Bill Text: TX HB1886 | 2017-2018 | 85th Legislature | Enrolled

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Bill Title: Relating to dyslexia screening and testing in public schools, the employment of dyslexia specialists by regional education service centers, the development of a list of training opportunities for educators regarding dyslexia, and transition planning for students enrolled in a special education program.

Spectrum: Moderate Partisan Bill (Republican 6-1)

Status: (Passed) 2017-06-15 - Effective immediately [HB1886 Detail]

Download: Texas-2017-HB1886-Enrolled.html

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H.B. No. 1886

AN ACT
relating to dyslexia screening and testing in public schools, the
employment of dyslexia specialists by regional education service
centers, the development of a list of training opportunities for
educators regarding dyslexia, and transition planning for students
enrolled in a special education program.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS:
SECTION 1. Subchapter B, Chapter 8, Education Code, is
amended by adding Section 8.061 to read as follows:
Sec. 8.061. DYSLEXIA SPECIALIST. Each regional education
service center shall employ as a dyslexia specialist a person
licensed as a dyslexia therapist under Chapter 403, Occupations
Code, to provide school districts served by the center with support
and resources that are necessary to assist students with dyslexia
and the families of students with dyslexia.
SECTION 2. Section 29.011, Education Code, is amended to
read as follows:
Sec. 29.011. TRANSITION PLANNING. (a) The commissioner
shall by rule adopt procedures for compliance with federal
requirements relating to transition services for students who are
enrolled in special education programs under this subchapter. The
procedures must specify the manner in which a student's admission,
review, and dismissal committee must consider, and if appropriate,
address the following issues in the student's individualized
education program:
(1) appropriate student involvement in the student's
transition to life outside the public school system;
(2) if the student is younger than 18 years of age,
appropriate [parental] involvement in the student's transition by
the student's parents and other persons invited to participate by:
(A) the student's parents; or
(B) the school district in which the student is
enrolled;
(3) if the student is at least 18 years of age,
[appropriate parental] involvement in the student's transition and
future by the student's parents and other persons, if the parent or
other person:
(A) is invited to participate by the student or
the school district in which the student is enrolled; or
(B) has the student's consent to participate
pursuant to a supported decision-making agreement under Chapter
1357, Estates Code;
(4) appropriate [any] postsecondary education
options, including preparation for postsecondary-level coursework;
(5) an appropriate [a] functional vocational
evaluation;
(6) appropriate employment goals and objectives;
(7) if the student is at least 18 years of age, the
availability of age-appropriate instructional environments,
including community settings or environments that prepare the
student for postsecondary education or training, competitive
integrated employment, or independent living, in coordination with
the student's transition goals and objectives;
(8) appropriate independent living goals and
objectives; [and]
(9) appropriate circumstances for facilitating a
referral of [referring] a student or the student's parents to a
governmental agency for services or public benefits, including a
referral to a governmental agency to place the student on a waiting
list for public benefits available to the student, such as a waiver
program established under Section 1915(c), Social Security Act (42
U.S.C. Section 1396n(c)); and
(10) the use and availability of appropriate:
(A) supplementary aids, services, curricula, and
other opportunities to assist the student in developing
decision-making skills; and
(B) supports and services to foster the student's
independence and self-determination, including a supported
decision-making agreement under Chapter 1357, Estates Code.
(a-1) A student's admission, review, and dismissal
committee shall annually review the issues described by Subsection
(a) and, if necessary, update the portions of the student's
individualized education program that address those issues.
(a-2) The commissioner shall develop and post on the
agency's Internet website a list of services and public benefits
for which referral may be appropriate under Subsection (a)(9).
(b) The commissioner shall require each school district or
shared services arrangement to designate at least one employee to
serve as the district's or shared services arrangement's designee
on transition and employment services for students enrolled in
special education programs under this subchapter. The
commissioner shall develop minimum training guidelines for a
district's or shared services arrangement's designee. An
individual designated under this subsection must provide
information and resources about effective transition planning and
services, including each issue described by Subsection (a), and
interagency coordination to ensure that local school staff
communicate and collaborate with:
(1) students enrolled in special education programs
under this subchapter and the parents of those students; and
(2) as appropriate, local and regional staff of the:
(A) Health and Human Services Commission;
(B) Texas Workforce Commission [Department of
Aging and Disability Services];
(C) [Department of Assistive and Rehabilitative
Services;
[(D)] Department of State Health Services; and
(D) [(E)] Department of Family and Protective
Services.
(c) The commissioner shall review and, if necessary, update
the minimum training guidelines developed under Subsection (b) at
least once every four years. In reviewing and updating the
guidelines, the commissioner shall solicit input from
stakeholders.
SECTION 3. Sections 29.0112(b) and (e), Education Code, are
amended to read as follows:
(b) The transition and employment guide must be written in
plain language and contain information specific to this state
regarding:
(1) transition services;
(2) employment and supported employment services;
(3) social security programs;
(4) community and long-term services and support,
including the option to place the student on a waiting list with a
governmental agency for public benefits available to the student,
such as a waiver program established under Section 1915(c), Social
Security Act (42 U.S.C. Section 1396n(c));
(5) postsecondary educational programs and services,
including the inventory maintained by the Texas Higher Education
Coordinating Board under Section 61.0663;
(6) information sharing with health and human services
agencies and providers;
(7) guardianship and alternatives to guardianship,
including a supported decision-making agreement under Chapter
1357, Estates Code;
(8) self-advocacy, person-directed planning, and
self-determination; and
(9) contact information for all relevant state
agencies.
(e) A school district shall:
(1) post the transition and employment guide on the
district's website if the district maintains a website; [and]
(2) provide written information and, if necessary,
assistance to a student or parent regarding how to access the
electronic version of the guide at:
(A) the first meeting of the student's admission,
review, and dismissal committee at which transition is discussed;
and [or]
(B) the first committee meeting at which
transition is discussed that occurs after the date on which the
guide is updated; and
(3) on request, provide a printed copy of the guide to
a student or parent [becomes available, if a student has already had
an admission, review, and dismissal committee meeting discussing
transition].
SECTION 4. Section 29.017, Education Code, is amended by
amending Subsections (c) and (d) and adding Subsections (c-1),
(c-2), (c-3), (e), and (f) to read as follows:
(c) Not later than one year before the 18th birthday of a
student with a disability, the school district at which the student
is enrolled shall:
(1) provide to the student and the student's parents:
(A) written notice regarding the transfer of
rights under this section; and
(B) information and resources regarding
guardianship, alternatives to guardianship, including a supported
decision-making agreement under Chapter 1357, Estates Code, and
other supports and services that may enable the student to live
independently; and
(2) ensure that the student's individualized education
program includes a statement that the district provided the notice,
information, and resources required under Subdivision (1).
(c-1) In accordance with 34 C.F.R. Section 300.520
[300.517], the school district shall provide written notice to
[notify] the student and the student's parents of the transfer of
rights under this section. The notice must include the information
and resources provided under Subsection (c)(1)(B).
(c-2) If a student with a disability or the student's parent
requests information regarding guardianship or alternatives to
guardianship from the school district at which the student is
enrolled, the school district shall provide to the student or
parent information and resources on supported decision-making
agreements under Chapter 1357, Estates Code.
(c-3) The commissioner shall develop and post on the
agency's Internet website a model form for use by school districts
in notifying students and parents as required by Subsections (c)
and (c-1). The form must include the information and resources
described by Subsection (c). The commissioner shall review and
update the form, including the information and resources, as
necessary.
(d) The commissioner shall develop and post on the agency's
Internet website the information and resources described by
Subsections (c), (c-1), and (c-2).
(e) Nothing in this section prohibits a student from
entering into a supported decision-making agreement under Chapter
1357, Estates Code, after the transfer of rights under this
section.
(f) The commissioner shall adopt rules implementing the
provisions of 34 C.F.R. Section 300.520(b) [300.517(b)].
SECTION 5. Sections 38.003(a) and (b-1), Education Code,
are amended to read as follows:
(a) Students enrolling in public schools in this state shall
be screened or tested, as appropriate, for dyslexia and related
disorders at appropriate times in accordance with a program
approved by the State Board of Education. The program must include
screening at the end of the school year of each student in
kindergarten and each student in the first grade.
(b-1) Unless otherwise provided by law, a student
determined to have dyslexia during screening or testing under
Subsection (a) or accommodated because of dyslexia may not be
rescreened or retested for dyslexia for the purpose of reassessing
the student's need for accommodations until the district
reevaluates the information obtained from previous screening or
testing of the student.
SECTION 6. Subchapter A, Chapter 38, Education Code, is
amended by adding Section 38.0032 to read as follows:
Sec. 38.0032. DYSLEXIA TRAINING OPPORTUNITIES. (a) The
agency shall annually develop a list of training opportunities
regarding dyslexia that satisfy the requirements of Section
21.054(b). The list of training opportunities must include at
least one opportunity that is available online.
(b) A training opportunity included in the list developed
under Subsection (a) must:
(1) comply with the knowledge and practice standards
of an international organization on dyslexia; and
(2) enable an educator to:
(A) understand and recognize dyslexia; and
(B) implement instruction that is systematic,
explicit, and evidence-based to meet the educational needs of a
student with dyslexia.
SECTION 7. Sections 29.011, 29.0112, and 29.017, Education
Code, as amended by this Act, apply beginning with the 2018-2019
school year.
SECTION 8. Section 38.003, Education Code, as amended by
this Act, applies beginning with the 2017-2018 school year.
SECTION 9. This Act takes effect immediately if it receives
a vote of two-thirds of all the members elected to each house, as
provided by Section 39, Article III, Texas Constitution. If this
Act does not receive the vote necessary for immediate effect, this
Act takes effect September 1, 2017.
______________________________ ______________________________
President of the Senate Speaker of the House
I certify that H.B. No. 1886 was passed by the House on May
12, 2017, by the following vote: Yeas 140, Nays 3, 1 present, not
voting; that the House refused to concur in Senate amendments to
H.B. No. 1886 on May 26, 2017, and requested the appointment of a
conference committee to consider the differences between the two
houses; and that the House adopted the conference committee report
on H.B. No. 1886 on May 28, 2017, by the following vote: Yeas 141,
Nays 6, 2 present, not voting.
______________________________
Chief Clerk of the House
I certify that H.B. No. 1886 was passed by the Senate, with
amendments, on May 24, 2017, by the following vote: Yeas 27, Nays
4; at the request of the House, the Senate appointed a conference
committee to consider the differences between the two houses; and
that the Senate adopted the conference committee report on H.B. No.
1886 on May 28, 2017, by the following vote: Yeas 30, Nays 0.
______________________________
Secretary of the Senate
APPROVED: __________________
Date
__________________
Governor