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 DEFINITION OF AT-RISK STUDENT AT TSBVI

Relevant to the student population served at TSBVI, a "Student at risk of dropping out of school" includes each student who is under 22 years of age and who:

  1. Was not advanced from one grade level to the next for one or more school years, unless the student did not advance from prekindergarten or kindergarten to the next grade level only as a result of the request of the student’s parent;
  2. If the student is in grade 7-12 did not maintain an average equivalent to 70 on a scale of 100 in two or more subjects in the foundation curriculum during a semester in the preceding or current school year, or is not maintaining such an average in two or more subjects in the foundation curriculum in the current semester at the local school district;
  3. Did not perform satisfactorily on a state assessment instrument and who has not in the previous or current school year subsequently performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument;
  4. If the student is in kindergarten, or grade 1-3, did not perform satisfactorily on a readiness test or assessment instrument administered during the current school year;
  5. Is pregnant or is a parent;
  6. Has been placed in a Disciplinary Alternative Education Program (DAEP) in accordance with Education Code 37.006 during the preceding or current school year;
  7. Was previously reported through the Public Education Information Management System (PEIMS) to have dropped out of school;
  8. Is a student of limited English proficiency, as defined by Section 29.052;
  9. Is in the custody or care of the Department of Protective and Regulatory Services or has, during the current school year, been referred to the department by a school official, officer of the juvenile court, or law enforcement official;
  10. Is homeless, as defined by 42 U.S.C. 11302 and its subsequent amendments [see FD]; or
  11. Resided in the preceding school year or resides in the current school year in a cottage home operation, or foster group home.
  12. Has a parent or guardian who has been incarcerated, within the lifetime of the student, in a penal institution as defined by Penal Code 1.07.

Education Code 29.081(d)-(d-1)

INTENSIVE tsbVi INSTRUCTION for students receiving SPECIAL EDUCATION services

Intensive Instruction

The School shall offer an intensive program of instruction to a student who does not perform satisfactorily on a state assessment instrument as documented in the student’s IEP.

For a TSBVI student who does not perform satisfactorily on a state assessment instrument, the student's admission, review, and dismissal committee shall design the program to enable the student to attain a standard of annual growth on the basis of the student's individualized education program (IEP) and, if applicable, carry out the purposes of Education Code 28.0211.

Education Code 28.0211

State Assessments

The program shall be designed to:

  1. Enable the student to:
    1. To the extent practicable, perform at the student’s grade level at the conclusion of the next regular school term; or
    2. Attain a standard of annual growth specified by a district and reported by the district to TEA; and

If applicable, carry out the purposes of Education Code 28.0211.  [See EIE]

The School shall use student performance data from state basic skills assessment instruments, achievement tests and performance indicator data to design and implement appropriate intensive or accelerated instructional services with the goal of student performance at grade level at the conclusion of the next regular school term.  Education Code 29.081(a) [See MOU with TEA]

Accelerated Instruction

The ARD committee considers the appropriateness of instruction to enrolled students who have taken an end-of-course assessment instrument and have not performed satisfactorily or who are at risk of dropping out of school.  Education Code 29.081(b), 39.025(b-1)

TUTORIAL SERVICES

The School may provide tutorial services in its Comprehensive Programs as determined by the student’s Admission, Review, and Dismissal (ARD) Committee.  If TSBVI provides tutorial services, it shall require a student whose grade in a subject for a reporting period is lower than the equivalent of 70 on a scale of 100 to attend tutorials.  [See EC for provisions on lost class time.]

Education Code 29.084

MENTORING SERVICES PROGRAM

The School may provide mentoring services to students.  The School may arrange for any public or nonprofit community-based organization to come to the School and implement the program.  The School shall obtain the consent of a student’s parent or guardian before allowing the student to participate in the program.  Education Code 29.089

 INTENSIVE READING INSTRUCTION PROGRAM

The student’s ARD committee shall determine appropriate intensive or accelerated reading instruction that addresses reading deficiencies to each student in first grade or second grade who is determined, on the basis of reading assessment results [see EKC], to be at risk for dyslexia or other reading difficulties.  TSBVI shall provide additional reading instruction and intervention to each student [see EKC], as appropriate to improve the student’s reading skills in the relevant areas identified through the assessment instrument.  Education Code 28.006

Graduation Requirements

The School shall provide an intensive program of instruction to plan and implement intensive instruction and other activities aimed at helping a student satisfy state and local high school graduation requirements as documented in the student’s IEP.

No Cause of Action

The School’s determination of the appropriateness of an intensive program of instruction for a student is final and does not create a cause of action.  Education Code 28.0213

NOTE:  Please see local school district policies on Dropout Recovery Education Programs as compensatory education and optional extended year programs and services are provided by the local school districts.

Adopted:         5/28/92

Amended:       5/24/96, 1/24/97, 11/19/99, 1/24/02, 1/28/05, 9/22/06, 6/5/13, 4/5/19, 11/15/19

Reviewed:

 

TRANSITION SERVICES DEFINED

"Transition services" means a coordinated set of activities for a student with a disability that:

  1. Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the student to facilitate the student's movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.
  2. Is based on the individual student's needs, taking into account the student's strengths, preferences, and interests.
  3. Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation.
  4. May include special education, if provided as specially designed instruction, or a related service, if required to assist the child with a disability to benefit from special education. 34 CFR 300.43(b)

20 U.S.C. 1401(34); 34 CFR 300.43

INDIVIDUAL TRANSITION PLANNING

Not later than when a student reaches 14 years of age, the admission, review, and dismissal (ARD) committee must consider, and if appropriate, address the following issues in the individualized education program (IEP):

  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 involvement in the student's transition by the student's parents and other persons invited to participate by the student's parents or the school district in which the student is enrolled;
  3. If the student is at least 18 years of age, involvement in the student's transition and future by the student's parents and other persons, if the parent or other person is invited to participate by the student or the school district in which the student is enrolled or has the student's consent to participate pursuant to a supported decision-making agreement under Estates Code, Chapter 1357;
  4. Appropriate postsecondary education options, including preparation for postsecondary-level coursework;
  5. An appropriate 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;
  9. Appropriate circumstances for facilitating a referral of 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 supplementary aids, services, curricula, and other opportunities to assist the student in developing decision-making skills; and supports and services to foster the student's independence and self-determination, including a supported decision-making agreement under Estates Code Chapter 1357.

In accordance with 34 C.F.R. 300.320(b), beginning not later than the first IEP to be in effect when the student turns 16 years of age, or younger if determined appropriate by the ARD committee, and updated annually thereafter, the IEP must include the following:

  1. Appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and
  2. The transition services, including courses of study, needed to assist the student in reaching the postsecondary goals developed under item 1.

A student's ARD committee shall annually review the issues described above and, if necessary, update the portions of the student's IEP that address those issues.

[See EHBAB regarding membership of ARD committee for transition services meeting]

20 U.S.C. 1414(d)(1)(A)(i)(VIII), 1414(d)(6); 34 CFR 300.320(b); Education Code 29.0111, .0111; 19 TAC 89.1055(j)–(l)

Transition and Employment Guide

TEA is required to develop a transition and employment guide for students enrolled in special education programs and their parents to provide information on statewide services and programs that assist in the transition to life outside the public school system.

TSBVI shall post the transition and employment guide on TSBVI's website and on request, will provide an accessible copy of the guide to a student or parent.

The local school district shall:

  1. Provide written information and, if necessary, assistance to a student or parent regarding how to access the electronic version of the guide at:
  2. The first meeting of the student's ARD committee at which transition is discussed; and
  3. The first committee meeting at which transition is discussed that occurs after the date on which the guide is updated; and
  4. On request, provide a printed copy of the guide to a student or parent.

Education Code 29.0112(a), (e)

GRADUATION 

Graduation with a regular high school diploma under 19 Administrative Code 89.1070(b)(1), (2), or (4) terminates a student's eligibility for special education services.  For students who receive a diploma according to 19 TAC 89.1070(b)(3) the ARD committee shall determine needed educational services upon the request of the student or parent to resume services, as long as the student meets the age requirements. [See EHBAA]

Graduation from high school with a regular diploma constitutes a change in placement that requires written prior notice to parents.

TSBVI is not required to conduct an evaluation before termination of eligibility due to graduation from secondary school with a regular high school diploma or due to exceeding the age eligibility for a free appropriate public education under state law.

TSBVI shall provide the student with a summary of the student's academic achievement and functional performance, which shall include recommendations on how to assist the student in meeting the student's postsecondary goals.

[See EIF]

20 U.S.C. 1414(c)(5); 34 CFR 300.305(e)(2); 19 TAC 89.1070

Adopted:         9/22/06

Amended:       11/9/12, 11/15/18

Reviewed:

PROCEDURAL SAFEGUARDS

The local school district shall establish and maintain procedures designed to ensure that children with disabilities and their parents are guaranteed procedural safeguards with respect to the provision of a free appropriate public education (FAPE).  20 U.S.C. 1415(a)

The local school district will provide an opportunity for the parents to review all education records and to participate in meetings relating to the identification, evaluation, and educational placement for provision of FAPE to the child.  34 CFR 300.501

TSBVI will participate collaboratively with the local district for students referred for out of district placement at TSBVI.  Please see the local school district’s board policies on the following:

  • Examination of Records and Participation in Meetings
  • Independent Educational Evaluation
  • Assignment of Surrogate Parent
  • Prior Written Notice
  • Mediation
  • Complaints
  • Due Process Complaint
  • Consent
  • Language of Notices
  • Electronic Delivery of Notices
  • Procedural Safeguards Notice
  • Prior Notice and Consent
  • Complaint Procedures
  • Resolution Process
  • Transfer of Rights to Adult Students

CONSENT TO REEVALUATION

The local school district shall obtain informed parental consent before conducting any reevaluation of a student with a disability, except that such informed parental consent need not be obtained if the local district can demonstrate that it has taken reasonable measures to obtain such consent and the parent has failed to respond.  20 U.S.C. 1414(c)(3)

Psychological Examinations and Tests

On request of a student’s parent, before obtaining the parent’s consent for the administration of any psychological examination or test as part of the reevaluation of the student’s need for special education, the local district shall provide to the student’s parent:

  1. The name and type of the examination or test; and
  2. An explanation of how the examination or test will be used to develop an appropriate IEP for the student.

If TSBVI determines that an additional examination or test is required for the evaluation of a child’s need for special education, the local school district shall provide the information above to the parent regarding the additional examination or test and shall obtain additional consent for the examination of test.  If TSBVI requests an assessment of a student’s educational or visual impairment related needs, the School may conduct an assessment and charge the local district a reasonable fee for the assessment.

Education Code 29.0041(a), (b) 30.022(g)

Adopted:          1/24/02

Amended:        1/30/04, 9/22/06, 6/5/13, 11/15/18

Reviewed:

DEFINITION OF AT-RISK STUDENT AT TSBVI

Relevant to the student population served at TSBVI, a "Student at risk of dropping out of school" includes each student who is under 22 years of age and who:

  1. Was not advanced from one grade level to the next for one or more school years, unless the student did not advance from prekindergarten or kindergarten to the next grade level only as a result of the request of the student’s parent;
  2. If the student is in grade 7-12 did not maintain an average equivalent to 70 on a scale of 100 in two or more subjects in the foundation curriculum during a semester in the preceding or current school year, or is not maintaining such an average in two or more subjects in the foundation curriculum in the current semester at the local school district;
  3. Did not perform satisfactorily on a state assessment instrument and who has not in the previous or current school year subsequently performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument;
  4. If the student is in kindergarten, or grade 1-3, did not perform satisfactorily on a readiness test or assessment instrument administered during the current school year;
  5. Is pregnant or is a parent;
  6. Has been placed in a Disciplinary Alternative Education Program (DAEP) in accordance with Education Code 37.006 during the preceding or current school year;
  7. Was previously reported through the Public Education Information Management System (PEIMS) to have dropped out of school;
  8. Is a student of limited English proficiency, as defined by Section 29.052;
  9. Is in the custody or care of the Department of Protective and Regulatory Services or has, during the current school year, been referred to the department by a school official, officer of the juvenile court, or law enforcement official;
  10. Is homeless, as defined by 42 U.S.C. 11302 and its subsequent amendments [see FD]; or
  11. Resided in the preceding school year or resides in the current school year in a cottage home operation, or foster group home.

Education Code 29.081(d)-(d-1)

INTENSIVE AND ACCELERATED INSTRUCTION FOR STUDENTS RECEIVING SPECIAL EDUCATION SERVICES

Intensive Instruction

The School shall offer an intensive program of instruction to a student who does not perform satisfactorily on a state assessment instrument as documented in the student’s IEP.

For a TSBVI student who does not perform satisfactorily on a state assessment instrument, the student's admission, review, and dismissal committee shall design the program to enable the student to attain a standard of annual growth on the basis of the student's individualized education program (IEP) and, if applicable, carry out the purposes of Education Code 28.0211.

Education Code 28.0211

State Assessments

The program shall be designed to:

  1. Enable the student to:
    1. To the extent practicable, perform at the student’s grade level at the conclusion of the next regular school term; or
    2. Attain a standard of annual growth specified by a district and reported by the district to TEA; and

If applicable, carry out the purposes of Education Code 28.0211.  [See EIE]

The School shall use student performance data from state basic skills assessment instruments, achievement tests and performance indicator data to design and implement appropriate intensive or accelerated instructional services with the goal of student performance at grade level at the conclusion of the next regular school term.  Education Code 29.081(a) [See MOU with TEA]

Accelerated Instruction

The ARD committee considers the appropriateness of instruction to enrolled students who have taken an end-of-course assessment instrument and have not performed satisfactorily or who are at risk of dropping out of school.  Education Code 29.081(b), 39.025(b-1)

TUTORIAL SERVICES

The School may provide tutorial services in its Comprehensive Programs as determined by the student’s Admission, Review, and Dismissal (ARD) Committee.  If TSBVI provides tutorial services, it shall require a student whose grade in a subject for a reporting period is lower than the equivalent of 70 on a scale of 100 to attend tutorials.  [See EC for provisions on lost class time.]

Education Code 29.084

MENTORING SERVICES PROGRAM

The School may provide mentoring services to students.  The School may arrange for any public or nonprofit community-based organization to come to the School and implement the program.

The School shall obtain the consent of a student’s parent or guardian before allowing the student to participate in the program.

Education Code 29.089

ACCELERATED OR INTENSIVE READING INSTRUCTION PROGRAM

The student’s ARD committee shall determine appropriate intensive or accelerated reading instruction that addresses reading deficiencies to each student in first grade or second grade who is determined, on the basis of reading assessment results [see EKC], to be at risk for dyslexia or other reading difficulties. 

TSBVI shall provide additional reading instruction and intervention to each student [see EKC], as appropriate to improve the student’s reading skills in the relevant areas identified through the assessment instrument.

Education Code 28.006

Graduation Requirements

The School shall provide an intensive program of instruction to plan and implement intensive instruction and other activities aimed at helping a student satisfy state and local high school graduation requirements as documented in the student’s IEP.

No Cause of Action

The School’s determination of the appropriateness of an intensive program of instruction for a student is final and does not create a cause of action.  Education Code 28.0213

NOTE:  Please see local school district policies on Dropout Recovery Education Programs as compensatory education and optional extended year programs and services are provided by the local school districts.

Adopted:         5/28/92

Amended:       5/24/96, 1/24/97, 11/19/99, 1/24/02, 1/28/05, 9/22/06, 6/5/13, 4/5/19

Reviewed:

FEDERAL TITLE I PROGRAMS        

 Note:   The following contains basic requirements for TSBVI to receive Title I, Part A funds, but does not represent a complete list of TSBVI’s legal obligations.

 Effective July 1, 1995, the School shall comply with applicable statutes and rules and regulations of both state and federal authorities in receiving grants and administering a program based on Title I funds. 20 U.S.C. 6312

Parent and Family Engagement Plan

TSBVI may receive funds under Title I, Part A only if the School conducts outreach to all parents and family members and implements programs, activities, and procedures for the involvement of parents and family members in programs assisted under Title I, Part A, consistent with 20 U.S.C. 6318. The programs, activities, and procedures shall be planned and implemented with meaningful consultation with parents of participating children. 20 U.S.C. 6318(a)(1)

When the School receives Title I, Part A funds, TSBVI shall develop jointly with, agree on with, and distribute to, parents and family members of participating children a written parent and family engagement policy. The policy shall be incorporated into TSBVI’s plan developed under 20 U.S.C. 6312 [TEA-approved plan to receive Title I funds], establish the district’s expectations and objectives for meaningful parent and family involvement, and describe how TSBVI will:

  1. Involve parents and family members in jointly developing TSBVI’s plan, and the development of support and improvement plans under paragraphs (1) and (2) of section 6311(d);
  2. Provide the coordination, technical assistance, and other support necessary to assist and build the capacity of all participating schools within TSBVI in planning and implementing effective parent and family involvement activities to improve student academic achievement and school performance, which may include meaningful consultation with employers, business leaders, and philanthropic organizations, or individuals with expertise in effectively engaging parents and family members in education;
  3. Coordinate and integrate parent and family engagement strategies under Title I, Part A with parent and family engagement strategies to the extent feasible and appropriate, with other relevant federal, state, and local laws and programs;
  4. Conduct, with the meaningful involvement of parents and family members, an annual evaluation of the content and effectiveness of the parent and family engagement policy in improving the academic quality of all schools served under Title I, Part A, including identifying:
    1. Barriers to greater participation by parents in activities authorized by section 6318 (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background);
    2. The needs of parents and family members to assist with the learning of their children, including engaging with school personnel and teachers; and
    3. Strategies to support successful school and family interactions;
  5. Use the finding of the above evaluation to design evidence-based strategies for more effective parental involvement, and to revise, if necessary, the parent and family engagement policies in section 6318; and
  6. Involve parents in the activities of the schools served under Title I, Part A, which may include establishing a parent advisory board comprised of a sufficient number and representative group of parents or family members served by the local educational agency to adequately represent the needs of the population served by such agency for the purposes of developing, revising, and reviewing the parent and family engagement policy.

20 U.S.C. 6318(a)(2)[See BQ(LOCAL)]

School Policy

Each school served under Title I, Part A shall jointly develop with, and distribute to, parents and family members of participating children a written parent and family engagement policy, agreed on by such parents, that shall describe the means for carrying out the requirements of 20 U.S.C. 6318(c)-(f). Parents shall be notified of the policy in an understandable and uniform format and, to the extent practicable, provided in a language the parents can understand. Such policy shall be made available to the local community and updated periodically to meet the changing needs of parents and the School.

ANNUAL REVIEW

TSBVI shall review annually the progress of Title I funding to determine whether the School is meeting or making adequate progress toward enabling its students to meet the state's student performance standards or individual performance standards.

The School may base its review on the progress of only those students that have been or are served by Title I.

The School may review its Title I assistance program on the progress of only those students that have been or are served under this subpart. In conducting its review, the School shall:

  1. Use the state assessments described in the state plan if appropriate and any additional measures or indicators described in the School's plan, or if state assessments are not conducted for all students, use other appropriate measures or indicators to review the school's progress and disaggregate the results.
  2. Seek to produce, in schoolwide programs, statistically sound results for each category through the use of oversampling or other means.
  3. Report disaggregated data to the public only when those data are statistically sound.

The School shall publicize and disseminate to teachers and other staff, parents, students, the

community, and administrators, including the principal(s), the results of the annual review.

34 CFR 200.5

STATE REVIEW  

TEA shall review annually the progress of TSBVI to determine whether the School is making adequate progress toward enabling its students to meet the state's student performance standards or individual performance standards. 34 CFR 200.6(a)

SCHOOLWIDE PROGRAM REQUIREMENTS        

The School may use Title I funds or services to upgrade the entire educational program in the School to support systemic reform. The School may not start a new schoolwide program until TEA provides written information to the School that TEA has established a statewide system of support and improvement.

ELIGIBILITY        

TSBVI may operate a schoolwide program if:

  1. The School determines that the school serves a participating attendance area or is a participating school under 20 U.S.C. 6313; and
  2. The percentages of children from low-income families in the attendance area or enrolled in the school is not less than 50 percent.

OTHER FEDERAL FUNDS

If the School combines Title I funds with funds from other federal programs administered by the Secretary of Education, except programs under the IDEA, it shall comply, as appropriate, with applicable legal requirements.

34 CFR 200.8(c)

COMPONENTS    

A schoolwide program must include all of the following:

  1. A comprehensive needs assessment as described in 34 CFR 200.8(d)(1).
  2. Schoolwide reform strategies that contain the elements described in 34 CFR 200.8(d)(2).
  3. Instruction by highly qualified staff.
  4. Professional development, in accordance with 20 U.S.C. 6320, for teachers, aides, and where appropriate, principals, pupil services personnel, other school staff, and parents, to enable all children in the school to meet the state student performance standards. The School shall devote sufficient resources to effectively carry out its responsibilities for professional development.
  5. Strategies to increase parental involvement, such as family literacy services.
  6. Strategies in an elementary school for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, or a state-run preschool program.
  7. Strategies to involve teachers in decisions regarding the use of any additional, local, high-quality student assessments, under 20 U.S.C. 6312(b)(1), to provide information on and to improve the performance of individual students and the overall instructional program.
  8. Activities to ensure that students who experience difficulty mastering any of the standards required by 20 U.S.C. 6311(b) during the school year will be provided effective, timely additional assistance, which must include the elements listed at 34 CFR 200.8(d)(8).

PLAN     

At any time the School operates a school-wide program, the School shall develop a comprehensive plan for reforming the instructional program in the School. This plan shall be developed in consultation with the School’s support team or other technical assistance provider and in compliance with 34 CFR 200.8(e).

20 USC 6314; 34 CFR 200.8

PARENTAL INVOLVEMENT AND ANNUAL MEETINGS

The School’s Title 1 Program shall be planned and implemented with meaningful consultation with parents of participating children.  This consultation shall be organized, ongoing, and timely in relation to decisions about the program.  Each school served under Title 1 shall:

  1. Convene an annual meeting, to which all parents of participating students are invited, to inform parents of the school's participation in the Title I program and of the parents' right to be involved.
  2.  Offer a flexible number of meetings with parents, such as meetings in the morning or evening. Title I funds may be used to provide transportation, child care, or home visits, as such services relate to parental involvement.
  3. Involve parents in an organized, ongoing, and timely way in the planning, review, and improvement of Title I programs.
  4. Provide parents of participating children:
    1. Timely information about Title I programs;
    2. School performance profiles and their children's individual student assessment results, including interpretations of such results;
    3. A description and explanation of the curriculum in use at the school, the forms of assessment used to measure student progress, and the proficiency levels students are expected to meet;
    4. If the parents desire, opportunities for regular meetings to formulate suggestions, share experiences with other parents, and participate as appropriate in decisions relating to the education of their children; and
    5. Timely responses to parents' suggestions.

If the program plan is not satisfactory to the parents of participating children, the Superintendent shall submit any parent comments on the plan to the Board when the plan becomes available.

SCHOOL-PARENT COMPACT  

As a component of the school-level parental involvement policy, TSBVI shall develop with parents of all participating children a school-parent compact for each of the School’s targeted assistance programs that outlines how parents, the entire school staff, and students will share the responsibility for improved student achievement and the means by which the school and parents will build and develop a partnership to help children achieve the state's high standards. This compact shall:

  1. Describe TSBVI's responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment and the ways in which each parent will be responsible for supporting his or her child's learning.
  2. Address the importance of communication between teachers and parents on an ongoing basis through:
    1. Parent-teacher conferences in elementary schools, at least annually, during which the compact shall be discussed as it relates to the individual student's achievement;
    2. Frequent reports to parents on their children's progress; and
    3. Reasonable access to staff and opportunities to volunteer, participate, and observe in their children's classes.

BUILDING INVOLVEMENT      

To ensure effective involvement of parents and to support a partnership among TSBVI, parents, and the community to improve student achievement, the School shall:

  1. Provide assistance to participating parents in such areas as understanding national education goals, state standards, and monitoring a child's progress;
  2. Provide materials and training, such as coordinating necessary literacy training and training to help parents work with their children;
  3. Educate teachers, student services personnel, principals, and other staff, with the assistance of parents, in how to reach out and work with parents as equal partners and build ties between home and school;
  4. Coordinate and integrate parent involvement programs and activities with Head Start and other programs;
  5. Develop appropriate roles for community-based organizations and businesses in parent involvement activities, and encourage the formation of partnerships between the School and local businesses that include a role for parents;
  6. As appropriate and feasible, conduct other activities that are designed to help parents become full partners in the education of their children, such as providing parent resource centers and opportunities to learn about child development;
  7. Ensure, to the extent possible, that information related to school and parent programs, meetings, and other activities is sent to the homes of participating children in the language used in such homes; and
  8. Provide other reasonable support for parental involvement activities as parents may request.

In addition to these requirements, the School may:

  1. Involve parents in the development of training for teachers, principals, and other educators to improve the effectiveness of such training in improving instruction and services;
  2. Provide necessary literacy training from Title I funds if the School has exhausted all other reasonable available sources of funding for such activities;
  3. Pay reasonable and necessary expenses associated with local parental involvement activities;
  4. Train and support parents to enhance the involvement of other parents;
  5. Arrange meetings at a variety of times to maximize the opportunities for parental participation;
  6. Arrange for teachers or other educators to conduct in-home conferences with parents of participating children who are unable to attend such conferences at school; and
  7. Adopt and implement model approaches to improving parental involvement.

20 U.S.C. Sec. 6319

HOMELESS CHILDREN     

As a condition of receiving funds under the McKinney-Vento Homeless Assistance Act, TSBVI shall serve homeless children according to their best interests. McKinney-Vento Homeless Assistance Act, 42 U.S.C. 11432(g)(3) [See FD, FDC, and FFC]

Adopted:         1/24/02

Amended: 11/15/18

Reviewed:      

STATE POLICY

It is the policy of the state that every student who has a home language other than English and who is identified as an English language learner shall be provided a full opportunity to participate in a bilingual education or English as a second language (ESL) program.

DEFINITIONS

“Student of limited English proficiency (LEP)” means a student whose primary language is other than English and whose English language skills are such that the student has difficulty performing ordinary classwork in English.

“English language learner” is a person who is in the process of acquiring English and has another language as the first native language.

The terms English language learners and LEP student are used interchangeably.

“Parent” includes a legal guardian of a student.

SCHOOL RESPONSIBILITY

The School shall:

  1. Identify English language learners not previously identified by their local school of residence, based on criteria established by the state;
  2. Provide ESL programs as integral parts of the regular program;
  3. Seek certified teaching personnel to ensure that  English language learners are afforded full opportunity to master the essential knowledge and skills; and
  4. Assess achievement for essential knowledge and skills in accordance with Education Code Chapter 39 to ensure accountability for English language learners and the schools that serve them.

Education Code 29.052; 19 TAC 89.1201(a), .1203

IDENTIFICATION OF LEP STUDENTS

Within the first four weeks of the first day of school, the language proficiency assessment committee (LPAC) shall determine the number of LEP students and shall classify each student according to the language in which the student possesses primary proficiency.  The information gathered by the LPAC shall be provided to the Board before November 1 each year.  The board shall ensure that this information is provided to TEA before November 1 each year.  Education Code 29.053(b)

Language Proficiency Assessment Committees (LPAC)

TSBVI shall, by Board policy, establish a language proficiency assessment committee (LPAC).  The LPAC shall be established and operated to enable it to discharge its duties within 20 school days of the enrollment of LEP students.  The School shall have on file policy and procedures for the selection, appointment, and training of members of the LPAC.

Membership of LPAC

  1. The LPAC shall include one or more professional personnel, a TSBVI educational program administrator, and the students’ primary teachers or advisors who are members of the ARD committee.
  2. The School may add other members to the committee in any of the required categories.  If the School does not have an individual in one or more of the job classifications required,  the Principal shall designate another professional staff member to serve on the LPAC.

The Principal may appoint a parent of a LEP student to the LPAC.  No parent serving on the LPAC shall be a TSBVI employee.

All members of the LPAC, including parents, shall be acting for the School and shall observe all laws and rules governing confidentiality of information concerning individual students.  TSBVI shall be responsible for the orientation and training of all members, including the parents, of the LPAC.

Education Code 29.063(a), (b); 19 TAC 89.1220(a)–(f)

Duties

The LPAC shall have the duties set forth at Education Code 29.063(c) and 19 Administrative Code 89.1220(g)–(i), (k).

HOME LANGUAGE SURVEY

Within four weeks of each student’s initial enrollment in their local school districts of residence, the students’  local school districts  shall conduct a home language survey to determine the language normally used in the home and the language normally used by the student. 

LEP CLASSIFICATION

The LPAC may classify a student as LEP if:

  1. The student’s ability in English is so limited or the student’s disabilities are so severe that assessment procedures cannot be administered.
    1. The student’s score or relative degree of achievement on the TEA-approved English proficiency test is below the levels established by TEA as indicative of reasonable proficiency;
    2. The student’s primary language proficiency score as measured by a TEA-approved test is greater than the student’s proficiency in English; or
  2. The LPAC determines, based on other information, including a teacher evaluation, parental viewpoint, or student interview, that the student’s primary language proficiency is greater than the student’s proficiency in English or that the student is not reasonably proficient in English.

Education Code 29.056(c)

PARENTAL NOTICE AND CONSENT

Within ten days of the LPAC’s classification of a student as LEP, the LPAC shall give written notice to the student’s parent.  The notice must be in English and in the parent’s primary language.  The notice shall inform the parents of the benefits of the program for which the student is recommended and that it is an integral part of the school program.

The entry or placement of a student in the bilingual education or ESL program must be approved in writing by the student’s parent.

Pending parent approval, TSBVI shall place the student in the recommended program, but may count only those students with parent approval for bilingual education allotment.

The School may identify, exit, or place a student in a program without written approval of the student’s parent or guardian if:

  1. The student is 18 years of age or has had the disabilities of minority removed;
  2. Reasonable attempts to inform and obtain permission from a parent or guardian have been made and documented;
  3. Approval is obtained from:
    1. An adult whom the School recognizes as standing in parental relation to the student, including a foster parent or employee of a state or local governmental agency with temporary possession or control of the student; or
    2. The student, if no parent, guardian, or other responsible adult is available; or
  4. A parent or guardian has not objected in writing to the proposed entry, exit, or placement.

Education Code 29.056(a), (d); 19 TAC 89.1220(j), (m), .1240(a)

Participation of Non-LEP Students

With the approval of TSBVI and a student’s parents, a student who is not LEP may also participate in the School’s ESL  program.  The number of participating students who are not LEP may not exceed 40percent of the number of students enrolled in the program.  Education Code 29.058; 19 TAC 89.1233

ESL PROGRAMS

Program Content

An ESL program shall be an intensive program of instruction in English from teachers trained in recognizing and dealing with language differences.  Instruction in ESL shall be commensurate with the student’s level of English proficiency and his or her level of academic achievement.

The School shall provide for ongoing coordination between the ESL program and the regular educational program.  The ESL program shall address the affective, linguistic, and cognitive needs of English language learners as described at 19 Administrative Code 89.1210(f).

The ESL programs shall be an integral part of the regular educational program required under 19 Administrative Code Chapter 74 (Curriculum Requirements).

The ESL program shall be designed to consider the students’ learning experiences and shall incorporate the cultural aspects of the students’ backgrounds.

The School shall modify the instruction, pacing, and materials of ESL programs to ensure that English language learners have a full opportunity to master the essential knowledge and skills of the required curriculum. 

Students enrolled in the ESL program shall be placed in classes with other students of approximately the same age and level of educational attainment.  The School shall ensure that each student’s instruction is appropriate to the student’s level of educational attainment, and the School shall keep adequate records of the educational level and progress of each student enrolled in the program.

LEP students shall participate fully with English-speaking students in regular classes provided in subjects such as art, music, and physical education.  TSBVI shall provide students enrolled in the ESL program a meaningful opportunity to participate fully with other students in all extracurricular activities. 

Education Code 29.055, .057(b); 19 TAC 89.1210(a)

ESL Program Models

The ESL program shall be implemented with consideration for each English language learners unique readiness level through one of the following program models:

  1. ESL/content-based program model; or
  2. ESL/pull-out program model.

19 TAC 89.1210(g)

PERSONNEL

Teachers assigned to ESL programs must be appropriately certified.  Education Code 29.061(b), (c)

If the School is unable to hire a sufficient number of teachers with ESL certificates, it may file an application for exception with TEA, in accordance with 19 Administrative Code 89.1207.  Education Code 29.054; 19 TAC 89.1207

LEP STUDENTS AND STATE ASSESSMENTS

In kindergarten-grade 12, a LEP student shall participate in the assessment of academic skills in accordance with Commissioner’s rules at 19 Administrative Code Chapter 101, Subchapter AA.  19 TAC 101.5(c) [See EKBA]

PROGRAM EXIT

To determine when a student exits from the School’s ESL program, the School shall use the exit criteria and procedures published by the TEA.

Exit for Students Receiving Special Education Services

The exit criteria under TAC §89.1225(h) apply to the vast majority of English Language Learners (ELLs) who receive special education services. In rare cases, an ELL receiving special education services may qualify to be exited using criteria permitted under TAC §89.1225(k), which give special consideration to an ELL for whom assessments and/or standards under TAC §89.1225(h) are not appropriate because of the nature of a student’s particular disabling condition. Students considered for special exit criteria under TAC §89.1225(k) should only be only those designated to take STAAR Alternate 2, as determined by the ARD committee in conjunction with the LPAC.  The School shall follow the program exit procedures promulgated by the TEA when considering whether a student qualifies to exit using the criteria authorized by TAC §89.1225(k).

Notice To Parents

TSBVI shall notify parents of a student’s reclassification as English proficient and his or her exit from the bilingual or ESL program.  19 TAC 89.1240(b)

Post-Exit Monitoring

The LPAC shall reevaluate a student who is transferred out of a bilingual education or special language program if the student earns a failing grade in a subject in the foundation curriculum during any grading period in the first two school years after the student is transferred to determine whether the student should be reenrolled in a bilingual education or special language program.

During the first two school years after a student is transferred out of a bilingual education or special language program, the LPAC shall review the student’s performance and consider:

  1. The total amount of time the student was enrolled in bilingual education or special language programs;
  2. The student’s grades each grading period in each subject in the foundation curriculum;
  3. The student’s performance on state assessment instruments;
  4. The number of credits the student has earned toward high school graduation, if applicable; and
  5. Any disciplinary actions taken against the student under Education Code Chapter 37, Subchapter A.

After the evaluation, the LPAC may require intensive instruction for the student or reenroll the student in a bilingual education or special language program.

Education Code 29.0561

PEIMS REPORTING REQUIREMENTS

TSBVI shall include the following information in the School’s Public Education Information Management System (PEIMS) report:

  1. Demographic information on students enrolled in TSBVI special language programs;
  2. The number and percentage of students enrolled in each instructional model of a special language program offered by the School; and
  3. The number and percentage of students identified as LEP students who do not receive specialized instruction.

Education Code 29.066 (a)

Adopted:         3/12/82
Amended:       3/12/82, 7/12/85, 5/30/91, 11/15/96, 1/24/97, 1/24/02, 1/25/13, 9/20/13, 9/25/15
Reviewed: 

CAREER AND TECHNOLOGY PROGRAM

Each public school student shall master the basic skills and knowledge necessary for managing the dual roles of family member and wage earner and for gaining entry-level employment in a high-skill, high-wage job or continuing the student's education at the post-secondary level.  Education Code 29.181

The Board may offer and oversee career and technology classes and other educational programs for students.  In developing a career and technology program, the Board shall consider the state plan for career and technology education.   Education Code 29.183

DISTINGUISHED ACHIEVEMENT IN CAREER AND TECHNOLOGY EDUCATION

The Board may develop and offer a program that provides a rigorous course of study consistent with the required curriculum [see EHAA] and under which a student may:

  1. Receive specific education in a career and technology profession that leads to postsecondary education or meets or exceeds business or industry standards;
  2. Obtain from TSBVI an award for distinguished achievement in career and technology education and a stamp or other notation on the student’s transcript that indicates receipt of the award.

An award granted under this section is not in lieu of a diploma or certificate of coursework completion.  [See EI]

In developing the program, the Board shall consider the state plan for career and technology education.  The Board must submit the proposed program to the Commissioner of Education in accordance with criteria established by the Commissioner.

Contracts with Other Entities

The Board may contract with an entity listed in Education Code 29.184(a) [see EEL] for assistance in developing the program or providing instruction to TSBVI students participating in the program.  The board may also contract with a local business or a local institution of higher education for assistance in developing or operating a career and technology education program.  A program may provide education in areas of technology unique to Central Texas.

Insurance

The Board may provide insurance to protect a business that contracts with TSBVI under this provision.  [See CRB]

Education Code 29.187

APPLICABILITY

The following provisions apply to the School in the event TSBVI receives federal career and technical education funds.  19 TAC 75.1021

Program Evaluation

The School shall annually evaluate its career and technical education programs. 19 TAC 75.1025

Special Populations

All TSBVI students shall be provided career and technical services in accordance with all applicable federal and state laws, regulations and rules.  19 TAC 75.1023(a)

Definition

In this policy, a "member of a special population" who may be eligible to attend TSBVI includes:

  1. An individual with a visual impairment disability [see EHBAB];
  2. An individual with a visual impairment from an economically disadvantaged family, including low income youth and adults;
  3. A visually impaired individual preparing for nontraditional fields of training and employment;
  4. A single parent, including single a pregnant woman with visual impairment(s) who is under age 23;
  5. An out-of-workforce individual who is under 23 with visual impairments;
  6. An English learner with a visual impairment who is under the age of 23;
  7. A homeless individual with visual impairments described in Section 725 of the McKinney-Vento Homeless Assistance Act;
  8. Visually impaired youth who are in, or have aged out of, the foster care system but are still under the age of 23 and
  9. Visually impaired youth with a parent who is a member of the armed forces and is on active duty.

20 U.S.C. 2302(29)

Students with Disabilities

A TSBVI student shall be provided career and technical education in accordance with all applicable federal law and regulations, including the Individuals with Disabilities Education Act (IDEA) of 2004 and it implementing regulations, state statutes, and rules of the SBOE and the Commissioner.

A TSBVI student shall be instructed in accordance with the student's individualized educational program (IEP), in the least restrictive environment, as determined by the Admission, Review, and Dismissal (ARD) Committee.  If a student with a disability is unable to receive a free appropriate public education (educational benefit) in a regular career and technical education program, using supplementary aids and services, the student may be served in separate programs designed to address the student’s occupational/training needs, such as career and technical education for students with disabilities (CTED).  [See EHBA]

A TSBVI student is an eligible participant in career and technology education when the following requirements are met:

  1. The ARD Committee shall include a representative from career and technical education, preferably the teacher, when considering initial or continued placement of a student in career and technical education program;
  2. Planning for the student shall be coordinated among career and technical education, special education, and state rehabilitation agencies and should include a coherent sequence of courses;
  3. The School shall monitor to determine if the instruction being provided TSBVI students with disabilities in career and technical education classes is consistent with those students' IEPs;
  4. The School shall provide supplementary services that each TSBVI student needs to successfully complete a career and technical education program, such as curriculum modification, equipment modification, classroom modification, supportive personnel, and instructional aids and devices;
  5. The School shall help fulfill the transitional services requirements of the IDEA of 2004 and implementing regulations, state statutes, and rules of the Commissioner for each student with a disability who is completing a coherent sequence of career and technical education courses.
  6. When determining placement in a career and technical classroom, the ARD Committee shall consider a student's graduation plan, the content of the individual transition plan, the IEP, and classroom supports. Enrollment numbers should not create a harmful effect on student learning for a student with or without disabilities in accordance with the provisions in the IDEA of 2004 and its implementing regulations.

19 TAC 75.1023

Student Organizations

The School may use federal career and technical education funds to provide opportunities for student participation in approved student leadership organizations and assist career and technical student organizations in accordance with all applicable federal and state laws, rules, and regulations.   A student shall not, however, be required to join a career and technical student organization.  Student participation in career and technical student organizations shall be governed in accordance with 19 Administrative Code Chapter 76 (relating to extracurricular activities).

The following career and technical student organizations are recognized by the U.S. Department of Education and TEA:

  1. Business Professionals of America (BPA);
  2. Distributive Education Clubs of America (DECA);
  3. Future Business Leaders of America (FBLA);
  4. Future Farmers of America (FFA);
  5. Family, Career, and Community Leaders of America (FCCLA);
  6. Health Occupations Students of America (HOSA);
  7. Technology Student Association (TSA); and
  8. Skills USA.

19 TAC 75.1024 [See FM]

Adopted:             1/24/97

Amended:          1/30/04, 1/28/05, 4/5/13, 9/27/19

Reviewed:

Students who are deaf or hard-of-hearing must have an education in which their unique communication mode is respected, used, and developed to an appropriate level of proficiency.  Education Code 29.303; 34 CFR 300.8(a), (c)(3), (c)(5)

PERSONNEL

A student who is deaf or hard-of-hearing must have an education in which teachers, psychologists, speech therapists, progress assessors, administrators, and others involved in education understand the unique nature of deafness and the hard-of-hearing condition. A teacher of deaf or hard-of-hearing students either must be proficient in appropriate language modes or use an interpreter certified in appropriate language modes if certification is available. Regular and special personnel who work with students who are deaf or hard-of-hearing must be adequately prepared to provide educational instruction and services to those students.

The School shall employ or provide access to appropriate qualified staff with proficient communication skills, consistent with credentialing requirements, to fulfill the responsibilities of the School and shall make positive efforts to employ qualified individuals with disabilities.

Education Code 29.304; 34 CFR 300.8(a), (c)(3), (c)(5)

INVOLVEMENT OF OTHERS

Students who are deaf or hard-of-hearing must have an education in which parents or legal guardians and advocates for parents or legal guardians are involved in determining the extent, content, and purpose of programs. Other individuals may be involved at the discretion of parents or legal guardians or the School.  Education Code 29.306

Students who are deaf or hard-of-hearing shall be given the opportunity to be exposed to deaf or hard-of-hearing role models.  Education Code 29.307

ADVISORY COMMITTEE

If the School has students who are deaf or hard-of-hearing, it shall include in its local special education advisory committee persons who are deaf or hard-of-hearing and parents or students who are deaf or hard-of-hearing, if practicable.  Education Code 29.309

ASSESSMENT

The School shall not discriminate on the basis of race, culture, or sex when selecting and administering procedures and materials for assessment and placement of students who are deaf or hard-of-hearing.  Education Code 29.310(a); 19 TAC 89.1011 et seq

PLACEMENT

A single assessment instrument may not be the sole criterion for determining the placement of a student who is deaf or hard-of-hearing.  Education Code 29.310(b)

Procedures and materials for the assessment and placement of a student who is deaf or hard-of-hearing shall be in the student's preferred mode of communication. All other procedures and materials used with any student who is deaf or hard-of-hearing and who has limited English proficiency shall be in the student's preferred mode of communication.  Education Code 29.210(c)

DEAF OR HARD-OF-HEARING PROGRAMS

Programs for students who are deaf or hard-of-hearing must be coordinated with other public and private agencies, including agencies operating early childhood intervention programs, preschools, agencies operating child development programs, nonpublic non-sectarian schools, agencies operating regional occupational centers and programs, and the Texas School for the Deaf. The programs must also be coordinated with post-secondary and adult programs for persons who are deaf or hard-of-hearing.  Education Code 29.311

COUNSELING

Appropriate psychological counseling services for a student who is deaf or hard-of-hearing shall be made available in the student's primary mode of communication. Appropriate auditory systems shall be used with students who are hard-of-hearing, if required by the ARD committee.  Education Code 29.312

EVALUATION

The School must provide continuous evaluation of the effectiveness of programs for students who are deaf or hard-of-hearing. If practicable, the evaluations shall follow program excellence indicators established by TEA.  Education Code 29.313

TRANSITION TO REGULAR CLASS

In addition to satisfying requirements under state and federal law for vocational training, the School shall develop and implement a transition plan for transition of students who are deaf or hard-of-hearing into a regular class program if the student is to be transferred from a special class or center or from a nonpublic, non-sectarian school into a regular class for any part of the school day. The transition plan must provide for activities to integrate the students into the regular education program and to support the transition of the student from the special education program into the regular education program.  Education Code 29.314

Adopted:         1/24/97

Amended:       9/27/19

Reviewed:       1/28/05

Mandatory RECOGNITION DATES

TSBVI shall regularly observe the following recognition days, weeks, and months by appropriate programs, celebrations, and activities:

Women’s Independence Day

August 26:  Women’s Independence Day, to commemorate the ratification in 1920 of the Nineteenth Amendment to the United States Constitution, which guaranteed women the right to vote.  Gov’t Code 662.051

Texas First Responders Day

September 11:  Texas First Responders Day, in honor of the bravery, courage, and determination of Texas men and women who assist others in emergencies.  Texas First Responders Day shall be regularly observed by appropriate ceremonies in the public schools to honor Texas first responders. TSBVI may determine the appropriate ceremonies by which Texas observes Texas First Responders Day.  Gov’t Code 662.050

Constitution Day

September 17:  A school that receives federal funds for a fiscal year shall hold an educational program for their students on the United States Constitution .  Pub. L. 108-447 (2004)

Celebrate Freedom Week

Week of September 17:  Celebrate Freedom Week, to educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was founded.  [See CELEBRATE FREEDOM WEEK, below] Education Code 29.907

American Indian Heritage Day

The last Friday in September is celebrated in recognition of the historic, cultural, and social contributions American Indian communities and leaders have made to Texas. American Indian Heritage Day shall be regularly observed by appropriate ceremonies, activities, and programs in public schools to honor American Indians in Texas and to celebrate the rich traditional and contemporary American Indian culture.  Gov’t Code 662.057

Hydrocephalus Awareness Month

September:  Hydrocephalus Awareness Month, to:

  1. Increase public awareness of hydrocephalus, a serious neurological condition characterized by the abnormal buildup of cerebrospinal fluids in the ventricles of the brain; and
  2. Encourage the development of partnerships between the federal government, health care professionals, and patient advocacy groups to advance the public’s understanding of the condition, improve the diagnosis and treatment of the condition, and support research for a cure.

Hydrocephalus Awareness Month shall be regularly observed by appropriate activities in public schools to increase awareness of hydrocephalus.

Gov’t Code 662.106

Father of Texas Day

November 3:  Father of Texas Day, in memory of Stephen F. Austin, the great pioneer patriot and the real and true Father of Texas.  Father of Texas Day shall be regularly observed by appropriate and patriotic programs in the public schools to properly commemorate the birthday of Stephen F. Austin and to inspire a greater love for this beloved state.  Gov’t Code 662.045

Sam Rayburn Day

January 6:  Sam Rayburn Day, in memory of that great Texas and American statesman, Sam Rayburn on his birthday.  Gov’t Code 662.041

State of Texas Anniversary Remembrance Day

February 19:  State of Texas Anniversary Remembrance Day (STAR Day), in honor of Texas joining the Union and the day that James Pinckney Henderson became the first governor of the State of Texas in 1846.  STAR Day shall be regularly observed by appropriate and patriotic programs in the public schools to properly commemorate the annexation of this state and to inspire a greater appreciation for the history of this state.  Gov’t Code 662.047

Texas History Month

March:  Texas History Month, to promote Texas history in honor of those Texans who helped shape the history of the State of Texas and in recognition of events throughout Texas’ history.  Gov’t Code 662.102

School Paraprofessional Day

The second Wednesday in May:  Public School Paraprofessional Day, in recognition of education paraprofessionals including teacher assistants, instructional aides, educational trainers, library attendants, bilingual assistants, special education associates, mentors, and tutors.  Gov’t Code 662.049

Texas Military Heroes Day

To educate students about the sacrifices made by brave Texans who have served in the armed forces of the United States, the governor shall designate a day to be known as Texas Military Day in public schools.

Texas Military Heroes Day shall include appropriate instruction, as determined by the School. Instruction may include:

  1. Information about persons who have served in the armed forces of the United States and are from the community or the geographic area in which the district is located; and
  2. Participation, in person or using technology, in age-appropriate learning projects at battlefields and gravesites associated with a person who has served in the armed forces.

Education Code 29.9071

Optional Recognition Dates

In addition, the School may observe the following recognition days, weeks, or months, by appropriate celebrations and activities:

Dr. Hector P. Garcia Day

Third Wednesday of September:  Dr. Hector P. Garcia Day, in memory of the significant contributions to the Mexican American civil rights movement of Dr. Hector P. Garcia, a distinguished physician and a recipient of the Presidential Medal of Freedom and the founder of the American GI Forum, which promotes civil rights protection of Hispanic veterans and all Americans.  Dr. Garcia, a World War II hero, was awarded a Bronze Star Medal with six battle stars in recognition of his meritorious service to the United States. Dr. Hector P. Garcia Day may be regularly observed by appropriate ceremonies and activities in the public schools to properly commemorate the importance of the contributions made by Dr. Garcia.  Gov’t Code 662.055

Persons with Disabilities History and Awareness Month

October:  Persons with Disabilities History and Awareness Month, to increase public awareness of the many achievements of people with disabilities; encourage public understanding of the disability rights movement; and reaffirm the local, state, and federal commitment to providing equality and inclusion

for people with disabilities. The School may elect to observe Persons with Disabilities History and Awareness Month and determine the appropriate activities by which the School observes Persons with Disabilities History and Awareness Month.  Gov’t Code 662.109  TSBVI celebrates White Cane Day in October every year and invites alumni to return to campus.  The White Cane has become a symbol for independence and capability.

Texas Native Plant Week

Third week in October:  Texas Native Plant Week, to celebrate the native plants of Texas. Texas Native Plant Week may be regularly observed in public schools with programs to appreciate, explore, and study Texas native plants.  Gov’t Code 662.154

Lung Cancer Awareness Month

November:  Lung Cancer Awareness Month, to increase awareness of lung cancer and encourage funding of research and more effective treatments. Lung Cancer Awareness Month may be regularly observed by appropriate activities in public schools to increase the awareness of lung cancer and support for lung cancer research.  Gov’t Code 662.104

Human Trafficking Prevention Month

January is Human Trafficking Prevention Month to increase awareness of human trafficking in an effort to encourage people to alert authorities to any suspected incidents involving human trafficking. Human Trafficking Prevention Month may be regularly observed through appropriate activities in public schools and other places to increase awareness and prevention of human trafficking.  Gov’t Code 662.107

Law Enforcement Appreciation Day

January 9:  Law Enforcement Appreciation Day may be regularly observed in public schools and other places through appropriate activities.  Gov’t Code 662.065

Iwo Jima Day

February 19:  Iwo Jima Day, in memory of the heroism and courage of the men and women of the armed forces of the United States who participated in the successful capture of the island of Iwo Jima beginning February 19, 1945.  Iwo Jima Day may be regularly observed through appropriate activities in public schools and other places.  Gov’t Code 662.062

Child Safety Month

April:  Child Safety Month, in recognition of the children of this state as this state’s most precious resource.  Child Safety Month is meant to ensure that the children of this state grow up in a safe and supportive environment by promoting their protection and care through increased public awareness of ways to reduce accidental injury and death through the use of bicycle helmets, seat belts, safety and booster seats, and smoke alarms, and the dangers presented to children by unattended and unlocked vehicles and by being left in closed vehicles during hot or sunny weather.  Child Safety Month may be regularly observed by appropriate celebrations and activities in public schools to promote the protection and care of children in this state.  Gov’t Code 662.105

Sexual Assault Awareness Month

April:  Sexual Assault Awareness Month, to increase awareness and prevention of sexual assault. Sexual Assault Awareness Moth may be regularly observed through appropriate activities in public schools and other places to increase awareness and prevention of sexual assault.  Gov’t Code 662.111

CELEBRATE FREEDOM WEEK

Appropriate Instruction

The week in which September 17 falls is designated as Celebrate Freedom Week in public schools.  For purposes of this section, Sunday is considered the first day of the week.  Education Code 29.907

Each social studies class shall include, during Celebrate Freedom Week or during another full school week as determined by the Board, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the United States Constitution, including the Bill of Rights, in their historical context.

The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the United States Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.

19 TAC 74.33(a)

Recitation

The School shall require that, during Celebrate Freedom Week or other prescribed week of instruction, students in grades 3-12 study and recite the following text:  "We hold these Truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness - That to secure these Rights, Governments are instituted among men, deriving their Just Powers from the Consent of the Governed."

Exception

The School shall excuse from recitation a student:

  1. Whose parent or guardian submits a written request that the student be excused;
  2. Who, as determined by the School, has a conscientious objection to the recitation; or
  3. Who is the child of a representative of a foreign government to whom the United States government extends diplomatic immunity.

19 TAC 74.33(b), .36

GENERATION TEXAS WEEK

Each school offering middle school, junior high school, or high school grade levels shall designate one week during the school year as Generation Texas Week.  During the designated week, each middle school, junior high school, and high school shall provide students with comprehensive grade-appropriate information about the pursuit of higher education, including:

  1. Higher education options;
  2. Standard admission requirements for institutions of higher education, including:
  3. Overall high school grade point average;
  4. Required curriculum;
  5. College readiness standards and expectations as determined under Education Code 28.008; and
  6. Scores necessary on generally recognized tests or assessment instruments used in admissions determinations, including the Scholastic Assessment Test and the American College Test;
  7. Automatic admission of certain students to general academic teaching institutions under Education Code 51.803 [see EIC]; and
  8. Financial aid availability and requirements, including the financial aid information provided by counselors under Education Code 33.007(b) [see EJ].

In addition, each middle school, junior high school, and high school shall provide to students at least one public speaker to promote the importance of higher education.

Education Code 29.911

CHARACTER EDUCATION

TSBVI may provide a character education program, which must:

  1. Stress positive character traits, such as:
  2. Courage;
  3. Trustworthiness, including honesty, reliability, punctuality, and loyalty;
  4. Integrity;
  5. Respect and courtesy;
  6. Responsibility, including accountability, diligence, perseverance, and self-control;
  7. Fairness, including justice and freedom from prejudice;
  8. Caring, including kindness, empathy, compassion, consideration, patience, generosity, and charity;
  9. Good citizenship, including patriotism, concern for the common good and the community, and respect for authority and the law; and
  10. School pride;
  11. Use integrated teaching strategies; and
  12. Be age appropriate.

In developing or selecting a character education program under this section, the School shall consult with a committee selected by the School that consists of parents of School students, educators, and other members of the community, including community leaders.

The provisions above do not require or authorize proselytizing or indoctrinating concerning any specific religious or political belief.

Education Code 29.906

STUDENT ELECTIONS

An election for the participation of students in first through 12th grades may be held in conjunction with a general or special election.  The student election may be ordered by:

  1. The commissioners court, for a student election held in conjunction with an election ordered by the governor or a county authority; or
  2. The governing body of a political subdivision, for a student election held in conjunction with an election of the political subdivision.

A student election may be held only on election day or the day before election day.

The authority ordering a student election shall specify in the order each grade that may participate in the election.  A student in a specified grade may enter a precinct polling place for the purpose of casting an unofficial ballot in the student election on the same offices and measures that appear on the official ballot.

The election officers serving in the official election may not serve in the student election.  The authority ordering a student election shall appoint a separate set of election officers to conduct the student election, supervise the participating students, and tabulate and report the results of that election.  The authority ordering a student election shall make the results of that election available to the public but only after the polling places are closed on election day.

An alternative location may be selected by the ordering authority if it is not feasible to hold the student mock election in the same polling area as the regular election.  The alternate location should be selected to serve the convenience of the students.

Expenses incurred in the conduct of a student election, including any personnel expenses, may be paid only from private grant funds or donations.

Election Code 276.007; Texas Administrative Code 81.301

CPR INSTRUCTION

TSBVI may accept from TEA donations the agency receives under Education Code 7.026 for use in providing instruction to students in the principles and techniques of Cardio Pulmonary Resuscitation (CPR).  The School may accept other donations, including donations of equipment, for use in providing CPR instruction.  Education Code 29.903

Adopted:         1/28/05

Amended:       11/18/05, 4/5/13, 11/15/18

Reviewed:

NOTICE TO PARENTS

Each school year, TSBVI shall notify the parent of each student enrolled in grade 9 or above of the availability of programs under which a student may earn college credit, including advanced placement programs, joint high school and college credit programs, and international baccalaureate programs.  The notice must include the name and contact information of any public or private entity offering such a program.

TSBVI may provide the notice on TSBVI’s Internet website. As a state agency with a unique legislatively mandated mission, TSBVI does not currently offer dual credit but allows students in high school to attend classes at both McCallum High School and Austin Community College.

Education Code 28.010

Note:   For information on dual credit courses available through the Texas Virtual School Network (TxVSN), see EHDE.

COLLEGE CREDIT PROGRAM

TSBVI shall implement a program under which students may earn the equivalent of at least 12 semester credit hours of college credit in high school.  If requested a public institution of higher education in this state shall assist the School in developing and implementing the program.  The college credit may be earned through:

  1. International baccalaureate or advanced placement courses;
  2. Articulated postsecondary courses provided for local credit or articulated postsecondary advanced technical credit courses provided for state credit; or
  3. Any combination of the courses in items 1 and 2.

Annually, TSBVI shall report to TEA:

  1. The number of students, including career and technical students, who have participated in the program; and
  2. The courses in which participating students have earned high school credit under this section.

The program may provide a student the opportunity to earn credit for a course or activity, including an apprenticeship or training hours:

  1. That satisfies a requirement necessary to obtain an industry recognized credential or certificate or an associate degree, and is approved by the Texas Higher Education Coordinating Board: and
  2. For which a student may earn credit concurrently toward both the student’s high school diploma and postsecondary academic requirements.

If the local school district offers dual credit, a dual credit course must be:

  1. In the core curriculum of the public institution of higher education providing college credit;
  2. A career and technical education course; or
  3. A foreign language course.

The requirements above do not apply to a dual credit course offered as part of the early college education program established under Education Code 29.908 or any other early college program that assists a student in earning a certificate or an associate degree while in high school.

TSBVI is not required to pay a student’s tuition or other associated costs for taking a course under this section.

Any agreement, including a memorandum of understanding or articulation agreement, between a local school district and public institution of higher education to provide a dual credit program must:

  1. Include specific program goals aligned with statewide goals developed jointly by TEA and the Texas Higher Education Coordinating Board;
  2. Establish, or provide a procedure for establishing, the course credits that may be earned under the agreement, including by developing a course equivalency crosswalk or other method for equating high school courses with college courses and identifying the number of credits that may be earned for each course completed through the program;
  3. Describe the academic supports and, if applicable, guidance that will be provided to students participating in the program;
  4. Establish the district’s and the institution’s respective roles and responsibilities in providing the program and ensuring the quality and instructional rigor of the program;
  5. State the sources of funding for courses offered under the program, including, at a minimum, the sources of funding for tuition, transportation, and any required fees or textbooks for students participating in the program; and
  6. Be posted each year on the district’s and the institution’s respective websites.

Education Code 28.009

COLLEGE-LEVEL COURSES

The Board may allow a student to be awarded credit toward high school graduation for completing a college-level course. The course must be provided only in an institution of higher education that is accredited by any of the following regional accrediting associations:

  1. Southern Association of colleges and Schools
  2. Middle States Association of Colleges and Schools
  3. New England Association of Colleges and Schools
  4. North Central association of Colleges and Schools
  5. Western Association of Colleges and Schools
  6. Northwest Association of Colleges and Schools

To be eligible to enroll and be awarded credit toward state graduation requirements, a student shall have the approval of the principal or other designated school official. The course(s) for which credit is awarded shall provide advanced academic instruction beyond, or in greater depth, than the essential knowledge and skills for the equivalent high school course.

19 TAC 74.25

DUAL CREDIT PROGRAM - DEFINITIONS

For purposes of the following provisions, “college” means any public technical institute, public junior college, public senior college or university, medical or dental unit, public state college, or other agency of higher education as defined by Education Code 61.003.

“Dual credit” means the system under which an eligible high school student enrolls in college course(s) and receives simultaneous academic credit for the course(s) from both the college and high school.

19 TAC 4.83(2), (4), (7)

Partnership Agreements with Public Colleges

TSBVI may enter into an agreement with a public college to form a dual credit partnership in accordance with 19 Administrative Code Chapter 4, Subchapter D.  Education Code 130.008; 19 TAC Ch. 4, Subch. D

Community College Jurisdiction

TSBVI may enter into an agreement with a community college district, regardless of whether the high school is located within the service area of the community college district, to offer a course as provided by Education Code 130.008 but only if the community college district that serves the area where the high school is located is unable to provide the requested course to the satisfaction of TSBVI.  Education Code 130.008(d)–(d-1)

A course offered for joint high school and junior college credit must be:

  1. In the core curriculum of the public junior college:
  2. A career and technical education course; or
  3. A foreign language course.

These requirements do not apply to a course offered for joint high school and junior college credit to a student as part of the early college education program established under Education Code 29.908 or any other early college program that assists a student in earning a certificate or an associate degree while in high school.

Education Code 130.008(a-1), (a-2), (d)

Student Eligibility

A high school student is eligible to enroll in academic dual credit courses and workforce education dual credit courses as permitted by 19 Administrative Code 4.85(b).

To be eligible for enrollment in a dual credit course offered by a public college, students must meet all the college’s regular prerequisite requirements designated for that course (e.g., minimum score on a specified placement test, minimum grade in a specified previous course, etc.).

An institution may impose additional requirements for enrollment in courses for dual credit that do not conflict with this selection.

An institution is not required, under the provisions of this section, to offer dual credit courses for high school students.

Qualified Instructor

A course offered for joint high school and junior college credit must be taught by a qualified instructor approved or selected by the public junior college. An instructor is qualified if the instructor holds:

  1. A doctoral or master’s degree in the discipline that is the subject of the course;
  2. A master’s degree in another discipline with a concentration that required completion of a minimum of 18 graduate semester hours in the discipline that is the subject of the course; or
  3. For a course that is offered in an associate degree program and this is not designed for transfer to a baccalaureate degree program:
  4. A degree described above;
  5. A baccalaureate degree in the discipline that is the subject of the course; or
  6. An associate degree and demonstrated competencies in the discipline that is the subject of the course, as determined by the Texas Higher Education Coordinating Board.

Not later than the 60th day after receipt, a public junior college shall approve or reject an application for approval to teach a course at a high school that is submitted by an instructor employed by the district with which the junior college entered into an agreement to offer the course.

Education Code 130.008(g), (h)

Attendance Accounting

The time during which a student attends a dual credit course, including a course provided under the college credit program, shall be counted as part of the minimum instructional hours required for a student to be considered a full-time student in average daily attendance.  [See FEB]  Education Code 42.005

The commissioner of education may approve instructional programs provided off campus by an entity other than a district as a program in which participation by a student may be counted for purposes of determining average daily attendance. Education Code 42.0052(a)

Reporting Off-Campus Programs

TSBVI may adopt a policy that allows a student to participate in an off-campus instructional program. The program must be provided only by an institution of higher education that is accredited by one of the regional accrediting associations specified in 19 Administrative Code 74.25 (relating to High School Credit for College Courses).

To be eligible, a student must:

  1. Be in grade 11 or 12;
  2. Have demonstrated college readiness as outlined in the requirements for participation in dual credit programs in the Student Attendance Accounting Handbook;
  3. Meet any eligibility requirements adopted by the institution of higher education; and
  4. Have the approval of the high school principal or other school official designated by the district.

The off-campus program must comply with rules adopted by the Texas Higher Education Coordinating

Board in the Texas Administrative Code, Title 19, Part 1, with respect to teacher qualifications.

19 TAC 129.1031

Time that a student participates in an off-campus instructional program approved by the commissioner under Education Code 42.0052(a) shall be counted as part of the minimum number of instructional hours required for a student to be considered a full time student in average daily attendance. Education Code 42.005(h)

Partnership Agreement

The Principal and a designated authority of a college must approve any dual credit partnership between the schools before offering such courses.

The partnership agreement must address:

  1. Eligible courses;
  2. Student eligibility;
  3. Location of class;
  4. Student composition of class;
  5. Faculty selection, supervision, and evaluation;
  6. Course curriculum, instruction, and gathering;
  7. Academic policies and student support services;
  8. Transcripting of credit; and
  9. Funding; and
  10. Defined sequence of courses, where applicable.

19 TAC 4.84–.85

INSTRUCTIONAL PARTNERSHIPS WITH COMMUNITY COLLEGE DISTRICTS

Types of instructional partnerships between TSBVI and a community college district include:

  1. Award of High School Credit Only (see High School Credit-Only Courses, below).
  2. Award of Concurrent Course Credit (see Dual Credit Programs, above).
  3. Tech-Prep Programs (see Tech-Prep Programs, below).
  4. Remedial or Developmental Instruction (see Remedial Programs, below).

19 TAC 9.143

Agreement

For any educational partnership between TSBVI and a community college district, an agreement must be approved by the Board or designee of both the School and the college . The partnership agreement must address the following:

  1. Student eligibility requirements.
  2. Faculty qualifications.
  3. Location and student composition of classes.
  4. Provision of student learning and support services.
  5. Eligible courses.
  6. Grading criteria.
  7. Transcripting of credit.
  8. Funding provisions.

19 TAC 9.144

High School Credit-Only Courses

TSBVI may contract with a community college district for the college district to provide coursework necessary for students to complete high school as described in 19 Administrative Code 9.125.  TSBVI and the college district shall negotiate an agreed cost for instruction.  19 TAC 9.125, .143(a)

Tech-Prep Programs

TSBVI may partner with a college district to allow for the articulation of high school technical courses taught by the high school to high school students for immediate high school credit and later college credit, to be awarded upon enrollment of the students in the college district in an associate degree or certificate program.  19 TAC 9.143(c)

Remedial Programs

The Board may contract, as outlined in 19 Administrative Code 9.125, with the board of Austin Community College (ACC) for the college district to provide remedial programs for students enrolled in TSBVI’s secondary schools in preparation for graduation from secondary school and entrance into college.  TSBVI and the college district shall negotiate an agreed cost for instruction.  Remedial and developmental courses may not be offered for dual credit.  Education Code 130.090; 19 TAC 9.125, .143(d), .146

Community colleges may provide instruction to high school students for either remedial course work to prepare students to pass the required State of Texas Assessments of Academic Readiness End-of-Course (STAAR EOC) assessments or developmental course work to prepare the students to pass an assessment instrument approved by the Board under 19 Administrative Code 4.56 (relating to Assessment Instruments).

High school students who have passed all of the STAAR EOC assessments with the high school graduation standard may be permitted to enroll in state-funded developmental courses offered by a community college at the college’s discretion if a need for such course work is indicated by student performance on an assessment instrument approved by the Board under 19 Administrative Code 4.56 (relating to Assessment Instruments).

TSBVI and ACC shall negotiate an agreed cost for instruction. Remedial and developmental courses may not be offered for dual credit.

Education Code 130.090; 19 TAC 9.125, . 143(d), .146

An institution of higher education shall use the Texas Success Initiative (TSI) Assessment offered by the College Board as the only approved assessment instrument.  19 TAC 4.56

College Preparatory Courses

College preparatory courses are locally developed through a memorandum of understanding created between the School and community colleges.  19 TAC 9.147

CERTAIN ACADEMIES

The School shall grant a maximum of two years' credit toward the academic course requirements for high school graduation for courses a student successfully completes at the Texas Academy of Leadership in the Humanities (at Lamar University – Beaumont), the Texas Academy of Mathematics and Science (at the University of Texas – Brownsville or University of North Texas – Denton), or the Texas Academy of International Studies (at Texas A&M University – Laredo).  Education Code 28.024

Adopted:         11/19/99

Amended:       1/28/05, 4/5/13, 11/15/18

Reviewed: