or Has inflicted serious bodily injury upon another person at school, on school premises or at a school function.

On the date that the decision is made to remove the student to an interim alternative educational setting that constitutes a change of placement, the district must notify the parent of the decision and provide the parents the notice of procedural safeguards identified in §300 504

§300.530Authorityofschoolpersonnel.

(1)Carriesaweapontoorpossessesaweaponatschool,onschoolpremises,ortoorataschoolfunction underthejurisdictionofanSEAoranLEA;

(2)Knowinglypossessesorusesillegaldrugs,orsellsorsolicitsthesaleofacontrolledsubstance,while atschool,onschoolpremises,orataschoolfunctionunderthejurisdictionofanSEAoranLEA;or (3)Hasinflictedseriousbodilyinjuryuponanotherpersonwhileatschool,onschoolpremises,orata schoolfunctionunderthejurisdictionofanSEAoranLEA.

(h)Notification.Onthedateonwhichthedecisionismadetomakearemovalthatconstitutesachangeof placementofachildwithadisabilitybecauseofaviolationofacodeofstudentconduct,theLEAmust notifytheparentsofthatdecision,andprovidetheparentstheproceduralsafeguardsnoticedescribed in§300.504.

(i)Definitions.Forpurposesofthissection,thefollowingdefinitionsapply:

(1)ControlledsubstancemeansadrugorothersubstanceidentifiedunderschedulesI,II,III,IV,orV insection202(c)oftheControlledSubstancesAct(21U.S.C.812(c)).

(2)Illegaldrugmeansacontrolledsubstance;butdoesnotincludeacontrolledsubstancethatislegally possessedorusedunderthesupervisionofalicensedhealth-careprofessionalorthatislegally possessedorusedunderanyotherauthorityunderthatActorunderanyotherprovisionofFederal law.

(3)Seriousbodilyinjuryhasthemeaninggiventheterm"seriousbodilyinjury"underparagraph(3)of subsection(h)ofsection1365oftitle18,UnitedStatesCode.

(4)Weaponhasthemeaninggiventheterm"dangerousweapon"underparagraph(2)ofthefirst subsection(g)ofsection930oftitle18,UnitedStatesCode.(Authority:20U.S.C.1415(k)(1)and(7))

§300.531Determinationofsetting.

Thechild'sIEPTeamdeterminestheinterimalternativeeducationalsettingforservicesunder§300.530(c), (d)(5)and(g) (found on page 619). (Authority:20U.S.C.1415(k)(2))

When a student is moved to an Interim Alternative Education Setting (IAES), The ARD committee will convene to determine the appropriate setting and will assure that the student receives appropriate support and services in the IAES assigned Services for a student with a disability must be provided so as to enable the child to continue to participate in the general education curriculum and to progress toward meeting the goals set out in the student’s IEP

DAEP(DisciplinaryAlternativeEducationPrograms)

TEC§37.008.DisciplinaryAlternativeEducationPrograms(DAEP)

(a)EachSchooldistrictshallprovideadisciplinaryalternativeeducationprogramthat:

(1)isprovidedinasettingotherthanastudent'sregularclassroom;

(2)islocatedonoroffofaregularschoolcampus;

(3)providesforthestudentswhoareassignedtothedisciplinaryalternativeeducationprogramtobe separatedfromstudentswhoarenotassignedtotheprogram;

(4)focusesonEnglishlanguagearts,mathematics,science,history,andself-discipline;

(5)providesforstudents'educationalandbehavioralneeds;

(6)providessupervisionandcounseling;

(7)employsonlyteacherswhomeetallcertificationrequirementsestablishedunderSubchapterB,Chapter 21;and

(a-1) TheTEAshalladoptminimumstandardsfortheoperationofdisciplinaryalternativeeducationprograms, includingstandardsrelatingto:

(1) student/teacherratios;

(2) studenthealthandsafety;

(3) reportingofabuse,neglect,orexploitationofstudents;

(4) trainingforteachersinbehaviormanagementandsafetyprocedures;and

(5) planningforastudent'stransitionfromadisciplinaryalternativeeducationprogramtoaregularcampus.

(b)Adisciplinaryalternativeeducationprogrammayprovideforastudent'stransferto:

(1)adifferentcampus;

(2)aschool-communityguidancecenter;or

(3)acommunity-basedalternativeschool

(h)TheLEAmaynotplaceastudent,otherthanastudentsuspendedasprovidedunderSection37005orexpelled asprovidedunderSection37007,inanunsupervisedsettingasaresultofconductforwhichastudentmaybe placedinadisciplinaryalternativeeducationprogram

(j)Ifastudentplacedinadisciplinaryalternativeeducationprogramenrollsinanotherschooldistrictbeforethe expirationoftheperiodofplacement,theboardoftrusteesofthedistrictrequiringtheplacementshallprovide tothedistrictinwhichthestudentenrolls,atthesametimeotherrecordsofthestudentareprovided,acopyof theplacementorder.Thedistrictinwhichthestudentenrollsshallinformeacheducatorwhowillhave responsibilityfor,orwillbeunderthedirectionandsupervisionofaneducatorwhowillhaveresponsibility for,theinstructionofthestudentofthecontentsoftheplacementorder Eacheducatorshallkeepthe informationreceivedunderthissubsectionconfidentialfromanypersonnotentitledtotheinformationunder thissubsection,exceptthattheeducatormaysharetheinformationwiththestudent’sparentorguardianas providedforbystateorfederallaw Thedistrictinwhichthestudentenrollsmaycontinuethedisciplinary alternativeeducationprogramplacementunderthetermsoftheorderormayallowthestudenttoattend regularclasseswithoutcompletingtheperiodofplacement.Adistrictmaytakeanyactionpermittedbythis subsectionif:

(1)thestudentwasplacedinadisciplinaryalternativeeducationprogrambyanopen-enrollmentcharter schoolunderSection12.131andthecharterschoolprovidestothedistrictacopyoftheplacementorder; or

(2)thestudentwasplacedinadisciplinaryalternativeeducationprogrambyaschooldistrictinanotherstate and:

(A)theout-of-statedistrictprovidestothedistrictacopyoftheplacementorder;and

(B)thegroundsfortheplacementbytheout-of-statedistrictaregroundsforplacementinthedistrictin whichthestudentisenrolling

(j-1)Ifastudentwasplacedinadisciplinaryalternativeeducationprogrambyaschooldistrictinanotherstatefor aperiodthatexceedsoneyearandaschooldistrictinthisstateinwhichthestudentenrollscontinuesthe placementunderSubsection(j),thedistrictshallreducetheperiodoftheplacementsothattheaggregate perioddoesnotexceedoneyearunless,afterareview,thedistrictdeterminesthat:

(1)thestudentisathreattothesafetyofotherstudentsortodistrictemployees;or

(2)extendedplacementisinthebestinterestofthestudent

(l)Aschooldistrictisrequiredtoprovideinthedistrict'sdisciplinaryalternativeeducationprogramacourse necessarytofulfillastudent'shighschoolgraduationrequirementsonlyasprovidedbythissubsection A schooldistrictshallofferastudentremovedtoadisciplinaryalternativeeducationprogramanopportunityto completecourseworkbeforethebeginningofthenextschoolyear Theschooldistrictmayprovidethestudent anopportunitytocompletecourseworkthroughanymethodavailable,includingacorrespondencecourse, distancelearning,orsummerschool.Thedistrictmaynotchargethestudentforacourseprovidedunderthis subsection.

(l-1) Theschooldistrictwillprovidetheparentsofastudentremovedtoadisciplinaryalternativeeducation programwithwrittennoticeofthedistrict'sobligationunderSubsection(l)toprovidethestudentwithan opportunitytocompletecourseworkrequiredforgraduation Thenoticemust:

(1) includeinformationregardingallmethodsavailableforcompletingthecoursework;and (2) statethatthemethodsareavailableatnocosttothestudent

TEC§37.006.RemovalforCertainConduct

(a)Astudentshallberemovedfromclassandplacedinadisciplinaryalternativeeducationprogramasprovided bySection37.008ifthestudent:

(1)engagesinconductinvolvingapublicschoolthatcontainstheelementsoftheoffenseoffalsealarmor reportunderSection4206,PenalCode,orterroristicthreatunderSection2207,PenalCode;or

(2)commitsthefollowingonorwithin300feetofschoolproperty,asmeasuredfromanypointonthe school'srealpropertyboundaryline,orwhileattendingaschool-sponsoredorschool-relatedactivityonor offofschoolproperty:

(A)engagesinconductpunishableasafelony;

(B)engagesinconductthatcontainstheelementsoftheoffenseofassaultunderSection22.01(a)(1), PenalCode;

(C)sells,gives,ordeliverstoanotherpersonorpossessesorusesorisundertheinfluenceof:

(i)marihuanaoracontrolledsubstance,asdefinedbyChapter481,HealthandSafetyCode,orby21 U.S.C.Section801etseq.;or

(ii)adangerousdrug,asdefinedbyChapter483,HealthandSafetyCode;

(D)sells,gives,ordeliverstoanotherpersonanalcoholicbeverage,asdefinedbySection104,Alcoholic BeverageCode,commitsaseriousactoroffensewhileundertheinfluenceofalcohol,orpossesses, uses,orisundertheinfluenceofanalcoholicbeverage;

(E)engagesinconductthatcontainstheelementsofanoffenserelatingtoanabusablevolatilechemical underSections485.031through485.034,HealthandSafetyCode;or

(F)engagesinconductthatcontainstheelementsoftheoffenseofpubliclewdnessunderSection21.07, PenalCode,orindecentexposureunderSection21.08,PenalCode;or

(G)engagesinconductthatcontainstheelementsoftheoffenseofharassmentunderSection42.07(a)(1), (2),(3),or(7),PenalCode,againstanemployeeoftheschooldistrict

(b)ExceptasprovidedbySection37007(d),astudentshallberemovedfromclassandplacedinadisciplinary alternativeeducationprogramunderSection37008ifthestudentengagesinconductonoroffofschool propertythatcontainstheelementsoftheoffenseofretaliationunderSection3606,PenalCode,againstany schoolemployee

(c)InadditiontoSubsections(a)and(b),astudentshallberemovedfromclassandplacedinadisciplinary alternativeeducationprogramunderSection37.008basedonconductoccurringoffcampusandwhilethe studentisnotinattendanceataschool-sponsoredorschool-relatedactivityif:

(1)thestudentreceivesdeferredprosecutionunderSection53.03,FamilyCode,forconductdefinedas:

(A) afelonyoffenseinTitle5,PenalCode;or

(B) thefelonyoffenseofaggravatedrobberyunderSection29.03,PenalCode;

(2)acourtorjuryfindsthatthestudenthasengagedindelinquentconductunderSection5403,FamilyCode, forconductdefinedas:

(A) afelonyoffenseinTitle5,PenalCode;or

(B) thefelonyoffenseofaggravatedrobberyunderSection2903,PenalCode;or

(3)thesuperintendentorthesuperintendent'sdesigneehasareasonablebeliefthatthestudenthasengagedin aconductdefinedas:

(A) afelonyoffenseinTitle5,PenalCode;or

(B) thefelonyoffenseofaggravatedrobberyunderSection29.03,PenalCode.

(d)InadditiontoSubsections(a),(b),and(c),astudentmayberemovedfromclassandplacedinadisciplinary alternativeeducationprogramunderSection37.008basedonconductoccurringoffcampusandwhilethe studentisnotinattendanceataschool-sponsoredorschool-relatedactivityif:

(1)thesuperintendentorthesuperintendent'sdesigneehasareasonablebeliefthatthestudenthasengagedin conductdefinedasafelonyoffenseotherthanaggravatedrobberyunderSection2903,PenalCode,or thoseoffensesdefinedinTitle5,PenalCode;and

(2)thecontinuedpresenceofthestudentintheregularclassroomthreatensthesafetyofotherstudentsor teachersorwillbedetrimentaltotheeducationalprocess.

(e)Indeterminingwhetherthereisareasonablebeliefthatastudenthasengagedinconductdefinedasafelony offensebythePenalCode,thesuperintendentorthesuperintendent'sdesigneemayconsiderallavailable information,includingtheinformationfurnishedunderArticle15.27,CodeofCriminalProcedure,otherthan informationrequestedunderArticle1527(k-1),CodeofCriminalProcedure

(f)SubjecttoSection37007(e),astudentwhoisyoungerthan10yearsofageshallberemovedfromclassand placedinadisciplinaryalternativeeducationprogramunderSection37008ifthestudentengagesinconduct describedbySection37007 Anelementaryschoolstudentmaynotbeplacedinadisciplinaryalternative educationprogramwithanyotherstudentwhoisnotanelementaryschoolstudent

(g)Thetermsofaplacementunderthissectionmustprohibitthestudentfromattendingorparticipatingina school-sponsoredorschool-relatedactivity.

(h)OnreceiptofnoticeunderArticle15.27(g),CodeofCriminalProcedure,thesuperintendentorthe superintendent'sdesigneeshallreviewthestudent'splacementinthedisciplinaryalternativeeducation program Thestudentmaynotbereturnedtotheregularclassroompendingthereview Thesuperintendentor thesuperintendent'sdesigneeshallscheduleareviewofthestudent'splacementwiththestudent'sparentor guardiannotlaterthanthethirdclassdayafterthesuperintendentorsuperintendent'sdesigneereceivesnotice fromtheofficeorofficialdesignatedbythecourt Afterreviewingthenoticeandreceivinginformationfrom thestudent'sparentorguardian,thesuperintendentorthesuperintendent'sdesigneemaycontinuethestudent's placementinthedisciplinaryalternativeeducationprogramifthereisreasontobelievethatthepresenceof thestudentintheregularclassroomthreatensthesafetyofotherstudentsorteachers.

(i)Thestudentorthestudent'sparentorguardianmayappealthesuperintendent'sdecisionunderSubsection(h)to theboardoftrustees.Thestudentmaynotbereturnedtotheregularclassroompendingtheappeal.Theboard shall,atthenextscheduledmeeting,reviewthenoticeprovidedunderArticle15.27(g),CodeofCriminal Procedure,andreceiveinformationfromthestudent,thestudent'sparentorguardian,andthesuperintendent orsuperintendent'sdesigneeandconfirmorreversethedecisionunderSubsection(h) Theboardshallmakea recordoftheproceedings Iftheboardconfirmsthedecisionofthesuperintendentorsuperintendent's designee,theboardshallinformthestudentandthestudent'sparentorguardianoftherighttoappealtothe commissionerunderSubsection(j).

(j)NotwithstandingSection7.057(e),thedecisionoftheboardoftrusteesunderSubsection(i)maybeappealedto thecommissionerasprovidedbySections7.057(b),(c),(d),and(f).Thestudentmaynotbereturnedtothe regularclassroompendingtheappeal.

(k)Subsections(h),(i),and(j)donotapplytoplacementsmadeinaccordancewithSubsection(a).

(l)Notwithstandinganyotherprovisionofthiscode,otherthanSection37007(e)(2),astudentwhoisyounger thansixyearsofagemaynotberemovedfromclassandplacedinadisciplinaryalternativeeducation program

(m)RemovaltoadisciplinaryalternativeeducationprogramunderSubsection(a)isnotrequiredifthestudentis expelledunderSection37007forthesameconductforwhichremovalwouldberequired

(n)Aprincipalorotherappropriateadministratormaybutisnotrequiredtoremoveastudenttoadisciplinary alternativeeducationprogramforoff-campusconductforwhichremovalisrequiredunderthissectionifthe

principalorotherappropriateadministratordoesnothaveknowledgeoftheconductbeforethefirst anniversaryofthedatetheconductoccurred.

(o)InadditiontoanynoticerequiredunderArticle15.27,CodeofCriminalProcedure,aprincipaloraprincipal’s designeeshallinformeacheducatorwhohasaresponsibilityfor,orisunderthedirectionandsupervisionof aneducatorwhohasresponsibilityfor,theinstructionofastudentwhohasengagedinanyviolationlistedin thissectionofthestudent’smisconduct Eacheducatorshallkeeptheinformationreceivedunderthis subsectionconfidentialfromanypersonnotentitledtotheinformationunderthissubsection,exceptthatthe educatormaysharetheinformationwiththestudent’sparentorguardianasprovidedforbystateorfederal law. TheStateBoardforEducatorCertificationmayrevokeorsuspendthecertificationofaneducatorwho intentionallyviolatesthissubsection.

(p)Ontheplacementofastudentinadisciplinaryalternativeeducationprogramunderthissection,theschool districtshallprovideinformationtothestudent’sparentorpersonstandinginparentalrelationtothestudent regardingtheprocessforrequestingafullindividualandinitialevaluationofthestudentunderSection 29004

TEC§370081 ExpulsionandPlacementofCertainStudentsinDisciplinaryAlternativeEducationPrograms

(a)SubjecttoSubsection(h),butnotwithstandinganyotherprovisionofthissubchapter,theboardoftrusteesofa schooldistrict,ortheboard'sdesignee,afteranopportunityforahearingmayexpelastudentandelectto placethestudentinanalternativesettingasprovidedbySubsection(a-1)if:

(1) thestudent:

(A) hasreceiveddeferredprosecutionunderSection53.03,FamilyCode,forconductdefinedas:

(i) afelonyoffenseinTitle5,PenalCode;or

(ii) thefelonyoffenseofaggravatedrobberyunderSection2903,PenalCode;

(B) hasbeenfoundbyacourtorjurytohaveengagedindelinquentconductunderSection5403,Family Code,forconductdefinedas:

(i) afelonyoffenseinTitle5,PenalCode;or

(ii) thefelonyoffenseofaggravatedrobberyunderSection2903,PenalCode;

(i) afelonyoffenseinTitle5,PenalCode;or

(ii) thefelonyoffenseofaggravatedrobberyunderSection29.03,PenalCode;

(D) hasbeenreferredtoajuvenilecourtforallegedlyengagingindelinquentconductunderSection 5403,FamilyCode,forconductdefinedas:

(i) afelonyoffenseinTitle5,PenalCode;or

(ii) thefelonyoffenseofaggravatedrobberyunderSection2903,PenalCode;

(E) hasreceivedprobationordeferredadjudicationforafelonyoffenseunderTitle5,PenalCode,orthe felonyoffenseofaggravatedrobberyunderSection2903,PenalCode;

(F) hasbeenconvictedofafelonyoffenseunderTitle5,PenalCode,orthefelonyoffenseofaggravated robberyunderSection29.03,PenalCode;or

(G) hasbeenarrestedfororchargedwithafelonyoffenseunderTitle5,PenalCode,orthefelonyoffense ofaggravatedrobberyunderSection29.03,PenalCode;and

(2) theboardortheboard'sdesigneedeterminesthatthestudent'spresenceintheregularclassroom:

(A) threatensthesafetyofotherstudentsorteachers;

(B) willbedetrimentaltotheeducationalprocess;or

(a-1)Thestudentmustbeplacedin:

(1) ajuvenilejusticealternativeeducationprogram,iftheschooldistrictislocatedinacountythatoperatesa juvenilejusticealternativeeducationprogramortheschooldistrictcontractwiththejuvenileboardof anothercountyfortheprovisionofajuvenilejusticealternativeeducationprogram;or

(2) adisciplinaryalternativeeducationprogram

(b)Anydecisionoftheboardoftrusteesortheboard'sdesigneeunderthissectionisfinalandmaynotbe appealed

(c)Theboardoftrusteesortheboard'sdesigneemayorderplacementinaccordancewiththissectionregardless of:

(1)thedateonwhichthestudent'sconductoccurred;

(2)thelocationatwhichtheconductoccurred;

(3)whethertheconductoccurredwhilethestudentwasenrolledinthedistrict;or

(4)whetherthestudenthassuccessfullycompletedanycourtdispositionrequirementsimposedinconnection withtheconduct.

(d)NotwithstandingSection37.009(c)or(d)oranyotherprovisionofthissubchapter,astudentexpelledand orderedplacedinanalternativesettingbytheboardoftrusteesortheboard'sdesigneeissubjecttothat placementuntil:

(1)thestudentgraduatesfromhighschool;

(2)thechargesdescribedbySubsection(a)(1)aredismissedorreducedtoamisdemeanoroffense;or

(3)thestudentcompletesthetermoftheplacementorisassignedtoanotherprogram

(e)Astudentplacedinanalternativesettinginaccordancewiththissectionisentitledtotheperiodicreview prescribedbySectio37009(e)

(f)Subsection(d)continuestoapplytothestudentifthestudenttransferstoanotherschooldistrictinthestate.

(g)Theboardoftrusteesshallreimburseajuvenilejusticealternativeeducationprograminwhichastudentis placedunderthissectionfortheactualcostincurredeachdayforthestudentwhilethestudentisenrolledin theprogram. Forpurposesofthissubsection:

(1)theactualcostincurredeachdayforthestudentisdeterminedbythejuvenileboardofthecounty operatingtheprogram;and

(2)thejuvenileboardshalldeterminetheactualcostofeachoftheprogramsbasedontheboard’sannual audit

(h)TotheextentofaconflictbetweenthissectionandSection37007,Section37007prevails

JJAEP(JuvenileJusticeAlternativeEducationPrograms)

TAC§89.1052.DiscretionaryPlacementsinJuvenileJusticeAlternativeEducationPrograms.

(a) Thissectionappliesonlytotheexpulsionofastudentwithadisabilityunder:

(1) TexasEducationCode(TEC),§37007(b),(c),or(f);or

(2) TEC,§37007(d),asaresultofconductthatcontainstheelementsofanyoffenselistedinTEC, §37007(b)(2)(C),againstanyemployeeorvolunteerinretaliationfororasaresultoftheperson's employmentorassociationwithaschooldistrict

(b) InacountywithaJuvenileJusticeAlternativeEducationProgram,alocalschooldistrictmustinvitethe administratoroftheJJAEPortheadministrator'sdesigneetoanadmission,review,anddismissal(ARD) committeemeetingconvenedtodiscusstheexpulsionofastudentwithadisabilityunderoneoftheprovisions listedinsubsection(a)ofthissection,relatingtooffensesforwhichaschooldistrictmayexpelastudent.The schooldistrictmustprovidewrittennoticeofthemeetingatleastfiveschooldaysbeforethemeetingora shortertimeframeagreedtobythestudent'sparents Acopyofthestudent'scurrentindividualizededucation program(IEP)mustbeprovidedtotheJJAEPrepresentativewiththenotice IftheJJAEPrepresentativeis unabletoattendtheARDcommitteemeeting,therepresentativemustbegiventheopportunitytoparticipate inthemeetingthroughalternativemeansincludingconferencetelephonecalls TheJJAEPrepresentativemay participateinthemeetingtotheextentthatthemeetingrelatestothestudent'splacementintheJJAEPand implementationofthestudent'scurrentIEPintheJJAEP.

(c) Forastudentwithadisabilitywhowasexpelledunderoneoftheprovisionslistedinsubsection(a)ofthis sectionandplacedintheJJAEP,anARDcommitteemeetingmustbeconvenedtoreconsiderplacementofthe studentintheJJAEPiftheJJAEPprovideswrittennoticetotheschooldistrictofspecificconcernsthatthe student'seducationalorbehavioralneedscannotbemetintheJJAEP Theschooldistrictmustinvitethe JJAEPadministratorortheadministrator'sdesigneetothemeetingandmustprovidewrittennoticeofthe meetingatleastfiveschooldaysbeforethemeetingorashortertimeframeagreedtobythestudent'sparents IftheJJAEPrepresentativeisunabletoattendtheARDcommitteemeeting,therepresentativemustbegiven theopportunitytoparticipateinthemeetingthroughalternativemeansincludingconferencetelephonecalls TheJJAEPrepresentativemayparticipateinthemeetingtotheextentthatthemeetingrelatestothestudent's continuedplacementintheJJAEP.

TEC§37.011.JuvenileJusticeAlternativeEducationProgram

(a)Thejuvenileboardofacountywithapopulationgreaterthan125,000shalldevelopajuvenilejustice alternativeeducationprogram,subjecttotheapprovaloftheTexasJuvenileProbationCommission The juvenileboardofacountywithapopulationof125,000orlessmaydevelopajuvenilejusticealternative educationprogram Forthepurposesofthissubchapter,onlyadisciplinaryalternativeeducationprogram operatedundertheauthorityofajuvenileboardofacountyisconsideredajuvenilejusticealternative educationprogram.Ajuvenilejusticealternativeeducationprograminacountywithapopulationof125,000 orless:

(1)isnotrequiredtobeapprovedbythedepartment;and

(2)isnotsubjecttoSubsection(c),(d),(f),or(g).

(a-1)ForpurposesofthissectionandSection37.010(a),acountywithapopulationgreaterthan125,000is consideredtobeacountywithapopulationof125,000orlessif:

(1)thecountyhadapopulationof125,000orlessaccordingtothe2000federalcensus;and

(2)thejuvenileboardofthecountyentersinto,withtheapprovaloftheTexasJuvenileJusticeDepartment,a memorandumofunderstandingwitheachschooldistrictwithinthecountythat:

(A)outlinestheresponsibilitiesoftheboardandschooldistrictsinminimizingthenumberofstudents expelledwithoutreceivingalternativeeducationalservices;and (B)includesthecoordinationproceduresrequiredbySection37.013.

(a-2)ForpurposesofthissectionandSection37.010(a),acountywithapopulationgreaterthan125,000is consideredtobeacountywithapopulationof125,000orlessifthecounty:

(1)hasapopulationof180,000orless;

(2)isadjacenttotwocounties,eachofwhichhasapopulationofmorethan1.7million;and

(3)hassevenormoreschooldistrictslocatedwhollywithinthecounty'sboundaries

(a-3)ForpurposesofthissectionandSection37010(a),acountywithapopulationgreaterthan125,000is consideredtobeacountywithapopulationof125,000orlessifthecounty:

(1)hasapopulationof200,000andlessthan220,000;

(2)hasfiveormoreschooldistrictslocatedwhollywithinthecounty’sboundaries;and

(3)haslocatedinthecountyajuvenilejusticealternativeeducationprogramthat,onMay1,2011,served fewerthan15students.

(a-4)Aschooldistrictlocatedinacountyconsideredtobeacountywithapopulationof125,000orlessunder Subsection(a-3)shallprovideeducationalservicestoastudentwhoisexpelledfromschoolunderthis chapter Thedistrictisentitledtocountthestudentinthedistrict'saveragedailyattendanceforpurposesof receiptofstatefundsundertheFoundationSchoolProgram Aneducationalplacementunderthissectionmay include:

(1)thedistrict'sdisciplinaryalternativeeducationprogram;or

(2)acontractedplacementwith:

(A)anotherschooldistrict;

(B)anopen-enrollmentcharterschool;

(C)aninstitutionofhighereducation;

(D)anadultliteracycouncil;or

(E)acommunityorganizationthatcanprovideaneducationalprogramthatallowsthestudenttocomplete thecreditsrequiredforhighschoolgraduation

(a-5)ForpurposesofSubsection(a-4),aneducationalplacementotherthanaschooldistrict'sdisciplinary alternativeeducationprogramissubjecttotheeducationalandcertificationrequirementsapplicabletoan open-enrollmentcharterschoolunderSubchapterD,Chapter12

(b)IfastudentadmittedintothepublicschoolsofaschooldistrictunderSection25.001(b)isexpelledfrom schoolforconductforwhichexpulsionisrequiredunderSection37.007(a),(d),or(e),orforconductthat containstheelementsoftheoffenseofterroristicthreatasdescribedbySection22.07(c-1),(d),or(e),Penal Code,thejuvenilecourt,thejuvenileboard,orthejuvenileboard'sdesignee,asappropriate,shall:

(1)ifthestudentisplacedonprobationunderSection54.04,FamilyCode,orderthestudenttoattendthe juvenilejusticealternativeeducationprograminthecountyinwhichthestudentresidesfromthedateof dispositionasaconditionofprobation,unlessthechildisplacedinapost-adjudicationtreatmentfacility;

(2)ifthestudentisplacedondeferredprosecutionunderSection5303,FamilyCode,bythecourt,prosecutor, orprobationdepartment,requirethestudenttoimmediatelyattendthejuvenilejusticealternative educationprograminthecountyinwhichthestudentresidesforaperiodnottoexceedsixmonthsasa conditionofthedeferredprosecution;

(3)indeterminingtheconditionsofthedeferredprosecutionorcourt-orderedprobation,considerthelengthof theschooldistrict'sexpulsionorderforthestudent;and

(4)providetimelyeducationalservicestothestudentinthejuvenilejusticealternativeeducationprogramin thecountyinwhichthestudentresides,regardlessofthestudent'sageorwhetherthejuvenilecourthas jurisdictionoverthestudent

(b-1)Subsection(b)(4)doesnotrequirethateducationalservicesbeprovidedtoastudentwhoisnotentitled toadmissionintothepublicschoolsofaschooldistrictunderSection25001(b)

(c)Ajuvenilejusticealternativeeducationprogramshalladoptastudentcodeofconductinaccordancewith Section37.001.

(d)AjuvenilejusticealternativeeducationprogrammustfocusonEnglishlanguagearts,mathematics,science, socialstudies,andself-discipline.Eachschooldistrictshallconsidercoursecreditearnedbyastudentwhilein

ajuvenilejusticealternativeeducationprogramascreditearnedinadistrictschool.Eachprogramshall administerassessmentinstrumentsunderSubchapterB,Chapter39,andshallofferahighschoolequivalency program.Thejuvenileboardortheboard'sdesignee,withtheparentorguardianofeachstudent,shall regularlyreviewthestudent'sacademicprogress Inthecaseofahighschoolstudent,theboardortheboard's designee,withthestudent'sparentorguardian,shallreviewthestudent'sprogresstowardsmeetinghigh schoolgraduationrequirementsandshallestablishaspecificgraduationplanforthestudent Theprogramis notrequiredtoprovideacoursenecessarytofulfillastudent'shighschoolgraduationrequirementsotherthan acoursespecifiedbythissubsection

(e)Ajuvenilejusticealternativeeducationprogrammaybeprovidedinafacilityownedbyaschooldistrict.A schooldistrictmayprovidepersonnelandservicesforajuvenilejusticealternativeeducationprogramundera contractwiththejuvenileboard.

(f)Ajuvenilejusticealternativeeducationprogrammustoperateatleastsevenhoursperdayand180daysper year,exceptthataprogrammayapplytotheTexasJuvenileProbationCommissionforawaiverofthe180dayrequirement Thecommissionmaynotgrantawaivertoaprogramunderthissubsectionforanumberof daysthatexceedsthehighestnumberofinstructionaldayswaivedbythecommissionerduringthesame schoolyearforaschooldistrictservedbytheprogram

(g)Ajuvenilejusticealternativeeducationprogramshallbesubjecttoawrittenoperatingpolicydevelopedbythe localjuvenilejusticeboardandsubmittedtotheTexasJuvenileJusticeDepartmentforreviewandcomment Ajuvenilejusticealternativeeducationprogramisnotsubjecttoarequirementimposedbythistitle,other thanareportingrequirementorarequirementimposedbythischapterorbyChapter39or39A.

(h)Academically,themissionofjuvenilejusticealternativeeducationprogramsshallbetoenablestudentsto performatgradelevel.ForpurposesofaccountabilityunderChapter39,astudentenrolledinajuvenile justicealternativeeducationprogramisreportedasifthestudentwereenrolledatthestudent'sassigned campusinthestudent'sregularlyassignededucationprogram,includingaspecialeducationprogram AnnuallyTexasJuvenileJusticeDepartment,withtheagreementofthecommissioner,shalldevelopand implementasystemofaccountabilityconsistentwithChapter39and39A,whereappropriate,toassurethat studentsmakeprogresstowardgradelevelwhileattendingajuvenilejusticealternativeeducationprogram Thedepartmentshalladoptrulesforthedistributionoffundsappropriatedunderthissectiontojuvenile boardsincountiesrequiredtoestablishjuvenilejusticealternativeeducationprograms.Exceptasdetermined bythecommissioner,astudentservedbyajuvenilejusticealternativeeducationprogramonthebasisofan expulsionrequiredunderSection37.007(a),(d),or(e)isnoteligibleforFoundationSchoolProgramfunding underChapter31or48ifthejuvenilejusticealternativeeducationprogramreceivesfundingfromthe departmentunderthissubchapter

(i)Astudenttransferredtoajuvenilejusticealternativeeducationprogrammustparticipateintheprogramforthe fullperiodorderedbythejuvenilecourtunlessthestudent'sschooldistrictagreestoacceptthestudentbefore thedateorderedbythejuvenilecourt Thejuvenilecourtmaynotorderaperiodoftransferunderthissection thatexceedsthetermofanyprobationorderedbythejuvenilecourt.

(j)Inrelationtothedevelopmentandoperationofajuvenilejusticealternativeeducationprogram,ajuvenile boardandacountyandacommissionerscourtareimmunefromliabilitytothesameextentasaschool district,andthejuvenileboard'sorcounty'sprofessionalemployeesandvolunteersareimmunefromliability tothesameextentasaschooldistrict'sprofessionalemployeesandvolunteers.

(k)Eachschooldistrictinacountywithapopulationgreaterthan125,000andthecountyjuvenileboardshall annuallyenterintoajointmemorandumofunderstandingthat:

(1)outlinestheresponsibilitiesofthejuvenileboardconcerningtheestablishmentandoperationofajuvenile justicealternativeeducationprogramunderthissection;

(2)definestheamountandconditionsonpaymentsfromtheschooldistricttothejuvenileboardforstudents oftheschooldistrictservedinthejuvenilejusticealternativeeducationprogramwhoseplacementwasnot madeonthebasisofanexpulsionrequiredunderSection37.007(a),(d),or(e);

(3) establishesthatastudentmaybeplacedinthejuvenilejusticealternativeeducationprogramifthestudent engagesinseriousmisbehavior,asdefinedbySection37.007(c).

(found in Section 6 of this OG)

(4)identifiesandrequiresatimelyplacementandspecifiesatermofplacementforexpelledstudentsfor whomtheschooldistricthasreceivedanoticeunderSection52041(d),FamilyCode;

(5)establishesservicesforthetransitioningofexpelledstudentstotheschooldistrictpriortothecompletion ofthestudent'splacementinthejuvenilejusticealternativeeducationprogram;

(6)establishesaplanthatprovidestransportationservicesforstudentsplacedinthejuvenilejusticealternative educationprogram;

(7)establishesthecircumstancesandconditionsunderwhichajuvenilemaybeallowedtoremaininthe juvenilejusticealternativeeducationprogramsettingoncethejuvenileisnolongerunderjuvenilecourt jurisdiction;and

(8)establishesaplantoaddressspecialeducationservicesrequiredbylaw

(l)Theschooldistrictshallberesponsibleforprovidinganimmediateeducationalprogramtostudentswho engageinbehaviorresultinginexpulsionunderSection37007(b),(c)and(f)butwhoarenoteligiblefor admissionintothejuvenilejusticealternativeeducationprograminaccordancewiththememorandumof understandingrequiredunderthissection Theschooldistrictmayprovidetheprogramortheschooldistrict maycontractwithacountyjuvenileboard,aprivateprovider,oroneormoreotherschooldistrictstoprovide theprogram.Thememorandumofunderstandingshalladdressthecircumstancesunderwhichsuchstudents whocontinuetoengageinserious[orpersistent]misbehavior,asdefinedbySection37.007(c),shallbe admittedintothejuvenilejusticealternativeeducationprogram.

(m)Eachschooldistrictinacountywithapopulationgreaterthan125,000andthecountyjuvenileboardshall adoptajointmemorandumofunderstandingasrequiredbythissectionnotlaterthanSeptember1ofeach schoolyear

(n)Ifastudentwhoisorderedtoattendajuvenilejusticealternativeeducationprogrammovesfromonecountyto another,thejuvenilecourtmayrequestthejuvenilejusticealternativeeducationprograminthecountyto whichthestudentmovestoprovideeducationalservicestothestudentinaccordancewiththelocal memorandumofunderstandingbetweentheschooldistrictandjuvenileboardinthereceivingcounty.

(o)Inrelationtothedevelopmentandoperationofajuvenilejusticealternativeeducationprogram,ajuvenile boardandacountyandacommissionerscourtareimmunefromliabilitytothesameextentasaschool district,andthejuvenileboard'sorcounty'semployeesandvolunteersareimmunefromliabilitytothesame extentasaschooldistrict'semployeesandvolunteers

(p)Ifadistrictelectstocontractwiththejuvenileboardforplacementinthejuvenilejusticealternativeeducation programofstudentsexpelledunderSection37007(b),(c),and(f)andthejuvenileboardanddistrictare unabletoreachanagreementinthememorandumofunderstanding,eitherpartymayrequestthattheissuesof disputebereferredtoabindingarbitrationprocessthatusesaqualifiedalternativedisputeresolutionarbitrator inwhicheachpartywillpayitsproratashareofthearbitrationcosts.Eachpartymustsubmititsfinal proposaltothearbitrator.Ifthepartiescannotagreeonanarbitrator,thejuvenileboardshallselectan arbitrator,theschooldistrictsshallselectanarbitrator,andthosetwoarbitratorsshallselectanarbitratorwho willdecidetheissuesindispute.Anarbitrationdecisionissuedunderthissubsectionisenforceableinacourt inthecountyinwhichthejuvenilejusticealternativeeducationprogramislocated Anydecisionbyan arbitratorconcerningtheamountofthefundingforastudentwhoisexpelledandattendingajuvenilejustice alternativeeducationprogrammustprovideanamountsufficientbasedonoperationofthejuvenilejustice alternativeeducationprograminaccordancewiththischapter Indeterminingtheamounttobepaidbya schooldistrictforanexpelledstudentenrolledinajuvenilejusticealternativeeducationprogram,the arbitratorshallconsidertherelevantfactors,includingevidenceof:

(1)theactualaveragetotalperstudentexpenditureinthedistrict'salternativeeducationsetting;

(2)theexpectedperstudentcostinthejuvenilejusticealternativeeducationprogramasdescribedandagreed oninthememorandumofunderstandingandincompliancewiththischapter;and

(3)thecostsnecessarytoachievetheaccountabilitygoalsunderthischapter.

(q)InaccordancewithrulesadoptedbytheboardoftrusteesfortheTeacherRetirementSystemofTexas,a certifiededucatoremployedbyajuvenileboardinajuvenilejusticealternativeeducationprogramshallbe eligibleformembershipandparticipationinthesystemtothesameextentthatanemployeeofapublicschool districtiseligible Thejuvenileboardshallmakeanycontributionthatotherwisewouldbetheresponsibility oftheschooldistrictifthepersonwereemployedbytheschooldistrict,andthestateshallmakeany contributiontothesameextentasifthepersonwereemployedbyaschooldistrict.

Other TEC regulations for JJAEP are addressed by local school board policy.

The campus administrator and diagnostician on the designated campus is responsible for ensuring all procedures and guidelines are followed for the expulsion of a student with a disability as well as notification to all special education and general education teachers The campus administrator will contact the district special education director regarding any placement in JJAEP to ensure clear communication and implementation of the student’s IEP

E.Expulsion

(a)Inthissection:

(1)"Alternativeeducationprogram"includes:

(A)adisciplinaryalternativeeducationprogramoperatedbyaschooldistrictoropen-enrollmentcharter school;

(B)ajuvenilejusticealternativeeducationprogram;and

(C)aresidentialprogramorfacilityoperatedbyorundercontractwiththeTexasJuvenileJustice Department,ajuvenileboard,oranyothergovernmentalentity

(2)"Licensedclinicalsocialworker"hasthemeaningassignedbySection505002,OccupationsCode

(b)Assoonaspracticableafteranalternativeeducationprogramdeterminesthedateofastudent'sreleasefrom theprogram,thealternativeeducationprogramadministratorshall:

(1)providewrittennoticeofthatdateto:

(A)thestudent'sparentorapersonstandinginparentalrelationtothestudent;and

(B)theadministratorofthecampustowhichthestudentintendstotransition;and

(2)providethecampusadministrator:

(A)anassessmentofthestudent'sacademicgrowthwhileattendingthealternativeeducationprogram; and

(B)theresultsofanyassessmentinstrumentsadministeredtothestudent

(c)Notlaterthanfiveinstructionaldaysafterthedateofastudent'sreleasefromanalternativeeducationprogram, thecampusadministratorshallcoordinatethestudent'stransitiontoaregularclassroom.Thecoordination mustincludeassistanceandrecommendationsfrom:

(1)schoolcounselors;

(2)schooldistrictpeaceofficers;

(3)schoolresourceofficers;

(4)licensedclinicalsocialworkers;

(5)campusbehaviorcoordinators;

(6)classroomteacherswhoareormayberesponsibleforimplementingthestudent'spersonalizedtransition plandevelopedunderSubsection(d);and

(7)anyotherappropriateschooldistrictpersonnel.

(d)TheassistancerequiredbySubsection(c)mustincludeapersonalizedtransitionplanforthestudentdeveloped bythecampusadministrator.Apersonalizedtransitionplan:

(1)mustinclude:

(A)recommendationsforthebesteducationalplacementofthestudent;and

(B)theprovisionofinformationtothestudent’sparentorapersonstandinginparentalrelationtothe studentregardingtheprocesstorequestafullindividualandinitialevaluationofthestudentfor purposesofspecialeducationservicesunderSection29004;and

(2)mayinclude:

(A)recommendationsforcounseling,behavioralmanagement,oracademicassistanceforthestudentwith aconcentrationonthestudent'sacademicorcareergoals;

(B)recommendationsforassistanceforobtainingaccesstomentalhealthservicesprovidedbythedistrict orschool,alocalmentalhealthauthority,oranotherprivateorpublicentity;

(C)aregularreviewofthestudent'sprogresstowardthestudent'sacademicorcareergoals.

(e)Ifpracticable,thecampusadministrator,ortheadministrator'sdesignee,shallmeetwiththestudent'sparentor apersonstandinginparentalrelationtothestudenttocoordinateplansforthestudent'stransition

(f)ThissectionappliesonlytoastudentsubjecttocompulsoryattendancerequirementsunderSection25085

For students with a disability served through the special education department, the ARD/IEP Committee will address appropriate placement and services needed for the student returning from an Alternative Education Program. The ARD/IEP Committee will take into consideration the requirements from TEC §37.023.

TEC§37.007.

EXPULSIONFORSERIOUSOFFENSES.

(a) ExceptasprovidedbySubsection(k),astudentshallbeexpelledfromaschoolifthestudent,onschool propertyorwhileattendingaschool-sponsoredorschool-relatedactivityonoroffofschoolproperty:

(1) engagesinconductthatcontainstheelementsoftheoffenseoftheoffenseofunlawfullycarrying weaponsunderSection4602,PenalCode,orelementsofanoffenserelatingtoprohibitedweaponsunder Section4605,PenalCode;

(2) engagesinconductthatcontainstheelementsoftheoffenseof:

(A) aggravatedassaultunderSection22.02,PenalCode,sexualassaultunderSection22.011,PenalCode, oraggravatedsexualassaultunderSection22.021,PenalCode;

(B) arsonunderSection28.02,PenalCode;

(C) murderunderSection19.02,PenalCode,capitalmurderunderSection19.03,PenalCode,orcriminal attempt,underSection15.01,PenalCode,tocommitmurderorcapitalmurder;

(D) indecencywithachildunderSection2111,PenalCode;

(E) aggravatedkidnappingunderSection2004,PenalCode;

(F) aggravatedrobberyunderSection2903,PenalCode;

(G) manslaughterunderSection1904,PenalCode;

(H) criminallynegligenthomicideunderSection1905,PenalCode;or

(I) continuoussexualabuseofyoungchildorchildrenunderSection21.02,PenalCode;or

(3) engagesinconductspecifiedbySection37.006(a)(2)(C)or(D),iftheconductispunishableasafelony.

(b) Astudentmaybeexpelledifthestudent:

(1) engagesinconductinvolvingapublicschoolthatcontainstheelementsoftheoffenseoffalsealarmor reportunderSection42.06,PenalCode,orterroristicthreatunderSection22.07,PenalCode;

(2) whileonorwithin300feetofschoolproperty,asmeasuredfromanypointontheschool'srealproperty boundaryline,orwhileattendingaschool-sponsoredorschool-relatedactivityonoroffofschool property:

(A) sells,gives,ordeliverstoanotherpersonorpossesses,uses,orisundertheinfluenceofanyamount of:

(i) marihuanaoracontrolledsubstance,asdefinedbyChapter481,HealthandSafetyCode,orby21 U.S.C.Section801etseq.;

(ii) adangerousdrug,asdefinedbyChapter483,HealthandSafetyCode;or

(iii) analcoholicbeverage,asdefinedbySection1.04,AlcoholicBeverageCode;

(B) engagesinconductthatcontainstheelementsofanoffenserelatingtoanabusablevolatilechemical underSections485031through485034,HealthandSafetyCode;

(C) engagesinconductthatcontainstheelementsofanoffenseunderSection2201(a)(1),PenalCode, againstaschooldistrictemployeeoravolunteerasdefinedbySection22053;or

(D) engagesinconductthatcontainstheelementsoftheoffenseofdeadlyconductunderSection2205, PenalCode;

(3) subjecttoSubsection(d),whilewithin300feetofschoolproperty,asmeasuredfromanypointonthe school'srealpropertyboundaryline:

(A) engagesinconductspecifiedbySubsection(a);or

(B) possessesafirearm,asdefinedby18USC Section921;or

(4) engagesinconductthatcontainstheelementsofanyoffenselistedinSubsection(a)(2)(A)or(C)orthe offenseofaggravatedrobberyunderSection2903,PenalCode,againstanotherstudent,withoutregardto whethertheconductoccursonoroffofschoolpropertyorwhileattendingaschool-sponsoredorschoolrelatedactivityonoroffofschoolproperty

(5) engagesinconductthatcontainstheelementsoftheoffenseofbreachofcomputersecurityunderSection 33.02,PenalCode,if:

(A) theconductinvolvesaccessingacomputer,computernetwork,orcomputersystemownedbyor operatedonbehalfofaschooldistrict;and

(B) thestudentknowingly:

(i) alters,damages,ordeletesschooldistrictpropertyorinformation;or

(ii) commitsabreachofanyothercomputer,computernetwork,orcomputersystem

(c) Astudentmaybeexpelledifthestudent,whileplacedinadisciplinaryalternativeeducationprogram,engages indocumentedseriousmisbehaviorwhileontheprogramcampusdespitedocumentedbehavioral interventions.Forpurposesofthissubsection,"seriousmisbehavior"means:

(1) deliberateviolentbehaviorthatposesadirectthreattothehealthorsafetyofothers;

(2) extortion,meaningthegainingofmoneyorotherpropertybyforceorthreat;

(3) conductthatconstitutescoercion,asdefinedbySection1.07,PenalCode;or

(4) conductthatconstitutestheoffenseof:

(A) publiclewdnessunderSection2107,PenalCode;

(B) indecentexposureunderSection2108,PenalCode;

(D) personalhazingunderSection37152;or

(E) harassmentunderSection4207(a)(1),PenalCode,ofastudentordistrictemployee

(d) Astudentshallbeexpelledifthestudentengagesinconductthatcontainstheelementsofanyoffenselistedin Subsection(a),andmaybeexpelledifthestudentengagesinconductthatcontainstheelementsofany offenselistedinSubsection(b)(2)(C),againstanyemployeeorvolunteerinretaliationfororasaresultofthe

person'semploymentorassociationwithaschooldistrict,withoutregardtowhethertheconductoccursonor offofschoolpropertyorwhileattendingaschool-sponsoredorschool-relatedactivityonoroffofschool property.

(e) Inaccordancewith20USC Section7151,alocaleducationalagency,includingaschooldistrict,home-rule schooldistrict,oropen-enrollmentcharterschool,shallexpelastudentwhobringsafirearm,asdefinedby18 USC Section921,toschool Thestudentmustbeexpelledfromthestudent'sregularcampusforaperiodof atleastoneyear,exceptthat:

(1) thesuperintendentorotherchiefadministrativeofficeroftheschooldistrictoroftheotherlocal educationalagency,asdefinedby20U.S.C.Section7801,maymodifythelengthoftheexpulsioninthe caseofanindividualstudent;

(2) thedistrictorotherlocaleducationalagencyshallprovideeducationalservicestoanexpelledstudentina disciplinaryalternativeeducationprogramasprovidedbySection37.008ifthestudentisyoungerthan10 yearsofageonthedateofexpulsion;and

(3) thedistrictorotherlocaleducationalagencymayprovideeducationalservicestoanexpelledstudentwho is10yearsofageorolderinadisciplinaryalternativeeducationprogramasprovidedinSection37008

(f) AstudentwhoengagesinconductthatcontainstheelementsoftheoffenseofcriminalmischiefunderSection 2803,PenalCode,maybeexpelledatthedistrict'sdiscretioniftheconductispunishableasafelonyunder thatsection Thestudentshallbereferredtotheauthorizedofficerofthejuvenilecourtregardlessofwhether thestudentisexpelled.

(g) InadditiontoanynoticerequiredunderArticle15.27,CodeofCriminalProcedure,aschooldistrictshall informeacheducatorwhohasresponsibilityfor,orisunderthedirectionandsupervisionofaneducatorwho hasresponsibilityfor,theinstructionofastudentwhohasengagedinanyviolationlistedinthissectionofthe student'smisconduct Eacheducatorshallkeeptheinformationreceivedunderthissubsectionconfidential fromanypersonnotentitledtotheinformationunderthissubsection,exceptthattheeducatormaysharethe informationwiththestudent'sparentorguardianasprovidedforbystateorfederallaw TheStateBoardfor EducatorCertificationmayrevokeorsuspendthecertificationofaneducatorwhointentionallyviolatesthis subsection

(h) SubjecttoSubsection(e),notwithstandinganyotherprovisionofthissection,astudentwhoisyoungerthan 10yearsofagemaynotbeexpelledforengaginginconductdescribedbythissection.

(i) AstudentwhoengagesinconductdescribedbySubsection(a)maybeexpelledfromschoolbythedistrictin whichthestudentattendsschoolifthestudentengagesinthatconduct:

(1) onschoolpropertyofanotherdistrictinthisstate;or

(2) whileattendingaschool-sponsoredorschool-relatedactivityofaschoolinanotherdistrictinthisstate

(k) Astudentmaynotbeexpelledsolelyonthebasisofthestudent'suse,exhibition,orpossessionofafirearm thatoccurs:

(1) atanapprovedtargetrangefacilitythatisnotlocatedonaschoolcampus;and

(2) whileparticipatinginorpreparingforaschool-sponsoredshootingsportscompetitionorashootingsports educationalactivitythatissponsoredorsupportedbytheParksandWildlifeDepartmentorashooting sportssanctioningorganizationworkingwiththedepartment.

(l) Subsection(k)doesnotauthorizeastudenttobringafirearmonschoolpropertytoparticipateinorpreparefor aschool-sponsoredshootingsportscompetitionorashootingsportseducationalactivitydescribedbythat subsection

Theplacementofastudentwhoisexpelledmustnotbechangedtothehomeboundinstructionalsetting(see 1062DisciplinaryRemovalsofStudentswithDisabilitiesfordetailedinformationregardingappropriate instructionalsettingcodesandADAeligibilitywhenexpellingstudentswhoarereceivingspecialeducationand relatedservices).Foradditionalinformationregardingplacementinformationrefertothemostcurrentcopyofthe StudentAttendanceAccountingHandbook:http://tea.texas.gov/index2.aspx?id=25769817607

F.EmergencyPlacement

TEC§37019 EmergencyPlacementorExpulsion

(a)Thissubchapterdoesnotpreventtheprincipalortheprincipal'sdesigneefromorderingtheimmediate placementofastudentinadisciplinaryalternativeeducationprogramiftheprincipalortheprincipal's designeereasonablybelievesthestudent'sbehaviorissounruly,disruptive,orabusivethatitseriously interfereswithateacher'sabilitytocommunicateeffectivelywiththestudentsinaclass,withtheabilityofthe student'sclassmatestolearn,orwiththeoperationofschooloraschool-sponsoredactivity.

(b)Thissubchapterdoesnotpreventtheprincipalortheprincipal'sdesigneefromorderingtheimmediate expulsionofastudentiftheprincipalortheprincipal'sdesigneereasonablybelievesthatactionisnecessaryto protectpersonsorpropertyfromimminentharm.

(c)Atthetimeofanemergencyplacementorexpulsion,thestudentshallbegivenoralnoticeofthereasonforthe action Thereasonmustbeareasonforwhichplacementinadisciplinaryalternativeeducationprogramor expulsionmaybemadeonanonemergencybasis Withinareasonabletimeaftertheemergencyplacementor expulsion,butnotlaterthanthe10thdayafterthedateoftheplacementorexpulsion,thestudentshallbe accordedtheappropriatedueprocessasrequiredunderSection37009 Ifthestudentsubjecttotheemergency placementorexpulsionisastudentwithdisabilitieswhoreceivesspecialeducationservices,theemergency placementorexpulsionissubjecttofederallawandregulationsandmustbeconsistentwiththeconsequences thatwouldapplyunderthissubchaptertoastudentwithoutadisability.

(d)Aprincipalorprincipal'sdesigneeisnotliableincivildamagesforanemergencyplacementunderthissection.

G.CourtInvolvementafterHearing.

§37010 CourtInvolvement

(a)NotlaterthanthesecondbusinessdayafterthedateahearingisheldunderSection37009,theboardof trusteesofaschooldistrictortheboard'sdesigneeshalldeliveracopyoftheorderplacingastudentina disciplinaryalternativeeducationprogramunderSection37.006orexpellingastudentunderSection37.007 andanyinformationrequiredunderSection52.04,FamilyCode,totheauthorizedofficerofthejuvenilecourt inthecountyinwhichthestudentresides.InacountythatoperatesaprogramunderSection37.011,an expelledstudentshalltotheextentprovidedbylaworbythememorandumofunderstandingimmediately attendtheeducationalprogramfromthedateofexpulsion,exceptthatinacountywithapopulationgreater than125,000,everyexpelledstudentwhoisnotdetainedorreceivingtreatmentunderanorderofthejuvenile courtmustbeenrolledinaneducationalprogram

(b)IfastudentisexpelledunderSection37007(c),theboardoritsdesigneeshallreferthestudenttothe authorizedofficerofthejuvenilecourtforappropriateproceedingsunderTitle3,FamilyCode.

(c)Unlessthejuvenileboardforthecountyinwhichthedistrict'scentraladministrativeofficeislocatedhas enteredintoamemorandumofunderstandingwiththedistrict'sboardoftrusteesconcerningthejuvenile probationdepartment'sroleinsupervisingandprovidingothersupportservicesforstudentsindisciplinary alternativeeducationprograms,acourtmaynotorderastudentexpelledunderSection37.007toattenda regularclassroom,aregularcampus,oraschooldistrictdisciplinaryalternativeeducationprogramasa conditionofprobation

(d)Unlessthejuvenileboardforthecountyinwhichthedistrict'scentraladministrativeofficeislocatedhas enteredintoamemorandumofunderstandingasdescribedbySubsection(c),ifacourtordersastudentto attendadisciplinaryalternativeeducationprogramasaconditionofprobationonceduringaschoolyearand thestudentisreferredtojuvenilecourtagainduringthatschoolyear,thejuvenilecourtmaynotorderthe studenttoattendadisciplinaryalternativeeducationprograminadistrictwithoutthedistrict'sconsentuntil thestudenthassuccessfullycompletedanysentencingrequirementsthecourtimposes.

(e)Anyplacementinadisciplinaryalternativeeducationprogrambyacourtunderthissectionmustprohibitthe studentfromattendingorparticipatinginschoolsponsoredorschool-relatedactivities

(f)IfastudentisexpelledunderSection37007,ontherecommendationofthecommitteeestablishedunder Section37003oronitsowninitiative,adistrictmayreadmitthestudentwhilethestudentiscompletingany courtdispositionrequirementsthecourtimposes Afterthestudenthassuccessfullycompletedanycourt dispositionrequirementsthecourtimposes,includingconditionsofadeferredprosecutionorderedbythe court,orsuchconditionsrequiredbytheprosecutororprobationdepartment,ifthestudentmeetsthe requirementsforadmissionintothepublicschoolsestablishedbythistitle,adistrictmaynotrefusetoadmit thestudent,butthedistrictmayplacethestudentinthedisciplinaryalternativeeducationprogram. NotwithstandingSection37.002(d),thestudentmaynotbereturnedtotheclassroomoftheteacherunder whosesupervisiontheoffenseoccurredwithoutthatteacher'sconsent Theteachermaynotbecoercedto consent

(g)Ifanexpelledstudentenrollsinanotherschooldistrict,theboardoftrusteesofthedistrictthatexpelledthe studentshallprovidetothedistrictinwhichthestudentenrolls,atthesametimeotherrecordsofthestudent areprovided,acopyoftheexpulsionorderandthereferraltotheauthorizedofficerofthejuvenilecourt The districtinwhichthestudentenrollsmaycontinuetheexpulsionunderthetermsoftheorder,mayplacethe studentinadisciplinaryalternativeeducationprogramfortheperiodspecifiedbytheexpulsionorder,ormay allowthestudenttoattendregularclasseswithoutcompletingtheperiodofexpulsion.Adistrictmaytakeany actionpermittedbythissubsectionifthestudentwasexpelledbyaschooldistrictinanotherstateif:

(1)theout-of-statedistrictprovidestothedistrictacopyoftheexpulsionorder;and (2)thegroundsfortheexpulsionarealsogroundsforexpulsioninthedistrictinwhichthestudentis enrolling.

(g-1)Ifastudentwasexpelledbyaschooldistrictinanotherstateforaperiodthatexceedsoneyearandaschool districtinthisstatecontinuestheexpulsionorplacesthestudentinadisciplinaryalternativeeducation programunderSubsection(g),thedistrictshallreducetheperiodoftheexpulsionorplacementsothatthe aggregateperioddoesnotexceedoneyearunless,afterareview,thedistrictdeterminesthat: (1)thestudentisathreattothesafetyofotherstudentsortodistrictemployees;or (2)extendedplacementisinthebestinterestofthestudent.

(h)Apersonisnotliableincivildamagesforareferraltojuvenilecourtasrequiredbythissection.

IV. FREEAPPROPRIATEPUBLICEDUCATION(FAPE)FORSTUDENTSREMOVED

§300.530Authorityofschoolpersonnel.

(a)Case-by-casedetermination.Schoolpersonnelmayconsideranyuniquecircumstancesonacase-by-case basiswhendeterminingwhetherachangeinplacement,consistentwiththerequirementsofthissection, isappropriateforachildwithadisabilitywhoviolatesacodeofstudentconduct.

(b)General.

(1)Schoolpersonnelunderthissectionmayremoveachildwithadisabilitywhoviolatesacodeof studentconductfromhisorhercurrentplacementtoanappropriateinterimalternative educationalsetting,anothersetting,orsuspension,fornotmorethan10consecutiveschooldays(to theextentthosealternativesareappliedtochildrenwithoutdisabilities),andforadditional removalsofnotmorethan10consecutiveschooldaysinthatsameschoolyearforseparateincidents ofmisconduct(aslongasthoseremovalsdonotconstituteachangeofplacementunder§300.536).

(2)Afterachildwithadisabilityhasbeenremovedfromhisorhercurrentplacementfor10schooldays inthesameschoolyear,duringanysubsequentdaysofremovalthepublicagencymustprovide servicestotheextentrequiredunderparagraph(d)ofthissection.

(d)Services.

(1)Achildwithadisabilitywhoisremovedfromthechild'scurrentplacementpursuanttoparagraph (c)or(g)ofthissectionmust--

(ii)Receive,asappropriate,afunctionalbehavioralassessment,andbehavioralintervention servicesandmodifications,thataredesignedtoaddressthebehaviorviolationsothatitdoesnot recur.

(2)Theservicesrequiredbyparagraph(d)(1),(d)(3),(d)(4),and(d)(5),ofthissectionmaybeprovided inaninterimalternativeeducationalsetting.

(3)Apublicagencyisonlyrequiredtoprovideservicesduringperiodsofremovaltoachildwitha disabilitywhohasbeenremovedfromhisorhercurrentplacementfor10schooldaysorlessinthat schoolyear,ifitprovidesservicestoachildwithoutdisabilitieswhohasbeensimilarlyremoved.

(4)Afterachildwithadisabilityhasbeenremovedfromhisorhercurrentplacementfor10schooldays inthesameschoolyear,ifthecurrentremovalisfornotmorethan10consecutiveschooldaysandis notachangeofplacementunder§300.536,schoolpersonnel,inconsultationwithatleastoneofthe child'steachers,determinetheextenttowhichservicesareneededasprovidedin§300.101(a),soas toenablethechildtocontinuetoparticipateinthegeneraleducationcurriculum,althoughin anothersetting,andtoprogresstowardmeetingthegoalssetoutinthechild'sIEP.

(5)Iftheremovalisachangeofplacementunder§300.536,thechild'sIEPTeamdetermines appropriateservicesunderparagraph(d)(1)ofthissection.

TEC§37.021. OpportunityToCompleteCoursesDuringIn-SchoolAndCertainOtherPlacements.

(a)Ifaschooldistrictremovesastudentfromtheregularclassroomandplacesthestudentinin-schoolsuspension oranothersettingotherthanadisciplinaryalternativeeducationprogram,thedistrictshallofferthestudentthe opportunitytocompletebeforethebeginningofthenextschoolyeareachcourseinwhichthestudentwas enrolledatthetimeoftheremoval

(b) Thedistrictmayprovidetheopportunitytocompletecoursesbyanymethodavailable,includinga correspondencecourse,distancelearning,orsummerschool

school suspension or another disciplinary setting other than a disiciplinary alternative education program (DAEP), the opportunity to complete before the beginning of the next school year each course in which the student was enrolled at the time of the removal. The courses may be provided by any method available, including correspondence courses, distance learning or summer school If the student is removed from their current IEP placement for 10 days or more (consecutive or cumulative) the ARD committee will convene to determine the extent to which services are needed so the student is able to continue to participate in the general education curriculum, and to progress toward meeting the goals in the student’s IEP If the student is removed from their current placement due to disciplinary reasons the student must also receive, as appropriate, a functional behavioral assessment, and behavioral intervention services and modifications designed to address the behavior violation so that it does not recur.

V. CONFINEMENT,RESTRAINT,TIME-OUT

A.UseofConfinement,Restraint,Seclusion,andTime-Out

TEC§37.0021.UseofConfinement,Restraint,Seclusion,andTime-out

(a)Itisthepolicyofthisstatetotreatwithdignityandrespectallstudents,includingstudentswithdisabilities whoreceivespecialeducationservicesunderSubchapterA,Chapter29.Astudentwithadisabilitywho receivesspecialeducationservicesunderSubchapterA,Chapter29,maynotbeconfinedinalockedbox, lockedcloset,orotherspeciallydesignedlockedspaceaseitheradisciplinemanagementpracticeora behaviormanagementtechnique

(b)Inthissection:

(1)"Restraint"meanstheuseofphysicalforceoramechanicaldevicetosignificantlyrestrictthefree movementofalloraportionofastudent'sbody

(2)"Seclusion"meansabehaviormanagementtechniqueinwhichastudentisconfinedinalockedbox, lockedcloset,orlockedroomthat:

(A)isdesignedsolelytosecludeaperson;and (B)containslessthan50squarefeetofspace.

(3)"Time-out"meansabehaviormanagementtechniqueinwhich,toprovideastudentwithanopportunity toregainself-control,thestudentisseparatedfromotherstudentsforalimitedperiodinasetting: (A)thatisnotlocked;and (B)fromwhichtheexitisnotphysicallyblockedbyfurniture,acloseddoorheldshutfromtheoutside,or anotherinanimateobject

(4)"Lawenforcementduties"meansactivitiesofapeaceofficerrelatingtotheinvestigationand enforcementofstatecriminallawsandotherdutiesauthorizedbytheCodeofCriminalProcedure.

(c)Aschooldistrictemployeeorvolunteeroranindependentcontractorofadistrictmaynotplaceastudentin seclusion.Thissubsectiondoesnotapplytotheuseofseclusioninacourt-orderedplacement,otherthana placementinaneducationalprogramofLEA,orinaplacementorfacilitytowhichthefollowinglaw,rules, orregulationsapply:

(1)theChildren'sHealthActof2000,Pub L No 106-310,anysubsequentamendmentstothatAct,any regulationsadoptedunderthatAct,oranysubsequentamendmentstothoseregulations;

(2)40TAC Sections7201001-7201013;or

(3)25TAC Section412308(e)

(d)SubjecttoSubsection(j)thecommissionerbyruleshalladoptproceduresfortheuseofrestraintandtime-out byaschooldistrictemployeeorvolunteeroranindependentcontractorofadistrictinthecaseofastudent withadisabilityreceivingspecialeducationservicesunderSubchapterA,Chapter29.Aprocedureadopted underthissubsectionmust:

(1)beconsistentwith:

(A)professionallyacceptedpracticesandstandardsofstudentdisciplineandtechniquesforbehavior management;and

(B)relevanthealthandsafetystandards;

(2)identifyanydisciplinemanagementpracticeorbehaviormanagementtechniquethatrequiresadistrict employeeorvolunteeroranindependentcontractorofadistricttobetrainedbeforeusingthatpracticeor technique;and

(3)requireaschooldistrictto:

(A)providewrittennotificationtothestudent’sparentorpersonstandinginparentalrelationtothe studentforeachuseofrestraintthatincludes:

(i)thenameofthestudent;

(ii)thenameofthedistrictemployeeorvolunteerorindependentcontractorofthedistrictwho administeredtherestraint;

(iii)thedateoftherestraint;

(iv)thetimetherestraintstartedandended;

(v)thelocationoftherestraint;

(vi)thenatureoftherestraint;

(vii)adescriptionoftheactivityinwhichthestudentwasengagedimmediatelyprecedingtheuseof therestraint;

(viii)thebehaviorofthestudentthatpromptedtherestraint;

(ix)anyeffortsmadetode-escalatethesituationandanyalternativestorestraintthatwereattempted;

(x)ifthestudenthasabehaviorimprovementplanorabehavioralinterventionplan,whethertheplan mayneedtoberevisedasaresultofthebehaviorthatledtotherestraint;and

(xi)ifthestudentdoesnothaveabehaviorimprovementplanorabehavioralinterventionplan informationontheprocedureforthestudent’sparentorpersonstandinginparentalrelationtothe studenttorequestanadmission,review,anddismissalcommitteemeetingtodiscussthe possibilityofconductingafunctionalbehavioralassessmentofthestudentanddevelopingaplan forthestudent;

(B)includeinastudent’sspecialeducationeligibilityschoolrecords:

(i)acopyofthewrittennotificationprovidedtothestudent’sparentorpersonstandinginparental relationtothestudentunderParagraph(A);

(ii)informationonthemethodbywhichthewrittennotificationwassenttotheparentorperson;and

(iii)thecontactinformationfortheparentorpersontowhomthedistrictsentthenotification;and

(C)ifthestudenthasabehaviorimprovementplanorbehavioralinterventionplan,documenteachuseof time-outpromptedbyabehaviorofthestudentspecifiedinthestudent’splan,includingadescription ofthebehaviorthatpromptedthetime-out

(e)InthecaseofaconflictbetweenaruleadoptedunderSubsection(d)andaruleadoptedunderSubchapterA, Chapter29,theruleadoptedunderSubsection(d)controls.

(f)Forpurposesofthissubsection,"weapon"includesanyweapondescribedunderSection37.007(a)(1).This sectiondoesnotpreventastudent'slocked,unattendedconfinementinanemergencysituationwhile awaitingthearrivaloflawenforcementpersonnelif:

(1)thestudentpossessesaweapon;and

(2)theconfinementisnecessarytopreventthestudentfromcausingbodilyharmtothestudentoranother person

(g)Thissectionandanyrulesorproceduresadoptedunderthissectiondonotapplyto:

(1)apeaceofficerwhileperforminglawenforcementduties;

(2)juvenileprobation,detention,orcorrectionspersonnel;or

(3)aneducationalservicesproviderwithwhomastudentisplacedbyajudicialauthority,unlesstheservices areprovidedinaneducationalprogramofaschooldistrict.

(h)thissectionandanyrulesorproceduresadoptedunderthissectionapplytoapeaceofficeronlyifthepeace officer:

(1)isemployedorcommissionedbyaschooldistrict;or

(2)Provides,asaschoolresourceofficer,aregularpolicepresenceonaschooldistrictcampusundera memorandumofunderstandingbetweenthedistrictandalocallawenforcementagency

(i)Aschooldistrictshallreportelectronicallytotheagency,inaccordancewithstandardsprovidedby commissionerrule,informationrelatingtotheuseofrestraintbyapeaceofficerperforminglawenforcement dutiesonschoolpropertyorduringaschool-sponsoredorschool-relatedactivity. Areportsubmittedunder thissubsectionmustbeconsistentwiththerequirementsadoptedbythecommissionerruleforreportingthe useofrestraintinvolvingstudentswithdisabilities.

(j)Apeaceofficerperforminglawenforcementdutiesorschoolsecuritypersonnelperformingsecurity-related dutiesonschoolpropertyorataschool-sponsoredorschool-relatedactivitymaynotrestrainoruseachemical irritantsprayonastudent10yearsofageoryoungerunlessthestudentposesaseriousriskofharmtothe studentoranotherperson

B.ProceduresforUseofRestraintandTime-out

TAC§89.1053.ProceduresforUseofRestraintandTime-Out.

(a) Requirementtoimplement.Inadditiontotherequirementsof34CodeofFederalRegulations(CFR), §300.324(a)(2)(i),schooldistrictsandcharterschoolsmustimplementtheprovisionsofthissectionregarding theuseofrestraintandtime-out InaccordancewiththeprovisionsofTexasEducationCode(TEC),§370021 (UseofConfinement,Restraint,Seclusion,andTime-Out),itisthepolicyofthestatetotreatwithdignityand respectallstudents,includingstudentswithdisabilitieswhoreceivespecialeducationservicesunderTEC, Chapter29,SubchapterA

(b) Definitions.

(1) Emergencymeansasituationinwhichastudent'sbehaviorposesathreatof:

(A) imminent,seriousphysicalharmtothestudentorothers;or

(B) imminent,seriouspropertydestruction.

(2) Restraintmeanstheuseofphysicalforceoramechanicaldevicetosignificantlyrestrictthefree movementofalloraportionofthestudent'sbody.

(3) Time-outmeansabehaviormanagementtechniqueinwhich,toprovideastudentwithanopportunityto regainself-control,thestudentisseparatedfromotherstudentsforalimitedperiodinasetting: (A) thatisnotlocked;and (B) fromwhichtheexitisnotphysicallyblockedbyfurniture,acloseddoorheldshutfromtheoutside, oranotherinanimateobject

(c) Useofrestraint Aschoolemployee,volunteer,orindependentcontractormayuserestraintonlyinan emergencyasdefinedinsubsection(b)ofthissectionandwiththefollowinglimitations.

(1) Restraintmustbelimitedtotheuseofsuchreasonableforceasisnecessarytoaddresstheemergency.

(2) Restraintmustbediscontinuedatthepointatwhichtheemergencynolongerexists.

(3) Restraintmustbeimplementedinsuchawayastoprotectthehealthandsafetyofthestudentandothers.

(4) Restraintmustnotdeprivethestudentofbasichumannecessities.

(d) Trainingonuseofrestraint Trainingforschoolemployees,volunteers,orindependentcontractorsmustbe providedaccordingtothefollowingrequirements

(1) Acoreteamofpersonneloneachcampusmustbetrainedintheuseofrestraint,andtheteammust includeacampusadministratorordesigneeandanygeneralorspecialeducationpersonnellikelytouse restraint

(2) Personnelcalledupontouserestraintinanemergencyandwhohavenotreceivedpriortrainingmust receivetrainingwithin30schooldaysfollowingtheuseofrestraint.

(3) Trainingonuseofrestraintmustincludepreventionandde-escalationtechniquesandprovidealternatives totheuseofrestraint.

(4) Alltrainedpersonnelmustreceiveinstructionincurrentprofessionallyacceptedpracticesandstandards regardingbehaviormanagementandtheuseofrestraint

(e) Documentationandnotificationonuseofrestraint Inacaseinwhichrestraintisused,schoolemployees, volunteers,orindependentcontractorsmustimplementthefollowingdocumentationrequirements

(1)Onthedayrestraintisutilized,thecampusadministratorordesigneemustbenotifiedverballyorin writingregardingtheuseofrestraint.

(2)Onthedayrestraintisutilized,agoodfaitheffortmustbemadetoverballynotifytheparent(s)regarding theuseofrestraint.

(3)Writtennotificationoftheuseofrestraintmustbeplacedinthemailorotherwiseprovidedtotheparent withinoneschooldayoftheuseofrestraint

(4)Writtendocumentationregardingtheuseofrestraintmustbeplacedinthestudent'sspecialeducation eligibilityfolderinatimelymannersotheinformationisavailabletotheadmission,review,anddismissal (ARD)committeewhenitconsiderstheimpactofthestudent'sbehavioronthestudent'slearningand/or thecreationorrevisionofabehavioralinterventionplan(BIP)

(5)Writtennotificationtotheparent(s)anddocumentationtothestudent'sspecialeducationeligibilityfolder mustincludethefollowing:

(A)nameofthestudent;

(B)nameofthestaffmember(s)administeringtherestraint;

(C)dateoftherestraintandthetimetherestraintbeganandended;

(D)locationoftherestraint;

(E)natureoftherestraint;

(F)adescriptionoftheactivityinwhichthestudentwasengagedimmediatelyprecedingtheuseof restraint;

(G)thebehaviorthatpromptedtherestraint;

(H)theeffortsmadetode-escalatethesituationandalternativestorestraintthatwereattempted;and

(I)informationdocumentingparentcontactandnotification.

(f) Clarificationregardingrestraint.Theprovisionsadoptedunderthissectiondonotapplytotheuseofphysical forceoramechanicaldevicethatdoesnotsignificantlyrestrictthefreemovementofalloraportionofthe student'sbody Restraintthatinvolvessignificantrestrictionasreferencedinsubsection(b)(2)ofthissection doesnotinclude:

(1) physicalcontactorappropriatelyprescribedadaptiveequipmenttopromotenormativebodypositioning and/orphysicalfunctioning;

(2) limitedphysicalcontactwithastudenttopromotesafety(eg,holdingastudent'shand),preventa potentiallyharmfulaction(e.g.,runningintothestreet),teachaskill,redirectattention,provideguidance toalocation,orprovidecomfort;

(3) limitedphysicalcontactorappropriatelyprescribedadaptiveequipmenttopreventastudentfrom engaginginongoing,repetitiveself-injuriousbehaviors,withtheexpectationthatinstructionwillbe reflectedintheindividualizededucationprogram(IEP)asrequiredby34CFR,§300.324(a)(2)(i)to promotestudentlearningandreduceand/orpreventtheneedforongoingintervention;or

(4) seatbeltsandothersafetyequipmentusedtosecurestudentsduringtransportation

(g) Useoftime-out Aschoolemployee,volunteer,orindependentcontractormayusetime-outinaccordance withsubsection(b)(3)ofthissectionwiththefollowinglimitations

(1) Physicalforceorthreatofphysicalforcemustnotbeusedtoplaceastudentintime-out

(2) Time-outmayonlybeusedinconjunctionwithanarrayofpositivebehaviorinterventionstrategiesand techniquesandmustbeincludedinthestudent'sIEPand/orBIPifitisutilizedonarecurrentbasisto increaseordecreaseatargetedbehavior.

(3) Useoftime-outmustnotbeimplementedinafashionthatprecludestheabilityofthestudenttobe involvedinandprogressinthegeneralcurriculumandadvanceappropriatelytowardattainingtheannual goalsspecifiedinthestudent'sIEP

(h) Trainingonuseoftime-out Trainingforschoolemployees,volunteers,orindependentcontractorsmustbe providedaccordingtothefollowingrequirements

(1) Generalorspecialeducationpersonnelwhoimplementtime-outbasedonrequirementsestablishedina student'sIEPand/orBIPmustbetrainedintheuseoftime-out

(2) Newly-identifiedpersonnelcalledupontoimplementtime-outbasedonrequirementsestablishedina student'sIEPand/orBIPmustreceivetrainingintheuseoftime-outwithin30schooldaysofbeing assignedtheresponsibilityforimplementingtime-out.

(3) Trainingontheuseoftime-outmustbeprovidedaspartofaprogramwhichaddressesafullcontinuumof positivebehavioralinterventionstrategies,andmustaddresstheimpactoftime-outontheabilityofthe studenttobeinvolvedinandprogressinthegeneralcurriculumandadvanceappropriatelytoward attainingtheannualgoalsspecifiedinthestudent'sIEP

(4) Alltrainedpersonnelmustreceiveinstructionincurrentprofessionallyacceptedpracticesandstandards regardingbehaviormanagementandtheuseoftime-out

(i) Documentationonuseoftime-out.Necessarydocumentationordatacollectionregardingtheuseoftime-out, ifany,mustbeaddressedintheIEPorBIP.TheARDcommitteemustuseanycollecteddatatojudgethe effectivenessoftheinterventionandprovideabasisformakingdeterminationsregardingitscontinueduse.

(j) Studentsafety.Anybehaviormanagementtechniqueand/ordisciplinemanagementpracticemustbe implementedinsuchawayastoprotectthehealthandsafetyofthestudentandothers Nodiscipline managementpracticemaybecalculatedtoinflictinjury,causeharm,demean,ordeprivethestudentofbasic humannecessities

(k) Datareporting Withtheexceptionofactionscoveredbysubsection(f)ofthissection,dataregardingtheuse ofrestraintmustbeelectronicallyreportedtotheTexasEducationAgency(TEA)inaccordancewithreporting standardsspecifiedbytheTEA.

(l) Peaceofficers.Theprovisionsadoptedunderthissectionapplytoapeaceofficeronlyifthepeaceofficeris employedorcommissionedbytheschooldistrictorprovides,asaschoolresourceofficer,aregularpolice presenceonaschooldistrictcampusunderamemorandumofunderstandingbetweentheschooldistrictanda locallawenforcementagency,exceptthatthedatareportingrequirementsinsubsection(k)ofthissection applytotheuseofrestraintbyanypeaceofficerperforminglawenforcementdutiesonschoolpropertyor duringaschool-sponsoredorschool-relatedactivity

(m) Theprovisionsadoptedunderthissectiondonotapplyto:

(1) juvenileprobation,detention,orcorrectionspersonnel;or

(2) aneducationalservicesproviderwithwhomastudentisplacedbyajudicialauthorityunlesstheservices areprovidedinaneducationalprogramoftheschooldistrict.

1. The district will follow all state and federal regulations regarding the use of Restraint. Restraint means the use of physical force or mechanical devices to significantly restrict the free movement of all or a portion of a student’s body Physical restraint will be used as a last resort when it is clear that imminent, serious physical harm to the student or others is about to occur or occurring Designated campus staff will be trained annually in a Nonviolent Crisis Intervention system that promotes positive behavioral strategies, prevention, and deescalation techniques When possible, A trained staff member will administer any necessary restraint If a staff member who is not trained is required to implement a restraint because a student’s behavior poses an eminent threat of serious physical harm to the student or others or imminent serious property destruction that staff member will be trained in the district’s nonviolent crisis intervention system within 30 school days of the

implementation of the restraint. Documentation of that training will be sent to the special education administrator.

2. For students whose behaviors indicate the need for restraint, the IEP/BIP of the student will identify the need as well as positive behavior strategies for the student

3 When restraint is used, the trained staff will document and file in the student’s eligibility folder all the required restraint documentation Specific district forms will be used for documentation

4 A written summary of the incident and restraint to parent(s)/guardian within one day from the date of restraint District staff will make attempts to contact the parent(s)/guardian by phone on the day of the restraint Documentation of the attempts to contact the parent will be noted in the documentation

5. Documentation of restraint training for the campus, central office, or any district personnel will be maintained in the office of the special education administrator or the electronic data system utilized by special education.

C.Time-outGuidelines

The staff of AISD will be trained and all rules above will be followed The guidelines below are for the use of timeout Time-out is outlined below as either Non-exclusionary, which is the least restrictive, or Exclusionary time-out which results from more serious behaviors Exclusionary time-out should be used when Non-exclusionary attempts are not successful. The campus will maintain documentation of time-out as it relates to the student’s BIP.

1. Non-exclusionary time-out:

Planned Ignoring: This is the simplest form of Non-exclusionary time-out Planned ignoring involves the systematic removal of social reinforcement (attention) by the teacher for a specific amount of time When the student misbehaves, the teacher breaks eye contact, turns away, and stops all social interaction with the student Planned ignoring assumes that the teacher's social attention is reinforcing If it is not, then this will not work to decrease the behavior If planned ignoring is the appropriate response, the teacher should prepare initially for an increase in the behavior before the behavior will decrease

Head down on desk: This has been used by teachers for a long time. The student is simply told to put his head down on his desk for a short period of time. (timer may be used)

Observation time-out: The student is removed from his/her desk for misbehaving and is usually placed in a desk away from the main classroom activities for a short period of time The student is allowed/required to observe the classroom discussion/activities, but is not allowed to actively participate in them (use of timer recommended – 5 minutes and may reset once)

Non-observation time-out (instructional isolation): This is basically the same as observation time-out, except the student is not allowed to observe the classroom activities Usually, the student is placed in a particular part of the classroom that does not provide for viewing other students (use of timer recommended – 10 minutes and may reset once)

2. Exclusionary time-out: The student is removed from the classroom and placed in a separate environment in which the student remains until he/she regains control of their behavior and is no longer disruptive to the educational environment Clearly, this is more restrictive and other types of time-out should be attempted first Exclusionary time-out provisions must be outlined in the student’s IEP

D.ProhibitedAversiveTechniques

TEC§370023 PROHIBITEDAVERSIVETECHNIQUES

(a)Inthissection,"aversivetechnique"meansatechniqueorinterventionthatisintendedtoreducethelikelihood ofabehaviorreoccurringbyintentionallyinflictingonastudentsignificantphysicaloremotionaldiscomfort orpain.Thetermincludesatechniqueorinterventionthat:

(1)isdesignedtoorlikelytocausephysicalpain,otherthananinterventionortechniquepermittedunder Section37.0011;

(2)notwithstandingSection37.0011,isdesignedtoorlikelytocausephysicalpainthroughtheuseofelectric shockoranyprocedurethatinvolvestheuseofpressurepointsorjointlocks;

(3)involvesthedirectedreleaseofanoxious,toxic,orotherwiseunpleasantspray,mist,orsubstancenearthe student'sface;

(4)deniesadequatesleep,air,food,water,shelter,bedding,physicalcomfort,supervision,oraccesstoa restroomfacility;

(5)ridiculesordemeansthestudentinamannerthatadverselyaffectsorendangersthelearningormental healthofthestudentorconstitutesverbalabuse;

(6)employsadevice,material,orobjectthatsimultaneouslyimmobilizesallfourextremities,includingany procedurethatresultsinsuchimmobilizationknownasproneorsupinefloorrestraint;

(7)impairsthestudent'sbreathing,includinganyprocedurethatinvolves:

(A)applyingpressuretothestudent'storsoorneck;or

(B)obstructingthestudent'sairway,includingplacinganobjectin,on,oroverthestudent'smouthornose orplacingabag,cover,ormaskoverthestudent'sface;

(8)restrictsthestudent'scirculation;

(9)securesthestudenttoastationaryobjectwhilethestudentisinasittingorstandingposition;

(10)inhibits,reduces,orhindersthestudent'sabilitytocommunicate;

(11)involvestheuseofachemicalrestraint;

(12)constitutesauseoftimeoutthatprecludesthestudentfrombeingabletobeinvolvedinandprogress appropriatelyintherequiredcurriculumand,ifapplicable,towardtheannualgoalsincludedinthe student'sindividualizededucationprogram,includingisolatingthestudentbytheuseofphysicalbarriers; or

(13)exceptasprovidedbySubsection(c),deprivesthestudentoftheuseofoneormoreofthestudent's senses

(b)Aschooldistrictorschooldistrictemployeeorvolunteeroranindependentcontractorofaschooldistrictmay notapplyanaversivetechnique,orbyauthorization,order,orconsent,causeanaversivetechniquetobe applied,toastudent.

(c)NotwithstandingSubsection(a)(13),anaversivetechniquedescribedbySubsection(a)(13)maybeusedifthe techniqueisexecutedinamannerthat:

(1)doesnotcausethestudentpainordiscomfort;or

(2)complieswiththestudent'sindividualizededucationprogramorbehaviorinterventionplan

(d)Nothinginthissectionmaybeconstruedtoprohibitateacherfromremovingastudentfromclassunder Section37002

(e)Inadoptingproceduresunderthissection,thecommissionershallprovideguidancetoschooldistrict employees,volunteers,andindependentcontractorsofschooldistrictsinavoidingaviolationofSubsection (b).

The AISD prohibits the use of aversive techniques as defined by TEC §37.0023. However, if a student’s behavior is causing severe bodily harm or could be considered life-threatening to the student, the staff will immediately contact the parents and the special education administrator to discuss behavioral options and interventions that do comply with the exceptions outlined in TEC §37 0023 (c)(1)(2)

VI. DUEPROCESSREQUIREMENTS

A.ProceduralSafeguards

All procedural safeguards, including required notice and consents, will be followed throughout the process of disciplinary action for students with disabilities.

B.Conference,Hearing,Review

TEC§37009 Conference,Hearing,Review

(a)Notlaterthanthethirdclassdayafterthedayonwhichastudentisremovedfromclassbytheteacherunder Section37002(b)or(d)orbytheschoolprincipalorotherappropriateadministratorunderSection37001(a) (2)or37.006,thecampusbehaviorcoordinatororotherappropriateadministratorshallscheduleaconference amongthecampusbehaviorcoordinatororotherappropriateadministrator,aparentorguardianofthestudent, theteacherremovingthestudentfromclass,ifany,andthestudent.Attheconference,thestudentisentitledto writtenororalnoticeofthereasonsfortheremoval,anexplanationofthebasisfortheremoval,andan opportunitytorespondtothereasonsfortheremoval Thestudentmaynotbereturnedtotheregular classroompendingtheconference Followingtheconference,andwhetherornoteachrequestedpersonisin attendanceaftervalidattemptstorequiretheperson'sattendance,thecampusbehaviorcoordinator,after considerationofthefactorsunderSection37001(a)(4)shallordertheplacementofthestudentforaperiod consistentwiththestudentcodeofconduct Beforeorderingthesuspension,expulsion,removaltoa disciplinaryalternativeeducationprogram,orplacementinajuvenilejusticealternativeeducationprogramof astudent,thebehaviorcoordinatormustconsiderwhetherthestudentactedinself-defense,theintentorlack ofintentatthetimethestudentengagedintheconduct,thestudent'sdisciplinaryhistory,andwhetherthe studenthasadisabilitythatsubstantiallyimpairsthestudent'scapacitytoappreciatethewrongfulnessofthe student'sconduct,regardlessofwhetherthedecisionofthebehaviorcoordinatorconcernsamandatoryor discretionaryaction Ifschooldistrictpolicyallowsastudenttoappealtotheboardoftrusteesortheboard's designeeadecisionofthecampusbehaviorcoordinatororotherappropriateadministrator,otherthanan expulsionunderSection37007,thedecisionoftheboardortheboard'sdesigneeisfinalandmaynotbe appealed Iftheperiodoftheplacementisinconsistentwiththeguidelinesincludedinthestudentcodeof conductunderSection37.001(a)(5),theordermustgivenoticeoftheinconsistency.Theperiodofthe placementmaynotexceedoneyearunless,afterareview,thedistrictdeterminesthatthestudentisathreatto thesafetyofotherstudentsortodistrictemployees.

(b)Ifastudent'splacementinadisciplinaryalternativeeducationprogramistoextendbeyond60daysortheend ofthenextgradingperiod,whicheverisearlier,astudent'sparentorguardianisentitledtonoticeofandan opportunitytoparticipateinaproceedingbeforetheboardoftrusteesoftheschooldistrictortheboard's designee,asprovidedbypolicyoftheboardoftrusteesofthedistrict Anydecisionoftheboardortheboard's designeeunderthissubsectionisfinalandmaynotbeappealed

(c)Beforeitmayplaceastudentinadisciplinaryalternativeeducationprogramforaperiodthatextendsbeyond theendoftheschoolyear,theboardortheboard'sdesigneemustdeterminethat:

(1)thestudent'spresenceintheregularclassroomprogramoratthestudent'sregularcampuspresentsa dangerofphysicalharmtothestudentortoanotherindividual;or

(2)thestudenthasengagedinseriousorpersistentmisbehaviorthatviolatesthedistrict'sstudentcodeof conduct.

(d)Theboardortheboard'sdesigneeshallsetatermforastudent'splacementinadisciplinaryalternative educationprogram Iftheperiodoftheplacementisinconsistentwiththeguidelinesincludedinthestudent codeofconductunderSection37001(a)(5),theordermustgivenoticeoftheinconsistency Theperiodofthe placementmaynotexceedoneyearunless,afterareview,thedistrictdeterminesthat:

(1)thestudentisathreattothesafetyofotherstudentsortodistrictemployees;or

(2)extendedplacementisinthebestinterestofthestudent.

(e)Astudentplacedinadisciplinaryalternativeeducationprogramshallbeprovidedareviewofthestudent's status,includingareviewofthestudent'sacademicstatus,bytheboard'sdesigneeatintervalsnottoexceed 120days.Inthecaseofahighschoolstudent,theboard'sdesignee,withthestudent'sparentorguardian,shall reviewthestudent'sprogresstowardsmeetinghighschoolgraduationrequirementsandshallestablisha specificgraduationplanforthestudent Thedistrictisnotrequiredunderthissubsectiontoprovideacoursein thedistrict'sdisciplinaryalternativeeducationprogramexceptasrequiredbySection37008(l) Atthereview, thestudentorthestudent'sparentorguardianmustbegiventheopportunitytopresentargumentsforthe student'sreturntotheregularclassroomorcampus Thestudentmaynotbereturnedtotheclassroomofthe teacherwhoremovedthestudentwithoutthatteacher'sconsent.Theteachermaynotbecoercedtoconsent.

(f)BeforeastudentmaybeexpelledunderSection37.007,theboardortheboard'sdesigneemustprovidethe studentahearingatwhichthestudentisaffordedappropriatedueprocessasrequiredbythefederal constitutionandwhichthestudent'sparentorguardianisinvited,inwriting,toattend.Atthehearing,the

studentisentitledtoberepresentedbythestudent'sparentorguardianoranotheradultwhocanprovide guidancetothestudentandwhoisnotanemployeeoftheschooldistrict.Iftheschooldistrictmakesagoodfaithefforttoinformthestudentandthestudent'sparentorguardianofthetimeandplaceofthehearing,the districtmayholdthehearingregardlessofwhetherthestudent,thestudent'sparentorguardian,oranother adultrepresentingthestudentattends Ifthedecisiontoexpelastudentismadebytheboard'sdesignee,the decisionmaybeappealedtotheboard Beforeorderingtheexpulsionofastudent,theboardoftrusteesmust considerwhetherthestudentactedinself-defense,theintentorlackofintentatthetimethestudentengaged intheconduct,thestudent'sdisciplinaryhistory,andwhetherthestudenthasadisabilitythatsubstantially impairsthestudent'scapacitytoappreciatethewrongfulnessofthestudent'sconduct,regardlessofwhether thedecisionoftheboardconcernsamandatoryordiscretionaryaction.Thedecisionoftheboardmaybe appealedbytrialdenovotoadistrictcourtofthecountyinwhichtheschooldistrict'scentraladministrative officeislocated.

(g)Theboardortheboard'sdesigneeshalldelivertothestudentandthestudent'sparentorguardianacopyofthe orderplacingthestudentinadisciplinaryalternativeeducationprogramunderSection37 001,37002,or 37006orexpellingthestudentunderSection37007

(h)Iftheperiodofanexpulsionisinconsistentwiththeguidelinesincludedinthestudentcodeofconductunder Section37001(a)(5),theordermustgivenoticeoftheinconsistency Theperiodofanexpulsionmaynot exceedoneyearunless,afterareview,thedistrictdeterminesthat:

(1)thestudentisathreattothesafetyofotherstudentsortodistrictemployees;or

(2)extendedplacementisinthebestinterestofthestudent.Aftertheschooldistrictnotifiestheparentsor guardiansofastudentthatthestudenthasbeenexpelled,theparentorguardianshallprovideadequate supervisionofthestudentduringtheperiodofexpulsion.

(i)Ifastudentwithdrawsfromthedistrictbeforeanorderforplacementinadisciplinaryalternativeeducation programorexpulsionisenteredunderthissection,theprincipalorboard,asappropriate,maycompletethe proceedingsandenteranorder Ifthestudentsubsequentlyenrollsinthedistrictduringthesameor subsequentschoolyear,thedistrictmayenforcetheorderatthattimeexceptforanyperiodoftheplacement orexpulsionthathasbeenservedbythestudentonenrollmentinanotherdistrictthathonoredtheorder Ifthe principalorboardfailstoenteranorderafterthestudentwithdraws,thenextdistrictinwhichthestudent enrollsmaycompletetheproceedingsandenteranorder.

(j)If,duringthetermofaplacementorexpulsionorderedunderthissection,astudentengagesinadditional conductforwhichplacementinadisciplinaryalternativeeducationprogramorexpulsionisrequiredor permitted,additionalproceedingsmaybeconductedunderthissectionregardingthatconductandthe principalorboard,asappropriate,mayenteranadditionalorderasaresultofthoseproceedings

C.StayPut

(a) Previously during appeals, a child with a disability remained in the original placement, “stay-put” The new IDEA eliminates the “stay-put” requirement in the case of discipline. The “stay-put” rule still applies to the non-disciplinary dispute. Now during the time that an appeal is pending, the child will remain in the interim alternative educational setting (IAES) until the appeal is resolved or until the expiration of the suspension, whichever occurs first (see D and E below)

(b) As described below in §300 532, the hearing officer is required to make a decision within 30 school days from the date the hearing is requested Therefore, if the student is assigned to an IAES for 45 school days, the hearing officer's decision will come first

(c) The IEP Team will pick the appropriate IAES The timeframe for expiration of the IAES is determined by school personnel applying the “relevant disciplinary procedures applicable to children without disabilities” referred to in the Student Code of Conduct.

D.Appeal

§300.532Appeal.

(a)General.Theparentofachildwithadisabilitywhodisagreeswithanydecisionregardingplacement under§§300.530and300.531,orthemanifestationdeterminationunder§300.530(e),oranLEAthat believesthatmaintainingthecurrentplacementofthechildissubstantiallylikelytoresultininjuryto thechildorothers,mayappealthedecisionbyrequestingahearing.Thehearingisrequestedbyfilinga complaintpursuantto§300.507and§300.508(a)and(b).

(b)Authorityofhearingofficer.

(1)Ahearingofficerunder§300.511hears,andmakesadeterminationregarding,anappealrequested underparagraph(a)ofthissection.

(2)Inmakingthedeterminationunderparagraph(b)(1)ofthissection,thehearingofficermay (i)Returnthechildwithadisabilitytotheplacementfromwhichthechildwasremovedifthe hearingofficerdeterminesthattheremovalwasaviolationof§300.530orthatthechild's behaviorwasamanifestationofthechild'sdisability;or

(ii)Orderachangeofplacementofthechildwithadisabilitytoanappropriateinterimalternative educationalsettingfornotmorethan45schooldaysifthehearingofficerdeterminesthat maintainingthecurrentplacementofthechildissubstantiallylikelytoresultininjurytothe childortoothers.

(3)Theproceduresunderparagraphs(a)and(b)(1)and(2)ofthissectionmayberepeated,iftheLEA believesthatreturningthechildtotheoriginalplacementissubstantiallylikelytoresultininjuryto thechildortoothers.

(c)Expediteddueprocesshearing.

(1)Wheneverahearingisrequestedunderparagraph(a)ofthissection,theparentsortheLEA involvedinthedisputemusthaveanopportunityforanimpartialdueprocesshearingconsistent withtherequirementsof§§300.507and300.508(a)through(c)and§§300.510through300.514, exceptasprovidedinparagraph(c)(2)through(4)ofthissection.

(2)TheSEAorLEAisresponsibleforarrangingtheexpediteddueprocesshearing,whichmustoccur within20schooldaysofthedatethecomplaintrequestingthehearingisfiled.Thehearingofficer mustmakeadeterminationwithin10schooldaysafterthehearing.

(3)UnlesstheparentsandtheLEAagreeinwritingtowaivetheresolutionmeetingdescribedin paragraph(c)(3)(i)ofthissection,oragreetousethemediationprocessdescribedin§300.506-(i)Aresolutionmeetingmustoccurwithinsevendaysofreceivingnotice,and (ii)Thedueprocesshearingmayproceedunlessthematterhasbeenresolvedtothesatisfactionof bothpartieswithin15daysofreceiptofthedueprocesscomplaint.

(4)AStatemayestablishdifferentState-imposedproceduralrulesforexpediteddueprocesshearings conductedunderthissectionthanithasestablishedforotherdueprocesshearings,but,exceptfor thetimelinesasmodifiedinparagraph(c)(3)ofthissection,theStatemustensurethatthe requirementsin§§300.510through300.514aremet.

(5)Thedecisionsonexpediteddueprocesshearingsareappealableconsistentwith§300.514. (Authority:20U.S.C.1415(k)(3)and(4)(B),1415(f)(1)(A))

E.PlacementDuringAppeals

§300.533Placementduringappeals.

Whenanappealunder§300.532hasbeenrequestedbyeithertheparentortheLEAthechildmustremain intheinterimalternativeeducationalsettingpendingthedecisionofthehearingofficeroruntilthe expirationofthetimeperiodspecifiedin§300.530(c)or(g),whicheveroccursfirst,unlesstheparentand theSEAorLEAagreeotherwise.(Authority:20U.S.C.1415(k)(4)(A))

F.

ResolutionMeetingPriortoDueProcess

§300.510Resolutionprocess.

(a)Resolutionmeeting.

(1)Within15daysofreceivingnoticeoftheparents'dueprocesscomplaint,andpriortotheinitiation ofadueprocesshearingunder§300.511,theLEAmustconveneameetingwiththeparentsandthe relevantmemberormembersoftheIEPTeamwhohavespecificknowledgeofthefactsidentifiedin thedueprocesscomplaintthat--

(i)Includesarepresentativeofthepublicagencywhohasdecision-makingauthorityonbehalfof thatagency;and

(ii)MaynotincludeanattorneyoftheLEAunlesstheparentisaccompaniedbyanattorney.

(2)Thepurposeofthemeetingisfortheparentsofthechildtodiscusstheirdueprocesscomplaint,and thefactsthatformthebasisofthedueprocesscomplaint,sothattheLEAhastheopportunityto resolvethedisputethatisthebasisforthedueprocesscomplaint.

(3)Themeetingdescribedinparagraph(a)(1)and(2)ofthissectionneednotbeheldif-(i)TheparentandtheLEAagreeinwritingtowaivethemeeting;or (ii)TheparentandtheLEAagreetousethemediationprocessdescribedin§300.506.

(4)TheparentandtheLEAdeterminetherelevantmembersoftheIEPTeamtoattendthemeeting. (b)Resolutionperiod.

(1)IftheLEAhasnotresolvedthedueprocesscomplainttothesatisfactionoftheparentswithin30 daysofthereceiptofthedueprocesscomplaint,thedueprocesshearingmustoccur.

(2)Exceptasprovidedinparagraph(c)ofthissection,thetimelineforissuingafinaldecisionunder §300.515beginsattheexpirationofthis30-dayperiod.

(3)Exceptwherethepartieshavejointlyagreedtowaivetheresolutionprocessortousemediation, notwithstandingparagraphs(b)(1)and(2)ofthissection,thefailureofaparentfilingadueprocess complainttoparticipateintheresolutionmeetingwilldelaythetimelinesfortheresolutionprocess anddueprocesshearinguntilthemeetingisheld.

(4)IftheLEAisunabletoobtaintheparticipationoftheparentintheresolutionmeetingafter reasonableeffortshavebeenmade(anddocumentedusingtheproceduresin§300.322(d)),theLEA may,attheconclusionofthe30-dayperiod,requestthatahearingofficerdismisstheparent'sdue processcomplaint.

(5)IftheLEAfailstoholdtheresolutionmeetingspecifiedinparagraph(a)ofthissectionwithin15 daysofreceivingnoticeofaparent'sdueprocesscomplaintorfailstoparticipateintheresolution meeting,theparentmayseektheinterventionofahearingofficertobeginthedueprocesshearing timeline.

(c)Adjustmentsto30-dayresolutionperiod.The45-daytimelineforthedueprocesshearingin§300.515(a) startsthedayafteroneofthefollowingevents:

(1)Bothpartiesagreeinwritingtowaivetheresolutionmeeting;

(2)Aftereitherthemediationorresolutionmeetingstartsbutbeforetheendofthe30-dayresolution period,thepartiesagreeinwritingthatnoagreementispossible;

(3)Ifbothpartiesagreeinwritingtocontinuethemediationattheendofthe30-dayresolutionperiod, butlater,theparentorpublicagencywithdrawsfromthemediationprocess.

(d)Writtensettlementagreement.Ifaresolutiontothedisputeisreachedatthemeetingdescribedin paragraphs(a)(1)and(2)ofthissection,thepartiesmustexecutealegallybindingagreementthatis-(1)Signedbyboththeparentandarepresentativeoftheagencywhohastheauthoritytobindthe agency;and

(2)EnforceableinanyStatecourtofcompetentjurisdictionorinadistrictcourtoftheUnitedStates,or bytheSEA,iftheStatehasothermechanismsorproceduresthatpermitpartiestoseek enforcementofresolutionagreements,pursuantto§300.537.

(e)Agreementreviewperiod.Ifthepartiesexecuteanagreementpursuanttoparagraph(c)ofthissection, apartymayvoidtheagreementwithin3businessdaysoftheagreement'sexecution.

(Authority:20U.S.C.1415(f)(1)(B))

Within 15 days of receiving notice of a parent’s due process complaint and prior to the initiation of a due process hearing, the LEA will convene a meeting with the parents The meeting will include a representative of the LEA who has the authority to make decisions on behalf of the LEA and any other IEP Team members who have specific knowledge of the facts identified in the due process complaint and who are agreed to by the LEA and the parent. The attorney who represents the LEA will not be in attendance at the Resolution meeting unless the parent is accompanied by an attorney The Resolution meeting will not be held if the LEA and the parent agree in writing to waive the meeting or they both agree to use the mediation process This process allows an opportunity for the school to resolve the parent's complaint This can take up to 30 days and the timelines for a due process hearing begin to run only after those first 30 days Also, there is an “expedited hearing” in the case of a disciplinary appeal When the final regulations are completed, this may be resolved

G.NoticeofDisciplinaryActions(StudentMovestoanotherDistrict)

TEC§37.022.NoticeofDisciplinaryAction

(a)Inthissection:

(1)“Disciplinaryaction”meansasuspension,expulsion,placementinanalternativeeducationprogram,or otherlimitationinenrollmenteligibilityofastudentbyadistrictorschool

(2)“Districtorschool”includesanindependentschooldistrict,ahome-ruleschooldistrict,acampusor campusprogramcharterholder,oranopen-enrollmentcharterschool (b)Ifadistrictorschooltakesdisciplinaryactionagainstastudentandthestudentsubsequentlyenrollsinanother districtorschoolbeforetheexpirationoftheperiodofdisciplinaryaction,thegoverningbodyofthedistrictor schooltakingthedisciplinaryactionshallprovidetothedistrictorschoolinwhichthestudentenrolls,atthe sametimeotherrecordsofthestudentareprovided,acopyoftheorderofdisciplinaryaction.

(c)SubjecttoSection37.007(e),thedistrictorschoolinwhichthestudentenrollsmaycontinuethedisciplinary actionunderthetermsoftheorderormayallowthestudenttoattendregularclasseswithoutcompletingthe periodofdisciplinaryaction.

H.ProtectionforStudentsnotYetEligibleforSpecialEducation

§300.534Protectionsforchildrennotyeteligibleforspecialeducationandrelatedservices.

(a)General.Achildwhohasnotbeendeterminedtobeeligibleforspecialeducationandrelatedservices underthispartandwhohasengagedinbehaviorthatviolatedacodeofstudentconduct,mayassert anyoftheprotectionsprovidedforinthispartifthepublicagencyhadknowledge(asdeterminedin accordancewithparagraph(b)ofthissection)thatthechildwasachildwithadisabilitybeforethe behaviorthatprecipitatedthedisciplinaryactionoccurred.

(b)Basisofknowledge.Apublicagencymustbedeemedtohaveknowledgethatachildisachildwitha disabilityifbeforethebehaviorthatprecipitatedthedisciplinaryactionoccurred

(1)Theparentofthechildexpressedconcerninwritingtosupervisoryoradministrativepersonnelof theappropriateeducationalagency,orateacherofthechild,thatthechildisinneedofspecial educationandrelatedservices;

(2)Theparentofthechildrequestedanevaluationofthechildpursuantto§§300.300through300.311; or

(3)Theteacherofthechild,orotherpersonneloftheLEA,expressedspecificconcernsaboutapattern ofbehaviordemonstratedbythechilddirectlytothedirectorofspecialeducationoftheagencyor toothersupervisorypersonneloftheagency.

(c)Exception.Apublicagencywouldnotbedeemedtohaveknowledgeunderparagraph(b)ofthissection if

(1)Theparentofthechild

(i)Hasnotallowedanevaluationofthechildpursuantto§§300.300through300.311;or (ii)Hasrefusedservicesunderthispart;or

(2)Thechildhasbeenevaluatedinaccordancewith§§300.300through300.311anddeterminedtonot beachildwithadisabilityunderthispart.

(d)Conditionsthatapplyifnobasisofknowledge.

(1)Ifapublicagencydoesnothaveknowledgethatachildisachildwithadisability(inaccordance withparagraphs(b)and(c)ofthissection)priortotakingdisciplinarymeasuresagainstthechild, thechildmaybesubjectedtothedisciplinarymeasuresappliedtochildrenwithoutdisabilitieswho engagedincomparablebehaviorsconsistentwithparagraph(d)(2)ofthissection.

(2)(i)Ifarequestismadeforanevaluationofachildduringthetimeperiodinwhichthechildis subjectedtodisciplinarymeasuresunder§300.530,theevaluationmustbeconductedinan expeditedmanner.

(ii)Untiltheevaluationiscompleted,thechildremainsintheeducationalplacementdeterminedby schoolauthorities,whichcanincludesuspensionorexpulsionwithouteducationalservices.

(iii)Ifthechildisdeterminedtobeachildwithadisability,takingintoconsiderationinformation fromtheevaluationconductedbytheagencyandinformationprovidedbytheparents,the agencymustprovidespecialeducationandrelatedservicesinaccordancewiththispart, includingtherequirementsof§§300.530through300.536andsection612(a)(1)(A)oftheAct. If a student violates the student code of conduct and has not been determined to be eligible for special education prior to the violation, but asserts that the district did have knowledge that the student did have a disability, then the student could be eligible for the same protections afforded students who do receive special education services Campus administration will contact the district special education administration to assist in determining if the district did have knowledge according to the federal guidelines stated in §300.534. If the district determines that they did not have knowledge that the student was a student with a disability prior to the violation then the student will be disciplined according to the student code of conduct If the district does determine that the district did have knowledge, then the student will be afforded the same protections as a student who receives special education services The district will expedite the evaluation process and the ARD/IEP committee will determine eligibility, services, supports and placement for the student The student will receive all educational services during the time the student is being evaluated If the district determines that they did not have knowledge that the student was a student with a disability and the parent request an evaluation for special education during the time the student is subjected to disciplinary measures, the evaluation must be expedited and the student can remain in the disciplinary placement without education services until the ARD/IEP committee convenes.

I.NoncustodialParent

TEC§37.0091.NoticetoNoncustodialParent.

(a)Anoncustodialparentmayrequestinwritingthataschooldistrictorschool,fortheremainderoftheschool yearinwhichtherequestisreceived,providethatparentwithacopyofanywrittennotificationrelatingto studentmisconductunderSection37006or37007thatisgenerallyprovidedbythedistrictorschooltoa student'sparentorguardian

(b)AschooldistrictorschoolmaynotunreasonablydenyarequestauthorizedbySubsection(a) (c)Notwithstandinganyotherprovisionofthissection,aschooldistrictorschoolshallcomplywithany applicablecourtorderofwhichthedistrictorschoolhasknowledge. AddedbyActs2003,78thLeg.,ch.1055,Sec.14,eff.June20,2003.

VII. LAWENFORCEMENT

§300.535Referraltoandactionbylawenforcementandjudicialauthorities.

(a)Ruleofconstruction.Nothinginthispartprohibitsanagencyfromreportingacrimecommittedbya childwithadisabilitytoappropriateauthoritiesorpreventsStatelawenforcementandjudicial authoritiesfromexercisingtheirresponsibilitieswithregardtotheapplicationofFederalandStatelaw tocrimescommittedbyachildwithadisability.

(b)Transmittalofrecords.

(1)Anagencyreportingacrimecommittedbyachildwithadisabilitymustensurethatcopiesofthe specialeducationanddisciplinaryrecordsofthechildaretransmittedforconsiderationbythe appropriateauthoritiestowhomtheagencyreportsthecrime.

(2)Anagencyreportingacrimeunderthissectionmaytransmitcopiesofthechild'sspecialeducation anddisciplinaryrecordsonlytotheextentthatthetransmissionispermittedbytheFamily EducationalRightsandPrivacyAct.(Authority:20U.S.C.1415(k)(6))

TEC§37.015.ReportstoLocalLawEnforcement;Liability

(a)Theprincipalofapublicorprivateprimaryorsecondaryschool,orapersondesignatedbytheprincipalunder Subsection(d),shallnotifyanyschooldistrictpolicedepartmentandthepolicedepartmentofthemunicipality inwhichtheschoolislocatedor,iftheschoolisnotinamunicipality,thesheriffofthecountyinwhichthe schoolislocatediftheprincipalhasreasonablegroundstobelievethatanyofthefollowingactivitiesoccurin school,onschoolproperty,orataschool-sponsoredorschool-relatedactivityonoroffschoolproperty, whetherornottheactivityisinvestigatedbyschoolsecurityofficers:

(1)conductthatmayconstituteanoffenselistedunderSection508149,GovernmentCode;

(2)deadlyconductunderSection2205,PenalCode;

(3)aterroristicthreatunderSection22.07,PenalCode;

(4)theuse,sale,orpossessionofacontrolledsubstance,drugparaphernalia,ormarihuanaunderChapter481, HealthandSafetyCode;

(5)thepossessionofanyoftheweaponsordeviceslistedunderSections46.01(1)-(14)orSection46.01(16), PenalCode;

(6)conductthatmayconstituteacriminaloffenseunderSection7102,PenalCode;or

(7)conductthatmayconstituteacriminaloffenseforwhichastudentmaybeexpelledunderSection 37007(a),(d),or(e)

(b)Apersonwhomakesanotificationunderthissectionshallincludethenameandaddressofeachstudentthe personbelievesmayhaveparticipatedintheactivity.

(c)AnotificationisnotrequiredunderSubsection(a)ifthepersonreasonablybelievesthattheactivitydoesnot constituteacriminaloffense.

(d)Theprincipalofapublicorprivateprimaryorsecondaryschoolmaydesignateaschoolemployeewhois underthesupervisionoftheprincipaltomakethereportsrequiredbythissection.

(e)ThepersonwhomakesthenotificationrequiredunderSubsection(a)shallalsonotifyeachinstructionalor supportemployeeoftheschoolwhohasregularcontactwithastudentwhoseconductisthesubjectofthe notice

(f)Apersonisnotliableincivildamagesforreportingingoodfaithasrequiredbythissection

TEC§37.016.ReportofDrugOffenses;Liability

Ateacher,schooladministrator,orschoolemployeeisnotliableincivildamagesforreportingtoaschool administratororgovernmentalauthority,intheexerciseofprofessionaljudgmentwithinthescopeoftheteacher's, administrator's,oremployee'sduties,astudentwhomtheteachersuspectsofusing,passing,orselling,onschool property:

(1)marihuanaoracontrolledsubstance,asdefinedbyChapter481,HealthandSafetyCode; (2)adangerousdrug,asdefinedbyChapter483,HealthandSafetyCode; (3)anabusableglueoraerosolpaint,asdefinedbyChapter485,HealthandSafetyCode,oravolatilechemical, aslistedinChapter484,HealthandSafetyCode,ifthesubstanceisusedorsoldforthepurposeofinhalingits fumesorvapors;or

(4)analcoholicbeverage,asdefinedbySection1.04,AlcoholicBeverageCode. AddedbyActs1995,74thLeg.,ch.260,Sec.1,eff.May30,1995.

VIII. DISCIPLINARYRECORDS

§300.229Disciplinaryinformation.

(a)TheStatemayrequirethatapublicagencyincludeintherecordsofachildwithadisabilityastatement ofanycurrentorpreviousdisciplinaryactionthathasbeentakenagainstthechildandtransmitthe statementtothesameextentthatthedisciplinaryinformationisincludedin,andtransmittedwith,the studentrecordsofnondisabledchildren.

(b)Thestatementmayincludeadescriptionofanybehaviorengagedinbythechildthatrequired disciplinaryaction,adescriptionofthedisciplinaryactiontaken,andanyotherinformationthatis relevanttothesafetyofthechildandotherindividualsinvolvedwiththechild.

(c)IftheStateadoptssuchapolicy,andthechildtransfersfromoneschooltoanother,thetransmissionof anyofthechild'srecordsmustincludeboththechild'scurrentIEPandanystatementofcurrentor previousdisciplinaryactionthathasbeentakenagainstthechild.(Authority:20U.S.C.1413(i))

§300.535Referraltoandactionbylawenforcementandjudicialauthorities.

(b)Transmittalofrecords.

TEC§37017 DestructionofCertainRecords

InformationreceivedbyaschooldistrictunderArticle15.27,CodeofCriminalProcedure,maynotbeattachedto thepermanentacademicfileofthestudentwhoisthesubjectofthereport.Theschooldistrictshalldestroythe informationattheendoftheschoolyearinwhichthereportwasfiled.

TEC§37008 DisciplinaryAlternativeEducationPrograms(DAEP)

(1)thestudentwasplacedinadisciplinaryalternativeeducationprogrambyanopen-enrollmentcharter schoolunderSection12.131andthecharterschoolprovidestothedistrictacopyoftheplacementorder; or

(2)thestudentwasplacedinadisciplinaryalternativeeducationprogrambyaschooldistrictinanotherstate and:

(A)theout-of-statedistrictprovidestothedistrictacopyoftheplacementorder;and

(B)thegroundsfortheplacementbytheout-of-statedistrictaregroundsforplacementinthedistrictin whichthestudentisenrolling.

(1)thestudentisathreattothesafetyofotherstudentsortodistrictemployees;or

(2)extendedplacementisinthebestinterestofthestudent

IX. COMPULSORYATTENDANCE

TAC§25086 Exemptions (fromcompulsoryattendance)

(a)Achildisexemptfromtherequirementsofcompulsoryschoolattendanceifthechild:

(1)attendsaprivateorparochialschoolthatincludesinitscourseastudyofgoodcitizenship;

(2)iseligibletoparticipateinaschooldistrict'sspecialeducationprogramunderSection29.003andcannot beappropriatelyservedbytheresidentdistrict;

(3)hasaphysicalormentalconditionofatemporaryandremediablenaturethatmakesthechild'sattendance infeasibleandholdsacertificatefromaqualifiedphysicianspecifyingthetemporarycondition,indicating thetreatmentprescribedtoremedythetemporarycondition,andcoveringtheanticipatedperiodofthe child'sabsencefromschoolforthepurposeofreceivingandrecuperatingfromthatremedialtreatment;

(4)isexpelledinaccordancewiththerequirementsoflawinaschooldistrictthatdoesnotparticipateina mandatoryjuvenilejusticealternativeeducationprogramunderSection37011;

(5)isatleast17yearsofageand:

(A)isattendingacourseofinstructiontoprepareforthehighschoolequivalencyexamination,and:

(i)hasthepermissionofthechild'sparentorguardiantoattendthecourse;

(ii)isrequiredbycourtordertoattendthecourse;

(iii)hasestablishedaresidenceseparateandapartfromthechild'sparent,guardian,orotherperson havinglawfulcontrolofthechild;or

(iv)ishomelessasdefinedby42USC Section11302;or

(B)hasreceivedahighschooldiplomaorhighschoolequivalencycertificate;

(6)isatleast16yearsofageandisattendingacourseofinstructiontoprepareforthehighschoolequivalency examination,if:

(A)thechildisrecommendedtotakethecourseofinstructionbyapublicagencythathassupervisionor custodyofthechildunderacourtorder;or

(B)thechildisenrolledinaJobCorpstrainingprogramundertheWorkforceInvestmentActof1998(29 U.S.C.Section2801etseq.);

(7)isatleast16yearsofageandisenrolledinahighschooldiplomaprogramunderChapter18;

(8)isenrolledintheTexasAcademyofMathematicsandScienceunderSubchapterG,Chapter105;

(9)isenrolledintheTexasAcademyofLeadershipintheHumanities;

(10)isenrolledintheTexasAcademyofMathematicsandScienceatTheUniversityofTexasatBrownsville;

(11)isenrolledintheTexasAcademyofInternationalStudies;or

(12)isspecificallyexemptedunderanotherlaw

(b)Thissectiondoesnotrelieveaschooldistrictinwhichachildeligibletoparticipateinthedistrict'sspecial educationprogramresidesofitsfiscalandadministrativeresponsibilitiesunderSubchapterA,Chapter29,or ofitsresponsibilitytoprovideafreeappropriatepubliceducationtoachildwithadisability.

§129.1043.TruancyMinimumStandards.

Theminimumstandardsforthetruancypreventionmeasure(s)implementedbyaschooldistrictunderTexas EducationCode,§250915,include:

(1)identifyingtherootcauseofthestudent'sunexcusedabsencesandactionstoaddresseachcause;

(2)maintainingongoingcommunicationwithstudentsandparentsontehactionstobetakentoimprove attendance;

(3)establishingreasonabletimelinesforcompletionofthetruancypreventionmeasure;and

(4)establishingprocedurestonotifytheadmission,review,anddismissalcommitteeortheSection504committee ofattendanceissuesrelatingtoastudentwithadisabilityandensurethatthecommitteeconsiderswhetherthe student'sattendanceissueswarrantanevaluation,areevaluation,and/ormodificationstothestudent's individualizededucationprogramorSection504plan,asappropriate

If the special education student in the AISD is having attendance issues that may be related to the student's disability, the ARD/IEP Committee will meet to develop a plan of action to address this behavior

X. STUDENTDISCIPLINECHART

PleaserefertothemostcurrentStudentDisciplineChart©developedbyTheTexasSchoolAdministrators' LegalDigest Phone5124782113,Website: http://wwwed311 com/law-charts-cart66/

If you have any questions please contact the Special Education Director.

DISCLAIMER

The AISD will follow local district Board Policy regarding required laws for discipline of students with disabilities These Operating Guidelines do not include all of the numerous regulations regarding student discipline, however, they do include the specific requirements pertaining to special education students with disabilities.

Section8.-ADMINISTRATIONSECTION

I. ScopeandApplicabilityofSpecialEducation

II. FAPE–FreeAppropriatePublicEducation

FullEducationalOpportunityGoal-FEOGandProgramOptions

ChildFind(locatedinSection1-Referral)

III. SpecialEducationDefined

ScientificallyBasedResearchDefined

IV. Personnel

PersonnelQualifications

HighlyQualifiedSpecialEducationTeacher(NCLB)

PersonnelDevelopment

V. CurriculumforStudentswithDisabilities

TexasEssentialKnowledgeandSkills(TEKS)

ScientificallyBasedResearchInterventions/Strategies

(ScientificallyBasedResearchDefined)

VI. PublicEducationInformationManagementSystem(PEIMS)

VII. ResultsDrivenAccountability(RDA)

VIII. CollaborationwithAgenciesRegardingMOU’s

includingResidentialFacilities

IX. TransferofAssistiveTechnologyDevices

X. Funding

A. FederalFunds

EarlyInterveningServices

Supplementation

MaintenanceofStateSupport

Waiver

UseofAmount(ExcessCosts)

Compliance–payments

JointEstablishmentofEligibility

MaintenanceofEffort(MOE)

ExceptiontoMOE

AdjustmenttoLocalFiscalEffort

SchoolwideProgramsunderTitleIofESEA

PermissiveUseofFunds

B. StateFunds

Distribution

AllowableExpenditures&IndirectCost

SpecialEducationAllotment

ExcessFundsforVideoSurveillance

C. Hospitals

D. JJAEP

E. Nonpublic–PrivateSchools

F. NoneducationalFunds

G. PublicInsurance

H. TSD–DeaforHardofHearing

I. RDSPD-RegionalDaySchoolProgramsfortheDeaf

J. TSBVI–VisuallyImpaired

K. Residential

XI. StatePerformancePlan(SPP)

XII. EmployandAdvanceQualifiedIndividualswithDisabilities

XIII. DepartmentalBudgetProcess

XIV. Monitoring,TechnicalAssistanceandEnforcement

XV. TEACorrectiveActionPlan

XVI. SharedServiceArrangements

XVII.CharterSchools

I. SCOPEANDAPPLICABILITY

§300.1Purposes.

Thepurposesofthispartare--

(a)Toensurethatallchildrenwithdisabilitieshaveavailabletothemafreeappropriatepubliceducation thatemphasizesspecialeducationandrelatedservicesdesignedtomeettheiruniqueneedsandprepare themforfurthereducation,employment,andindependentliving;

(b)Toensurethattherightsofchildrenwithdisabilitiesandtheirparentsareprotected;

(c)ToassistStates,localities,educationalserviceagencies,andFederalagenciestoprovidefortheeducation ofallchildrenwithdisabilities;and

(d)Toassessandensuretheeffectivenessofeffortstoeducatechildrenwithdisabilities.

(Authority:20U.S.C.1400(d))

TAC§89.1001.ScopeandApplicability.

(a) Specialeducationservicesshallbeprovidedtoeligiblestudentsinaccordancewithallapplicablefederallaw andregulations,statestatutes,rulesoftheStateBoardofEducation(SBOE)andcommissionerofeducation, andtheStatePlanunderPartBoftheIndividualswithDisabilitiesEducationAct(IDEA)

(b) Educationprograms,underthedirectionandcontroloftheTexasYouthCommission,TexasSchoolforthe BlindandVisuallyImpaired,TexasSchoolfortheDeaf,andschoolswithintheTexasDepartmentofCriminal Justiceshallcomplywithstateandfederallawandregulationsconcerningthedeliveryofspecialeducation andrelatedservicestoeligiblestudentsandshallbemonitoredbytheTexasEducationAgencyinaccordance withtherequirementsidentifiedinsubsection(a)ofthissection.

(c) Aschooldistricthavingaresidentialfacilitythatislicensedbyappropriatestateagenciesandlocatedwithin thedistrict'sboundariesmustprovidespecialeducationandrelatedservicestoeligiblestudentsresidinginthe facility If,aftercontactingthefacilitytoofferservicestoeligiblestudentswithdisabilities,thedistrict determinesthateducationalservicesareprovidedthroughacharterschool,approvednon-publicschool,ora facilityoperatedprivateschool,thedistrictisnotrequiredtoprovideservices However,thedistrictshall annuallycontactthefacilitytoofferservicestoeligiblestudentswithdisabilities

§300.212Publicinformation.

TheLEAmustmakeavailabletoparentsofchildrenwithdisabilitiesandtothegeneralpublicall documentsrelatingtotheeligibilityoftheagencyunderPartBoftheAct.

(Authority:20U.S.C.1413(a)(8))

II. FAPE–FREEAPPROPRIATEPUBLICEDUCATION

§300.17Freeappropriatepubliceducation.FreeappropriatepubliceducationorFAPEmeansspecial educationandrelatedservicesthat--

(a)Areprovidedatpublicexpense,underpublicsupervisionanddirection,andwithoutcharge;

(b)MeetthestandardsoftheSEA,includingtherequirementsofthispart;

(c)Includeanappropriatepreschool,elementaryschool,orsecondaryschooleducationintheState involved;and

(d)Areprovidedinconformitywithanindividualizededucationprogram(IEP)thatmeetsthe requirementsof§§300.320through300.324.(Authority:20U.S.C.1401(9))

§300.101Freeappropriatepubliceducation(FAPE)

(a)General.AfreeappropriatepubliceducationmustbeavailabletoallchildrenresidingintheState betweentheagesof3and21,inclusive,includingchildrenwithdisabilitieswhohavebeensuspendedor expelledfromschool,asprovidedforin§300.530(d).

(b)FAPEforchildrenbeginningatage3.

(1)EachStatemustensurethat--

(i)TheobligationtomakeFAPEavailabletoeacheligiblechildresidingintheStatebeginsnolater thanthechild'sthirdbirthday;and

(ii)AnIEPoranIFSPisineffectforthechildbythatdate,inaccordancewith§300.323(b).

(2)Ifachild'sthirdbirthdayoccursduringthesummer,thechild'sIEPTeamshalldeterminethedate whenservicesundertheIEPorIFSPwillbegin.

(c)Childrenadvancingfromgradetograde.

(1)EachStatemustensurethatFAPEisavailabletoanyindividualchildwithadisabilitywhoneeds specialeducationandrelatedservices,eventhoughthechildhasnotfailedorbeenretainedina courseorgrade,andisadvancingfromgradetograde.

(2)Thedeterminationthatachilddescribedinparagraph(a)ofthissectioniseligibleunderthispart, mustbemadeonanindividualbasisbythegroupresponsiblewithinthechild'sLEAformaking eligibilitydeterminations.

(Authority:20U.S.C.1412(a)(1)(A))

§300.102Limitation--exceptiontoFAPEforcertainages

(a)General.TheobligationtomakeFAPEavailabletoallchildrenwithdisabilitiesdoesnotapplywith respecttothefollowing:

(1)Childrenaged3,4,5,18,19,20,or21inaStatetotheextentthatitsapplicationtothosechildren wouldbeinconsistentwithStatelaworpractice,ortheorderofanycourt,respectingtheprovision ofpubliceducationtochildrenofthoseages.

(2) (i)Childrenaged18through21totheextentthatStatelawdoesnotrequirethatspecialeducation andrelatedservicesunderPartBoftheActbeprovidedtostudentswithdisabilitieswho,inthe lasteducationalplacementpriortotheirincarcerationinanadultcorrectionalfacility--

(A)Werenotactuallyidentifiedasbeingachildwithadisabilityunder§300.8;and (B)DidnothaveanIEPunderPartBoftheAct.

(ii)Theexceptioninparagraph(a)(2)(i)ofthissectiondoesnotapplytochildrenwithdisabilities, aged18through21,who--

(A)Hadbeenidentifiedasachildwithadisabilityunder§300.8andhadreceivedservicesin accordancewithanIEP,butwholeftschoolpriortotheirincarceration;or (B)DidnothaveanIEPintheirlasteducationalsetting,butwhohadactuallybeenidentifiedas achildwithadisabilityunder§300.8.

(3) (i)Childrenwithdisabilitieswhohavegraduatedfromhighschoolwitharegularhighschool diploma.

(ii)Theexceptioninparagraph(a)(3)(i)ofthissectiondoesnotapplytostudentswhohave graduatedbuthavenotbeenawardedaregularhighschooldiploma.

(iii)Graduationfromhighschoolwitharegularhighschooldiplomaconstitutesachangein placement,requiringwrittenpriornoticeinaccordancewith§300.503.

(iv)Asusedinparagraphs(a)(3)(i)through(iii)ofthissection,thetermregularhighschooldiploma meansthestandardhighschooldiplomaawardedtothepreponderanceofstudentsintheState thatisfullyalignedwithStatestandards,orahigherdiploma,exceptthataregularhighschool diplomashallnotbealignedtothealternateacademicachievementstandardsdescribedin section1111(b)(1)(E)oftheESEA.Aregularhighschooldiplomadoesnotincludearecognized equivalentofadiploma,suchasageneralequivalencydiploma,certificateofcompletion, certificateofattendance,orsimilarlessercredential.

(4)ChildrenwithdisabilitieswhoareeligibleundersubpartHofthispart,butwhoreceiveearly interventionservicesunderPartCoftheAct.

(b)Documentsrelatingtoexceptions.TheStatemustassurethattheinformationithasprovidedtothe Secretaryregardingtheexceptionsinparagraph(a)ofthissection,asrequiredby§300.700(for purposesofmakinggrantstoStatesunderthispart),iscurrentandaccurate.

(Authority:20U.S.C.1412(a)(1)(B)-(C))

§300.103FAPE–methodsandpayments.

(a)EachStatemayusewhateverState,local,Federal,andprivatesourcesofsupportareavailableinthe Statetomeettherequirementsofthispart.Forexample,ifitisnecessarytoplaceachildwitha disabilityinaresidentialfacility,aStatecouldusejointagreementsbetweentheagenciesinvolvedfor sharingthecostofthatplacement.

(b)Nothinginthispartrelievesaninsurerorsimilarthirdpartyfromanotherwisevalidobligationto provideortopayforserviceprovidedtoachildwithadisability.

(c)Consistentwith300.323(c),theStatemustensurethatthereisnodelayinimplementingachild’sIEP, includinganycaseinwhichthepaymentsourceforprovidingorpayingforspecialeducationand relatedservicestothechildisbeingdetermined.(Authority:20U.S.C.1401(8),1412(a)(1))

InTexasthe5thCircuitCourtstandardwassetinthehearingofCypressFairbanksISDv MichaelF inJuly1997 withthefollowingfourparttest(andisconsistentwiththisUSSupremeCourtstandard):

(1)TheIEPisindividualizedbasedonperformanceandassessment;

(2)TheplacementisintheLeastRestrictiveEnvironment;

(3)Theservicesareprovidedinacoordinatedandcollaborativemannerbythekey"stakeholders;"and (4)positiveacademicandnon-academicbenefitsaredemonstrated.

The development of each IEP is highly "individualized" with goals and objectives designed to be "appropriately ambitious" and challenging Also, the IEP is "reasonably calculated" to enable the child to make progress appropriate in light of his/her circumstances District ARD Committee members will follow the 4 part test in developing students' IEPs District teachers are provided training opportunities annually through the ESC or locally to improve skills in this area The measurement of a FAPE (Free Appropriate Public Education) is also individualized. In the 2017 ruling, the SCOTUS noted that Federal law requires States to "educate a wide spectrum" of children with disabilities and "the benefits obtainable by children at one end of the spectrum will differ dramatically from those obtainable by children at the other end," and SCOTUS declined "to establish any one test for determining the adequacy of educational benefits conferred upon all children covered by the Federal Act "

§300.109Fulleducationalopportunitygoal(FEOG)

TheStatemusthaveineffectpoliciesandprocedurestodemonstratethattheStatehasestablishedagoalof providingfulleducationalopportunitytoallchildrenwithdisabilities,agedbirththrough21,andadetailed timetableforaccomplishingthatgoal.(Authority:20U.S.C.1412(a)(2))

TEC§1.002.EqualEducationalServicesorOpportunities.

(a)Aneducationalinstitutionundertakingtoprovideeducation,services,oractivitiestoanyindividualwithinthe jurisdictionorgeographicalboundariesoftheeducationalinstitutionshallprovideequalopportunitiestoall individualswithinitsjurisdictionorgeographicalboundariespursuanttothiscode

(b)Aneducationalinstitutionmaynotdenyservicestoanyindividualeligibletoparticipateinaschooldistrict's specialeducationprogramasprovidedbySection29003,buttheeducationalinstitutionshallprovide individualswithdisabilitiesspecialeducationalservicesasauthorizedbylawor,whereexpresslyauthorized, assistinandcontributetowardtheprovisionofappropriatespecialeducationalservicesincooperationwith othereducationalinstitutionsandotherappropriateagencies,institutions,ordepartments.

The district ARD Committee members will consider all general education programs and services available to the student and develop an IEP that provides for a free appropriate public education in the least restrictive environment Documentation of discussions and considerations will be done at each ARD/IEP Committee meeting on district approved forms by the staff member designated to perform this function

III. SPECIALEDUCATIONDEFINED

§300.39Specialeducation.

(a)General.

(1)Specialeducationmeansspeciallydesignedinstruction,atnocosttotheparents,tomeettheunique needsofachildwithadisability,including--

(i)Instructionconductedintheclassroom,inthehome,inhospitalsandinstitutions,andinother settings;and (ii)Instructioninphysicaleducation.

(2)Specialeducationincludeseachofthefollowing,iftheservicesotherwisemeettherequirementsof paragraph(a)(1)ofthissection--

(i)Speech-languagepathologyservices,oranyotherrelatedservice,iftheserviceisconsidered specialeducationratherthanarelatedserviceunderStatestandards; (ii)Traveltraining;and (iii)Vocationaleducation.

(b)Individualspecialeducationtermsdefined.Thetermsinthisdefinitionaredefinedasfollows:

(1)Atnocostmeansthatallspecially-designedinstructionisprovidedwithoutcharge,butdoesnot precludeincidentalfeesthatarenormallychargedtonondisabledstudentsortheirparentsasapart oftheregulareducationprogram.

(2)Physicaleducationmeans--

(i)Thedevelopmentof--

(A)Physicalandmotorfitness;

(B)Fundamentalmotorskillsandpatterns;and

(C)Skillsinaquatics,dance,andindividualandgroupgamesandsports(includingintramural andlifetimesports);and

(ii)Includesspecialphysicaleducation,adaptedphysicaleducation,movementeducation,and motordevelopment.

(3)Speciallydesignedinstructionmeansadapting,asappropriatetotheneedsofaneligiblechildunder thispart,thecontent,methodology,ordeliveryofinstruction--

(4)Traveltrainingmeansprovidinginstruction,asappropriate,tochildrenwithsignificantcognitive disabilities,andanyotherchildrenwithdisabilitieswhorequirethisinstruction,toenablethemto-(i)Developanawarenessoftheenvironmentinwhichtheylive;and (ii)Learntheskillsnecessarytomoveeffectivelyandsafelyfromplacetoplacewithinthat environment(e.g.,inschool,inthehome,atwork,andinthecommunity).

(5)Vocationaleducationmeansorganizededucationalprogramsthataredirectlyrelatedtothe preparationofindividualsforpaidorunpaidemployment,orforadditionalpreparationfora careernotrequiringabaccalaureateoradvanceddegree.

§300.34RelatedServices (located in Section 4 of this manual)

§300.42Supplementaryaidsandservices.Supplementaryaidsandservicesmeansaids,services,andother supportsthatareprovidedinregulareducationclassesorothereducation-relatedsettingsandin extracurricularandnonacademicsettings,toenablechildrenwithdisabilitiestobeeducatedwith nondisabledchildrentothemaximumextentappropriateinaccordancewith§§300.112through300.116. The district ARD/IEP Committee will consider all supplementary aids, services and other supports needed, which could also include any assistive technology devices and services, for the child to receive a free appropriate public education (FAPE) in the least restrictive environment (LRE) All decisions made by the ARD/IEP Committee will be documented on district forms and maintained in the student’s eligibility folder

IV. PERSONNEL

§300.156Personnelqualifications.

(b)Relatedservicespersonnelandparaprofessionals.Thequalificationsunderparagraph(a)ofthissection mustincludequalificationsforrelatedservicespersonnelandparaprofessionalsthat--

(2)Ensurethatrelatedservicespersonnelwhodeliverservicesintheirdisciplineorprofession--

(i)Meettherequirementsofparagraph(b)(1)ofthissection;and

(ii)Havenothadcertificationorlicensurerequirementswaivedonanemergency,temporary,or provisionalbasis;and

(c)Qualificationsforspecialeducationteachers.

(1)Thequalificationsdescribedinparagraph(a)ofthissectionmustensurethateachpersonemployed asapublicschoolspecialeducationteacherintheStatewhoteachesinanelementaryschool,middle school,orsecondaryschool.

(i)HasobtainedfullStatecertificationasaspecialeducationteacher(includingcertification obtainedthroughanalternateroutetocertificationasaspecialeducator,ifsuchalternateroute meetsminimumrequirementsdescribedin34CFR200.56(a)(2)(ii)assuchsectionwasineffect onNovember28,2008),orpassedtheStatespecialeducationteacherlicensingexamination,and holdsalicensetoteachintheStateasaspecialeducationteacher,exceptthatwhenusedwith respecttoanyteacherteachinginapubliccharterschool,theteachermustmeetthe certificationorlicensingrequirements,ifany,setforthintheState’spubliccharterschoollaw; (ii)Hasnothadspecialeducationcertificationorlicensurerequirementswaivedonanemergency, temporary,orprovisionalbasis;and (iii)Holdsatleastabachelor’sdegree.

(2)Ateacherwillbeconsideredtomeetthestandardinparagraph(c)(1)(i)ofthissectionifthatteacher isparticipatinginanalternateroutetospecialeducationcertificationprogramunderwhich (i)Theteacher

(A)Receiveshigh-qualityprofessionaldevelopmentthatissustained,intensive,andclassroomfocusedinordertohaveapositiveandlastingimpactonclassroominstruction,beforeand whileteaching;

(B)Participatesinaprogramofintensivesupervisionthatconsistsofstructuredguidanceand regularongoingsupportforteachersorateachermentoringprogram;

(C)Assumesfunctionsasateacheronlyforaspecifiedperiodoftimenottoexceedthreeyears; and

(D)DemonstratessatisfactoryprogresstowardfullcertificationasprescribedbytheState;and (ii)TheStateensures,throughitscertificationandlicensureprocess,thattheprovisionsin paragraph(c)(2)(i)ofthissectionaremet.

(d)Policy.Inimplementingthissection,aStatemustadoptapolicythatincludesarequirementthatLEAs intheStatetakemeasurablestepstorecruit,hire,train,andretainpersonnelwhomeettheapplicable requirementsdescribedinparagraph(c)ofthissectiontoprovidespecialeducationandrelatedservices underthisparttochildrenwithdisabilities.

(e)Ruleofconstruction.Notwithstandinganyotherindividualrightofactionthataparentorstudentmay maintainunderthispart,nothinginthispartshallbeconstruedtocreatearightofactiononbehalfof anindividualstudentoraclassofstudentsforthefailureofaparticularSEAorLEAemployeetomeet theapplicablerequirementsdescribedinparagraph(c)ofthissection,ortopreventaparentfromfiling

acomplaintaboutstaffqualificationswiththeSEAasprovidedforunderthispart. (Authority:20 U.S.C.1412(a)(14))[71FR46753,Aug.14,2006,asamendedat82FR29759,June30,2017]

TEC§21002 TeacherEmploymentContracts

(a)Aschooldistrictshallemployeachclassroomteacher,principal,librarian,nurse,orcounselorunder: (1)aprobationarycontract,asprovidedbySubchapterC; (2)acontinuingcontract,asprovidedbySubchapterD;or (3)atermcontract,asprovidedbySubchapterE

(b)AdistrictisnotrequiredtoemployapersonotherthananemployeelistedinSubsection(a)undera probationary,continuing,ortermcontract.

(c)Eachboardoftrusteesshallestablishapolicydesignatingspecificpositionsofemployment,orcategoriesof positionsbasedonconsiderationssuchaslengthofservice,towhichcontinuingcontractsortermcontracts apply.

TEC§21.003.CertificationRequired.

(a)Apersonmaynotbeemployedasateacher,teacherinternorteachertrainee,librarian,educationalaide, administrator,educationdiagnosticianorcounselorbyaschooldistrictunlessthepersonholdsanappropriate certificateorpermitissuedasprovidedbySubchapterB.

(b)Exceptasotherwiseprovidedbythissubsection,apersonmaynotbeemployedbyaschooldistrictasan audiologist,occupationaltherapist,physicaltherapist,physician,nurse,schoolpsychologist,associateschool psychologist,licensedprofessionalcounselor,marriageandfamilytherapist,socialworker,orspeech languagepathologistunlessthepersonislicensedbythestateagencythatlicensesthatprofessionandmay performspecificserviceswithinthoseprofessionsforaschooldistrictonlyifthepersonholdstheappropriate credentialfromtheappropriatestateagency AslongasapersonemployedbyadistrictbeforeSeptember1, 2011,toperformmarriageandfamilytherapy,asdefinedbySection502002,OccupationsCode,isemployed bythesamedistrict,thepersonisnotrequiredtoholdalicenseasamarriageandfamilytherapisttoperform marriageandfamilytherapywiththatdistrict.

TexasRequirementsforPublicSchoolPersonnelAssignments: https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac view=4&ti=19&pt=7&ch=231.

TAC§89.1131.QualificationsofSpecialEducation,RelatedService,andParaprofessionalPersonnel.

(a) Allspecialeducationandrelatedservicepersonnelmustbecertified,endorsed,orlicensedintheareaorareas ofassignmentinaccordancewith34CodeofFederalRegulations,§300156;theTexasEducationCode, §§21002,21003,and29304;orappropriatestateagencycredentials

(b) Ateacherwhoholdsaspecialeducationcertificateoranendorsementmaybeassignedtoanylevelofabasic specialeducationinstructionalprogramservingeligiblestudents3-21yearsofage,asdefinedin§89.1035(a) ofthistitle(relatingtoAgeRangesforStudentEligibility),inaccordancewiththelimitationoftheir certification,exceptforthefollowing.

(1) PersonsassignedtoprovidespeechtherapyinstructionalservicesmustholdavalidTexasEducation Agencycertificateinspeechandhearingtherapyorspeechandlanguagetherapy,oravalidstatelicense asaspeech/languagepathologist

(2) Teachersholdingonlyaspecialeducationendorsementforearlychildhoodeducationforstudentswith disabilitiesmustbeassignedonlytoprogramsservinginfantsthroughGrade6

(3) Teacherscertifiedintheeducationofstudentswithvisualimpairmentsmustbeavailabletostudentswith visualimpairments,includingdeaf-blindness,throughoneoftheschooldistrict'sinstructionaloptions,a sharedservicesarrangementwithotherschooldistricts,oraneducationservicecenter.

(4) Teacherscertifiedintheeducationofstudentswhoaredeaforhardofhearingmustbeavailableto studentswhoaredeaforhardofhearing,includingdeaf-blindness,throughoneoftheschooldistrict's instructionaloptions,aregionaldayschoolprogramforthedeaf,orasharedservicesarrangementwith otherschooldistricts

(5) Thefollowingprovisionsapplytophysicaleducation

(A)Whentheadmission,review,anddismissalcommitteehasmadethedeterminationandthe arrangementsarespecifiedinthestudent'sindividualizededucationprogram,physicaleducationmay beprovidedbythefollowingpersonnel:

(i)specialeducationinstructionalorrelatedservicepersonnelwhohavethenecessaryskillsand knowledge;

(ii)physicaleducationteachers;

(iii)occupationaltherapists;

(iv)physicaltherapists;or

(v)occupationaltherapyassistantsorphysicaltherapyassistantsworkingundersupervisionin accordancewiththestandardsoftheirprofession.

(B)Whentheseservicesareprovidedbyspecialeducationpersonnel,thedistrictmustdocumentthatthey havethenecessaryskillsandknowledge Documentationmayinclude,butneednotbelimitedto, inservicerecords,evidenceofattendanceatseminarsorworkshops,ortranscriptsofcollegecourses

(6) Teachersassignedfull-timeorpart-timetoinstructionofstudentsfrombirththroughagetwowithvisual impairments,includingdeaf-blindness,mustbecertifiedintheeducationofstudentswithvisual impairments.Teachersassignedfull-timeorpart-timetoinstructionofstudentsfrombirththroughagetwo whoaredeaf,includingdeaf-blindness,mustbecertifiedineducationforstudentswhoaredeafand severelyhardofhearing.

(7) TeacherswithsecondarycertificationwiththegenericdeliverysystemmaybeassignedtoteachGrades612only

(c) Paraprofessionalpersonnelmustbecertifiedandmaybeassignedtoworkwitheligiblestudents,generaland specialeducationteachers,andrelatedservicepersonnel Educationalaidesmayalsobeassignedtoassist studentswithspecialeducationtransportation,serveasajobcoach,orserveinsupportofcommunity-based instruction Educationalaidespaidfromstateadministrativefundsmaybeassignedtospecialeducation clericaloradministrativeduties.

(d) Interpretingservicesforstudentswhoaredeafmustbeprovidedbyaninterpreterwhoiscertifiedinthe appropriatelanguagemode(s),ifcertificationinsuchmode(s)isavailable.Ifcertificationisavailable,the interpretermustbeacertifiedmemberoforcertifiedbytheRegistryofInterpretersfortheDeaf(RID)orthe TexasBoardforEvaluationofInterpreters(BEI),DepartmentofAssistiveandRehabilitativeServices (DARS),OfficeforDeafandHardofHearingServices(DHHS)

(e) Orientationandmobilityinstructionmustbeprovidedbyacertifiedorientationandmobilityspecialist (COMS)whoiscertifiedbytheAcademyforCertificationofVisionRehabilitationandEducation Professionals

TAC§231.701.SpecialEducationTeacher.

(a)Subjecttotherequirementsinsubsection(c)ofthissection,anassignmentforSpecialEducationTeacheris allowedwithoneofthefollowingcertificates.Ifanindividualisprovidingcontentinstructioninaspecial educationclassroomsetting,avalidcertificatethatmatchesthesubjectandgradeleveloftheassignmentis alsorequired,ortheindividualmustdemonstratecompetencythroughthestate's2010and2011highobjective uniformStatestandardofevaluationforelementaryandsecondaryspecialeducationteachers

(1)BlindSchool(TexasStateSchoolfortheBlindandVisuallyImpairedonly)

(2)DeafandSeverelyHardofHearing

(3)DeafSchool(TexasStateSchoolfortheDeafonly).

(4)Deaf-Blind.

(5)DeficientVision.

(6)EarlyChildhoodEducationforHandicappedChildren(Infants-Grade6only).

(7)ElementaryGenericSpecialEducation.

(8)EmotionallyDisturbed

(9)GenericSpecialEducation

(10)HearingImpaired

(11)HighSchool--GenericSpecialEducation

(12)Languageand/orLearningDisabilities

(13)MentallyRetarded.

(14)PhysicallyHandicapped.

(15)SchoolSpeech-LanguagePathologist.

(16)SecondaryGenericSpecialEducation(Grades6-12)(Grades6-12only).

(17)SeverelyandProfoundlyHandicapped

(18)SeverelyEmotionallyDisturbedandAutistic

(19)SpecialEducationSupplemental(Validatgradelevelandsubjectareaofthebasecertificate)

(20)SpecialEducation:EarlyChildhood-Grade12

(21)SpeechandHearingTherapy

(22)SpeechandLanguageTherapy.

(23)TeacherofStudentswithVisualImpairmentsSupplemental:EarlyChildhood-Grade12.

(24)TeacheroftheDeafandHardofHearing:EarlyChildhood-Grade12.

(25)VisuallyHandicapped.

(b)Thecertificatesspecifiedinsubsection(a)ofthissectionareappropriateforaspecialeducationassignmentin Prekindergarten-Grade12exceptwhereotherwisenoted.

(c)Theemployingschooldistrictshouldmakeeveryefforttosecureeducatorstrainedinthespecializedskillsand knowledgeneededtoservethespecialneedsofthechildren Ifastaffmemberdoesnothavetheskillsand knowledgeneededfortheassignment,theschooldistrictisresponsibleformakingprovisionsforthepersonto acquirethenecessaryskillsandknowledge

TAC§230.31.TypesofCertificates.

(d)EffectiveSeptember1,2017,theeducationalaidecertificateshallbevalidfortwoyears.Educationalaide certificatesissuedeffectiveSeptember1,2017,willexpireattheendofthetwo-yearvalidityperiod. IndividualsissuedaneducationalaidecertificatepriortoSeptember1,2017,aswellasnewapplicantsforthe educationalaidecertificate,willberequiredtoreapplyforcertificationeverytwoyearsandmeetanyother requirementsfortheeducationalaidecertificateasspecifiedin§23065ofthistitle(relatingtoRequirements forReissuanceofEducationalAideCertificates) https://teatexasgov/about-tea/laws-and-rules/sbec-rulestac/texas-administrative-code-title-19-part-7

TAC§231705 Full-TimeTeacherofOrthopedicallyImpairedorOtherHealthImpairedinaHospitalClassor Home-BoundInstruction

AnassignmentforFull-TimeTeacherofOrthopedicallyImpairedorOtherHealthImpairedinaHospitalClassor Home-BoundInstructionisallowedwithoneofthefollowingcertificates.

(1)Specialeducationcertificateasspecifiedin§231.701ofthistitle(relatingtoSpecialEducationTeacher).

(2)Teachercertificate Thisassignmentrequiresathreesemestercredithoursurveycourseinspecialeducation andthreesemestercredithourcourserelatedtoteachingstudentswhoarephysicallyimpairedorhealth impaired

The district will ensure that all individuals who provide services and supports to students with disabilities are certified and/or licensed as required by the state and that documentation of this is maintained in the district’s Human Resource Department.

TAC§231.703TeacherofAdaptivePhysicalEducation

(a)AnassignmentforTeacherofAdaptivePhysicalEducationisallowedwithoneofthefollowingcertificates

(1)All-LevelHealthandPhysicalEducation

(2)All-LevelPhysicalEducation

(3)ElementaryPhysicalEducation(Grades1-8)(Grades1-8only)

(4)Grades6-8--PhysicalEducation(Grades6-8only)

(5)PhysicalEducation:EarlyChildhood-Grade12.

(6)SecondaryPhysicalEducation(Grades6-12)(Grades6-12only).

(7)Specialeducationcertificateasspecifiedin§231.701ofthistitle(relatingtoSpecialEducationTeacher). Thisassignmentrequiresnecessaryskillsandknowledgeinadaptivephysicaleducation.Evidenceof necessaryskillsandknowledgeinadaptivephysicaleducationmustbedocumentedthroughin-service records,seminarattendancerecords,ortranscriptsofcollegecourses

(b)Otherlicensedprofessionalsmaybeeligibletoprovideadaptivephysicaleducationservicestostudentswith disabilitiesunderthescopeofpracticeofthespecificlicenseheld

TAC§231713 SpecialEducationCounselingServices;EducationalDiagnostician;SpeechTherapyServices;an VocationalAdjustmentCoordinator

(a)SpecialEducationCounselingServices.

(1)AnassignmentforSpecialEducationCounselingServicesisallowedwithoneofthefollowingcertificates. (A)Counselor

(B)SchoolCounselor(EarlyChildhood-Grade12)

(C)SpecialEducationCounselor

(D)SpecialEducationVisitingTeacher

(E)VocationalCounselor

(2)Individualscertifiedorlicensedtopracticeinotherprofessionsmaybeeligibletoprovidecounseling servicesforstudentswithdisabilitiesunderthescopeofpracticeofthespecificlicenseheld.

(b)EducationalDiagnostician.

(1)AnassignmentforEducationalDiagnosticianisallowedwithanEducationalDiagnosticiancertificate.

(2)Individualscertifiedorlicensedtopracticeinotherprofessionsmaybeeligibletoprovideevaluative servicesforstudentswithdisabilitiesunderthescopeofpracticeofthespecificlicenseheld.New certificationrequirementsforapplicantsadmittedtoaneducatorpreparationprogramforEducational DiagnosticianCertificationonorafterSeptember1,2018,seeTAC§§23980-23986atthislink: https://teatexasgov/about-tea/laws-and-rules/sbec-rules-tac/texas-administrative-code-title-19-part-7

(c)SpeechTherapyServices

(1)AnassignmentforSpeechTherapyServicesisallowedwithoneofthefollowingcertificates

(A)SchoolSpeech-LanguagePathologist

(B)SpeechandHearingTherapy.

(C)SpeechandLanguageTherapy.

(2)IndividualslicensedbytheStateBoardofExaminersforSpeechLanguagePathologyandAudiologyalso mayprovidespeechtherapyservicestoeligiblestudentsunderthescopeofpracticeofthespecificlicense held.

(d)VocationalAdjustmentCoordinator

(1)AnassignmentforVocationalAdjustmentCoordinatorisallowedwithaSpecialEducationcertificate This assignmentrequires60clock-hoursoftrainingappropriatefortheassignment

(2)AteacherinanassignmentforVocationalAdjustmentCoordinatorwillhavethreeyearsfromthedateof assignmenttocompletetherequiredtraining

§231.707.TeacherofStudentswithVisualImpairments

(a)AnassignmentforTeacherofStudentswithVisualImpairmentsisallowedwithoneofthefollowing certificates.

(1)DeficientVision

(2)VisuallyHandicapped

(3)TeacherofStudentswithVisualImpairmentsSupplemental:EarlyChildhood-Grade12

(b)AteacherinanassignmentforTeacherofStudentswithVisualImpairmentmustbeavailabletostudentswith visualimpairments

§231.709.TeacherofStudentswithAuditoryImpairments

(a)AnassignmentforTeacherofStudentswithAuditoryImpairmentsisallowedwithoneofthefollowing certificates.

(1)DeafandSeverelyHardofHearing

(2)HearingImpaired

(3)TeacheroftheDeafandHardofHearing:EarlyChildhood-Grade12

(b)AteacherinanassignmentforTeacherofStudentswithAuditoryImpairmentsmustbeavailabletostudents withauditoryimpairments

(c)AteacherinanassignmentforTeacherofStudentswithAuditoryImpairmentsisnotrequiredtopasstheTexas AssessmentofSignCommunication(TASC)ortheTexasAssessmentofSignCommunication-AmericanSign Language(TASC-ASL)inordertobeassignedtoaclassroominwhichanothercommunicationmethodis usedpredominately.IfthisteachercompletescertificationrequirementsthroughaStateBoardforEducator Certification-approvededucatorpreparationprograminTexas,theprogrammusthaveassessedproficiencyin thecommunicationmethodandverifiedittobeatanappropriatelevel Source Note: The provisions of this §231 709 adopted to be effective December 27, 2020, TexReg 9183

TAC§231755 ProfessionalSupportPersonnelRequiringOtherProfessionalLicense

Apersonmaynotbeemployedbyaschooldistricttoperformserviceswithinthefollowingprofessionsunlessthe personholdstheappropriatecredentialorlicensefromtheappropriatestateagencyforthatprofession.Educator certificationisnotrequiredforaschooldistrictassignmenttoprovideservicesthatarewithinthescopeofthat profession.

(1)AssociateSchoolPsychologist.

(2)Audiologist

(3)LicensedProfessionalCounselor

(4)MarriageandFamilyTherapist AslongasapersonwasemployedbyaschooldistrictbeforeSeptember1, 2011,toperformmarriageandfamilytherapy,asdefinedbytheTexasOccupationsCode(TOC),§502002, andremainsemployedbythesameschooldistrict,thepersonisnotrequiredtoholdalicenseasamarriage andfamilytherapisttoperformmarriageandfamilytherapywiththatschooldistrict.

(5)Nurse.

(6)OccupationalTherapist.

(7)PhysicalTherapist.

(8)Physician.

(9)SchoolPsychologist.

(10)SocialWorker

(11)SpeechLanguagePathologist AnassignmenttoprovideSpeechTherapyServicesisallowedwitha certificateauthorizedbytheTOC,§401054

Source Note: The provisions of this §231 755 adopted to be effective December 27, 2020 45 TexReg 9183

TEC§29.304.QualificationsofPersonnel

(a)Astudentwhoisdeaforhardofhearingmusthaveaneducationinwhichteachers,psychologists,speech therapists,progressassessors,administrators,andothersinvolvedineducationunderstandtheuniquenatureof deafnessandthehard-of-hearingcondition.Ateacherofstudentswhoaredeaforhardofhearingeithermust beproficientinappropriatelanguagemodesoruseaninterpretercertifiedinappropriatelanguagemodesif certificationisavailable

(b)Eachschooldistrictshallemployorprovideaccesstoappropriatequalifiedstaffwithproficient communicationsskills,consistentwithcredentialingrequirements,tofulfilltheresponsibilitiesoftheschool district,andshallmakepositiveeffortstoemployqualifiedindividualswithdisabilities

(c)Regularandspecialpersonnelwhoworkwithstudentswhoaredeaforhardofhearingmustbeadequately preparedtoprovideeducationalinstructionandservicestothosestudents.

TEC§21.0485.CertificationtoTeachStudentswithVisualImpairments.

(a)Tobeeligibletobeissuedacertificatetoteachstudentswithvisualimpairments,apersonmust:

(1)completeeither:

(A)allcourseworkrequiredforthatcertificationinanapprovededucatorpreparationprogram;or

(B)analternativeeducatorcertificationprogramapprovedforthepurposebytheboard;

(2)performsatisfactorilyoneachexaminationprescribedunderSection21048forcertificationtoteach studentswithvisualimpairments,aftercompletingthecourseworkorprogramdescribedbySubdivision (1);and

(3)satisfyanyotherrequirementsprescribedbytheboard.

(b)Subsection(a)doesnotapplytoeligibilityforacertificatetoteachstudentswithvisualimpairments,including eligibilityforrenewalofthatcertificate,iftheapplicationfortheinitialcertificatewassubmittedonorbefore September1,2011

§300.207Personneldevelopment.

TheLEAmustensurethatallpersonnelnecessarytocarryoutPartBoftheActareappropriatelyand adequatelyprepared,subjecttotherequirementsof§300.156(relatedtopersonnelqualifications)and section2122oftheESEA.

TEC§21.451StaffDevelopmentRequirements

(d)Thestaffdevelopment:

(1)mayincludetrainingin:

(A)technologyanddigitallearning;and

(B)positivebehaviorinterventionandsupportstrategies,includingclassroommanagement,district disciplinepolicies,andthestudentcodeofconductadoptedunderChapter37;and

(2)subjecttoSubsection(e)andtoSection21.3541andrulesadoptedunderthatsection,mustinclude trainingthatisevidence-based,asdefinedbySection8101,EveryStudentSucceedsAct(20U.S.C. Section7801,andthat:

(A)relatestoinstructionofstudentswithdisabilities,includingstudentswithdisabilitieswhoalsohave otherintellectualormentalhealthconditions;and

(B)isdesignedforeducatorswhoworkprimarilyoutsidetheareaofspecialeducation;and

(3)mustincludetrainingon:

(A)suicideprevention;

(B)strategiesforestablishingandmaintainingpositiverelationshipsamongstudents,includingconflict resolution;and

(d-1)ThetrainingrequiredbySubsection(d)(3):

(1)must:

(A)beprovidedinaccordancewiththepolicyadoptedunderSection21.4515;and (B)useabestpractice-basedprogramrecommendedbytheHealthandHumanServicesCommissionin coordinationwiththeagencyunderSection38351;and (2)mayincludetwoormorelistedtopicstogether

(d-2)ThesuicidepreventiontrainingrequiredbySubsection(d)(3)maybesatisfiedthroughindependentreview ofsuicidepreventiontrainingmaterialthat:

(1)complieswiththeguidelinesdevelopedbytheagency;and (2)isofferedonline.

(d-3)thetechnologyanddigitallearningtrainingprovidedbySubsection(d)(1)(A)must:

(1)discussbasictechnologyproficiencyexpectationsandmethodstoincreaseaneducator’sdigitalliteracy; and

(2)assistaneducatorintheuseofdigitaltechnologyinlearningactivitiesthatimproveteaching,assessment, andinstructionalpractices

(e)AschooldistrictisrequiredtoprovidethetrainingdescribedbySubsection(d)(2)toaneducatorwhoworks primarilyoutsidetheareaofspecialeducationonlyiftheeducatordoesnotpossesstheknowledgeandskills necessarytoimplementtheindividualizededucationprogramdevelopedforastudentreceivinginstruction fromtheeducator.Adistrictmaydeterminethetimeandplaceatwhichthetrainingisdelivered.

(f)IndevelopingormaintainingthetrainingrequiredbySubsection(d)(2),aschooldistrictmustconsultwith personswithexpertiseinresearch-basedpracticesforstudentswithdisabilities.Personswhomaybeconsulted underthissubsectionincludecolleges,universities,privateandnonprofitorganizations,regionaleducation servicecenters,qualifieddistrictpersonnel,andanyotherpersonsidentifiedasqualifiedbythedistrict This subsectionappliestoalltrainingrequiredbySubsection(d)(2),regardlessofwhetherthetrainingisprovided atthecampusordistrictlevel

(g)thestaffdevelopmentmayincludeinstructionastowhatispermissibleunderlaw,includingopinionsofthe UnitedStatesSupremeCourt,regardingprayerinpublicschool

The AISD will annually provide campus based training on implementation of the IEP Annually the campus Principal will inform the Special Education Director of any request for training that cannot be performed by assigned district special education personnel. Documentation of training will be maintained by the campus principal including:

a Agenda with date and

b Attendance list

c Specialized training required by specific staff for a specific student will be handled individually and documented in the personnel file

Teachers in the AISD have access to numerous training opportunities both inside the school district as well as at the Education Service Centers As part of the decentralized function for Texas, Region 20 ESC is assigned to organize and conduct professional development (iLearning) that will facilitate access to the general curriculum. Three modules include: Early Childhood, Elementary and Secondary. They offer specific trainings and support to assist teachers and administrators with strategies and methods to ensure students with disabilities are not only provided access to the general curriculum, but are making academic progress Specific training topics include (but are not limited to): Inclusion, Accommodations &Modifications, Co-Teaching, Differentiated Instruction &Brain Based Learning Strategies, and State Assessments

http://portal esc20 net/portal/page/portal/esc20public/SpecialEducation/AGCHome

TEC§21.054ContinuingEducation

(a)Theboardshallproposerulesestablishingaprocessforidentifyingcontinuingeducationcoursesandprograms thatfulfilleducators'continuingeducationrequirements,includingopportunitiesforeducatorstoreceive micro-credentialsinfieldsofstudyrelatedtotheeducator'scertificationclassasprovidedbySubsection(i)

(a-1)Continuingeducationrequirementsforeducatorsmustincludetrainingregardingeducatingstudentswith disabilities

(b)Continuingeducationrequirementsforaneducatorwhoteachesstudentswithdyslexiamustincludetraining regardingnewresearchandpracticesineducatingstudentswithdyslexia

(c)ThetrainingrequiredunderSubsection(b)maybeofferedinanonlinecourse.

(d)continuingeducationrequirementsforaclassroomteachermustprovidethatnotmorethan25percentofthe trainingrequiredeveryfiveyearsincludeinstructionregarding:

(1)collectingandanalyzinginformationthatwillimproveeffectivenessintheclassroom;

(2)recognizingearlywarningindicatorsthatastudentmaybeatriskofdroppingoutofschool;

(3)digitallearning,digitalteachingandintegratingtechnologyintoclassroominstruction;

(4)educationofdiversestudentpopulations,including:

(A)studentswithdisabilities,includingmentalhealthdisorders; (B)studentswhoareeducationallydisadvantaged; (C)studentsoflimitedEnglishproficiency;and (D)studentsatriskofdroppingoutofschool;and

(5)understandingappropriaterelationships,boundaries,andcommunicationsbetweeneducatorsandstudents

(e)Continuingeducationrequirementsforaprincipalmustprovidethatnotmorethan25percentofthetraining requiredeveryfiveyearsincludeinstructionregarding:

(4)educationofdiversestudentpopulations,including:

(A)studentswithdisabilities,includingmentalhealthdisorders; (B)studentswhoareeducationallydisadvantaged; (C)studentsoflimitedEnglishproficiency;and (D)studentsatriskofdroppingoutofschool;and

TEC§37.0181ProfessionalDevelopmentRegardingDisciplinaryProcedures.

Forprofessionaldevelopmenttrainingresources(inadditiontotheESC)seethefollowinglink: https://tea.texas.gov/about-tea/other-services/mental-health/positive-behavior-interventions-and-supports

V. CURRICULUMFORSTUDENTSWITHDISABILITIES

Clicklinktoreviewcurriculumandinstructionresourcesforstudentswith disabilitieshttps://wwwinclusionintexasorgandhttps://teatexasgov/academics/special-studentpopulations/special-education/programs-and-services/resources-to-support-student-progress-in-the-generalcurriculum

The Anna ISD has the responsibility for providing educational and related services to eligible students in the least restrictive environment. Students with disabilities shall have the opportunity to participate in educational programs and activities with non-disabled students to the maximum extent appropriate.

The AISD curriculum will enable each student to acquire knowledge and skills in the basic areas of learning commensurate with the student’s needs and abilities These skills may be attained in the general program of instruction or in a program of special education instruction, as determined by the Admission, Review, and Dismissal committee

All students, regardless of special need or condition, will be provided a well-balanced curriculum. The Texas state standards are found in the TEKS – Texas Essential Knowledge and Skills. The TEKS represent enrolled grade level core knowledge, skills, and competencies expected of all students in the state of Texas. Students with special needs shall be instructed in the TEKS in a manner appropriate to their needs The TEKS constitute a sound developmental sequence of instruction and their mastery should be the goal for all students, including students with disabilities Although some students with disabilities will have different learning rates or different levels of mastery, the AISD must provide for each student with disabilities the supports and services necessary to make satisfactory progress in the enrolled grade level TEKS in a manner appropriate to the student’s needs If a student’s disability is such that mastery of some or all of the TEKS is inappropriate for that student, the ARD/IEP committee has the responsibility to develop an appropriate scope and sequence of skills for that student and to modify/accommodate the method of instruction, pacing, and/or materials, as appropriate, to provide full opportunity for access to instruction in the student’s enrolled grade-level standards.

Students with disabilities who receive special education services will be eligible for all support services that are available to any and all students including tutorial services, accelerated instructional services or programs, and any specialized intervention services or support adopted by the campus and/or LEA Participation in any general education services and supports does not replace other special education supports and services identified in the student’s IEP

State-adopted textbooks are available for identified students with disabilities use, regardless of placement. Stateadopted textbooks may be requested by the teacher of the student with disabilities, following local building procedures Local AISD guidelines will be followed when textbooks are issued to identified students with disabilities Students are responsible for the proper handling and return of a state-adopted textbook, which has been issued to the student Consequences for improper use or return of a textbook will comply with local procedures for all students State and Federal special education funding may not be used to purchase any stateadopted textbooks A special education teacher may request teacher’s manuals and other supplementary aids for state-adopted textbooks used by the identified students with disabilities assigned to the special education teacher Local procedures for textbook acquisition will be followed in requesting teacher’s manuals and aids

The special education department will continually evaluate the effectiveness of programs and strategies used by special education staff in meeting the unique needs of students with disabilities. Additional training will be provided when necessary in order to align instruction with effective evidence-based practices when appropriate

VI. PEIMS–PUBLICEDUCATIONINFORMATIONMANAGEMENTSYSTEM

§300.641Annualreportofchildrenserved-informationrequiredinthereport.

(a)Forpurposesoftheannualreportrequiredbysection618oftheActand§300.640,theStateand theSecretaryoftheInteriormustcountandreportthenumberofchildrenwithdisabilitiesreceiving specialeducationandrelatedservicesonanydatebetweenOctober1andDecember1ofeachyear.

(b)Forthepurposeofthisreportingprovision,achild'sageisthechild'sactualageonthedateofthechild count.

(c)TheSEAmaynotreportachildundermorethanonedisabilitycategory.

(d)Ifachildwithadisabilityhasmorethanonedisability,theSEAmustreportthatchildinaccordance withthefollowingprocedure:

(1)Ifachildhasonlytwodisabilitiesandthosedisabilitiesaredeafnessandblindness,andthechildis notreportedashavingadevelopmentaldelay,thatchildmustbereportedunderthecategory“deafblindness.”

(2)Achildwhohasmorethanonedisabilityandisnotreportedashavingdeaf-blindnessorashavinga developmentaldelaymustbereportedunderthecategory“multipledisabilities.”

For all specific report requirements, the AISD will remain diligent in following requirements specified in the PEIMS manual provided annually by the Texas Education Agency. The AISD utilizes an electronic information system to provide an efficient method of collecting and generating the student data necessary for special education program management and reporting This comprehensive system provides a data bank of student-related information and generates required state and federal reports It also provides other administrative information critical to program planning and management

TEC§48.008.FoundationSchoolProgram-PublicInformationManagementSystem(PEIMS). http://tea.texas.gov/Reports and Data/Data Submission/PEIMS/PEIMS - Overview/

(a)EachschooldistrictshallparticipateinthePublicEducationInformationManagementSystem(PEIMS)and shallprovidethroughthatsysteminformationrequiredfortheadministrationofthischapterandofother appropriateprovisionsofthiscode

(b)Eachschooldistrictshalluseauniformaccountingsystemadoptedbythecommissionerforthedatarequired tobereportedforthePublicEducationInformationManagementSystem

(c)Annually,thecommissionershallreviewthePublicEducationInformationManagementSystemandshall repealoramendrulesthatrequireschooldistrictstoprovideinformationthroughthePublicEducation InformationManagementSystemthatisnotnecessary.InreviewingandrevisingthePublicEducation InformationManagementSystem,thecommissionershalldeveloprulestoensurethatthesystem:

(1)providesuseful,accurate,andtimelyinformationonstudentdemographicsandacademicperformance, personnel,andschooldistrictfinances;

(2)containsonlythedatanecessaryforthelegislatureandtheagencytoperformtheirlegallyauthorized functionsinoverseeingthepubliceducationsystem;and

(3)doesnotcontainanyinformationrelatedtoinstructionalmethods,exceptasprovidedbySection29066or requiredbyfederallaw

(d)Thecommissioner'srulesmustensurethatthePublicEducationInformationManagementSystemlinksstudent performancedatatootherrelatedinformationforpurposesofefficientandeffectiveallocationofscarce schoolresources,totheextentpracticableusingexistingagencyresourcesandappropriations.

TEC§48.009.RequiredPEIMSReporting.

(b)Thecommissionerbyruleshallrequireeachschooldistrictandopen-enrollmentcharterschooltoreport throughthePublicEducationInformationManagementSysteminformationregarding: (1) thenumberofstudentsenrolledinthedistrictorschoolwhoareidentifiedashavingdyslexia; The LEA will collect data annually on the number of students enrolled in the district who are identified as having dyslexia This information will be submitted as required by TEA through the PEIMS management system

TEC§42.006PEIMS

(a-6)Thecommissionerbyruleshallrequireeachschooldistrictandopen-enrollmentcharterschooltoreport throughthePublicEducationInformationManagementSysteminformationdisaggregatedbycampusand

graderegarding:

(1)thenumberofchildrenwhoarerequiredtoattendschoolunderSection25.085,arenotexemptedunder Section25.086,andfailtoattendschoolwithoutexcusefor10ormoredaysorpartsofdayswithinasixmonthperiodinthesameschoolyear;

(2)thenumberofstudentsforwhomthedistrictinitiatesatruancypreventionmeasureunderSection 250915(a-4);and

(3)thenumberofparentsofstudentsagainstwhomanattendanceofficerorotherappropriateschoolofficial hasfiledacomplaintunderSection25093 (Section25.085istheCompulsoryAttendanceRequirements https://statutes.capitol.texas.gov/Docs/ED/htm/ED.25.htm)

VII. RDA-ResultsDrivenAccountability

Forcontinuousupdatedinformation,seetheTEAwebsite: https://teatexasgov/Student Testing and Accountability/Monitoring and Interventions/PerformanceBased Monitoring Analysis System/PBMAS Manuals

§300.157Performancegoalsandindicators.

TheStatemust--

(a)HaveineffectestablishedgoalsfortheperformanceofchildrenwithdisabilitiesintheStatethat--

(1)Promotethepurposesofthispart,asstatedin§300.1;

(2)ArethesameastheState’slong-termgoalsandmeasurementsofinterimprogressforchildrenwith disabilitiesundersection1111(c)(4)(A)(i)oftheESEA.

(3)Addressgraduationratesanddropoutrates,aswellassuchotherfactorsastheStatemay determine;and

(4)Areconsistent,totheextentappropriate,withanyothergoalsandacademicstandardsforchildren establishedbytheState;

(b)HaveineffectestablishedperformanceindicatorstheStatewillusetoassessprogresstowardachieving thegoalsdescribedinparagraph(a)ofthissection,includingmeasurementsofinterimprogressfor childrenwithdisabilitiesundersection1111(c)(4)(A)(i)(cc)oftheESEA,20U.S.C.6311;and

(c)AnnuallyreporttotheSecretaryandthepublicontheprogressoftheState,andofchildrenwith disabilitiesintheState,towardmeetingthegoalsestablishedunderparagraph(a)ofthissection,which mayincludeelementsofthereportsrequiredundersection1111(h)oftheESEA.

§300.229Disciplinaryinformation.

§300.170Suspensionandexpulsionrates. (added here also from section 6 discipline)

(1)AmongLEAsintheState;or

(2)Comparedtotheratesfornondisabledchildrenwithinthoseagencies.

(b)Reviewandrevisionofpolicies.Ifthediscrepanciesdescribedinparagraph(a)ofthissectionare occurring,theSEAmustreviewand,ifappropriate,revise(orrequiretheaffectedStateagencyorLEA torevise)itspolicies,procedures,andpracticesrelatingtothedevelopmentandimplementationof IEPs,theuseofpositivebehavioralinterventionsandsupports,andproceduralsafeguards,toensure thatthesepolicies,procedures,andpracticescomplywiththeAct.(Authority:20U.S.C.1412(a)(22))

§300.173Overidentificationanddisproportionality.

TheStatemusthaveineffect,consistentwiththepurposesofthispartandwithsection618(d)oftheAct, policiesandproceduresdesignedtopreventtheinappropriateoveridentificationordisproportionate representationbyraceandethnicityofchildrenaschildrenwithdisabilities,includingchildrenwith disabilitieswithaparticularimpairmentdescribedin§300.8.

§300.646Disproportionality.

(a)General.EachStatethatreceivesassistanceunderPartBoftheAct,andtheSecretaryoftheInterior, mustprovideforthecollectionandexaminationofdatatodetermineifsignificantdisproportionality basedonraceandethnicityisoccurringintheStateandtheLEAsoftheStatewithrespectto--

(1)Theidentificationofchildrenaschildrenwithdisabilities,includingtheidentificationofchildrenas childrenwithdisabilitiesinaccordancewithaparticularimpairmentdescribedinsection602(3)of theAct;

(2)Theplacementinparticulareducationalsettingsofthesechildren;and

(3)Theincidence,duration,andtypeofdisciplinaryactions,includingsuspensionsandexpulsions.

(b)MethodologyTheStatemustapplythemethodsin§300.647todetermineifsignificantdisproportionality basedonraceandethnicityisoccurringintheStateandtheLEAsoftheStateunderparagraph(a)of thissection.

(c)Reviewandrevisionofpolicies,practices,andprocedures.Inthecaseofadeterminationofsignificant disproportionalitywithrespecttotheidentificationofchildrenaschildrenwithdisabilities,orthe placementinparticulareducationalsettingsofthesechildren,inaccordancewithparagraph(a)and(b) ofthissection,theStateortheSecretaryoftheInteriormust--

(1)Providefortheannualreviewand,ifappropriaterevisionofthepolicies,procedures,andpractices usedintheidentificationorplacementtoensurethatthepolicies,procedures,andpracticescomply withtherequirementsoftheAct.

(2)RequiretheLEAtopubliclyreportontherevisionofpolicies,practices,andproceduresdescribed underparagraph(c)(1)ofthissectionconsistentwiththerequirementoftheFamilyEducational RightsandPrivacyAct,itsimplementingregulationsin34CFRpart99,andSection618(b)(1)of theact.

(d)Comprehensivecoordinatedearlyinterveningservices. Exceptasprovidedinparagraph(e)ofthis section,theStateortheSecretaryoftheInteriorshallrequireanyLEAidentifiedunderparagraphs(a) and(b)ofthissectiontoreservethemaximumamountoffundsundersection613(f)oftheActto providecomprehensivecoordinatedearlyinterveningservicestoaddressfactorscontributingtothe significantdisproportionality.

(1)InimplementingcomprehensivecoordinatedearlyinterveningservicesanLEA-

(i)Maycarryoutactivitiesthatincludeprofessionaldevelopmentandeducationaland behavioralevaluations,servicesandsupports.

(ii)Mustidentifyandaddressthefactorscontributingtothesignificantdisproportionality, whichmayinclude,amongotheridentifiedfactors,alackofaccesstoscientificallybased instruction;economic,cultural,orlinguisticbarrierstoappropriateidentificationorplacement inparticulareducationalsettings;inappropriateuseofdisciplinaryremovals;lackofaccessto appropriatediagnosticscreenings;differenceinacademicachievementlevels;andpolicies, practices,orproceduresthatcontributetothesignificantdisproportionality.

(iii)Mustaddressapolicy,practice,orprocedureitidentifiesascontributingtothesignificant disproportionality,includingapolicy,practiceorprocedurethatresultsinafailuretoidentify, ortheinappropriateidentificationof,aracialorethnicgroup(orgroups).

(2)AnLEAmayusefundsreservedforcomprehensivecoordinatedearlyinterveningservicesto servechildrenfromage3throughgrade12,particularly,butnotexclusively,childrenin those groupsthatweresignificantlyoveridentifiedunderparagraph(a)or(b)ofthissection, including-

(i)Childrenwhoarenotcurrentlyidentifiedasneedingspecialeducationorrelatedservices but whoneedadditionalacademicandbehavioralsupporttosucceedinageneral education environment;and

(ii)Childrenwithdisabilities.

(3)AnLEAmaynotlimittheprovisionofcomprehensivecoordinatedearlyinterveningservicesunder thisparagraphtochildrenwithdisabilities.

(e)Exceptiontocomprehensivecoordinatedearlyinterveningservices. TheStateortheSecretaryofthe InteriorshallnotrequireanyLEAthatservesonlychildrenwithdisabilitiesidentifiedunder paragraphs(a)and(b)ofthesectiontoreservefundstoprovidecomprehensivecoordinatedearly interveningservices.

(f)Ruleofconstruction. NothinginthissectionauthorizesaStateoranLEAtodeveloporimplement policies,practices,orproceduresthatresultinactionsthatviolatetherequirementofthispart, includingrequirementsrelatedtochildfindandensuringthatafreeappropriatepubliceducationis availabletoalleligiblechildrenwithdisabilities.

District data will be reviewed annually and areas of concern identified and addressed at the local campus with support from the special education department.

Annual training will be conducted by the evaluation staff to inform campuses of the special education eligibility procedures and criteria This annual training will be in collaboration with the campus principal and incorporate the local campus intervention process Any over-identification concerns or other important data information will be noted

Local campuses will identify any additional areas of training needed and report to the principal who will then communicate with the special education administration

Referral and Evaluation procedures will be followed in order to accurately identify students with a disability.

§300.211InformationforSEA.

TheLEAmustprovidetheSEAwithinformationnecessarytoenabletheSEAtocarryoutitsdutiesunder PartBoftheAct,including,withrespectto§§300.157and300.160,informationrelatingtotheperformance ofchildrenwithdisabilitiesparticipatinginprogramscarriedoutunderPartBoftheAct. (Authority:20U.S.C.1413(a)(7))

§300.213Recordsregardingmigratorychildrenwithdisabilities.

TheLEAmustcooperateintheSecretary’seffortsundersection1308oftheESEAtoensurethelinkageof recordspertainingtomigratorychildrenwithdisabilitiesforthepurposeofelectronicallyexchanging, amongtheStates,healthandeducationalinformationregardingthosechildren.(Authority:20U.S.C. 1413(a)(9))

The Special Education Monitoring unit of Program Monitoring and Interventions develops and implements integrated program review processes for special education programs statewide that promote program effectiveness and ensure that state supervision and oversight requirements for special education programs are met as required by state and federal law. The district special education department in collaboration with their general education colleagues will collect, monitor and provide data to TEA to ensure compliance with all state and federal requirements

§300.120Monitoringactivities.

(a)TheSEAmustcarryoutactivitiestoensurethat§300.114 (LRE section 4 of this document) isimplemented byeachpublicagency.

(b)Ifthereisevidencethatapublicagencymakesplacementsthatareinconsistentwith§300.114,theSEA must--

(1)Reviewthepublicagency'sjustificationforitsactions;and

(2)Assistinplanningandimplementinganynecessarycorrectiveaction.(Authority:20U.S.C.1412(a) (5))

TEC§29001 StatewidePlan

Theagencyshalldevelop,andmodifyasnecessary,astatewidedesign,consistentwithfederallaw,forthe deliveryofservicestochildrenwithdisabilitiesinthisstatethatincludesrulesfortheadministrationandfunding ofthespecialeducationprogramsothatafreeappropriatepubliceducationisavailabletoallofthosechildren betweentheagesofthreeand21.Thestatewidedesignshallincludetheprovisionofservicesprimarilythrough schooldistrictsandsharedservicesarrangements,supplementedbyregionaleducationservicecenters.Theagency shallalsodevelopandimplementastatewideplanwithprogrammaticcontentthatincludesproceduresdesigned to:

(5)allowtheagencytoeffectivelymonitorandperiodicallyconductsitevisitsofallschooldistrictstoensure thatrulesadoptedunderthissectionareappliedinaconsistentanduniformmanner,toensurethat districtsarecomplyingwiththoserules,andtoensurethatannualstatisticalreportsfiledbythedistricts andnototherwiseavailablethroughthePublicEducationInformationManagementSystemunderSection 48.008and48.009,areaccurateandcomplete; TEC§29.010.Compliance

(a)Theagencyshalladoptandimplementacomprehensivesystemformonitoringschooldistrictcompliancewith federalandstatelawsrelatingtospecialeducation.Themonitoringsystemmustprovideforongoinganalysis ofdistrictspecialeducationdataandofcomplaintsfiledwiththeagencyconcerningspecialeducationservices andforinspectionsofschooldistrictsatdistrictfacilities.Theagencyshallusetheinformationobtained throughanalysisofdistrictdataandfromthecomplaintsmanagementsystemtodeterminetheappropriate scheduleforandextentoftheinspection

(b)Tocompletetheinspection,theagencymustobtaininformationfromparentsandteachersofstudentsin specialeducationprogramsinthedistrict

(c)Theagencyshalldevelopandimplementasystemofsanctionsforschooldistrictswhosemostrecent monitoringvisitshowsafailuretocomplywithmajorrequirementsoftheIndividualswithDisabilities EducationAct(20U.S.C.Section1400etseq.),federalregulations,statestatutes,oragencyrequirements necessarytocarryoutfederallaworregulationsorstatelawrelatingtospecialeducation.

(d)Fordistrictsthatremaininnoncomplianceformorethanoneyear,thefirststageofsanctionsshallbeginwith annualormorefrequentmonitoringvisits Subsequentsanctionsmayrangeinseverityuptothewithholding offunds Iffundsarewithheld,theagencymayusethefundstoprovide,throughalternativearrangements, servicestostudentsandstaffmembersinthedistrictfromwhichthefundsarewithheld

(e)Theagency'scomplaintmanagementdivisionshalldevelopasystemforexpeditedinvestigationandresolution ofcomplaintsconcerningadistrict'sfailuretoprovidespecialeducationorrelatedservicestoastudent eligibletoparticipateinthedistrict'sspecialeducationprogram.

(f)Thissectiondoesnotcreateanobligationfororimposearequirementonaschooldistrictoropen-enrollment charterschoolthatisnotalsocreatedorimposedunderanotherstatelaworafederallaw.

TEC§29.0011.PROHIBITEDPERFORMANCEINDICATOR.

(a)NotwithstandingSection29001(5),Section29010,oranyotherprovisionofthiscode,thecommissioneror agencymaynotadoptorimplementaperformanceindicatorinanyagencymonitoringsystem,includingthe performance-basedmonitoringanalysissystem,thatsolelymeasuresaschooldistrict'soropen-enrollment charterschool'saggregatednumberorpercentageofenrolledstudentswhoreceivespecialeducationservices.

(b)Subsection(a)doesnotprohibitorlimitthecommissioneroragencyfrommeetingrequirementsunder:

(1)20U.S.C.Section1418(d)anditsimplementingregulationstocollectandexaminedatatodetermine whethersignificantdisproportionalitybasedonraceorethnicityisoccurringinthestateandintheschool districtsandopen-enrollmentcharterschoolsinthestatewithrespecttothe:

(A)identificationofchildrenaschildrenwithdisabilities,includingtheidentificationofchildrenas childrenwithparticularimpairments;

(B)placementofchildrenwithdisabilitiesinparticulareducationalsettings;and

(C)incidence,duration,andtypeofdisciplinaryactionstakenagainstchildrenwithdisabilities,including suspensionsandexpulsions;or

(2)20U.S.C.Section1416(a)(3)(C)anditsimplementingregulationstoaddressinthestatewideplanthe percentageofschooldistrictsandopen-enrollmentcharterschoolswithdisproportionaterepresentationof racialandethnicgroupsinspecialeducationandrelatedservicesandinspecificdisabilitycategoriesthat resultsfrominappropriateidentification.

AddedbyActs2017,85thLeg,RS,Ch 59(SB 160),Sec 1,eff May22,2017

Toreviewspecialeducationperformancecriteriaandothermonitoringactivitiessee: https://teatexasgov/TexasSPED/

TAC§89.1075.GeneralProgramRequirementsandLocalDistrictProcedures.

Documentation of dissemination of the ARD Guide and the Procedural Safeguards is in the student’s eligibility folder

ToobtainDisciplineandotherDataValidationManualsgototheTEAlink: https://tea.texas.gov/Student Testing and Accountability/Monitoring

VIII. COLLABORATIONWITHAGENCIESREGARDINGMOUs

The AISD will follow the TEA Memorandum of Understanding with all agencies identified by the TEA

TAC§89.1100.MemorandumofUnderstandingonCoordinationofServicestoDisabledPersons. ClarificationoffinancialandserviceresponsibilitiesoftheTexasDepartmentofHumanServices,theTexas DepartmentofHealth,theTexasDepartmentofMentalHealthandMentalRetardation,theTexasRehabilitation Commission,theTexasCommissionfortheBlind,theTexasCommissionfortheDeaf,TexasDepartmentof ProtectiveandRegulatoryServices,TexasInteragencyCouncilonEarlyChildhoodIntervention,andtheTexas EducationAgencyrelatedtodisabledpersonsarecontainedintheMemorandumofUnderstandingon CoordinationofServicestoDisabledPersons,whichisadoptedbyreferenceasaruleoftheTexasEducation Agency ThecompletetextofthememorandumofunderstandingmaybefoundintherulesoftheTexas DepartmentofHumanServices,40TexasAdministrativeCode(TAC)Chapter72.Acopyofthememorandumof understandingisavailableforexaminationduringregularofficehours,8:00a.m.to5:00p.m.,exceptholidays, Saturdays,andSundays,attheTexasEducationAgency,1701NorthCongressAvenue,Austin,Texas78701.

TEC§39.0552.MEMORANDUMOFUNDERSTANDINGBETWEENSCHOOLDISTRICTANDSTATE HOSPITALFORACCOUNTABILITYPURPOSES

Amemorandumofunderstandingbetweenaschooldistrictandastatehospitalunderwhichthedistrictprovides educationalservicestoastudentwhoresidesinthestatehospitalmustprovidethattheschooldistrictincludethe performanceofthestudentonanassessmentinstrumentorotherachievementindicatoradoptedunderSection 39053orareportingindicatoradoptedunderSection39301indeterminingtheperformanceofthatschool district.

TAC§89.1115.MemorandumofUnderstandingConcerningInteragencyCoordinationofSpecialEducation ServicestoStudentswithDisabilitiesinResidentialFacilities.(CurrentAgencyNameslistedinparenthesis.TEA hasnotupdatednamesinTAC§891115)

(a) Parties Thestateagenciesnamedinthissubsectionarepartiestothismemorandumofunderstanding(MOU) andwillbecollectivelyreferredtoasthe"parties"Theterm"HealthandHumanService(HHS)agencies" willrefertoallpartiesexcepttheTexasEducationAgency,TexasJuvenileProbationCommission,andTexas YouthCommission

(1) TexasEducationAgency(TEA);

(2) TexasDepartmentofHumanServices(TDHS);(TexasHealthandHumanServices)

(3) TexasDepartmentofMentalHealthandMentalRetardation(TDMHMR);(DepartmentofAgingand DisabilityServices).

(4) TexasDepartmentofHealth(TDH);(TexasHealthandHumanServices)

(5) TexasDepartmentofProtectiveandRegulatoryServices(PRS);(DepartmentofFamilyandProtective Services)

(6) TexasInteragencyCouncilonEarlyChildhoodIntervention(ECI);(DepartmentofAssistiveand RehabilitativeServices)

(7) TexasCommissiononAlcoholandDrugAbuse(TCADA);(DepartmentofStateHealthServices)

(8) TexasJuvenileProbationCommission(TJPC);(TexasJuvenileJusticeDepartment)and (9) TexasYouthCommission(TYC).(TexasJuvenileJusticeDepartment)

(b) Purpose.InaccordancewithTexasEducationCode(TEC),§29.012(d),thepurposeofthisMOUisto:

(1) establishtherespectiveresponsibilitiesofschooldistrictsandofresidentialfacilities(RFs)forthe provisionofafreeappropriatepubliceducation(FAPE),asrequiredbytheIndividualswithDisabilities EducationAct(IDEA)(20USC§1400etseq)anditssubsequentamendments,includingeach requirementforchildrenwithdisabilitieswhoresideinthosefacilities;

(2) coordinateregulatoryandplanningfunctionsoftheparties;

(3) establishcriteriafordeterminingwhenapublicschoolwillprovideeducationalservices;

(4) provideforappropriateeducationalspacewheneducationserviceswillbeprovidedattheresidential facility;

(5) establishmeasuresdesignedtoensurethesafetyofstudentsandteachers;and

(6) provideforbindingarbitrationconsistentwithTexasGovernmentCode,Chapter2009,andCivilPractice andRemediesCode,§154027

(c) Definitions Thefollowingwordsandterms,whenusedinthisMOU,shallhavethefollowingmeaning, unlessthecontextclearlyindicatesotherwise

(1) ConsistentwithTEC,§5.001(8),"residentialfacility"(RF)means:

(A)afacilityoperatedbyastateagencyorpoliticalsubdivision,includingachildplacementagency,that provides24-hourcustodyorcareofaperson22yearsofageoryounger,ifthepersonresidesinthe facilityfordetention,treatment,fostercare,oranynon-educationalpurpose;and

(B)anypersonorentitythatcontractswithorisfunded,licensed,certified,orregulatedbyastateagency orpoliticalsubdivisiontoprovidecustodyorcareforapersonundersubparagraph(A)ofthis paragraph RFsinclude,butarenotlimitedto:

(i) childcarefacilitiesorinstitutions;

(ii) independentfostergrouphomesprovidingbasic,therapeuticorrehabilitativeservices;

(iii) independentfosterfamilyhomesprovidingbasic,therapeuticorrehabilitativeservices;

(iv) agencyfosterfamily/grouphomesverifiedbyachildplacingagencylicensedbyPRS;

(v) intermediatecarefacilitiesforindividualswithintellectualdisabilities(ICFs-IID);

(vi) psychiatrictreatmentcenters;

(vii) therapeuticcampsorranches;

(viii) residentialtreatmentcenterslicensedbyPRS;

(ix) nursingfacilities;

(x) TYChalfwayhousesandcontractfacilities;

(xi) emergencyshelters;

(xii) hospitals;

(xiii) juvenilepre-adjudicationdetentionfacilities;

(xiv) juvenilepost-adjudicationsecurecorrectionalfacilities;

(xv) residentialfacilitiesfundedand/orlicensedbyTCADA;

(xvi) settingsotherthanthestudent'snaturaloradoptivehomeinwhichresidentialservicesare providedinprogramsauthorizedbytheSocialSecurityAct,§1915(c);and

(xvii)statehospitals,stateschools,andstatecentersoperatedbyTDMHMR

(2) "Studentwithadisability"meansanindividualwhoiseligibletoreceivespecialeducationandrelated servicesinaccordancewithIDEAanditsimplementingregulations,CodeofFederalRegulations,Title 34,§§300.1etseq.,andstatelawsandrules,including,withoutlimitation,TEC,Chapter29,andChapter 89ofthistitle(relatingtoAdaptationsforSpecialPopulations).

(3) Consistentwith20USC§1401(8),"freeappropriatepubliceducation"(FAPE)meansspecialeducation andrelatedservicesthat:

(A) areprovidedatpublicexpense,underpublicsupervisionanddirection,andwithoutcharge;

(B) meetthestandardsofTEA;

(D) areprovidedinconformitywiththestudent'sindividualizededucationprogram(IEP)

(4) Consistentwith20U S C §1401(15),"localeducationalagency"(LEA)meansanypublicauthority, institution,oragencyhavingadministrativecontrolanddirectionofapublicelementaryorsecondary school,includingapubliccharterschoolthatisestablishedasanLEAunderstatelaw.

(d) TermsofMOU.Thepartiesagreetothefollowingterms:

(1) TheresponsibilitiesofLEAsandRFsrelatedtotheprovisionofaFAPEtostudentswithdisabilitieswho resideinRFsareestablishedasfollows.

(A)LEAsmustprovideorensuretheprovisionofaFAPEtostudentswithdisabilitiesresidinginRFsin accordancewithIDEA,applicablefederalregulations,andstatelawsandrules

(i) Exceptasprovidedinparagraph(2)ofthissubsection,anLEAmustprovideorensurethe provisionofaFAPEforastudentwithadisabilityresidinginanRFlocatedinthegeographical areaservedbythatLEA

(ii) IfanLEAplacesastudentwithadisabilityinanRFforeducationalpurposes,theplacingLEA mustprovideorensuretheprovisionofaFAPEtothestudent.

(B)Notlaterthanthethirddayafterthedateaperson22yearsofageoryoungerisplacedinanRF,the RFmustprovidenotificationinaccordancewithTEC,§29.012(a),asfollows:

(i) ifthepersonplacedintheRFisthreeyearsofageorolder,theRFmustnotifytheLEAinwhich theRFislocated,unlesstheRFisanopen-enrollmentcharterschoolortheRFhasbeen designatedasanLEA(eg,TYCcorrectionalfacilities,TexasSchoolfortheDeaf,theUniversity ofTexasMedicalBranch);or

(ii) ifthepersonplacedintheRFisyoungerthanthreeyearsofage,theRFmustnotifyalocalearly childhoodinterventionprogramintheareainwhichtheRFislocated.

(2)Regulatoryandplanningfunctionsofthepartiesarecoordinatedasfollows.

(A)ThepartieswillrequireLEAsandRFsto:

(i) share,withinareasonableperiodoftimeandtotheextentpermittedbyapplicablestatutesand regulations,allappropriaterecordsandrelevantinformationrelatingtoastudentwithadisability.

ThissubsectiondoesnotauthorizetheLEAtomodifyrequirementsforadmissionandenrollment intoanLEAassetforthinTEC,Chapter25.Therecordsandinformationtobesharedmay include,butarenotlimitedto:

(I) birthcertificateorotheridentifyingdocumentthatprovesthestudent'sage;

(II) medicalhistoryandmedicalrecords,includingcurrentimmunizationrecordsandahistoryof infectiousdisease(eg,HepatitisB,tuberculosis),includingadescriptionofanybehavioral characteristicsrelatedtothetransmissionofsuchdisease;

(III) socialhistory;

(IV) visionandhearingscreeningandevaluation;

(V) evaluationreports,includingpsychological,educational,relatedservice,assistivetechnology andvocationalevaluations,andbehavioralassessments;

(VI) treatmentplanofcareorservice;

(VII) educationalhistory(eg,previouseducationalplacementinformation);

(VIII)anyrelevantcourtorders(eg,ordersrelatedtoplacementinanRF,guardianshipor conservatorship,orcourt-orderedservices);

(IX) informationregardingastudent'smovementfromanRFtoasubsequentresidence, includingbutnotlimitedtothedatethestudentlefttheRFandthelocationofthestudent's subsequentresidence;and

(X) nameandphonenumberofcontactpersonsrepresentingtheRFandtheLEA;and

(ii) coordinateastudent'sindividualizededucationprogram(IEP)andtreatmentplanofcareor service CoordinationbetweenanLEAandRFincludesbutisnotlimitedtocommunicationabout responsibilitiesandtimelinesrelatedtothedevelopmentandimplementationoftheIEPand treatmentplan,includingpermanencyplanning

(B)TEAwillrequireLEAstoprovide:

(i) thenameandphonenumberofthecontactpersonrepresentingtheRFtothesurrogateparent, uponassignmentofthesurrogateparent;

(ii)thenameandphonenumberofthesurrogateparent,uponassignmentofthesurrogateparent,to thecontactpersonrepresentingtheRF;and

(iii)designationandtrainingofsurrogateparentsinaccordancewith§89.1047ofthistitle(relatingto ProceduresforSurrogateandFosterParents)

(C)TYCandtheHHSagencieswillprovidethefollowingnotificationstoTEA

(i) TYCandtheHHSagencies,otherthanPRS,willnotifyTEAwhenanRFopens,closes,expands, orreducesitscapacitytoprovideservices,ifthenotifyingagencyexpectssuchactionwillhavea significanteffectononeormoreLEAs ThenoticewillbeprovidedtoTEAbeforetheRFopens, closes,expands,orreducesitscapacitytoprovideservices,orassoonthereafterasthenotifying agencybecomesawareoftheaction.IfanRFisclosing,thenotifyingTYCorHHSagencywill requestthattheRFattempttoobtainanyconsentnecessarytoreleasetoTEAandanLEA, informationaboutastudentwithadisabilityresidingintheRF,includingthestudent'sname,date ofbirth,socialsecuritynumber,disability,andnameoftheLEAtowhichthestudentwillbe moving TEAwillnotifytheaffectedLEAoftheexpectedactionsotheLEAcanadjustits capacitytoservestudentswithdisabilities

(ii) PRSwillprovideTEAwithacopyofthenoticerequiredbyTexasHumanResourcesCode, §420461(a)(2) Additionally,PRSandTEAwillexplorepossibleuseofPRS'ChildCare LicensingAutomationSupportServicesmanagementsystemtogenerateinformationthatmay assistTEAinitsefforttonotifyLEAswhenanRFopens,closes,expands,orreducesitscapacity toprovideservices.

(3) Criteriafordeterminingwhenapublicschoolwillprovideeducationalservicesareestablishedasfollows.

(A)TEAwillensurethatthelocalschooldistrictprovidesaFAPEtoalleligiblestudentswithdisabilities, intheleastrestrictiveenvironment(LRE),tothemaximumextentappropriate,tomeettheindividual educationalneedsofthestudentasdeterminedbyaduly-constitutedadmission,review,anddismissal (ARD)committee,andinaccordancewith§891001ofthistitle(relatingtoScopeandApplicability)

(B)Thestudent'sARDcommitteemustdeterminetheappropriateeducationalplacementforthestudent, consideringallavailableinformationregardingtheeducationalneedsofthestudent,andincludingthe non-educationalneedsthatmayrestricttheabilityoftheLEAtoservethestudentonapublicschool campusorotherinstructionalsetting.Thesenon-educationalneedscouldincludethestudent'shealth andsafety(e.g.substanceabuse),and/orthestudent'splacementinarestrictiveRFprogram(e.g.,

juvenileincarcerationorrestrictivecourt-orderedplacements).TheARDcommittee'sdetermination mustbeindividualizedbasedonstudentneedandnotmadeonacategoricalbasis,suchasthe student'sdisabilityorresidenceinanRF.Further,ARDcommitteesmustnotdetermineeducational placementonthebasisofwhatismostconvenienttoLEAsorRFs

(4) WheneducationalserviceswillbeprovidedatanRF,appropriateeducationalspacewillbedeterminedas follows

(A)TheARDcommitteemustdeterminewhetherspaceavailableattheRFisappropriateforthe provisionofaFAPE Thisdeterminationmustbebasedontheindividualstudent'sneedsandtheRF's availablespace.

(B)AnARDcommitteemustfindalternativelocationsforprovidingeducationalservicesiftheARD committeeorRFdeterminesthattheRFhasnoappropriateavailablespace.

(5) Measuresdesignedtoensurethesafetyofstudentsandteachersareestablishedasfollows.

(A) ThepartieswillrequireRFsandLEAstoagreeinwritingtothestaffinglevelsthatwillbe maintainedbyboththeRFandtheLEAtoensurethesafetyofstudentsandteacherswhile educationalservicesareprovidedatanRF

(B) TYC,TJPC,andHHSagencieswillrequireRFstocommunicatetoLEAstaffapplicablesafety, emergency,andsecurityprocedurestobefollowedwhileeducationalservicesareprovidedatanRF

(6) DisputesconcerningtheimplementationofthisMOUwillberesolvedasfollows

(A) Localdisputes.ResolutionofdisputesconcerningimplementationofthisMOUbetweenLEAsor betweenanLEAandanRFshallfirstbeattemptedatthelocallevel.Thespecificissuesinvolvedin thedisputeandpossiblesolutionsshallbeidentifiedandreferredtolocalpersonnelauthorizedto makedecisionsnecessarytoresolvethedispute.Ifresolutionisnotreachedafterareasonableperiod oftime(nottoexceed45calendardaysunlessthedisputingentitiesagreeotherwise),theLEAshall refer(andtheRFmayrefer)thedisputetoTEAforfurthernegotiationstowardamutuallyagreeable resolution TEAwillcontactthedisputingentitiesandsetupameetingforthispurpose Localentities referringdisputestoTEAshallidentify:

(i) thenatureofthedispute;(ii) anyresolutionsagreedupon;(iii)theissuesthatremainunresolved; and(iv)thecontactpersonsrepresentingthedisputingentities.

(B) Stateagencydisputes.ResolutionofdisputesconcerningimplementationofthisMOUbetweentwo ormorepartiesmustfirstbeattemptedatthestafflevel.Ifresolutionisnotreachedafterareasonable periodoftime(nottoexceed45calendardaysunlessthedisputingpartiesagreeotherwise),the disputingpartieswillreferthedisputetotheirrespectiveexecutiveofficers,ortheirdesigneesfor furthernegotiation Theappropriatestateofficialsshallmeettoseekresolutionofthedispute

(i) Mediation Ifthechiefexecutiveofficersofthedisputingpartiesdeterminethatthedisputecannot beresolvedattheirlevel,thedisputingpartiesmaypursueresolutionthroughtheuseofmediation pursuanttotheGovernmentalDisputeResolutionAct,TexasGovernmentCode,Chapter2009

(ii) Arbitration.Ifthedisputingpartiesdonotagreetopursueresolutionoftheirdisputethrough mediation,orifmediationdoesnotresultinaresolutionoftheirdispute,thedisputingpartieswill participateinbindingarbitrationconsistentwithTexasGovernmentCode,Chapter2009,and TexasCivilPracticeandRemediesCode,§154.027.

(7) OthertermsofthisMOU.

(A) ThisMOUshallbesignedbytheexecutiveofficersoftheparticipatingagenciesandshallbe effectiveuponsignaturebyall

(B) ThisMOUmaybeconsideredforexpansion,modification,oramendmentuponmutualagreementof theexecutiveofficersoftheparticipatingagencies

(C) Intheeventthatfederaland/orstatelawsshouldbeamended,federallyinterpreted,orjudicially interpretedsoastorendercontinuedimplementationofthisMOUunreasonableorimpossible,the participatingagenciesmayagreetoamendorterminatethisMOU.

The TEA has worked collaboratively with several agencies to develop memorandum of understandings (MOU) or agreement memorandums (AM) that will assist in the coordination with the numerous state agencies in providing services to students with disabilities The LEA will comply with all Hours to ensure FAPE is provided to students with disabilities in the LRE

IX. TRANSFEROFASSISTIVETECHNOLOGYDEVICES

TEC§30.0015.TransferofAssistiveTechnologyDevices.

(a)Inthissection:

(1)"Assistivetechnologydevice"meansanydevice,includingequipmentoraproductsystem,thatisusedto increase,maintain,orimprovefunctionalcapabilitiesofastudentwithadisability

(2)"Studentwithadisability"meansastudentwhoiseligibletoparticipateinaschooldistrict'sspecial educationprogramunderSection29.003.

(3)"Transfer"meanstheprocessbywhichaschooldistrictthathaspurchasedanassistivetechnologydevice maysell,lease,orloanthedeviceforthecontinuinguseofastudentwithadisabilitychangingtheschool ofattendanceinthedistrictorleavingthedistrict

(b)TheTEAbyruleshalldevelopandannuallydisseminatestandardsforaschooldistrict'stransferofanassistive technologydevicetoanentitylistedinthissubsectionwhenastudentwithadisabilityusingthedevice changestheschoolofattendanceinthedistrictorceasestoattendschoolinthedistrictthatpurchasedthe deviceandthestudent'sparents,orthestudentifthestudenthasthelegalcapacitytoenterintoacontract, agreestothetransfer.Thedevicemaybetransferredto:

(1)theschoolorschooldistrictinwhichthestudentenrolls;

(2)astateagency,includingtheHealthandHumanServicesCommission,thatprovidesservicestothestudent followingthestudent’sgraduationfromhighschool;or

(3)thestudent'sparents,orthestudentifthestudenthasthelegalcapacitytoenterintoacontract

(c)Thestandardsdevelopedunderthissectionmustinclude:

(1)auniformtransferagreementtoconveytitletoanassistivetechnologydeviceandapplicablewarranty information;

(2)amethodforcomputingthefairmarketvalueofanassistivetechnologydevice,includingareasonable allowanceforuse;and

(3)aprocesstoobtainwrittenconsentbythestudent'sparents,orthestudentwhereappropriate,tothe transfer.

When the district has purchased an assistive technology device or equipment specifically for the use of an individual student, that equipment, through an agreement with the parent and/or adult student, may be sold, leased or loaned for the continued use of the student when they leave the school district, either through transfer to another school district or open-enrollment charter school This may also occur when the student’s eligibility for special education services ends This will first be discussed with the LEA special education administrator and then proposed in an ARD/IEP meeting The designated campus special education staff will document the transfer of the device, if approved, on the Uniform Transfer Agreement or locally developed form A copy of the form will be sent to the LEA special education administrator and also maintained in the student eligibility folder. (See also the OSEP Letter to Goodman (June 21, 1998) and 34 CFR §80.32 EDGAR regulation governing equipment.)

(d)Thissectiondoesnotalteranyexistingobligationunderfederalorstatelawtoprovideassistivetechnology devicestostudentswithdisabilities

TAC§891056 TransferofAssistiveTechnologyDevices

(a)Unlessotherwisespecificallydefinedinthissection,thetermsusedinthissectionshallhavethemeanings ascribedtosuchtermsinTexasEducationCode(TEC),§30.0015,(TransferofAssistiveTechnologyDevices).

(b)Atransferofanassistivetechnologydevice(ATD)pursuanttoTEC,§30.0015,shallbeinaccordancewitha transferagreementwhichincorporatesthestandardsdescribedinTEC,§30.0015(c),andwhichincludes, specifically,thefollowing.

(1)Thetransferorandtransfereemustrepresentandagreethatthetermsofthetransferarebasedonthefair marketvalueoftheATD,determinedinaccordancewithgenerallyacceptedaccountingprinciples

(2)TheinformedconsentoftheparentofthestudentwithadisabilityforwhomtheATDisbeingtransferred mustbeobtainedbeforethetransferofanATDpursuanttoTEC,§300015 Theproceduresemployedby aschooldistrictinobtainingsuchinformedconsentshallbeconsistentwiththeproceduresemployedby thedistricttoobtainparentalconsentunder34CodeofFederalRegulations(CFR),§300.300.Ifthe studenthasthelegalcapacitytoenterintoacontract,theinformedconsentmaybeobtainedfromthe student.Consistentwith34CFR,§300.505(c),informedparentaloradultstudentconsentneednotbe obtainediftheschooldistrictcandemonstratethatithastakenreasonablemeasurestoobtainthatconsent,

andthestudent'sparentortheadultstudenthasfailedtorespond.Tomeetthereasonablemeasures requirement,theschooldistrictmustuseproceduresconsistentwiththosedescribedin34CFR, §300.322(d).

(3)Ifthetransferisasale,thenthesaleoftheATDshallbeevidencedbya"UniformTransferAgreement" (UTA)whichincludesthefollowing:

(A)thenamesofthetransferorandthetransferee(whichmaybeanyindividualorentityidentifiedin TEC,§300015(b));

(B)thedateofthetransfer;

(C)adescriptionoftheATDbeingtransferred;

(D)thetermsofthetransfer(includingthetransferofwarranties,totheextentapplicable);and

(E)thesignaturesofauthorizedrepresentativesofboththetransferorandthetransferee.

(c)TheTexasEducationAgencyshallannuallydisseminatetoschooldistrictsthestandardsforaschooldistrict's transferofanATDpursuanttoTEC,§30.0015.

(d)NothinginthissectionorinTEC,§300015,shall:

(1)alteranyexistingobligationunderfederalorstatelawtoprovideATDstostudentswithdisabilities;

(2)requireaschooldistricttotransferanATDtoanypersonorentity;

(3)limitaschooldistrict'srighttosell,lease,loan,orotherwiseconveyordisposeofpropertyasauthorized byfederalorstatelaws,rules,orregulations;or

(4)authorizeanytransferofanATDthatisinconsistentwithanyrestrictionontransferabilityimposedbythe manufacturerordeveloperoftheATDorapplicablefederalorstatelaws,rules,orregulations.

ClickbelowtoreviewtheAssistiveTechnologyRegion4ESCLeadershipFunction/ProjectwhichTEAsupports. http://wwwtexasatnet/

X. FUNDING

A. FederalFunds

§300.226Earlyinterveningservices.

(a)General.AnLEAmaynotusemorethan15percentoftheamounttheLEAreceivesunderPartBofthe Actforanyfiscalyear,lessanyamountreducedbytheLEApursuantto§300.205,ifany,in combinationwithotheramounts(whichmayincludeamountsotherthaneducationfunds),todevelop andimplementcoordinated,earlyinterveningservices,whichmayincludeinteragencyfinancing structures,forstudentsinkindergartenthroughgrade12(withaparticularemphasisonstudentsin kindergartenthroughgradethree)whoarenotcurrentlyidentifiedasneedingspecialeducationor relatedservices,butwhoneedadditionalacademicandbehavioralsupporttosucceedinageneral educationenvironment.

(b)Activities.Inimplementingcoordinated,earlyinterveningservicesunderthissection,anLEAmay carryoutactivitiesthatinclude--

(1)Professionaldevelopment(whichmaybeprovidedbyentitiesotherthanLEAs)forteachersand otherschoolstafftoenablesuchpersonneltodeliverscientificallybasedacademicandbehavioral interventions,includingscientificallybasedliteracyinstruction,and,whereappropriate,instruction ontheuseofadaptiveandinstructionalsoftware;and

(2)Providingeducationalandbehavioralevaluations,services,andsupports,includingscientifically basedliteracyinstruction.

(c)Construction.NothinginthissectionshallbeconstruedtoeitherlimitorcreatearighttoFAPEunder PartBoftheActortodelayappropriateevaluationofachildsuspectedofhavingadisability.

(d)Reporting.EachLEAthatdevelopsandmaintainscoordinated,earlyinterveningservicesunderthis sectionmustannuallyreporttotheSEAon--

(1)Thenumberofchildrenservedunderthissectionwhoreceivedearlyinterveningservices;and (2)Thenumberofchildrenservedunderthissectionwhoreceivedearlyinterveningservicesand subsequentlyreceivespecialeducationandrelatedservicesunderPartBoftheActduringthe precedingtwoyearperiod.

(e)CoordinationwithESEA.Fundsmadeavailabletocarryoutthissectionmaybeusedtocarryout coordinated,earlyinterveningservicesalignedwithactivitiesfundedby,andcarriedoutunderthe ESEAifthosefundsareusedtosupplement,andnotsupplant,fundsmadeavailableundertheESEA fortheactivitiesandservicesassistedunderthissection.(Authority:20U.S.C.1413(f))

§300.162SupplementationofState,local,andotherFederalfunds.

(a)Expenditures.FundspaidtoaStateunderthispartmustbeexpendedinaccordancewithallthe provisionsofthispart.

(b)Prohibitionagainstcommingling.

(1)FundspaidtoaStateunderthispartmustnotbecommingledwithStatefunds.

(2)Therequirementinparagraph(b)(1)ofthissectionissatisfiedbytheuseofaseparateaccounting systemthatincludesanaudittrailoftheexpenditureoffundspaidtoaStateunderthispart. Separatebankaccountsarenotrequired.(See34CFR76.702(Fiscalcontrolandfundaccounting procedures)).

(c)State-levelnonsupplanting.

(1)Exceptasprovidedin§300.203,fundspaidtoaStateunderPartBoftheActmustbeusedto supplementthelevelofFederal,State,andlocalfunds(includingfundsthatarenotunderthedirect controloftheSEAorLEAs)expendedforspecialeducationandrelatedservicesprovidedto childrenwithdisabilitiesunderPartBoftheAct,andinnocasetosupplantthoseFederal,State, andlocalfunds.

(2)IftheStateprovidesclearandconvincingevidencethatallchildrenwithdisabilitieshaveavailable tothemFAPE,theSecretarymaywaive,inwholeorinpart,therequirementsofparagraph(c)(1)of thissectioniftheSecretaryconcurswiththeevidenceprovidedbytheStateunder§300.164.

§300.163MaintenanceofStatefinancialsupport.

(a)General.AStatemustnotreducetheamountofStatefinancialsupportforspecialeducationandrelated servicesforchildrenwithdisabilities,orotherwisemadeavailablebecauseoftheexcesscostsof educatingthosechildren,belowtheamountofthatsupportfortheprecedingfiscalyear.

(b)Reductionoffundsforfailuretomaintainsupport.TheSecretaryreducestheallocationoffundsunder section611oftheActforanyfiscalyearfollowingthefiscalyearinwhichtheStatefailstocomplywith therequirementofparagraph(a)ofthissectionbythesameamountbywhichtheStatefailstomeetthe requirement.

(c)Waiversforexceptionaloruncontrollablecircumstances.TheSecretarymaywaivetherequirementof paragraph(a)ofthissectionforaState,foronefiscalyearatatime,iftheSecretarydeterminesthat-(1)Grantingawaiverwouldbeequitableduetoexceptionaloruncontrollablecircumstancessuchasa naturaldisasteroraprecipitousandunforeseendeclineinthefinancialresourcesoftheState;or (2)TheStatemeetsthestandardin§300.164forawaiveroftherequirementtosupplement,andnotto supplant,fundsreceivedunderPartBoftheAct.

(d)Subsequentyears.If,foranyfiscalyear,aStatefailstomeettherequirementofparagraph(a)ofthis section,includinganyyearforwhichtheStateisgrantedawaiverunderparagraph(c)ofthissection, thefinancialsupportrequiredoftheStateinfutureyearsunderparagraph(a)ofthissectionshallbe theamountthatwouldhavebeenrequiredintheabsenceofthatfailureandnotthereducedlevelofthe State'ssupport.(Authority:20U.S.C.1412(a)(18))

§300.164WaiverofrequirementregardingsupplementingandnotsupplantingwithPartBfunds.

(a)Exceptasprovidedunder§§300.202through300.205,fundspaidtoaStateunderPartBoftheActmust beusedtosupplementandincreasethelevelofFederal,State,andlocalfunds(includingfundsthatare notunderthedirectcontrolofSEAsorLEAs)expendedforspecialeducationandrelatedservices providedtochildrenwithdisabilitiesunderPartBoftheActandinnocasetosupplantthoseFederal, State,andlocalfunds.AStatemayusefundsitretainsunder§300.704(a)and(b)withoutregardtothe prohibitiononsupplantingotherfunds.

(b)IfaStateprovidesclearandconvincingevidencethatalleligiblechildrenwithdisabilitiesthroughout theStatehaveFAPEavailabletothem,theSecretarymaywaiveforaperiodofoneyearinwholeorin parttherequirementunder§300.162(regardingState-levelnonsupplanting)iftheSecretaryconcurs withtheevidenceprovidedbytheState.

(c)IfaStatewishestorequestawaiverunderthissection,itmustsubmittotheSecretaryawrittenrequest thatincludes--

(1)AnassurancethatFAPEiscurrentlyavailable,andwillremainavailablethroughouttheperiodthat awaiverwouldbeineffect,toalleligiblechildrenwithdisabilitiesthroughouttheState,regardless ofthepublicagencythatisresponsibleforprovidingFAPEtothem.Theassurancemustbesigned byanofficialwhohastheauthoritytoprovidethatassuranceasitappliestoalleligiblechildren withdisabilitiesintheState;

(2)AllevidencethattheStatewishestheSecretarytoconsiderindeterminingwhetheralleligible childrenwithdisabilitieshaveFAPEavailabletothem,settingforthindetail--

(i)ThebasisonwhichtheStatehasconcludedthatFAPEisavailabletoalleligiblechildreninthe State;and

(ii)TheproceduresthattheStatewillimplementtoensurethatFAPEremainsavailabletoall eligiblechildrenintheState,whichmustinclude--

(A)TheState’sproceduresunder§300.111forensuringthatalleligiblechildrenareidentified, locatedandevaluated;

(B)TheState’sproceduresformonitoringpublicagenciestoensurethattheycomplywithall requirementsofthispart;

(C)TheState’scomplaintproceduresunder§§300.151through300.153;and

(D)TheState’shearingproceduresunder§§300.511through300.516and§§300.530through 300.536;

(3)AsummaryofallStateandFederalmonitoringreports,andStatecomplaintdecisions(see §§300.151through300.153)andhearingdecisions(see§§300.511through300.516and§§300.530 through300.536),issuedwithinthreeyearspriortothedateoftheState’srequestforawaiver underthissection,thatincludesanyfindingthatFAPEhasnotbeenavailabletooneormore eligiblechildren,andevidencethatFAPEisnowavailabletoallchildrenaddressedinthosereports ordecisions;and

(4)EvidencethattheState,indeterminingthatFAPEiscurrentlyavailabletoalleligiblechildrenwith disabilitiesintheState,hasconsultedwiththeStateadvisorypanelunder§300.167.

(d)IftheSecretarydeterminesthattherequestandsupportingevidencesubmittedbytheStatemakesa primafacieshowingthatFAPEis,andwillremain,availabletoalleligiblechildrenwithdisabilitiesin theState,theSecretary,afternoticetothepublicthroughouttheState,conductsapublichearingat whichallinterestedpersonsandorganizationsmaypresentevidenceregardingthefollowingissues:

(1)WhetherFAPEiscurrentlyavailabletoalleligiblechildrenwithdisabilitiesintheState.

(2)WhethertheStatewillbeabletoensurethatFAPEremainsavailabletoalleligiblechildrenwith disabilitiesintheStateiftheSecretaryprovidestherequestedwaiver.

(e)Followingthehearing,theSecretary,basedonallsubmittedevidence,willprovideawaiver,inwholeor inpart,foraperiodofoneyeariftheSecretaryfindsthattheStatehasprovidedclearandconvincing evidencethatFAPEiscurrentlyavailabletoalleligiblechildrenwithdisabilitiesintheState,andthe StatewillbeabletoensurethatFAPEremainsavailabletoalleligiblechildrenwithdisabilitiesinthe StateiftheSecretaryprovidestherequestedwaiver.

(f)AStatemayreceiveawaiveroftherequirementofsection612(a)(18)(A)oftheActand§300.164ifit satisfiestherequirementsofparagraphs(b)through(e)ofthissection.

(g)TheSecretarymaygrantsubsequentwaiversforaperiodofoneyeareach,iftheSecretarydetermines thattheStatehasprovidedclearandconvincingevidencethatalleligiblechildrenwithdisabilities throughouttheStatehave,andwillcontinuetohavethroughouttheone-yearperiodofthewaiver, FAPEavailabletothem.

SubpartC–LEAEligibility

§300.202Useofamounts.

(a)General.AmountsprovidedtotheLEAunderPartBoftheAct--

(1)Mustbeexpendedinaccordancewiththeapplicableprovisionsofthispart;

(2)Mustbeusedonlytopaytheexcesscostsofprovidingspecialeducationandrelatedservicesto childrenwithdisabilities,consistentwithparagraph(b)ofthissection;and

(3)MustbeusedtosupplementState,local,andotherFederalfundsandnottosupplantthosefunds.

(b)Excesscostrequirement.

(1)General.

(i)TheexcesscostrequirementpreventstheLEAfromusingfundsprovidedunderPartBoftheAct topayforallofthecostsdirectlyattributabletotheeducationofachildwithadisability, subjecttoparagraph(b)(1)(ii)ofthissection.

(ii)TheexcesscostrequirementdoesnotpreventtheanLEAfromusingPartBfundstopayforall ofthecostsdirectlyattributabletotheeducationofachildwithadisabilityinanyoftheages3, 4,5,18,19,20,or21,ifnolocalorStatefundsareavailablefornondisabledchildrenofthese ages.However,theLEAmustcomplywiththenonsupplantingandotherrequirementsofthis partinprovidingtheeducationandservicesforthesechildren.

(2)(i)AnLEAmeetstheexcesscostrequirementifithasspentatleastaminimumaverageamountfor theeducationofitschildrenwithdisabilitiesbeforefundsunderPartBoftheActareused.

(ii)Theamountdescribedinparagraph(b)(2)(i)ofthissectionisdeterminedinaccordancewiththe definitionofexcesscostsin§300.16.Thatamountmaynotincludecapitaloutlayordebtservice.

(3)IftwoormoreLEAsjointlyestablisheligibilityinaccordancewith§300.223,theminimumaverage amountistheaverageofthecombinedminimumaverageamountsdeterminedinaccordancewith thedefinitionofexcesscostsin§300.16inthoseagenciesforelementaryorsecondaryschool students,asthecasemaybe.(Authority:20U.S.C.1413(a)(2)(A))

§300.16Excesscosts.Excesscostsmeansthosecoststhatareinexcessoftheaverageannualper-student expenditureinanLEAduringtheprecedingschoolyearforanelementaryschoolorsecondaryschool student,asmaybeappropriate,andthatmustbecomputedafterdeducting--

(a)Amountsreceived--

(1)UnderPartBoftheAct;

(2)UnderPartAoftitleIoftheESEA;and (3)UnderPartAoftitleIIIoftheESEA;and

(b)AnyStateorlocalfundsexpendedforprogramsthatwouldqualifyforassistanceunderanyoftheparts describedinparagraph(a)ofthissection,butexcludinganyamountsforcapitaloutlayordebtservice. (seeAppendixAtoPart300foranexampleofhowexcesscostmustbecalculated)(Authority:20U.S.C. 1401(8))

ExcessCost:

http://tea.texas.gov/index2.aspx?id=2147499857

§300.221NotificationofLEAandStateagencyincaseofineligibility.

IftheSEAdeterminesthatanLEAorStateagencyisnoteligibleunderPartBoftheAct,thentheSEA must

(a) NotifytheLEAorStateagencyofthatdetermination;and (b) ProvidetheLEAorStateagencywithreasonablenoticeandanopportunityforahearing. (Authority:20U.S.C.1413(c))

§300.222LEAandStateagencycompliance.

(a)General.IftheSEA,afterreasonablenoticeandanopportunityforahearing,findsthatanLEAor Stateagencythathasbeendeterminedtobeeligibleunderthissubpartisfailingtocomplywithany requirementdescribedin§§300.201through300.213,theSEAmustreduceormustnotprovideany furtherpaymentstotheLEAorStateagencyuntiltheSEAissatisfiedthattheLEAorStateagencyis complyingwiththatrequirement.

(b)Noticerequirement.AnyStateagencyorLEAinreceiptofanoticedescribedinparagraph(a)ofthis sectionmust,bymeansofpublicnotice,takethemeasuresnecessarytobringthependencyofanaction pursuanttothissectiontotheattentionofthepublicwithinthejurisdictionoftheagency.

(c)Consideration.Incarryingoutitsresponsibilitiesunderthissection,eachSEAmustconsiderany decisionresultingfromahearingheldunder§§300.511through300.533thatisadversetotheLEAor Stateagencyinvolvedinthedecision.(Authority:20U.S.C.1413(d))

§300.223Jointestablishmentofeligibility.

(a)General.AnSEAmayrequireanLEAtoestablishitseligibilityjointlywithanotherLEAiftheSEA determinesthattheLEAwillbeineligibleunderthissubpartbecausetheagencywillnotbeableto establishandmaintainprogramsofsufficientsizeandscopetoeffectivelymeettheneedsofchildren withdisabilities.

(b)Charterschoolexception.AnSEAmaynotrequireacharterschoolthatisanLEAtojointlyestablishits eligibilityunderparagraph(a)ofthissectionunlessthecharterschoolisexplicitlypermittedtodoso undertheState'scharterschoolstatute.

(c)Amountofpayments.IfanSEArequiresthejointestablishmentofeligibilityunderparagraph(a)ofthis section,thetotalamountoffundsmadeavailabletotheaffectedLEAsmustbeequaltothesumofthe paymentsthateachLEAwouldhavereceivedunder§300.705iftheagencieswereeligibleforthose payments.(Authority:20U.S.C.1413(e)(1)and(2))

§300.203Maintenanceofeffort.

(a)Eligibilitystandard.

(1)ForpurposesofestablishingtheLEA’seligibilityforanawardforafiscalyear,theSEAmust determinethattheLEAbudgets,fortheeducationofchildrenwithdisabilities,atleastthesame amount,fromatleastonofthefollowingsources,astheLEAspentforthatpurposefromthesame sourceforthemostrecentfiscalyearforwhichinformationisavailable.

(i)Localfundsonly;

(ii)ThecombinationofStateandlocalfunds;

(iii)Localfundsonlyoapercapitabasis;or

(iv)ThecombinationofStateandlocalfundsonapercapitabasis.

(2)WhendeterminingtheamountoffundsthattheLEAmustbudgettomeettherequirementin paragraph(a)(1)ofthissection,theLEAmaytakeintoconsideration,totheextenttheinformation isavailabletheexceptionsandadjustmentprovidedin§§300.204and300.205thattheLEA:

(i)Tookintheinterveningyearoryearsbetweenthemostrecentfiscalyearforwhichinformationis availableandthefiscalyearforwhichtheLEAisbudgeting;and

(ii)ReasonableexpectstotakeinthefiscalyearforwhichtheLEAisbudgeting.

(3)ExpendituresmadefromfundsprovidedbytheFederalgovernmentforwhichtheSEAisrequired toaccounttotheFederalgovernmentorforwhichtheLEAisrequiredtoaccounttotheFederal governmentdirectlyorthroughtheSEAmaynotbeconsideredindeterminingwhetheranLEA meetsthestandardinparagraph(a)(1).

(b)ComplianceStandard.

(1)Exceptasprovidedin§§300.204and300.205,fundsprovidedtoanLEAunderPartBoftheAct mustnotbeusedtoreducethelevelofexpendituresfortheeducationofchildrenwithdisabilities madebytheLEAfromlocalfundsbelowthelevelofthoseexpendituresfortheprecedingfiscal year.

(2)AnLEAmeetsthisstandardifitdoesnotreducethelevelofexpendituresfortheeducationof childrenwithdisabilitiesmadebytheLEAfromatleastoneofthefollowingsourcesbelowthelevel ofthoseexpendituresfromthesamesourcefortheprecedingfiscalyear,exceptasprovidedin§§ 300.204and300.205.

(i)Localfundsonly;

(ii)ThecombinationofStateandlocalfunds;

(iii)Localfundsonlyoapercapitabasis;or

(iv)ThecombinationofStateandlocalfundsonapercapitabasis.

(c)Subsequentyears..

(1)If,inthefiscalyearbeginningonJuly1,2013orJuly1,2014,anLEAfailstomeettherequirements of§300.203ineffectatthattime,thelevelofexpendituresrequiredoftheLEAforthefiscalyear subsequenttotheyearofthefailureistheamountthatwouldhavebeenrequiredintheabsenceof thatfailure,nottheLEA’sreducedlevelofexpenditures.

(2)If,inanyfiscalyearbeginningonorafterJuly1,2015,anLEAfailstomeettherequirementof paragraph(b)(2)(i)or(iii)ofthissectionandtheLEAisrelyingonlocalfundsonly,orlocalfunds onlyonapercapitabasis,tomeettherequirementsofparagraph(a)or(b)ofthissection,thelevel ofexpendituresrequiredoftheLEAforthefiscalyearsubsequenttotheyearofthefailureisthe amountthatwouldhavebeenrequiredunderparagraph(b)(2)(i)or(iii)intheabsenceofthat failurenottheLEA’sreducedlevelofexpenditures.

(3)If,inanyfiscalyearbeginningonorafterJuly1,2015,anLEAfailstomeettherequirementof paragraph(b)(2)(ii)or(iv)ofthissectionandtheLEAisrelyingonthecombinationofStateand localfunds,orthecombinationofStateandlocalfundsonapercapitabasis,tomeetthe requirementsofparagraph(a)or(b)ofthissection,thelevelofexpendituresrequiredoftheLEA forthefiscalyearsubsequenttotheyearofthefailureistheamountthatwouldhavebeenrequired underparagraph(b)(2)(ii)or(iv)intheabsenceofthatfailure,notheLEA’sreducedlevelof expenditures.

(d)Consequenceoffailuretomaintaineffort.IfanLEAfailstomaintainitslevelofexpendituresforthe educationofchildrenwithdisabilitiesinaccordancewithparagraph(b)ofthissection,theSEAisliable inarecoveractionundersection452oftheGeneralEducationProvisionsAct(20U.S.C.1234a)to returntotheDepartment,usingnon-Federalfunds,anamountequaltotheamountbywhichtheLEA failedtomaintainitslevelofexpendituresinaccordancewithparagraph(b)ofthissectioninthatfiscal year,ortheamountoftheLEA’sPartBsubgrantinthatfiscalyear,whicheverislower.

(ApprovedbytheOfficeofManagementandBudgetundercontrolnumber1820-0600)

(Authority:20U.S.C.1314(a)(2)(A),Pub.L.113-76,128Stat.5,394(2014),PublL.113-235,128Stat.2130, 2499(2014))

BelowisthelinktotheMOEannouncementletterfromTEAregardingIDEA-BLEAMOEcompliance determinations TEAhasdecidedtoissuecompliancedeterminationsbeginningwithfiscalyear2015 TEAwill useFY2014datafromthePublicEducationInformationManagementSystemtoestablishabaselineforeach LEA.https://tea.texas.gov/About TEA/News and Multimedia/Correspondence/TAA Letters/Revised IDEAB LEA Maintenance of Effort (MOE) Calculation Tool and New Resources/and https://tea.texas.gov/Finance and Grants/Grants/Federal Fiscal Compliance and Reporting/IDEA Fiscal Comp liance/IDEA-B LEA Maintenance of Effort/

The LEA will follow all state and federal guidelines for MOE Records of all expenditures to educate students with disabilities will be maintained in the district with MOE calculated annually

§300.204Exceptiontomaintenanceofeffort. Notwithstandingtherestrictionin§300.203(a),anLEAmayreducethelevelofexpendituresbytheLEA underPartBoftheActbelowthelevelofthoseexpendituresfortheprecedingfiscalyearifthereductionis

attributabletoanyofthefollowing:

(a)Thevoluntarydeparture,byretirementorotherwise,ordepartureforjustcause,ofspecialeducationor relatedservicespersonnel.

(b)Adecreaseintheenrollmentofchildrenwithdisabilities.

(c)Theterminationoftheobligationoftheagency,consistentwiththispart,toprovideaprogramofspecial educationtoaparticularchildwithadisabilitythatisanexceptionallycostlyprogram,asdetermined bytheSEA,becausethechild--

(1)Hasleftthejurisdictionoftheagency;

(2)HasreachedtheageatwhichtheobligationoftheagencytoprovideFAPEtothechildhas terminated;or

(3)Nolongerneedstheprogramofspecialeducation.

(d)Theterminationofcostlyexpendituresforlong-termpurchases,suchastheacquisitionofequipmentor theconstructionofschoolfacilities.

(e)TheassumptionofcostbythehighcostfundoperatedbytheSEAunder§300.704(c).

(20U.S.C.1413(a)(2)(B))HCFapplicationinformation:http://teatexasgov/index2aspx?id=2147490628

§300.205Adjustmenttolocalfiscaleffortsincertainfiscalyears.

(a)Amountsinexcess.Notwithstanding§300.202(a)(2)and(b)and§300.203(b),andexceptasprovidedin paragraph(d)ofthissectionand§300.230(e)(2),foranyfiscalyearforwhichtheallocationreceivedby anLEAundersection§300.705exceedstheamounttheLEAreceivedforthepreviousfiscalyear,the LEAmayreducethelevelofexpendituresotherwiserequiredby§300.203(b)bynotmorethan50 percentoftheamountofthatexcess.

(b)UseofamountstocarryoutactivitiesunderESEA.IfanLEAexercisestheauthorityunderparagraph (a)ofthissection,theLEAmustuseanamountoflocalfundsequaltothereductioninexpenditures underparagraph(a)ofthissectiontocarryoutactivitiesthatcouldbesupportedwithfundsunderthe ESEAregardlessofwhethertheLEAisusingfundsundertheESEAforthoseactivities.

(c)Stateprohibition.Notwithstandingparagraph(a)ofthissection,ifanSEAdeterminesthatanLEAis unabletoestablishandmaintainprogramsofFAPEthatmeettherequirementsofsection613(a)ofthe ActandthispartortheSEAhastakenactionagainsttheLEAundersection616oftheActandsubpart Foftheseregulations,theSEAmustprohibittheLEAfromreducingthelevelofexpendituresunder paragraph(a)ofthissectionforthatfiscalyear.

(d)Specialrule.TheamountoffundsexpendedbyanLEAforearlyinterveningservicesunder§300.226 shallcounttowardthemaximumamountofexpendituresthattheLEAmayreduceunderparagraph (a)ofthissection.(Authority:20U.S.C.1413(a)(2)(C))

§300.206SchoolwideprogramsundertitleIoftheESEA.

(a)General.Notwithstandingtheprovisionsof§§300.202and300.203oranyotherprovisionofPartBof theAct,anLEAmayusefundsreceivedunderPartBoftheActforanyfiscalyeartocarryouta schoolwideprogramundersection1114oftheESEA,exceptthattheamountusedinanyschoolwide programmaynotexceed--

(1)(i)TheamountreceivedbytheLEAunderPartBoftheActforthatfiscalyear;dividedby (ii)ThenumberofchildrenwithdisabilitiesinthejurisdictionoftheLEA;andmultipliedby (2)Thenumberofchildrenwithdisabilitiesparticipatingintheschoolwideprogram.

(b)Fundingconditions.Thefundsdescribedinparagraph(a)ofthissectionaresubjecttothefollowing conditions:

(1)ThefundsmustbeconsideredasFederalPartBfundsforpurposesofthecalculationsrequiredby §300.202(a)(2)and(a)(3).

(2)Thefundsmaybeusedwithoutregardtotherequirementsof§300.202(a)(1).

(c)MeetingotherPartBrequirements.Exceptasprovidedinparagraph(b)ofthissection,allother requirementsofPartBoftheActmustbemetbyanLEAusingPartBfundsinaccordancewith paragraph(a)ofthissection,includingensuringthatchildrenwithdisabilitiesinschoolwideprogram schools--

(1)ReceiveservicesinaccordancewithaproperlydevelopedIEP;and (2)AreaffordedalloftherightsandservicesguaranteedtochildrenwithdisabilitiesundertheAct.

(Authority:20U.S.C.1413(a)(2)(D))

§300.208Permissiveuseoffunds.

(a)Uses.Notwithstanding§§300.202,300.203(a),and§300.162(b),fundsprovidedtoanLEAunderPartB oftheActmaybeusedforthefollowingactivities:

(1)Servicesandaidsthatalsobenefitnondisabledchildren.Forthecostsofspecialeducationand relatedservices,andsupplementaryaidsandservices,providedinaregularclassorother education-relatedsettingtoachildwithadisabilityinaccordancewiththeIEPofthechild,evenif oneormorenondisabledchildrenbenefitfromtheseservices.

(2)Earlyinterveningservices.Todevelopandimplementcoordinated,earlyinterveningeducational servicesinaccordancewith§300.226.

(3)Highcosteducationandrelatedservices.Toestablishandimplementcostorrisksharingfunds, consortia,orcooperativesfortheLEAitself,orforLEAsworkinginaconsortiumofwhichtheLEA isapart,topayforhighcostspecialeducationandrelatedservices.

(b)Administrativecasemanagement.AnLEAmayusefundsreceivedunderPartBoftheActtopurchase appropriatetechnologyforrecordkeeping,datacollection,andrelatedcasemanagementactivitiesof teachersandrelatedservicespersonnelprovidingservicesdescribedintheIEPofchildrenwith disabilities,thatisneededfortheimplementationofthosecasemanagementactivities.

(Authority:20U.S.C.1413(a)(4))

B.StateFunds

TAC§89.1121.

DistributionofStateFunds.

(a)Proceduresforcountingtheaveragedailyattendance(ADA)ofstudentsreceivingspecialeducationservicesin variousinstructionalsettingsmustbedevelopedbythecommissionerofeducationandincludedinthestudent attendanceaccountinghandbookadoptedunder§1291025ofthistitle(relatingtoAdoptionbyReference: StudentAttendanceAccountingHandbook)

(b)StatespecialeducationfundsmustbedistributedtoschooldistrictsonthebasisofADAoffull-time equivalentsofeligiblestudentsservedinaccordancewith§129.21ofthistitle(relatingtoRequirementsfor StudentAttendanceAccountingforStateFundingPurposes).

(c)Thespecialeducationattendancemustbeconvertedtocontacthoursbyinstructionalarrangementandthento full-timeequivalents.Thefull-timeequivalentforeachinstructionalarrangementismultipliedbytheannual amountequaltothebasicallotmentorifapplicable,thesumofthebasicallotmentandtheallotmentunder TexasEducationCode(TEC),§48101andthenmultipliedbytheweightfortheinstructionalarrangementas prescribedinTEC§48102(a) Contacthoursforanyonestudentreceivingspecialeducationservicesmaynot exceedsixhoursperdayor30hoursperweekforfundingpurposes Thetotalcontacthoursgeneratedper weekisdividedby30todeterminethefull-timeequivalents Specialeducationfull-timeequivalentsgenerated aredeductedfromtheschooldistrict'sADAforpurposesoftheregulareducationallotment.

(d)Thereceiptofspecialeducationfundsiscontingentupontheoperationofanapprovedcomprehensivespecial educationprograminaccordancewithstateandfederallawsandregulations.Nodistrictmaydivertspecial educationfundsforotherpurposes,withtheexceptionofadministrativecostsasdefinedinChapter105, SubchapterB,ofthistitle(relatingtoUseofStateFunds).Fundsgeneratedbyfull-timeequivalentsinone instructionalarrangementmaybespentontheoverallspecialeducationprogramandarenotlimitedtothe instructionalarrangementwhichgeneratedthefunds Thedistrictmustmaintainseparateaccountabilityfor thetotalstatespecialeducationprogramfundwithinthegeneralfund

(e)Aspecialeducationfundbalancemaybecarriedovertothenextfiscalyearbutmustbeexpendedonthe specialeducationprograminthesubsequentyear.Statespecialeducationcarryoverfundscannotbeusedfor administrativecosts.

(f) Studentswhoareatleastthree,butyoungerthan22,yearsofageonSeptember1ofthecurrentscholasticyear whoparticipateintheregionaldayschoolprogramforthedeafmaybecountedaspartofthedistrict'sADAif theyreceiveinstructionfromthebasicprogramforatleast50%oftheschoolday.

(g)Studentsfrombirththroughagetwowithavisualimpairmentorwhoaredeaforhardofhearingorbothwho areprovidedservicesbythedistrictaccordingtoanindividualfamilyservicesplan(IFSP)mustbeenrolledon thedistricthomeorregionaldayschoolcampusandmustbeconsideredeligibleforADAonthesamebasisas otherstudentsreceivingspecialeducationservices

(h)Fundingforthemainstreamspecialeducationinstructionalarrangementmustbebasedontheaveragedaily attendanceofthestudentsinthearrangementmultipliedbytheannualamountequaltothebasicallotmentor, ifapplicable,thesumofthebasicallotmentandtheallotmentunderTEC§48.101andthe1.15weightas providedbyTEC§48.102(a),Theattendancemustnotbeconvertedtocontacthours/full-timeequivalentsas withtheotherinstructionalarrangements.

19TAC109.3003IndirectCostRates.

(a) (a)Pursuanttoauthorizationin34CodeofFederalRegulations(CFR),§75.561(b)and§76.561(b),theTexas EducationAgency(TEA)hasbeendelegatedtheauthoritybytheUnitedStatesDepartmentofEducation (USDE)toissueindirectcostratestolocaleducationalagencies(LEAs)andeducationservicecenters(ESCs)

(b)Pursuantto34CFR,§75561(b)and§76561(b),torecoveranyindirectcostsfortheadministrationoffederal grants,anentitymusthaveanapprovedindirectcostrate Indirectcostrateswillbeissuedforaone-yearperiod fromJuly1toJune30.Anewindirectcostratemustberequestedeachyear.

(c)Fortheone-yearperiodanentityhasbeenissuedanindirectcostrate,itcanclaimindirectcostrevenueon applicablegrantsduringthatperiod.AsindirectcostrevenuesareearnedintheSpecialRevenueFundonfederally fundedgrants,theserevenuescanbetransferredfromtheSpecialRevenueFundtotheGeneralFund.Afterthe indirectcostrevenuehasbeenrecordedintheGeneralFund,therevenuescanbeusedforanylegalpurpose.

(d)GuidanceconcerningtheprocessforrequestinganindirectcostrateforentitieswhereTEAisthecognizant agency,includingLEAsandESCs,hasbeendevelopedbyTEAinconjunctionwithfederalstatutesandguidance fromUSDE Thedefinitions,standards,andprocedurestorequestanindirectcostrateareoutlinedintheIndirect CostRateGuidanceHandbookprovidedinthissubsection

(e)Guidanceprovidedinthehandbookdescribedinsubsection(d)ofthissectionwillbeupdatedasnecessaryby thecommissionerofeducationtoalignwithsubsequentupdates,modifications,andamendmentstothestatutory authorityandUSDEguidance.

(f)TotheextentthatthissectionconflictswithanyothercommissionerorStateBoardofEducationrule, includingtheFinancialAccountabilitySystemResourceGuide,theprovisionsofthissectioncontrol.

19Tex Admin Code§1093003 https://texregsosstatetxus/fids/202102253-1pdf

TAC§89.1125.Allowable

ExpendituresofStateSpecialEducationFunds.

(a) Personspaidfromspecialeducationfundsshallbeassignedtoinstructionalorotherdutiesinthespecial educationprogramand/ortoprovidesupportservicestotheregulareducationprograminorderforstudents withdisabilitiestobeincludedintheregularprogram.Supportservicesshallinclude,butnotbelimitedto, collaborativeplanning,co-teaching,smallgroupinstructionwithspecialandregulareducationstudents,direct instructiontospecialeducationstudents,orothersupportservicesdeterminednecessarybytheadmission, review,anddismissal(ARD)committeeforanappropriateprogramforthestudentwithdisabilities Assignmentsmayincludedutiessupportivetoschooloperationsequivalenttothoseassignedtoregular educationpersonnel

(b) Personnelassignedtoprovidesupportservicestotheregulareducationprogramasstatedinsubsection(a)of thissectionmaybefullyfundedfromspecialeducationfunds

(c) Ifpersonnelareassignedtospecialeducationonlessthanafull-timebasis,exceptasstatedinsubsection(a) ofthissection,onlythatportionoftimeforwhichthepersonnelareassignedtostudentswithdisabilitiesshall bepaidfromstatespecialeducationfunds.

(d) Statespecialeducationfundsmaybeusedforspecialmaterials,supplies,andequipmentwhicharedirectly relatedtothedevelopmentandimplementationofindividualizededucationprograms(IEPs)ofstudentsand whicharenotordinarilypurchasedfortheregularclassroom Officeandroutineclassroomsuppliesarenot allowable Specialequipmentmayincludeinstructionalandassistivetechnologydevices,audiovisual equipment,computersforinstructionorassessmentpurposes,andassessmentequipmentonlyifuseddirectly withstudents

(e) Statespecialeducationfundsmaybeusedtocontractwithconsultantstoprovidestaffdevelopment,program planningandevaluation,instructionalservices,assessments,andrelatedservicestostudentswithdisabilities.

(f) Statespecialeducationfundsmaybeusedfortransportationonlytoandfromresidentialplacements.Priorto usingfederalfundsfortransportationcoststoandfromaresidentialfacility,adistrictmustusestateorlocal fundsbasedonactualexpensesuptothestatetransportationmaximumforprivatetransportationcontracts.

(g) Statespecialeducationfundsmaybeusedtopaystafftraveltoperformservicesdirectlyrelatedtothe educationofeligiblestudentswithdisabilities Fundsmayalsobeusedtopaytravelofstaff(including administrators,generaleducationteachers,andspecialeducationteachersandserviceproviders)toattendstaff developmentmeetingsforthepurposeofimprovingperformanceinassignedpositionsdirectlyrelatedtothe educationofeligiblestudentswithdisabilities.Innoeventshallthepurposeforattendingsuchstaff developmentmeetingsincludetimespentinperformingfunctionsrelatingtotheoperationofprofessional organizations.Fundsmayalsobeusedtopayforthejointtrainingofparentsandspecialeducation,related services,andgeneraleducationpersonnel.

TEC§48.102.SpecialEducation. (Always keep watch for legislative updates) forcurrentStudent AttendanceAccountingManualupdatesvisithttp://tea.texas.gov/index2.aspx?id=25769817607

(a)ForeachstudentinaveragedailyattendanceinaspecialeducationprogramunderSubchapterA,Chapter29, inamainstreaminstructionalarrangement,aschooldistrictisentitledtoanannualallotmentequaltothebasic allotment,or,ifapplicable,thesumofthebasicallotmentandtheallotmentunderSection48101towhichthe districtisentitled,multipliedby115[11] Foreachfull-timeequivalentstudentinaveragedailyattendance inaspecialeducationprogramunderSubchapterA,Chapter29,inaninstructionalarrangementotherthana mainstreaminstructionalarrangement,adistrictisentitledtoanannualallotmentequaltothebasicallotment, or,ifapplicable,thesumofthebasicallotmentandtheallotmentunderSection48.101towhichthedistrictis entitled,multipliedbyaweightdeterminedaccordingtoinstructionalarrangementasfollows:

Homebound5.0

Hospitalclass30

Speechtherapy50

Resourceroom30

Self-contained,mildandmoderate,regularcampus30

Self-contained,severe,regularcampus30

Offhomecampus2.7

Nonpublicdayschool1.7

Vocationaladjustmentclass2.3

(b)Aspecialinstructionalarrangementforstudentswithdisabilitiesresidingincareandtreatmentfacilities,other thanstateschools,whoseparentsorguardiansdonotresideinthedistrictprovidingeducationservicesshall beestablishedbycommissionerrule Thefundingweightforthisarrangementshallbe40forthosestudents whoreceivetheireducationserviceonalocalschooldistrictcampus Aspecialinstructionalarrangementfor studentswithdisabilitiesresidinginstateschoolsshallbeestablishedbycommissionerrulewithafunding weightof28

(c)Forfundingpurposes,thenumberofcontacthourscreditedperdayforeachstudentintheoffhomecampus instructionalarrangementmaynotexceedthecontacthourscreditedperdayforthemultidistrictclass instructionalarrangementinthe1992-1993schoolyear.

(d)Forfundingpurposesthecontacthourscreditedperdayforeachstudentintheresourceroom;self-contained, mildandmoderate;andself-contained,severe,instructionalarrangementsmaynotexceedtheaverageofthe statewidetotalcontacthourscreditedperdayforthosethreeinstructionalarrangementsinthe1992-1993 schoolyear

(e)Thecommissionerbyruleshallprescribethequalificationsaninstructionalarrangementmustmeetinorderto befundedasaparticularinstructionalarrangementunderthissection Inprescribingthequalificationsthata mainstreaminstructionalarrangementmustmeet,thecommissionershallestablishrequirementsthatstudents withdisabilitiesandtheirteachersreceivethedirect,indirect,andsupportservicesthatarenecessarytoenrich theregularclassroomandenablestudentsuccess.

(f)Inthissection,"full-timeequivalentstudent"means30hoursofcontactaweekbetweenaspecialeducation studentandspecialeducationprogrampersonnel.

(g)Thecommissionershalladoptrulesandproceduresgoverningcontractsforresidentialplacementofspecial educationstudents Thelegislatureshallprovidebyappropriationforthestate'sshareofthecostsofthose placements

(h)Atleast55percentofthefundsallocatedunderthissectionmustbeusedinthespecialeducationprogram underSubchapterA,Chapter29

(i)Theagencyshallencouragetheplacementofstudentsinspecialeducationprograms,includingstudentsin residentialinstructionalarrangements,intheleastrestrictiveenvironmentappropriatefortheireducational needs.

(j)Aschooldistrictthatprovidesanextendedyearprogramrequiredbyfederallawforspecialeducationstudents whomayregressisentitledtoreceivefundsinanamountequalto75percent,oralesserpercentage determinedbythecommissioner,ofthebasicallotment,or,ifapplicable,thesumofthebasicallotmentand theallotmentunderSection48101towhichthedistrictisentitledforeachfull-timeequivalentstudentin averagedailyattendance,multipliedbytheamountdesignatedforthestudent'sinstructionalarrangement underthissection,foreachdaytheprogramisprovideddividedbythenumberofdaysintheminimumschool year.Thetotalamountofstatefundingforextendedyearservicesunderthissectionmaynotexceed$10 millionperyear.Aschooldistrictmayusefundsreceivedunderthissectiononlyinprovidinganextended yearprogram.

(k)Fromthetotalamountoffundsappropriatedforspecialeducationunderthissection,thecommissionershall withholdanamountspecifiedintheGeneralAppropriationsAct,anddistributethatamounttoschooldistricts

forprogramsunderSection29.014.Theprogramestablishedunderthatsectionisrequiredonlyinschool districtsinwhichtheprogramisfinancedbyfundsdistributedunderthissubsectionandanyotherfunds availablefortheprogram.Afterdeductingtheamountwithheldunderthissubsectionfromthetotalamount appropriatedforspecialeducation,thecommissionershallreduceeachdistrict'sallotmentproportionatelyand shallallocatefundstoeachdistrictaccordingly

LastAmended:86thLeg,RS,Ch 943(HB 3)Sec 1025,eff September1,2019

TEC§48.103. ALLOTMENTFORSTUDENTWITHDYSLEXIAORRELATEDDISORDER.

(a)SubjecttoSubsection(b),foreachstudentthataschooldistrictserveswhohasbeenidentifiedashaving dyslexiaorarelateddisorder,thedistrictisentitledtoanannualallotmentequaltothebasicallotment multipliedby0.1oragreateramountprovidedbyappropriation.

(b) AschooldistrictisentitledtoanallotmentunderSubsection(a)onlyforastudentwho:

(1) isreceivingservicesfordyslexiaorarelateddisorderinaccordancewith:

(A) anindividualizededucationprogramdevelopedforthestudentunderSection29005;or (B) aplandevelopedforthestudentunderSection504,RehabilitationActof1973(29USC Section 794);

(2) isreceivinginstructionthat:

(A) meetsapplicabledyslexiaprogramcriteriaestablishedbytheStateBoardofEducation;and (B) isprovidedbyapersonwithspecifictraininginprovidingthatinstruction;or

(3) ispermitted,onthebasisofhavingdyslexiaorarelateddisorder,tousemodificationsintheclassroomor accommodationsintheadministrationofassessmentinstrumentsunderSection39.023.

(c) AschooldistrictmayreceivefundingforastudentunderthissectionandSection48102ifthestudent satisfiestherequirementsofbothsections

(d) Aschooldistrictmayuseanamountnottoexceed20percentoftheallotmentprovidedforaqualifying studentunderthissectiontocontractwithaprivateprovidertoprovidesupplementalacademicservicestothe studentthatarerecommendedunderthestudent'sprogramorplandescribedbySubsection(b) Astudentmay notbeexcusedfromschooltoreceivesupplementalacademicservicesprovidedunderthissubsection.

TEC§48.265EXCESSFUNDSFORVIDEOSURVEILLANCEOFSPECIALEDUCATIONSETTINGS.

(a)Notwithstandinganyotherprovisionoflaw,ifthecommissionerdeterminesthattheamountappropriatedfor thepurposesoftheFoundationSchoolProgramexceedstheamounttowhichschooldistrictsareentitled underthischapter,thecommissionerbyruleshallestablishagrantprogramthroughwhichexcessfundsare awardedasgrantsforthepurchaseofvideoequipment,orforthereimbursementofcostsforpreviously purchasedvideoequipment,usedformonitoringspecialeducationclassroomsorotherspecialeducation settingsrequiredunderSection29022

(b) Inawardinggrantsunderthissection,thecommissionershallgivehighestprioritytodistrictswith maintenanceandoperationstaxratesatthegreatestratespermittedbylaw.Thecommissionershallalsogive priorityto:

(1) districtswithmaintenanceandoperationstaxratesatleastequaltothestatemaximumcompressedtax rate,asdefinedbySection48.051(a)[42.101(a)],andlowestamountsofmaintenanceandoperationstax revenueperweightedstudent;and

(2) districtswithdebtservicetaxratesnearorequaltothegreatestratespermittedbylaw

TEC§48279 MAINTENANCEOFSTATEFINANCIALSUPPORTFORSPECIALEDUCATION

(a)Fundsappropriatedforpurposesofthissectionortransferredinaccordancewiththissectionarestatefundsfor purposesofcompliancewiththerequirementsregardingmaintenanceofstatefinancialsupportforspecial educationunder20U.S.C.Section1412(a)(18).Thecommissionershallidentifytheamountoffunding describedbythissubsectionandseparatethatamountfromotherfundingprovidedunderthischapter.

(b) Ifthecommissionerdeterminesthatthetotalamountoffundingforspecialeducationforaschoolyearthat endsduringthefirststatefiscalyearofastatefiscalbienniumislessthantheamountrequiredtocomplywith requirementsregardingmaintenanceofstatefinancialsupportunder20USC Section1412(a)(18),the commissionershallusefundsappropriatedfortheFoundationSchoolProgramforthesecondstatefiscalyear ofthatbienniumtoincreasefundingforspecialeducationforthefirststatefiscalyearofthatbienniuminan amountnecessarytoensurecompliancewiththatprovision.

(c) Ifthecommissionerdeterminesthatthetotalamountoffundingforspecialeducationforaschoolyearthat endsduringthesecondstatefiscalyearofastatefiscalbienniumislessthantheamountrequiredtocomply

withrequirementsregardingmaintenanceofstatefinancialsupportunder20U.S.C.Section1412(a)(18),the commissionershallsubmittothelegislatureanestimateoftheamountoffundingneededtocomplywiththat provisionforthatstatefiscalyear.

(d) Iffederalfundsarewithheldforaschoolyearduetononcompliancewithrequirementsregardingmaintenance ofstatefinancialsupportunder20USC Section1412(a)(18),thecommissionershalluseforthatschoolyear anamountoffundsdescribedbySubsection(a)equaltotheamountofwithheldfundsinthesamemannerand forthesamepurposesasthewithheldfundswouldhavebeenprovided

(e) AfterthecommissionerhasreplacedanywithheldfederalfundsasprovidedbySubsection(d),the commissionershalldistributetheremainingamount,ifany,offundsdescribedbySubsection(a)to proportionatelyincreasefundingforthespecialeducationallotmentunderSection48.102.

(f) IncomplyingwithSubsection(d),thecommissionermayimplementanyprogramnecessarytoensuretheuse offundsinaccordancewiththatsubsection.

C.Hospitals

TEC§29014 SchoolDistrictsthatProvideEducationSolelytoStudentsConfinedtoorEducatedinHospitals

(a)Thissectionappliesonlytoaschooldistrictthatprovideseducationandrelatedservicesonlytostudentswho areconfinedinorreceiveeducationalservicesinahospital.

(b)Aschooldistricttowhichthissectionappliesmayoperateanextendedyearprogramforaperiodnottoexceed 45days.Thedistrict'saveragedailyattendanceshallbecomputedfortheregularschoolyearplusthe extendedyear.

(c)Notwithstandinganyotherprovisionofthiscode,astudentwhoseappropriateeducationprogramisaregular educationprogrammayreceiveservicesandbecountedforattendancepurposesforthenumberofhoursper weekappropriateforthestudent'sconditionifthestudent:

(1)istemporarilyclassifiedaseligibleforparticipationinaspecialeducationprogrambecauseofthestudent's confinementinahospital;and

(2)thestudent'seducationisprovidedbyadistricttowhichthissectionapplies.

(d)Thebasicallotmentforastudentenrolledinadistricttowhichthissectionappliesisadjustedby: (1)theweightforahomeboundstudentunderSection48.102(a).

D.JJAEP

TEC§370061 FundingforAlternativeEducationServicesinJuvenileResidentialFacilities

Aschooldistrictthatprovideseducationservicestopre-adjudicatedandpost-adjudicatedstudentswhoare confinedbycourtorderinajuvenileresidentialfacilityoperatedbyajuvenileboardisentitledtocountsuch studentsinthedistrict'saveragedailyattendanceforpurposesofreceiptofstatefundsundertheFoundation SchoolProgram.Ifthedistricthasalocalrevenuelevelgreaterthantheguaranteedlocalrevenuelevelbutless thanthelevelestablishedunderSection48.257,thedistrictinwhichthestudentisenrolledonthedateacourt ordersthestudenttobeconfinedtoajuvenileresidentialfacilityshalltransfertothedistrictprovidingeducation servicesanamountequaltothedifferencebetweentheaverageFoundationSchoolProgramcostsperstudentof thedistrictprovidingeducationservicesandthesumofthestateaidandthemoneyfromtheavailableschoolfund receivedbythedistrictthatisattributabletothestudentfortheportionoftheschoolyearforwhichthedistrict provideseducationservicestothestudent

E.Nonpublic-PrivateSchool

TAC§89.63.InstructionalArrangementsandSettings.

(e)Fornonpublicdayschoolplacements,theschooldistrictorsharedservicearrangementshallsubmit informationtotheTEAindicatingthestudents'identificationnumbers,initialdatesofplacement,andthe namesofthefacilitieswithwhichtheschooldistrictorsharedservicearrangementiscontracting Theschool districtorsharedservicearrangementshallnotcountcontractstudents'averagedailyattendanceaseligible TheTEAwilldeterminethenumberofcontractstudentsreportedinfull-timeequivalentsandpaystatefunds totheAISDaccordingtotheformulaprescribedinlaw.

§300.142Useofpersonnel.SeealsoSect.5InstructionalArrangementsforPrivateSchools

(a)Useofpublicschoolpersonnel.AnLEAmayusefundsavailableundersections611and619oftheActto makepublicschoolpersonnelavailableinotherthanpublicfacilities--

(1)Totheextentnecessarytoprovideservicesunder§§300.130through300.144forparentally-placed privateschoolchildrenwithdisabilities;and

(2)Ifthoseservicesarenotnormallyprovidedbytheprivateschool.

(b)Useofprivateschoolpersonnel.AnLEAmayusefundsavailableundersections611and619oftheAct topayfortheservicesofanemployeeofaprivateschooltoprovideservicesunder§§300.130through 300.144if--

(1)Theemployeeperformstheservicesoutsideofhisorherregularhoursofduty;and (2)Theemployeeperformstheservicesunderpublicsupervisionandcontrol.

F.NoneducationalFunds

TEC§29.013.NoneducationalCommunity-basedSupportServicesforCertainStudentswithDisabilities.

(a)Theagencyshallestablishproceduresandcriteriafortheallocationoffundsappropriatedunderthissectionto schooldistrictsfortheprovisionofnoneducationalcommunity-basedsupportservicestocertainstudentswith disabilitiesandtheirfamiliessothatthosestudentsmayreceiveanappropriatefreepubliceducationinthe leastrestrictiveenvironment

(b)Thefundsmaybeusedonlyforeligiblestudentswithdisabilitieswhowouldremainorwouldhavetobe placedinresidentialfacilitiesprimarilyforeducationalreasonswithouttheprovisionofnoneducational community-basedsupportservices.

(c)Thesupportservicesmayincludein-homefamilysupport,respitecare,andcasemanagementforfamilieswith astudentwhootherwisewouldhavebeenplacedbyadistrictinaprivateresidentialfacility.

(d)Theprovisionofservicesunderthissectiondoesnotsupersedeorlimittheresponsibilityofotheragenciesto provideorpayforcostsofnoneducationalcommunity-basedsupportservicestoenableanystudentwith disabilitiestoreceiveafreeappropriatepubliceducationintheleastrestrictiveenvironment Specifically, servicesprovidedunderthissectionmaynotbeusedforastudentwithdisabilitieswhoiscurrentlyplacedor whoneedstobeplacedinaresidentialfacilityprimarilyfornoneducationalreasons

G.PublicInsurance

§300.154.Methodsofensuringservices.

(d)Childrenwithdisabilitieswhoarecoveredbypublicbenefitsorinsurance.

(1)ApublicagencymayusetheMedicaidorotherpublicbenefitsorinsuranceprogramsinwhicha childparticipatestoprovideorpayforservicesrequiredunderthispart,aspermittedunderthe publicbenefitsorinsuranceprogram,exceptasprovidedinparagraph(d)(2)ofthissection.

(2)WithregardtoservicesrequiredtoprovideFAPEtoaneligiblechildunderthispart,thepublic agency-

(i)Maynotrequireparentstosignupfororenrollinpublicbenefitsorinsuranceprogramsin orderfortheirchildtoreceiveFAPEunderPartBoftheAct;

(ii)Maynotrequireparentstoincuranout-of-pocketexpensesuchasthepaymentofadeductible orco-payamountincurredinfilingaclaimforservicesprovidedpursuanttothispart,but pursuanttoparagraph(g)(2)ofthissection,maypaythecostthattheparentotherwisewould berequiredtopay;

(iii)Maynotuseachild’sbenefitsunderapublicbenefitsorinsuranceprogramifthatusewould--

(A)Decreaseavailablelifetimecoverageoranyotherinsuredbenefit;

(B)Resultinthefamilypayingforservicesthatwouldotherwisebecoveredbythepublic benefitsorinsuranceprogramandthatarerequiredforthechildoutsideofthetimethe childisinschool;

(C)Increasepremiumsorleadtothediscontinuationofbenefitsorinsurance;or

(D)Risklossofeligibilityforhomeandcommunity-basedwaivers,basedonaggregatehealthrelatedexpenditures;and

(iv)Priortoaccessingachild’sorparent’spublicbenefitsorinsuranceforthefirsttime,andafter providingnotificationtothechild’sparentsconsistentwithparagraph(d)(2)ofthissection, mustobtainwritten,parentalconsentthat-

(A)Meetstherequirementof§99.30ofthistitleand§300.622,inwhichconsentmustspecifythe personallyidentifiableinformationthatmaybedisclosed(e.g.,recordsorinformationabout theservicesthatmaybeprovidedtoaparticularchild),thepurposeofthedisclosure(e.g., billingforservicesunderpart300),andtheagencytowhichthedisclosuremaybemade (e.g.,thestate’spublicbenefitsorinsuranceprogram(e.g.,Medicaid));and

(B)Specifiesthattheparentunderstandsandagreesthatthepublicagencymayaccessthe parent’sorchild’spublicbenefitsorinsurancetopayforservicesunderpart300.

(v)Priortoaccessingachild’sorparent’spublicbenefitsorinsuranceforthefirsttime,and annuallythereafter,mustprovidewrittennotification,consistentwith§300.503(c),tothechild’s parents,thatincludes-

(A)Astatementoftheparentalconsentprovisionsinparagraphs(d)(2)(iv)(A)and(B)ofthis section;

(B)Astatementofthe“nocost”provisionsinparagraphs(d)(2)(i)through(iii)ofthissection;

(C)Astatementthattheparentshavetherightunder34CFRpart99andpart300towithdraw theirconsenttodisclosureoftheirchild’spersonallyidentifiableinformationtotheagency responsiblefortheadministrationoftheState’spublicbenefitsorinsuranceprogram(e.g., Medicaid)atanytime;and

(D)Astatementthatthewithdrawalofconsentorrefusaltoprovideconsentunder34CFRpart 99andpart300todisclosepersonallyidentifiableinformationtotheagencyresponsiblefor theadministrationoftheState’spublicbenefitsorinsuranceprogram(e.g.,Medicaid)does notrelievethepublicagencyofitsresponsibilitytoensurethatallrequiredservicesare providedatnocosttotheparents.

(e)Childrenwithdisabilitieswhoarecoveredbyprivateinsurance.

(1)WithregardtoservicesrequiredtoprovideFAPEtoaneligiblechildunderthispart,theapublic agencymayaccessaparent'sprivateinsuranceproceedsonlyiftheparentprovidesconsent consistentwith§300.9.

(2)Eachtimethepublicagencyproposestoaccesstheparent'sprivateinsuranceproceeds,theagency must--

(i)Obtainparentalconsentinaccordancewithparagraph(e)(1)ofthissection;and

(ii)Informtheparentsthattheirrefusaltopermitthepublicagencytoaccesstheirprivate insurancedoesnotrelievethepublicagencyofitsresponsibilitytoensurethatallrequired servicesareprovidedatnocosttotheparents.

(f)UseofPartBfunds.

(1)Ifapublicagencyisunabletoobtainparentalconsenttousetheparent'sprivateinsurance,or publicbenefitsorinsurancewhentheparentwouldincuracostforaspecifiedservicerequired underthispart,toensureFAPEthepublicagencymayuseitsPartBfundstopayfortheservice.

(2)Toavoidfinancialcosttoparentswhootherwisewouldconsenttouseprivateinsurance,orpublic benefitsorinsuranceiftheparentwouldincuracost,thepublicagencymayuseitsPartBfundsto paythecostthattheparentsotherwisewouldhavetopaytousetheparent'sbenefitsorinsurance (e.g.,thedeductibleorco-payamounts).

(g)Proceedsfrompublicbenefitsorinsuranceorprivateinsurance.

(1)Proceedsfrompublicbenefitsorinsuranceorprivateinsurancewillnotbetreatedasprogram incomeforpurposesof2CFR200.307

(2)IfthepublicagencyspendsreimbursementsfromFederalfunds(e.g.,Medicaid)forservicesunder thispart,thosefundswillnotbeconsidered"Stateorlocal"fundsforpurposesofthemaintenance ofeffortprovisionsin§§300.163and300.203.

(h)Construction.NothinginthispartshouldbeconstruedtoaltertherequirementsimposedonaState Medicaidagency,oranyotheragencyadministeringapublicbenefitsorinsuranceprogrambyFederal statute,regulationsorpolicyundertitleXIX,ortitleXXIoftheSocialSecurityAct,42U.S.C.1396 through1396vand42U.S.C.1397aathrough1397jj,oranyotherpublicbenefitsorinsuranceprogram. (Authority:20U.S.C.1412(a)(12)and(e))

GovernmentCode§531.02171. REIMBURSEMENTFORCERTAINTELEHEALTHSERVICES.

(a)Inthissection,"healthprofessional"meansanindividualwhois:

(1)licensed,registered,certified,orotherwiseauthorizedbythisstatetopracticeasasocialworker, occupationaltherapist,orspeech-languagepathologist;

(2)alicensedprofessionalcounselor;

(3)alicensedmarriageandfamilytherapist;or

(4)alicensedspecialistinschoolpsychology

(b)ThecommissionshallensurethatMedicaidreimbursementisprovidedtoaschooldistrictoropen-enrollment charterschoolfortelehealthservicesprovidedthroughtheschooldistrictorcharterschoolbyahealth professional,evenifthehealthprofessionalisnotthepatient'sprimarycareprovider,if:

(1)theschooldistrictorcharterschoolisanauthorizedhealthcareproviderunderMedicaid;and (2)theparentorlegalguardianofthepatientprovidesconsentbeforetheserviceisprovided.

The LEA will follow all state and federal guidelines per 34 CFR 300 154 regarding the use of public or private benefits Parents may be asked to provide permission for the district to access Medicaid or other public benefits or insurance programs The Educational diagnostician/LSSP will make this request Consent will be provided in writing on the district form Parents must be informed that their refusal to provide consent does not relieve the school district of the responsibility to provide special education services to the child at no cost to the parent

the personally identifiable information that may be disclosed (e g , records or information about the services that may be provided to a particular child), the purpose of the disclosure (e g , billing for services under part 300), and the agency to which the disclosure may be made (e g , the state’s public benefits or insurance program (e g , Medicaid)); and

Prior to accessing a child’s or parent’s public benefits or insurance for the first time, and annually thereafter, must provide written notification, consistent with §300.503 (c), to the child’s parents, that includes:

A statement of parental consent that specifies that the parent understands and agrees that the LEA may access the parent’s or child’s public benefits or insurance to pay for services. The consent must also specify the personally identifiable information that may be disclosed, the purpose of the disclosure, and the agency to which the disclosure may be made

A statement of the “ no cost” provisions in §300 154(d)(2)(i) through (iii)

A statement that the parents have the right under 34 CFR part 99 and part 300 to withdraw their consent to disclosure of their child’s personally identifiable information to the agency responsible for the administration of the State’s public benefits or insurance program (e g , Medicaid) at any time; and

A statement that the withdrawal of consent or refusal to provide consent under 34 CFR part 99 and part 300 to disclose personally identifiable information to the agency responsible for the administration of the State’s public benefits or insurance program (e.g., Medicaid) does not relieve the public agency of its responsibility to ensure that all required services are provided at no cost to the parents.

Any Proceeds from public benefits or insurance or private insurance will not be treated as program income for purposes of 2 CFR 200.307 If the LEA spends reimbursements from Federal funds (e.g. Medicaid) for services under this part, those funds will not be considered "State or local" funds for purposes of the maintenance of effort provisions in §§300 163 and 300 203

H.TSD–Texas

TEC§30.087.Funding.

theDeaf

(a)Thecostofeducatingstudentswhoaredeaforhardofhearingshallbebornebythestateandpaidfromthe foundationschoolfund,butindependentschooldistrictsandinstitutionsofhighereducationinthestatemay andareencouragedtomakeavailablepropertyorservicesincooperationwiththeregionaldayschool programsforthedeafforanyactivitiesrelatedtotheeducationofstudentswhoaredeaforhardofhearing, includingresearch,personneltraining,andstaffdevelopment

(b)Fromtheamountappropriatedforregionaldayschoolprograms,thecommissionershallallocatefundstoeach programbasedonthenumberofweightedfull-timeequivalentstudentsserved Thecommissionermay considerlocalresourcesavailableinallocatingfundsunderthissubsection.

(c)Aschooldistrictmayreceiveanallotmentfortransportationofstudentsparticipatinginaregionaldayschool program,determinedinthesamemannerasanallotmentforthetransportationofotherspecialeducation students.

Schoolfor

TEC§30.056.FundingoftheTexasSchoolfortheDeaf.

ThefundingoftheTexasSchoolfortheDeafconsistsof:

(1)moneythelegislaturespecificallyappropriatesfortheschool;

(2)moneytheagencyallocatestotheschoolunderthiscode;

(3)moneypaidunderacontractorotheragreement;

(4)moneytheschoolreceivesthroughagiftorbequest;

(5)apaymenttheschoolreceivesfromaschooldistrictunderSection30003;and

(6)theschool'sshareoftheavailableschoolfundandpaymentstocompensateforpaymentsnolongermadefrom theavailableschoolfundasprovidedbySection30.003(f).

TEC§30.003.SupportofStudentsEnrolledinTexasSchoolfortheBlindandVisuallyImpairedorTexas SchoolfortheDeaf.

(a)ForeachstudentenrolledintheTexasSchoolfortheBlindandVisuallyImpairedortheTexasSchoolforthe Deaf,theschooldistrictthatisresponsibleforprovidingappropriatespecialeducationservicestothestudent shallsharethecostofthestudent'seducationasprovidedbythissection

(b)Ifthestudentisadmittedtotheschoolforafull-timeprogramfortheequivalentoftwolongsemesters,the district'sshareofthecostisanamountequaltothedollaramountofmaintenanceanddebtservicetaxes imposedbythedistrictforthatyeardividedbythedistrict'saveragedailyattendancefortheprecedingyear.

(c)Ifthestudentisadmittedforaprogramlessthantwocompletesemestersinduration,otherthanasummer program,thedistrict'sshareofthecostisanamountequaltotheamountthatwouldbethedistrict'sshare underSubsection(b)forafull-timeprogrammultipliedbythequotientresultingfromthenumberoffull-time equivalentdaysintheprogramdividedbytheminimumnumberofdaysofinstructionforstudentsas providedbySection25081

(d)Eachschooldistrictandstateinstitutionshallprovidetothecommissionerthenecessaryinformationto determinethedistrict'sshareunderthissection Theinformationmustbereportedtothecommissioneronor beforeadatesetbyruleoftheStateBoardofEducation.Afterdeterminingtheamountofadistrict'ssharefor allstudentsforwhichthedistrictisresponsible,thecommissionershalldeductthatamountfromthepayments offoundationschoolfundspayabletothedistrict.Eachdeductionshallbeinthesamepercentageofthetotal amountofthedistrict'sshareasthepercentageofthetotalfoundationschoolfundentitlementbeingpaidto thedistrictatthetimeofthededuction,exceptthattheamountofanydeductionmaybemodifiedtomake necessaryadjustmentsortocorrecterrors Thecommissionershallprovideforremittingtheamountdeducted totheappropriateschoolatthesametimeatwhichtheremainingfundsaredistributedtothedistrict Ifa districtdoesnotreceivefoundationschoolfundsorifadistrict'sfoundationschoolentitlementislessthanthe amountofthedistrict'sshareunderthissection,thecommissionershalldirectthedistricttoremitpaymentto thecommissioner,andthecommissionershallremitthedistrict'ssharetotheappropriateschool.

(e)ForeachstudentenrolledintheTexasSchoolfortheBlindandVisuallyImpairedortheTexasSchoolforthe Deaf,theappropriateschoolisentitledtothestateavailableschoolfundapportionment.

(f)Thecommissioner,withtheassistanceofthecomptroller,shalldeterminetheamountthattheTexasSchoolfor theBlindandVisuallyImpairedandtheTexasSchoolfortheDeafwouldhavereceivedfromtheavailable schoolfundifChapter28,Actsofthe68thLegislature,2ndCalledSession,1984,hadnottransferred statutorilydedicatedtaxesfromtheavailableschoolfundtothefoundationschoolfund Thatamount,minus anyamounttheschoolsdoreceivefromtheavailableschoolfund,shallbesetapartasaseparateaccountin thefoundationschoolfundandappropriatedtothoseschoolsforeducationalpurposes

(f-1)ThecommissionershalldeterminethetotalamountthattheTexasSchoolfortheBlindandVisuallyImpaired andtheTexasSchoolfortheDeafwouldhavereceivedfromschooldistrictsinaccordancewiththissectionif thefollowingprovisionshadnotreducedthedistricts’shareofthecostofprovidingeducationservices:

(1)H.B.No.1,Actsofthe79thLegislature,3rdCalledSession,2006;

(2)Section45.0032

(3)Section48255;and (4)Section482551

(f-2)TheamountdeterminedunderSubsection(f-1),minusanyamounttheschoolsdoreceivefromschool districts,shallbesetasideasaseparateaccountinthefoundationschoolfundandappropriatedtothose schoolsforeducationalpurposes

(g)TheStateBoardofEducationmayadoptrulesasnecessarytoimplementthissection.

(h)Expired.

I.RDSPD–RegionalDaySchoolProgramsfortheDeaf

TEC§30.085.UseofLocalResources.Localresourcesshallbeusedtothefullestpracticableextentin theestablishmentandoperationoftheregionaldayschoolprogramsforthedeaf.

TEC§30.086.PowersandDutiesofAgency

(a)Theagencyshallcontractwithanyqualifiedorganizationorindividualfordiagnostic,evaluative,or instructionalservicesoranyotherservicesrelatingtotheeducationofstudentswhoaredeaforhardof hearing,includingtransportationormaintenanceservices.

(b)Theagencyshallemployeducationalandotherpersonnel,maypurchaseorleaseproperty,mayacceptgiftsor grantsofpropertyorservicesfromanysource,includinganindependentschooldistrictorinstitutionofhigher educationinthisstate,toestablishandoperateregionaldayschoolprogramsforthedeaf.

J.TSBVI–TexasSchoolfortheBlindandVisuallyImpaired

§300.210Purchaseofinstructionalmaterials.

(a)General.NotlaterthanDecember3,2006,anLEAthatchoosestocoordinatewiththeNational InstructionalMaterialsAccessCenter,whenpurchasingprintinstructionalmaterials,mustacquire thoseinstructionalmaterialsinthesamemanner,andsubjecttothesameconditionsasanSEAunder §300.172.

(b)RightsofLEA.

(1)NothinginthissectionshallbeconstruedtorequireanLEAtocoordinatewiththeNational InstructionalMaterialsAccessCenter(NIMAC).

(2)IfanLEAchoosesnottocoordinatewiththeNationalInstructionalMaterialsAccessCenter,the LEAmustprovideanassurancetotheSEAthattheLEAwillprovideinstructionalmaterialsto blindpersonsorotherpersonswithprintdisabilitiesinatimelymanner.

(3)NothinginthissectionrelievesanLEAofitsresponsibilitytoensurethatchildrenwithdisabilities whoneedinstructionalmaterialsinaccessibleformatsbutarenotincludedunderthedefinitionof blindorotherpersonswithprintdisabilitiesin300.172(e)(1)(i)orwhoneedmaterialsthatcannotbe producedfromNIMASfiles,receivethoseinstructionalmaterialsinatimelymanner.

TEC§30.002.EducationforChildrenwithVisualImpairments.

(g) Tofacilitateimplementationofthissection,thecommissionershalldevelopasystemtodistributefromthe foundationschoolfundtoschooldistrictsorregionaleducationservicecentersaspecialsupplemental allowanceforeachstudentwithavisualimpairmentandforeachstudentwithaseriousvisualdisabilityand anothermedicallydiagnoseddisabilityofasignificantlylimitingnaturewhoisreceivingspecialeducation servicesthroughanyapprovedprogram.Thesupplementalallowancemaybespentonlyforspecialservices uniquelyrequiredbythenatureofthestudent'sdisabilitiesandmaynotbeusedinlieuofeducationalfunds otherwiseavailableunderthiscodeorthroughstateorlocalappropriations.

TAC§89.62.SupportofStudentsEnrolledintheTexasSchoolfortheBlindandVisuallyImpairedand TexasSchoolfortheDeaf.

(a)ForeachstudentenrolledintheTexasSchoolfortheBlindandVisuallyImpairedorTexasSchoolforthe Deaf,theschooldistrictresponsibleforprovidingappropriatespecialeducationandrelatedservicestothe studentshallsharethecostofthestudent'seducation(excludingthesummerprograms)asprovidedunderthe TexasEducationCode,§30.003.

(1)TheinformationrequiredinaccordancewiththeTexasEducationCode,§30003(d),mustbesubmittedin aformprescribedbythecommissionerofeducationwithin30calendardaysafterthestudentenrollsin theTexasSchoolfortheBlindandVisuallyImpairedorTexasSchoolfortheDeaf

(2)SchooldistrictsrequiredtoremittheirsharestotheTexasEducationAgencyinaccordancewiththeTexas EducationCode,§30.003(d),shalldosowithin60daysofnotificationbythecommissionerofeducation.

(b)Schooldistrictsshallprovide,annually,inwritingtoeachparentorlegalguardianofaneligiblestudentwith visualorauditoryimpairments,theinformationspecifiedintheTexasEducationCode,§30.004(a)(1-3), beforeconsideringthestudent'splacementforspecialeducationservices.

TEC§30.025.FundingofTexasSchoolfortheBlindandVisuallyImpaired

ThefundingoftheTexasSchoolfortheBlindandVisuallyImpairedconsistsof: (1)moneythelegislaturespecificallyappropriatestotheschool;

(2)moneytheagencyallocatestotheschoolunderthiscode; (3)moneypaidunderacontractorotheragreement; (4)moneytheschoolreceivesthroughagiftorbequest; (5)apaymenttheschoolreceivesfromaschooldistrictunderSection30003;and (6)theschool'sshareoftheavailableschoolfundandpaymentstocompensateforpaymentsnolongermadefrom theavailableschoolfundasprovidedbySection30003(f)

§300.172Accesstoinstructionalmaterials.

(a)General.TheStatemust

(1)AdopttheNationalInstructionalMaterialsAccessibilityStandard(NIMAS),publishedasAppendix CtoPart300,forthepurposesofprovidinginstructionalmaterialstoblindpersonsorother personswithprintdisabilities,inatimelymannerafterpublicationoftheNIMASintheFederal RegisteronJuly19,2006(71FR41084);and

(2)EstablishaStatedefinitionof“timelymanner”forpurposesofparagraphs(b)(2)and(b)(3)ofthis sectioniftheStateisnotcoordinatingwiththeNationalInstructionalMaterialsAccessCenter (NIMAC)or(b)(3)and(c)(2)ofthissectioniftheStateiscoordinatingwiththeNIMAC.

(b)RightsandresponsibilitiesofSEA.

(1)NothinginthissectionshallbeconstruedtorequireanySEAtocoordinatewiththeNational InstructionalMaterialsAccessCenter(NIMAC).

(2)IfanSEAchoosesnottocoordinatewiththeNIMAC,theagencymustprovideanassurancetothe Secretarythattheagencywillprovideinstructionalmaterialstoblindpersonsorotherpersonswith printdisabilitiesinatimelymanner.

(3)NothinginthissectionrelievesanSEAofitsresponsibilitytoensurethatchildrenwithdisabilities whoneedinstructionalmaterialsinaccessibleformats,butarenotincludedunderthedefinitionof blindorotherpersonswithprintdisabilitiesin300.172(e)(1)(i)orwhoneedmaterialsthatcannotbe producedfromNIMASfiles,receivethoseinstructionalmaterialsinatimelymanner.

(4)Inordertomeetitsresponsibilityunderparagraphs(b)(2),(b)(3),and(c)ofthissectiontoensure thatchildrenwithdisabilitieswhoneedinstructionalmaterialsinaccessibleformatsareprovided thosematerialsinatimelymanner,theSEAmustensurethatallpublicagenciestakeallreasonable stepstoprovideinstructionalmaterialsinaccessibleformatstochildrenwithdisabilitieswhoneed thoseinstructionalmaterialsatthesametimeasotherchildrenreceiveinstructionalmaterials.

(c)Preparationanddeliveryoffiles.IfanSEAchoosestocoordinatewiththeNIMAC,asofDecember3, 2006,theSEAmust,

(1)Aspartofanyprintinstructionalmaterialsadoptionprocess,procurementcontract,orother practiceorinstrumentusedforpurchaseofprintinstructionalmaterials,mustenterintoawritten contractwiththepublisheroftheprintinstructionalmaterialsto--

(i)Requirethepublishertoprepareand,onorbeforedeliveryoftheprintinstructionalmaterials, providetoNIMACelectronicfilescontainingthecontentsoftheprintinstructionalmaterials usingtheNIMAS;or

(ii)Purchaseinstructionalmaterialsfromthepublisherthatareproducedin,ormayberenderedin, specializedformats.

(2)Provideinstructionalmaterialstoblindpersonsorotherpersonswithprintdisabilitiesinatimely manner.

(d)Assistivetechnology.Incarryingoutthissection,theSEA,tothemaximumextentpossible,mustwork collaborativelywiththeStateagencyresponsibleforassistivetechnologyprograms.

(e)Definitions.

(1)Inthissectionand§300.210--

(i)Blindpersonsorotherpersonswithprintdisabilitiesmeanschildrenservedunderthispartwho mayqualifytoreceivebooksandotherpublicationsproducedinspecializedformatsin accordancewiththeActentitled"AnActtoprovidebooksforadultblind,"approvedMarch3, 1931,2U.S.C135a;

(ii)NationalInstructionalMaterialsAccessCenterorNIMACmeansthecenterestablished pursuanttosection674(e)oftheAct;

(iii)NationalInstructionalMaterialsAccessibilityStandardorNIMAShasthemeaninggiventhe terminsection674(e)(3)(B)oftheAct;and

(iv)Specializedformatshasthemeaninggiventheterminsection674(e)(3)(D)oftheAct.

(2)Thedefinitionsinparagraph(e)(1)ofthissectionapplytoeachStateandLEA,whetherornotthe StateorLEAchoosestocoordinatewiththeNIMAC.(Authority:20U.S.C.1412(a)(23),1474(e))

K.Residential (see Section 5 Instructional Arrangements for all references to Residential)

XI. STATEPERFORMANCEPLANandANNUALPERFORMANCEREPORT

InformationabouttheStatePerformancePlan(SPP)/AnnualPerformanceReport(APR)andrequirementsrelated totheSPP/APRcanbefoundontheTEAwebsiteat:

http://wwwtea state tx us/index2 aspx?id=2147497591

AbouttheSPP/APR

TheIndividualswithDisabilitiesEducationActof2004(IDEA2004),requireseachstatetodevelopasix-year performanceplan.ThisStatePerformancePlan(SPP)evaluatestheState’seffortstoimplementtherequirements andpurposesofIDEAandillustrateshowtheStatewillcontinuouslyimproveuponthisimplementation.

FactSheetonStatePerformancePlan

InalignmentwithIDEA2004,theUSDepartmentofEducationOfficeofSpecialEducationPrograms(OSEP) hasidentifiedfivemonitoringprioritieswithintheSPP:(1)FreeAppropriatePublicEducationintheLeast RestrictiveEnvironment;(2)Disproportionality;(3)ChildFind;(4)EffectiveTransition;and(5)General Supervision.TheRDAsystemusestheseareasintheSPPtocollectdataandmonitorschoolperformance.

The Texas Education Agency (TEA) and the Federal Office of Special Education Programs (OSEP) have requirements to monitor, provide technical assistance and enforcement, see Section 8, XIV of the Operating Procedures for state and federal guidelines Continuous Improvement Plans in the AISD will use data analysis and focus on the indicators from the SPP and the RDA system when data shows “needs improvement ” The district will collect and submit data annually as required for SPP indicators #7, #11, #12, #13, and #14 The district special education administrator will designate the appropriate staff to collect the data and will ensure the data is submitted according to the required timelines through the data collection system designated by the Texas Education Agency

Indicator 7 Preschool Outcomes: Indicator 7 measures the percent of preschool children aged 3 through 5 with Individualized Education Programs (IEPS) who demonstrate improved: Positive social-emotional skills (including social relationships); Acquisition and use of knowledge and skills (including early language/communication and early literacy); and Use of appropriate behaviors to meet their needs

The TEA requires annual data submission from each LEA through the SPP & Early Childhood Outcomes application in the Texas Education Agency Login (TEAL) LEAs will utilize the Early Childhood Outcome Center’s Childhood Outcomes Summary ( COS) Process and the Childhood Outcomes Summary Form (COSF to document children’s functioning in the three outcome areas. The SPP 7 percentage is calculated by dividing the # of preschool children who did not improve functioning by the # of preschool children with IEPs assessed then multiplying that number by 100.

Indicators 11 and 12 Child Find: Child Find data collection includes student-level data submitted by the LEA to the TEA Both indicators share common data elements SPPI-11 (Timely Initial Evaluation) refers to compliance with the state-established timelines for evaluating children, ages 3-21, for special education under Part B of the Individuals with Disabilities Education Act (IDEA) SPPI-12 (Early Childhood Transition) refers to compliance for children referred from Part C of IDEA before age 3, found eligible for Part B, and have an individualized education program (IEP) developed and implemented by their third birthday to receive early childhood special education (ECSE) services.

Indicator 13 Secondary Transition: Indicator 13 measures the percent of youth aged 16 and above with an IEP that includes:

Appropriate Measurable postsecondary goals that are annually updated and based upon an age appropriate transition assessment;

Transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals; and

Annual IEP goals related to the student’s transition services needs

There also must be evidence that the student was invited to the Admission Review, and Dismissal (ARD) committee meeting where transition services are to be discussed and evidence that, if appropriate a representative of any

participating agency that is likely to be responsible for providing or paying for transition services was invited to the ARD meeting with the prior consent of the parent or student who has reached the age of majority. The SPP 13 percentage is calculated by dividing the # of youth with IEPs aged 16 above with an IEP in compliance for:

Appropriate measurable postsecondary goals

Annually updated postsecondary goals

Postsecondary goals based on age-appropriate transition assessment(s)

Transition services, including courses of study, that reasonabley enable student to meet postsecondary goals

IEP goals(s) related to student’s transition services needs

If appropriate, evidence student invited to the ARD/IEP Committee meeting

If appropriate, evidence of agency representative invited to the ARD/IEP Committee meeting divided by the # of youth with an IEP age 16 and above multiplied by 100. SPP 13 data is collected through the SPP 13 Secondary Transition online application in the Texas Education Agency Login (TEAL).

In preparation for Indicator 14, the LEA will gather data from exiting special education seniors during their twelfth-grade year Data gathered will include but not be limited to: DADS and DARS Intake, Testing, IPE date(Individual Plan for Employability), Refused services date, Comments, and Counselor Name/phone number

Indicator 14 Post-School Outcomes Indicator 14 measures the percent of youth who are no longer in secondary school and who had IEPs in effect when they left school, and were;

Enrolled in higher education within one year of leaving high school;

enrolled in higher education or competitively employed within one year of leaving high school;

Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school

Data for SPP 14 data collection is collected through the spring/summer Post-Secondary Outcomes Survey and submitted based on exit data through the Texas Student Data System (TSDS)/Public Education Information Management System (PEIMS) The SPP 14 percentage is calculated by dividing the # of youth who are no longer in secondary school, had IEPs in effect at the time they left school, and were enrolled in higher education within one year of leaving high school by the # of respondent youth who are no longer in secondary school and had IEPs in effect at the time they left school multiplied by 100.

The LEA will annually complete a One Year Follow-up by phone to the last known number. Documentation will include tracking if the student is; working part-time paid employment (up to 29 hours), working full time paid employment (30 hours +), attending vocational/technical school, 2-year community college, 4-year college, in the military, enrolled in GED, receiving employment-related training, supported employment, connected with DARS, connected with DADS, refused to provide information, unable to locate, other

XII. EMPLOYANDADVANCEQUALIFIED

INDIVIDUALSWITHDISABILITIES

§300.177States'sovereignimmunityandpositiveeffortstoemployandadvancequalifiedindividualswith disabilities.

(a)States'sovereignimmunity.

(1)AStatethatacceptsfundsunderthispartwaivesitsimmunityunderthe11thamendmentofthe ConstitutionoftheUnitedStatesfromsuitinFederalcourtforaviolationofthispart.

(2)InasuitagainstaStateforaviolationofthispart,remedies(includingremediesbothatlawandin equity)areavailableforsuchaviolationinthesuitagainstanypublicentityotherthanaState.

(3)Paragraphs(a)(1)and(a)(2)ofthissectionapplywithrespecttoviolationsthatoccurinwholeor partafterthedateofenactmentoftheEducationoftheHandicappedActAmendmentsof1990.

The Special Education Department will work in cooperation with the Personnel Office and Administration to carefully review job openings within the district. Consideration will be given to any qualified individual with disabilities to advance in employment. Examples of positive efforts may include providing employment vacancy information to organizations for persons with disabilities and conducting job fairs for persons with disabilities

TEC§531.02447.Employment-FirstPolicy(SB1226)

(a)Itisthepolicyofthestatethatearningalivingwagethroughcompetitiveemploymentinthegeneral workforceisthepriorityandpreferredoutcomeforworking-ageindividualswithdisabilitieswhoreceive publicbenefits.

(b)Thecommission,theTexasEducationAgency,andtheTexasWorkforceCommissionshalljointlyadoptand implementanemployment-firstpolicyinaccordancewiththestate'spolicyunderSubsection(a).Thepolicy must:

(1)affirmthatanindividualwithadisabilityisabletomeetthesameemploymentstandardsasanindividual whodoesnothaveadisability;

(2)ensurethatallworking-ageindividualswithdisabilities,includingyoungadults,areofferedfactual informationregardingemploymentasanindividualwithadisability,includingtherelationshipbetween anindividual'searnedincomeandtheindividual'spublicbenefits;

(3)ensurethatindividualswithdisabilitiesaregiventheopportunitytounderstandandexploreoptionsfor educationortraining,includingpostsecondary,graduate,andpostgraduateeducation,vocationalor technicaltraining,orothertraining,aspathwaystoemployment;

(4)promotetheavailabilityandaccessibilityofindividualizedtrainingdesignedtoprepareanindividualwith adisabilityfortheindividual'spreferredemployment;

(5)promotepartnershipswithemployerstoovercomebarrierstomeetingworkforceneedswiththecreative useoftechnologyandinnovation;

(6)ensurethatthestaffofpublicschools,vocationalserviceprograms,andcommunityprovidersaretrained andsupportedtoassistinachievingthegoalofcompetitiveemploymentforallindividualswith disabilities;and

(7)ensurethatcompetitiveemployment,whilebeingthepriorityandpreferredoutcome,isnotrequiredofan individualwithadisabilitytosecureormaintainpublicbenefitsforwhichtheindividualisotherwise eligible

XIII. DEPARTMENTALBUDGETPROCESS

A. Roles and Responsibilities

1 Budget details are reviewed on a regularly scheduled monthly basis The director maintains oversight and final authority role in all budget decisions Budget management is not delegated to the budget clerk

2 Timelines are coordinated with the district budget office to ensure that reports reviewed by the special education department contain the most current expenditures (i e , schedule around monthly postings/disbursements).

3. Work is done directly with the district budget office to correct coding errors. Funding allotments for unfilled positions (i e , 1/12 th per month) are reduced or moved Review independent consultant contracts to ensure full implementation If full implementation is not occurring, transfer funds to another line item

B. Budget Notebooks

A budget notebook is maintained for each fiscal year. Department budget notebooks will be maintained for at least five years for reference in determining trends over time, salary increases, the funding balance between federal and local funds and high impact issues

C. System Components

1 Review data:

i Travel: District and out of district expenses (total, total by staff member, etc )

ii. Staff Development: Training requests by type, person requesting, number of days, cost;local training based on short/long range plan.

iii. Independent Consultants: Type, number of days, total cost per year.

iv. Instructional Materials: Type of request, verification of Scientifically based Research (SBR)

v Private Schools: IDEA 2004 requires that the AISD maintain records and provide information to the state education agency (SEA)

a Number determined to be children with disabilities

b Number of children served

c Type of consultation between LEA and private school

d Proportionate share amount, expenditures and roll forward amount

e. List of representatives of private schools (maintain on file at the LEA level)

vi. High Cost Funds (HCF) formerly know as Rider 55: Establish a list of students whose direct special education and related services costs will exceed $25,000 per school year. The ARD Schedule of Services page is used as a reference (i e , salary for personnel hired to directly work with the student;related services costs;etc )

a Deaf education interpreter: Consulting fees, round trip mileage to Nonpublic Day School

b Bus monitor hired specifically to supervise student (hours per day)

c Nonpublic Day School Tuition (monthly costs including summer programs)

d. Assistive Technology costs for equipment purchased for this student. Enter costs throughout the school year so that the district can apply for and receive benefit from funds to support the excess costs of providing special education and related services to high need students

2 Time and Effort Reports: Personnel funded 100% with IDEA-B Formula or IDEA-B Preschool Funds will submit verification form twice annually Split-funded personnel must file monthly time and effort reports

3 Materials Requisition and Capital Outlay: Departmental materials requisition forms are used and submission timelines shared with staff are followed Capital outlay purchases are planned using short and long range planning as appropriate.

4. Noneducational Community-Based Support Services

5. Nonpublic Day School Programs – maintain and review if required

6 Residential Applications – complete if required

7 Other Unique Situations

i. Site Based-Decision Making: Principals make special education teaching position decisions at the campus level with or without input from the director.

ii. Special Education Teaching/Coaching Positions.

D. Budget Adjustments and Amendments

1 Effective budget management requires on-going budget adjustments to make the budget work for identified departmental needs and goals An established monthly review process will enable directors to move money from unfilled salary positions, travel, etc to areas of need and will lead to efficiency in spending the budget/reducing excessive roll forward amounts Transfers between direct cost categories (class/objects) may be made without amending the budget as long as the cumulative amount of the transfers does not exceed 25% of the total approved budget.

2. Budget amendments must be submitted when:

a the additional unbudgeted funds are received (i e , High Cost Funds (Rider 55), roll forward, funding to maximum entitlement) and/or

b cumulative transfers between major expenditure objects (e g , class/object codes 6100, 6200, 6300, etc ) exceed the 25% allowable amount

3 Completed the following prior to February of each school year and before submission of the funding to full entitlement amendment:

a. Residential Set Aside: Decrease this amount by 50% if the district does not have any students in a residential placement.

b. Vacant or Unfilled Positions: Reduce funding for all open positions by at least 50% and address the budget changes on the eGrant Amendment #2.

c Capital Outlay: Increase or decrease based on plan implementation, make changes on the eGrant Amendment #2

4 Roll forward and lapsed funds: Careful planning and monthly review will avoid need to quickly spend large amounts of funds at the end of a program simply to lower the account balances

E. Maintenance of Effort

Local education agencies (LEA) must comply with IDEA 2004 Maintenance of Effort requirements found at 34 CFR §300.162-163 and §§300.203-205. This means that an LEA must ensure that IDEA Part B funds are not used to reduce the level of expenditure from state or local funds made by the LEA for the preceding fiscal year

Monthly review of expenditure reports from federal and state/local budgets will help identify and correct costly coding errors that could lead to MOE problems Review the Actual Expenditure by Program and Object within Function General Fund 199 records prior to the submission of the LEA Final Expenditure Report to TEA in July Follow the format developed by Education Service Center VIII in collaboration with TEA to run specified reports and enter data on a spreadsheet that may be downloaded from the ESC VIII website. http://www.reg8.net/default.aspx?name=sped.links Identified problems can be corrected prior to submission of the final report by moving expenditures from federal budgets to state and local budgets. While this is not possible in some cases, the information is still critical in helping the LEA prevent the same mistake from occurring in the next fiscal year The website also provides information for exceptions to the MOE requirement

F. Budget Close-out

A budget calendar will include AISD and/or special education department final timelines for purchase requisitions, vendor invoices, staff development registration fees and final end of year travel reimbursements. Review the calendar at the beginning of the year as part of the normal back to school staff development process.

Annually review TEA timelines for budget close out changes The federal fiscal year ends on June 30, local education agencies have 30 days after the end of the IDEA-B Formula, IDEA-B Preschool funds to liquidate all encumbrances (money obligated for a specific expenditure, such as technology or consulting) The final expenditure report is due to TEA 45 days after the end of the federal fiscal year (i e , June 30) This means that existing department obligations (encumbrances) may be received by the AISD during the 30 day period but no new obligations may be made during the 30 day period New obligations need to wait approval of the new eGrant application. To avoid a lapse between funding cycles, submit the

eGrant application early in June to allow time for approval by TEA and board approval, if required by local district policy.

The district budget office will complete or work with the special education department to prepare the final expenditure report Budget management involving monthly review of expenditure reports should make this a seamless and effortless process

The district will continuously review eligibility requirements for current grants that may apply to providing services, professional development for staff and/or technology and supplies to support students with disabilities as well as those who have have been identified as having dyslexia The district will adhere to all state and federal grant guidelines.

XIV. MONITORING,TECHNICALASSISTANCEANDENFORCEMENT

The LEA is aware that the achievement and success of the students in our schools directly impact the Texas SPP The Anna ISD will work diligently toward the state performance goals / indicators

§300.600Statemonitoringandenforcement.

(a)TheStatemust--

(1)Monitortheimplementationofthispart;

(2)MakedeterminationsannuallyabouttheperformanceofeachLEAusingthecategoriesin §300.603(b)(1);

(3)Enforcethispart,consistentwith§300.604,usingappropriateenforcementmechanisms,whichmust include,ifapplicable,theenforcementmechanismsidentifiedin§300.604(a)(1)(technical assistance),(a)(3)(conditionsonfundingofanLEA),(b)(2)(i)(acorrectiveactionplanor improvementplan),(b)(2)(v)(withholdingfunds,inwholeorinpart,bytheSEA),and(c)(2) (withholdingfunds,inwholeorinpart,bytheSEA);and

(4)ReportannuallyontheperformanceoftheStateandofeachLEAunderthispart,asprovidedin §300.602(b)(1)(i)(A)and(b)(2).

(b)TheprimaryfocusoftheState’smonitoringactivitiesmustbeon

(1)Improvingeducationalresultsandfunctionaloutcomesforallchildrenwithdisabilities;and

(2)EnsuringthatpublicagenciesmeettheprogramrequirementsunderPartBoftheAct,witha particularemphasisonthoserequirementsthataremostcloselyrelatedtoimprovingeducational resultsforchildrenwithdisabilities.

(c)Asapartofitsresponsibilitiesunderparagraph(a)ofthissection,theStatemustusequantifiable indicatorsandsuchqualitativeindicatorsasareneededtoadequatelymeasureperformanceinthe priorityareasidentifiedinparagraph(d)ofthissection,andtheindicatorsestablishedbytheSecretary fortheStateperformanceplans.

(d)TheStatemustmonitortheLEAslocatedintheState,usingquantifiableindicatorsineachofthe followingpriorityareas,andusingsuchqualitativeindicatorsasareneededtoadequatelymeasure performanceinthoseareas:

(1)ProvisionofFAPEintheleastrestrictiveenvironment.

(2)Stateexerciseofgeneralsupervision,includingchildfind,effectivemonitoring,theuseofresolution meetings,mediation,andasystemoftransitionservicesasdefinedin§300.43andin20U.S.C. 1437(a)(9).

(3)Disproportionaterepresentationofracialandethnicgroupsinspecialeducationandrelated services,totheextenttherepresentationistheresultofinappropriateidentification.

(e)Inexercisingitsmonitoringresponsibilitiesunderparagraph(d)ofthissection,theStatemustensure thatwhenitidentifiesnoncompliancewiththerequirementsofthispartbyLEAs,thenoncomplianceis correctedassoonaspossible,andinnocaselaterthanoneyearaftertheState’sidentificationofthe noncompliance.

§300.601Stateperformanceplansanddatacollection.

(a)General.NotlaterthanDecember3,2005,eachStatemusthaveinplaceaperformanceplanthat evaluatestheState’seffortstoimplementtherequirementsandpurposesofPartBoftheAct,and describeshowtheStatewillimprovesuchimplementation.

(1)EachstatemustsubmittheState’sperformanceplantotheSecretaryforapprovalinaccordance withtheapprovalprocessdescribedinsection616(c)oftheAct.

(2)EachstatemustreviewitsStateperformanceplanatleastonceeverysixyears,andsubmitany amendmentstotheSecretary.

(3)AspartoftheStateperformanceplan,eachStatemustestablishmeasurableandrigoroustargetsfor theindicatorsestablishedbytheSecretaryunderthepriorityareasdescribedin§300.600(d). (b)Datacollection.

(1)EachstatemustcollectvalidandreliableinformationasneededtoreportannuallytotheSecretary ontheindicatorsestablishedbytheSecretaryfortheStateperformanceplans.

(2)IftheSecretarypermitsStatestocollectdataonspecificindicatorsthroughStatemonitoringor sampling,andtheStatecollectsthedatathroughStatemonitoringorsampling,theStatemust

collectdataonthoseindicatorsforeachLEAatleastonceduringtheperiodoftheState performanceplan.

(3)NothinginPartBoftheActshallbeconstruedtoauthorizethedevelopmentofanationwide databaseofpersonallyidentifiableinformationonindividualsinvolvedinstudiesorother collectionsofdataunderPartBoftheAct.

§300.602Stateuseoftargetsandreporting.

(a)General.EachStatemustusethetargetsestablishedintheState’sperformanceplanunder§300.601 andthepriorityareasdescribedin§300.600(d)toanalyzetheperformanceoftheLEA.

(b)Publicreportingandprivacy (1)Publicreport.

(i)Subjecttoparagraph(b)(1)(ii)ofthissection,theStatemust--

(A)ReportannuallytothepublicontheperformanceofeachLEAlocatedintheStateonthe targetsintheState'sperformanceplanassoonaspracticablebutnolaterthan120days followingtheState'ssubmissionofitsannualperformancereporttotheSecretaryunder paragraph(b)(2)ofthissection;and

(B)Makeeachofthefollowingitemsavailablethroughpublicmeans:theState'sperformance plan,underSec.300.601(a);annualperformancereports,underparagraph(b)(2)ofthis section;andtheState'sannualreportsontheperformanceofeachLEAlocatedintheState, underparagraph(b)(1)(i)(A)ofthissection.Indoingso,theStatemust,ataminimum,post theplanandreportsontheState’sWebsite,anddistributetheplanandreportstothe mediaandthroughpublicagencies.

(ii)IftheState,inmeetingtherequirementsofparagraph(b)(1)(i)ofthissection,collects performancedatathroughStatemonitoringorsampling,theStatemustincludeinitsreport underparagraph(b)(1)(i)(A)ofthissectionthemostrecentlyavailableperformancedataon eachLEA,andthedatethedatawereobtained.

(2)Stateperformancereport.TheStatemustreportannuallytotheSecretaryontheperformanceof theStateundertheState’sperformanceplan.

(3)Privacy.TheStatemustnotreporttothepublicortheSecretaryanyinformationonperformance thatwouldresultinthedisclosureofpersonallyidentifiableinformationaboutindividualchildren, orwheretheavailabledataareinsufficienttoyieldstatisticallyreliableinformation.

§300.603Secretary’sreviewanddeterminationregardingStateperformance.

(a)Review.TheSecretaryannuallyreviewstheState’sperformancereportsubmittedpursuantto §300.602(b)(2).

(b)Determination

(1)General.BasedontheinformationprovidedbytheStateintheState’sannualperformancereport, informationobtainedthroughmonitoringvisits,andanyotherpublicinformationmadeavailable, theSecretarydeterminesiftheState

(i)MeetstherequirementsandpurposesofPartBoftheAct;

(ii)NeedsassistanceinimplementingtherequirementsofPartBoftheAct;

(iii)NeedsinterventioninimplementingtherequirementsofPartBoftheAct;or

(iv)NeedssubstantialinterventioninimplementingtherequirementsofPartBoftheAct.

(2)Noticeandopportunityforahearing.

(i)Fordeterminationsmadeunderparagraphs(b)(1)(iii)and(b)(1)(iv)ofthissection,theSecretary providesreasonablenoticeandanopportunityforahearingonthosedeterminations.

(ii)Thehearingdescribedinparagraph(b)(2)ofthissectionconsistsofanopportunitytomeetwith theAssistantSecretaryforSpecialEducationandRehabilitativeServicestodemonstratewhy theDepartmentshouldnotmakethedeterminationdescribedinparagraph(b)(1)ofthis section.

§300.604Enforcement.

(a)Needsassistance.IftheSecretarydetermines,fortwoconsecutiveyears,thattheStateneedsassistance under§300.603(b)(1)(ii)inimplementingtherequirementsofPartBoftheAct,theSecretarytakesone ormoreofthefollowingactions:

(1)AdvisestheStateofavailablesourcesoftechnicalassistancethatmayhelptheStateaddressthe areasinwhichtheStateneedsassistance,whichmayincludeassistancefromtheOfficeofSpecial EducationPrograms,otherofficesoftheDepartmentofEducation,otherFederalagencies,

technicalassistanceprovidersapprovedbytheSecretary,andotherfederallyfundednonprofit agencies,andrequirestheStatetoworkwithappropriateentities.Suchtechnicalassistancemay include

(i)TheprovisionofadvicebyexpertstoaddresstheareasinwhichtheStateneedsassistance, includingexplicitplansforaddressingtheareaforconcernwithinaspecifiedperiodoftime;

(ii)Assistanceinidentifyingandimplementingprofessionaldevelopment,instructionalstrategies, andmethodsofinstructionthatarebasedonscientificallybasedresearch;

(iii)Designatingandusingdistinguishedsuperintendents,principals,specialeducation administrators,specialeducationteachers,andotherteacherstoprovideadvice,technical assistance,andsupport;and

(iv)Devisingadditionalapproachestoprovidingtechnicalassistance,suchascollaboratingwith institutionsofhighereducation,educationalserviceagencies,nationalcentersoftechnical assistancesupportedunderPartDoftheAct,andprivateprovidersofscientificallybased technicalassistance.

(2)DirectstheuseofState-levelfundsundersection611(e)oftheActontheareaorareasinwhichthe Stateneedsassistance.

(3)IdentifiestheStateasahigh-riskgranteeandimposesspecialconditionsontheState’sgrantunder PartBoftheAct.

(b)Needsintervention.IftheSecretarydetermines,forthreeormoreconsecutiveyears,thataStateneeds interventionunder§300.603(b)(1)(iii)inimplementingtherequirementsofPartBoftheAct,the followingshallapply:

(1)TheSecretarymaytakeanyoftheactionsdescribedinparagraph(a)ofthissection.

(2)TheSecretarytakesoneormoreofthefollowingactions:

(i)RequirestheStatetoprepareacorrectiveactionplanorimprovementplaniftheSecretary determinesthattheStateshouldbeabletocorrecttheproblemwithinoneyear.

(ii)RequirestheStatetoenterintoacomplianceagreementundersection457oftheGeneral EducationProvisionsAct,asamended,20U.S.C.1221etseq.(GEPA),iftheSecretaryhas reasontobelievethattheStatecannotcorrecttheproblemwithinoneyear.

(iii)Foreachyearofthedetermination,withholdsnotlessthan20percentandnotmorethan50 percentoftheState’sfundsundersection611(e)oftheAct,untiltheSecretarydeterminesthe StatehassufficientlyaddressedtheareasinwhichtheStateneedsintervention.

(iv)Seekstorecoverfundsundersection452ofGEPA.

(v)Withholds,inwholeorinpart,anyfurtherpaymentstotheStateunderPartBoftheAct.

(vi)Refersthematterforappropriateenforcementaction,whichmayincludereferraltothe DepartmentofJustice.

(c)Needssubstantialintervention.Notwithstandingparagraph(a)or(b)ofthissection,atanytimethatthe SecretarydeterminesthataStateneedssubstantialinterventioninimplementingtherequirementsof PartBoftheActorthatthereisasubstantialfailuretocomplywithanyconditionofanSEA’sorLEA’s eligibilityunderPartBoftheAct,theSecretarytakesoneormoreofthefollowingactions:

(1)Recoversfundsundersection452ofGEPA.

(2)Withholds,inwholeorinpart,anyfurtherpaymentstotheStateunderPartBoftheAct.

(3)RefersthecasetotheOfficeoftheInspectorGeneralattheDepartmentofEducation.

(4)Refersthematterforappropriateenforcementaction,whichmayincludereferraltotheDepartment ofJustice.

(d)ReporttoCongress.TheSecretaryreportstotheCommitteeonEducationandtheWorkforceofthe HouseofRepresentativesandtheCommitteeonHealth,Education,Labor,andPensionsoftheSenate within30daysoftakingenforcementactionpursuanttoparagraph(a),(b),or(c)ofthissection,onthe specificactiontakenandthereasonswhyenforcementactionwastaken.

§300.605Withholdingfunds.

(a)Opportunityforhearing.PriortowithholdinganyfundsunderPartBoftheAct,theSecretaryprovides reasonablenoticeandanopportunityforahearingtotheSEAinvolved,pursuanttotheproceduresin §§300.180through300.183.

(b)Suspension.Pendingtheoutcomeofanyhearingtowithholdpaymentsunderparagraph(a)ofthis section,theSecretarymaysuspendpaymentstoarecipient,suspendtheauthorityoftherecipientto obligatefundsunderPartBoftheAct,orboth,aftertherecipienthasbeengivenreasonablenoticeand anopportunitytoshowcausewhyfuturepaymentsorauthoritytoobligatefundsunderPartBofthe Actshouldnotbesuspended.

(c)Natureofwithholding.

(1)IftheSecretarydeterminesthatitisappropriatetowithholdfurtherpaymentsunder§300.604(b)(2) or(c)(2),theSecretarymaydetermine

(i)Thatthewithholdingwillbelimitedtoprogramsorprojects,orportionsofprogramsorprojects, thataffectedtheSecretary’sdeterminationunder§300.603(b)(1);or

(ii)ThattheSEAmustnotmakefurtherpaymentsunderPartBoftheActtospecifiedState agenciesorLEAsthatcausedorwereinvolvedintheSecretary’sdeterminationunder §300.603(b)(1).

(2)UntiltheSecretaryissatisfiedthattheconditionthatcausedtheinitialwithholdinghasbeen substantiallyrectified

(i)PaymentstotheStateunderPartBoftheActmustbewithheldinwholeorinpart;and

(ii)PaymentsbytheSEAunderPartBoftheActmustbelimitedtoStateagenciesandLEAswhose actionsdidnotcauseorwerenotinvolvedintheSecretary’sdeterminationunder§300.603(b) (1),asthecasemaybe.

§300.606Publicattention.

WheneveraStatereceivesnoticethattheSecretaryisproposingtotakeoristakinganenforcementaction pursuanttoSec.300.604,theStatemust,bymeansofapublicnotice,takesuchactionsasmaybenecessary tonotifythepublicwithintheStateofthependencyofanactionpursuanttoSec.300.604,including,ata minimum,bypostingthenoticeontheSEA’sWebsiteanddistributingthenoticetothemediaandthrough publicagencies.(Authority:20U.S.C.1416(e)(7))

§300.607DividedStateagencyresponsibility.

Forpurposesofthissubpart,ifresponsibilityforensuringthattherequirementsofPartBoftheActare metwithrespecttochildrenwithdisabilitieswhoareconvictedasadultsunderStatelawandincarcerated inadultprisonsisassignedtoapublicagencyotherthantheSEApursuantto§300.149(d),andifthe SecretaryfindsthatthefailuretocomplysubstantiallywiththeprovisionsofPartBoftheActarerelatedto afailurebythepublicagency,theSecretarytakesappropriatecorrectiveactiontoensurecompliancewith PartBoftheAct,exceptthat

(a)AnyreductionorwithholdingofpaymentstotheStateunder§300.604mustbeproportionatetothetotal fundsallottedundersection611oftheActtotheStateasthenumberofeligiblechildrenwith disabilitiesinadultprisonsunderthesupervisionoftheotherpublicagencyisproportionatetothe numberofeligibleindividualswithdisabilitiesintheStateunderthesupervisionoftheState;and (b)Anywithholdingoffundsunder§300.604mustbelimitedtothespecificagencyresponsibleforthe failuretocomplywithPartBoftheAct.

§300.608Stateenforcement.

(a)IfanSEAdeterminesthatanLEAisnotmeetingtherequirementsofPartBoftheAct,includingthe targetsintheState’sperformanceplan,theSEAmustprohibittheLEAfromreducingtheLEA’s maintenanceofeffortunder§300.203foranyfiscalyear.

(b)NothinginthissubpartshallbeconstruedtorestrictaStatefromutilizinganyotherauthorityavailable toittomonitorandenforcetherequirementsofPartBoftheAct.

TAC§891076 InterventionsandSanctions

TheTexasEducationAgency(TEA)mustestablishandimplementasystemofinterventionsandsanctions,in accordancewiththeIndividualswithDisabilitiesEducationAct,20UnitedStatesCode,§§1400etseq,Texas EducationCode(TEC),§29.010,andTEC,Chapter39,asnecessarytoensureprogrameffectivenessand compliancewithfederalandstaterequirementsregardingtheimplementationofspecialeducationandrelated services.InaccordancewithTEC,§39.102,theTEAmaycombineanyinterventionandsanction.Thesystemof interventionsandsanctionswillinclude,butnotbelimitedto,thefollowing:

(1) on-sitereviewforfailuretomeetprogramorcompliancerequirements;

(2) requiredfiscalauditofspecificprogramsand/orofthedistrict,paidforbythedistrict;

(3) requiredsubmissionofcorrectiveactions,includingcompensatoryservices,paidforbythedistrict;

(4) requiredtechnicalassistance,paidforbythedistrict;

(5) publicreleaseofprogramorcompliancereviewfindings;

(6) specialinvestigationand/orfollow-upverificationvisits;

(7) requiredpublichearingconductedbythelocalschoolboardoftrustees;

(8)assignmentofaspecialpurposemonitor,conservator,ormanagementteam,paidforbythedistrict;

(9)hearingbeforethecommissionerofeducationordesignee;

(10)reductioninpaymentorwithholdingoffunds;

(11)loweringofthespecialeducationmonitoring/compliancestatusand/ortheaccreditationratingofthe district;and/or

(12)otherauthorizedinterventionsandsanctionsasdeterminedbythecommissioner

§300.120Monitoringactivities.

(a)TheSEAmustcarryoutactivitiestoensurethat§300.114isimplementedbyeachpublicagency.

(b)Ifthereisevidencethatapublicagencymakesplacementsthatareinconsistentwith§300.114,theSEA must

(1)Reviewthepublicagenciesjustificationforitsactions;and

(2)Assistinplanningandimplementinganynecessarycorrectiveaction.Authority:20U.S.C.1412(a) (5))

TEC§29005

Section1 isamendedbyaddingSubsection(f)toreadasfollows:

(f) Thewrittenstatementofastudent'sindividualizededucationprogrammayberequiredtoincludeonly informationincludedinthemodelformdevelopedunderSection290051(a)

Section2. SubchapterA,Chapter29,EducationCode,isamendedbyaddingSection29.0051toreadasfollows:

§29.0051. MODELFORM.

(a) Theagencyshalldevelopamodelformforuseindevelopinganindividualizededucationprogramunder Section29005(b) Theformmustbeclear,concise,wellorganized,andunderstandabletoparentsand educatorsandmayincludeonly:

(1) theinformationincludedinthemodelformdevelopedunder20USC Section1417(e)(1);

(2) astate-imposedrequirementrelevanttoanindividualizededucationprogramnotrequiredunderfederal law;and

(3) therequirementsidentifiedunder20U.S.C.Section1407(a)(2).

(b) Theagencyshallpostontheagency'sInternetwebsitetheformdevelopedunderSubsection(a).

(c) AschooldistrictmayusetheformdevelopedunderSubsection(a)tocomplywiththerequirementsforan individualizededucationprogramunder20U.S.C.Section1414(d).

XV. TEACORRECTIVEACTIONPLANSandSELFASSESSMENT

LOCAL EDUCATION AGENCY SELF ASSESSMENTS

Each LEA is required to complete an LEA self-assessment The self-assessment process is intended to assist leadership teams in taking a proactive approach to assessing and improving programs for special populations The LEA special education leadership team will follow all of the state requirements and timelines in developing the self-assessment. Information and materials regarding the self-assessment process are located on the TEA website: https://tea.texas.gov/academics/special-student-populations/review-and-support/self-assessment

TEA CORRECTIVE ACTION PLAN

As part of the state’s requirement to monitor the implementation of a local education agencies (LEAs) IDEA regulations, the TEA Department of Review and Support utilizes the Results Driven Accountability (RDA) assessment tool The agency assigns determination levels aligned with the RDA Framework to each LEA annually LEAs will experience differentiated supports for continuous improvement aligned to their RDA determinations and engage in the Strategic Support Plan (SSP) process LEAs which have been determined to be non-compliant may be required to submit a corrective action plan (CAP). An LEAs continuous improvement effort will be monitored by the Department of Review and Support. Templates and information regarding the development of a Strategic Support Plan and Corrective Action Plans can be found at: https://tea.texas.gov/academics/special-student-populations/review-and-support/strategic-support-plan

XVI. SHAREDSERVICEARRANGEMENTS

SharedServiceArrangements

TEC§29007RepealedinJune2019 ThereisnoimpacttoexistingSharedServicesArrangement(SSA) configurations SSAsarestillallowableforspecialeducation LEAsarenotrequiredtochangespecial educationSSAconfigurationsduetotherepealofTEC29007 DuetotherepealofTEC29007,TEAwillno longerrequest1)notificationofchangestoSSAconfigurations,or20copiesofSSAcontracts LEAseligible fortheSpecialEducationConsolidatedgrantwillneedtocompleteanApplicantDesignationandCertification form(ADC)priortocompletingspecialeducationeGrantsapplications. OntheADC,eligibleapplicantswill indicateoneofthefollowing:

1.ApplyingasanSSAfiscalagent

2.ApplyingasanSSAmember

3.Applyingasanindependentproject

InformationregardingthegrantapplicationforSharedServicesArrangementislocatedat: https://teatexasgov/sites/default/files/Instructions%20GS2230%20%2805-2017%29pdf

Shared services arrangements are used by school districts and/or education service centers to share personnel or services, when one entity cannot justify the cost of employing a specialized staff member, but a group can justify a portion of the salary. Specific guidance is provided in the FAR module of the Financial Accountability System Resource Guide and PEIMS Data Standards for school districts to record and report the results of operations of shared service arrangements.

XVII. CHARTERSCHOOLS

§300.7Charterschool.

Charterschoolhasthemeaninggiventheterminsection4310(2)oftheElementaryandSecondary EducationActof1965,asamended,20U.S.C.6301etseq.(ESEA).(Authority:20U.S.C.7221i(2)) [71FR 46753,Aug.14,2006,asamendedat82FR29759,June30,2017]

§300.209Treatmentofcharterschoolsandtheirstudents.

(a)Rightsofchildrenwithdisabilities.Childrenwithdisabilitieswhoattendpubliccharterschoolsand theirparentsretainallrightsunderthispart.

(b)CharterschoolsthatarepublicschoolsoftheLEA.

(1)IncarryingoutPartBoftheActandtheseregulationswithrespecttocharterschoolsthatarepublic schoolsoftheLEA,theLEAmust-–

(i)ServechildrenwithdisabilitiesattendingthosecharterschoolsinthesamemannerastheLEA serveschildrenwithdisabilitiesinitsotherschools,includingprovidingsupplementaryand relatedservicesonsiteatthecharterschooltothesameextenttowhichtheLEAhasapolicyor practiceofprovidingsuchservicesonthesitetoitsotherpublicschools;and

(ii)ProvidesfundsunderPartBoftheActtothosecharterschools--

(A)OnthesamebasisastheLEAprovidesfundstotheLEA’sotherpublicschools,including proportionaldistributionbasedonrelativeenrollmentofchildrenwithdisabilities;and

(B)AtthesametimeastheLEAdistributesotherFederalfundstotheLEA’sotherpublic schools,consistentwiththeState’scharterschoollaw.

(2)IfthepubliccharterschoolisaschoolofanLEAthatreceivesfundingunder§300.705andincludes otherpublicschools--

(i)TheLEAisresponsibleforensuringthattherequirementsofthispartaremet,unlessStatelaw assignsthatresponsibilitytosomeotherentity;and

(ii)TheLEAmustmeettherequirementsofparagraph(b)(1)ofthissection.

(c)PubliccharterschoolsthatareLEAs.IfthepubliccharterschoolisanLEA,consistentwith§300.28, thatreceivesfundingunder§300.705,thatcharterschoolisresponsibleforensuringthatthe requirementsofthispartaremet,unlessStatelawassignsthatresponsibilitytosomeotherentity.

(d)PubliccharterschoolsthatarenotanLEAoraschoolthatispartofanLEA.

(1)IfthepubliccharterschoolisnotanLEAreceivingfundingunder§300.705,oraschoolthatispart ofanLEAreceivingfundingunder§300.705,theSEAisresponsibleforensuringthatthe requirementsofthispartaremet.

(2)Paragraph(d)(1)ofthissectiondoesnotprecludeaStatefromassigninginitialresponsibilityfor ensuringtherequirementsofthispartaremettoanotherentity.However,theSEAmustmaintain theultimateresponsibilityforensuringcompliancewiththispart,consistentwith§300.149.

The following is a link for state rules and regulations regarding Charter Schools in Texas: https://tea texas gov/about-tea/laws-and-rules/texas-administrative-code/19-tac-chapter-100

GeneralChildFindDuty

Resources:

TEC§29.023.NOTICEOFRIGHTS.§300.111ChildfindTEC§26.0081.RIGHTTOINFORMATION CONCERNINGSPECIALEDUCATIONANDEDUCATIONOFSTUDENTSWITHLEARNING DIFFICULTIES.

LinkstoSB139NoticeRequirementsandStudentHandbookStatementhttps://teatexasgov/about-tea/newsand-multimedia/correspondence/taa-letters/senate-bill-139-notice-familieshttps://teatexasgov/academics/specialstudent-populations/special-education/programs-and-services/student-handbook-statement-english LinktoResponsetoIntervention(RtI)andLearningDisability(LD)Eligibility: https://tea.texas.gov/Academics/Special Student Populations/Special Education/Programs and Services/Respon se to Intervention/

(ExtractedfromSection1,VIIIoftheOperatingProcedures)§300.111Childfind. (a)General.

(1)TheStatemusthaveineffectpoliciesandprocedurestoensurethat--

(i)AllchildrenwithdisabilitiesresidingintheState,includingchildrenwithdisabilitieswhoare homelesschildrenorarewardsoftheState,andchildrenwithdisabilitiesattendingprivate schools,regardlessoftheseverityoftheirdisability,andwhoareinneedofspecialeducation andrelatedservices,areidentified,located,andevaluated;and (ii)Apracticalmethodisdevelopedandimplementedtodeterminewhichchildrenarecurrently receivingneededspecialeducationandrelatedservices.

1 providing information regarding availability of services through the local newspaper, mailings, brochures, and other print media;

2 participating in a network of public information dissemination to assist with locating highly mobile and migrant children… which includes contacting other agencies, day care facilities, community public locations such as doctor offices, hospitals, and facilities providing services to students with disabilities;

3. providing Child Find information to local private schools and inviting private school officials to discussions regarding the RtI Committee process;

4 referring individuals ages 0-3 to a local Early Childhood Intervention (ECI) program for evaluation;

5 identifying and referring individuals with disabilities who may or may not be in school and who may need Special Education and related services using a properly constituted RtI Committee;

6 continuing to document persons who are currently receiving needed Special Education and related services and who are not currently receiving needed Special Education and related services;

7. reviewing this process on a yearly basis, updating staff about on-going “Child Find” activities implemented in the community;

8. maintaining confidentiality of all personally identifiable information used and collected in this system in the same manner that Special Education records are maintained;

9 maintaining documentation of all Child Find activities including the dates of each activity and the results of each activity; and

10 training appropriate staff for maintaining the documentation of all Child Find activities including students in private schools, religious schools and home schools located in the AISD

When a student is placed in a disciplinary alternative education program (DAEP) under 37.006, the LEA shall provide information to the student’s parent or guardian regarding the process for requesting a full individual and initial evaluation of the student under Section 29 004 This information will also be provided to the parent or guardian of the student as part of the student’s personalized transition plan for release from the DAEP as outlined in 37 023

PriortoInitialReferralstoSpecialEducation

Anna ISD implements Child Find procedures to ensure that we identify, locate, and evaluate children with disabilities who may be eligible for special education services

The support services and intervention program options to address the students' difficulties should be made in collaboration with parents, who should be notified of their right to request a special education referral at any time If students continue to struggle with the general curriculum despite provision of interventions, the student should be referred for a special education evaluation within a reasonable timeframe, determined by the campus intervention committee based on each individual student, depending on the student’s degree of response to interventions, the parents' input, and the degree of difficulty the student is experiencing in meeting mastery criteria on general curriculum Implementation of any intervention program cannot serve to delay or deny referral, evaluation, and eligibility determinations under the IDEA when students are suspected of having a disability and a need for special education services. The Special Education Director will ensure the “Notice of Parent Right To Request Referral for Evaluation” is included in the districtwide student handbook provided to all parents. The districtwide student handbook including notice is provided annually. Specific Learning Disability is also found in Section 3 – Disability Criteria

Parents can request a referral at any time regardless of whether the student is receiving interventions through an RTI system OSEP has advised that unless the district believes there is no reason to suspect that a child has a disability and is in need of special education services, an evaluation must be conducted within the applicable timeline If, however, the district does not susepct the child is a child with a disability and denies the request for an initial evaluation, the local campus designee must: 1) provide written notice to parents explaining why the district declines to conduct an initial evaluation and the information that was used as the basis for that decision; 2) provide the parent with a copy of their procedural safeguards and be sure they are informed they can challenge this decision by requesting a due process hearing under 34 CFR §300 153 to resolve the dispute regarding the child's need for an evaluation; and 3) campus principals will determine the designee responsible for providing this infomraiton to the parent

DyslexiaServices

Resources:

TEC§38.003.SCREENINGANDTREATMENTFORDYSLEXIAANDRELATEDDISORDERS.

TAC§74.28.StudentswithDyslexiaandRelatedDisorders.

TEC§29.0031.DyslexiaandRelatedDisorders.

TEC§29.0032.ProvidersofDyslexiaInstruction.

CurrentTEADyslexiaHandbook:https://teatexasgov/academics/dyslexia/

TEC§38.003.SCREENINGANDTREATMENTFORDYSLEXIAANDRELATEDDISORDERS. (d)Inthissection:

(1)"Dyslexia"meansadisorderofconstitutionaloriginmanifestedbyadifficultyinlearningtoread,write,or spell,despiteconventionalinstruction,adequateintelligence,andsocioculturalopportunity.

Prior to a referral for a full individual and initial evaluation, students who are struggling in the general education setting should be considered for any academic and/or behavior support services as part of the campus ’ response to intervention system If the student continues to have difficulty after interventions are provided, the student must be referred for a full individual initial evaluation for special education This includes all students suspected of having dyslexia. Any and all progress monitoring data collected will be provided as part of the referral. Response to intervention strategies may not be used to delay or deny a full individual and initial evaluation and services to any student suspected of having a disability, this includes those suspected of having dyslexia.

The full initial and individual evaluation for special education services will adhere to all the requirements for referral and evaluation as outlined in state and federal regulations and any additional guidelines for dyslexia evaluation that are required by the current Dyslexia Handbook published by TEA This includes the IDEA requirement to evaluate in all areas of suspected disability The multidisciplinary evaluation team and any subsequent team that convenes to determine a student’s eligibility for special education and related services must include at least one member with specific knowledge regarding the process of reading, dyslexia and related disorders and be knowledgeable in the area of dyslexia instruction. This member must sign a document describing their participation in the evaluation and development of the Individualized Education Program for the student. This member must:

(1) hold a licensed dyslexia therapist license under Chapter 403 Occupations Code:

(2) hold the most advanced dyslexia-related certification issued by an association recognized by the State Board of Education, and identified in, or substantially similar to an association identified in, the program and rules adopted under Sections 7 102 and 38 003; or (3) if a person qualified under subdivision (1) or (2) is not available, they must then meet the applicable training requirements adopted by the State Board of Education pursuant to Sections 7 102 and 38 03

Parents may also request a referral for a full individual and initial evaluation for dyslexia at any time

Screenings and assessments for dyslexia must be done by individuals who have been appropriately trained to identify dyslexia and related disorders. Teachers and evaluators who screen and/or evaluate for dyslexia and related disorders must also be trained in instructional strategies that utilize researched based interventions as identified in the Dyslexia Handbook published by the TEA Screenings do not meet the criteria of a full individual and initial evaluation under IDEA

also adopt board policy which requires the LEA to comply with all rules and standards adopted by the State Board of Education to provide for the treatment of any student determined to have dyslexia or a related disorder. This includes implementation of the requirements provided for in the Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorder, as adopted by the State Board of Education and its subsequent amendments as well as any guidance that is published by the commissioner to assist districts in implementation of the program

The Instructional Programs for students with dyslexia adopted by the LEA must meet all the components outlined in the most current Dyslexia Handbook published by TEA Any LEA staff who provide instruction to students with dyslexia:

Must be fully trained in the LEA’s adopted instructional programs and interventions

Is not required to be special ed certified (as outlined in Subchapter B Chapter 21) unless the staff member is providing other special education instruction that requires certification

Completion of a literacy achievement academy under Section 21.4552 by an educator does not satisfy the requirements for dyslexia instruction as outlined above.

At least once each grading period, an LEA must provide the parent or guardian of the student receiving dyslexia instruction with information regarding the student’s progress

ReferralForPossibleSpecialEducationServices

Resources

TAC§89.1011.FullIndividualandInitialEvaluation.

TAC§89.1035.AgeRangesforStudentEligibility

§300.305Additionalrequirementsforevaluationsandreevaluations.

§300.108Physicaleducation.

§300.306Determinationofeligibility.

(ExtractedfromSection1,IIoftheOPOs)

Children residing or attending a private school within Anna ISD who are suspected of having a disability may be referred by the RtI Committee for special education evaluation.

a. For school-age children, intervention services provided through RTI will be documented by the RtI Committee.

b. For school-age children, the suspected disability must be interfering with the student's educational progress in order to warrant a referral

c Students who are not currently enrolled on a campus in AISD may also be referred by the principal, designee of the student's school/private school, physician, parent, etc

d. Students who are new to AISD and have been receiving special education services in the student's previous district will not go through the referral process. (see Transfers/Temporary Placement in this section and ARD/IEP Section 4).

e Students who are currently receiving Section 504 accommodations may be referred by their Section 504 Committee

Parents can request a referral at any time regardless of whether the student is receiving interventions through an RTI system OSEP has advised that unless the district believes there is no reason to suspect that a child has a disability and is in need of special education services, an evaluation must be conducted within the applicable timeline If, however, the district does not suspect the child is a child with a disability and denies the request for an initial evaluation, the local campus designee must: 1) provide written notice to parents explaining why the district declines to conduct an initial evaluation and the information that was used as the basis for that decision; 2) provide the parent with a copy of their procedural safeguards and be sure they are informed they can challenge this decision by requesting a due process hearing under 34 CFR §300 153 to resolve the dispute regarding the child's need for an evaluation; and 3) campus principals will determine the designee responsible for providing this information to the parent

(See Disability Criteria Section 3 for: TAC § 89 1040 Eligibility Criteria)

(ExtractedfromSection1,VI(A)oftheOPOs)

ReferralPacket:

1. When a referral for special education is generated from the RtI Committee, additional referral information will be provided and requested, this includes (but is not limited to) Parental Receipt of Procedural Safeguards, Notice of Evaluation and Consent for Evaluation Also provided is the TEA publication “ A Guide to the Admission, Review and Dismissal Process”

2 The special education designee marks in the special education electronic system the date parent signed Consent for Evaluation is received by the school and the date the FIE is due

4. The evaluation person conducts the evaluation and completes the Full and Individual Evaluation (FIE) written report. The appropriate campus personnel who send the Notice of ARD Meeting are notified when the report is completed

(ExtractedfromSection1,VIIoftheOPOs)

1 All students referred for adapted physical education evaluation must have an identified disability

A The request for an adapted physical education evaluation must be made by the RtI Committee upon initial referral or by the student's ARD/IEP committee.

B. The evaluation person will monitor the referral and forward the request for APE evaluation to the appropriate person.

2 A written report from the adapted physical education evaluation personnel will be made available for ARD/IEP committee consideration and action

3 For more information see (Section 5 – Instructional Arrangements/Service Delivery)

(For more information see also FIE Section 2 and ARD/IEP Section 4)

1. The RtI Committee typically does not address specific Assistive Technology recommendations because all evaluations will address Assistive Technology needs for the student. Referral for any additional, specific AT evaluations generally are made by the ARD/IEP Committee after an FIE has been completed and reviewed

2 FIE (Full and Individual Evaluation) - The ARD/IEP Committee will first review the recommendations from the most recent FIE (Full and Individual Evaluation) Assistive technology needs will be discussed

and consideration given to the competencies, strengths and weaknesses, and recommendations from the evaluation report.

5. Recommendations for assistive technology for all students from the ARD/IEP Committee meetings will be logged and tracked by the campus designee to assure follow up occurs in ordering of material, any training required, etc.

6 The parent will be asked to sign an Assistive Technology lending agreement for any district-provided devices utilized in the home setting

If the general education staff has documented evidence the student exhibits ADD/ADHD behaviors/symptoms, it is important to remember when conferencing with parent:

2 discuss other information or factors occurring in the home;

3 the OHI Disability Report for the physician is not to be provided to the parent by the general education staff or the RtI Committee

If the RtI Committee or the ARD/IEP Committee makes the referral for special education evaluation:

The Multidisciplinary Team (referring teacher, special education teacher and diagnostician) will meet to review existing evaluation data, determine appropriate evaluation measures, conduct the evaluation and determine if student meets criteria as a student with a disability. A district LSSP will be a member of the multidisciplinary team. Comprehensive evaluation procedures will be followed as outlined in sections 2-3 of the Operating Guidelines If the student data indicates a possibility of ADD, the team may recommend that the Other Health Impaired (OHI) eligibility be pursued

The Special Education evaluation staff is responsible for coordinating any disability determination

Caution: Remember that a student may be diagnosed by a physician as having ADD or ADHD but the student may not necessarily have an educational need for special education services. Some students’needs may be addressed by the local campus Section 504 committee or classroom strategies If you have any questions, please review with your AISD campus personnel or call the AISD special education office

General Education Homebound (GEH)

Any general education student should be referred to the local campus GEH/504 committee A general education student who is served through the GEH/504 program must meet the following three criteria:

1 is expected to be confined at home or hospital bedside for a minimum of four weeks;

2. for medical reasons only;

3. medical condition is documented by a physician licensed to practice in the United States.

Student Attendance Accounting Manual - Section III (4-21)

Special Education Homebound (SEH)

1 Parent Responsibilities:

a Contact the campus principal / special education teacher

b Share new medical developments

2. School Responsibility:

a. Obtain parent information and the Physician's Report. The report states the medical reason for homebound confinement and the amount of time suggested by the physician

b Schedule an ARD/IEP meeting to discuss student's educational needs

d. (see also Instructional Arrangement Section 5)

(see also Instructional Arrangement Section 5)

1 For all LEP (Limited English Proficient) Students:

A The LPAC report, which must have been completed within the past year, must be included when the student is under referral The student should have been tested in English and their primary language

B Referral information will include: Initial referral information, LPAC report, LAS scores or equivalent test, amount of time in ESL, Home Language Survey copy.

C. When the packet is verified, the diagnostician receives the packet.

2. Speech only referral: (for these guidelines, Spanish is referenced as the other language)

A. (LANGUAGE) The language proficiency assessment (ex. LAS, IDEA, other) should be considered with regard to the following:

i If the student is proficient in English and has a lower proficiency in Spanish, the normal procedures for the speech pathologist evaluations are followed

ii If the student is proficient in Spanish and not in English, typically this would not be an appropriate referral The speech pathologist will write the evaluation report (using information from the cumulative folder) and proceed to ARD

iii. If the student is barely proficient in both languages, consult with the Director of AISD Special Education before proceeding.

iv. If the student is proficient in both languages, normal procedures in English may be followed.

B (ARTICULATION) The articulation evaluation should be considered with regard to the following: If the student is misarticulating sounds that are different or not present in Spanish but are in English, therapy would not be appropriate

3 Other Referrals (LD, ID, etc ):

A The language evaluation (ex LAS, IDEA) should be considered with regard to the following:

i If the student is proficient in English and lower in Spanish, the usual procedures for testing are followed.

ii. If the student is proficient in Spanish and not in English, typically this will be an inappropriate referral for a Learning Disability. This type of profile is usually an indication that the child needs more time to learn English The diagnostician will write the FIE or full and individual evaluation report (using information from the cumulative folder) and proceed to ARD If the student is to be considered for a physical, mental or emotional disability, collaboration with peer evaluators is necessary

iii If the student is barely proficient in both languages, consult with the Special Education Director of Special Education before proceeding

iv. If the student is above proficient in both languages, normal procedures in English may be followed.

B. If the student is not proficient in either language, a bilingual assessment should be requested . Consideration should be given to the following:

i Students who have been in English speaking schools for less than two years should be given careful consideration relative to referral

ii If the student has received English instruction for two or more years and there is no evidence of previous academic instruction in Spanish or another language, the LPAC may recommend testing

EVALUATION

ReviewofExistingEvaluationData/REEDs

Resources

§300.303Reevaluations.§300.305Additionalrequirementsforevaluationsandreevaluations

(ExtractedfromSection2,IIoftheOPOs)

DNQ – Did not Qualify: AISD will present the evaluation information to the parent and conduct the IEP meeting to document findings and next steps recommended by the committee.

The group of qualified professionals in AISD include the same members that are required for attendance is the ARD / IEP Team

EvaluationProcedures

Resources:

§300301Initialevaluations

§30015Evaluation

§300302Screeningforinstructionalpurposesisnotevaluation

TAC§891011 FullIndividualandInitialEvaluation

TAC§891230(a)EligibleStudentswithDisabilities

TEC§29.004.FIETimeline.

TEC§29.310ProceduresandMaterialsforAssessmentandPlacement.

TEC§38.016.PsychotropicDrugsandPsychiatricEvaluationsorExaminations.

CurrentTEADyslexiaHandbook:https://teatexasgov/academics/dyslexia/

A request for an initial evaluation by a parent must be provided in writing to the special education administrator or a district administrative employee. For purposes of 89.1011(b) regarding the written parental request for a full and individual initial evaluation, the definition of a district administrative employee is considered to be the local campus principal or assistant principal where a student attends AISD monitors all referrals and/or request for evaluations and timeline compliance through the district referral procedures and RtI Committee procedures

AISD will respond to the written request from the parent for an initial evaluation for special education not later that the 15th school day after the date the district receives the written request with either the prior written notice of the districts proposal to conduct the evaluation or the notice of the district’s refusal to conduct the evaluation A copy of the procedural safeguards will be provided to the parent. The district will maintain documentation of all communication with the parent regarding the request.

AISD will follow all state and federal regulations regarding initial evaluations before the provision of special education and related services can be provided to a child with a disability The initial evaluation must attempt to evaluate the child in all areas of suspected disability and consist of procedures to determine the educational needs of the child Following the written request for an initial evaluation for special education the district will provide a Written Notice of Evaluation and make every effort to obtain parental consent for the full and individual evaluation The evaluation specialist in charge of the evaluation will utilize district forms All documentation and notes of communication will be stored in the student’s eligibility folder

The written report of the initial evaluation must be completed not later than the 45th school day following the date in which written consent from the child’s parent was received. If the student has been absent from school during the evaluation period on three or more school days, then the due date of the evaluation must be extended by the number of the school days the student has been absent If the district receives consent for the evaluation from the child’s parent at least 35 but less than 45 school days before the last instructional day of the school year, the evaluation report must be provided to the parent not later than June 30th of that year The student’s ARD/IEP committee must meet not later than the 15th school day of the following school year to review the evaluation

For an Initial Evaluation : AISD will complete a comprehensive full and individual evaluation for the initial evaluation of a student and not rely solely on a review of existing evaluation data

Revoked Consent for Special Education and Related Services If a parent has revoked consent for services and later requests to re-enroll the student, AISD must treat this as a request for an initial evaluation However, depending on the data available, a new evaluation may not always be required. An initial evaluation requires a review of existing evaluation data that includes classroom based, local, or State assessments, and classroom based observations by teachers and related services providers. On the basis of that review and input from the child’s parents, the IEP Team and other qualified professionals must identify what additional data, if any, are needed to determine whether the child is a child with a disability and the educational needs of the child Therefore, AISD may not always have to expend resources on a “ new ” initial evaluation

For an Initial Evaluation: If the student moves from one campus to another within the district, the timelines still apply

If the initial evaluation process for special education eligibility was initiated in a school district prior to the student’s enrollment in AISD and that process was not completed, AISD must coordinate with the previous school district to ensure timely completion of the evaluation. The timelines for completion as established by the previous school district may be changed only if the parent and new school district agree to a specific time for the completion of the evaluation

AISD ensures evaluation procedures are followed by hiring qualified, certified and licensed professionals Continual training is offered through a variety of resources including but not limited to the following: the education service center, the TEA TETN, state wide conferences, and legal academies In addition, at each annual job evaluation, any areas needing improvement or additional training are identified and documented as an area for professional growth.

DeterminationofEligibility

Resources:

§300.306Determinationofeligibility.

§3005Assistivetechnologydevice

§3006Assistivetechnologyservice

§3008Childwithadisability

§30034Relatedservices

300105Assistivetechnology;properfunctioningofhearingaids §300.307Specificlearningdisabilities.

§300.308Additionalgroupmembers.

§300.309Determiningtheexistenceofaspecificlearningdisability.

§300.310Observation.

§300.311Specificdocumentationfortheeligibilitydetermination.

TAC§891035 AgeRangesforStudentEligibility

TAC§891040 EligibilityCriteria

TAC§891230 EligibleStudentswithDisabilities

TAC§8963

TEC§29.003.EligibilityCriteria.

TGC392.002(b-1)TexasGovernmentCode§392.002.UseofPersonFirstRespectfulLanguageRequired.

Each disability criteria requires addressing how the disability adversely affects a child’s educational performance A child does not have to fail or be retained in a course or grade in order to be considered for special education and related services However, the child must have one or more of the impairments identified in Federal law and a need for specially designed instruction and related services because of that impairment A range of factors - both academic and nonacademic- can be considered in making this determination for each individual child Even if a child is advancing from grade to grade or is placed in the regular educational environment for most or all of the school day, the team still could determine the child’s impairment or condition adversely affects the child’s educational performance because the child could not progress satisfactorily in the absence of specially designed instruction, which could include; modifications to the general curriculum, specific instructional adaptations or supportive services, and/or specific behavioral interventions

education services.

A written evaluation report for any disability or eligibility for related services will include all of the requirements in §89 1011 (c) and §300 311 (a – b) and documented on the district forms In addition, specific requirements for each specific disability category found in Section 3-Disability Criteria will also be documented in the written evaluation report

Parents or adult students have access to educational records including a review of test protocols Please contact the school’s Educational Diagnostician or the Director of Special Education in writing in order to review test protocols. Arrangements will be made to have the appropriate professional review the protocol with the parent or adult student.

Areas of Evaluation

A Language Dominance

The evaluation team will first determine the student’s dominant language most proficient method of communication (expressively and receptively). The student’s dominant language is the language in which the student is most proficient. This determination may be made by formal or informal evaluation. Evaluation instruments must be administered in the student’s dominant language (native language or other mode of communication unless it is clearly not feasible to do so) If the primary language of the home is not English, the student will be evaluated in his/her dominant language Documentation will be Oral Language Proficiency scores, the LPAC report or a description of procedures used to ensure the student was evaluated in his/her dominant language when the examiner is not proficient in that language Where no bilingual examiner is available, an interpreter may be used Interpreters will be adequately trained

B. Language Proficiency

The evaluation team must determine the student’s most proficient method of communication. The language proficiency information must indicate the student’s skill in understanding and using both receptive and expressive domains, such as oral and written language, reading comprehension, and listening comprehension, when appropriate Proficiency in both English and the other language(s) must be addressed for Limited English Proficient (LEP) students (see procedures in the Referral section 1 for ELL students and coordination with the LPAC to differentiate proficiency and disability)

C. Physical

The evaluation of an individual’s physical factors (including health, vision, hearing, and psycho-motor abilities) must consist of an examination of physical conditions that directly affect the student’s ability to profit from the educational process. A general medical examination will be required only when specified by eligibility criteria or when abnormal physical factors have been identified as part of the evaluation of physical factors The health information collected during the referral process will be sufficient if a complete medical examination is not required by specific eligibility criteria and if there are no indications of need for further physical evaluation

When requesting a medical examination these steps are required:

1. Evaluation personnel are to obtain a “Notice of Release of Confidential Information” that is signed and dated by the parent.

2. Submit the following forms to central office personnel designated responsible for securing contract services:

a A signed “Notice of Release of Confidential Information” form with contact information

b The Eligibility form(s) for the area of suspected disability

c Any other documentation the medical provider may need to complete their evaluation

3 Upon approval, designated central office personnel will contact the appropriate service providers to complete the necessary documentation for contract services and establish a purchase order to ensure payment for services. Parents will be contacted by the designated individual (central office staff or possibly campus evaluation personnel) to notify the parent that they may contact the medical provider to schedule an appointment.

D. Emotional/Behavioral

The evaluation of an individual’s emotional and behavioral factors will consist of formally or informally identifying those characteristics manifested in in-school or out-of-school behavior, or both, which may influence learning The evaluation will include behaviors relative to the disability that may affect educational placement, programming, or discipline Adaptive behavior of all students must be considered to some degree, formal measures are required only when establishing a diagnosis of an intellectual disability

E Sociological

F Cognitive

Evaluation of Academic and Functional Performance

The evaluation report will include:

A Criterion-referenced or curriculum-referenced assessments designed to aid in the development of the student’s IEP; (include any district wide and state testing, benchmarks, etc )

B Information about the student’s strengths and weaknesses; and

Assessment for Assistive Technology

Each student assessed for determination of a disability will be assessed for assistive technology needs

EvaluationofSpecificEligibilityAreas

(ExtractedfromSection3oftheOPOs)

Assessment Guidelines for Deaf or Hard of Hearing

A deaf or hard of hearing disability diagnosis must meet the criteria for deafness or for a hearing impairment

Deafness means a hearing impairment is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a chid’s educational performance A hearing impairment means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s education performance but is not included under the definition of deafness.

1 Determine appropriate areas of evaluation;

2 Develop or determine appropriate evaluation techniques;

3 Conduct the evaluations when appropriate; and

4 Interpret data to ensure consideration and understanding of the educational, psychological, and social implications of the disability.

Birth – 2 years or Deaf-Blind:

When considering students from birth through age two who are deaf or hard of hearing, or students who are deafblind, a teacher of infants who are deaf or hard of hearing or a teacher of students who are deaf-blind, as appropriate, may perform the evaluation specified above.

The evaluation of a student who is deaf or hard of hearing includes an otological examination performed by a otolaryngologist or by a licensed medical doctor when an otolaryngologist is not available and a audiological performed by a licensed audiologist The evaluation data must include a description of the implications of the hearing loss for the student’s hearing in a variety of circumstances with or without recommended amplification

District evaluation personnel will follow the established procedures for procuring contract services for medical services and contract evaluators

Assessment Guidelines for Autism

A child with a pervasive developmental disorder is included under the eligibility criteria for autism. Diagnosis and eligibility will be determined by trained and experienced evaluation professionals on the multidisciplinary team (including an LSSP and a SLP) These professionals use a range of information to distinguish autism spectrum disorders from other disorders by close examination of comprehensive assessment information and the student’s developmental history and presentation of symptoms

Assessment Guidelines for Deaf/Blind

A student who has been determined to meet the criteria for deaf-blindness is one who:

Meets the eligibility criteria for a student who is deaf or hard of hearing and a visual impairment; or Meets the eligibility criteria for a visual impairment and has a suspected hearing loss that cannot be demonstrated conclusively but has been identified by a licensed speech pathologist as having no speech at an age when speech would be normally expected; or

Has documented hearing and visual losses that if considered individually may not meet the requirements of either disability area but the combination of the loss adversely affects the student’s educational performance; or

Assessment Guidelines for Emotional Disturbance

Assessment Guidelines for Intellectual Disability

standard deviations below the mean, when taking into consideration the standard error of measurement of the test. The student must also demonstrate concurrent deficits in adaptive behavior in at least two fo the following areas; communication, self-care, home living, social/interpersonal skills, us of community resources, self-direction, functional academic skills, work, leisure, health, and safety These deficits must be manifested during the developmental period and adversely affect a child’s educational performance

The following local guidelines apply:

1 In most cases, a norm referenced standardized IQ assessment will be administered If non-standardized procedures are used to administer a standardized test or developmental scale because of a severe sensory impairment (e g a visual impairment), another severe physical disability, or because of language or communication differences, the adaptations should be noted and the implications for test interpretation should be documented. Normed scores are based on standardized administration procedures and should not be reported if non-standardized procedures are used to administer the test. Reporting ranges or categories of scores may be more appropriate

3 Some measures of intellectual ability result in a composite or global score rather than individual verbal and performance scores. When an IQ test is used which results in a single score, it is up to the evaluation professional to ensure that both verbal and performance skills have been measured and documented. If they have, the single score will suffice as a measure of both verbal and performance ability.

4. An adaptive behavior scale must be administered and at least two of the areas of adaptive behavior listed above must be documented The adaptive behavior scale includes interviewing a parent, teacher, and/or another individual who is familiar with the student’s daily activities Deficit scores should equate to a standard score below 70 when taking into consideration the standard error of measurement of the test given

Assessment Guidelines for Multiple Disabilities

A diagnosis of multiple disabilities occurs when a child has been determined to have a combination of disabilities (such as intellectual disability and blindness, intellectual disability and orthopedic impairment, etc.). The disabilities are expected to continue indefinitely and must severely impair two or more of the following areas: Psychomotor skills; Self-care skills; Communication; Social and emotional development; or Cognition

The term Multiple Disabilities does not include deaf-blindness

Assessment

Guidelines for Noncategorical Early Childhood

A student with a non categorical early childhood disability (NCEC) must be between the ages of 3 and 5 years old. The use of NCEC is a local decision. The use of NCEC will be determined by the AISD at the policy level prior to implementation in the evaluation and ARD/IEP committee process

There must be a documented eligibility report that the student is evaluated as having one of the following: autism, emotional disturbance, learning disability, or intellectual disability.

Assessment Guidelines for Orthopedic Impairment

A student with an orthopedic impairment must be diagnosed by a licensed medical doctor and the impairment must adversely affect a child’s educational performance. This includes impairments caused by a congenital

anomaly, impairments caused by disease, and impairments from other causes such as; cerebral palsy, amputations, and fractures or burns that cause contractures.

The multidisciplinary assessment team will work closely with the physician and the parent to complete the FIE and to obtain an eligibility document signed by the physician A “Release of Confidential Information” form will be obtained from the parent and the eligibility form will be sent directly to the physician by the district If the child does not have a licensed physician, the district assessment professional will follow the district procedures for obtaining contract services

Assessment Guidelines for Other Health Impairment

The disability of other health impairment is defined as having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia or Tourette’s Disorder

The multidisciplinary assessment team must include a licensed medical doctor The district assessment professional will work closely with the parent to obtain an eligibility document signed by the physician. A “Release of Confidential Information” form will be obtained from the parent and the eligibility form will be sent directly to the physician by the district. If the child does not have a licensed physician, the district assessment professional will follow the district procedures for obtaining contract services.

Attention Deficit Disorder (ADD/ADHD) Evaluations:

When a parent request an evaluation based on their concern or personnel physician information that indicates their child may have Attention Deficit Disorder (ADDADHD) the evaluation team will follow the procedures for initial referral or the REED process, which ever is required The evaluation procedures will follow the process for determining an eligibility for an Other Health Impairment Disability In addition to medical information the parent will be informed of the comprehensive evaluation process which may include a full psychological evaluation and any other evaluations that may be necessary to determine if the child is a child with a disability who is in need of special education. If the parent has a medical doctor that has recently diagnosed the child with Attention Deficit Disorder, the evaluation team will obtain a signed copy of the OHI eligibility form directly from the child’s physician after the parent has provided a signed copy of the “Consent for Release of Confidential Information ” Even upon request, the parent will not be provided a copy of the district OHI eligibility form to provide to the child’s physician If the evaluation team determines that the child meets the criteria for a child with an Other Health Impairment and the parent does not have a physician, then district procedures will be followed for obtaining contract medical services to obtain the necessary evaluation from a licensed medical doctor

Caution: Remember that a student may be diagnosed by a physician as having ADD or ADHD but the student may not necessarily have an educational need for special education services. Determination of educational need is made by the ARD/IEP Committee considering all data Needs of some students may be addressed by the local campus Section 504 committee or classroom strategies If you have any questions, please review with your AISD campus personnel or call the AISD special education office

Assessment Guidelines for Specific Learning Disability

A specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in the inability to listen, think, speak, read, write, spell, or to do mathematical calculations. This includes conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia The existence of a specific learning disability is determined by evidence of:

The child exhibits a pattern of strengths and weaknesses in performance achievement, or both, relative to age, that is determined by the group to be relevant to the identification of a specific learning disability, using appropriate assessments; and

The evaluation team determines that the inadequate achievement is not primarily the result of a disability in hearing, vision, motor abilities, an intellectual disability, an emotional disturbance, cultural factors, limited English proficiency, or environmental or economic disadvantages

The performance of the child is observed in the child’s learning environment, including the general education classroom setting

The district will attempt to schedule an observation of the child at the day care where the student attends If this is not feasible, the district will use an age appropriate play room on a district campus.

Parental consent is not required for observations conducted as part of routine classroom instruction and monitoring of child before the child is referred for an evaluation. Parental consent is required for observations conducted after the student is suspected of having a disability and is referred for an evaluation The district may choose to use either type of observation as available and appropriate

Refer to: http://wwwesc4 net/users/0199/TSHA%20Eligibility%20docs/SI%20Language%20Eligibility%20Guidelines%20 Manual pdf

For students referred for speech/language suspected disability, the evaluation will be performed and documented by a certified speech and language pathologist, certified speech and hearing therapist, or a licensed speech/language pathologist In addition to the speech and language components of the evaluation, the physical, mental, and emotional conditions and learning competencies will be addressed in the evaluation The written report of evaluation will include the level of severity of the impairment and will state how the communication disorder affects the student’s performance in the classroom resulting in an educational need for speech therapy services

Assessment Guidelines for Traumatic Brain Injury (TBI)

solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions, information processing, and speech. A student cannot be diagnosed with a TBI when the brain injuries are congenital or degenerative, or the brain injury was induced by birth trauma.

The district multi-disciplinary team will include professionals licensed to evaluate the areas of concern that are identified in the referral information and must include a licensed medical doctor If emotional/behavioral concerns are noted, the district should include an LSSP, a licensed clinical psychologist, and or a Licensed Professional Counselor The district assessment professional will work closely with the parent to obtain an eligibility document signed by a licensed medical doctor A “Release of Confidential Information” form will be obtained from the parent and the eligibility form will be sent directly to the physician by the district If the child does not have a licensed physician, the district assessment professional will follow the district procedures for obtaining contract services

Assessment Guidelines for Visual Impairment

A visual impairment is an impairment in a child’s vision that even with correction, adversely affects a child’s educational performance It includes both partial sight and blindness When considering students who have visual impairments, a professional certified in the education of students with visual impairments will be assigned to assist in:

1. Determining the appropriate areas of evaluation;

2 Developing or determining the appropriate evaluation techniques;

3 Conducting evaluations when appropriate; and

4 Interpreting data to ensure consideration and understanding of the educational, psychological, and social implications of the disability; and

5 Collecting appropriate medical documentation

AdditionalAreasofEvaluation

Resources:

§300.27EnglishLearner

TAC89.63

(ExtractedfromSection2,IXoftheOPOs)

The following categories of evaluations have special provisions and may require specific evaluation personnel to be included

Assessment Guidelines for the Evaluation of Students Who Have Severe Disabilities and/or Who are 0-5 Years of Age

and extent of the disability. The educational evaluation of such a student may be limited to competency based or criterion referenced measures. Outside evaluations will also be considered.

Assessment Guidelines for a Functional Behavior Assessment/FBA

Identification and/or descriptions of any antecedents - events that logically serve as the stimulus for the behavior

Identification and/or descriptions of any consequences - this is the action that is following and causes the student to maintain specific behavior(s) - determine effectiveness of each.

Identification and/or descriptions of the purpose of the student’s behavior - usually to get something, avoid or escape something, or to control the antecedent event.

A description of the relationship of the behavior to the event and provide possible variables that can be changed in the setting or the situation

Federal Guidelines stipulate required timelines If the student’s ARD committee agrees that there is a need for a functional behavior assessment, the committee may determine that there is enough data to complete the assessment at the ARD. If there is insufficient data to complete the assessment at the ARD, the ARD committee determines the timeline for the assessment(s) to be completed, which may be more than 10 days if warranted.

Assessment Guidelines for Homebound or Hospitalized

Any student being considered for Homebound or Hospitalized placements through special education must have received a full and individual evaluation that describes the student’s functioning in all required areas; health, vision, hearing, social emotional status, general cognitive ability, academic performance, communication, and motor abilities Services in the Homebound or Hospital setting may be considered if the FIE has been completed and the ARD/IEP committee has determined that the student is eligible for special education supports and services and if the student is expected bo be confined at home or in the hospital for a minimum of four consecutive weeks (for chronically ill students, this period of confinement may be a period of time totaling at least four weeks throughout the school year) This confinement must be for medical reasons only and the medical condition must be documented by a licensed medical doctor

Assessment Guidelines For English Language Learners (ELL)

Specific requirements for an assessment of an ELL student is identified in the Child Find Section of the Operating Procedures The LPAC report, which must have been competed within the past year, must be included with the referral packet The student should have been tested in English and Spanish If this is an initial evaluation, information will include; the initial referral information, the LPAC report, LAS scores or equivalent test, the amount of time the student was served in the bilingual program, and a copy of the Home Language Survey Speech Only Referral for an ELL Student:

The language proficiency assessment (ex. LAS, IDEA) should be considered with regard to the following:

i. If the student is proficient in English and has a lower proficiency in Spanish or a language other than English (LOTE), the normal procedures for the speech pathologist evaluations are followed. Assessment would be conducted in English

ii If the student is proficient in Spanish or a LOTE and is not proficient in English, the speech pathologist will confer with the second language specialist and determine if an evaluation in Spanish (or other language) is needed The second language specialist and speech pathologist will collaboratively complete the evaluation and write the evaluation report

iv. If the student is proficient in both languages, normal procedures in English may be followed. The articulation evaluation should be considered with regard to how the student articulates sounds in English as well as the student’s native language

Other Referrals (LD, ID, etc ):

The language evaluation (ex LAS, IDEA) should be considered with regard to the following:

i If the student is proficient in English and lower in Spanish, the usual procedures for testing are followed

ii If the student is proficient in Spanish and not in English, the diagnostician/LSSP will confer with the second language specialist and determine if an evaluation in the student’s native language is needed. The second language specialist and the diagnostician/LSSP will collaboratively determine the appropriate evaluation procedures and instruments and write the full and individual evaluation report (FIE) and proceed to ARD

iii If the student is barely proficient in both languages, assessment should be completed in the student’s dominant language You may also consult with the Coordinator or Director of AISD

If the student is above proficient in both languages, normal procedures in English may be followed. Consideration should be given to the following:

How long the student has been in the country;

Whether or not the student was enrolled and attending school prior to entering the United States;

What types of bilingual supports and services have been provided and what type of academic progress the student is making in their home language as well as their progress in English

Assessment Guidelines for a Vocational Evaluation and a Functional Vocational Evaluation:

Special education will collect vocational evaluation data when appropriate. As the ARD/IEP committee begins discussion and planning for entry into the high school curriculum and discusses the graduation plan of the student, vocational evaluation may be determined appropriate (For information on the Vocational Adjustment Coordination Program see Instructional Arrangements Section )

1 The ARD/IEP committee may recommend vocational evaluation when:

A The student has no specific identified skills which are determined necessary for employment, or

B The student has a need to determine vocational opportunities or interest

2 Based on ARD/IEP committee recommendation, a vocational evaluation may include information from:

A The Full and Individual Evaluation;

B. The current IEP;

C. Information about past school performance;

D. Work training history of the student; and

E. Interviews with the student, the parent, and the teacher(s). The interviews include attitudes, work habits, behaviors, job readiness, work-related skills, and post-school expectations.

4 If the review of the records in #2 above indicates, additional vocational interest and aptitude evaluation may be recommended by the ARD/IEP committee The special education teacher and/or speech pathologist are responsible for sending the Notice and Consent for a Full and Individual Evaluation to the parent prior to the evaluation Evaluation will begin no earlier than five school days after notification in accordance with AISD procedures.

Functional Vocational Evaluation.

1 The evaluation will include but not be limited to: observation in vocational settings, interview with teacher and parents, and other formal or informal evaluations as appropriate

2 Results of the evaluation including strengths and weaknesses will be addressed in a written report maintained in the eligibility file

A Functional Vocational Evaluation is just one component of transition planning that is included “if appropriate” The IEP committee determines if a functional vocational evaluation is appropriate It may be necessary if the student cannot determine a career interest area or if it is difficult determining the student strengths and needs It may be considered appropriate for:

1 Students who would benefit from the “hands-on” experience afforded by work sampling, observations, situational assessment,

2. Students who are having difficulty determining career interests, and

3. Those who may need to showcase talents other than those limited to academic classes where they traditionally have been unsuccessful

A Functional Vocational Evaluation (FVE) is a systematic assessment process used to identify practical useable career and employment-related information about an individual A FVE can incorporate multiple formal and informal assessment techniques to observe, describe, measure, and predict vocational potential A distinctive feature in all FVE’s is that the FVE includes (and may emphasize) individualized experiential and performancebased opportunities, in natural vocational or work environments. The systematic method used to collect and organize the information from the assessment is more important than the type of assessment utilized. The process may begin early and be quite broad during the middle school years, but becomes increasingly more specific as the student moves closer to graduation. This is not a task that will be done one time only, but rather will be built upon as the student has new experiences and can be documented with data over time

This Functional Vocational Evaluation procedure considers and documents the interactions of the student with instructors, peers, and employer and includes:

1 Interviews;

2 Observation, inventories, surveys, and record reviews; personality and temperament;

3. Career exploration of student’s interests, values, attitudes, and social skills;

4. Situational assessment of student’s interests, skills, strengths, temperaments; work demands environmental factors abilities, motivation, physical capacity, and work tolerance work habits;

5 Training needs;; assistive technology; necessary adaptations; and

6 Multi-agency planning and assessment

AppraisalPersonnel

Resources:

§300156Personnelqualifications

22TAC§465.38.PsychologicalServicesintheSchools.

(see also Personnel in Section 8-Administration)

Appraisal/evaluation personnel will review referral data, determine suspected disability, and route the referral to the appropriate special education evaluation staff Professionals will be assigned to conduct evaluations only in the areas for which they have been trained Evaluation staff will provide evaluation and educational information to the ARD/IEP committee as needed AISD evaluation personnel and their responsibilities include:

a. Adapted P.E. teacher:

1. administers screening/evaluation for possible adapted physical education services, and 2. completes a written report with recommendations.

b Auditory Impairments (AI):

Evaluation and services for students with auditory impairments will be provided by appropriately qualified personnel Personnel from the Regional Day School for the Deaf or other appropriate personnel may be used as needed

c Educational Diagnostician:

1. administers cognitive and academic/developmental evaluations;

2. administers evaluations of learning competencies for initial evaluations and re-evaluations;

3. participates on multidisciplinary team evaluations for autism, learning disabled, multiple disabilities, etc.;

4 assists in evaluation of vocational skills and needs;

5 may serve on the RtI Committee or 504 Committee on assigned campus; and 6 interprets evaluation data orally and in a written report to the ARD/IEP committee

d In Home/Parent Trainer:

1 administers screening and evaluation for possible In-Home/Parent Training services

2 participates on multidisciplinary team evaluations

3. participates on ARD/IEP committee as appropriate.

4. provide In-Home/Parent Training; and

5. Annually assess student present level of academic achievement and functional performance for updating the student’s IEP.

e Licensed Specialist in School Psychology (LSSP):

1 administers psychological evaluations;

2 participates on multidisciplinary team evaluations for autism referrals;

3 develops behavior management plans and consults with staff as needed;

4. participates on ARD/IEP committee as appropriate; and

5. may serve on RtI Committee or 504 Committee on assigned campus, as appropriate.

f. Occupational Therapist/Physical Therapist:

1. administers screening and evaluation for possible OT/PT services, and 2 assures annual medical release is obtained for continuation of services

g Psychologist:

1 administers psychological evaluations;

2 participates on multidisciplinary team evaluations for autistic referrals;

3 develops behavior intervention plans and consults with staff as needed;

4 participates on ARD/IEP committee as needed; and

5. may serve on RtI Committee or 504 Committee on assigned campus, as appropriate.

h. Special Education Teachers:

Annually assess student present level of academic achievement and functional performance to update the student’s IEP. This will include the review of the State or district wide assessments. Consideration of any benchmark tests will be used as well. This could also be an informal criterion/curriculum based evaluation such as MAP testing, Brigance, VB-MAPP, etc Information for the three year re-evaluation will be provided to the diagnostician and / or ARD/IEP committee for inclusion in the written eligibility report

i Speech/Language Pathologist:

1 administers evaluations for all speech impaired referrals;

2 screens or evaluates referrals for oral expression and listening comprehension upon request of educational diagnostician;

3 screens referrals as appropriate upon request;

4. participates on the multidisciplinary team evaluations; and

5. may serve on the RtI Committee or 504 Committee on assigned campus.

j. Visual Impairments (VI):

SummaryofPerformance

Resources:

§300305Additionalrequirementsforevaluationsandreevaluations

TAC§891070 GraduationRequirements

(ExtractedfromSection4aVIII(E),&(F)oftheOPOs)

For §300 305 in its entirety, see Section 2 FIE

The district will provide the student with a summary of the child’s academic achievement and functional performance (SOP), which must include recommendations on how to assist the child in meeting the child’s postsecondary goals This SOP must be provided before any termination of a child’s eligibility due to graduation from secondary school with a regular diploma, or due to exceeding the age eligibility for FAPE under State law The district will attempt to obtain information from the parent and the student

This Summary of Performance (SOP) will be completed prior to graduation using the district approved form (Agency input will be requested upon parent/adult student consent) Information for the Summary of Performance can also be obtained from the IEP/transition supplement.)

IndependentEducationalEvaluation

Resources:

§300502Independenteducationalevaluation

(ExtractedFromSection2,XIoftheOPOs)

Special Education Administration will respond to the parent regarding the IEE request within 15 school days, following all required Notice procedures.

If the parent requests an IEE during an ARD/IEP meeting, the minutes will document that the parent was asked to provide reasons why they object to the public agency evaluation If the parent does not provide any specific reason, that also will be documented in the minutes The ARD Administrator or designee will immediately notify the Special Education Administrator of the parent request for an IEE in order to determine the district's response to the request The district will not delay and will respond within the determined school days noted above

District Steps as Soon as Notified of IEE Request

Special Education Administration will notify parent the IEE request is received. Inform the parent that within 15 school days a decision will be made to either request a Due Process Hearing to defend district evaluation or pay parent for an IEE If decision is to pay for an IEE, Special Education Administration will:

1 Provide the parent with Procedural Safeguards and the district IEE guidelines, including reasonable cost criteria

2 Designate the local district contact person for the parents to coordinate the IEE process Encourage the parent pay close attention to the Evaluator Requirements and the district process for payment of the IEE

3 Provide the parent a list of qualified examiners in the area

4. Once the parent has selected the independent evaluator they will provide the district with contact information for the evaluator.

5. The district will contact the independent evaluator chosen by the parent and provide a written contract with IEE criteria and Evaluator Requirements Once the contract is signed the Special Education Administrator will ensure that the Purchase Order Procedures for the district are followed to ensure payment once the evaluation is completed and provided to the district with an invoice for services

Evaluator Requirements

1. The independent evaluator will coordinate activities with the district designee whose name was provided to the parent by the Special Education Administration.

2. The independent evaluator will have the same qualifications as the Anna ISD assessment personnel (e.g., psychologist, associate psychologist, Licensed Specialist in School Psychology, or educational diagnostician) and as required by Texas law and also described in Section 8)

3 Each independent evaluator must provide to the district a copy of of his or her license(s) or certificate(s)

4 The independent evaluator may be requested to complete a conflict of interest form provided by the Anna ISD indicating whether the examiner has a personal monetary interest in any service or program recommended by the examiner

5. The independent evaluator will be provided access to the student’s cumulative folder and special education folders upon request.

6. The independent evaluator may meet with district by appointment to gather information about a student prior to the assessment or to share information following the completion of the evaluation by contacting the special education administrator or designee

7 The independent evaluator will follow federal and state assessment regulations and rules, reporting requirements and established eligibility criteria for the diagnosis of students with disabilities

8 The independent evaluator will consider data obtained from the student’s teacher or service provider through consultation and/or interview

9 The independent evaluator will provide a written assessment report that shall address the presence or absence of those symptoms or conditions included in the specific eligibility criteria for the disability for which the student is being assessed. The report shall include the type and severity of the impairment and the functional implications for the educational process. The report must provide the ARD committee with sufficient information to determine whether or not the student has a disability and is in need of special education services

10 The independent evaluation may be restricted to one assessment area upon mutual agreement by the Anna ISD and parent

11 The independent evaluator must be located within a 50 mile radius of the Anna ISD

12 If the independent evaluator is going to be conducting the evaluation on school property then Per Senate Bill 9, they must complete a state and national criminal history background search and the district must receive those

results through the DPS criminal history clearinghouse (Fingerprint-based Applicant Clearinghouse of Texas –FACT prior to the assessment.

13. The evaluator must provide information in the same timely manner as required by Anna ISD personnel including an original typed report to the Anna ISD within 30 calendar days from the date that an IEE is approved by Anna ISD and 10 days prior to the ARD meeting The report must address the Anna ISD format (which will be provided to the evaluator) for assessment and eligibility Protocols must be available for review and the report must include an original signature and title of all assessment personnel involved in the evaluation The report must comply with all requirements of state and federal regulations

14 The IEE evaluation must be completed by the end of the district’s fiscal year (last business day in August) or a new contract with the evaluator will need to be completed

15. The parent will work with the independent evaluator to schedule dates/times for the evaluation unless the evaluation is to take place on school property.

16. Upon completion of evaluation, the written report will be submitted to the parent and the district along with the Invoice for payment

Reimbursement or Payment

Parents are free to select whomever they choose to perform the IEE, so long as the examiner meets the District’s criteria If parents select an examiner that is not on the District’s list of qualified examiners, they should submit the name and vitae of the examiner with copies of certificates and/or licenses in advance of conducting the IEE in order that the District may confirm and notify the parents whether the examiner is qualified to perform the IEE. If the parents fail to submit the name and vitae of the examiner prior to conducting the IEE, the evaluator will not be paid if they do not meet the District’s criteria The parent and evaluator are taking an unnecessary risk of nonpayment This should be determined prior to the IEE conducted

Reimbursement/payment will be made directly to evaluator upon receipt of an invoice and the IEE which meets all of the Anna ISD assessment criteria Parents obtaining an IEE without following these procedures risk payment Whenever an IEE is at public expense, the criteria under which the IEE is obtained, must be the same as the criteria which the school uses when it initiates an evaluation, to the extent those criteria are consistent with the parent’s rights to an IEE.

Criteria for Fee Setting

1 The Anna ISD will pay a fee for the IEE which allows a parent to choose from among the qualified professionals in the area

2 The Anna ISD will not pay unreasonably excessive fees An unreasonably excessive fee is one which exceeds the District's reasonable cost criteria

3 Upon receipt of an invoice for payment of an unreasonably excessive fee, the Anna ISD will notify the parent of the unreasonable rate.

4. Parents will be allowed the opportunity to demonstrate to an ARD committee that unique circumstances justify an IEE that does not fall within the Anna ISD fee criteria. However, the payment decision will remain with the district.

5 When service providers have a sliding scale fee based on parent income, the Anna ISD will pay the amount charged to the parent

6 In the event that a parent pursues an IEE independently, an original billing form must be submitted to the Anna ISD prior to payment Before reimbursement or direct payment is authorized, criteria must be met not only regarding the fee, but also the evaluator criteria and the written report received by the district and the evaluation meet the district’s IEE criteria

7. Anna ISD is not obligated to provide travel costs to the parent or IEE provider.

Parents Seeking Reimbursement for a Unilaterally Obtained IEE

2 The Anna ISD can request a due process hearing to prove its own evaluation is appropriate This can occur before an IEE is conducted or, in this scenario, after the parent has obtained the IEE and is seeking reimbursement.

3. Parent must submit Invoice for payment, the evaluator's name and qualifications, the completed IEE that meets all criteria.

4. The Anna ISD will review all information submitted by the parent.

5 The Anna ISD will deny payment of an IEE conducted by an evaluator who does not meet minimum qualifications

6 The Anna ISD will deny payment of an IEE which does not meet minimum Texas Education Agency criteria for the specific disability identified

7 The Anna ISD will deny payment of an IEE which does not meet substantial compliance with all state and federal requirements

8 The Anna ISD will deny payment of an IEE that exceeds the maximum cost criteria

Consideration of Parent Initiated IEE

Number of IEEs

A parent is entitled to only one IEE for each evaluation performed by the District, if the parent disagrees with the evaluation This would include the three year re-evaluation or re-evaluations conducted more frequently A parent is not entitled to multiple IEEs at public expense without an intervening re-evaluation. OSEP Policy Letter, EHLR 213.259 (1989); Hudson v. Wilson , 828 F.2d 1059, 1965 (4 th Cir. 1989).

FAPE/ARD

UnderFederallawstudentswithdisabilitiesareentitledtoafreeappropriatepubliceducation(FAPE)atno expensetothefamily TheARD/IEPcommitteeischargedwithdevelopinganindividualprogramforeachstudent thatisreasonablycalculatedtoprovideFAPEtothestudent TheSupremeCourthasdefinedFAPEasaprogram reasonablycalculatedtopermitthestudenttomakeprogressbasedupontheuniquecircumstancesofthestudent. (EndrewF.VDouglasCountySchoolDistrict,2017).

ARDCommitteeConstruction

Resources

TAC§891040(b)

TAC§891050(a)

TAC§89.1055(a)

TEC§29.005

§300.306(a)(1)

§300.320(a)

(Extractedfrom4a,IoftheOPOs)

The ARD committee in Texas is the IEP team that is defined in federal regulations (CFR §300 321)

An IEP will be developed for each child with a disability in the district who meets the state and federal guidelines for special education eligibility. The IEP (or IFSP for students birth through two years of age with a visual and/or deaf or hard of hearing will be in effect at the beginning of each school year and reviewed no less than on an annual basis Each IEP will contain all the components required in state and federal regulations

(§§300 320 Definition of IEP, 321 IEP Team, 322 Parent Participation, 323 when IEPs must be in effect, 324 Development of IEP) (300 300(b) Parent Consent)

ARDCommitteeMembership

Resources

891050(c)

300321(a)

TEC29005(a)

OSERSQuestionsandAnswersonIndividualEducationPrograms(IEPS),EvaluationsandReevaluations http://sites.ed.gov/idea/files/IEP.QA . September 2011 FINAL-1.pdf

(ExtractedfromSection4A,VIIoftheOPOs)

(See TAC §89 1050 )

Decisions regarding eligibility and programming for a student with a disability will be made by a group of persons who meet at least annually as an ARD/IEP committee This committee must include:

The parent of the child

At least one general education teacher of the child. Efforts should be made to ensure that the general education representative of the ARD committee be a professional who has contact with the student either daily or weekly and thus has direct knowledge of the student. Efforts may include; selecting a teacher who provides academic instruction at some point in the student's schedule, selecting a teacher who provides instruction in physical education or a related arts area, selecting a teacher who provides intervention support, or selecting a teacher who provides instruction in an elective area,

At least one special education teacher or service provider working with the student,

A representative of the school district This member of the ARD is either the campus principal or the principal's designee which might include the assistant or vice principal Regardless of the position which serves in this capacity, the following conditions apply; the individual in this position must have the authority and responsibility to commit district resources to ensure implementation of the student's IEP, regardless of the designee, the principal remains responsible for ensuring that the IEP is implemented, and the individual in the position chairs the meeting, guides the discussion and supports parent participation and involvement.

The student if appropriate The invitation to the ARD meeting will indicate that the student was invited to the meeting,

The AHS diagnostician and/or Transition Specialist is responsible for inviting officials from other agencies to the IEP meeting if appropriate and obtaining parent/student consent/release of information The AISD attempts to have representatives from other agencies meet with students and parents prior to the IEP meeting to ensure more quality time to discuss post secondary services and options.

Excusal

The AISD parental informed consent is required in order to excuse an IEP member if their area of the curriculum or related service will be modified or discussed Parental consent for excusal must include all elements of informed consent found in the Procedural Safeguards section. The AISD will attempt to provide a minimum of 3 days advance written input to the parent to consider excusal unless there are emergency circumstances which cannot be avoided. The parent always has the right not to agree to the excusal. The AISD will not routinely excuse IEP members and each IEP meeting requires either appropriate agreement or consent for the IEP member requesting excusal Any excusal from the ARD/IEP Meeting will follow exact guidelines in §300 321 (e) (1-2) and be documented in writing on the AISD form

ParentParticipation

Resources

TEC§29.05

TAC§891050

(Extractedfrom4a,SectionVI)

3 Prior Notice Attempts to ensure parent participation in the IEP meeting

The AISD will make advance attempts to notify parents of ARD/IEP meetings and arrange a mutually agreeable time and location

1. The first Prior Written Notice of the ARD/IEP meeting form is provided in writing 2 weeks (10 working days) prior to the scheduled ARD/IEP date. This early notice will allow more time to contact the parent and then proceed at the first scheduled date and time. The Notice form includes options to agree to the proposed date, change the date, hold the meeting on the phone or suggest the district proceed without the parent in

attendance. A copy of the completed Notice form sent to the parent is maintained in the student eligibility file as documentation.

2. The second attempt to notify the parents of the ARD will also be in writing with a follow up phone call. The AISD will send a second Notice of ARD/IEP meeting

Virtual Learning Delays

Admission,ReviewandDismissalCommitteeMeetings

Resources

§300323(a)

TAC§89116

TEC§29005

TEC§29.019

TAC§89.1050

TEAGuidanceonARDGuideProductionandRequiredDissemination

https://teatexasgov/academics/special-student-populations/special-education/parent-and-familyresources/guidance-on-admission-review-and-dismissal-guide-production-and-required-dissemination

(ExtractedFromSection4a,VIII)

1. The diagnostician will collaborate with campus staff to develop the ARD schedule using Success Ed report listing of annual ARD due dates.

3 The diagnostician/SLP is responsible for notifying all required members of the ARD and using required district forms

4 The diagnostician/SLP is responsible providing a copy of the completed IEP to the parent

The district will prepare a supplement to the IEP report documenting any delays during the 2019-2020 or 20202021school year to a student’s full and individual initial evaluation, delays in the development of the student’s initial IEP program, and whether any provision of special services to the student were interrupted, reduced, delayed, suspended, or discontinued The supplement will also include any compensatory education services that are appropriate for the child based on these delays

Annual ARD/IEP Committee Meeting

In the AISD, Annual ARD/IEP committee meetings are scheduled at least two weeks prior to the 12 month anniversary date. If the anniversary date falls before the spring semester for a 5 th grader entering 6 th grade or an 8 th grader entering 9 th grade, the AISD, on an individual basis may decide to conduct a spring end of year annual review to prepare the student’s IEP for the next campus The AISD will follow federal and state requirements regarding annual ARD/IEP committee meetings

REED ARDs

(Extracted from 4a, X of the OPOs)

Transfers/New to the District

When a student enrolls on a campus during the summer and a school employee (clerk, teacher, administrator, etc) is informed the student was receiving special education services in the previous district, the special education campus or central office assessment specialist will be notified as soon as possible If the student enrolls during the summer from a district in or out of the state, the student will not be considered a transfer student If the parents verify before the new school year begins that the student had an IEP that was in effect in the previous district, the new school district must implement the IEP from the previous school district in full on the first day of class of the new school year or must convene an ARD/IEP committee meeting during the summer to revise the student's IEP for implementation on the first day of class of the new school year. If the district wishes to convene an ARD/IEP committee meeting to consider revision to the student's IEP before the beginning of the school year, the district must determine whether the parent will agree to waive the requirement that the written notice of the ARD committee meeting must be provided at least five school days before the meeting If the parent agrees to a shorter timeframe, the district must make every reasonable effort to hold the ARD/IEP committee meeting prior to the first day of the new school year if the parent agrees to the time of the meeting If the student's eligibility for special education and related services cannot be verified before the start of the new school year, the timelines will be the same as when a student from a previous school district enrolls in the district

effect in the previous district. The district in consultation with the parents must provide services comparable to those described in the child’s IEP from the previous district. Within 20 school days from the date the student is verified as being a student eligible for special education services. the district must either adopt the IEP from the previous district or develop, adopt, and implement a new IEP

When a new student enrolls in the district the special education staff will also:

Attempt to obtain a Consent for Disclosure of Confidential Information

Will promptly make attempts to obtain the student’s records from the previous school district by emailing, mailing, or faxing signed consent to the previous district as soon as possible Parent consent when requesting records from another Texas school district is not required but should be attempted. Districts in the state of Texas must furnish the district with a copy of the student’s records, including the student’s special education records not later than the 10th working day after the date a request is received (89.1050 (j)(3))

According to (89.1050 (j)(6))Verification means that the new school district has received a copy of the student’s IEP that was in effect in the previous district.

(Extracted from 4a, III of the OPOs)

The staff will provide a copy of the ARD/IEP document to the parent at the end of the meeting if the parent is in attendance If the parent is not in attendance, a copy will be sent home to the parents within 3 school days of the meeting If the parent is not in attendance, the ARD will identify the professional attending the meeting who is charged with sending the copy of the IEP document to the parent Record this person ’ s position in the IEP minutes Typically, this individual will be either the diagnostician/LSSP or the case manager

(Extractedfrom4a,IXoftheOPOs)

Determine if training staff in facilitation is needed in order to reach mutual agreement The administrator working with the staff will analyze all possible options, pros/cons and prepare to present the data. It is important to help the group of people understand their common objectives are to benefit and assist the student.

Beginning with assessment/evaluation at the beginning of the IEP, present IEP areas in small segments and determine agreement at each step Listen and keep the focus on the student!

In areas of disagreement, determine if agreement can be reached for a trial period of even a short segment of time such as 6 weeks or 2-3 months then return to a review IEP meeting

In decision making consider at all times the student needs

Contact the Special Education Director for consultation when an ARD meeting is going to reconvene due to parental disagreement.

DeterminationofEligibility

Resources

§300.306(a)(b)

§300.8(a)

§89.1050(a)

OSEPLettertoClarke(March8,2017)

https://www2edgov/policy/speced/guid/idea/letters/2007-1/clarke030807disability1q2007pdf

(Extractedfrom4a,II)

Following the required timelines, the ARD/IEP Committee will meet to review the FIE and determine if the child is a child with a disability and if there is an educational need in order for the student to be eligible for special education services. Documentation of the discussion regarding eligibility for services will be completed using district forms and filed by the educational diagnostician/LSSP in the student’s special education eligibility folder.

TransitionServices

Resources

§300320(b)

TEC§29.0111

TEASecondaryTransitionGuidance

https://tea.texas.gov/academics/special-student-populations/special-education/programs-and-services/stateguidance/secondary-transition-guidance

TransitionofStudentswithDisabilitiestoPost-SecondaryEducation:AGuideforHighSchoolEducators(OCR) https://www2edgov/about/offices/list/ocr/transitionguidehtml

(Extractedfrom4b,(Y)

The special education case manager or teacher or Diagnostician or Transition Specialist will meet with the student at least annually to complete the following activities prior to the IEP meeting.

Assist student to determine strengths, interests, preferences for future career goals, Discuss with student coordinated set of activities necessary to further goals including the minimum, recommended, distinguished graduation/career plan, CTE electives, etc

Assist student to articulate his/her postsecondary goals based on identifying strengths, interest, career research, etc.

For information on the Functional Vocational Evaluation – see Section 2

PresentLevelsofPerformanceandAnnualGoals

Resources

§300.320(a)(1)

§300.320(a)(2and3)(B)

ASevenStepProcessforCreatingStandardsBasedIEPS(OSEP)

https://appsesc1net/ProfessionalDevelopment/uploads/WKDocs/80605/3%207StepProcesstoCreatingStandardsbasedIEPspdf

IEPAnnualGoalDevelopmentQuestionandAnswerDocument(TEA&PGCNetwork)

https://projectsesc20net/upload/page/0096/docs/1%20Individualized Education Plan IEP Q and A 2017pdf

The AISD staff will come to the ARD/IEP committee meeting prepared to discuss findings and preliminary recommendations for the IEP

The following apply for each annual ARD/IEP committee meeting:

1. Each student’s individual educational program (IEP) will be reviewed within 12 months to determine the student’s progress, the student’s continued need for special education and related services, and the need for modifying the plan The ARD/IEP committee may schedule an earlier review date if needed for review, modification, failure, etc

2 At the annual review, the current IEP objectives will be reviewed and documented on the IEP prior to the development and acceptance of a new IEP

3 IEP’s will also be reviewed and documented at the beginning of the year and after breaks in the program for regression/recoupment information necessary to discuss the need for ESY

4. Progress on the IEP is documented in the same timely manner as other non-disabled students and reported to parents.

5. A copy of the progress report should be filed in the student's special education record to document the report

AdditionalIEPRequirements/SpecialFactors

Resources

CertainspecialfactorsmustbeconsideredduringtheIEPmeetingwhichrelatespecificallytoindividualstudents. Thesefactorsandtheirreferencedlegalbasisarelistedbelow: Behavior:§300.324(a)(2),§89.1053(i),§89.1055(g),§29.005(g)(h)

EnglishLanguageLearners:§300.324(a)(2),§89.1226(i),§89.1230,§89.1050 BlindandVisuallyImpaired:§300.324(a)(2),TEC§30.002(c) Communication:§300324(a)(2)

DeafandHardofHearing:§300324(a)(2),TEC§29303 AssistiveTechnology:§300324(a)(2),§3005,§3006 Autism:§891055(e),§300320(a)(4)

(Extractedfrom4b,IoftheOPOs)

Behavior

The ARD/IEP committee will address the needs of the student which arise from behaviors that interfere with the student’s learning or the learning of other students. Addressing the continuum of behavioral needs: , Student special education needs will be addressed in the Least Restrictive Environment appropriate for each individual as determined by the ARD/IEP Committee If the student exhibits behavior that is interfering with his/her learning or the learning of others, the ARD/IEP Committee will consider completing a Functional Behavior Assessment (FBA) and develop a Behavioral Intervention Plan (BIP) if needed

EnglishLearners

Decisions regarding exemptions of certain qualifying ELL students will be made following the state criteria http://tea.texas.gov/student.assessment/ell/lpac/ or

For All Limited English Proficient (LEP) Students with Disabilities:

The LPAC report, must have been completed within the past year for each Annual ARD to review The ARD/IEP committee will determine placement based on current assessment and IEP Goals and Objectives needed

Additional LPAC guidance on TEA website will be followed: http://www.tea.state.tx.us/index2.aspx?id=2147496923 or http://www.tea.state.tx.us/student.assessment/ell/lpac/

Role of LPAC and ARD/IEP Committee:

Evaluate student needs,

Determine and implement testing requirements, and Make instructional recommendations for the student

Additional Guidance in Serving Students With Disabilities Who are Also English Learners Includes:

Use the TEA manuals to assist with decision making.

Review carefully to be clear on how to fulfill special education and EL assessment requirements for ELs receiving special education services

Decisions must be made on an individual basis

The decision is indicated as "ARD/IEP Committee Decision" in student's TELPAS record

ELs receiving special education services may be administered any assessment for which they meet the participation requirements (STAAR, STAAR Spanish, STAAR Alternate 2)

Chapter 101 of the TAC requires the LPAC to work in conjunction with the ARD committee to make assessment decisions for these students. This collaboration helps ensure that factors related to disabling conditions and second language acquisition are both carefully considered. The LPAC's involvement in assessment decisionmaking for ELs served by special education should help ensure that EL participation in these assessments is appropriate

Accommodations for ELLs with Disabilities

For these students, LPACs will make accommodation decisions for the STAAR program in conjunction with the student's ARD committee, as applicable

Linguistic accommodation decisions

Accommodation decisions related to the student's disability

These committees will refer to the accommodation information on the TEA Accommodation Resources webpage

TELPAS (Texas English Language Proficiency Assessment System) results will be reviewed and considered as required by state law To view all English language learner (ELL) resources, visit the ELL webpage http://wwwtea state tx us/student assessment/ell/

Discussion of needs of the student in this area will be documented on district forms and filed by the educational diagnostician/LSSP in the student’s special education eligibility folder.

BlindandVisuallyImpaired:

When an ARD/IEP committee meeting is held for a student qualifying for special education services as a student who is blind or visually impaired, the committee must induce a professional certified in the education of students with visual impairments This must be documented in the IEP and filed in the student’s special education eligibility folder

Vision Services

The purpose of vision services is to provide a consultation or direct instruction in compensatory vision skills, based on the student’s Functional Vision Evaluation/Learning Media Assessment, for students from birth through 22 years with a visual impairment Students with impaired vision are provided the recommended appropriate learning media, which may include regular textbooks, large print books, brailed books, audio media, and materials from American Printing House for the Blind (APH) Students meeting eligibility requirements are registered with TEA as Visually Impaired or Deaf-Blind on the annual VI registration Students evaluated and determined eligible will receive Orientation & Mobility (O & M) instruction as a related service https://hhstexasgov/services/disability/blind-visually-impaired

DeaforHardofHearing:

Opportunities for direct communications with peers and professional personnel in the child’s language and communication mode will be specifically addressed in the ARD/IEP Committee meeting. For a student who is deaf or hard of hearing, the ARD will consider assistive technology needs. Discussion of needs of the student in this area will be documented on district forms and filed by the education diagnostician/LSSP in the student’s special education eligibility folder

AssistiveTechnology

Student use in a school setting of any assistive technology, including but not limited to 2 way listening/talking devices, GPS locators, etc , must be discussed at the IEP meeting All variables to the use of such devices will be considered. Federal information privacy laws require consideration of other student's rights before any auditory device may be used in a school setting. Discussion of assistive technology needs of the student will be documented on district forms and filed by the educational diagnostician/LSSP in the student’s special education eligibility folder

ClicklinktoreviewtheAssistiveTechnologyRegion4ESCLeadershipFunction/ProjectwhichTEAsupports http://wwwtexasatnet/

Autism

Education methodologies refers to systems of practices and procedures such as project based learning, cooperative learning or applied behavioral analysis Educational programming methodologies are not the responsibility of the ARD Committee Appropriate instructional strategies and accommodations recommended by the ARD committee will be documented in the ARD The district Special Education office is responsible for ensuring that classroom teachers will have appropriate training in specific strategies and accommodations needed by students. Students with autism may benefit from applied behavioral analysis strategies which include a systematic approach to the assessment and evaluation of observable behavior, and the application of specific targeted interventions that alter behavior Data collection and analysis of progress is a key component in all special education classes in AISD

Students with autism may be excused from attendance in order to participate in specific therapies in the community setting as arranged by their parents The AISD will request information from the parent in order to document the request for an excused absence. The following must be documented: What service specifically the student is receiving; What are the credentials of the health care practitioner; and Verification of attendance with the health care practitioner.

AdditionalresourcesavailablefromtheTexasStatewideLeadershipforAutismTraining: http://wwwtxautismnet/indexhtml

ParentalOptionsForRetention

Resources

§300.42

§300.320

(ExtractedfromSection4b,U,oftheOPOs)

The ARD/IEP committee will identify any aids, services or other supports (accommodations) needed by the student with a disability to be educated with non disabled children to the maximum extent appropriate and which are provided in the general education environment The committee will identify needed accommodations for the student by subject area and will also consider behavioral accommodations as necessary

* Specific pages in the The TEA State Assessment manual will provide information on accommodations by type of assessment and accommodations category Information in italics indicates that an Accommodation Request Form is required

* The TEA Student Assessment division will provide information to districts regarding the provision of adequate objective evidence when submitting an Accommodation Request Form (ARF).

Discussion of the accommodation needs of the student will be documented on district forms and filed by the educational diagnostician/LSSP in the student’s special education eligibility folder. All educators providing instruction to the student will have information concerning specific accommodations identified in the student’s IEP Distribution and documentation of this information will be done by the student’s special education teacher or case manager and filed in the student’s special education eligibility folder

Special education, related services and supplementary aids and services must be based on evidence based research to the extent practicable which means to the extent that research is possible and available. Services with the greatest body of research are not necessarily the service required for a child to receive FAPE. The What Works website provides information and a list of strategies documented by evidence.

If a qualified student with a disability requires related aids and services to participate in a regular education class or program (including accelerated classes) then the student must receive those related aids and services Additional information on scientifically based research and response to intervention resources may be found on the Region 10 ESC Special Education website

https://www.region10.org/programs/scientifically-based-research/overview/ LeastRestrictiveEnvironment

Resources

§300114(a)(b)

§300.115

§300.116

§300.117

(ExtractedfromSection4b,I&M,oftheOPOs)

AISD will consider the general education classroom first when determining the least restrictive environment for a student receiving special education services Whenever a student is removed from the general education setting, the ARD/IEP committee will discuss and document in the IEP why the removal is in the best interest of the student

The student will be educated in a school as close to the student’s home school as possible, unless the services identified in the child’s IEP require a different location The AISD makes available a full continuum of alternative placement options that provides opportunities for students with disabilities to be educated with nondisabled peers to the maximum extent appropriate. If a student’s IEP requires services that are not available at the school closest to the home, the student may be placed in another school that can offer the services that are included in the IEP and necessary for the student to receive FAPE If needed to benefit from special education, transportation as a related service will be provided at no cost to the parent to the location where the IEP services will be provided All LRE discussions will be documented in the IEP on district forms and filed by the educational diagnostician/LSSP in the student’s special education eligibility folder

LRE Questions the ARD/IEP Committee may Discuss :

Can education in the general classroom, with the use of supplementary aids and services be achieved satisfactorily for the student?

Have a range of accommodations been considered and tried?

Have efforts been made to modify the curriculum expectations, if appropriate? What educational benefits might the student receive from the general classroom? The student is not required to be able to make the same progress as non-disabled peers. It is also possible that the primary benefits for the student will be social. Those are acceptable reasons to consider inclusion of the student.

It is important to consider the sufficiency of efforts which have been taken to support the student within general education These efforts should be documented and more than mere "minimal efforts”

PlacementinaResidentialFacility

Resources

§89.61(a)(2)(4)

TEC§29008(d)

(ExtractedfromSectionV,V,IVandVoftheOPOs)

https://tea.texas.gov/student-assessment/monitoring-and-interventions/program-monitoring-andinterventions/special-education-in-residential-facilities

1. Residential Facilities Specialist: For purposes of compliance, quality and continuity, the AISD special education department will designate RF job responsibilities and oversight to one district employee. That identified person will be the district designee to maintain communication and compliance oversight with the RF within the district boundaries. The RF designee will maintain the MOU, contact logs, RF meeting Agenda and minutes, correspondence copies, child find/ referral logs, sample referral packet, procedures and local guidelines, sample documentation forms and any other pertinent information

2 Child Find: Annually, in January, the AISD will determine licensed / accredited agencies and obtain updated contact information A survey (by phone, fax or email) will be conducted to determine the student population served. The district will conduct annual training for the RF staff regarding the guidelines for enrollment and referral. Agendas and attendance will be kept in the documentation notebook.

3. Enrollment Guidelines: Any MOU requirements will be followed. A designee from each RF will provide information to the AISD designee upon student enrollment in the RF. A disposition upon enrollment is made of previous general education or previous special education. Also documentation will be kept if the student enrolling is a current AISD student or a non-AISD enrolling student For school age students, the enrollment information is shared with the AISD designated RF specialist Education services are not to be interrupted for any student enrolling in a RF The RF is responsible for providing the following information: the date of withdrawal from previous district, birth certificate or other proof of identity, student registration, medical history and records, parent approval of participation, student enrollment form, student directory information, parent survey of home language, transcript of working document, and documentation of special education eligibility, current FIE and current ARD/IEP, if the student was receiving special education services The district will collaborate with the RF on the need for an ARD/IEP committee meeting and follow all guidelines for a student who transfers into the district. In addition, the RF will determine if the student was classified as a 504 student or if the student was receiving any RTI/MTSS interventions or specialized services from the previous district.

4 Referral and Evaluation:Determination of Disability and Eligibility for Special Education Services MOU requirements will be followed Upon enrollment in the RF, the student will receive general education services pending completion of the referral and evaluation process Upon determination of previous special education services, the special education state rules will be followed as previously stated

5. Service Delivery: If the student has a disability and meets eligibility criteria, follow the federal and state rules and the ARD/IEP committee recommendations. The ARD/IEP Committee will determine any special education, related services or supplementary aides and services necessary for the student to make progress in the general curriculum in the Least Restrictive Environment If the ARD/IEP Committee determines the special education student should remain in general education, the TEKS/ISD curriculum will be implemented If the student needs any accommodations in general education classes, those accommodations will be determined by the ARD/IEP Committee and specified in the IEP

If the ARD Committee determines an alternate state assessment is appropriate, the ARD will develop short term objectives in addition to the measurable annual goals required in (2)(i) above.

If appropriate, any specialized services or supports such as 504 accommodations , G/T, Bilingual / ESL, or Dyslexia will be provided to the RF student

7. Program Evaluation: The district will continually review the implementation of RF requirements and update the database of RF facilities on an annual basis.

StateandDistrictAssessment

Resources

§300.160

§300.320(a)(6)

§89.1055(b)

TEC§39023(b)

§1011003(a)(b)

§891203(7)

(ExtractedfromSection4b,I,S) Staff Training

The AISD special education director will work closely with the district testing coordinator to ensure special education staff is provided continuous training with local campus staff.

The AISD will follow the TEA recommendations found online. Training of special education staff will be held annually The AISD follows the most current Assessment Guidance available through the TEA Student Assessment

Division for ARD Resource and Special Education Assessment information: http://tea.texas.gov/student.assessment/special-ed/

Allowable Accommodations from TEA:

Continuously updated information regarding accommodations can be found on the TEA website http://wwwtea state tx us/student assessment/accommodations/staar-telpas/

ARD/IEP Committee

For students with disabilities working below their enrolled grade level, it is the responsibility of all of us the state as well as the district, campuses, and classroom teachers to work with parents and other members of the community to understand and provide the support these students need to reach their academic potential All students have the right to be exposed to as much of an on-grade-level curriculum as possible

Additional information is available at the following TEA websites: wwwteastatetxus/studentassessment/special-ed/

http://wwwteastatetxus/studentassessment/staar/http://teatexasgov/studentassessment/special-ed/staaralt/

http://wwwtea state tx us/student assessment/special-ed/

STAAR - Alt. 2

The Texas Education Agency (TEA) has developed the State of Texas Assessments of Academic Readiness Alternate (STAAR™ Alternate) to take the place of the TAKS Alt STAAR Alternate is designed for the purpose of assessing students in grades 3–8 and high school who have significant cognitive disabilities and are receiving special education services STAAR Alternate beginning in 2011–2012 For most current updates see: http://wwwtea state tx us/student assessment/special-ed/staaralt/essence/ and http://tea texas gov/student assessment/special-ed/staaralt/ REQUIRED EXPLANATION OF STATE /DISTRICT-WIDE TESTING FOR THE IEP TEAMINCLUDING PARENTS:

In order to meet all of the requirements listed above regarding state and district-wide testing, the following questions must be addressed in the ARD/IEP committee meeting If the ARD/IEP Team determines, based on analysis of current data, that the student cannot take the State or district-wide assessments, the committee shall provide and document the following information:

A Specify why the child cannot participate in the regular assessment

B List the particular alternate assessment selected that is appropriate for the child

requires direct, intensive, individualized instruction in a variety of settings to accomplish the acquisition, maintenance and generalization of skills, accesses and participates in the grade-level Texas Essential Knowledge and Skills (TEKS) through activities that focus on prerequisite skills, demonstrates knowledge and skills routinely in class by methods other than paper and pencil tasks, and demonstrates performance objectives that may include real life applications of the grade-level TEKS as appropriate to the student’s abilities and needs

D Explain clearly the differences between assessments based on grade-level academic achievement standards and those based on modified or alternate academic achievement standards

Definitions Below:

Alternate Assessment: an assessment that is different from the one administered to most students It is best viewed as the "process" for collecting information about what a student knows and can do. The majority of students participate in statewide assessments, some by using accommodations. Some students, however, are unable to take the test even with accommodation. For these students, a state must design an alternate way of determining their learning /learning progress. (Massanari, Carol B.,1999)

Accommodation that does not invalidate the test: an adjustment, change, or adaptation made to an assessment or the process of administering an assessment to students with special needs This term generally refers to changes that do not significantly alter what the test measures It results from a student need and it is not intended to give the student an unfair advantage All accommodations must be identified in the student’s IEP (CEC and the Learning Network 2000-2001)

Benchmarks: are statements of what all students should know and be able to do in a content area by the end of grade levels 4, 8, and 12.

Content Standards: are broad descriptions of knowledge and skills students should acquire in a particular subject area The State of Texas content standards are known as the Texas Essential Knowledge and Skills (TEKS) and can be found online at the TEA website

High Stakes Assessment: state and or district-wide tests that have important consequences for students, staff, or schools (CEC and the Learning Network 2000-2001)

Norm-referenced Test: a test designed to provide information on the performance of test takers relative to one another It measures basic concepts and skills commonly taught in schools throughout the country These tests are not designed as precise measures of any given curriculum or single instructional program The results provide information that compares a student’s achievement with that of a representative national sample (Tuckman, B 1986)

Performance-based Assessment: a task that enables a student to demonstrate abilities to meet objectives or standards (Campbell, Melenyzer, Nettles, and Wyman, 2000).

Rubric: a set of criteria and a scoring scale that is used to assess and evaluate students' work (Campbell, Melenyzer, Nettles, and Wyman, 2000).

Standardized Test: a type of test that is always administered and scored in the same way These tests have norms reflecting a larger population (usually these are age or grade based norms reflecting the performance of children throughout the country on the same tests

Accelerated Instruction Requirements

If a student fails to perform satisfactorily on an assessment instrument administered under Section 39 023 (a) or in the third, fourth, fifth, sixth, seventh, or eighth grade or an end-of-course assessment the LEA shall provide the student accelerated instruction in the subject area in which they did not achieve satisfactory performance during the subsequent summer or school year or assigning the student to a classroom teacher who is certified as a master, exemplary, or recognized teacher under Section 21.3521 for the subsequent school year in the applicable subject area This provision does not include students who are administered assessment instruments that are developed or adopted based on alternative academic achievement standards The LEA will provide accelerated instruction as outlined in the provisions of TEC 28 0211 which include:

The development of an Accelerated Education Plan after the student fails to achieve the approaches or higher on two consecutive assessments in the same subject area

Accelerated instruction is limited to two subjects and the student ratio for tutoring is 4:1 unless there is agreement among all the parents for their students to participate in a larger group.

Unless the student receives the accelerated instruction in the summer, it must be provided at least one time a week (taking into consideration holidays and shortened weeks)

Parents may modify or remove supplemental instruction requirements with a letter to the campus administrator

Parents must be notified of the students failure on any of the test administered as outlined in 28.0211.

When a student with an IEP does not perform satisfactorily on an assessment instrument specified in TEC 28 0211 (a-1) an Accelerated Instruction Plan will be developed as specified in 28 0211 (a-1) (2) or (f) The ARD/IEP committee is not required to meet to develop the Accelerated Instruction Plan; however, the ARD/IEP committee shall review the student’s participation and progress on the Accelerated Education Plan in the students’next annual review meeting The parent or guardian may request an additional ARD/IEP committee meeting at any time if there appears to be a need to modify the student’s IEP If the district refuses to convene the meeting, all procedures regarding Notice of Refusal will be followed

If a student is receiving special education and related services in a Homebound placement, or other off-campus instructional arrangement and is unable to participate in an accelerated instruction program as required by TEC 28 0211, the LEA will determine the accelerated instruction when the student attends school in an on-campus instructional setting If the student does not return to an on-campus setting for the school year in which the accelerated instruction is required to be provided to the student, the LEA is not required to provide the accelerated instruction to the student for that school year The ARD/IEP committee may meet at the request of the campus or the parent to review the needs of the student based on the student’s medical condition and the student’s ability to participate in instructional activities

Information regarding TEC 28.0211 is available at: http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.28.htm

Graduation

Resources

§300.160(a-d)

TEC§39.023(b)

§101.1003(a)(b)

§89.1203

IndividualGraduationCommitteeFrequentlyAskedQuestions(TEA) https://teatexasgov/sites/default/files/SB%20149%20FAQ%20101315pdf (Extractedfrom4a,VIII(F)oftheOPOs)

The manner in which a student with a disability meets requirements for graduation will be determined by the IEP/ARD committee. This Summary of Performance (SOP) will be completed prior to graduation using the district approved form. (Agency input will be requested upon parent/adult student consent, Summary of Performance is supported with information included in student's IEP/transition supplement )

The AISD will discuss graduation ceremonies and certificate of attendance during the Annual ARD/IEP meeting for students not completing their IEP but wishing to participate in the graduation ceremony with their classmates. At the annual ARD meeting beginning the 8 th grade year provide the following information to parents: a student who has completed 4 years of high school but has not completed the IEP may elect to participate in a graduation ceremony with his class The student shall receive a certificate of attendance The student shall receive a diploma upon completion of the IEP By law, a student may participate in only one graduation ceremony

The AISD encourages student involvement in the ARD/IEP meeting no later than the 8th grade to ensure not only the parent but also the student understands the differences in the High School Graduation Options. http://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac view=5&ti=19&pt=2&ch=74&sch=G&rl=Y Discussion regarding graduation will be documented on district forms and filed by the educational diagnostician/LSSP in the student’s special education eligibility folder

Resources

§300106(a)(b)

§891055(c)

§891065

(Extractedfrom4b,SectionI,F)

The following guidelines will be used to assist in identifying students who may need ESY services. ESY services are determined on an annual basis, are not synonymous with summer school and are not intended as a recreational service. ESY services may be provided during the summer, before or after school hours, or during school vacations depending upon the need of the individual student

b. At the IEP progress review at the close of the first six weeks, students identified at the beginning of the year as having experienced significant regression, should be evaluated to determine if they have recouped the skills lost during the summer For those students not evidencing recoupment of skills at this review, another review should be conducted following an additional two weeks

c Throughout the school year, following holiday breaks, etc additional data may identify students who are experiencing regression on IEP goals

d For some students regression might be considered substantial even though recoupment does occur within the six to eight weeks (includes the 2 weeks of additional reteach) This is particularly true in critical skill areas such as health, safety and vocational skills. This must be an educational decision by the ARD/IEP committee, based on knowledge of the individual student’s needs and current IEP goals and objectives. Data reviewed may also include predictive data, based on the opinion of professionals in consultation with the child’s parents as well as circumstantial considerations of the child’s individual situation at home and in his or her neighborhood and community

2 The ARD/IEP committee will review the body of data in determining the need for ESY services for the coming summer break for any student:

a For whom the data indicates regression and recoupment issues

b For any student referred by their parent for regression and recoupment issues

3. The ARD committee in reviewing the need for ESY services will determine the appropriate IEP goals and objectives from the current IEP and the required amount of instruction time needed to prevent regression and recoupment issues.

4. For students transferring into the district during the school year the following procedures can be used to determine the need for ESY services:

a Attempt to contact a teacher from the student's original school for supporting data related to regression

5 For ECI students new to the district, the staff will use all existing data to analyze regression recoupment of the goals and objectives on the IEP or the IFSP.

Data to support ESY decisions will be collected by the special education staff supporting the student and presented to the ARD/IEP committee for consideration All decisions regarding ESY will be documented on district forms and filed in the student’s special education eligibility folder by the educational diagnostician/LSSP

Additional ESY Considerations

AlsoseeTEAwebsite:https://tea.texas.gov/academics/special-student-populations/special-education/programsand-services/extended-school-year

Resources

§300324

(ExtractedfromSection4a,VIII)

Any agreement or amendment to the ARD/IEP Meeting will follow exact guidelines in §300 324 (a) (4 and 6) as listed below The agreement in §300 324 (a) (4) must be documented in writing on the AISD form provided to you

The campus administrator must approve the decision to complete a proposed amendment to the IEP.

Discuss the proposed amendment with appropriate IEP team members including discussion with the parents in person or by phone.

Complete the district form provided to you and obtain parent signature of agreement to amend the IEP

Distribute the signed amendment to all IEP team members and implementers

The educational diagnostician/LSSP will File the original amendment with the parent signature in the student’s eligibility form with the Annual ARD/IEP document that is being amended

Changes that require an ARD/IEP meeting The amendment procedure MAY NOT be used for the following changes:

A Change in the student’s placement that results in additional time within a special education setting

A Manifestation Determination Review and/or development and/or review of a FBA or BIP

A Change in special education services, amount of service time, or to add/drop services (excluding transportation)

A review of assessment information that would lead to an eligibility determination or change

A Review of a student’s lack of progress

a Proposal to change State and/or district testing level

Changes that DO NOT require an ARD/IEP meeting. The amendment procedure MAY be used for the following changes:

State and district testing grade level or expected achievement level

Transportation

Accommodations or revision of existing modifications

Minor clerical errors

PRIORWRITTENNOTICEANDCONSENTREQUIREMENTS

PRIORWRITTENNOTICE

Resources

§300503Priornoticebythepublicagency OSEPLettertoFerrera:http://sitesedgov/idea/idea-files/policy-letter-february-29-2012-tophilip-ferrara/ OSEPLettertoLieberman:https://sitesedgov/idea/files/idea/policy/speced/guid/idea/letters/20103/atkinslieberman080510pwr3q2010.pdf/ OSERSDearColleagueLetter(December5,2014):https://www2.ed.gov/policy/gen/guid/correctionaleducatio/idea-letter.pdf/ ExtractedfromSection7,IIoftheOPOs

The Prior Written Notice form must be sent to the parents or adult student: after an IEP meeting to inform parents of the final action on a proposal or refusal to initiate or change the identification, evaluation, or educational placement of the student or the provision of a FAPE, regardless if the parent is in attendance and in agreement with decisions, regardless if the parent requests the change or the district is making a change, after a proposal to revise a child’s IEP, which typically involves a change to the type, amount, or location of special education and related services being provide to a child the AISD may use the IEP as part of the prior written notice so long as the IEP document(s) meets all the requirements in §300.503 Fed.Reg.46691(August 14, 2006)

The regulation §300 503 is required for all Notices including: Notice of Evaluation, Notice of ARD / IEP Meeting, and

Notice of Proposal or Refusal.

All Prior Written Notice forms will contain the required information listed above. All areas will be addressed when completing the appropriate Notice form

A description of the action proposed or refused by the school;

An explanation of why the school proposes or refuses the action;

A description of each evaluation procedure, assessment, record, or report the agency used as a basis for the proposed or refused action;

A statement that the parents of a child with a disability have protection under the procedural safeguards of this part and, if this notice is not an initial referral for evaluation, the means by which a copy of a description of the procedural safeguards can be obtained;

Sources for parents to contact to obtain assistance in understanding the provisions of the part;

A description of other options that the IEP Team considered and the reasons why those options were rejected; and

A description of other factors that are relevant to the agency ’ s proposal or refusal

Use of the district PWN form will ensure that this required information has been included A parent may choose to receive notices by an electronic mail communication All PWN forms will be completed by the campus diagnostician/LSSP with copies filed in the student’s special education eligibility folder as well as documentation of any notices sent by electronic mail.

CONSENTREQUIREMENTS

ConsentForInitialEvaluation

Resources

TAC§89.1011FullIndividualandInitialEvaluation

CFR§300.9Consent

CFR§300301InitialEvaluations

CFR§300300ParentalConsent

(ExtractedfromSection7,IIIoftheOPOs)

If a parent refuses consent for an initial evaluation, a notation is made on the Consent for Initial Evaluation. After discussion with the special education director, a Refusal of Service form is completed by the assessment personnel and provided to the parent with a copy in the student’s file.

ConsentForServices

Resources

TAC§89.1011FullIndividualandInitialEvaluation

CFR§300.9Consent

(ExtractedfromSection7,IIIoftheOPOs)

At the conclusion of the initial ARD committee meeting in which proposed services are defined, the district will make every effort to obtain written consent for the initial provision of special education and related services from the parent or guardian District staff will be responsible for maintaining records of the attempts These reasonable efforts include the following:

(1) Detailed records of telephone calls made or attempted and the results of those calls;

(2) Copies of correspondence sent to the parents and any responses received; and

(3) Detailed records of meetings/conference or visits made to the parent’s home or place of employment and the results of those visits.

Campus staff should contact the Special Education Director when the parent or adult student Revokes Consent for Special Education Services Documentation in writing of the parent or adult student’s revocation will be on the required district form provided to you As stated in (b)(4)(i) above, use of the district provided form will

assure that Prior Written Notice federal requirements (listed on page 703) are specifically documented prior to ceasing services. Parent signature on this PWN form can suffice as written request from the parent.

When a parent revokes consent for the provision of special education and related services, the AISD may inquire as to why a parent is revoking consent , but may not require a parent to provide an explanation, either orally or in writing, prior to ceasing the provision of special education services Prior Written Notice is provided to the parent promptly after receiving written revocation of consent for provision of special education services

The AISD cannot discontinue services (following a revocation of consent) until the parent receives the Prior Written Notice form. The PWN states AISD will provide parents the “reasonable time” and information needed to make informed decisions regarding their child’s continued need for services. In Texas, a reasonable time means at least five school days.

ConsentforReevaluations

Resources

§300.300(c)

(ExtractedfromSection7,IIIoftheOPOs)

The district will follow all procedures for conducting a Review of Existing Evaluation Data prior to conducting a reevaluation The district must obtain informed parental consent prior to conducting any reevaluation of a child with a disability Parental consent is not required if the evaluation team determines that additional data are not needed for an evaluation or reevaluation In all instances, the parents have the opportunity to be part of the team which makes that determination If the district has made multiple attempts (phone call, email and certified letter) to obtain consent for an evaluation and the parent does not respond, then parental consent to proceed with the reevaluation is not needed All documentation of attempts must be placed in the student’s eligibility folder. If the parent refuses to consent to the reevaluation the district may pursue consent override procedures through a request for a Due Process Hearing. Evaluation staff will contact the special education administrator to determine the district’s response to the refusal.

Evaluations occur as a regular part of student progress monitoring to assess whether the child has mastered the information If the evaluation is crucial to determining a child’s continued eligibility or to determine whether “services should be increased or decreased” that is considered a reevaluation requiring written parental consent (OSEP Letter to Sarzynski - May 6, 2008)

FBA - Functional Behavior Evaluation needs parental consent when completed to:

* develop or modify a Behavior Intervention Plan

* determine whether the child is a child with a disability and the extent of special education and related services needed,

* determine whether the positive behavioral interventions and supports set out in the current IEP for a child with a disability would be effective in enabling the child to make progress toward the IEP goals/objectives, or

* determine whether the behavioral components of the IEP would need to be revised

ConsentToExcuseMemberFromAttendingARDCommitteeMeetings

Resources

§300321

(ExtractedfromSection4a,VIIoftheOPOs)

(See TAC §89 1050 )

Decisions regarding eligibility and programming for a student with a disability will be made by a group of persons who meet at least annually as an ARD/IEP committee. This committee must include: The parent of the child

At least one general education teacher of the child. Efforts should be made to ensure that the general education representative of the ARD committee be a professional who has contact with the student either daily or weekly and thus has direct knowledge of the student Efforts may include; selecting a teacher who provides academic instruction at some point in the student's schedule, selecting a teacher who provides instruction in physical

education or a related arts area, selecting a teacher who provides intervention support, or selecting a teacher who provides instruction in an elective area,

At least one special education teacher or service provider working with the student,

The student if appropriate. The invitation to the ARD meeting will indicate that the student was invited to the meeting,

The AHS diagnostician and/or Transition Specialist is responsible for inviting officials from other agencies to the IEP meeting if appropriate and obtaining parent/student consent/release of information The AISD attempts to have representatives from other agencies meet with students and parents prior to the IEP meeting to ensure more quality time to discuss post secondary services and options

Excusal

If the member’s area is not being modified or discussed, the member may be excused from the meeting if the parent and AISD agree in writing on the district form that the members attendance is not necessary. The AISD parental informed consent is required in order to excuse an IEP member if their area of the curriculum or related service will be modified or discussed Parental consent for excusal must include all elements of informed consent found in the Procedural Safeguards section The AISD will attempt to provide a minimum of 3 days advance written input to the parent to consider excusal unless there are emergency circumstances which cannot be avoided The parent always has the right not to agree to the excusal The AISD will not routinely excuse IEP members and each IEP meeting requires either appropriate agreement or consent for the IEP member requesting excusal. Any excusal from the ARD/IEP Meeting will follow exact guidelines in §300.321 (e) (1-2) and be documented in writing on the AISD form.

ConsentToAccessPublicBenefitsandPrivateInsurance

Resources

§300154(d)(e)

(ExtractedfromSection8,X(G)

The LEA will follow all state and federal guidelines per 34 CFR 300.154 regarding the use of public or private benefits. Parents may be asked to provide permission for the district to access Medicaid or other public benefits or insurance programs The Educational diagnostician/LSSP will make this request Consent will be provided in writing on the district form Parents must be informed that their refusal to provide consent does not relieve the school district of the responsibility to provide special education services to the child at no cost to the parent

Prior to accessing a child’s or parent’s public benefits or insurance for the first time, and after providing notification to the child’s parents, the LEA must obtain written, parental consent that-meets the requirements of §99.30and §300.622. Consent must specify: the personally identifiable information that may be disclosed (e.g., records or information about the services that may be provided to a particular child), the purpose of the disclosure (e g , billing for services under part 300), and the agency to which the disclosure may be made (e g , the state’s public benefits or insurance program (e g , Medicaid)); and

Prior to accessing a child’s or parent’s public benefits or insurance for the first time, and annually thereafter, must provide written notification, consistent with §300 503 (c), to the child’s parents, that includes:

A statement of the “ no cost” provisions in §300 154(d)(2)(i) through (iii)

A statement that the withdrawal of consent or refusal to provide consent under 34 CFR part 99 and part 300 to disclose personally identifiable information to the agency responsible for the administration of the State’s public benefits or insurance program (e g , Medicaid) does not relieve the public agency of its responsibility to ensure that all required services are provided at no cost to the parents

The same is true for students who are covered by private insurance The district may ask the parents for permission to access such insurance to cover some costs of services Consent will be provided in writing on the district form. Parents must be informed that their refusal to provide consent does not relieve the school district of the responsibility to provide special education services to the child at no cost to the parent. Any Proceeds from public benefits or insurance or private insurance will not be treated as program income for purposes of 2 CFR 200 307 If the LEA spends reimbursements from Federal funds (e g Medicaid) for services under this part, those funds will not be considered "State or local" funds for purposes of the maintenance of effort provisions in §§300 163 and 300 203

ConsentToTransferAssistiveTechnologyDevices

Resources

TAC891056(b)

TEC3000015(a)(3)

ExtractedfromSection8,IXoftheOPOs)

When the district has purchased an assistive technology device or equipment specifically for the use of an individual student, that equipment, through an agreement with the parent and/or adult student, may be sold, leased or loaned for the continued use of the student when they leave the school district, either through transfer to another school district or open-enrollment charter school. This may also occur when the student’s eligibility for special education services ends. This will first be discussed with the LEA special education administrator and then proposed in an ARD/IEP meeting The designated campus special education staff will document the transfer of the device, if approved, on the Uniform Transfer Agreement or locally developed form A copy of the form will be sent to the LEA special education administrator and also maintained in the student eligibility folder (See also the OSEP Letter to Goodman (June 21, 1998) and 34 CFR §80 32 EDGAR regulation governing equipment )

ConsentForDisclosureofConfidentialInformation

Resources

3009

ExtractedfromSection7,IIIoftheOPOs)

For more information on consent for observations/screenings, see Section 2: FIE

For more information on consent for excusal see Section 4 Amendments

In order to release or disclose educational records to an outside party not listed below, the district will obtain informed written consent for the release of confidential information from the parent or guardian. In general, this consent will be obtained by the educational diagnostician/LSSP or designated district staff member and the signed consent will be maintained in the student’s eligibility folder As stated in the 34 Code of Federal Regualtions §99 3:

Disclosure is defined as permitting access to or releasing, transferring 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.

For Consent to Release Records the LEA may release records without parent consent based upon Family Educational Rights and Privacy Act (34 CFR § 99 31) to:

School officials with legitimate educational interest:

Other schools to which a student is transferring;

Specified officials for audit or evaluation purposes; Determine eligibility, the amount, and/or the conditions for the student to apply for or receive financial aid or enforce the terms and conditions of the aid for which the student has applied or which the student has received if the information is necessary (34 CFR § 99 31(a)(4)); Organizations conducting certain studies for or on behalf of the school; Accrediting organizations; To comply with a judicial order or lawfully issued subpoena; Appropriate officials in cases of health and safety emergencies; and State and local authorities, within a juvenile justice system, pursuant to specific State law Parental Consent to Disclose or Release records will be obtained in all other instances not listed above. For the entire FERPA regulations and specifics of each bulleted item above, please see the website below: http://www.gpo.gov/fdsys/pkg/FR-2011-12-02/pdf/2011-30683.pdf

RESTRAINTANDTIME-OUT&DISCIPLINECOMPANIONDOCUMENT

RESTRAINTANDTIME-OUT

Resources

TEC§37.0021.UseofConfinement,Restraint,Seclusion,andTime-Out

TAC§89.1053.ProceduresforUseofRestraintandTime-Out

TEC§370023 ProhibitedAversiveTechniques

https://teatexasgov/academics/special-student-populations/special-education/programs-and-services/stateguidance/written-summary-of-restraint-use-sample-form (ExtractedfromSection6,VoftheOPOs)

1 The district will follow all state and federal regulations regarding the use of Restraint Restraint means the use of physical force or mechanical devices to significantly restrict the free movement of all or a portion of a student’s body. Physical restraint will be used as a last resort when it is clear that imminent, serious physical harm to the student or others is about to occur or occurring. Designated campus staff will be trained annually in a Nonviolent Crisis Intervention system that promotes positive behavioral strategies, prevention, and deescalation techniques When possible, A trained staff member will administer any necessary restraint If a staff member who is not trained is required to implement a restraint because a student’s behavior poses an eminent threat of serious physical harm to the student or others or imminent serious property destruction that staff member will be trained in the district’s nonviolent crisis intervention system within 30 school days of the implementation of the restraint Documentation of that training will be sent to the special education administrator

2. For students whose behaviors indicate the need for restraint, the IEP/BIP of the student will identify the need as well as positive behavior strategies for the student.

3. When restraint is used, the trained staff will document and file in the student’s eligibility folder all the required restraint documentation Specific district forms will be used for documentation

5 Documentation of restraint training for the campus, central office, or any district personnel will be maintained in the office of the special education administrator or the electronic data system utilized by special education

Time-outGuidelines

The staff of AISD will be trained and all rules above will be followed The guidelines below are for the use of timeout Time-out is outlined below as either Non-exclusionary, which is the least restrictive, or Exclusionary time-out which results from more serious behaviors Exclusionary time-out should be used when Non-exclusionary attempts are not successful The campus will maintain documentation of time-out as it relates to the student’s BIP

1 Non-exclusionary

time-out:

Planned Ignoring: This is the simplest form of Non-exclusionary time-out. Planned ignoring involves the systematic removal of social reinforcement (attention) by the teacher for a specific amount of time. When the student misbehaves, the teacher breaks eye contact, turns away, and stops all social interaction with the student Planned ignoring assumes that the teacher's social attention is reinforcing If it is not, then

this will not work to decrease the behavior. If planned ignoring is the appropriate response, the teacher should prepare initially for an increase in the behavior before the behavior will decrease.

Head down on desk: This has been used by teachers for a long time. The student is simply told to put his head down on his desk for a short period of time (timer may be used)

Non-observation time-out (instructional isolation): This is basically the same as observation time-out, except the student is not allowed to observe the classroom activities Usually, the student is placed in a particular part of the classroom that does not provide for viewing other students. (use of timer recommended – 10 minutes and may reset once)

2 Exclusionary time-out: The student is removed from the classroom and placed in a separate environment in which the student remains until he/she regains control of their behavior and is no longer disruptive to the educational environment Clearly, this is more restrictive and other types of time-out should be attempted first Exclusionary time-out provisions must be outlined in the student’s IEP ProhibitedAversiveTechniques

The AISD prohibits the use of aversive techniques as defined by TEC §37 0023 However, if a student’s behavior is causing severe bodily harm or could be considered life threatening to the student, the staff will immediately contact the parents and the special education administrator to discuss behavioral options and interventions that do comply with the exceptions outlined in TEC §37.0023 (c)(1)(2).

AuthorityofSchoolPersonnel

Resources

§300.530Authorityofschoolpersonnel §37.0832and§21.451(d) §37.001.StudentCodeOFConduct. §37.0012.DesignationOfCampusBehaviorCoordinator. §370013 PositiveBehaviorProgram §37006(p)RemovalForCertainConduct

OSEPBehaviorTrainingtechnicalassistancedocumentSupportingandRespondingtoBehavior:EvidenceBased StrategiesforTeachers,http://www.txbehaviorsupport.org/Assets/osep-ebp-classroom-pbis-document-2015(1).pdf

(ExtractedfromSection6,IoftheOPOs)

When a child with a disability violates the student code of conduct, campus administration will consult the student’s IEP when reviewing options for disciplinary consequences The campus will follow all state and federal regulations regarding placement decisions for students with disabilities.

The district will follow the guidelines of TEC §37.0012 regarding designated campus coordinators and parent notification of student placement in in-school or out-of-school suspension, placement in a disciplinary alternative education program, expulsion, placement in a juvenile justice alternative education program or when a student is taken into custody by a law enforcement officer

The AISD has adopted a positive behavioral support program/initiative and all campus staff receive annual training on the program

§300.534Protectionsforchildrennotyeteligibleforspecialeducationandrelatedservices

§37.0091NoticetoNoncustodialParent

(ExtractedfromSection6,VI(H)(I)oftheOPOs)

If a student violates the student code of conduct and has not been determined to be eligible for special education prior to the violation, but asserts that the district did have knowledge that the student did have a disability, then the student could be eligible for the same protections afforded students who do receive special education services Campus administration will contact the district special education administration to assist in determining if the district did have knowledge according to the federal guidelines stated in §300 534 If the district determines that they did not have knowledge that the student was a student with a disability prior to the violation then the student will be disciplined according to the student code of conduct. If the district does determine that the district did have knowledge, then the student will be afforded the same protections as a student who receives special education services. The district will expedite the evaluation process and the ARD/IEP committee will determine eligibility, services, supports and placement for the student The student will receive all educational services during the time the student is being evaluated If the district determines that they did not have knowledge that the student was a student with a disability and the parent request an evaluation for special education during the time the student is subjected to disciplinary measures, the evaluation must be expedited and the student can remain in the disciplinary placement without education services until the ARD/IEP committee convenes

DisciplinaryChangeofPlacement

Resources

§300530(b,c,d)AuthorityofSchoolPersonnel

§300536Changeofplacementbecauseofdisciplinaryremovals

§300324Development,review,andrevisionofIEP

§37.004.PlacementofStudentswithDisabilities.

§89.1050.(k)TheAdmission,ReviewandDismissalCommittee.

(ExtractedfromSection6,IIortheOPOs)

The AISD will follow all state and federal rules regarding timelines and placement of students with disabilities in the least restrictive environment appropriate to meet their individual needs

TEADisciplineandSchoolRemovals:http://teatexasgov/academics/special-student-populations/specialeducation/programs-and-services/state-guidance/discipline-and-school-removals

RemovalsofStudentsWithDisabilities

Resources

§TEC37.002

§TEC37.003

§TEC37005

§TEC37006

§TEC37007

§TEC37011

§TAC891052

§300.170

(ExtractedfromSection6,IIIoftheOPOs)

The local campus administrator is responsible for maintaining records on student discipline. Students with disabilities must be monitored by the local campus for the total number of days in which the student has been removed in order to follow state and federal disciplinary requirements Change of Placement Analysis

(1) Count the days of disciplinary removal from the student's current educational placement.

(b) An in-school suspension would not be considered a part of the days of suspension as long as the child is afforded the opportunity to:

(i) Appropriately progress in the general curriculum,

(ii) Continue to receive the services specified on his or her IEP, and

(iii) Continue to participate with non disabled children to the extent they would have in their current placement

(c) Whether a bus suspension would count as a day of suspension would depend on whether the bus transportation is a part of the child’s IEP

(i) If the bus transportation is a part of the child’s IEP, a bus suspension would be treated as a suspension unless the Anna ISD provides the bus service in some other way.

(ii)If the bus transportation is not a part of the child’s IEP, a bus suspension would not be a suspension.

(2) Determine whether the disciplinary removal(s) constitute(s) a change of placement. A disciplinary change of placement occurs if:

(a) The removal is for more than 10 consecutive school days, or

Prior to the removal of a special education student from a specialized setting identified in the IEP, the ARD/IEP committee must convene to consider supports, services and alternative that meets the needs of the student. Special Education teachers in the AISD will follow the ARD/IEP process for any consideration of placement in the resource or self-contained classroom.

To read the entire text of Chapter 37, see: https://statutes capitol texas gov/Docs/ED/htm/ED 37 htm

ForRemovalsLessThan10SchoolDays:

The AISD may choose to provide the IEP services to the student with disabilities during any short term removal to ISS in order to prevent counting those days of removal toward the 10 cumulative days

In the case of a student whose behavior impedes his or her learning or that of others, convene an ARD/IEP committee meeting, if appropriate, to consider completing an FBA/BIP including positive behavior interventions, strategies, and supports to address that behavior

ForRemovalsMoreThan10SchoolDays:

The district will continuously monitor the disciplinary removals for students with disabilities to ensure that students aren’t removed from their IEP placement for more than 10 consecutive school days. In addition, removals could be considered a change of placement if the series of removals total 10 or more school days and the behavior is similar in all incidents that led to the removal and/or the length, total time of each removal, and the proximity of removals to one another form a pattern

Additional (beyond 10 cumulative days in a school year) short-term removals (of 10 consecutive days or less) for separate incidents of misconduct, are permitted, to the extent removals would be applied to nondisabled students and as long as those removals do not constitute a Change of Placement as defined in §300.536.

If the AISD initiates disciplinary procedures applicable to all students, the special education and disciplinary records of the student with a disability will be provided to the person or persons making the final determination regarding disciplinary action.

The AISD will follow all state and federal rules regarding placement of students with disabilities in the least restrictive placement appropriate to meet their individual needs

ManifestationDeterminationReviews

Resources

§300.530(e)(f)Authorityofschoolpersonnel

(ExtractedfromSection6,II,(B)(2)

If the answer to either question above is “ yes, ” then the conduct must be determined to be a manifestation of the student’s disability.

The “Relevant Members of the IEP Team” who will participate in the Manifestation Determination discussion will depend on the type of discipline infraction, when the infraction occurred and who was present at the event. Some members of the IEP Team may not be relevant to the discussion of the discipline event. Nonetheless, in each instance, the relevant members should be determined in collaboration by the parents and the AISD.

WhenBehaviorIsAManifestation

Resources

§300324Development,review,andrevisionofIEP

§300.530(f)Determinationthatbehaviorwasamanifestation

(ExtractedfromSection6,IIoftheOPOs)

When the behavior is a Manifestation of the student’s disability the ARD/IEP committee must: Conduct a Functional Behavior Assessment (FBA) and develop a Behavioral Intervention Plan (BIP) for the student If a FBA and BIP were already in place proper to the behavioral infraction, then the committee must review and modify the BIP to address the behavior, and Return the student to the IEP placement he/she was in prior to the behavioral incident unless the parent and the district agree to a change of placement as part of the modification to the student’s BIP

If the student's ARD committee agrees that additional assessment is indicated, Federal Guidelines stipulate required timelines. If the student's ARD committee agrees that there is a need for a Functional Behavior Assessment, the committee may determine that there is enough data to complete the assessment at the ARD. If there is insufficient data to complete the assessment at the ARD, the ARD committee determines the timeline for the assessment(s) to be completed, which may be more than 10 days if warranted

The district will ensure that relevant members of the ARD Committee (including the general education teacher) participate in providing information for the FBA and in the development of the BIP. The FBA/BIP will: target the specific behavior that is impeding learning by clearly defining and describing the observable behavior(s) obtain information from a variety of sources including but not limited to: discussions, interviews, records, and direct observation Also use any standardized instruments if available Determine duration, frequency, and intensity of any patterns of behavior identify and describe any antecedents - events that logically serve as the stimulus for the behavior identify and describe any consequences - this is the action that is following and causes the student to maintain specific behavior - determine effectiveness of each.

determine the purpose of the student's behavior - usually to get something, avoid or escape something, or to control the antecedent event.

describe the relationship of the behavior to the event and provide possible variables that can be changed in the setting or the situation develop a plan which includes accommodations and behavioral strategies that focus on teaching alternatives to the behavior including positive reinforcement as well as consequences for the targeted behavior(s) include strategies for consistent implementation and time frames that will allow for the behavior intervention plan and any accommodations to be effective.

See OPOs, Section 2 (XI) (F) for additional guidance on FBAs and Section 7 for guidance on Consent and Prior Written Notice.

Click link to review resources for Positive Behavior Supports. http://www.txbehaviorsupport.org/

WhenBehaviorIsNOTaManifestation

Resources

§300.530(c)Additionalauthority.

(ExtractedfromSection6,IIoftheOPOs)

If a student with a disability has a been removed from his or her placement for 10 school days (consecutive or cumulative) in a school year and the behavior violation is NOT a manifestation of the student’s disability, then the student may be disciplined in the same manner and the same duration as a student without a disability However, the student will continue to participate in the general education curriculum and to progress toward meeting the student’s IEP goals The student will receive, as appropriate an FBA and any behavioral intervention services and accommodations that are needed in order to address the behavior that led to the violation of the student code of conduct.

see OPO Section 6, FAPE for Students Removed

ServicesDuringPeriodsofRemoval

Resources

§300.530(d)Services.

TEC§37.021.OpportunityToCompleteCoursesDuringIn-SchoolAndCertainOtherPlacements.

(ExtractedfromSection6,IV(d)oftheOPOs)

When a student is moved to an Interim Alternative Education Setting (IAES), The ARD committee will convene to determine the appropriate setting and will assure that the student receives appropriate support and services in the IAES assigned. Services for a student with a disability must be provided so as to enable the child to continue to participate in the general education curriculum and to progress toward meeting the goals set out in the student’s IEP

If a student is removed from their IEP setting for a disciplinary reason for a time that is less than 10 consecutive days or 10 cumulative days that does not constitute a change of placement, the student will receive services in the same fashion that students without disabilities are provided The district will offer all students removed to inschool suspension or another disciplinary setting other than a disiciplinary alternative education program (DAEP), the opportunity to complete before the beginning of the next school year each course in which the student was enrolled at the time of the removal. The courses may be provided by any method available, including correspondence courses, distance learning or summer school. If the student is removed from their current IEP placement for 10 days or more (consecutive or cumulative) the ARD committee will convene to determine the extent to which services are needed so the student is able to continue to participate in the general education curriculum, and to progress toward meeting the goals in the student’s IEP If the student is removed from their current placement due to disciplinary reasons the student must also receive, as appropriate, a functional behavioral assessment, and behavioral intervention services and modifications designed to address the behavior violation so that it does not recur

All procedural safeguards, including required notice and consents, will be followed throughout the process of disciplinary action for students with disabilities.

SpecialCircumstances

Resources

§300530(g)

(ExtractedfromSection6,III(D)oftheOPOs)

45SchoolDayRule

The district administrator may remove a student to an interim alternative education setting for not more than 45 days regardless of the Manifestation Determination decision if the behavior is a result of the special circumstances identified in §300 530 (g) Special Circumstances include when the student: Carries a weapon to or possesses a weapon at school on school premises or to a school function, Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance at school, on school premises or to a school function, or Has inflicted serious bodily injury upon another person at school, on school premises or at a school function

StayPutRequirementsDuringADisciplinaryAppeal

(a) Previously during appeals, a child with a disability remained in the original placement, “stay-put” The new IDEA eliminates the “stay-put” requirement in the case of discipline The “stay-put” rule still applies to the non-disciplinary dispute. Now during the time that an appeal is pending, the child will remain in the interim alternative educational setting (IAES) until the appeal is resolved or until the expiration of the suspension, whichever occurs first.(see D. and E. below)

Special Education Operating Procedures

IMPORTANT PURCHASERMUSTREAD: (copyrightlaw)